CHAPTER1: LESSON 1

YOUR PHILOSOPHICAL HERITAGE

To philosophize is so essentially human-and in a sense to philosophize means living a truly human life. -J. Pieper

Philosophy isn't just an academic subject; it's a natural human activity. From asking "Why am I here?" to "What is right or wrong?", our ability to reflect,
question, and seek meaning is what sets us apart as human beings.

IN THE SCHOOL CONTEXT, THIS EXISTENTIAL QUESTIONS

ARE:

 Why do I teach? (PURPOSE)

 What should I teach? (CURRICULUM CONTENT)
 How should I teach? (TEACHING STRATEGIES)

SEVEN PHILOSOPHIES OF EDUCATION

1. ESSENTIALISM

2. PROGRESSIVISM

3. PERENIALISM

4. EXISTENTIALISM

5. BEHAVIORISM

6. LINGUISTIC PHILOSPHY

7. CONSTRUCTIVISM

1. ESSENTIALISM
Why Teach?

 Essentialism holds that teachers exist to help students acquire basic knowledge, skills, and values.

 The purpose of teaching is not to radically reshape society,

but to transmit traditional moral values and intellectual knowledge
that students need to become model citizens.

What to Teach?

 Academically rigorous curriculum focused on:

o Basic skills or the fundamental R's:

 Reading

 Writing ('Riting)

 Arithmetic ('Rithmetic)

 Right conduct

 The goal is to prepare students for higher learning and adult responsibilities.

 The curriculum emphasizes traditional academic disciplines such as:

o Mathematics

o Natural Sciences

o History

o Foreign Languages

o Literature

 Vocational and non-academic courses are often discouraged

as they are viewed as “watered down” or less essential.

 Teachers and administrators decide what is most important to learn;

student interests are not prioritized when they conflict with core content.

How to Teach?

 Teachers must emphasize mastery of subject matter.

 Teachers are expected to be:

 o Intellectual role models

o Moral models – “paragon of virtue” and “fountain of information”

 Teaching methods used:

o Prescribed textbooks

o Drills and memorization

o Lecture method

 There is a heavy stress on discipline and efficient content coverage.

 Practices may include:

o Core academic requirements

o Longer school days

o Longer academic years

2. PROGRESSIVISM
Why Teach?

 Progressivist teachers aim to develop learners into enlightened and intelligent citizens of a democratic society.

 Education is meant to help students live fully in the present, not just prepare them for future adult life.

 They recognize that change is constant and inevitable; therefore, learners must be equipped to adapt and grow with the times.

What to Teach?

 Focus is on a need-based and relevant curriculum that:

o Responds to students’ individual needs

o Connects to students' personal lives and experiences

 More emphasis is placed on teaching skills over memorizing facts, including:

o Skills in coping with change

o Problem-solving
 o Information gathering and evaluation

 Subjects emphasized:

o Natural sciences

o Social sciences

o These reflect ongoing scientific, technological, and social developments

 Real-life application:

o Students solve problems similar to those in the real world,

encouraging practical understanding and adaptability.

How to Teach?

 Teachers use experiential learning methods:

o Based on the idea that “learning by doing” is most effective

(inspired by John Dewey).

 Key methods include:

o Problem-solving activities using the scientific method

o Field trips where students engage with nature or community

o Interactive learning tools such as:

 Thought-provoking games

 Puzzles

 Emphasis on hands-on, minds-on, hearts-on learning

that actively involves the student in the learning process.

3. PERENNIALISM
Why Teach?

 Perennialists believe that humans are rational beings, and education should aim to:

o Develop students’ rational and moral powers.

  Inspired by Aristotle, who said that:

o Neglecting reasoning skills deprives students of their ability to control passions and appetites.

 Schools exist to cultivate the intellect and moral character of students

through engagement with timeless ideas and enduring truths.

What to Teach?

 Universal curriculum based on the belief that all humans share the same essential nature.

 Focus is on general education, particularly the humanities, rather than specialization.

 Less emphasis on vocational or technical education.

 Major content source:

o The Great Books of ancient, medieval, and modern times.

o These books are considered the repository of wisdom and culture that each generation must engage with.

 Influenced by philosopher Mortimer Adler, who emphasized the importance of

these texts in shaping the intellect and soul.

How to Teach?

 Classrooms are teacher-centered:

o Teachers lead the learning and do not let student interests dictate content.

 Teachers use creative and proven methods that:

o Discipline the mind

o Encourage deep, rational thought

 Common strategies:

o Socratic dialogue – guided questioning to develop critical thinking

o Mutual inquiry sessions – to understand timeless concepts through discussion

 The goal is to engage students with permanent ideas and universal truths, not fleeting trends.

4. EXISTENTIALISM
Why Teach?

 Main goal: Help students understand and appreciate themselves as unique individuals.

 Students are encouraged to:

o Accept full responsibility for their thoughts, feelings, and actions.

