Name: Jenny Rose Villanueva

Section: G – 01 Apostle Peter

Subject: EDUC 2 - The Teaching Profession

Test your understanding of the philosophies

I. Answer each with a YES or NO. If your Answer Is NO, explain your answer in a
sentence.
 Essentialism
No 1. Do essentialists aim to teach students to reconstruct society?
Because, they aim to impart to students the traditional moral values,
and academic knowledge required to become a model citizen.
No 2. Is the model citizen of the essentialist the citizen who contributes to the re-
building of society?
Because, the role model learners are those who prove or demonstrate
mastery of fundamental concepts and embrace his/her moral principles.
No 3. Do the essentialist teachers give up teaching the basics if the students are
not interested?
Because, even if the learners are not interested. The essentialist
teachers are subject-matter oriented rather than student -centered.
No 4. Do the essentialist teachers frown on long academic calendar and core
requirements?
They require a precise academic schedule and core requirements for
fundamental skills and abilities.
 Progressivism
No 1. Do the progressivist teachers look at education as a preparation for adult
life?
Because, progressivist teacher think that education should be a
continuous process of the learners rather than preparing learners for
adulthood. Also, they consider education as life.
Yes 2. Are the students' interests and needs considered in a progressivist
curriculum?

No 3. Does the progressivist curriculum focus mainly on facts and concepts?

 Because, they primary focus on problem solving skills.
Yes 4. Do the progressivist teachers strive to stimulate in the classroom life in the
outside world?

 Perennialism
No 1. Are the perennialist teachers concerned with the students' mastery of the
fundamental skills?
Because, perennialist teachers are primarily concerned with the
importance of mastery of the content and development of reasoning skills.
Especially, with the study of the Great Books.
Yes 2. Do the perennialist teachers see the wisdom of ancient, medieval and
modern times?

No 3. Is the perennialist curriculum geared towards specialization?

Because, it is designed for general liberal education
No 4. Do the perennialist teachers sacrifice subject matter for the sake of
students' interests?
Because just like essentialist, the perennialist teachers prioritize
subject-matter even if the students are not interested.
 Existentialism
No 1. Is the existentialist teacher after students becoming specialists in order to
contribute to society?
Because, they care about nurturing the learners appreciation of
themselves as unique individuals, who take control of their own thoughts,
behaviors, and lives.
Yes 2. Is the existentialist concerned with the education of the whole person?

No 3. Is the course of study imposed on students in the existentialist classroom?

Because the students are given a choice, and their must be
responsible for the consequences.
Yes 4. Does the existentialist teacher make heavy use of the
individualized approach?
  Behaviorism
Yes 1. Are behaviorists concerned with the modification of students' behavior?

Yes 2. Do behaviorist teachers spend their time teaching their students on how to
respond favorably to various environmental stimuli?

Yes 3. Do behaviorist teachers believe they have control over some variables that
affect learning?

Yes 4. Do behaviorist teachers believe that students are a product of their

environment?

II. Test Your Mastery. YOU MAY NEED TO RESEARCH FUR- THER IN ORDER TO
GAIN MASTERY. The first exercise in this lesson (An Exercise to Determine Your
Life Philosophy) may help.
To which philosophy /ies do/es each theory of man belong?
A person:

Behaviorism 1. is a product of his environment.

Existentialism 2. has no universal nature.
Essentialism 3. has rational and moral powers.
Behaviorism 4. has no choice; he is determined by his
environment.
Existentialism 5. can choose what he can become.
Behaviorism 6. is a complex combination of matter that
responds to physical stimuli
Behaviorism 7. has no free will.
Perennialism 8. has the same essential nature with others.
Perennialism 9. is a rational animal.
Existentialism 10. first exists then defines him/herself
Progressivism 11. is a social animal who learns well through
active interplay with others.
III. Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies learning

goals are based on what we value or what we cherish as good. Identify what each
philosophy considers as good and valuable and true. Complete the table given
below,
The first one is done for you.

