philosophy presentaton

1. EDUCATIONAL PHILOSOPHIES;
DEFINITIONS & COMPARISON
CHART
ANABELLE E. ISAAC & NIÑO E. BELANO

2. EDUCATIONAL PHILOSOPHIES; DEFINITIONS &
COMPARISON CHART
• Educational philosophies is one of the most important thing
that a teacher have to remember and understand because
many of the practices and beliefs that we have in teaching
practices specifically strategies that we employ nowadays
are all rooted from these different sets of beliefs, these
different philosophies of education. Today, we will be
defining and scrutinizing the different educational
philosophies ,focusing on their implications to the teaching
and learning process.

3. ESSENTIALISM
Opposite to Existentialism
William Bagley, James Koemer
“Essence precedes Existence”

4. ESSENTIALISM
Because there is always a life prepared
for everyone, the role of the teachers is
to teach learners the basic knowledge,
skills and values.
Why teach?

5. ESSENTIALISM
Traditional approach that emphasizes the basic
skills or the fundamentals
 4 r’s (reading, ‘riting,’rithmetic,right conduct.)
Essentialists programs are academically
rigorous, curriculum centered.
Foci: math , natural sience , history, foreign
language and literature.
4r’s are needed for the students to acquire
higher or more complex skills needed in
preparation for adult life.
Why teach?

6. ESSENTIALISM
The teachers and administrators decide what is
the most important for the students to learn
without considering students’ interest,
background and learning style.
Teacher-centered- everything comes from the
teacher
Teachers – fountain of knowledge, paragon of
virtues.
Emphasis-mastery of subject matter
Why teach?

7. ESSENTIALISM
Rely heavily on the use of prescribed textbooks
method, Drill method, the lecture method,
memorization and discipline.
How to teach?

8. BEHAVIORISM
John Watson , B.F Skinner
Human beings –shaped by the environment
Man-neither good/bad- product of the
society.

9. BEHAVIORISM
Behaviorist school are concerned with the modification and shaping of
students
Why teach?

10. BEHAVIORISM
Behaviorist school are concerned with the modification and
shaping of students
Teacher create classroom atmosphere/classroom climate that is
conducive to learning.
Physical climate: light temperature, arrangement of furniture, size
and quality of visual aids
Psychological climate: feeling of students in the presence of the
teachers and their classmate, respected, welcomed, supported?
 teachers ought to make the lesson as clear and interesting as
possible and hold the learners attention.
Power of positive reinforcement and appropriate incentives to
eliminate negative ones.
How to teach?

11. PERENNIALISM
Robert Hutchins , Mortimer Adler
Ageless , eternal , unchanged
Truth – universal- does not depend on circumstances of time
place, and person( (transcendent truths and values)
We are all animals , Schools should, therefore , develop the
students rational and moral power.
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.

12. PERENNIALISM
The perennialists 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
There is less emphasis on vocational and technical education.
What the perennialists teachers teach are lifted from the Great
Books.
History, religion, literature ( Past ideas-relevant)
Understand the great work of civilization
Curriculum- based on recurrent themes ( Rizal)
What to Teach?

13. PERENNIALISM
The perennialist classrooms are “teacher-centered, “ they do
not allow the students interests or experiences to
substantially dictate what they teach.
Students engaged in Socratic dialogues or mutual inquiry
sessions to develop an understanding of history ‘s most
timeless concepts”
How to Teach?

14. CONSTRUCTIVISM
The formalization of constructivism is generally attributed to Jean
Piaget
He identified processes of assimilation and accommodation that
are key in this interaction as individuals construct new
knowledge from their experiences.
Assimilation –absorbing new information and experience and
incorporate them into our pre –existing ideas (schema).
Accomodation – process in which new information replaces old
beliefs.

15. CONSTRUCTIVISM ( WHY TEACH)
Constructivists sees to develop intrinsically motivated
and independent learners adequately equip with learning
skills for them to construct knowledge and make
meaning out of them.

16. CONSTRUCTIVISM ( WHAT TO TEACH)
The learners are taught how to learn.
They are taught learning processes, and skills such as
searching, critiquing and evaluating information drawing
inferences posing questions out of the
information provided.

17. CONSTRUCTIVISM ( 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 classroom is interactive. It promotes dialogical exchange of ideas
among learners and between teacher and learners.
Teachers role is to facilitate this process.
Their minds are full of ideas waiting to be “midwifed” by the teacher with
his/her skillful facilitating skills

18. PROGRESSIVISM (Learning By Doing)
John Dewey
Contrasted essentialism and perennialism
Change and growth- everything changes everyone grow
Learners- enlightened and intelligent to fully live NOW.
 Progressivist teachers teach to develop learners into becoming enlightened
and intelligent citizens of a democratic society
 These group of teachers teach learners so they may live life fully NOW not to
prepare them for adult life.

19. PROGRESSIVISM (what to teach?)
Progressivist are identified with need- based and relevant curriculum
This is the curriculum that responds to students needs and relate to
students personal lives and experiences.
 Progressivist accept the impermanence of life and the inevitability of change .
 Change is the only thing that does not change hence, progressivist teachers are ore
concerned with teaching the learners the skills to cope with change-( that’s the focus)
 Subjects that are given emphasis in progressivist schools are the “natural “ and social
sciences.
 Teachers expose student to many new scientific technological and social developments
reflecting the progressivist notion that progress and change are fundamental.

