EDUC 90

Teacher and School Curriculum

TASK 1: COMPLETING THE TABLES!

World Philosophy and Philosophy of Education
Implication on
Philosophies Keywords Curriculum Development,
Teaching Strategy and
Assessment of Learning

1. Essentialism -Development of the basic -Development of Student’s

knowledge and skills 3Rs (Reading, Writing,
Arithmetic) in the basic
education.

2. Progressivism -Learning by doing -Progressivist educators

-Active experimentation
employ the scientific
method so that students can
investigate matter and
events in a systematic and
first-hand manner.
-Shared decision-making,
teacher-student planning,
and student-selected topics

3. Idealism -Ideas are the only true reality -Discover and develop each
(reality=ideas) person's strengths and also
their complete moral
greatness to better serve
society.
-Lecture,discussion and
Socratic dialogue
-Introspection, intuition,
insights and whole-part
logic

4. Existentialism -The nature of reality lies -Development of authentic

within the individual. individuals
(reality= individual standard) -Creating opportunities for
self-direction and
self-actualization
-Confronts others’ views to
clarify his or her own
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5. Reconstructionism -Highlight social reform -The strategies are

community-based learning
and bringing the outside
world into the classroom.
-Taking social action on
real-world issues
-Handling contentious
issues

6. Pragmatism -Reality of experienced -Use experimental inquiry

to apply their knowledge to
real-world situations.
-Hands-on problem solving,
experimenting, and
project-based learning

7. Perennialism -Great ideas of Western -The highest priority is

Civilization intellectual development.
-To teach ideas that are -Achieving cultural literacy
everlasting and emphasizing students'
growth in long-term
disciplines.

8. Experimentalism Things are constantly changing -Experimentation: discover

(reality=what works right now) and expand the society we
live in
-Educational research
-Constructivist approaches:
Discipline with Dignity

9. Realism The ultimate reality is the -Demonstrate the ability to

world of physical objects. think critically and
(reality=physical world) scientifically: observation
and experimentation
-Mastery of facts and basic
skills: demonstration and
recitation
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TASK 2: ASSESSING MY TEACHING PHILOSOPHY!

Educational Philosophy Self-Assessment Instrument
1 The curriculum should be universal; a given body of information about 4
western civilization should be taught through discussion and lecture.

2 Students are makers of meaning and construct their understandings 2

from active experience, rather than through transmission from teachers.

3 Education should emphasize personal growth through solving problems 5

that are real to students.

4 Curriculum should not be predetermined; rather, it should spring from 2

students' interests and needs.

5 It is necessary and good that schools instill traditional values in 5

students.

6 Representing information as symbols in the mind is an important part of 4

learning.

7 Schools exist to provide practical preparation for work and life, not to 2
nourish personal development.

8 Teaching the great works of literature is less important than involving 4

students in activities to criticize and shape society.

9 Teachers, rather than imparting knowledge, are facilitators of conditions 3

and experiences so students can construct their own understandings.

10 The aim of education should remain constant regardless of differences in 5

era or society, it should not vary from one teacher to another.

11 Schools should encourage student involvement in social change to aid in 5

societal reform.

12 The emphasis in schools should be hard work, respect for authority, and 5
discipline, rather than encouraging free choice.

13 If encouraging and nourishing environments are provided, learning will 3

flourish naturally because people have an inherent tendency to learn.

14 Students, like computers, are information processors who must make 5

sense of events and objects in their environments.
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15 Schools should guide society towards significant social change rather 4

than merely passing on traditional values.

16 Teachers should concentrate on conveying a common core of knowledge 3

rather than experimenting with modifying curriculum.

17 The curriculum should focus on basic skills instead of students' 4

individual interests.

18 Students must learn to make good choices and to be responsible for their 5
behavior.

19 Conflicts to current understandings trigger the need to learn and to 5

make meaning.

20 Rewards controlled by the external environment lead to and result in all 5

learning.

21 Transmitting traditional values is less important than helping students 5

to develop personal values.