Philosophy Theory of Truth Methodology to Theory of what Goal of

arrive at the is valuable/ teaching-
truth good learning
Progressivism The universe is We must relate Values differ To help
real and is in to the universe from place to develop
constant and interact place, from time students
change with others to time, from who can
intelligently, person to adjust to a
scientifically person; what is changing world
and considered and
experientially. good for one live with
The curriculum may not others in
stresses on be good for harmony
science and another
experiential
learning such
as
"hands on-
minds-on
learning.
Essentialism The teachers The teachers The teachers Teachers teach
focus on emphasize decide what is to transmit the
academic mastery of most important traditional moral
content for subject matter for the students values and
students to to learn and intellectual
learn basic place little knowledge that
skills. emphasis on students need
student’s to become
interest. model citizens.
Existentialism “Existence Teachers help Learning to be Existentialist
precedes pupils create self-directed teachers
essence” their own and in charge. It primary goal is
essence by involves a great to help pupils to
creating deal of personal recognize and
environments interaction with value
that they can the teacher, themselves as
freely choose in who unique
their daily lives communicates individuals who
and in their honestly and take full
preferred ways openly with responsibility for
each student. their feelings,
ideas and
actions.
Perennialism Perennialist The teachers do The teachers Students
curriculum is a not let the apply whatever participated in
universal one students' innovative socratic
on the view that experiences or strategies and conversation or
all human being interests time-tested mutual inquiry
possess the significantly practices they sessions to gain
same essential dictate what consider to be understanding
of nature. they teach. most beneficial. of the most
fundamental
ideas from
history.

Behaviorism Behaviorists are To enable Values are not Develop

interested in students to just taught, but students
influencing respond to also caught. behavior.
students stimuli, teachers
behavior by should set up
creating a environmental
supportive conditions.
environment.
B. With which philosophy do you associate the following quotations?
1. "Education is life not a preparation for life".- Dewey. Progressivism
2. "Man is nothing else but what he makes of himself..." Sartre Existentialism
3. "Gripping and enduring interests frequently grow out of initial learning efforts that
are not appealing or attractive." Existentialism
4. "Give me a dozen healthy infants, well informed, and my own specified world to
bring them up in and I'll guarantee to take anyone at random and train him to
become any type of specialist I might select-doctor, lawyer, artist, merchant-chief;
and yes, even beggar-man and thief, regardless of his talents, pen- chants,
tendencies, abilities, vocations, and race of his ancestors." Watson Behaviorism
5. "Existence precedes essence." Sartre Existentialism

C. Upon which philosophy /ies is each program/practice anchored?

1. Back-to-the Basics movement Essentialism
2. Conduct of National Achievement Test to test acquisition of
elementary/secondary learning competencies. Essentialism
3. Use of the Great Books Perennialism
4. Use of rewards and incentives Behaviorism
5. Use of simulation and problem-solving method Progressivism
6. Learners learning at their own pace Constructivism
7. Mastery of the 3 r's - reading, writing and ‘arithmetic Essentialism
8. The traditional approach to education Perennialism
9. Subject matter-centered teaching Essentialism
10. Student-centered teaching Constructivism
11. Authoritarian approach to teaching Perennialism
12. Non-authoritarian approach to teaching Progressivism
D. Draw a symbol for each of the 5 philosophies. Explain your symbol.

PROGRESSIVISM
This symbol human watching the mirror reflecting his/herself
represents students individual perspective,
and a facilitator that we must relate to the universe. Also,
progressivists teacher aim to help develop students who
can adjust to a changing world.

CONSTRUCTIVISM
This symbol is an example of “knowledge is constructed
By learners through an active mental process of
development”.

PERENNIALISM
This symbol emphasize a perennialists curriculum where
the teacher do not allow the students interest
or experiences substantially dictate what they teach.

EXISTENTIALISM
This symbol represents “existence precedes essence”.
Where the students creating an environment in which
they freely choose their own preferred ways but they
are responsible for the consequences

BEHAVIORISM
This symbol represents behaviorists curriculum are
concerned with shaping and developing the students
behavior and also the values are caught not only taught.

