Teacher B is a social reconstructionist. Social reconstructionism believes that education should address social problems and improve people's lives. Teacher B discusses social issues and problems in class, then asks students to conceptualize solutions to bring change in their communities. This aligns with social reconstructionism's view that education should analyze social issues and guide students to understand and help resolve societal problems, with the aim of reconstructing society. Progressivism focuses more on students' interests and making education relevant to their lives, rather than directly addressing social issues like social reconstructionism does.

2. Short Quiz

3. Question 1
Which one of the following
education systems
supports
holistic progress?
a. Realistic education
b. Idealistic education
c. Pragmatic education
d. None of these

4. Question 2
Which philosophy of
education considers
psychology as an
incomplete study of and
an inadequate basis of
educational theory?
a. Realism
b. Pragmatism
c. Idealism
d. Naturalism

5. Question 3
Religious education
is strongly
advocated by
a. Pragmatists
b. Idealists
c. Realist
d. Existentialists

6. Question 4
Which subject would
mostly likely be prioritized
in an idealist curriculum?
a. Philosophy
b. Mathematics
c. Science
d. Arts

7. Question 5
Which of the following
philosophies emphasizes
personal choice and
individual freedom?
a. Realism
b. Idealism
c. Existentialism
d. Pragmatism

8. Question 6
Teacher A always starts
her lessons with a real-
life problem which the
students must solve
collaboratively by the end
of the class period. What
is the philosophy Teacher
A is possibly adhering to?
a. Existentialism
b. Pragmatism
c. Idealism
d. Realism

9. Question 7
Which method is
used by the realist in
order to understand
the world?
a. Abstraction
b. Problem solving
c. Golden mean
d. Dialectics

10. Question 8
Based on
existentialism tenets,
what are ideas?
Select one.
a. Absolute truth
b. Observable realities
c. Sensory perceptions
d. Human creation

11. Question 9
According to
existentialism,
what does freedom entail?
Select one.
a. Fraternity
b. Liberty
c. Equality
d. Responsibility

12. Question 10
According to pragmatist,
education is ___________
life.
a. preparation for
b. a support for
c. an analysis of
d. a part of

13. End of quiz

16. Modern
Philosophies

17. 1 Perennialism
2 Essentialism
4 Social Reconstructionism
3 Progressivism
Contents

18. Teachers who emphasize content in their teaching are
believers of perennialism. The key word for this
philosophical view is perennial which means everlasting,
persisting, and enduring over time. It believes that
knowledge consists of unchanging principles or great
ideas. Perennialist teachers admire everlasting ideas
despite the changes in the environment. They believe that
there is but one ultimate truth and that everything is
constant irrespective of time. This is the reason why it is
usually regarded as the most conservative, traditional,
and inflexible. It is old-fashioned because it values the
past and preserves the ideals of history and culture. It
also holds a classical definition, that is, to be a conserver
of the society and the transmitter of status quo.
Perennialism

19. It is the basic argument of perennialist teachers that numerous classical ideas
have stood the test of time considering that they are still relevant and essential
even in the 21st century. To read and analyze therefore the works of the finest
thinkers. Perennialist teachers assert that the Great Books or the Classics
must be the only ones taught to the students because they are valuable
repositories of knowledge and wisdom. The classroom atmosphere is teacher
dominated because students ought to master substantial subject content.
Also, perennialist teachers take an active role in the classroom than the
learners. Since the transmission of subject matter is the primary goal of
teaching, teachers become “sages on stage”. They define the content of what
the learners are expected to learn, and they control their entire learning
experiences. On the other hand, learners under perennialism are taught to
become recipients of pre-given knowledge – the classics or ideas of great
thinkers of humanity. They stay in the classroom to receive information like
“empty vessels” or “empty containers” waiting to be filled with classic ideas by
the teachers.

