Philosophies of Education

Hazel M. Bautista, LPT

Instructor 1
 What is Teaching Philosophy?

❖A teaching philosophy is a set of beliefs concerning the

practice of pedagogy and the process of learning.

❖The expression of a teaching philosophy often takes the form

of an essay or a verbal response, usually in the context of a
cover letter or response to an interview question.

❖In it, an educator states their core education principles,

discusses a rationale for each and provides practical examples
to support their beliefs.
Common Elements of Teaching Philosophy

1) Concept of learning: The educator defines what it means for a

person to learn or master a concept and describes an ideal learning
situation.

2) Concept of teaching: The educator expounds on their educational

values and aspirations, defines their understanding of the teacher's
role in education and describes ideal teaching scenarios.

3) Student goals: The educator discusses the ideal learning outcomes

and what improvements they hope to produce in their students.
Common Elements of Teaching Philosophy

4) Teaching methods and strategies: The educator describes the

various ways in which they intend to achieve their student goals,
often explaining how each method can facilitate their
implementation of teaching and learning concepts.

5) Teacher–student interactions: The educator describes what

they believe is the ideal dynamic between a teacher and their
students and explains why they wish to work with their preferred
level of learners.
Common Elements of Teaching Philosophy

6) Assessment: The educator's statement about assessment

relates to their methods for measuring improvement, the types
of assessment they use and their beliefs about the accuracy or
efficacy of grading, particularly in certain contexts.

7) Professional development: The educator's statement on

professional development addresses their personal and
professional goals, how they plan to keep pace or grow as a
teacher and how they believe they can measure their own
development.
7 Common Philosophies
1. Constructivism
❖The constructivist theory is based around the idea that
learners are active participants in their learning journey;
knowledge is constructed based on experiences.

❖As events occur, each person reflects on their experience and

incorporates the new ideas with their prior knowledge.

❖Learners develop schemas to organize acquired knowledge.

❖This model was entrenched in learning theories by

Dewey, Piaget, Vygotsky, Gagne, and Bruner.
Elements of Constructivism Theory

1) Knowledge is constructed. Every student begins the learning

journey with some preexisting knowledge and then
continues to build their understanding on top of that. They
will select which pieces of the experience to add, making
everyone’s knowledge unique.

2) Learning is a social activity. Interacting with others is vital

to constructing knowledge. Group work, discussions,
conversations, and interactions are all important to
creating understanding. When we reflect on our past
experiences, we can see how our relationship with others is
directly connected to the information learned.
Elements of Constructivism Theory

3) Learning is an active process. Students must actively

engage in discussions and activities in order to
construct knowledge. It is not possible for students to
take on a passive role and retain information. In order
to build meaningful ideas, there must be a sensory
response.

4) Learning is Contextual. Isolation is not the best way to

retain information. We learn by forging connections
between what we believe and the information we have
already.
Elements of Constructivism Theory

5) People learn to learn, as they learn. As each student

moves through the learning journey, they get
better at selecting and organizing information.
They are able to better classify ideas and create
more meaningful systems of thought.

6) Learning exists in the mind. Hands-on activities

and physical experience are not enough to retain
knowledge. Active engagement and reflection are
critical to the learning journey.
Elements of Constructivism Theory

7) Knowledge is personal. Because every person’s

perspective is unique, so will be the knowledge
gained. Every individual comes into the learning
activity with their own experiences and will take
away different things as well.

8) Motivation is key to learning. Students cannot learn

if they are unwilling to reflect on preexisting
knowledge and activate their thought process
2. Essentialism
❖William C. Bagley (1874–1946) was one of the most influential
advocates of essentialism. Bagley believed that education was
not supposed to change society but to preserve it.

❖This philosophy contends the teachers teach for learners to

acquire basic knowledge, skills and values.

❖The emphasis is on academic contentfor students to learn the

basic skills or the fundamental r’s ---reading, ‘riting,
‘rithmetic, right conduct --- as these are essential to the
acquisition of higher or more complex skills needed in
preparation for adult life.
Instructional Strategies Use in the
Classroom

1) Lecture
2) Récitation
3) Discussion
4) Socratic dialogues
5) Written communication
6) Oral communication
7) Examination
 3. Progressivism
❖ Progressivism is a very student-centered philosophy of education.

❖ In order to solve these problems, students apply the scientific method. This
ensures that they are actively engaged in the learning process as well as taking a
practical approach to finding answers to real-world problems.

