PRESENTATION

History and
Development of
Welcome Western Philosophy
PSYCHO-PHILOSOPHICAL
FOUNDATION OF EDUCATION

Existentialism
Perennialism
Reconstructionism
AILYN S. SORILLA
Behaviorism
MAED 221A
 Everyone is a philosopher to some extent, given that any
examination of existence, knowledge, or values constitutes
Contents philosophy. In terms of exposure to the philosophical ideas of
others, most people are content with the views they naturally
encounter in everyday life (e.g. conversing with family and friends,
INTRODUCTION watching movies and television). With such a rich pool of
philosophical opinions, there is arguably no need to consult works
of "pure philosophy".

Indeed, philosophy is often perceived as a difficult, confusing

scholarly field of questionable value. This view is not surprising; unlike
science, whose arguments only survive if supported by evidence,
philosophical arguments cannot be tested. This allows various diseases
of philosophy to persist indefinitely, the two most common of which
may be ambiguity (which makes it impossible to garner consensus on
the meaning of a philosophical argument; if, indeed, the author even
had a clear meaning in mind) and intellectual hallucination (in which
the author examines aspects of reality that simply don't exist).
Contents
I. INTRODUCTION
II. CONTENT
Existentialism
A. EXISTENTIALISM
Existentialism is a philosophy developed by Jean-Paul Sartre,
Kierkegaard, and others. At its core, it is about the rejection
of the idea that a higher power or God is controlling our
destiny. With this knowledge, we are liberated to make
decisions for ourselves.

Existentialism in education is a teaching and learning

philosophy that focuses on the student’s freedom and agency
to choose their future. Existentialist educators believe no god
or higher power is guiding their students. Thus, they
encourage all students to exercise personal agency and create
meaning for life.
Contents
I. INTRODUCTION
Søren Kierkegaard
II. CONTENT
A. EXISTENTIALISM
Danish philosopher, theologian, poet, and social critic who is
considered to be the first existentialist philosopher in history

“father of existentialism”
- Christian ethics,
the institution of the Church, the
differences between purely objective
proofs of Christianity, the infinite
qualitative distinction between man and
God, and the individual's subjective
relationship to the God-Man Jesus the
Christ, which came through faith.
Contents
Aim of Education
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
To help students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings, and actions.
To educate the whole person, not just the mind,
since feeling is not divorced from reason in
decision making.
To help the learner become fully his authentic
self.
Contents
The Existentialist
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
Curriculum
Learning is self-paced, self-directed.
Students are given a wide variety of options from which to
choose.
Students are afforded great latitude in their choice of subject
matter.
The humanities are given emphasis to provide students with
vicarious experiences that will help unleash their own
creativity and self-expression.
Contents
The Existentialist
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
Curriculum
Composed of fine arts, drama, creative expression, literature,
and philosophy.
Vocational education is seen more as a means of teaching
students about themselves and their potentials than that of
earning a livelihood.
Contents
Methods of Teaching
I. INTRODUCTION
II. CONTENT Focus is on the individual.
A. EXISTENTIALISM
In teaching history, existentialists focus on the
actions of historical individuals, who provide
possible models for the students’ own behavior,
rather than emphasizing historical events.
In arts, existentialism encourages individual
creativity and imagination more than copying and
imitating established models. Creativity is an
expression of oneself.
Contents
Methods of Teaching
I. INTRODUCTION
II. CONTENT In teaching values, teachers employ values
A. EXISTENTIALISM
clarification strategy to help students know
themselves and their place in society. Here,
teachers remain non-judgmental and take care not
to impose their values on their students since
values are personal.
According to Del Castillo (2013), through values
clarification strategy, the learners will be able to
practice sound moral reasoning skills, choose the
appropriate response for a value conflict and
commit themselves to personal, moral, and societal
values.
Contents
Methods of Teaching
I. INTRODUCTION
II. CONTENT Values education is a matter of choice that goes
A. EXISTENTIALISM
throughout existence.
There should be private and open spaces in the
classroom to facilitate dialogues, small group
discussions, and individualization to lessen the
tension, formality, and constraint experienced by
the learners.
Criticism to any individual work is less important.
Contents
Role of Teachers
I. INTRODUCTION
II. CONTENT To help students define their own essence by
A. EXISTENTIALISM
exposing them to various paths they take in life.
To create an environment in which they freely
choose their own preferred way.
To relates with each student openly and honestly.
To assist and guide the learner in the process of
becoming intelligent, sensitive, choosing, and
acting individual who knows the obligation and
responsibility of freedom.
To help the individual identify and know himself
better.
Contents
Role of Learners
I. INTRODUCTION
II. CONTENT To freely choose what subject/s they want to study
A. EXISTENTIALISM
if they are interested in it.
To define their own essence or meaning of life.
Contents
I. INTRODUCTION “The purpose of the university is
II. CONTENT
A. EXISTENTIALISM nothing less than to procure a
B. PERENNIALISM

