Education is the most critical endeavor for society's survival.

No society can survive without a

mechanism for sustaining itself via the transmission of its values, customs, ways of life, and
general identity through education. Additionally, education is required to establish people as
viable members of any community as much as they can sustain themselves and contribute to
society's existence. These educational ideologies emphasize WHAT should be taught in the
curriculum. Each teacher has a (subconsciously or consciously held) educational philosophy that
influences their daily decision-making and technique selection for teaching and discipline.
Perhaps you are unaware of your fundamental ideas about learners and learning, but you are
assured of your commitment to specific approaches.
The first philosophy is Perennialism. For Perennialists type of teacher, the purpose of
education is to guarantee that learners obtain a grasp of Western civilization's significant
concepts. These concepts can resolve issues from any age. Also, the emphasis is on teaching
eternal concepts and seeking permanent truths that are constant and do not change, just as the
natural and human worlds do not change at their most fundamental level. It is vital to teaching
these immutable truths because humans are reasoning creatures whose brains must be developed.
Thus, intellectual development takes precedence over all other considerations in meaningful
education. The second one is Essentialism; Essentialists think that a shared body of knowledge
must be conveyed to pupils in a methodical, disciplined manner. The conservative approach
emphasizes the intellectual and moral values that schools should teach. The curriculum is
founded on fundamental knowledge and skills and academic rigor. Although Essentialism is
related to Perennialism, Essentialists allow the primary curriculum to change. Education should
be practical in nature, training pupils to be productive members. It should emphasize facts, the
objective world that exists, and "the fundamentals," teaching pupils to read, write, communicate,
and calculate straightforwardly and logically. Schools should abstain from creating or
influencing policy, and students should be taught the value of hard effort, authority, respect, and
discipline. Teachers are responsible for assisting pupils in reining in their destructive
inclinations, such as anger or mindlessness.
The following philosophy is Progressivism. On this philosophy, Progressives think that
education should be centered on the complete kid, not just the curriculum or the instructor. This
educational concept emphasizes the need for pupils to test ideas via active exploration. Learning
is anchored in the questions that emerge from learners' experiences in the world. It is proactive
rather than passive. The student is a problem solver and thinker who creates meaning via their
physical and cultural environment experiences. Effective instructors give opportunities for pupils
to learn via experience. The curriculum is developed in response to student interests and
concerns. Progressivist educators use the scientific method to enable pupils to conduct
systematic and first-hand investigations of matter and events. The focus is on the process of
knowledge acquisition.
Another philosophy is Reconstructionism. According to what I've searched, social
reconstructionism is a philosophy that focuses on social issues and more just society and global
democracy. Reconstructionist educators place a premium on a curriculum that emphasizes
education's goal of social improvement. The curriculum for social reconstructionists is centered
on student experience and social action in response to pressing issues such as violence,
starvation, international terrorism, inflation, and inequality. The emphasis is on strategies for
resolving contentious topics (especially in social studies and literature), inquiry, conversation,
and the consideration of diverse views.
Additionally, initiatives such as community-based learning and integrating the outside
world into the classroom exist. On the other hand, educational existentialism grew out of a strong
rejection of orthodox philosophy as with its namesake. Existentialism rejects the existence of any
authoritative source of objective truth in metaphysics, epistemology, or ethics. Rather than that,
people must determine what is "true" or "false," "right" or "wrong," "beautiful" or "ugly."
According to existentialists, there is no universal human nature; every one of us has the freedom
to grow in our way.
The teacher's responsibility is to assist pupils in defining their essence by exposing them to
various possible life routes and fostering an atmosphere in which they may freely pick their
preferred path. Because decision-making cannot be detached from emotion, the existentialist
requires education of the complete person, not just the intellect. While many existential
educators give some degree of the curriculum framework, existentialism allows pupils
considerable autonomy in their topic selection more than other educational philosophies.
Students are presented with a plethora of possibilities in an existentialist curriculum. To the
degree that faculty members, rather than students, determine the curriculum, the humanities are
often accorded a high priority. Rather than the pupils (as in pragmatism), the instructor is the
scientist and experimenter in behaviorism. By trial and error, teachers develop successful
methods for using penalties and incentives to educate and program their pupils to learn and
perform in desirable ways. Behaviorists are less concerned with the substance of the curriculum
than with the techniques employed to deliver it. After all, learning is limited to what can be seen
and quantified externally.
Nonetheless, believing in a sensory reality motivates the study of everything tangible and visible,
and student interests are absorbed "as part of the conditioning process." Children are taught to
react to inputs, signals, rewards, and consequences similarly to animals. This is referred to as
behavior modification, but it also applies to learning since knowledge is essentially a
complicated behavior. The following are some critiques leveled against this theory: Behaviorist
ideas on neutral human nature, determinism, and the goal of utopia, as well as behaviorists'
extreme interpretation of materialism, are unbiblical. Behaviorism permits an excessive amount
of instructor control and even indoctrination. It does not recognize or accommodate pupils'
various personalities, learning methods, or characteristics. Lastly is Idealism; The teacher's
responsibility is to serve as a role model of integrity and character strength and motivate children
to study. The teacher's role is to model desirable behavior, thought, and learning. The emphasis
is on transmitting the values and "age-old wisdom" in ancient, classical disciplines that foster
critical thinking. Materialist study is devalued, if not discouraged, whereas practically all time is
spent on fields requiring developmental rigor. Teachers impart time-honored truths via lectures
and examples. Students engage in debates, write essays, and study great literature but mostly
passively digest the information imparted by professors. It is said that idealism is too relativistic
and inconsistent. It rejects the senses' trustworthiness but then strives to transmit objective
knowledge.