❖ Progressivism focuses on real-world problem-solving activities. Consequently,

the Progressivist curriculum is focused on providing students with real-world
experiences that are meaningful and relevant to them rather than rigid subject-
matter content.

❖ Dewey (1963), who is often referred to as the “father of progressive education,”

believed that all aspects of study (i.e., arithmetic, history, geography, etc.) need
to be linked to materials based on students every- day life-experiences.
Key Features of Progressive Curriculum

1)A focus on the student

2)A focus on peers
3)An emphasis on growth
4)Action centered
5)Process and change centered
6)Equality centered
7)Community centered
Key Instructional Methods Used by
Progressivist Teachers
1)Promoting discovery and self-directly learning.
2)Engaging students in active learning.
3) Integrating socially relevant themes.
4) Promoting values of community, cooperation,
tolerance, justice, and democratic equality.
5) Engaging students in critical thinking.
6) Challenging students to work on their problem -
solving skills.
7) Developing decision making techniques.
8) Utilizing cooperative learning strategies.
Students in Progressivist Classroom are
Encourage to:

1)Interact with their environment.

2)Set objectives for their own learning.
3)Work together to solve problems.
4)Learn by doing.
5)Engage in cooperative problem solving.
6)Establish classroom rules.
7)Evaluate ideas.
8)Test ideas.
 4. Perennialism
❖ Perennialism is identified as a very conservative theory of
education.

❖ Rooted in the following schools of thought: idealism, realism, and

neo-Thomism, the educational focus of Perennialism is on finding
universal truths and absolutes associated with reason and faith
(Webb et. al., 2010).

❖ According to this theory of education, truth is universal and does

not change.
 4. Perennialism
❖ The literal definition of perennial means “everlasting” or
something that “returns year after year.”

❖ Hutchin’s believed in what he called the “permanent studies.” These

were core courses in liberal arts whose content did not change. As
such, he argued that selecting 100 “Great Books” and teaching them
to students naturally aligned with these permanent studies
Sample Titles of the first 10 out of 54
Volumes of ‘The Great Books’

Volume 1: The Great Conversation

Volume 2: Syntopicon I
Volume 3: Syntopicon II
Volume 4: Homer
Volume 5: Aeschylus, Sophocles, Euripides, Aristophanes
Volume 6: Herodotus & Thucydides
Volume 7: Plato
Volume 8: Aristotle
Volume 9: Aristotle
Volume 10: Hippocrates & Galen
Methods of Instruction in Perennialism

1)Didactic Instruction

2)Coaching

3)Socratic Method
5. Existentialism
❖Søren Kierkegaard was a Danish philosopher from the 1800s
who is considered the father of existentialism.

❖He was critical of Christianity and religious philosophy,

emphasizing living as an individual within reality rather than
abstract thought experiments.

❖The main concern of existentialists is to help students

understand and appreciate themselves as unique individuals
who accept complete responsibility for their thoughts, feelings
and actions.
7 Themes of Existentialism
1. Rejection Of Meaning-Giving Narratives

❑Existentialists do not believe that there is a God who gives life

meaning.

❑We were not designed with any purpose set out for us.

❑Interestingly, some existentialists are still religious. For religious

existentialists, there is a God – b s ’ l
v ww s l lv l v s. I ’s p s.

❑Other existentialist do not believe there is a god at all. This has

made them pause and wonder: how can I give meaning to my
own existence?
 2. Existence Precedes Essence

❑ Essence: Who we are. Our identities.

❑ Existence: The fact that we are alive, right now.

❑ ‘Ex s p s ss ’ sJ lS ’s sp s .

❑ Existentialists believe we have to choose for ourselves who or what we

w ll b .R b : ’ kG l l s b w
w s l lv l v s. I ’s p s.

❑ “S p s p p s l !” w l s . “Y s
p p s s l .”
3. Life Is Absurd

❑Things that make no sense and have no meaning are

s b ‘ bs ’.

❑You might have used this term when hearing a man

s s s b s. “H k s s s
,” s . “T s s bs !”

❑Well, to existentialists, life is absurd. It makes no sense to

them at all.
4. We Live A Life Of Despair

❑When we realize our lives have no meaning and no

p p s , xs s ’ k s s ,
we might despair. It is, after all, an overwhelming thing to
come to terms with.

❑But, to existentialists, there is no point hiding from the

l ss l . J s b s ’s ,
s ’ s l s l
s ’s .
5. We Always Have Freedom And Choice

❑Now that you know life is absurd and meaningless, what

are you going to do about it?

❑S b xs ls s ’
choose your own path. Existentialists strongly believe that
we have the free-w ll ‘ ’ s w p
in life.

