EDUC 280:

PRACTICUM IN TEACHING

Reporters:

Jackieline Andit
Elizabeth G. Chongawen
Pearl Joy F. Gamol

1.

Perennialism

7.

Idealism

2.

Essentialism

8.

Existentialism

3.

Progressivism

9.

4.

Reconstructionism

Constructivism
(Cognitivism)

5.

Experientialism
(Pragmatism)

10.

Humanism

11.

Realism

6.

Behaviorism

In each philosophy,
we will discuss the following:

DEFINITION
GOAL OF EDUCATION
ROLE OF TEACHER
ROLE OF STUDENT
CLASSROOM ACTIVITIES

A set of ideas.

A system of values.

A basic theory or viewpoint.

Beliefs about

teaching and learning.

your students.

knowledge.

what is worth knowing.

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.

 Perrenialism

was
prevalent in the early
seventies in US. It
reveres the experience
of teachers who have
been there.

The

most conservative
and traditional
philosophy.

Teacher

centered
philosophy.

 Emphasize

the importance of transferring

knowledge, information and skills from
the older generation to the younger one.

The

teacher is not concern at the

students interest.

More

focus on the curriculum and nature

need.

The

teacher set everything based on the

syllabus.

The aim of Perrenialism is to ensure that

students acquire understandings about the great
ideas of Western civilization. These ideas have
the potential for solving problems in any era.

The focus is to teach ideas that are everlasting,

to seek enduring truths which are constant, not
changing, as the natural and human worlds at
their most essential level, do not change.

It is aimed at teaching students ways of thinking

that will secure individual freedoms, human
rights and responsibilities through the nature.

It would include subjects such as:

Geometry

English

literature
World Geography
Algebra
Trigonometry
Ancient Geography
World History
US History
Bookkeeping

 Perennialism

does help
to dampen the
uncertain effects of
the fads that come to
education.

Not

every new idea is a good one, or

one that will even be effective.

Perrenialism

plays well to traditional

communities.

 The

teacher instills
respect for authority,
perseverance, duty,
consideration and
practicality.

The

teacher acts as the

director and coach of
intellect respondent.

 The

teacher coaches the students in

critical thinking skills.

SELF

CONTAINED KNOWLEDGE The

teacher supposed to know all the answers.
Teacher

is the
fountain of all
knowledge.

The

teacher must
deliver clear lectures.

 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.

Written

Activities
Recitation
Indoor experiments (Science)

 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 of
Filipinos. Mostly, this has been the case in
the teaching of History subjects from the
elementary to tertiary levels and will most
likely perpetuate in the next generations to
come. The history of the Filipino people and
the colonial history of the Philippines are
two different topics altogether.
by Prof. John N. Ponsaran
Development Studies Program, UP Manila

 Essentialism

is a conservative view of
curriculum that holds schools responsible
for only the most immediately needed
instruction.

Essentialism

tries to instill all students

with the most essential or basic academic
knowledge and skills and character
development.

 Essentialists

believe that teachers should try

to embed traditional moral values and
virtues, practicality and intellectual
knowledge that students need to become
model citizens.
The

foundation of
essentialist curriculum
is based on traditional
disciplines such as
math, natural science,
history, foreign
language, and
literature.

 Essentialists

hope that when

students leave school, they will not
only possess basic knowledge and
skills, but they will also have
disciplined, practical minds, capable
of applying lessons learned in school
in the real world.

The teacher should serve 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 teachers also focus on

achievement test scores as a
means of evaluating progress.

 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. The content gradually
moves towards more complex skills and
detailed knowledge.

 Students

in this system would sit in rows and

be taught in masses.

The

students would learn passively by sitting

in their desks and listening to the teacher.

 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

 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.

 Believing

that people learn best from

what they consider most relevant to
their lives, progressivists center their
curricula on the needs, experiences,
interests, and abilities of students.

 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 so
learning would take place,
rather than memorization.

The goals of progressivism are less

about 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 to
learn to solve problems and learn to
deal with the consequences of their
actions (Freeman, 2002).

Progressivist

teachers try making

school interesting and useful by
planning lessons that provoke
curiosity.

 The

students interact with

one another and develop
social qualities such as
cooperation and tolerance
for different points of view.

Students

solve problems in
the classroom similar to
those they will encounter in
their everyday lives.

 An

obvious example of progressivism would

be our class. We are in groups a lot and we
actively learn through discussion. We talk
about how what we read can be incorporated
into our future teaching careers.

 Behavior

is shaped
deliberately by forces in the
environment and that the
type of person and actions
desired can be the product of
design. Behavior is
determined by others, rather
that by our own free will. By
carefully shaping desirable
behavior, morality and
information is learned.

 The

science of behavior can shape

pupils into individuals that contribute
in making the world a better place.

The teacher is the authority of

learning and policy maker.

The teacher helps students learn

by conditioning them through
identifying 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

Students
Students

are passive participants.

are the receiver and

follower of rules.

Emphasizes the
addressing of social
questions and a
quest to create a
better society and
worldwide
democracy.

 Teaching

and learning as a process

of inquiry in which the child must
invent and reinvent the world for
social reform.

Facilitator

of learning through
various strategies such as inquiry,
dialogue and multiple
perspectives.

Active

contributor
in learning,
develops plans
based on
problems/issues,
takes action
through
community-based
learning.

 Ideas

are the only true

reality, the only thing worth
knowing. The focus is on
conscious reasoning in the
mind spiritual and world.
Bringing latent ideas (fully
formed concepts) to
consciousness.

SELF

DIRECTED learning

 Discover

and develop each

individual's abilities and full moral
excellence in order to better serve
society.

 Handler

of ideas and facilitator of

learning through various strategies
such as lecture, discussion, and
Socratic dialogue.

The

student is an
active participant in
learning.

The

student discovers
and clarifies
knowledge.

The

students are the

directors of their
own learning.

 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 learn
best through applying our
experiences and thoughts to
problems, as they arise.

 Learning

is dependent on the context

of place, time, and circumstance.

Different

cultural and ethnic groups

must learn to work cooperatively and
contribute to a democratic society.

The

ultimate purpose is the creation

of a new social order.

 Facilitators

of learning employing
hands-on problem solving,
experimenting, projects (mostly in
groups).

The students are active participants,

they apply their own knowledge to real
situations through experimental inquiry.

Reality is
subjective,
believes in the
personal
interpretation of
the world.

To

aid students in
knowing themselves and
their place in the society.

 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 and
create an environment
where they can choose
freely.

 The

student determines his/her own

rules.

Learning

is viewed as
a personal act to
fulfill ones
potential; people act
with intentionality
and values; human
beings are selfdeveloping creatures.

To

foster students desire to

learn and teach them how to
learn.

Gives

primacy to humans needs

and interests.

 The

teacher is the facilitator of

learning, he/she values students
affective, social and intellectual
development.

The

student exercises choice

and control over activities.

Based

on
experiential
learning

Students

are encouraged
to participate actively.

The teacher is the facilitator of

knowledge, asking good
questions.

The students
are active
participants,
explores
his/her own
ideas.

The

ultimate reality is
the world of physical
objects; truth or
reality is objective.

Subjects

of Physical
world Math and
Science

 The

teacher teaches the

students about the
world, factual
information for mastery.

The

teacher imparts
knowledge of reality to
students or display such
reality for observation
and study
(demonstrate); displays
and imparts knowledge.

 The

student is a passive participant,

he/she recites and manipulates
experiments.

What philosophy
do you usually
apply in
teaching?

Thank you very

much for
listening!