PHILOSOPHIES OF EDUCATION

Constructivism
WHY TEACH WHAT TO TEACH HOW TO TEACH
• To develop intrinsically • Learners are taught how The teacher provides
motivated and to learn. They are taught students with data or
independent learners learning processes and experiences that allow
adequately equipped skills such as searching, them to hypothesize,
with learning skills for critiquing and evaluating predict, manipulate
them to be able to information, reflecting on objects, pose questions,
construct knowledge the same, making research, investigate,
and make meaning of meaning out of them, imagine and invent.
them. drawing insights, posing Classroom is interactive. It
questions, researching promotes dialogical
and constructing new exchange of ideas among
knowledge out of these learners and between
bits of information teacher and learner.
learned.
Essentialism
WHY TEACH WHAT TO TEACH HOW TO TEACH
• To allow learners • Programs are academically • The teacher
to acquire basic rigorous. emphasizes mastery of
knowledge, skills • Emphasis is on academic subject matter.
and values. content for students to learn the • Teacher are expected to
basic skills or the fundamental r’s
• To transmit the be intellectual and moral
– reading, ‘riting, ‘rithmetic, right
traditional moral models of their students.
conduct- essential to the
values and acquisition of higher or more
intellectual complex skills needed in
knowledge that preparation for adult life.
students need to • Curriculum includes “traditional”
become model disciplines such as math, natural
citizens. science, history, foreign
language, and literature.
Progressivism
WHY TEACH WHAT TO TEACH HOW TO TEACH
• To develop • Curriculum is need- based and The teachers employ the
learners into relevant, a curriculum that “responds to following methods:
becoming students’ needs and that relates to • experiential methods.
students’ personal lives and
enlightened and experiences.”
They believe that one
intelligent • Learners are taught the skills needed learns by doing.
citizens of a to cope with change. These are skills • Problem- solving
democratic and processes in gathering and method. This makes use
society. evaluating information and in problem- of the scientific method.
• To teach solving. • Field trips. Students
learners so they • Natural and Social Sciences. Teachers interact with nature and
expose students to many new
may live fully scientific, technological, and social
society.
now, not to developments. Students solve • Thought- provoking
prepare them problems in the classroom similar to games and puzzles
for adult life. those they will encounter outside the
schoolhouse.
Perennialism
WHY TEACH WHAT TO TEACH HOW TO TEACH
• To develop • Curriculum is a universal • The teachers do not
students’ rational one on the view that all allow the students’
and moral powers. human beings possess the interests or experiences
• If we neglect the same essential nature. to substantially dictate
students’ reasoning • Curriculum pays attention what they teach.
skills, we deprive heavily on humanities, on • Teachers apply whatever
them of the ability to general education. creative techniques and
use their higher • Less emphasis on other tried and true
faculties to control vocational and technical methods which are the
their passions and education. most conducive methods
appetites.- Aristotle • “Great Books”- considered to discipline students’
repository of knowledge minds.
and wisdom. • Students are engaged in
Socratic dialogues.
Existentialism
WHY TEACH
• To help students understand
and appreciate themselves as
unique individuals who accept
complete responsibility for
their thoughts, feelings and
actions.
• To help students define their
own essence by exposing
them to various paths they
take in life and by creating an
environment in which they
freely choose their own
preferred way.
• To educate the whole person,
“not just the mind.”
WHAT TO TEACH
• Students are given a wide
variety of options from which to
choose.
• Humanities are given
tremendous emphasis to
“provide students with vicarious
experiences that will help
unleash their own creativity and
self- expression”.
• Vocational education is a means
of teaching students about
themselves and their potential
than of earning a livelihood.
• Art encourages individual
creativity and imagination, more
than copying and imitating
established models.
HOW TO TEACH
• The teacher focuses
on the individual.
• Learning is self-
paced, self- directed.
• Values clarification
strategy- to help
students know
themselves and their
place in the society.
Teachers remain non-
judgmental and take
care not to impose
their values on their
students since values
are personal.
Behaviorism
WHY TEACH WHAT TO HOW TO TEACH
TEACH
• To modify and • Teachers • The teacher arranges environmental
shape students’ teach students conditions so that students can make the
behavior by to respond responses to stimuli.
providing for a favorably to • The teacher focuses on environmental
favorable various stimuli variables like light, temperature,
environment. in the arrangement of furniture, size and
• To encourage environment. quantity of visuals.
students to exhibit • The teacher makes the stimuli clear and
desirable behavior interesting to capture and hold the
in society. learners’ attention.
• The teacher provides appropriate
incentives to reinforce positive responses
and weaken or eliminate negative ones.
Linguistic Philosophy
WHY TEACH
• To develop the
communication skills of the
learners because the ability
to articulate, to voice out the
meaning and values of
things that one obtains from
his/ her experience of life
and the world is the very
essence of man.
• To develop in the learner the
skill to send messages
clearly and receive
messages correctly.
WHAT TO TEACH
• Learners are taught to
communicate clearly- how to
send clear, concise messages
and how to receive and
correctly understand messages
sent.
• Verbal communication- refers to • The teacher
the content of the message, the
choice and arrangement of
words.
• Nonverbal communication-
refers to the message sent
through body language.
• Paraverbal communication-
refers to how one says what he
says- tone, pacing, volume of
voices.
HOW TO TEACH
• Experiential method-
the most effective
way to teach
language and
communication.
facilitates dialogue
among learners and
between him/ her
and his/ her
students. In the
exchange of words,
there is also an
exchange of ideas.
Reconstructionism
WHY TEACH WHAT TO TEACH HOW TO TEACH
• To address social • Curriculum highlights social • The teacher focuses
questions and create a reform. on strategies for
better society. • Curriculum focuses on dealing with
• Teaching and learning student experience and controversial issues
is a process of inquiry taking social action on real (particularly in social
in which the child must problems, such as studies and literature),
invent and reinvent the violence, hunger, inquiry, dialogue, and
world. international terrorism, multiple perspectives.
inflation, and inequality. • Community-based
learning and bringing
the world into the
classroom.