The Philosopies of Education are: Perennialism, Essentialism, Progressivism, Constructivism,

Existentialism, Behaviorism, Social Reconstructionism and Pragmatism. Their implications in terms of

Aims of Education, Curriculum Content, Teaching Methodologies, Methods of Assessment, Professional
and Personal Traits of Teachers and Role of the Students are as follows.

1. Perennialism

a. Aims of education - In Perennialism, the aims of education revolve around the transmission of
enduring ideas and knowledge that have withstood the test of time. This educational philosophy
emphasizes a strong focus on classical education and the timeless wisdom found in the great works of
literature, philosophy, and other intellectual traditions. Perennialism aims to cultivate students with a
deep understanding of enduring ideas, intellectual virtues, and cultural literacy, preparing them for
intellectual, moral, and cultural leadership roles. The focus is on a universal and comprehensive
curriculum rooted in classical education.

b. Curriculum content - the curriculum content is structured around a set of timeless and enduring ideas,
texts, and knowledge that are considered essential for a well-rounded education. The emphasis is on
classical literature, philosophy, mathematics, and the sciences. The goal is to provide students with a
deep understanding of foundational concepts that have stood the test of time. the curriculum is
designed to provide students with a comprehensive and integrated education that emphasizes the
enduring ideas and knowledge that form the foundation of human civilization. The focus is on depth of
understanding rather than breadth of coverage, and the curriculum often revolves around a set of core
texts and concepts.

c. Teaching methodologies - Perennialism education is characterized by traditional and teacher-centered

teaching methodologies that emphasize a systematic and structured approach to education. The goal is
to impart a deep understanding of enduring ideas and classical knowledge. Some methods in teaching
are: Lecture Based Instruction, Socratic Method, Close Reading of Text, Memorization, Structured
Curriculum, Teacher - Centered Classroom, and Emphasis on Language Arts.

d. Methods of Assessment - Assessments are designed to evaluate students' understanding of enduring

ideas, classical knowledge, and their ability to engage with foundational concepts. The emphasis is often
on deep comprehension, critical thinking, and the application of knowledge. Some examples of
Perennialism assessment methods are: Written exams, Essay Writing, Oral Examinations, Socratic
Dialogues, Project-based Assessment, Research Papers and Memorization. In Perennialism education,
assessments aim to measure students' mastery of classical knowledge, critical thinking skills, and the
application of enduring ideas. The focus is on evaluating deep comprehension and the ability to engage
with foundational concepts in a meaningful way.

e. Professional and Personal Traits of Teachers - Teachers in Perennialism education are expected to
embody certain professional and personal traits that align with the philosophy's emphasis on
transmitting enduring ideas, fostering critical thinking, and guiding students in their intellectual
development. Some of the professional traits of teachers in Perennialism education are: Subject Matter
Expertise, Intellectual Curiosity, Effective Communication Skills, Mentorship and Guidance, and
Commitment to Professional Development. Personal traits that a Perennialist must embody are: Passion
for Education, Patience and Empathy, Cultural Literacy, Critical Thinking, and High Ethical Standards.
f. Role of the Students - The students are expected to actively engage in the learning process, cultivate a
deep understanding of enduring ideas, and develop critical thinking skills. The philosophy places an
emphasis on the transmission of classical knowledge and the study of timeless works. Some of the roles
of the students that are expected for them are: They should be Active Learners, Inquisitive Thinkers,
Close Readers, Critical Analysts, Responsible Researchers, Effective Communicators, Good in
Memorization and Recitation, Collaborative Learners, and Reflective Thinkers.

2. Essentialism

a. Aims of Education - The aims of education are centered around the transmission of essential
knowledge, the development of basic skills, and the cultivation of moral values. This educational
philosophy emphasizes a core set of essential subjects and seeks to provide students with a foundation
that is deemed necessary for personal and societal development.

b. Curriculum Content - In Essentialism education, the curriculum content is carefully selected to focus
on core academic subjects and essential knowledge that is considered foundational for all students. The
aim is to provide a well-rounded education that emphasizes basic skills and cultural literacy.

c. Teaching Methodologies - Teaching methodologies in Essentialism education emphasize a structured

and teacher-centered approach, focusing on the transmission of essential knowledge and the
development of fundamental skills. The methods are designed to maintain a disciplined and organized
learning environment. Some of the methods in teaching in Essentialism education are: Direct
Instruction, Used of Textbooks and Standardized Materials, Lecture-Based Teaching, Structured
Curriculum, Teacher as an Authority Figure, Use of Drill and Practice and Emphasis on Order and
Discipline.