ESSENTIALISM
This symbol heart and mind represents the
importance of essentialism on academic content
for students to learn basic skills and to transmit
the traditional moral values also the intellectual
knowledge.

E. By means of a Venn diagram give the:

1. Similarities between Essentialism and Perennialism

ESSENTIALISM
PERENNIALISM
•Teacher- Centered
• Teacher-centered
• The teacher decides
•The teacher do not allow
what is important for the
the students to dictate
students to learn.
what they teach.
•Teaches traditional
• All human being possess
moral values and basic
the same essential nature
skills.
2. Differences between Behaviorism and Existentialism

BEHAVIORISM
•EXISTENTIALISM
•concerned with shaping of
•help students understand and
students behavior by providing
appreciate themselves
for a favorable environment
•existence precedes essence
•values are caught not only
taught •teach students to define their
own essence in which they freely
•Develop students behavior.
choose their own ways.

3. Differences between the perennialism and essentialism combined and

progressivism

Essentialism and Progressivism

Perennialism
• As the natural and human
worlds do not change at their
most fundamental levels, the
emphasis is on teaching ideas
that are everlasting and seeking
eternal truths that are constant.
•Concentrate on facts, the real world's
objective truth, and teaching kids the
fundamentals of clear, logical speech,
reading, and hands-on, minds-on,
heart-on learning.
•Learning is rooten in the questions of
learners through experiencing the
world

•The learner is a problem solver and

• The facilitator do not allow thinks who makes meaning through
the students to dictate what his/her individual experience in the
they teach. physical and cultural context.

•The teachers transmit traditional

values and the students must relate to
the universe that is real and constant.
 F. By the use of a graphic organizer, present at least one weakness of each
philosophy.
Constructivism
• The learner needs much
more time for the
construction process since
time is used in a flexible
way.
•Some students have
different prior knowledge.
Perennialism
• Emphasize more on
reasoning rather than facts.
•It places too much
emphasis on the study of
traditional knowledge and
ideas, and that it can be
overly focused on rote
memorization and
regurgitation of
information.
Weaknesses of Educational
Philosophies
Essentialism
Existentialism • Overemphasizing the
importance of adults'
•Some people believe
roles and the necessity to
existentialism does not have preserve culture is
a moral core and could lead undemocratic.
students to lack any sense of
•It may also result in a
obligation to their classmates cultural gap between the
or society. student and society
because it primarily
• The freedom to choose
adheres to routines and
may take for granted. places little attention on
the student's interests.
Behaviorism
Progressivism
• Fails to explain the
•Children are more able to
development of human
solve problems and equate
languages.
current scenarios with past
• The effect of lesson and experiences.
environment in shaping
•Rather than telling the
the behavior of a
child what to think, they
students did not taken
ask the child to do the
into consideration by the
thinking.
behaviorists.
G. You will be grouped into the five philosophies. Explain how you will react to the
given situation. What advice will you give?
For the essentialist group - Students are not interested in the lesson.
For the perennialist group - Students want to become skilled certain fields of
specialization
For the progressivist group - Parents question students' community immersion for it
poses certain risks
For the behaviorist group - Teacher tells students from the slum areas this: "If there's
a will, there's a way. Poverty is not hindrance to success."
For the existentialist group A colleague asks you to decide for her for fear that she
may make the wrong decision.

