OUR PHILOSOPHICAL

HERITAGE:

PHILOSOPHIES OF EDUCATION
CONSTRUCTIVISM
WHY TEACH
• Constructivist sees to develop intrinsically motivated and
independent learners adequately equipped with
learning skills for them to be able to construct knowledge
and make meaning of them.

WHAT TO TEACH
The learners are taught how to learn. They are taught
learning processes and skills such as searching, critiquing and
evaluating information, reflecting on the same, making
meaning out of them, etc.
HOW TO TEACH
• The teacher provides students with data or experiences that
allow them to hypnotize, predict, manipulate objects, pose
questions, research, investigate imagine and invent.
• The constructivist classroom is interactive.
ESSENTIALISM

WHY TEACH
• This philosophy contends that teachers teach for learners to
acquire basic knowledge, skills and values. Teachers teach
“not to radically reshape society but rather to transmit the
traditional moral values and intellectual knowledge that
students need to become model citizens.”
WHAT TO TEACH
• Essentialist programs are academically rigorous. The
emphasis is on academic content for students to learn the
basic skills or the fundamental r’s.
• “traditional disciplines such as math, natural science, history,
foreign language and literature.

HOW TO TEACH
• Essentialist teachers emphasize mastery of subject matter.
They are expected to be intellectual and moral models of
their students. They are seen as “fountain” of information
and as “paragon of virtue”. To gain mastery of, basic skills,
teachers have to observe “core requirement, longer school
day, a longer academic year…”
PROGRESSIVISM

WHY TEACH

• Progressivist teachers teach to develop learners into

becoming enlightened and intelligent citizens of a
democratic society.
This group of teachers teaches learners so they may live life
fully NOW not to prepare them for adult life.
WHAT TO TEACH
• The progressivists are identified with need-based and
curriculum.
Progressivists accept the impermanence of life and the
inevitability of change.
Progressivist teachers are more concerned with teaching
the learners the skills to cope with change.

HOW TO TEACH
• The progressivist teachers employ experiential methods.
PERENNIALISM
WHY TEACH
• We are all rational animals.

WHAT TO TEACH
• The perennialist curriculum is a universal one on the view
that all human beings possess the same essential nature.
Philosopher Mortimer Adler claims that the
•
"Great books of ancient and medieval as well as modern
times are a repository of knowledge and wisdom."
HOW TO TEACH

• The perennialist classrooms are "centered around teachers."

Students engaged in sicratic dialogues, or mutual inquiry
sessions to develop an understanding of history's most
timeless concept.
EXISTENTIALISM
WHY TEACH
• “To help students understand and appreciate themselves as
unique individuals who accept complete responsibility for
their thoughts, feelings and actions.”

WHAT TO TEACH
• The humanities, however, are given tremendous emphasis
to “provide students with vicarious experiences that will help
unleash their own creativity and self-expression. For
example, rather than emphasizing historical events,
existentialists focus upon the action if historical individuals.
HOW TO TEACH
• Learning is self-paced, self-directed. It includes a great deal
of individual contact with the teacher, who relates to each
student openly honestly. In the use of such strategy,
teachers remain non-judgmental and take care not to
impose their values on their students since values are
personal
BEHAVIORISM
WHY TEACH
• Behaviorist schools are concerned with the modification
and shaping of students’ behavior by providing for a
favorable environment, since they believe that they are a
product of their environment.

WHAT TO TEACH
• Behaviorist teachers teach students to respond favorably to
various stimuli in the environment.
HOW TO TEACH
• Physical variables like light, temperature, arrangement of
furniture, size and quantity of visual aids have to be
controlled to get the desired responses from the learners.
They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.
LINGUISTIC PHILOSOPHY
• WHY TEACH
• To develop the communication skills of the learner 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 if man. Teachers teach
to develop in the learner the skills to send messages clearly
and receive messages correctly.
WHAT TO TEACH
• Communication takes place in three(3) ways - verbal,
nonverbal, para-verbal. Verbal Component refers to the
content of our message, the choice and arrangement of
our words, it can be oral or written. Nonverbal Component
refers to the message we send through our body language.
Para-verbal Component refers to how we say what we say-
the tone, pacing and volume of our voices. Teach them to
speak as many languages as you can. A multilingual has an
edge over the monolingual or bilingual.

HOW TO TEACH
• Make them experience sending and receiving messages
through verbal, nonverbal, and para-verbal manner.