This document discusses five major philosophies of education: perennialism, essentialism, existentialism, reconstructionism, and progressivism. For each philosophy, it describes their key ideas, views on curriculum, aims of education, teachers' roles, and teaching methods. Perennialism focuses on transmitting universal truths through rigorous intellectual training. Essentialism emphasizes teaching common core knowledge systematically. Existentialism promotes individual choice and self-definition. Reconstructionism aims to critically examine society and enact social change. Progressivism views education as promoting democratic social living through experience-based and interdisciplinary learning.

1. Presented By
ANEEZ. K
1st Year Msc Nursing
EMS College Of Nursing

2. NURSING PHILOSOPHIES
1.PERENNIALISM
 Oldest and conservative
 Rooted in realism
 Relies on the past
Perennialism and curriculum
• Subject centered
• Liberal education
• Only one common curriculum
Perennialism and education
 Robert Hutchins: To Improve Man.

3. Perennialism and Aims of Education
•To develop the rational person and to uncover
universal truths by carefully training the intellect.
• Character training is also important.
Perennialism and Teacher
Teacher is viewed as:
•An authority in the field whose knowledge is
unquestionable.
•A master of the subject and discipline and must be
able to guide discussion.
Perennialism and Method of Teaching.
Socratic Method: oral exposition, lecture and
explication.

4. 2. ESSENTIALISM
 Rooted in both idealism and realism.
 Surfaced in 1930s and developed into a major
position during Cold war and Sputnik era of the
1950s and early 1960s.
 formulated by William Bagley and later developed
by Arthur Bestor and Admiral Hyman Rickover.

5.  Believe that there is a common core of knowledge
that needs to be transmitted to students in a
systematic and disciplined way.
Essentialism and Curriculum
 Not rooted in the past
 Reject subjects such as art, music, physical
education
 Concerned with facts and knowledge.
 All students offered the some common
curriculum.
Essentialism and Aims of Education
 To promote the intellectual growth of the
individual.
 To educate the competent person.

6. Essentialism and Discipline
 Tough discipline
 Home work and serious studies permeate the
curriculum.
Essentialism and Teacher
 The teacher is considered as:
 Master of a particular subject and a model worthy
of emulation.
 An authority because of the knowledge and high
standards he or she holds.
 A person who holds control over the classroom
with minimal student input.

7. 3.EXISTENTIALISM
• European philosophy
• Popular after world war 2nd
• Exponents: Maxine Greene, George Keller, Van
Cleve Morris
• Principle: existence precedes essence
• No inborn human nature
• Centre of existence is man rather than truths, laws
• Man is the maker & master of the culture
• Man imposes a meaning on his or her universe.
• We are born and exist & then we ourselves freely
determines our essence.

8. Existentialism and Curriculum
 The curriculum would avoid systematic
knowledge on structured disciplines
 students are free to select from many available
learning situations.
 The learners choose the knowledge they wish to
possess.
 Existentialism and Education
 choices that each person has to make and that
education is a process of developing consciousness
about the freedom to choose and the meaning of
and responsibility for one's choices.

9. Existentialism and Teacher
 Teacher cultivates personal choice and individual
self-definition.
Existentialism and Methods of Teaching
 Self-expressive activities
 Experimentation
 Methods and media that illustrate emotions,
feeling and insights

10. 4.RECONSTRUCTIONISM
 based on early socialistic and utopian ideas of the
19th century.
 It is society-centered philosophy.
 Exponents: Theodore Brameld is often considered
the originator of the term reconstructionism in
1950.
 Concept: crisis philosophy appropriate for a
society in crisis
 Reconstructionism and Education
The reconstructionists seek a curriculum that
emphasizes cultural pluralism, equality and
futurism.

11. Reconstructionism and education :
 Critically examines the cultural heritage of a society
as well as entire civilization.
 Is not afraid to examine controversial issues.
 Is deliberately committed to bring about social and
constructive change.
 Cultivate a future planning attitude that considers
the realities of the world.
 Enlists students and teachers in a definite program
to enhance cultural renewal and interculturalism.

12. Reconstructionism and Curriculum
 curriculum should coincide with a new socio-
economic- political education.
 analysis, interpretation and evaluation of
problems are insufficient; commitment and action
by students and teachers are needed.
 Society is always changing and they emphasize
the curriculum should also be changing in
accordance to it.
Reconstructionism and Aims of Education
 Strengthen control of the schools

13. Reconstructionism and Teacher
 Teachers should measure up to their social
responsibilities.
 Brameld remarked: students and teachers must only
take positions; they must also become change agents
to improve society.

14. 5.PROGRESSIVISM
 developed from pragmatic philosophy
Concept of progressivism
 contemporary reform movement in educational,
social, and political affairs.
 Dewey viewed the school as a miniature
democratic society in which students could learn
and practice the skills and tools necessary for
democratic living.

15. Progressivism and Education
 the skills and tools of learning include problem solving
methods and scientific inquiry.
 Learning experiences include cooperative behaviours
and self-discipline
 schools can transmit the culture of society while it
prepares students in the changing world.
 This philosophy places emphasis on how to think and
nor what to think.

16.  Progressive education focused on the child as the
learner rather than on subject, emphasized
activities and experiences rather than verbal and
literary skills and encouraged cooperative group
learning activities rather than competitive
individualized lesson planning.
Progressivism and Aim of Education:
 To promote democratic social living.

17. Progressivism and Curriculum
 The curriculum is interdisciplinary in nature.
 Books and subject matter were part of the
learning process rather than sources of ultimate
knowledge.
 Curriculum is based on student's interests,
involves the application of human problems and
affairs.

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BIBLIOGRAPHY FOR TEACHER

19. 4.OnlineLibrary.wiley.com/journal/10.1111/(ISSN)
1467-9752
BIBLIGRAPHY FOR STUDENTS
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