d. Methods of Assessment - Assessment methods in Essentialism are designed to evaluate students'

mastery of essential knowledge and skills. The focus is on traditional and standardized assessments that
measure proficiency in core academic subjects. The methods of assessment used are: Standardized
Testing, Traditional Examinations, Paper and Pencil Test, Essay Writings, Oral Recitation, Project-based
Assessments, Practical Demonstration, and Memorization Tasks.

e. Professional and Personal Traits of Teachers - Teachers in Essentialism education are expected to
embody a set of professional and personal traits that align with the philosophy's emphasis on
transmitting essential knowledge, maintaining discipline, and fostering a structured learning
environment. Some of the Professional traits are: Subject Matter Expertise, Pedagogical Mastery,
Effective Classroom Management, Commitment to High Academic Standards, and Clarity in
Communication. Personal traits that a teacher should posses in Essentialism education are: Passion for
Education, Commitment to Student Success, Ethical Conduct, Resilience and Adaptability, Firmness with
Fairness, Organization and Punctuality, Positive Role Model and Collaborative Approach.

f. Role of the Students - Students play an active role in their own learning process, focusing on acquiring
essential knowledge and mastering foundational skills. The philosophy emphasizes discipline, order, and
a structured approach to education. Their roles include: Receptive Learners, Active Participants in
Learning, Adherence to Classroom Expectations, Focus on Academic Achievement, Responsibility for
Learning, Respect for Authority, Effective Time Management, Active Listening and Collaboration with
Peers.

3. Progressivism

a. Aims of Education - In Progressivism education, the aims of education are centered around fostering
the holistic development of students, promoting critical thinking skills, and preparing individuals for
active participation in a democratic society. Progressivism emphasizes the importance of experiential
learning, collaboration, and the integration of students' interests into the curriculum.

b. Curriculum Content - The curriculum content is designed to be dynamic, flexible, and responsive to
the needs and interests of individual students. Progressivist curricula emphasize real-world applications,
experiential learning, and the integration of diverse subject matter. Some of the examples are:
Integrated and Interdisciplinary Studies, Project-Based Learning, Student-Centered Exploration,
Problem-Based Scenarios, Experiential Learning Opportunities and Technology Integration.

c. Teaching Methodologies - Teaching methodologies in Progressivism education prioritize student-

centered, experiential, and interactive approaches that foster critical thinking, collaboration, and active
engagement. Progressivist educators aim to create dynamic learning environments that respond to
students' needs, interests, and developmental levels. The methods used by the Progressivist are:
Project-Based Learning, Inquiry-Based Learning, Cooperative Learning, Problem-Based Learning,
Differentiated Instruction, Experiential Learning, Critical Reflection and Technology Integration.

d. Methods of Assessment – Progressivism assessment methods aim to measure students'

understanding, skills, and application of knowledge in ways that align with the philosophy's emphasis on
experiential learning and individualized approaches. Assessment in Progressivism focuses on providing
feedback, fostering reflective thinking, and recognizing diverse forms of student achievement. The
assessment methods used by the Progressivist are: Authentic Assessment, Project Portfolios,
Performance Assessment, Self-assessment and Reflection, Peer Assessment, Project-Based Evaluation
Rubrics, and Individual Learning Plan.

e. Professional and Personal Traits of Teachers - Teachers in Progressivism education embody a set of
professional and personal traits that align with the philosophy's emphasis on student-centered,
experiential learning and the cultivation of critical thinking skills. Progressivist educators play the role of
facilitators, guiding students through active exploration and fostering a positive and dynamic learning
environment. Their professional traits are: Facilitator and Guide, Adaptability, Collaborative Approach,
Innovative and Creative Thinking, Reflective Thinker, Student-Centered Approach, and Effective
Communicator. The teacher’s Personal Traits are: Passionate for Teaching and Learning, Empathy and
Understanding, Open-mindedness, Patience and Encouragement, Commitment to Continuous Learning
and Resilience.

f. Role of the Students - Students play active and participatory roles in their own learning, emphasizing
collaboration, critical thinking, and engagement. Progressivism places a strong emphasis on student
agency, curiosity, and the integration of personal interests into the learning process. Some the student’s
role are: Active Explorers, Cooperative Learners, Critical Thinkers, Problem-Solvers, Self-Directed
Learners, Inquirers, Reflective Thinkers, and Creators and Innovators.