20. Content-focused teachers are also believers of
essentialism. They believe that knowledge consists only
of core subjects, and they advocate that teaching must be
centered on the basics or only the essentials must be
taught to the learners. Teachers who believe in this
philosophy basically advocates for the status quo or the
conservation of existing culture or society, which is
viewed as essential to both societal survival, social
stability as well as personal satisfaction and success.
They view that without the transmission function, no
society, including its values and traditions will ever
survive. Essentialist teachers also advocate that the
function of education is for enculturation – that is, passing
on of culture from one generation to the next.
Essentialism

21. It concentrates on teaching the essential knowledge, attitudes, and
skills of life in the real world (the world of the senses). These
knowledge, attitudes, and skills are the so-called accumulated
knowledge of civilization taught through the core subjects in the
traditional academic disciplines. For example, in 1987, Eric Hirsch
introduced the concept of Core Knowledge Model in the teaching of
elementary. At this level, he proposed that teachers must focus only on
the teaching of core information which all Americans need to know. For
essentialism, the teachers are considered the “curator” of knowledge.
They are bestowed with the power to choose the curriculum, to
package the subject-matter according to their will, to organize school
activities, and to construct classroom activities. On the other hand,
essentialism views the learners asempty vessels to be filled up with
information and to be disciplined in the tested and proven techniques
and approaches of the past. Learners come to school to learn what
they need to know, and the teachers are believed to be the best persons
to instruct them in essential matters. There is little opportunity for the
learners to explore, test, and question the ideas of renowned thinkers.
Most often, they adhere to the strong, basic, and core curriculum
prescribed by teachers, and they have to cope with high academic
standards of the school.

22. Concept
Check
Teacher A is a Filipino Teacher. He believes
that the two novels of Dr. Jose Rizal (i.e., Noli
Me Tangere and El Filibusterismo) are
eternal books to teach good citizenship and
the ideals of democracy. In this regard, he
instructs his students to master the contents
of these novels as a way of cultivating and
optimizing their human faculties. Is Teacher
A considered perrennialist or essentialist?
Why?
Read carefully the
situation and answer the
following question.

23. In contrast to content-centered educational philosophy,
some teachers may believe in progressivism. Those who
subscribe to this educational philosophy advocate that
the beginning and end of education is with the individual
learners focused on their interests and not with the
subject matter. Learners learn best when topics are
considered relevant to their lives and that theory and
practice have to go together. Teachers who believe in this
philosophical orientation perceive the learners as active
rather than passive receivers of knowledge. The purpose
of their teaching is to teach the learners according to
their practical needs so as to live meaningfully in this
world.
Progressivism

24. The learners are taught the virtues of self-
independence, self-discipline, accountability, and
discernment to hurdle the challenges in the fast-
changing society. Unlike essentialism in which
competition is promoted through grades, honors, and
other academic rewards, the purpose of progressivist
schooling is to make all learners cooperate. Through
cooperative learning, they develop problem solving and
decision-making skills. Finally, schools aim at
preparing learners for analyzing and solving the types
of problems and challenges they will soon face outside
the classroom.

25. Another content-focused philosophical orientation in the
teaching is social reconstructionism. Teachers who
believe in this philosophy assert that education does not
only serve the individual needs rather the collective
needs and societal benefits. They also believe that
teaching needs a combination of study and action
because education is the key to resolving social
problems. Education has to be considered a potent factor
in addressing numerous issues, problems, and concerns
in the community. A test of good education is its ability to
address social issues confronting all people in the
society. Education is futile and irrelevant if it does not
solve human problems and improve the lives of peoples
and communities.
Social Reconstructionism

26. Moreover, social reconstructionism is in opposition to
essentialism which preserves the status quo in society. It
asserts that education plays a significant role in societal
change, and it is at the forefront in reconstructing society.
The aim of education is to change society so as to build a
new social order that responds to the needs of the people.
The instructional philosophy of social reconstructionism
aims to guide learners in understanding social issues.
Education has to invigorate the learners’ consciousness
and to deepen their participation in discussing and
resolving different societal problems. It is the primary aim
of education to critically analyze societal events and the
dynamics of social institutions such as the government,
family, school, mass media, church, and the like. In so
doing, classroom discussions have to explore relevant and
controversial issues leading to the development of a better
state and society.

27. Concept
Check
Teacher B, discusses relevant, critical and
pressing social issues and problems in
class. After each discussion, he asks his
students to conceptualize solutions to these
issues and problems to bring about change
in the students’ communities. Is Teacher A
progressivist or social reconstructionist?
Why?
Read carefully the
situation and answer the
following question.

