This presentation is all about the philosophies of education, exploring different perspectives on the purpose, nature, and ideals of education. From realism to idealism, pragmatism to existentialism, each philosophy offers unique insights into what education should aim for and how it should be approached. Join us as we delve into the diverse philosophies that shape educational practices and policies.
4. CONSTRUCTIVISM
WHY TEACH WHAT TO TEACH HOW TO 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.
The learners are taught
how to learn. They are
taught learning processes
and skills such as
searching, critiquing, and
evaluating information.
In the constructivist
classroom, the teacher
provides students with
data or experiences that
allow them to hypothesize,
predict, manipulate
objects, research, imagine,
and invent.
5. ESSENTIALISM
WHY TEACH WHAT TO TEACH HOW TO TEACH
This philosophy contends
that teachers teach for
learners to acquire basic
knowledge, skills and
values.
Essentialist programs are
academically rigorous. The
emphasis is on academic
content for students to
learn the basic skills.
Essentialist teachers
emphasize mastery of
subject matter. They are
expected to be intellectual
and moral models of their
students.
6. PROGRESSIVISM
WHY TEACH WHAT TO TEACH HOW TO TEACH
Progressivist teachers
teach to develop learners
into becoming enlightened
and intelligent citizens of a
democratic society.
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.”
Progressivist teachers
employ experiential
methods. They believe
that one learns by doing.
7. PERENNIALISM
WHY TEACH WHAT TO TEACH HOW TO TEACH
We are rational animals.
Schools should, therefore,
develop the students’
rational and moral powers.
The perennialist
curriculum is a universal
one on the view that all
human beings possess the
same essentialism nature.
The perennialist
classrooms are “centered
around teachers.” the
teachers do not allow the
students’ interests or
experiences to
substantially dictate what
they teach.
8. EXISTENTIALISM
WHY TEACH WHAT TO TEACH HOW TO TEACH
The main concern of the
existentialists is “to help
students understand and
appreciate themselves.”
“In an existentialist
curriculum, students are
given a wide variety of
options from which to
choose.”
Existentialist methods
focus on the individual.
Learning is self-paced, self-
directed.
9. BEHAVIORISM
WHY TEACH WHAT TO TEACH HOW TO TEACH
Behaviorist schools are
concerned with
modification and shaping
of students’ behavior by
providing for a favorable
environment, since they
believe that they are the
product of their
environment.
Behaviorist teachers teach
students to respond
favorably to various stimuli
in the environment.
Behaviorist teachers
“ought to arrange
environmental conditions
so that students can make
the responses to stimuli.
10. LINGUISTIC PHILOSOPHY
WHY TEACH WHAT TO TEACH HOW TO TEACH
To develop the
communication skills of
the learner because the
ability to articulate, to
voice out the meaning and
values of things.
Learners should be taught
to community clearly.
The most effective way to
teach language and
communication is the
experiential way.