20. PROGRESSIVISM (How to teach?)
Progressivist teacher employs experimental methods- “one learns by
doing”
Book learning is no substitute for actual experience
(Dewey)
One experiential teaching method that progressivist teachers heavily
rely on is the problem-solving method
Application what they learn

21. PROGRESSIVISM (How to teach?)
Methods:” hands-on-minds-on-hearts-on” teaching methodology such
as field trips thought provoking games, and puzzles.
Next Maam A

22. ECLECTICISM
• Eclecticism is a conceptual approach that does not hold rigidly to a single
paradigm or set of assumptions, but instead draws upon multiple theories,
styles, or ideas to gain complementary insights into a subject, or applies
different theories in particular cases.
• It can be inelegant, and eclectics are sometimes criticised for lack of
consistency in their thinking, but it is common in many fields of study.
• For example, most psychologists accept parts of behaviorism, but do not
attempt to use the theory to explain all aspects of human behavior.
• A statistician may use frequentist techniques on one occasion and Bayesian
ones on another.
• An example of eclecticism in economics is John Dunning's eclectic theory
of international production.

23. RECONSTRUCTIONISM
• Emphasizes the addressing of social questions and quest
to create a better society and democracy
• Aims social reform
• Curriculum focuses on taking social actions in solving real
problems ( environmental problem, hunger, international
terrorism, inflation. & inequality)
• Social issues are dealt through inquiry community-based
learning is utilized

24. EXISTENTIALISM
• Individuals’ freedom to choose their own purpose in life
• Help students understand and appreciate themselves
as unique individual.
• Humanities are given emphasis
• Learning is self- paced and self –directed.
•

25. EXISTENTIALISM AS A PHILOSOPHICAL TERM
• The existentialist movement in education is based on an
intellectual attitude that philosophers term existentialism.
• In Existentialist view= “man is capable enough to do what they
want their lives to be.
• Example: if you succeed, you have to congratulate yourself for a
job well-done , and if you fail, no one is to be blame for that
failure except yourself , because you are in control to own life.
• People are free to choose what to make of their lives and their
individual passion are what drive them.
•

26. • Jean Paul Sartre's classic formulation of existentialism--that
"existence precedes essence"-- means that there exists no
universal, inborn human nature.
• We are born and exist, and then we ourselves freely determine
our essence (that is, our innermost nature).
• Some philosophers commonly associated with the existentialist
tradition never fully adopted the "existence precedes essence"
principle.
• Nevertheless, that principle is fundamental to the educational
existentialist movement.

27. Just as its name sake sprang from a strong rejection of
traditional philosophy, educational existentialism sprang from a
strong rejection of the traditional, essentialist approach to
education.
Existentialism rejects the existence of any source of objective,
authoritative truth about metaphysics, epistemology, and
ethics.
Instead, individuals are responsible for determining for
themselves what is "true" or "false," "right" or "wrong,"
"beautiful" or "ugly."
Existentialism as an Educational Philosophy

28. • For the existentialist, there exists no universal
form of human nature; each of us has the free will
to develop as we see fit.

29. In the existentialist classroom, subject matter takes second
place to helping the students understand and appreciate
themselves as unique individuals who accept complete
responsibility for their thoughts, feelings, and actions.
The teacher's role is to help students define their own essence
by exposing them to various paths they may take in life and
creating an environment in which they may 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.

30. • Although many existentialist educators provide some curricular
structure, existentialism, more than other educational
philosophies, affords students great latitude in their choice of
subject matter. In an existentialist curriculum, students are given
a wide variety of options from which to choose.

31. • Existentialist methods focus on the individual. Learning is self-paced, self
directed, and includes a great deal of individual contact with the teacher,
who relates to each student openly and honestly. Although elements of
existentialism occasionally appear in public schools, this philosophy has
found wider acceptance in private schools and ill alternative public
schools founded in the late 1960s and early 1970s.

32. COMPARISONCHART
CATEGORIES TRADITIONAL CONTEMPORARY
Philisophical Orientation REALISM IDEALISM & REALISM PRAGMATISM PRAGMATISM
Theoritical Orientation PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIONISM
Direction in time Preserving the past Growth , reconstruct present, change society, shape future
Educational value Fixed ,absolute , objective Changeable, subjective, relative
Educational process Focuses on teaching Focuses on active self-learning
Intellectual focus Train, discipline the mind Engage in problem-solving, social tasks
Subject Matter For its own self-importance All have similar value
Curriculum Composed of three R’s Three R’s, arts, sciences, vocational
Learning Cognitive learning disciplines Exploratory, discovery
Grouping Homogeneous Heterogeneous, culturally diverse
Teacher Disseminates, lectures, dominates instruction Facilitates , coaches, change agent
Student Receptacle , receives knowledge, passive Engages discoverer, constructs knowledge
Social Direction, control, restraint Individualism
Citizenship Cognitive , personal development Personal, social development
Freedom & Democracy Conformity ,compliance with authority, knowledge &
discipline
Creativeness, self- actualization, direct experiences
Excellence vs Equality Excellence in education, academic, rewards and jobs based on
merit
Equality of education, equal change, to disadvantaged
Society Group values, acceptance of norms , cooperative and
conforming behavior
Individual growth, individual ability, importance of individual

33. REFERENCES
• Keywords to Better Understand Philosophies of Education
• https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_p
hilo.pdf
• https://www.studocu.com/ph/document/central-bicol-state-university-of-
agriculture/education/educational-philosophies-definitions-and-comparison-
chart/17801151

34. Thank you