22 The heart of understanding learning is concerned with how information 4

is encoded, processed, remembered, and retrieved.

23 Advocating the permanency of the classics is a vital part of teaching. 3

24 Perceptions centered in experience should be emphasized, as well as the 5

freedom and responsibility to achieve one's potential.

25 Education should help drive society to better itself, rather than 5

restricting itself to essential skills.

26 Teachers should encourage democratic, project-based classrooms that 2

emphasize interdisciplinary subject matter.

27 A knowledgeable individual facilitates or scaffolds learning for a novice 4

based on understanding the learner's developmental level and the
content to be learned.

28 The role of the teacher is to help create a nurturing atmosphere for 5

students and to promote the growth of the whole person.

29 Teaching involves the support of memory storage and retrieval. 3

30 Successful teaching creates an environment that controls student 5

behavior and assesses learning of prescribed outcomes.
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31 The greatest education centers mainly around the student's exposure to 2

great achievements in subjects such as arts and literature.

32 Learning requires modifying internal knowing structures in order to 3

assimilate and accommodate new information.

33 The role of the teacher is to create an atmosphere that rewards desired 5

behavior toward achieving goals and extinguishes undesirable behavior.

34 The primary goal for educators is to establish environments where 2

students can learn independently through purposeful reflection about
their experiences.

35 Principles of reinforcement (anything that will increase the likelihood 2

that an event will be repeated) and contiguity (how close two events
must be chronologically for a bond to be created) are pivotal to
explaining learning.

36 Students' involvement in choosing how and what they should learn is 3

central to education.

37 Students need to develop declarative, procedural, and conditional 4

knowledge.

38 One's behavior is shaped by one's environment; elements within that 5

environment (rather than the individual learner) determine what is
learned

39 The most distinctive quality of human nature is the ability to reason; for 3
this reason, the focus of education should be on developing intellect.

40 Learning should guide students to active participation in social reform. 4

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EDUCATIONAL SCORES TOTAL

PHILOSOPHY

Perennialism 4 5 3 2 3 17

Essentialism 5 2 5 3 4 19

Progressivism 2 5 2 2 3 14

Reconstructionism/ 4 5 4 5 4 22
Critical Theory

Information Processing 4 5 4 3 4 20

Behaviorism 5 5 5 2 5 22

Cognitive/Constructivism 2 3 5 4 3 17

Humanism 5 3 5 5 5 23

Answer:

1. No, the result of this instrument is different from my own philosophy because the philosophy I
perceived is Behaviorism. For me, this is one of the most significant philosophies in education.
The successful environment of the classroom will begin with the proper behavior and approach of
the instructor. In this manner, the class discussion will run properly and operate correctly. This
philosophy is not just for educators, but also for learners. They both need to act appropriately in
order to produce good results. I always bear in mind that the more students I have (in the near
future), the more I can witness worse and better attitudes, but I should still treat them
effectively. Therefore, I will also provide rules and guidelines for students to follow. I will reward
the class or some students for their good behavior throughout the week. On the contrary, I am
going to discipline those who misbehave in my class.

References:

● Cohen, L.M (1999). Philosophical Perspectives in Education. OSU-School of Education. Retrieved

on September 16, 2021 from http://fcc-educ110.weebly.com/uploads/2/3/6/3/
23636704/philosophical_perspectives_of_education.pdf
● Lynch, M. (2017). 5 things that educators should know about the philosophy of education.
Retrieved on September 16, 2021 from https://www.theedadvocate.org/
5-things-that-educators-should-know-about-the-philosophy-of-education/#:~:text=These%20include
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%20Essentialism%2C%20Perennialism%2C%20Progressivism,teacher%2Dcentered%20philosophies%
20of%20education.
● Talaboc, C.A (2014).Experimentalism in Education. Retrieved on september 16, 2021 from
https://www.slideshare.net/clariceanntalaboc/experimentalism-in-education

Gliecy O. Oleta
BSE SCI 2-1