H. Students will be asked to research further on the following:

1. John Dewey and progressivism
John Dewey's theory proposed that individuals' hands-on, hearts-on, minds-
on approach offers the best way of learning. Due to this, the philosophies of
John Dewey have been made a part of the eminent psychologists pragmatic
philosophy of education and learning. Progressivism aims to help students on
how to be problem-solvers by helping them how to think rather than what to
think, and to improve our minds so as to enable them to think for themselves.
2. John Watson and behaviorism
John Watson is famous for having founded classical behaviorism, an
approach to psychology that treated behavior (both animal and human) as the
conditioned response of an organism to environmental stimuli. Behaviorism
emphasizes the role of environment factors influencing behavior to the near
inclusion of innate or inherited factors. This amounts essentially to focus on
learning. Watson stated that psychology as a behaviorist views, it is a purely
objective experimental branch of natural science. Its theoretical goal is
prediction and control.
3. William Bagley and essentialism
William Bagley is founder of the Essentialist Education Society and author of
Education and Emergent Man (1934), Bagley was critical of progressive
education, which he believed damaged the intellectual and moral standards of
students. Essentialism hope that when students leave the school they will
possess bot only basic skills and an extensive body of knowledge but also
discipline and practical minds capable of applying school house lessons in
real world.
4. Jean Paul Sartre and existentialism
Jean-Paul Sartre was a French novelist, playwright, and philosopher. A leading
figure in 20th-century French philosophy, he was an exponent of a philosophy
of existence known as existentialism. Existentialism is the philosophical belief
we are each responsible for creating purpose or meaning in our own lives. Our
individual purpose and meaning is not given to us by Gods, governments,
teachers or other authorities.
5. Robert Hutchins and perennialism
Hutchins believed that education should be focused on the development of a
core curriculum that includes the great works of literature, philosophy, and
science. According to Hutchins, perennialists do not believe in teaching
children useless facts that they will not need later on in life, instead they
believe in instilling critical thinking; teaching habits so that they will grow to
educate themselves throughout life.

They will pretend to be John Dewey, John Watson, etc. in class and the class will
interview them on their philosophies. The key informants (John Dewey, etc.) will
answer questions using the first person "I".

I. Research work- Research on the following philosophies. Those marked with

asterisk (*) are a must. Give the gist of each philosophy. Cite those thoughts with
which you agree and also those with which you disagree.

*1.Christian philosophy
All philosophy carried out by Christians or in relation to the religion of Christianity is
referred to as Christian philosophy. Christian philosophy arose with the goal of
uniting science and faith, beginning with natural rational explanations and
progressing through Christian revelation.
2. Rationalism
Rationalism is the philosophy that all knowledge is vested in human beings, and that
learning is the process of accessing that knowledge and building on it. Empiricism
argues that learning is experiential, and through sensory experiences human beings
accrue knowledge
3. Empiricism
Empiricism is a philosophical belief that states your knowledge of the world is based
on your experiences, particularly your sensory experiences. According to empiricists,
our learning is based on our observations and perception; knowledge is not possible
without experience.
4. Pragmatism
Pragmatism is an educational philosophy that says that education should be about
life and growth. Two important elements of pragmatism include practical learning,
which focuses on the real-world applications of lessons, and experiential learning,
which involves learning through experience, not through simple ideas.
5. Reconstructionism
Reconstructionism/Critical Theory
Social reconstructionism is a philosophy that 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.

*6. Confucianism
Confucianism emphasizes human-centered ideals for harmonious living as well as
ancestor worship. There is disagreement over whether Confucianism is a religion,
but its central principle is "Do unto others what you would not want others to do unto
you."
Confucius saw education as a process of constant self-improvement and held that its
primary function was the training of noblemen (junzi). He saw public service as the
natural consequence of education and sought to revitalize Chinese social
institutions, including the family, school, community, state, and kingdom.

7.Hindu philosophy
Hindu philosophy or Vedic philosophy is the set of Indian philosophical systems
developing alongside the religion of Hinduism and emerging in the Iron and Classical
periods, which consists of six orthodox schools of thought (shad-darśana): Samkhya,
Yoga, Nyaya, Vaisheshika, Mimamsa and Vedanta.

Hindus believe in the doctrines of samsara (the continuous cycle of life, death, and
reincarnation) and karma (the universal law of cause and effect). One of the key
thoughts of Hinduism is “atman,” or the belief in soul. This philosophy holds that
living creatures have a soul, and they're all part of the supreme soul. 8.Buddhist
philosophy
*9. Paolo Freire's philosophy
Freire thought that social change might happen in the classroom. Like Dewey, Freire
thought that rather than being the passive recipients of knowledge, each student
should actively participate in their own learning.

