This document discusses different philosophies of teaching: - Essentialism focuses on academic content mastery and transmitting traditional values, with teachers deciding what's important. - Perennialism uses a universal curriculum based on human nature, with creative techniques to develop understanding of timeless concepts. - Existentialism teaches students to define their own essence through self-paced, self-directed learning with individual teacher guidance. - Linguistic philosophy develops communication skills through multiple languages to articulate experiences. - Behaviorism shapes student behavior through environmental arrangements and learning from others. - Constructivism has students actively construct knowledge through experiences, questioning, and dialogical exchange between teachers and peers.

1. PHILOSOPHY IN TEACHING
Philosophy Theory of Truth Methodologyto Arrive at the Truth Theory of what is Valuable Good Goal of Teaching Learning
Essentialism
The teacherfocus on
academiccontentfor
studentstolearnthe
basicskills.
Teacheremphasize masteryof subject
matter.
The teachersdecide whatismost
importantforthe studentsto
learnand place little emphasison
student’sinterest.
Teachersteachto transmitthe traditional
moral valuesandintellectual knowledge that
studentsneedtobecome model citizens.
Perennialism
Perennialistcurriculumis
a universal one onthe
viewthatall human
beingspossessthe same
essential nature.
The teachersdo not allowthe
studentsinterestorexperiencesto
substantiallydictatewhattheyteach.
The teachersapplywhatever
creative techniqueandother
triedandtrue methodswhichare
believedtobe mostconducive.
StudentsengagedinSocraticdialogues,or
mutual inquirysessionstodevelopan
understandingof history’smosttimeless
concepts.
Existentialism Existence precedes
essence.
Teachersteachstudentstodefine
theirownessence bycreatingan
environmentinwhichtheytake inlife
and bycreatingan environmentin
whichtheyfreelychoose theirown
preferredway.
Learningisself-paced,self-
directed.Itincludesagreatdeal
of individual contactwiththe
teacherwhorelatestoeach
studentsopenlyandhonestly.
To helpstudentsunderstandandappreciate
themselvesasunique individualwhoaccept
complete responsibilityfortheirthoughts,
feelingsandactions.
Linguistic The more language one
speaks,the better
studentscan
communicate withthe
world.
Make themexperience sendingand
receivingmessagesthroughverbal,
non-verbal andparaverbal.
Teachersteachstudentstospeak
as many as theycan.
To develop the communicationskillsof the
learnerbecause the abilitytoarticulates,to
voice outthe meaningandvaluesof things
that one obtainsfromhis/herexperience of
life andthe worldisthe veryessence of man.
Behaviorism Behavioristare
concerned withshaping
of studentsbehaviorby
providingfora favorable
environment.
Teachersoughtto arrange
environmental conditionssothat
studentscanmake the responsesto
stimuli.
Valuesare alsocaught (catch) not
onlytaught(teach).
Developstudent’sbehavior.
Constructivism Knowledgeis
constructedbylearners
throughan active,
mental processof
development.
Teachersmustprovide studentswith
data or experiencesthanallowthem
to hypothesize,predict,manipulate
objects,pose questions,research,
investigate,imagine andinvent.
Constructivistclassroomis
interactive,itpromotesdialogical
exchange of ideasamong
learnersandbetweenteacher
and learners.
To developintrinsicallymotivatedand
independentlearnersadequatelyequipped
withlearningskillsforthemtoable to
construct knowledge andmakingmeaningof
them.
REYES, CHARMAINEP. BEED IV-2