4. Constructivism
a. Aims of Education - In Constructivism education, the aims of education revolve around the active
construction of knowledge by students through meaningful experiences, collaboration, and reflection.
Constructivism is based on the idea that learning is a process of building understanding by connecting
new information with existing knowledge.

b. Curriculum Content - The curriculum content is designed to facilitate active learning, meaningful
experiences, and the construction of knowledge by students. The content focuses on real-world
relevance, interdisciplinary connections, and the integration of students' prior knowledge and interests.

c. Teaching Methodologies - Teaching methodologies in Constructivism education are learner-centered

and aim to create environments that support active engagement, critical thinking, and the construction
of meaning by students. Teachers play a facilitative role, guiding students through rich learning
experiences that connect new information to their existing knowledge and foster a deep understanding
of concepts.

d. Methods of Assessment - In Constructivism education, assessment methods are designed to align with
the philosophy's emphasis on active learning, inquiry-based exploration, and the construction of
knowledge by students. These assessment approaches focus on understanding the depth of student
learning, providing meaningful feedback, and capturing the dynamic nature of knowledge acquisition.

e. Professional and Personal Traits of Teachers - Teachers in Constructivism education embody a set of
professional and personal traits that align with the philosophy's emphasis on student-centered learning,
active engagement, and the facilitation of knowledge construction. These traits contribute to creating an
environment that nurtures curiosity, critical thinking, and collaborative exploration.

f. Role of the Students - Students play active and participatory roles in their own learning, emphasizing
exploration, collaboration, and the construction of knowledge. The philosophy places a strong emphasis
on student agency, self-directed learning, and the integration of personal experiences into the
educational process.

5. Existentialism

a. Aims of Education - Existentialism in education is a philosophical approach that focuses on individual

freedom, choice, and the significance of personal experience. Aims of education in Existentialism are
centered around fostering self-awareness, authenticity, and the development of individuality.

b. Curriculum Content - Existentialism in education places a strong emphasis on individual freedom,

choice, and personal experience. The curriculum content in Existentialism education reflects the
philosophy's focus on self-discovery, meaning-making, and the exploration of diverse perspectives.

c. Teaching Methodologies - Existentialism in education emphasizes individual freedom, personal

experience, and the exploration of meaning. Teaching methodologies in Existentialism education are
designed to foster self-discovery, critical thinking, and authentic engagement.

d. Methods OF Assessment - Existentialism education assessment methods are designed to align with
the philosophy's focus on individuality, personal experience, and the exploration of meaning.
Assessment in Existentialism emphasizes qualitative measures, reflective practices, and the integration
of personal narratives.
e. Professional and Personal Traits of Teachers - Teachers in Existentialism education embody a set of
professional and personal traits that align with the philosophy's emphasis on individuality, personal
experience, and the exploration of meaning. These traits contribute to creating an environment that
fosters authentic relationships, encourages self-discovery, and supports the development of students as
unique individuals.

f. Role of the Students - Students take on active and participatory roles in their own learning,
emphasizing personal responsibility, self-discovery, and the exploration of individual meaning. The
philosophy places a strong emphasis on freedom, choice, and the significance of personal experience.

6. Behaviorism

a. Amis of Education - Behaviorism, as an educational philosophy, focuses on observable behaviors and

the external factors that influence them. The aims of education in Behaviorism are centered around
shaping and modifying behaviors through carefully designed and reinforced learning experiences.

b. Curriculum Content - In Behaviorism education, the curriculum content is structured to focus on

observable behaviors and the acquisition of specific skills and knowledge. The emphasis is on clear
objectives, sequential learning, and measurable outcomes.

c. Teaching Methodologies - Behaviorism education, teaching methodologies are centered around

shaping and modifying observable behaviors through systematic instructional strategies and
reinforcement techniques. The emphasis is on explicit instruction, repetition, and the use of positive and
negative reinforcement.

d. Methods of Assessment - Behaviorism education assessment methods focus on observable and

measurable changes in behavior, aligning with the philosophy's emphasis on explicit learning objectives
and behavioral outcomes.

e. Professional and Personal Traits of Teachers - Teachers in Behaviorism education possess a

combination of professional and personal traits that align with the philosophy's emphasis on observable
behaviors, reinforcement, and systematic instructional strategies. The professional traits a teacher in
Behaviorism education should posses the following: Clear Communication Skills, Objective and
Measurable Goal-Setting, Mastery of Instructional Design, Effective Classroom Management, and
Collaborative Approach. The teacher’s personal traits are as follows: Patience and Consistency, Empathy
and Understanding, Reflective Practitioner, Professional Integrity, Lifelong Learning Orientation,
Adherence to Ethical Guidelines, Cultural Sensitive, and Curiosity about Individual Learners.

f. Role of the Students - In Behaviorism education the students play an active role in their own learning,
focusing on observable behaviors, reinforcement, and the acquisition of specific skills. The roles they are
expected to do are : Observable Behavior Display, Response to Reinforcement, Active Participation in
Learning, Self-monitoring of Behaviors, Responsive to Instructional Cues, Participation in Behavior
Contracts, Collaboration in Targeted Intervention and Reflective Practice and Self Assessment.

