UP EDUC 280 - Educational Philosophies

8/18/2019 UP EDUC 280 - Educational Philosophies

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Reporters:

Jackieline AnditElizabeth G. Chongawen

Pearl Joy F. Gamol

EDUC 280:

PRACTICUM IN TEACHING


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1. Perennialism

2. Essentialism

3. Progressivism4. Reconstructionism

5. Experientialism

(Pragmatism)

6. Behaviorism

7. Idealism

8. Existentialism

9. Constructivism(Cognitivism)

10. Humanism

11. Realism


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In each philosophy,we will discuss the following:

DEFINITIONGOAL OF EDUCATION

ROLE OF TEACHERROLE OF STUDENT

CLASSROOM ACTIVITIES


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A set of ideas.

A system of values.

A basic theory or viewpoint.


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Beliefs about…

teaching and learning.

your students.

knowledge.

what is worth knowing.


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Perennialists believe that the 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.

Perennialists recommend that students learn from

reading and analyzing the works by history's finest

thinkers and writers.

Advocates of this educational philosophy are

Robert Maynard Hutchins and Mortimer Adler.


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Perrenialism was

prevalent in the early

seventies in US. Itreveres the experience

of teachers who have

been there.

The most conservative

and traditional

philosophy.

Teacher – centered

philosophy.


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Emphasize the importance of transferring

knowledge, information and skills from

the older generation to the younger one.

The teacher is not concern at thestudent’s interest.

More focus on the curriculum and nature

need.

The teacher set everything based on the

syllabus.


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The aim of Perrenialism is to ensure thatstudents acquire understandings about the greatideas of Western civilization. These ideas havethe potential for solving problems in any era.

The focus is to teach ideas that are everlasting,to seek enduring truths which are constant, notchanging, as the natural and human worlds attheir most essential level, do not change.

It is aimed at teaching students ways of thinkingthat will secure individual freedoms, humanrights and responsibilities through the nature.


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It would include subjects such as:

GeometryEnglish literature

World Geography

AlgebraTrigonometry

Ancient Geography

World HistoryUS History

Bookkeeping


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Not every new idea is a good one, or

one that will even be effective.

Perrenialism plays well to traditional

communities.

Perennialism does helpto dampen the

uncertain effects of

the fads that come toeducation.


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The teacher instills

respect for authority,

perseverance, duty,

consideration andpracticality.

The teacher acts as thedirector and coach of

intellect respondent.


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Teacher is the“fountain of all

knowledge”.

The teacher must

deliver clear lectures.

The teacher coaches the students in

critical thinking skills.

“SELF – CONTAINED KNOWLEDGE” The

teacher supposed to know all the answers.


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Students are passive listeners.

The students are trained for

intellectual and moral

development.

The student should be able to

discipline themselves.

The student should gain the ability

to develop a full “range” of rational

powers.


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Written ActivitiesRecitation

Indoor experiments (Science)


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“ Colonial historiography. Most of the past and present teachers, book authors,and Social Studies consultants give heavier

premium to the history of the colonizers in

the Philippines, and not to the history ofFilipinos. Mostly, this has been the case inthe teaching of History subjects from the

elementary to tertiary levels and will mostlikely perpetuate in the next generations to

come. The history of the Filipino people andthe colonial history of the Philippines are

two different topics altogether.” by Prof. John N. Ponsaran

Development Studies Program, UP Manila


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Essentialism is a conservative view of

curriculum that holds schools responsible

for only the most immediately neededinstruction.

Essentialism tries to instill all students

with the most essential or basic academic

knowledge and skills and character

development.


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The foundation ofessentialist curriculum

is based on traditional

disciplines such as

math, natural science,history, foreign

language, and

literature.

Essentialists believe that teachers should try

to embed traditional moral values and

virtues, practicality and intellectual

knowledge that students need to become

model citizens.


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Essentialists hope that whenstudents leave school, they will not

only possess basic knowledge and

skills, but they will also havedisciplined, practical minds, capable

of applying lessons learned in school

in the real world.


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The teacher should serve as anintellectual and moral role model

for the students.

The teachers or administratorsdecide what is most important

for the students to learn with

little regard to the student

interests.

The teachers also focus on

achievement test scores as a

means of evaluating progress.


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Students are required to master a set body ofinformation and basic techniques for their

grade level before they are promoted to the

next higher grade. The content gradually

moves towards more complex skills and

detailed knowledge.


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Students in this system would sit in rows and

be taught in masses.

The students would learn passively by sittingin their desks and listening to the teacher.


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An example of essentialism would be lecture

based introduction classes taught at

universities. Students sit and take notes in a

classroom which holds over one hundred

students.

Ex: Biology 11 and Chemistry 16 classes in UP Diliman


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Progressivists believe that

individuality, progress, and change

are fundamental to one's education.