moral, intellectual, and spiritual

revolution throughout the

world ”
– Robert Hutchins
Contents
I. INTRODUCTION
II. CONTENT
Perennialism
A. EXISTENTIALISM
is a teacher-centered educational
B. PERENNIALISM
philosophy that focuses on everlasting
ideas and universal truths.
the focus of education should be the ideas that
have lasted for centuries believing the ideas are
as relevant and meaningful today as when they
were written.
aims to prepare students for life by developing their
intellectual and moral qualities through emphasizing
knowledge and the meaning of knowledge, servings to
enhance student’s critical thinking skills in their search for
individual freedoms, human rights and responsibilities
through nature.
Contents
I. INTRODUCTION
Role of Teachers
II. CONTENT
A. EXISTENTIALISM
B. PERENNIALISM The teacher will focus on the importance of
reading and will often use the underlying
reading lessons to make a moral point.
Teachers use history, religion, literature, and
the laws of science to reinforce universal
ideas that have the potential to solve any
problem in any era.
Contents
Curriculum and Methods
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
B. PERENNIALISM Perennialism is the classroom is focused on
the curriculum and nature need. Curriculum
will focus on attaining cultural literacy,
stressing students’ growth in enduring
disciplines. They stress learning through
reading and analyzing the works by history’s
finest thinkers and writers.
Contents
Curriculum and Methods
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM Perennialists believe that reading is to be
B. PERENNIALISM supplemented with mutual investigations
with teachers and minimally directed
discussions through the Socratic method in
order to develop historically oriented
understanding of concepts. Less emphasis
on vocational and technical education and
more on the humanities.

Contents
Reconstructionism
I. INTRODUCTION
II. CONTENT The term Reconstructionism was used by John Dewey in philosophy for the
A. EXISTENTIALISM first time. Then this term was used by Theodore Brameld in his book titled
B. PERENNIALISM ‘Toward a Reconstructed Philosophy of Education’.
C. RECONSTRUCTIONISM

Education must aim to fulfill the basic values of our culture. And at the same
time harmonize with the underlying social and economic forces of the modern
world.

Brameld suggested that civilized life is a group life and therefore in a school
groups must be recognized as they are. It does not mean we should accept
their passive behaviour or condemn them cynically but we need to develop a
sound system through which we can bring about greater potentialities and
eliminate their immoralities.

Contents
Reconstructionism
I. INTRODUCTION
II. CONTENT Pupils must understand that through the principles of
A. EXISTENTIALISM
defensible partiality and open examination we need to
B. PERENNIALISM implement reconstructionism urgently.
C. RECONSTRUCTIONISM

The aims and goals of education must correspond to the current

demands of society and culture.

The reconstructionist believe that reality is what is felt and

agreed to by collective social wisdom and it acts as the basis of
further understanding of the experience and finally, we can
reach true knowledge. Knowledge is such which is acceptable to
people at large. Knowledge can be gained by analyzing that
experience in a group using the principle of defensible
partiality.

