Research Work

1. SectionIII - Philosophical PerspectivesinEducation Part 3
Educational Philosophies
Withinthe epistemological frame thatfocusesonthe nature of knowledge andhow we come toknow,
there are four majoreducational philosophies,eachrelatedtoone or more of the general orworld
philosophiesjustdiscussed.Theseeducational philosophical approachesare currentlyusedin
classroomsthe worldover.Theyare Perennialism,Essentialism, Progressivism, andReconstructionism.
These educational philosophiesfocusheavilyonWHATwe shouldteach,the curriculumaspect.
Perennialism
For Perennialists,the aimof educationistoensure thatstudentsacquire understandingsaboutthe
great ideasof Westerncivilization.Theseideashave the potentialforsolvingproblemsinanyera.The
focusis to teachideasthatare everlasting,toseekenduringtruthswhichare constant,notchanging,as
the natural and humanworldsat theirmostessential level,donotchange.Teachingthese unchanging
principlesiscritical.Humansare rational beings,andtheirmindsneedtobe developed.Thus,cultivation
of the intellectisthe highestpriorityinaworthwhile education.The demandingcurriculumfocuseson
attainingcultural literacy,stressingstudents'growthinenduringdisciplines.The loftiest
accomplishmentsof humankindare emphasized–the greatworksof literature andart,the lawsor
principlesof science.Advocatesof thiseducationalphilosophyare RobertMaynardHutchinswho
developedaGreatBooks programin 1963 andMortimer Adler,whofurtherdevelopedthiscurriculum
basedon 100 great booksof westerncivilization.
Essentialism
Essentialistsbelieve thatthere isacommoncore of knowledge thatneedstobe transmittedtostudents
ina systematic,disciplinedway.The emphasisinthisconservative perspective isonintellectual and
moral standardsthat schoolsshouldteach.The core of the curriculumisessential knowledgeandskills
and academicrigor.Althoughthiseducationalphilosophyissimilarinsome waystoPerennialism,
Essentialistsacceptthe ideathatthiscore curriculummaychange.Schoolingshouldbe practical,
preparingstudentstobecome valuable membersof society.Itshouldfocusonfacts-the objective reality
out there--and"the basics,"trainingstudentstoread,write,speak,andcompute clearlyandlogically.
Schoolsshouldnottry toset or influencepolicies.Studentsshouldbe taughthardwork,respectfor
authority, anddiscipline.Teachersare tohelpstudentskeeptheirnon-productiveinstinctsincheck,
such as aggressionormindlessness.Thisapproachwasinreactiontoprogressivistapproachesprevalent
inthe 1920s and 30s. WilliamBagley,tookprogressivistapproachestotaskinthe journal he formedin
1934. Otherproponentsof Essentialismare:JamesD.Koerner(1959),H. G. Rickover(1959), Paul
Copperman(1978), and Theodore Sizer(1985).
Progressivism
Progressivistsbelieve thateducationshouldfocusonthe whole child,ratherthanonthe contentor the
teacher.Thiseducational philosophystressesthatstudentsshouldtestideasbyactive experimentation.
Learningisrootedin the questionsof learnersthatarise throughexperiencingthe world.Itisactive,not
passive.The learnerisaproblemsolverandthinkerwhomakesmeaningthroughhisorherindividual
experience inthe physical andcultural context.Effective teachers provide experiencessothatstudents
can learnby doing.Curriculumcontentisderivedfromstudentinterestsandquestions.The scientific
methodisusedbyprogressivisteducatorssothatstudentscanstudymatterand eventssystematically
and firsthand.The emphasisisonprocess-how one comestoknow.The Progressiveeducation

2. philosophywasestablishedinAmericafromthe mid1920s throughthe mid1950s. JohnDeweywasits
foremostproponent.One of histenetswasthatthe school shouldimprovethe wayof life of ourcitizens
throughexperiencingfreedomanddemocracyinschools.Shareddecisionmaking,planningof teachers
withstudents,student-selectedtopicsare all aspects.Booksare tools,ratherthanauthority.
Reconstructionism/Critical Theory
Social reconstructionismisaphilosophythatemphasizesthe addressingof social questionsandaquest
to create a bettersocietyandworldwide democracy.Reconstructionisteducatorsfocusonacurriculum
that highlightssocial reformasthe aimof education.Theodore Brameld(1904-1987) was the founderof
social reconstructionism,inreactionagainstthe realitiesof WorldWar II.He recognizedthe potential for
eitherhumanannihilationthroughtechnologyandhumancrueltyorthe capacity to create a beneficent
societyusingtechnologyandhumancompassion.George Counts(1889-1974) recognizedthateducation
was the meansof preparingpeople forcreatingthisnew social order.
Critical theorists,like social reconstructionists,believethatsystemsmustbe changedtoovercome
oppressionandimprove humanconditions.PauloFreire(1921-1997) was a Brazilianwhose experiences
livinginpovertyledhimtochampioneducationandliteracyasthe vehicle forsocial change.Inhisview,
humansmustlearnto resistoppressionandnotbecome itsvictims,noroppressothers.Todoso
requiresdialogandcritical consciousness,the developmentof awarenesstoovercome dominationand
oppression.Ratherthan"teachingasbanking,"inwhichthe educatordepositsinformationinto
students'heads,Freire sawteachingandlearningasa processof inquiryinwhichthe childmustinvent
and reinventthe world.
For social reconstructionistsandcritical theorists,curriculumfocusesonstudentexperience andtaking
social actionon real problems,suchasviolence,hunger,international terrorism, inflation,and
inequality.Strategiesfordealingwithcontroversialissues(particularlyinsocial studiesandliterature),
inquiry,dialogue,andmultipleperspectivesare the focus. Community-basedlearningandbringingthe
worldintothe classroomare alsostrategies.