Chapter 1 Lesson 1 Seven Philosophies of Education.doc

Seven Philosophies of Education

Examples

Why Teach? (Objectives)

What to Teach? (Curriculum)

How to Teach? (Teaching Strategies)

Educator/Philosopher

Other Information

Essentialism

*Back-to the Basics Movement, Conduct of NAT learning competencies, authoritarian approach to teaching

*For learners to acquire KSA *To transmit the traditional moral values *RATIONAL

* mastery of subject matter * observe core requirements, longer school days, prescribed textbooks, drill method, memorization, discipline

Progressivism

*Non authoritarian approach to learning

*For learners to be enlightened, intelligent * Live life fully * Education as Life

TRADITIONAL DISCIPLINES e.g. Math, Literature *Subject Matter-Oriented *More academic content (r’s – reading, riting, rithmetic, right conduct , less vocational course * little emphasis on students’ interest *Need-based and relevant to students’ experiences (natural and social sciences) * Skills/Processes –to cope with CHANGE * student-centered teaching * accept the impermanence of life

* William Bagley

*

*Problem-Solving Method * John Dewey * Simulation/Animals learn to interplay * Experiential methods (learning by doing) *Hands-on-Minds-onHearts-on e.g. field trip, puzzles

*Education is life not a preparation for life *Book learning is no substitute for actual experience * Stimulate in the classroom life in the outside world

Perennialism

*Authoritarian approach

*to develop their rational and moral powers *reasoning skills

* teacher-centered e.g. mutual inquiry sessions, Socratic dialogue

*Great Books! *ancient, medieval, and modern times *has the same essential nature with others

Existentialism

*Non-authoritarian

*to help students define

*UNIVERSAL – all human beings possess the same essential nature * subject matter-oriented *GENERALIST and not specialist *less vocational/technical education *GREAT BOOKS *CHOICE (variety of

*Mortimer Adler * Robert Hutchins

*INDIVIDUAL / own pace *Jean Paul Sartre

*man is nothing

Symbol

their own essence *demands the education of the whole person *existence precedes essence *has rational and moral powers

options) *more vocational *student-centered teaching

* values clarification strategy

*William Thackeray *John Watson

else but what he makes of himself / existence precedes essence No universal nature *life is what you make it

Behaviorism

*No choice, No free will

*MODIFICATION and shaping students’ behavior by providing a favourable environment

*STIMULUS-RESPONSE in the environment

* control/arrange environmental conditions *make stimuli clear and interesting *provide appropriate rewards/incentives to reinforce (+) response

* *students are product of their environment

Linguistic Philosophy

*Mother tongue

*to develop communication skills of the learner

*EXPERIENCE *Jurgen Habermas *facilitates dialogue among *Hans Georg learners Gadamer *John Powell *Chip Rose

* * * listening in dialogue… *when a relationship is working…

Constructivism

*Knowledge to meaning

*To construct knowledge and make meaning of them

*verbal (oral/written) – content of our message, choice/arrangement of words *Non-verbal – body language *Para verbal – how we say what we say e.g. tone, pacing, volume Expand their vocabularies *learning processes and skills (searching, evaluating, critiquing, reflecting, relating, constructing new knowledge

*INTERACTIVE classroom *provide students with data or experiences *facilitates dialogue among learners * knowledge is constructed by learners * ready to be “midwifed” by the teacher

*NO teaching methodology of “telling”

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