 Based on the belief that "existence precedes essence":

o People are not born with a fixed purpose, but create it through their choices.

 Teachers support students in:

o Defining their own essence

o Freely choosing their own path in life

 Education should develop the whole person—not just the mind, but also emotions and will.

What to Teach?

 Students are given a wide variety of choices in subject matter.

 The Humanities (literature, philosophy, art) are emphasized because they:

o Provide vicarious experiences

o Encourage creativity and self-expression

 History is taught not just through facts, but by:

o Focusing on individual historical figures as role models

 Vocational education is viewed:

o Not just for job training

o But as a way to help students understand themselves and their capabilities

 In art, students are encouraged to:

o Create their own work

o Express imagination, not simply imitate others

How to Teach?

 Teaching is individual-centered:

o Learning is self-paced and self-directed

 o There is personal, honest interaction between teacher and student

 Teachers use the Values Clarification Strategy, where:

o Students explore and define their own personal values

o Teachers remain non-judgmental

o Teachers do not impose their own values on students

 The learning environment should support:

o Freedom of choice

o Personal growth

o Authentic self-discovery

5. BEHAVIORISM
Why Teach?

 The goal of behaviorist education is to modify and shape student behavior.

 Students are viewed as products of their environment.

 The main objective is to develop desirable behaviors that are acceptable in society.

 Teachers create a favorable learning environment to influence students' behavior effectively.

What to Teach?

 Based on the idea that humans (and animals) respond to internal or external stimuli.

 Teachers focus on helping students respond favorably to environmental stimuli.

 Emphasis is placed on observable and measurable behaviors, not internal thoughts or emotions.

 Lessons are structured to reinforce positive responses and discourage negative ones.

How to Teach?

 Teachers arrange the environment to encourage specific behavioral responses.

This includes:

o Lighting, temperature, and furniture arrangement

 o Size and clarity of visual aids

 Stimuli must be clear and engaging to maintain attention.

 Use of reinforcement strategies:

o Positive reinforcement to strengthen desired behavior (e.g., praise, rewards)

o Negative reinforcement or punishment to reduce unwanted behavior

 Focus is on repetition, practice, conditioning, and feedback.

6. LINGUISTIC PHILOSOPHY
Why Teach?

 The main goal is to develop learners' communication skills.

 The ability to articulate meaning and values from life experiences is seen as the essence of being human.

 Teachers aim to help students:

o Express themselves clearly

o Share their thoughts, values, emotions, and discoveries

o Effectively send and receive messages

 Clear communication enables students to:

o Understand themselves and others

o Engage meaningfully with the world

What to Teach?

 Teach students how to send and receive messages effectively, using:

1. Verbal Communication

 Focuses on words (spoken or written)

 Includes vocabulary, grammar, sentence structure, and clarity of message

2. Non-verbal Communication
  Includes body language, facial expressions, gestures

3. Para-verbal Communication

 Focuses on how something is said: tone, pitch, pacing, and volume

 Teach the importance of:

o Using language that is correct, precise, grammatical, coherent, and accurate

o Expanding vocabulary to better express thoughts and emotions

o Avoiding verbal and non-verbal communication barriers

 Encourage multilingualism:

o The more languages one knows, the more effectively they can connect with diverse cultures

o A multilingual speaker has an advantage over monolinguals or bilinguals

How to Teach?

 Use experiential learning to develop communication skills:

o Let students actively practice verbal, non-verbal, and para-verbal communication

 Create a classroom that is a space for dialogue and expression:

o Encourage discussion, interaction, and exchange of ideas

o Use real-life communication scenarios to make learning meaningful

 The teacher acts as a facilitator of dialogue, promoting:

o Mind-to-mind and heart-to-heart exchanges

o A respectful and open environment for sharing

7. CONSTRUCTIVISM
Why Teach?

 The main goal is to develop:

o Intrinsically motivated learners

o Independent thinkers
  Education should equip students with learning skills so they can:

o Construct knowledge

o Make personal meaning from their learning experiences

What to Teach?

 Learners are taught how to learn, not just what to learn.

 Emphasis is placed on learning processes and thinking skills, such as:

o Searching, critiquing, and evaluating information

o Relating pieces of information

o Reflecting and drawing insights

o Posing questions and conducting research

o Constructing new knowledge from what is discovered

 Students learn to connect new knowledge with what they already know,
forming deeper understanding.

How to Teach?

 The classroom is interactive and learner-centered:

o Encourages dialogue, collaboration, and active participation

 Teachers provide experiences or data that allow students to:

o Hypothesize, predict, manipulate objects

o Ask questions, investigate, imagine, and create

 The teacher’s role is not to "fill empty minds" but to:

o Facilitate and guide learning

o Act as a "midwife" who helps bring out the learners' ideas

o Support the construction of knowledge through inquiry and discovery

 Learners are seen as builders and creators of meaning, not passive receivers.