FIVE MAJOR PHILOSOPHIES OF EDUCATION

ESSENTIALISM PERENNIALISM BEHAVIORISM EXISTENTIALISM PROGRESSIVISM

It emphasized the It emphasized the It emphasized the It emphasized the It is the opposite of
fundamental acquisition of ageless nature and existence of a person in essentialism. It believes
education skill and knowledge such as character of a terms of its character or that teaching should
knowledge which works of civilizations. human being as a its character focus on students’
every learner should
It focuses on subject product of the development like experiences rather
possess after
like language, history, external attaining self- than limited inputs and
schooling. To master
reading, writing mathematics, logic environment. actualization and self- pure academic.
literature and science Development is direction. Learning is Learning rises from
CONTENT

speaking and
arithmetic is the which are viewed as through shaping based on the willingness experiences and one’s
center of its teaching possessing significant one’s behavior in of a person rather than discovery.
and learning teaching that never adapting to its the skill.
processes. ends and be left in environment. The
the past. teaching of
discipline is
highlighted in one’s
development.
It aims to develop It aims to develop a Human beings are It stresses the existence It stresses the thought
learners to think rational individual seen as neither good of human as to its of humans as social
critically, logically that is wise enough nor bad but its knowledge and facts animal that should do
and systematically. to understand and external provided by the reality to interactions with
To develop the use eternal truths. environment will where a person can be others in order to
GOALS/ values of hard work, define the growth of independent to make a develop holistically
OBJECTIVES
discipline and an individual. With wise choice. tapping the majority of
perseverance to this, this philosophy the human’s nature
every students as aims to use such as experiences,
they study pure disciplinary values, character and a
academics. measures to restrict decision maker.
undesirable
development or
learning that may
contribute to
unpleasant society.
 Thus, it mostly
negates a man’s
freewill.
The teacher follows The teachers are seen The role of a teacher The teacher’s role is to Teachers are labeled as
systematic order of as the only is to utilize provide learning the facilitator of
providing learning knowledgeable one in reinforcements to opportunities to students learning rather than
opportunities which the classroom his/her learners. The that will help them to the dispenser of
is more concerned wherein he/she must reward and become a good decision knowledge. Teachers
with regular drills, master the subject punishment system maker. are expected to be
assignments, matter and the most is encouraged in this innovative in providing
recitations and often dominant authority in philosophy of The students’ role is to be learning experiences to
assessment and the classroom. education. exposed to a guided students in order to
evaluation. subjective dilemma that produce holistically
STRATEGY

Students are Students are will hone them to developed individual.

The students are expected to believe perceived to become good decision
taught in their skills everything what the develop adaptability maker rather than pure The students are given
like answering paper teacher taught and in nature as they are academic skills. interactive activities
and pencil test, have fewer doing the learning rather than paper and
assignments, opportunities for process. pencil tests.
recitations which are activities or discovery Performances and
seen as the way to of one’s thought. products are the new
make them become alternatives for the
competent paper and pencil
individuals in the evaluation.
society.