28. As a teacher, I feel I have a responsibility to challenge the status quo, create
more equity, and inclusivity in the classroom and bring awareness to issues
of social justice. I look forward to expanding and deepening my
understanding of issues such as, poverty. racism, abuse, gender inequality,
and LGBTQ concerns. Some of which I have and awareness of but not
necessarily a deep understanding, For this reason, I found that the quote
from Einid Lee "those with more privilege have much to learn from listening
to those with less" resonated with me, increasing my desire to learn from
people who have lived such experiences.
I feel the following quote from Socrates really encompasses the way that I
want to approach student learning. Socrates said, "I cannot teach anybody
anything I can only make them think." I will encourage students to have
autonomy of thought in my classroom, I want to present them with a breadth
of facts and diversified ideas from which to form their own opinions,
perceptions, and actions. This method is my way of respecting them as
autonomous thinkers and persons. I feel it would be wrong to teach them to
adopt opinions that are not their own, or as I won't learn from you touched
on, to inundate them with subject matter that fundamentally goes against
their sense of self, culturally, religiously, linguistically etcetera (Khal, 1994).
Retrieved from https://www.cram.com/essay/My-Reflection-Of-Student-
Education-As-A/PKGWPAZHBWW
Read carefully
the reflection of
this teacher and
try to discuss
his/her
philosophical
orientation.
Try this!

29. Post Modern
Philosophies

30. Postmodernism describes the school of
thought arising mainly from oppositional and
radical movements in contemporary society.
The advent of the Industrial Revolution brought
about major societal changes, as well as
several social inequalities that were previously
unheard of. Although the advances in science
and technology continue to shape the world as
we know it, the accompanying social changes in
power and class structure tend to persist in
similar forms as well. It is in opposition to these
now established societal structures that
postmodernist thought arose in very different
areas of the world.
Post Modernism

31. Postmodernist educators believe that there is no absolute
or universal truth, arguing that truth changes with the
advent of new events and discoveries. This means that
scientific events that took place historically on one side of
the world have influenced political and social events that
are now taking place on another.
Postmodernist educators embrace and encourage
individual expression, going further to encourage cross-
cultural dialogue and debates as a necessary factor in the
education process. An important point raised by
postmodernists is that political factors and themes such as
power and social inequality must be addressed if a teacher
is to provide a holistic education. These themes are as
relevant to science and mathematics as they are to social
sciences, with the postmodernist view rejecting the idea
that subjects should be rigidly compartmentalized.

32. Let’s Assess

33. Identify which philosophical
orientation of the teacher is referred
to in the following statements.
A. Perennialism
B. Essentialism
C. Progressivism
D. Social Reconstructionism
Check this:

34. My role as a teacher is to teach students with
eternal ideas from great books which have
been written by renowned people who came
before us. If students learn these, they
become better individuals.
Perennialism
1

35. 2
I believe that the goal of my teaching should
be decongesting numerous topics learned by
students. When students learn only the core
concepts about life, they master the
knowledge, skills, and values essential for
their survival.
Essentialism

36. 3
I am a strong believer that teaching is at its
best when what I teach is within the level of
interests of my students. Learning will be fun
and meaningful once they learn what is
relevant and valuable in their lives.
Progressivism

37. 4
My purpose of teaching is making students
see the dynamics of society. Teaching is
more meaningful when students contribute
to the growth and development of their
communities.
Social Reconstructionism

38. As a teacher, I think the Bible is one
important book that each student
needs to learn. The knowledge
contained in it remains true
irrespective of changes in time.
Perennialism
5

39. 6
My role as a teacher is to teach what the
1987 Philippine Constitution requires,
that is, “all educational institutions shall
include patriotism and nationalism,
foster love of humanity, respect for
human rights, appreciation of the role of
national heroes in the historical
development of the country”.
Essentialism

40. 7
My duty as a Social Studies teacher is to
teach all the topics contained in the book.
Students need to adjust because I am only
effective when I teach all the concepts within
the academic calendar.
Progressivism

41. 8
In my class, I always tell my students
that poverty is not just their making.
Rather, it is the making of a government
and society that perpetuate injustice
and inequality. Thus, I see to it that all of
them should be critical to everything
that happens around them.
Social Reconstructionism

42. In my class, I ensure that there is no
single answer to a question that I
pose. I encourage divergent thinking
and ask students to perform
classroom activities according to
their learning styles and capacities.
Progressivism
9

43. 10
I facilitate learning instead of making my
students become passive receivers of
information. I make them become active
problem solvers of their individual issues
and become practical in life.
Social Reconstructionism

44. Thank you!