The document discusses five major educational philosophies from the modern period: 1. Essentialism focuses on basic academic skills and character development through traditional subjects taught in a teacher-centered classroom. 2. Perennialism emphasizes ideas that have lasted for centuries and developing reasoning skills through sequenced mastery of content. 3. Existentialism aims to foster individual qualities and cultivate uniqueness by encouraging independent choices and commitment to values. 4. Progressivism promotes active, creative, social and democratic learning through student-centered exploration and questioning. 5. Reconstructionism critically examines institutions to identify inequities and encourages students to think critically about challenges and reforms as "change agents".

1. Significant Contributions in
Education
Educational Philosophies
During the Modern Period:
JEAMROSE ANN G. BAGNATE MAED SOCSTUD 1A
DISCUSSANT

2. Educational
Philosophies
During the Modern
Period
ESSENTIALISM
PERRENIALISM
EXISTENTIALISM
PROGRESSIVISM
RECONSTRUCTIONISM

3. ESSENTIALISM

4. Basic academic knowledge,
skills, and character
development.
• Teachers should try to embed traditional moral
values and virtues such as respect for authority,
perseverance, fidelity to duty, consideration for
others, and practicality and intellectual
knowledge that students need to become model
citizens.

5. Traditional disciplines
• Such as math, natural science, history, foreign
language, and literature.
• In the essentialist system, students are required to
master a set body of information and basic
techniques for their grade level before they are
promoted to the next higher grade.
• Essentialists frown upon vocational courses.

6. Teacher-oriented
classroom
• Teachers serves as an intellectual and moral role
model for the students. The teachers or
administrators decide what is most important for
the students to learn with little regard to the
student interests.
• The students would learn passively by sitting in
their desks and listening to the teacher.

7. An example of essentialism would be lecture
based introduction classes taught at universities.

8. PERENNIALISM

9. Focus of education should be
the ideas that have lasted
over centuries.
• They believe the ideas are as relevant
and meaningful today as when they
were written.
• They recommend that students learn
from reading and analyzing the works
by history's finest thinkers and writers.

10. Importance of mastery of the
content and development of
reasoning skills.
•Goal: to teach students to think
rationally and develop minds that can
think critically.
•A Perennialist classroom aims to be a
closely organized and well-disciplined
environment, which develops in
students a lifelong quest for the
truth.

11. Skills are developed in a sequential
manner.
•For example, reading, writing,
speaking, and listening are
emphasized in the early grades
to prepare students in later
grades to study literature,
history, and philosophy.

12. The Paideia Proposal, a book
published in 1982 by
Mortimer Adler.
• Teachers using the Paideia program
give lectures 10% to15% of the
time, conduct Socratic seminars for
15% to 20% of the time, and coach
the students on academic topics
the remaining 60% to 70% of the
time.

13. •Socratic seminars are lectures in which the teacher asks a
specific series of questions to encourage the students to
think about, rationalize, and discuss the topic.

14. EXISTENTIALISM

15. Fostering Unique Qualities and
Cultivating Individualities.
• The objective of education is to
enable every individual to
develop his unique qualities, to
harness his potentialities and
cultivate his individualities.

16. Becoming of a Human Person
• One of the most important aims of education is
the becoming of a human person as one who
lives and make decisions about what the
learners will do and be.
• ‘Knowing’ in the sense of knowing oneself,
social relationships and biological relationships
development are all parts of this becoming.

17. Leading a Good life
•Good life, according to
existentialists, is authentic life
which is possible when an
individual starts realizing his
individuality and makes his/her
own independent choices.

18. Fostering of Values
• According to existentialist, the aim
of education should be developing
a scale of supreme values
consistent with his freedom.
• The learners must develop a
commitment to these values and
act for them.

19. PROGRESSIVISM

20. Emphasizes Active Learning
•Students are given opportunities
to explore their own interests and
discover new things. Students
should be encouraged to ask
questions and think critically
about the information they are
presented with.

21. Encourages Creativity
• Provided of opportunities to
express themselves creatively and
explore their own ideas, which will
help them learn in new ways with
less risk or frustration than they
would otherwise experience if left
unchecked by outside influences,
such as parents.

22. Teaches Students How to Think, Not
What to Think
•This is done by encouraging them
to ask questions and think
critically about the information
they are presented with.

23. Encourages Social Interaction
•This means that students
should be given
opportunities to work
together and interact. It
is believed that this kind
of interaction is essential
for learning.

24. Encourages Democratic Values
•Students are taught to
participate in their own
governance and make decisions
about their own education. It is
believed that this kind of
education will promote
democratic values and
citizenship.

25. Encourages Lifelong Learning
•This means that students
should be given opportunities
to continue learning even after
leaving the formal education
system.

26. RECONSTRUCTIONISM

27. Critical examination of all cultural and
educational institutions (Webb et. al.,
2010).
•Based on this examination,
areas that are found to be
lacking should be identified and
recommendations for change
and/or reform should be made
according to this philosophy.

28. Very idealistic in nature
•It encourages schools to
teach students to dream
about “what might be”
rather than settle for
“what is” (Webb et. al.,
2010).

29. Students are “change agents”.
• By challenging the norm and seeking
to make society a better place for
everyone. In order to be a change
agent, students are asked to look at
inequities in society and think of ways
to address these inequities by taking
action.

30. “Democratic ideals and emphasizes civic
education” (Webb et. al., 2010, p. 87).
•The curriculum provides
students with the opportunity
to engage in service-learning
opportunities that would
provide them with first-hand
experiences to study social
problems and controversial
issues.

31. Improve students’ abilities to think
critically.
• This means that students are
challenged to think critically by
reflecting on inequities found in society
and exploring them.
• For example, students might be
studying the issue of gender inequity in
the past and be asked to relate it to
gender inequity issues that are still
going on today.

32. Thank you for
listening!!!