PHILOSOPHY WHY TEACH? WHAT TO TEACH HOW TO TEACH?

• According to • The fundamental • Important

this abilities of reading, teachers
ESSENTIALISM philosophy, writing, mathematics, stress
educators and right conduct, subject-
should focus which are matter
on helping prerequisites for knowledge
students learning higher-level ; they are
grasp or more complicated supposed
fundamenta skills necessary for to serve as
l concepts, preparing for moral and
abilities, and adulthood. intellectual
morals • Traditional subjects role
like arithmetic, the models for
natural sciences, their
history, foreign students.
languages, and
literature are covered
in the curriculum.
• Belief in the • The perennial’s • The
importance curriculum is based perenialist
PERENNIALISM of reason on the premise that classroom
and that all people share a are "
people are fundamental centered
capable of essence. around
making • • Strong humanities instructors
defensible and general " are used
decisions education in
regarding components. perennial’s
the classrooms
goodness of . The
things. professors
don't let
the
students'
experience
s or areas
of interest
heavily
influence
what they
teach.
• Learners are • Need-based, • The
developed pertinent curriculum developme
 into that "responds to nt of the
PROGRESSIVISM becoming students' needs" and full kid
educated connects to students' should be
and real-world situations. encourage
intelligent • More focused with d by
citizens in a equipping students instructors
democratic with the ability to , according
society by deal with change. to
progressivist The only thing that progressivi
teachers. stays the same is sts,
Instead of change. through
preparing experientia
students for l learning,
adulthood, exploratio
teachers n, and
aim to help play. We
them live promote
fully in the immersive,
present. emergent,
and group
learning in
our
progressiv
e
classrooms
.
• To enable • Provides many • One-on-
the children possibilities from one
EXISTENSIALISM to recognize which to pick. interaction
and value • The humanities are s with the
themselves highlighted. instructor.
as • Vocational education • Since
distinctive to help kids values are
individuals understand who they individual,
who accept are and what they teachers
full are capable o must avoid
accountabili passing
ty for their judgment
feelings, on their
thoughts, students
and deeds. and take
• And also, care not to
Existence force their
comes own views
before on them.
essence.
 • The • Teach pupils how to • Arranges
environmen react positively to the
t a student numerous environme
BEHAVIORISM is in has an environmental cues. ntal
impact on conditions
his conduct. so that
students
can make
the
responses
to stimuli.

• critical • It asserts that rather • Create

thinking than merely cognitive
CONSTRUCTIVISM fosters absorbing dissonance
engaged information, students . Assign
and driven actively generate problems
learning. knowledge. and
• teach us activities
that that will
developing challenge
new students.
concepts is
a necessary • Reflect on
part of learning.
learning
across all
topic areas.
• Reconstructi • Reconstructionist • First, focus your
onist work educators focus on a opening lesson on
RECONSTRUCTIONISM to identify curriculum that the recently freed.
and address highlights social • Second, discuss
a number of reform as the aim of the brutality of the
significant education. time period with
societal your pupils,
issues that especially if they
face our are familiar with
country in the
addition to #BlackLivesMatter
their campaign.
primary goal • Reconsider the
of educating periodization,
the next third.
generation
of problem
solvers.