Combined Philosophies

8/6/2019 Combined Philosophies

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TimelineTimelineTimelineTimeline

PerennialismPerennialism ExistentialismExistentialism

ProgressivismProgressivism

EssentialismEssentialism

PhenomenologyPhenomenology

PerennialismPerennialism

ExistentialismExistentialism





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Philosophical FoundationsPhilosophical Foundations

-- ShorthandShorthand --

Essentialism & PerennialismEssentialism & Perennialism

GunGun--totin conservatives?totin conservatives?

Progressivism & ExistentialismProgressivism & Existentialism TreeTree--huggin liberals?huggin liberals?

PhenomenologyPhenomenologyWhats it to ya?!Whats it to ya?!


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&&PerennialismPerennialism

PhilosophicalPhilosophical

Foundations ofFoundations ofEducationEducation


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EssentialismEssentialism PerennialismPerennialismDefinitionsDefinitions

There is a core ofThere is a core ofknowledge andknowledge and

skills a studentskills a studentmust learn.must learn.

also known asalso known as

Back to Basics orBack to Basics orCore curriculumCore curriculum

Education is basedEducation is basedon universalon universal

principles of theprinciples of theworld, that explainworld, that explainnature and humannature and human

nature.nature.


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EssentialismEssentialism PerennialismPerennialismHistoriesHistories

rooted in realismrooted in realism

developed todeveloped toreinforce idealsreinforce idealsdeveloped throughdeveloped throughwestern civilizationswestern civilizations

follows authoritarianfollows authoritarianprincipleprinciple

rooted in idealismrooted in idealismand realismand realism

created in reactioncreated in reactionto progressivismto progressivism

developed into adeveloped into a

major position aftermajor position afterthe Sputnik launchthe Sputnik launchin the Cold War Erain the Cold War Era


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EssentialismEssentialism PerennialismPerennialism

Teacher RoleTeacher Role

teacher impartsteacher impartsprinciples throughprinciples through

timetime--tested,tested,traditional methodstraditional methods

take charge of thetake charge of thecurriculumcurriculum

commoncommonpedagogies:pedagogies:lecture,lecture,

memorizationsmemorizationsactivities, andactivities, andexaminationsexaminations


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Student RoleStudent Role

learn the 3 Rs:learn the 3 Rs:readin, (w)ritin,readin, (w)ritin,

and rithmaticand rithmaticalso learn universalalso learn universaltruths revealedtruths revealed

through historythrough historybecome involved inbecome involved inthe intellectualthe intellectual

dialogue of historydialogue of history

learn the contentlearn the contentand skills of theand skills of the

curriculumcurriculum

recognize therecognize theteacher as beingteacher as being

the expertthe expert

become abecome aproductive citizenproductive citizen


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Real CasesReal Cases Contemporary PracticeContemporary Practice

Dr. Theodore SizerDr. Theodore Sizer

The Essential Schools MovementThe Essential Schools Movement ten common principles guide the curriculumten common principles guide the curriculum

Madeline HunterMadeline Hunter

Essential Elements of InstructionEssential Elements of Instruction -- PedagogiesPedagogies

focus on clear essential learning goalsfocus on clear essential learning goals personalize teaching to learning needspersonalize teaching to learning needs

constantly monitor student learningconstantly monitor student learning

assess student performance on real and authenticassess student performance on real and authentictaskstasks

Real CasesReal Cases



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Robert M. Hutchins and Mortimer AdlerRobert M. Hutchins and Mortimer Adler

The Great Books ProgramThe Great Books ProgramGreat universal ideas have come out of theGreat universal ideas have come out of the

intellectual dialogue carried on over timeintellectual dialogue carried on over timethrough the great works of classic literature.through the great works of classic literature.

teacherteacher--centered locus of controlcentered locus of controlThe Boston Latin SchoolThe Boston Latin School

Students need to read these great worksStudents need to read these great works(preferably in the original language)(preferably in the original language) to knowto know

where we are today in that dialogue.where we are today in that dialogue.

Real CasesReal CasesEssentialismEssentialism


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AttributesAttributes


Features teacherFeatures teacher--centered locus ofcentered locus of

control control and explicit teachingand explicit teachingof traditional values.of traditional values.

Prepares children forPrepares children foradulthood.adulthood.

Students will becomeStudents will becometrue intellectuals.true intellectuals.

Teachers are heldTeachers are heldresponsible forresponsible for

teaching.teaching.Students are heldStudents are heldresponsible forresponsible for

learning.learning.LearningLearningexperiences areexperiences arestructured.structured.

How does this alignHow does this alignwithwith youryour

philosophy?philosophy?

How doesHow does thisthis alignalignwith yourwith your


For both philosophies:

learners should be active

content is structured

subjects are cognitive


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CritiquesCritiques

Agree or Disagree?Agree or Disagree?Agree or Disagree?Agree or Disagree?

outdatedoutdated

has slowedhas slowededucational changeeducational change

Todays studentsTodays studentsneed to play anneed to play anactive role in theiractive role in theirlearning.learning.

little flexibility in thelittle flexibility in thecurriculumcurriculum

studentsstudentsinterests/experiencesinterests/experiencesare not a factor inare not a factor in

what teachers teachwhat teachers teachvocational coursesvocational courseshinder developmenthinder developmentof rational powersof rational powers


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&&

ExistentialismExistentialism


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ProgressivismProgressivism ExistentialismExistentialism

HistoriesHistories

John DeweyJohn Dewey

stimulated schools tostimulated schools to

make educationmake educationmore relevant to themore relevant to theneeds and interestsneeds and interests

of students (1920s)of students (1920s)resurgence in lateresurgence in late60s and 80s60s and 80s

Began in the mid toBegan in the mid tolate 1800s throughlate 1800s through

Kierkegaard andKierkegaard andNietzsche.Nietzsche.

