CHAPTER 8

Philosophies of Education
To philosophize is so essentially human and philosophize means living a truly human life. In a
sense to – J. Pieper
INTRODUCTION
W are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of
various thinkers who lived before us. These thinkers reflected on life in this planet. They
occupied themselves searching for answers to questions about human existence. These existential
questions come in different versions- “what is life?” “who am I?” “why am I here?” or “what am
I living for?” “what is reality?” “is the universe real?” “what is good to do?” “how should I live
life meaningfully?” and the like. In the school context, these existential questions are: “why do I
teach?” “what should I teach?” An Exercise to Det “how should I teach?” “what is the nature of
the learner?” “how do we learn?” etc. These questions are philosophical questions. They are
tackled in the subject, philosophies of education.
Our Philosophical Heritage: Philosophies of Education
LESSON 1
Learning Outcome
• Explain at least seven philosophies of education
INTRODUCTION
Lesson 1 is focused on at least seven philosophies of education. Each philosophy has its own
answer to questions like “what is the nature of the learner,” how does he/she learn, what should I
teach him/her.
ABSTRACTION: Let’s Add to What You Know
Seven philosophies of education:
Constructivism
Why teach. Constructivists 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, 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.
How to teach. In the constructivist classroom, 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. The teacher’s role
is to facilitate this process.
Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of the
learners. Rather, knowledge is constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and knowledge. Their minds are
not empty. Instead, their minds are full of ideas waiting to be “midwifed” by the teacher with
his/her skillful facilitating skills.

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 reading, ‘riting, ‘rithmetic,
right conduct as these are essential to the acquisition of higher or more complex skills needed in
preparation for adult life. The essentialist curriculum includes the “traditional disciplines such as
math, natural science, history, foreign language, and literature. Essentialists frown upon
vocational courses…” or other courses with watered down academic content… The teachers and
administrators decide what is most important for the students to learn and place little emphasis
on student interests, particularly when they divert time and attention from the academic
curriculum.
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,” if ever there is such a person. To gain mastery of basic skills, teachers have
to observe “core requirements, longer school day, a longer academic year…”
With mastery of academic content as primary focus, teachers rely heavily on the use of
prescribed textbooks, the drill method and other methods that will enable them to cover as much
academic content as possible like the lecture method. There is a heavy stress on memorization
and discipline.

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 relevant curriculum. This is a curriculum that “responds to students’ needs
and that relates to students’ personal lives and experiences.
Progressivists accept the impeor the the inevitability of change. Therything else does not change,
Hence, progressivist teachers are mons learners the skills to with change. Instead of occupying
themselves with teaching facts or bits of information that are true today but become obsolete
tomorrow, they would rather fou their teaching on the skills or processes in gathering and
evaluating information and in problem-solving. Progressivists
The subjects that are given emphasis In progressivist schools are the “natural and social
sciences.” Teachers expose students to many new scientific, technological, and social
developments, reflecting the progressivist notion that progress and change are fundamental…. In
addition students solve problems in the classroom similar to those they will encounter outside of
the schoolhouse.
How to teach. Progressivist teachers employ experiential methods. They believe that one learns
by doing. For John Dewey, the most popular advocate of progressivism, book learning is no
substitute for actual experience. One experiential teaching method that progressivist teachers
heavily rely on is the problem-solving method. This problem-solving method makes use of the
scientific method. (You will learn more of this in your Principles and Strategies of Teaching.)
Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist teachers use are
field trips during which students interact with nature or society. Teachers also stimulate students
through thought- provoking games, and puzzles.

Perennialism
Why teach. We are all rational animals. Schools should, therefore, 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. The perennialist curriculum is a universal one on the view that all human beings
possess the same essential nature. It is heavy on the humanities, on general education. It is not a
specialist curriculum but rather a general one. There is less emphasis on vocational and technical
education. Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval as
well as modern times are a repository of knowledge and wisdom, a tradition of culture which
must initiate each generation.” What the perennialist teachers teach are lifted from the Great
Books.
How to teach. The perennialist classrooms are “centered around teachers.” The teachers do not
allow the students’ interests or experiences to substantially dictate what they teach. They apply
whatever creative techniques and other tried and true methods which are believed to be most
conducive to disciplining the students’ minds. Students engaged in Socratic dialogues, or mutual
inquiry sessions to develop an understanding of history’s most timeless concepts.”

Existentialism
Why teach. The main concern of the existentialists is “to help students understand and appreciate
themselves as unique individuals who accept complete responsibility for their thoughts, feelings
and actions.” Since ‘existence precedes essence’, the existentialist teacher’s role is 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. Since feeling is
not divorced from reason in decision making, the existentialist demands the education of the
whole person, “not just the mind.”
What to teach. “In an existentialist curriculum, students are given a wide variety of options from
which to choose.” Students are afforded great latitude in their choice of subject matter. 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
the emphasizing historical events, existentialists loguе орие the actions of historical individuals,
cach of how provides possible models for the students own belo