Philosophies of Education PDF

**PHILOSOPHIES OF EDUCATION** Prepared by: ALLEN U. BAUTISTA Professor 6 **ESSENTIALISM** - Educational essentialism is a theory that states that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. An essentialist program no...

**PHILOSOPHIES OF EDUCATION** Prepared by: ALLEN U. BAUTISTA Professor 6 **ESSENTIALISM** - Educational essentialism is a theory that states that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously. An essentialist program normally teaches children progressively, from less complex skills to more complex. - This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and values. Teachers teach not to radically reshape society but rather to transmit the traditional moral values and intellectual knowledge that learners need to become model citizens. - Essentialist programs are academically rigorous. The emphasis is on academic content for learners to learn the basic skills or the fundamental r's -- reading, 'riting 'rithmetic right conduct as these are essential to the acquisition of higher or more complex skills needed in preparation for adult life. - Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their learners. - With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed textbooks, the drill method and other methods. There is a heavy stress on memorization and discipline. **PROGRESSIVISM** - Progressivism is a philosophy that states that education is found in the needs and interests of learners. Experimental learning or "learning by doing" is a natural progression of learning. - Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic society. - Progressivists are identified with need-based and relevant curriculum. This is a curriculum that responds to learners' needs. - Progressivists accept the impermanence of life and inevitability of change. - The subjects that are given emphasis in progressivist schools are the natural and social sciences. Teachers expose learners to so many new scientific, technological and social developments. - Progressivist teachers employ experiential methods. They believe that one learns by doing. For John Dewey a popular advocate of progressivism book learning is no substitute for actual experience. **PERENNIALISM** - Perennialism is a teacher-centered philosophy of education that believes in learner acquisition of knowledge that is timeless and enduring across civilizations and cultures. As the name suggests, perennialism is an educational philosophy that focuses on learning conceptual and factual information believed to be persistently. - Schools should develop the learners' rational and moral powers. Reasoning skills should also be developed so that they can have the ability to use their higher faculties. - The perennialist curriculum is a universal one on the view that all human beings possess the same essential nature. It is heavy on the humanities, on general education not a specialist curriculum. It has less emphasis on vocational and technical education. - The perennialist classrooms are "teacher-centered" the teachers do not allow the learners' interests or experiences to substantially dictate what they teach. **EXISTENTIALISM** - Existentialism is an attitude and outlook that emphasizes human existence, the qualities of individual persons rather than man in abstract of nature and the world in general. - The main concern of existentialism is to help learners understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions. - In an existentialist curriculum, learners are given wide variety of options from which to choose. They are afforded great latitude in their choice of subject matter. They are allowed to unleash their own creativity and self-expression. - Learning in existentialism is self-paced, self-directed. It includes a great deal of individual contact with the teacher, who relates to each learner openly and honestly. **BEHAVIORISM** - is a worldview that assumes a learner is essentially passive, responding to environmental stimuli. The learner starts off as a clean slate (i.e. tabula rasa) and behavior is shaped through positive reinforcement or negative reinforcement - Behaviorist schools are concerned with the modification and shaping of learners' behavior by providing for a favorable environment. They are after learners who exhibit desirable behavior in the society. - Teachers teach learners to respond favorably to various stimuli in the environment. - Teachers sought to make the stimuli clear and interesting to capture and hold learners' attention. They ought to provide incentives to reinforce positive responses and weaken or eliminate negative ones. (Trespeces,1995) **LINGUISTIC PHILOSOPY** - To develop the communication skills of the learner because the ability to articulate, to voice out the meaning and values of things that one obtains from his/her experience of life and the world is the very essence of man. - Learners should be taught to communicate clearly- how to send clear, concise messages and how to receive and correctly understand messages sent. - Three ways of communicating: Verbal- refers to the content of message, the choice and arrangement of words. This can be written or oral. Nonverbal refers to the message sent through body language. While paraverbal refers to how we say what we say- the tone, pacing and volume of voice. - There is a need to teach learners to use language that is correct, precise, grammatical, coherent, accurate so that they are able to communicate clearly and precisely their thoughts and feelings. **CONSTRUCTIVISM** - constructivism as a paradigm or worldview posits that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality. - Constructivist sees to develop