This document outlines different educational philosophies:
1. Essentialism focuses on transmitting traditional values and academic content through direct instruction.
2. Progressivism emphasizes experiential, problem-based learning to develop citizens.
3. Perennialism teaches universal human nature through great books and humanities.
4. Existentialism develops students as unique individuals through self-directed learning.
5. Behaviorism modifies behavior through controlled environmental stimuli.
6. Communication focuses on developing verbal, non-verbal, and paraverbal skills.
7. Constructivism teaches learning skills and facilitates knowledge construction through experience.
This document outlines different educational philosophies:
1. Essentialism focuses on transmitting traditional values and academic content through direct instruction.
2. Progressivism emphasizes experiential, problem-based learning to develop citizens.
3. Perennialism teaches universal human nature through great books and humanities.
4. Existentialism develops students as unique individuals through self-directed learning.
5. Behaviorism modifies behavior through controlled environmental stimuli.
6. Communication focuses on developing verbal, non-verbal, and paraverbal skills.
7. Constructivism teaches learning skills and facilitates knowledge construction through experience.
This document outlines different educational philosophies:
1. Essentialism focuses on transmitting traditional values and academic content through direct instruction.
2. Progressivism emphasizes experiential, problem-based learning to develop citizens.
3. Perennialism teaches universal human nature through great books and humanities.
4. Existentialism develops students as unique individuals through self-directed learning.
5. Behaviorism modifies behavior through controlled environmental stimuli.
6. Communication focuses on developing verbal, non-verbal, and paraverbal skills.
7. Constructivism teaches learning skills and facilitates knowledge construction through experience.
IV- Physical Science -contendsthat teachers teach for learners to acquire basic knowledge, skills, and values.
Why to teach?
Not to radically reshape the 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.] Emphasis : Academic Content [r’s] Reading, ‘riting, ‘rithmetic, right conduct
Essentialist curriculum includes the traditional
disciplines such as math, natural sciences, history, foreign language and literature. Teachers & administrators decide what is most important for the students to learn and place little emphasis on the students’ interests. How to teach? Essentialist teachers emphasize of subject matter. They are expected to be intellectual and morals 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 requirements, longer school day, a longer academic year. How to teach? Teachers rely heavily on the use of the prescribed textbooks, the drill method, lecture, and other direct methods. There is a heavy stress on memorization and discipline. Why to teach? Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic society. This group of teachers teaches thr 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 relevant curriculum. This is a curriculum that “corresponds to students’ needs and that relates to students’ personal lives and experiences.” Progressivists accept the impermanence of life and the inevitability of change. Natural and social sciences are given emphasis. [Teachers expose students to many new scientific, technological, and social development, reflecting the notion that progress and changes are fundamental.] How to teach? Experiential method Learning by doing. “Book is no substitute for actual experience” -John Dewey One experiential teaching method that progressivist teachers heavily rely on is the problem-solving method. Also- field trip, thought-provoking games and puzzles. Why to teach? We are all rational animals. Schools should therefore, develop the students’ rational and moral powers. 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? curriculum is universal on the view that all human beings possess the same essential nature. Heavy on humanities, on general education. Not a specialized curriculum Less emphasis on vocational and technical eduaction [What the perentialist teachers teach are lifted from the great books.] How to teach? Teacher-centered Teachers do not allow the students’ interests or experiences to substantially dictate what they teach. They apply whatever creative techniques and tried and true methods which are believed to be most conducive to disciplining the students’ minds. Why to teach? To help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions. To help define their own essence by exposing them to various paths they take in life and by creating an env’t in which they freely choose their own preferred way. [The existentialists demand the education of the whole person, not just the mind.”] What to teach? Students are given a wide variety of options from which to choose, and vicarious experiences that will unleash their own creativity and self-expression. Vocational education is regarded more as a means of teaching students about themselves and their potential than of earning a livelihood. How to teach? Existentialists’ methods focus on the individual. Learning is self-paced, self-directed. It includes a great deal of individual contact with the teacher. Teachers employ values clarification strategy. Why to teach? To modify and shape students’ behavior by providing for a favorable environment, since they believe that they are product of the environment. They are after students who exhibit desirable behavior in society. What to teach?
Because they look at “people and other
animals… as complex combinations of matter that act only in response to internally or externally physical stimuli,” behaviorist teachers teach students to respond favorably to various stimuli to their environment. How to teach? Teachers ought to arrange environmental conditions so that students can make the responses to stimuli. 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. Why to teach? To develop communication skills of the learners because of the ability to articulate, to voice out the meaning and values of things that one obtains from his experience of life and the world is the very essence of man. Teachers teach to develop in the learner the skill to send messages clearly and receive messages correctly. What to teach? Learners should be taught to communicate clearly through the three ways of communication. Verbal components- content of message, choice and arrangement of words, oral/written Non-verbal components- message through body language Paraverbal components-how we say what we say-tone, pacing, and volume of voice. There is a need to caution the learners of the verbal and non-verbal barriers to communication. Teach to speak as many language as you can. The more languages you speak, the better you can communicate to the world. A multilingual has an edge over the monolingual/ bilingual. How to teach? Done in experiential way Make them experience sending and receiving messages through verbal, non-verbal and para-verbal manners. Why to teach? 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? Learners are taught how to learn. They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information, reflecting on the same, making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of information learned. The teacher provides students with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and between teacher and learners. Teacher’s role is to facilitate the process.