Became moreBecame morebroadly popularbroadly popularthrough Sartresthrough Sartreswritings in midwritings in mid1900s.1900s.


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Stimulate studentsStimulate studentsinterest byinterest by

exposing them toexposing them tonew experiences.new experiences.

Help students learnHelp students learn

to become flexibleto become flexibleproblem solvers.problem solvers.

Help students toHelp students toidentify theiridentify their

foundational beliefsfoundational beliefsby exposing themby exposing themto ethicalto ethical

dilemmas.dilemmas.Facilitate ability ofFacilitate ability ofstudents to makestudents to makefree choices.free choices.


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interactinteractcooperatively withcooperatively with

one anotherone another

experience andexperience andlearn from diverselearn from diverse

points of viewpoints of viewdevelop selfdevelop self--reliancereliance

make choicesmake choicesbased onbased on

experiencesexperienceswork to definework to definethemselvesthemselves

make sense of theirmake sense of theirown livesown lives


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AttributesAttributesinteractive probleminteractive problemsolvingsolving

learning is knowledgelearning is knowledgeconstructionconstruction

critical thinking andcritical thinking and

problem solvingproblem solvingintellectual integrityintellectual integrityand social conscienceand social conscience

application of learningapplication of learning

making choices inmaking choices in

sequential and opensequential and open--ended situationsended situations

knowledge isknowledge issubjective, residessubjective, resideswithin the individualwithin the individual

moral / ethicalmoral / ethicaldecision makingdecision making

For both philosophies:

learners make many decisions

curriculum/content is flexible

thinking approach is divergent

How does this alignHow does this alignwithwith youryour


How doesHow does thisthis alignalignwith yourwith your



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CritiquesCritiques

does not align withthe specified content

of mandatory testingdifficult to measureand compare resultswhen students arepursuing individual,not commoninterests

leads to despairleads to despairand inactivityand inactivity

leads to isolationleads to isolationrather thanrather thanpromoting a sensepromoting a sense

of community withof community withothersothers

Agree or Disagree?Agree or Disagree?Agree or Disagree?Agree or Disagree?


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A DefinitionA Definition

We are notmolded by our

experiences.

my existence does not stem from my my existence does not stem from myantecedents, from my physical and socialantecedents, from my physical and socialenvironment, instead it moves out towardenvironment, instead it moves out towardthem and sustains them, for I alone bringthem and sustains them, for I alone bring

into being for myself the tradition which Iinto being for myself the tradition which Ielect to carry on.elect to carry on. -- MerleauMerleau--Ponty (1962)Ponty (1962)


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We shape ourunderstanding

of experiencestoward anobjective ...




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that fits theframework we

have chosen.




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that fits theframework we

have chosen.

creates a framework of understandingcreates a framework of understanding

happens within each individualhappens within each individualBy careful and objective observation (By careful and objective observation (withoutwithoutpresuppositionspresuppositions), we can understand and work), we can understand and workwith each students framework.with each students framework.


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DefinitionDefinition

|| study of the structures of experiencestudy of the structures of experience

|| determination of how people perceivedetermination of how people perceiveevents in their own context and whatevents in their own context and whatmeaning they give to those eventsmeaning they give to those events


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HistoryHistory

Began in 18Began in 18thth Century as a theory ofCentury as a theory ofsensory appearances: the starting pointssensory appearances: the starting points

for building knowledge.for building knowledge.1919thth Century: phenomena occur in theCentury: phenomena occur in themind as intentional acts of consciousness.mind as intentional acts of consciousness.

20th Century: Husserl described objectiveand shareable meanings residing in theconscious mind.


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Primary focus is not on thePrimary focus is not on theteaching, but on the learning.teaching, but on the learning.

Create safe environment for students toCreate safe environment for students toexpress honest opinions.express honest opinions.

Create opportunities for students toCreate opportunities for students to

express their understanding.express their understanding.Design experiences that illustrateDesign experiences that illustrate

conceptsconcepts..


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Listen to how students are makingListen to how students are makingsense of new material.sense of new material.

Weave in lots of student feedback:Weave in lots of student feedback:checks for understanding, dailychecks for understanding, dailystudent closure, and projects.student closure, and projects.


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Actively participate: listening,Actively participate: listening,thinking, contributing.thinking, contributing.

Consider and learn from otherConsider and learn from other

peoples perspectives.peoples perspectives.

Construct meaning from experiences.Construct meaning from experiences.



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Omni EducationOmni Education

Erin Gruwell and the Freedom WritersErin Gruwell and the Freedom Writers

Historical ReHistorical Re--enactmentsenactments


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AttributesAttributes

Considers each student as unique andConsiders each student as unique andimportant.important.

Teachers and students explore andlearn from each others perspectives.

Broadens thinking.


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CritiquesCritiques

Consciousness (perception) cannot beConsciousness (perception) cannot beexplained objectively as it cannot beexplained objectively as it cannot be

directly tied to brain structure anddirectly tied to brain structure andfunction.function.

Early 20Early 20thth Century phenomenologistsCentury phenomenologists

description of the theory as beyonddescription of the theory as beyondscience implies that it is fundamentallyscience implies that it is fundamentallysubjective.subjective.

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Combined Philosophies