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  • The Philosophical Heritage - Teaching Profession

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    Jessica Ruar Napoles
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    The document outlines 5 philosophies of education: essentialism, progressivism, perennialism, existentialism, and behaviorism. Essentialism focuses on acquiring basic knowledge through traditional teaching methods. Progressivism emphasizes developing students into citizens through experiential learning. Perennialism aims to develop students' rational abilities through studying great works. Existentialism supports educating the whole person and creativity. Behaviorism views education as modifying behavior through environmental conditioning.

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    The Philosophical Heritage- teaching profession

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    The document outlines 5 philosophies of education: essentialism, progressivism, perennialism, existentialism, and behaviorism. Essentialism focuses on acquiring basic knowledge through traditional teaching methods. Progressivism emphasizes developing students into citizens through experiential learning. Perennialism aims to develop students' rational abilities through studying great works. Existentialism supports educating the whole person and creativity. Behaviorism views education as modifying behavior through environmental conditioning.

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    18K views2 pages

    The Philosophical Heritage - Teaching Profession

    Uploaded by

    Jessica Ruar Napoles
    The document outlines 5 philosophies of education: essentialism, progressivism, perennialism, existentialism, and behaviorism. Essentialism focuses on acquiring basic knowledge through traditional teaching methods. Progressivism emphasizes developing students into citizens through experiential learning. Perennialism aims to develop students' rational abilities through studying great works. Existentialism supports educating the whole person and creativity. Behaviorism views education as modifying behavior through environmental conditioning.

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    of 2

    The Philosophical Heritage

    Five Philosophies of Education:

    1. Essentialism - fundamental, necessary or required


    -William Bagley
     Why to teach?
     To acquire basic knowledge, skills and values
     Transmission of the traditional moral values and intellectual knowledge that
    students need to become model citizens.
     What to teach?
     Fundamental R’s: reading, ‘riting, ‘rithmetic, right conduct.
     Traditional citizens: mathematics, natural science, history, foreign language and
    literature.
     How to teach?
     Subject-centered
     Memorization, rely to prescribed textbooks, drill method and other methods that
    enables mastery of the subject.
    2. Progressivism - receptive to fresh ideas and concepts
    -John Dewey
     Why to teach?
     To develop learners into becoming enlightened and intelligent citizens of a
    democratic society.
     To live life fully NOW
     “Education is life , not a preparation for life” - Dewey
     What to teach?
     Respond to students’ needs and that relates to students’ personal lives and
    experiences.
     Skills to cope with changes
     Natural and social science
     How to teach?
     Experiential method
     Problem-solving method
     Hands-on-minds-on
     Thought-provoking games and puzzles
    3. Perennialism – Robert Hulchins
     Why to teach?
     To develop the students’ rational and moral powers.
     According to Aristotle, if we neglect the students’ reasoning skills, we deprive them
    of the ability to use their higher faculties to control their passions and appetites.
     What to teach?
     All human beings possess the same essential nature.
     Heavy on humanities and general education
     Less emphasis on vocational and technical education
     Great Books of ancient and medieval as well as modern times
     How to teach?
     Centered around teachers
     Apply whatever creative techniques and methods which are believed to be most
    conducive to disciplining the students’ minds.
     Students engaged in Socratic dialogues
    4. Existentialism – Jean Paul Sartre
     Why to teach?
     Help students understand and appreciate themselves as unique individuals who
    accept complete responsibility for their thoughts, feelings and actions.
     Help students define their own essence
     Demands the education of the whole person, not just the mind.
     What to teach?
     Wide variety of options from which to choose
     Humanities are given tremendous emphasis
     Encourages individual creativity and imagination more than copying and imitating
    established models.
     How to teach?
     Learning is self-paced, self-directed
     Employ values clarification strategy
    5. Behaviorism – John Watson
     Why to teach?
     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?
     Teach the students to respond favorably to various stimuli in the environment.
     How to teach?
     Ought to arrange environmental conditions so that students can make the
    responses to stimuli.
     Ought to make the stimuli clear and interesting to capture and hold the learners’
    attention.
     Ought to provide appropriate incentives to reinforce positive responses and weaken
    or eliminate negative ones.

    Prepared by:
    Jessica Napoles
    Cristian Suarez

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