This document outlines various philosophies of education including their perspectives on why teach, what to teach, and how to teach. It discusses 10 different philosophies: essentialism focuses on acquiring basic knowledge through traditional disciplines taught through mastery and memorization. Progressivism views education as life preparation and emphasizes experiential learning to develop democratic citizens. Perennialism believes in developing students' rational and moral powers through use of great books and Socratic dialogue. Constructivism and existentialism focus on helping students construct their own knowledge and understand themselves as individuals who make their own choices. Behaviorism and linguistic philosophy emphasize shaping student behavior and developing communication skills through environmental stimuli and experience. Idealism and realism involve developing students' ability

1. PHILOSOPHIES OF EDUCATION
PHILOSOPHIES WHY TEACH? WHAT TO TEACH? HOW TO TEACH?
1. ESSENTIALISM
(Whatis necessary,
important/basic)
generalist
 To acquire basic
knowledge,skillsand
values.
 Notto reshape the
societybutto transmit
the traditional moral
values.
 To make studentsmodel
citizens
 Fundamental r’s –
reading,‘riting,‘rithmetic
and rightconduct.
 Traditional disciplines-
Math, Natural Sciences,
History,Foreign
Language & Literature.
 Mastery of the subject
matter.
 Drill method
 Memorization
 Teacheris the fountain
of information.
2. PROGRESSIVISM
(Learningbydoing)
JohnDewey- proponent
Educationislife
 To developintelligent
citizensof a democratic
country.
 To live life fully NOW not
to prepare studentsfor
adultlife.
 BelievesthatCHANGEis
the onlythingthat
doesn’tchange.
 Need-basedandrelevnt
curriculum
 Natural and social
sciences.
 Experiential method
 Problem-solving
 Scientificmethod
 Fieldtrips
 “hands-on- hearts-on”
 puzzles
3. PERENNIALISM
Generalist
Educationisuniversal/
constant.
 Developsstudent’s
rational andmoral
powers
 Believesthattruthis
universal andunchanging
 General curriculum
 Use of great books
 Teacher-centered
 Discipline
 Socratic-dialogue
4. EXISTENTIALISM
(freedom/life choices)
A personisa rational
animal
 To helpstudents
understandand
appreciate themselvesas
unique individualswho
accept complete
responsibilityfortheir
thoughts,feelingsand
actions.
 Purpose of life
 Self-esteem
 Freedom/choices
 Self-paced;self-directed
 Values-clarification
strategy

2. 5. BEHAVIORISM
Specialist
 To shape students
behavior
 Believesthatstudents
are productsof
environment.
 To respondfavorablyto
variousstimuli inthe
environment
 Arrange physical
environmental conditions
(light,temperature,
arrangementof
furnitures,size,quantity,
etc.)
6. LINGUISTICPHILOSOPHY  To develop
communicationskillsof
the learner
 To express
himself(learner) clearly
 To communicate clearly
 To use language correctly
 Experiential way/method
7. CONSTRUCTIVISM
Maker of meaning
 To developlearnerswho
can construct knowledge
and make meaningof
them
 Learnersare taughthow
to learn.
 Learningprocesses
(searching,critiquing,
evaluatinginformation,
reflecting, making
meaning,makinginsights
and researching).
 Experiencesthatallow
themto hypothesize,
predict,manipulate
objects,pose questions,
research,investigate,
imagine andinvent.
8. IDEALISM
Plato- Fatherof Idealism
Socrates- “Knowledgeis
virtue”
 To developlearnerswho
can reflectideas.
 Spiritual,reflection,ideas  Making reflections
 Introspection(self-
examination)
9. REALISM  To developlearnerswho
can observe throughthe
use of sensestothe
maximum
 Science
 Physical concept
 Observation
 Investigation
10. RECONSTRUCTIONISM  To developlearners
knowledge onsociety’s/
issues
 Social issues/needs
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