intrinsically motivated and independent learners adequately equipped with learning skills for them to be able to construct knowledge and make meaning of them. - They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information, reflecting on them, making meaning, drawing insights, posing questions. - How to teach applying Constructivism? Teachers provide learners with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The classroom is interactive, it promotes exchange of ideas between and among learners and teacher. **Foundational Principles of Morality** - Morality - refers to the quality of human acts by which we call them right or wrong; good or evil (Panizo, 1964) - Human action is right when it conforms with the norm, rule or law of morality. Otherwise, it is said to be wrong. - Foundational Moral Principle- the universal norm upon which all other principles on the rightness or wrongness of an action are based. - All men and women, regardless of race and belief, have a sense of this foundational moral principle. - We are inclined to do what we recognize as good and avoid that which we recognize as evil. - We are moral when we do good and when we avoid evil. - For Confucius, do not do to others what you do not like others do to you. - For Christians, the Golden Rule is "do to others what you like others do to you. - Love God with all your heart, with all your mind and with all your strength and love your neighbors as you love yourself. **For Buddhists, they do good when:** - Strive to know the truth - Resolve to resist evil - Say nothing to hurt others - Respect life, morality and property - Engage in a job that does not injure others - Strive to free their mind of evil - Control their feelings and thoughts - Practice proper forms of concentration **Teacher as a Person of Good Moral Character** - In the preamble of the Code of Ethics of Professional Teachers, it is emphasized that teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their profession, they strictly adhere to observe and practice this set of ethical and moral principles, standard and values. - Our act is moral when it is in accordance with our human nature. It is immoral when it is contrary to our human nature. Our intellect and free will make us different from and above the beasts. **Good Moral Character Expected of a Teacher** - Humane - Loving - Virtuous - Mature **Teaching as a Vocation, Mission, Profession** - Vocation comes from a Latin word ***vocare*** which means ***to call***. So, vocation is a call. - Vocation -- is the work in which a person is employed; - strong impulse or inclination to follow a particular activity or career. - Teaching is also a mission. The term comes from the Latin word ***misio***, which means ***to send***. - You are called to be a teacher and you are sent into the world to accomplish a mission to teach. - Mission is defined as: \- a body of persons sent to perform or carry on an activity \- an important goal or purpose that is accompanied by strong conviction **Teaching as a mission** - It is a task entrusted to you - It is your assigned task then and naturally you have to prepare for it - It is a work which requires you to accomplish - It is a task that you should not take for granted **Preparing for your Mission** - As you prepare for the mission, your four years stay in the teacher training institution will equip you with the knowledge, skills and attitude to become an effective teacher. - After completing the course, you are expected to continue your professional growth and development. As an old adage says" once a teacher, always a learner. **What is the Mission to Teach?** - Is it to teach the learner the fundamental skills? Reading,'riting, 'rithmitic and right conduct? - Is it to help learner master the basic skills so s/he can continue acquiring higher level skills to become productive member of society? - Is it to deposit facts and other information into the empty minds of learners? - Is it to facilitate the maximum development of his/her potential not only for himself/herself but also for others? - Is it to provide opportunities for the child's growth and remove hampering influences - Is it to help the child become "the man of culture and expertise? **The Elements of the Profession** - Profession -- a paid occupation, especially one that involves prolonged training and a formal qualification \- a calling requiring specialized knowledge and often long and intensive academic preparation \- the body of qualified persons in an occupation \- any type of work which requires special training and high level of education - Teaching is a profession like medicine, engineering, nursing, accounting among others. - Teacher for that matter is a professional. **"Professional is one of the most exalted denoting as it does, long and arduous preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values."** Hermogenes P. Pobre **Teaching as a Profession** - Profession requires long and arduous years of preparation and striving for excellence. Why? - Because the end goal is service. Remember that we cannot give what we don't have. We cannot teach what we do not know. - We can give more if we have more. For teachers to give more, continuing professional education is a must! - Service to the public as a professional turns out to be committed and dedicated only when moral, ethical, and religious values serve as the bedrock foundation. - If you take teaching as your profession, this means that you must be willing to go through a long period of preparation and a continuing professional development. - You must strive for excellence, commit yourself to moral ethical, and religious values and dedicate yourself to public service.