Progressivists believe that education

should be a process of ongoing

growth, not just a preparation for

becoming an adult.


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Believing that people learn best from

what they consider most relevant to

their lives, progressivists center theircurricula on the needs, experiences,

interests, and abilities of students.


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John Dewy wanted students to

learn through action and being

involved in the processes that

will get to the end product.

He wanted the students to

work on hands-on projects solearning would take place,

rather than memorization.


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The goals of progressivism are lessabout academia and more about

learning life skills.

“putting thoughts into action”

Pragmatist education strives to give

students experiences to reflect

upon. The goal is for students tolearn to solve problems and learn to

deal with the consequences of their

actions (Freeman, 2002).


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Progressivist teachers try making

school interesting and useful by

planning lessons that provoke

curiosity.


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The students interact withone another and develop

social qualities such as

cooperation and tolerance

for different points of view.

Students solve problems in

the classroom similar tothose they will encounter in

their everyday lives.


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An obvious example of progressivism would

be our class. We are in groups a lot and weactively learn through discussion. We talk

about how what we read can be incorporated

into our future teaching careers.


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Behavior is shaped

deliberately by forces in the

environment and that the

type of person and actionsdesired can be the product of

design. Behavior is

determined by others, rather

that by our own free will. Bycarefully shaping desirable

behavior, morality and

information is learned.


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The science of behavior can shape

pupils into individuals that contribute

in making the world a better place.


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The teacher is the authority oflearning and policy maker.

The teacher helps students learn

by conditioning them throughidentifying the desired behaviors in

measurable, observable terms,

recording these behaviors and their

frequencies, identifying

appropriate reinforcers for each

desired behavior, and providing the

reinforcer as soon as the student

displays the behavior


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Students are passive participants.

Students are the receiver and

follower of rules.


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Emphasizes the

addressing of socialquestions and aquest to create a

better society andworldwidedemocracy.


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Teaching and learning as a processof inquiry in which the child must

invent and reinvent the world for

social reform.


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Facilitator of learning through

various strategies such as inquiry,dialogue and multiple

perspectives.


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Active contributor

in learning,

develops plans

based onproblems/issues,

takes action

throughcommunity-based

learning.


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Ideas are the only true

reality, the only thing worth

knowing. The focus is on

conscious reasoning in themind – spiritual and world.

Bringing latent ideas (fully

formed concepts) to

consciousness.

“SELF – DIRECTED” learning


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Discover and develop eachindividual's abilities and full moralexcellence in order to better servesociety.


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Handler of ideas and facilitator of

learning through various strategies

such as lecture, discussion, and

Socratic dialogue.


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The student is anactive participant inlearning.

The student discoversand clarifiesknowledge.

The students are the“directors” of theirown learning.


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Only those things that are

experienced or observed are

real. The focus is on the

reality of experience.

Reality is constantly

changing and that we learnbest through applying our

experiences and thoughts to

problems, as they arise.


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Learning is dependent on the contextof place, time, and circumstance.

Different cultural and ethnic groupsmust learn to work cooperatively and

contribute to a democratic society.

The ultimate purpose is the creation

of a new social order.


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Facilitators of learning employinghands-on problem solving,

experimenting, projects (mostly in

groups).


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The students are active participants,

they apply their own knowledge to real

situations through experimental inquiry.


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Reality is

subjective,

believes in the

personal

interpretation ofthe world.


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To aid students inknowing themselves and

their place in the society.


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The teacher is the

mediator, he/she questions

and assists students in

their personal journey.

The teacher exposes

students to various path

they may take in life andcreate an environment

where they can choose

freely.


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The student determines his/her ownrules.


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Learning is viewed as

a personal act to

fulfill one’s

potential; people act

with intentionality

and values; human

beings are self-

developing creatures.


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To foster student’s desire to

learn and teach them how tolearn.

Gives primacy to human’s needs

and interests.


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The teacher is the facilitator oflearning, he/she values student’s

affective, social and intellectual

development.


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The student exercises choiceand control over activities.


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Based on

experientiallearning


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Students are encouraged

to participate actively.


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The teacher is the facilitator of

knowledge, asking good

questions.


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The students

are active

participants,explores

his/her ownideas.


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The ultimate reality is

the world of physical

objects; truth orreality is objective.

Subjects of Physicalworld – Math and

Science


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The teacher teaches the

students about theworld, factualinformation for mastery.

The teacher impartsknowledge of reality tostudents or display such

reality for observationand study(demonstrate); displaysand imparts knowledge.


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The student is a passive participant,he/she recites and manipulates

experiments.


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Wh t hil h


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What philosophy

do you usually

apply inteaching?


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Thank you very

much for

listening!

Documents

UP EDUC 280 - Educational Philosophies