Teaching Philosophies and their applications. Credits to the owners...

1. LESSON 3
THE PERSPECTIVES OF
EDUCATIONAL PHILOSOPHIES
JosephineG. Contreras, PhD

2.  The study of the fundamental nature of knowledge, reality, and
existence, especially when considered as an academic discipline.
• Philosophy" means, "love of wisdom."
• Philosophy is an activity people undertake when they seek to
understand fundamental truths about themselves, the world in which
they live, and their relationships to the world and to each other.
What is a philosophy?

4. • The philosophy of education examines the goals, forms, methods, and
meaning of education.
• It is the teaching philosophy of a self-reflective statement of beliefs
about teaching and learning.
• It develops these ideas with specific, concrete examples of what the
teacher and learners will do to achieve those goals.
What is an educational philosophy?

5. • The influence that a teacher makes to her students and other people
with whom she works and lives depends a great deal on her
philosophy as a person and as a teacher.
• A teacher’s philosophy of life and her philosophy of education serve
as her “window” to the world and “compass” in the sea of life.
• Embedded in ones’ personal philosophy are principles and values that
will determine how you regard people, how you look at life as a
whole.
• They govern and direct your lifestyle, thoughts, decisions, actions and
your relationship with people and things.
Introduction

6.  Essentialistsbelieve that there is a common core of knowledge that needsto
be transmittedto students in a systematic,disciplinedway. The emphasisin
this conservativeperspective.
 Schooling should be practical,preparingstudents to become valuable
members of society.
 Schools should not try to set or influence policies.
Philosophical Perspective in
Education
■ Essentialism

7.  Students essentialism contends that teachers teach for learners to acquire
basic knowledge, skillsand values.
 Teachers 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.”

8.  Essentialistteachers emphasizemastery
of subject matter.
 They are seen as “fountain” of information and as
“paragon of virtue”, if ever there is such a person.

9.  Progressivistsbelieve that education should focus on the whole
child, rather than on the content or the teacher.
 The learner is a problem solver and thinker who makemeaningthrough his
or her individualexperiencein the physicaland cultural context. Effective
teachers provide experiencesso that students can learn by doing.
■ Progressivism

10.  One of his tenets was that the school should improve the way of life of our
citizens through experiencingfreedom and democracy in schools.
 Shared decision making, planning of teachers with students, student-
selected topics are all aspects. Books are tools, rather than authority
(Oregonstate.edu,1999).

11.  Progressivist teachersemploy experiential methods. They believethat one
learns by doing.
 For John Dewey,the most popular advocate of progressivism,book learning is
no substitute for actual experience.
 Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of a democratic society.
 This group of teachers teach learners so they may live life fully NOW
not to prepare them for adult life.

12. o Perennialists are instructors who feel that the knowledge that
has been passedthrough the ages should be continued as the
basis of the curriculum,
o Perennialists base their teachingson reason, logic, andanalytical
thought. Only information that stood the test of time is relevant.
■ Perennialism

13. o The perennialist curriculum is a universal one on the view that all
human beingspossess the sameessentialnature. It is heavy on
the humanities, on general education.
o Theteachers do not allow the students’ interests or experiences
dictate to substantially dictate what they teach.
o They apply whatever creative techniques and other tried and true
methods which are believedto be most conducive to disciplining
the students’ minds.

14.  The main concern of the existentialists is “to help students understand
and appreciate themselves as unique individuals who accept complete
responsibilityfor their thoughts, feelings and actions”.
 The essentialist 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.
■ Existentialism

15.  Existentialist methods focus on the individual. Learningis self-paced,self-directed.
 To help students know themselvesand their place in society,
teachers employ values clarification strategy.

16. Behaviorist schools are concerned with the modification and shaping of
students’ behavior for a favorable environment since they believe that they are
a product of their environment.
They are after students who exhibit desirable behavior in society. ”, behavioral
teachers teach students to respond favorably to various stimuli in the
environment.
■ Behaviorism

17. • To develop the communication skills of the learners because the ability to
articulate, to voice out the meaningand values of thingsthat one obtains
from his/her experienceof life and the world is the very essenceof man.
• It is through his/herability to expresshimself/herselfclearly, and to get
his/herideas
■ Linguistic Philosophy

18. • Learners should be taught to communicate clearly – how to send clear,
concise messages and how to receive and correctly understand messages
sent.
• Communication takes place in three (3) ways – verbal, nonverbal and
paraverbal. Verbal component refers to the content of our message, the
choice and arrangement of our words.
• This can be oral or written. Nonverbal component refers to the message we
send through our body language while paraverbal component refers to how
we say what we say – the tone, pacing and volume of our voices.

19. • The most effective way to teach language andcommunication is the experiential
way.
• Make them experiencesendingand receivingmessagesthrough verbal, non-
verbaland para-verbalmanner.

20. ■ Constructivism
The learnersare 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 pout of these bits of information learned.

21.  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’srole is to facilitate this process.