10. Socrates 's philosophy

Socrates was a moral philosopher. He was not interested in mathematics or science
but was concerned with the quality of his soul and that of others. Socrates'
philosophy examines how we should live. This led him to discussions on various
virtues, things like wisdom, justice, courage, piety, and so on. Socrates' philosophy
of education entails that all the ethical and moral norms and values are inside one's
mind at the time of birth and as a person grows older, through reasoning and
learning one come to understand them.
11. Plato's philosophy
Plato is best known for his theories of Forms, known as Platonism. In this
philosophy, Plato rejected the materialism common to ancient philosophy in favor of
metaphysics. He believed in the existence of an immaterial world of perfect objects
and Forms (ideas). Plato in regards of education as a means to achieve justice, both
individual justice and social justice. According to Plato, individual justice can be
obtained when each individual develops his or her ability to the fullest. In this sense,
justice means excellence. For the Greeks and Plato, excellence is virtue.
*12. Rousseau's philosophy
Rousseau believed that a child should be allowed to develop at their own pace and
that education should begin in infancy. He made the case that rather than being
forced to learn through formal instruction, children should be permitted to learn
through their own exploration and play.
13. Stoic philosophy
Stoicism is a school of Hellenistic philosophy that flourished in Ancient Greece and
Ancient Rome. The Stoics believed that the practice of virtue is enough to achieve
eudaimonia: a well-lived, flourishing life. The Stoic pedagogical doctrine consists of
the following principles: Moral education, i.e. education to know how to live a good
life, how to progress towards wisdom and happiness, should take precedence over
any other form of education.
14. Epicureanism
Epicureanism is best known for its theory of value, namely that humans are
ultimately driven by the pursuit of pleasure and the avoidance of pain and that a
good life is a pleasurable life. In this view, there is no objective value system that
exists independently from human experience.
Epicureanism is a school of thought in ancient Greek philosophy founded by
Epicurus of Samos. It holds the belief that the best life is one of long-term pleasure
that results from moderation.

15. Philosophical Analysis

Philosophical analysis is any of various techniques, typically used by philosophers in
the analytic tradition, in order to "break down" (i.e. analyze) philosophical issues.
Arguably the most prominent of these techniques is the analysis of concepts (known
as conceptual analysis). Philosophy of education is the branch of applied or practical
philosophy concerned with the nature and aims of education and the philosophical
problems arising from educational theory and practice.
16. Phenomenology
Phenomenology is a philosophy of experience. For phenomenology the ultimate
source of all meaning and value is the lived experience of human beings. All
philosophical systems, scientific theories, or aesthetic judgments have the status of
abstractions from the ebb and flow of the lived world.
Phenomenology in education or a phenomenological pedagogic is concerned with
actual experiences of everyday life as they are experientially lived, sensed, and
acted (rather than as they should have been or ought to be according to norms and
traditions), and in particular the existential experience of situations
17. Logical positivism
Logical Positivism is a teacher centered philosophy that rejects intuition, matters of
mind, essences, and inner causes. This philosophy relies on laws of matter and
motion as valid, and bases truth on provable fact.
Logical positivism, also called logical empiricism, a philosophical movement that
arose in Vienna in the 1920s and was characterized by the view that scientific
knowledge is the only kind of factual knowledge and that all traditional metaphysical
doctrines are to be rejected as meaningless.
18. Any other philosophy of your interest or assigned by your teacher
J. One of you will volunteer / be assigned to obtain the vision and mission statement
of the Department of Education and present the same in class. Which philosophies
of education are reflected in the DepEd vision-mission statement?
Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.

As a learner-centered public institution,

the Department of Education
continuously improves itself
to better serve its stakeholders.

Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Progressivism and Behaviorism are two educational philosophies

that are reflected in the Department of Education's mission and
vision. The role of the Department of Education is to teach
students and reflect them in their personal lives, cope with
potential changes, support students in their values, and create an
environment that is conducive to learning.