Idealism- Idealism, as a teaching philosophy, that ideas are the only true reality and the objective of the

learner is to seek the truth. In this understanding of the world, true ideas are ongoing universal
constants, so learners can discover knowledge but not necessarily create it. Some idealists also state
that the goal of education is to develop the sort of mind and skills that can better serve society. An
important facet of the idealist approach is awareness of a role model whose example can guide the
learner to an understanding of their place in and contributions to society. So in Idealism it focuses on
reasoning and how a person can bring knowledge up from inside of himself.

Realism- realism is the belief that we should study logic, critical thinking, and the scientific method to
teach students to perceive and understand reality. As you might imagine, there is a heavy emphasis on
math and science, though the humanities can also be influenced by educational realism. In this
philosophy of realism this is the study of the world we live in or in short the study of reality.

Essentialism- Essentialists believe that there is a common core of knowledge that needs to be
transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is
on intellectual and moral standards that schools should teach. The core of the curriculum is essential
knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to
Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. It should focus on facts, the
objective reality out there and the basics, training students to read, write, speak and compute clearly
and logically. Schools should not try to set or influence policies. Students should be taught hard work,
respect for authority, and discipline.

Perennialism- For Perennialists, the aim of education 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. Teaching these
unchanging principles is critical. Humans are rational beings, and their minds need to be developed. The
philosopher who advocates of this educational philosophy are Robert Maynard Hutchins and Mortimer
Adler.

Progressivism-Progressivists believe that education should focus on the whole child, rather than on the
content or the teacher. This educational philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through experiencing the
world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through
his or her individual experience in the physical and cultural context. Effective teachers provide
experiences so that students can learn by doing. So in progressivism teachers teach to develop learners
into becoming enlightened and intelligent citizens of a democratic society. They teach learners so they
may live fully in thier future.

Social Reconstruction- In this Philosophy social reconstructionism emphasizes the addressing of social
questions and a quest to create a better society and worldwide democracy. Reconstructionist educators
focus on a curriculum that highlights social reform as the aim of education. So in this philosophy it is
where the students are free to do what ever they want in learning for them to learn and thier voices are
be heard.

Existentialism-When we say Existentialism this is the strong rejection of the traditional. So therefore
Existentialism rejects the existence of any source of objective, authoritative truth about metaphysics,
epistemology, and ethics. Instead, individuals are responsible for determining for themselves what is
"true" or "false," "right" or "wrong," "beautiful" or "ugly." For the existentialist, there exists no universal
form of human nature; each of us has the free will to develop as we see fit. Existentialism is a philosophy
that focused on individual or it is a philosophy that students must learn on thier self.

Behaviorism- The behaviorist school of thought states that students learn behaviors through their
interactions. According to behaviorists, an individual's intrinsic qualities have little bearing on how they
behave within an environment. Rather, the teacher can directly and intentionally influence the quality
and consistency of student behaviors with various strategies. An example of behaviorist thought in
practice is positive reinforcement, in which a learner receives a reward for positive actions. In time, they
come to associate these actions with rewards and so prefer to behave well rather than poorly.

Constructivism- The constructivist philosophy states that learners develop knowledge by building on the
foundations of previous learning. Constructivists acknowledge that learners come from different
backgrounds, so they carry their unique set of circumstances and experiences into the shared
environment of the classroom. Moreover, the experiences and knowledge specific to a learner can affect
how they receive new information.

Conservatism- conservatism refers to the belief that the original intended purpose of education was to
prepare learners for entry into an established culture, with its traditional values and social pathways. An
educational conservative is likely to believe teaching to be an act of data transmission and learning to be
the combined acts of obedience and data acceptance. In this conservatism young people learn about
social interactions and the value of the individual.

Humanism- Humanism is a teaching philosophy that centers on the needs of the student. According to
this approach, students learn best under self-direction, when they have input in what they learn, so it's
the goal of the educator to facilitate a love of and competency for learning. In this humanistic educators
aim to establish a safe, nonthreatening environment for learners and openly validate students' feelings
as part of the learning process. Grades play little to no role in a humanistic learning environment since
self-evaluation is the only meaningful form of assessment.