❑How will you make meaning out of your own life?

6. We Have A Responsibility To Be
Authentic

❑We are free to choose our own life. But we must choose our own life.

❑T ,w “ b ”.

❑According to existentialists, our responsibility is to

make authentic choices.

❑This means that we need to make choices that are true to ourselves.

❑We must always reflect on whether our choices are the right ones for
ourselves and for creating a personally meaningful life.
7. Existentialism Is A Humanism

❑Humanism is a philosophy that believes we should focus on

l .W s l s s’ l,
social, psychological and physical health is paramount in our
minds.

❑Many other philosophies try to focus on one thing, like psychology

or cognition. But not existentialism. Existentialism keeps its focus
on the whole range of human emotions, and how the human being
can create a meaningful life for themselves.

❑Therefore, existentialism is said to be a form of humanism.

6. Behaviorism
❑ Behaviorists schools are concerned with the modification
and shaping of students’ behavior by providing a favorable
environment, since they believe that they are a product of
their environment. They are students who exhibit desirable
behavior in society.

❑ John B. Watson (1878-1958) and B. F. Skinner (1904-1990) are

the two principal originators of behaviorist approaches to
learning. Watson believed that human behavior resulted
from specific stimuli that elicited certain responses.
 Types of Behaviorism

1. Methodological Behaviorism
Methodological behaviorism states that observable behavior should be
studied scientifically and that mental states and cognitive processes
don't add to the understanding of behavior. Methodological behaviorism
aligns with Watson's ideologies and approach.

2. Radical Behaviorism
Radical behaviorism is rooted in the theory that behavior can be
understood by looking at one's past and present environment and the
reinforcements within it, thereby influencing behavior either positively
or negatively. This behavioral approach was created by the
psychologist B.F. Skinner.
A. Classical Conditioning – Ivan Pavlov

Classical conditioning is a technique frequently used in

behavioral training in which a neutral stimulus is paired with a
naturally occurring stimulus.

B. Operant Conditioning - B.F Skinner

Operant conditioning, sometimes referred to as instrumental conditioning,

is a method of learning that occurs through reinforcement and punishment.
Through operant conditioning, an association is made between a behavior
and a consequence for that behavior.
Reinforcement and Punishment Comparison
Reinforcement
(Behavior Increases)
POSITIVE Positive Reinforcement
(Something is added)
Something is added to increase
desired behavior.
Ex: Smile and compliment student
on good performance.
NEGATIVE Negative Reinforcement
(Something is removed)
Something is removed to increase
desired behavior.
Ex: Give a free homework pass for
turning in all assignments.
Reinforcement
(Behavior Increases)
Positive Punishment
Something is added to decrease
undesired behavior.
Ex: Give student detention for
failing to follow the class rules.
Negative Punishment
Something is removed to decrease
undesired behavior.
Ex: Make student miss their time in
recess for not following the class
rules.
7. Linguistic Philosophy

❑Learners should be taught to communicate clearly how to send

clear, concise messages and how to receive and correctly
understand messages sent.

❑Taught to develop the communication skills of the learner

because the ability to articulate, to voice out the meaning and
values of things that one obtains from his/her experience of life
and the world is the very essence of man.

❑Avram Noam Chomsky is the ‘father of linguistic’

3 Ways Communication Takes Place

1. Verbal Components- refers to the content of our message,

the choice and arrangement of our words.

2. Nonverbal Component – refers to the message we send

through our body language

3. Paraverbal Component – refers to how we say what we say

– the tone, pacing and volume of the voices.
References:

12 Common Teaching Philosophies (With Definitions) |

Indeed.com
Constructivist Learning Theory - Educational Technology
Chapter 8: Essentialism – Social Foundations of K-12 Education
(pressbooks.pub)
Chapter 5: Perennialism – Social Foundations of K-12 Education
(pressbooks.pub)
Chapter 6: Progressivism – Social Foundations of K-12 Education
(pressbooks.pub)
Flynn, F. (2006). Existentialism: a very short introduction. Oxford:
Oxford University Press.
Panza, C. & Gale, G. (2008). Existentialism For Dummies. New
Jersey: Wiley Publishing.
Yue, A. R. (2010). Existentialism. In: Mills, A., Eureops, G., &
Wiebe, E. (Eds.) Encyclopedia of case study research. (pp. 362 –
366). Los Angeles: SAGE
Behaviorism: Definition, History, Concepts, and Impact
(verywellmind.com)
Behaviorism – Educational Learning Theories (pressbooks.pub)