Contents
Aims of Education
I. INTRODUCTION
II. CONTENT 1. Promoting social reformation.
A. EXISTENTIALISM 2. Development of powerful means.
B. PERENNIALISM 3. Social realization.
C. RECONSTRUCTIONISM 4. Ability to examine cultural heritage and thereby bring about
overall change in society.
5. Development of a goal-oriented attitude.
6. Development of citizenship qualities.
7. Development of problem-solving capacity of the learners.
8. Development of a commitment towards the goal of social
reformation.
9. Development of awareness and consciousness towards social
problems and engaging them actively in the solution of these
problems.
10. Making them realize the importance of an interdependent world
reality.
Contents
Behaviorism
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM Behaviorism is a branch of psychology that, when applied to
B. PERENNIALISM a classroom setting, focuses on conditioning student
C. RECONSTRUCTIONISM behavior with various types of behavior reinforcements and
D. BEHAVIORISM
consequences called operant conditioning. It has
increasingly become part of the educational process.

This theory was popular in the early 20th Century but is now less
respected than theories like sociocultural theory and humanism.

Behaviorism is a theory of learning that believes learning occurs

through teachers’ rewards and punishments that lead to changes
in behavior
Contents
Behaviorism
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM Behaviorism was a movement in psychology and philosophy
B. PERENNIALISM that emphasized the outward behavioral aspects of thought
C. RECONSTRUCTIONISM and dismissed the inward experiential, and sometimes the
D. BEHAVIORISM
inner procedural, aspects as well; a movement harking back
to the methodological proposals of John B. Watson, who
coined the name.
Contents
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
how do you use
B. PERENNIALISM
C. RECONSTRUCTIONISM
D. BEHAVIORISM
behaviorism in the

classroom?
Contents how do you use behaviorism in the

I. INTRODUCTION classroom?
II. CONTENT
A. EXISTENTIALISM
Apply Behaviorism to Classroom Teaching
B. PERENNIALISM
C. RECONSTRUCTIONISM and Discipline Develop a system for
D. BEHAVIORISM tracking student progress, and
intervening if problems arise.
Communicate to students your academic
and behavioral expectations. Use exams
and grades to encourage students to do
their best work.
 Behaviorism is defined in the following ways by
Contents
scholarly sources:
I. INTRODUCTION
Duchesne et al. (2014, p. 160) state

that behaviorism is a
II. CONTENT theory that “views learning as a ‘cause and effect’
A. EXISTENTIALISM mechanism, in which external factors lead to a response,
B. PERENNIALISM and over time, this response becomes a learned behavior.”
C. RECONSTRUCTIONISM
D. BEHAVIORISM Blaise (2011, p. 112) states that the core feature of
behaviorism is that “learning is conditioned by external
events or factors.”

Pritchard (2013, p. 7) states that behaviorism “is a theory of

learning focusing on observable behaviors and discounting
any mental activity. Learning is defined simply as the
acquisition of new behavior.”
Contents
I. INTRODUCTION
II. CONTENT
A. EXISTENTIALISM
B. PERENNIALISM
Thank You
C. RECONSTRUCTIONISM
D. BEHAVIORISM
Reference
https://www.slideshare.net/MARYRAYMOND123/existentialism-11403516
https://www.slideshare.net/iansagabaen28/philosophy-of-education-
existentialism
https://graduatefoundationsmoduleela.wordpress.com/perennialism/#:~:t
ext=Perennialism%20is%20a%20teacher-
centered%20educational%20philosophy%20that%20focuses,and%20mea
ningful%20today%20as%20when%20they%20were%20written.
https://graduatefoundationsmoduleela.wordpress.com/perennialism/#:~:t
ext=Perennialism%20is%20a%20teacher-
centered%20educational%20philosophy%20that%20focuses,and%20mea
ningful%20today%20as%20when%20they%20were%20written
https://askinglot.com/what-is-behaviorism-in-philosophy-of-education