7. Social Reconstructionism

a. Aims of Education - Social Reconstructionism education aims to address societal issues and promote
social change through education. The primary goals focus on empowering students to critically analyze
and actively engage in the transformation of society.
b. Curriculum Content - In Social Reconstructionism education, the curriculum content is designed to
address societal issues, promote critical analysis, and engage students in activities that contribute to
social change. The content reflects a commitment to fostering a sense of civic responsibility and
preparing students to actively participate in the reconstruction of society.

c. Teaching Methodologies - Teaching methodologies in Social Reconstructionism education are

designed to engage students actively in critical thinking, social analysis, and collaborative problem-
solving. These methods emphasize experiential learning, real-world applications, and the development
of skills that empower students to contribute to social change.

d. Methods of Assessment - Social Reconstructionism education assessment methods are designed to

evaluate not only the acquisition of knowledge but also the application of that knowledge to address
societal issues. These methods focus on measuring critical thinking, problem-solving skills, and the
students' ability to contribute to positive social change.

e. Professional and Personal Traits of Teachers - Teachers in Social Reconstructionism education possess
a combination of professional and personal traits that align with the philosophy's emphasis on social
awareness, critical engagement, and commitment to positive societal change. They must posses the
following professional traits: Commitment to Social Justice, Interdisciplinary Expertise, Community
Engagement Skills, Facilitation of Critical Dialogues, Innovative Teaching Strategies, Action-Oriented
Approach, Cultural Competence, Global Awareness, Advocacy Skills and Technology Integration. The
teachers should also possess some personal traits in Social Reconstructionism education and they are:
Passion for Social Change, Empathy and Compassion, Lifelong Learner Mentality, Courage to Challenge
Norms, Adaptability and Flexibility, Collaborative Spirit, Reflective Practice, Openness to Diverse
Perspectives and Inspirational Leadership.

f. Role of the Students - Students in Social Reconstructionism education are not passive recipients of
information but active participants in the construction and reconstruction of societal values and
structures. Their roles emphasize critical thinking, civic engagement, and a sense of responsibility for
positive social change.

8. Pragmatism

a. Aims of Education – The aims of education in Pragmatism are closely aligned with the philosophy's
pragmatic principles, emphasizing the practical application of knowledge and the development of
problem-solving skills. The key aims of education in Pragmatism are: Promotion of Problem-solving
Skills, Preparation for Practical Life, Fostering Critical Thinking, Focus on Experiential Learning,
Adaptation to Social Change, Development of Flexibility and Open-mindedness, Encouragement of
Lifelong Learning, Encouragement of Initiative and Innovation and Recognition of Individual Differences.

b. Curriculum Content - The curriculum content in Pragmatism education is characterized by its

responsiveness to societal needs, emphasis on practical skills, and a commitment to preparing students
for active and successful engagement in the world. It aims to bridge the gap between theoretical
knowledge and its practical application in real-life situations.

c. Teaching Methodologies - Teaching methodologies in Pragmatism education are characterized by

their emphasis on practical experiences, active engagement, and the integration of real-world problem-
solving. The focus is on creating a dynamic and experiential learning environment that prepares students
for practical success.

d. Methods of Assessment - In Pragmatism education, assessment methods align with the philosophy's
focus on practical application, problem-solving, and real-world skills. It includes Problem-Based
Assessments, Performance Assessment, Case Studies, Simulation and Role Playing, Portfolios,
Collaborative Assessment, Action Research and Critical Reflection. The methods aim to evaluate not only
theoretical knowledge but also the ability to apply that knowledge in practical contexts.

e. Professional and Personal Traits of Teachers – Pragmatism education, teachers are expected to
embody certain professional and personal traits that align with the philosophy's emphasis on
practicality, adaptability, and the integration of theory into real-world contexts. Those professional traits
are: Practical Orientation, Adaptability, Collaborative Approach Problem-Solving Skills, Real World
Experience, Technology Proficiency, Innovative Thinking and Continuous Learner. The Pragmatist
teacher must also posses some personal traits and these are: Open-mindedness, Passionate for
Teaching, Empathy, Communication Skills, Resilience, Reflective Practitioner, and Inclusivity.

f. Role of the Students - Pragmatism education students are active participants in their learning journey,
and their roles are defined by the philosophy's emphasis on practical application, problem-solving, and
adaptability. They are expected to perform such roles like: Active Learners, Problem Solvers, Critical
Thinkers, Collaborators, Adapters to Change, Individual Explorers, Technology Users, Reflective Learners,
Entrepreneurs of Learning, Communicators, and Creators of Solutions.