P.

Ed 2 TEACHING
PROFESSION STUDY
GUIDE
Unit 5: Philosophies of Education
Lesson 14: Contemporary Philosophies of Education

Introduction

Hello, hello, hello, dear future teacher! How are you? Have you
been reflecting about your future plans? Is it safe to say that you
are still in the running to become the best teacher that the next
generation needs?

May your answers resound positivity! Start formulating your

teaching philosophy in your mind! You are going to need it as
you continue this never-ending journey of teachers.

Mind Launcher:
Among the three philosophies, which one do are you leaning more? Provide a brief
explanation for your answer.

Wow, you seem to have a good grasp. Don’t forget that you must continue to formulate your own
philosophy of teaching, okay?

In view of this, let me share to you the educational philosophy of DAVAO CENTRAL COLLEGE.
This is found in your handbook and it says, “Man is flesh and spirit-breathed of God; hence, he must be
prepared for the life here and the life hereafter.” Such a beautifully crafted philosophy! However, do you
understand what that means? Which of the major philosophy does it lean towards?

Objectives: At the end of this lesson, the students are able to:
1. Discuss the contemporary educational philosophies and their salient features
2. Relate a personal belief to an educational philosophy
3. Compare and contrast the different philosophies of education

Key Concepts:

Educational Philosophy Salient Features

Perennialism - WHY TEACH:
● Humans are rational beings who must be
Means ‘recurring’ or ‘enduring’ or
taught how to reason by use of Socratic
‘everlasting’
Method.
● For humans to use higher faculties to control
Advocates:
passions, the intellect and logical and moral
Robert Maynard Hutchings Mortimer
reasoning must be cultivated.
● Perennialist teachers, who are regarded as
Adler
intellectual mentors and models, believe in
teaching ideas and disciplines that are
everlasting.
WHAT TO TEACH:

Essentialism –
Teacher-centered philosophy; believes that the
basic skills of reading, writing, and arithmetic
should be developed in schools. Focused on the
transmission of heritage and culture of the society.
Advocates: William Bagley, James D. Koerner,
H.G. Rickeover, Paul Copperman, and Theodor
Sizer
Social Reconstructionism -
belief in social justice as schools act as catalyst
to change or reconstruct society
Advocates:
Theodore Brameld and George Counts
Constructivism - provides explanation
about nature of knowledge, that knowledge is
composed of prior constructions and we must
utilize our prior experiences to create new
knowledge and meaning
Advocates: Jerome Bruner, Jean Piaget, Lev
Vygotsky
● Curriculum contains the study of Great Books,
religion, history, arts, literature (humanities).
● Vocational and technical education.
● Electronic resources cannot replace reading
the classics in print
HOW TO TEACH:
● teacher-oriented
● Socratic dialogues, mutual inquiry sessions
WHY TEACH:
● For learners to acquire basic knowledge “to
transmit traditional moral values and
knowledge for learners to become model
citizens”
● Essentialist teachers believe they are the only
authority and the fountain of knowledge and
a paragon of virtue; they choose what learners
must learn.
WHAT TO TEACH:
● Curriculum focuses on foundational and basic
knowledge (reading, writing, arithmetic, right
conduct), skills, and values development.
● Favors subject-matter curriculum, longer
time for academic study, sequentially
arranged curriculum, teacher-led
instruction.
HOW TO TEACH:
● Mastery of subject matter through use of
prescribed textbooks, drill methods, rote
memorization and strict discipline
WHY TEACH:
● Social Reconstructionism teachers transform the
classroom into a venue to address social
problems to create society and worldwide
democracy.
● Activities involve social forum and problem
solving which are related to societal
problems.
● It recognizes the potential for either human
annihilation through technology and human
cruelty or the capacity to create a beneficent
society using technology and human
compassion.
● Education is the tool for creating a new social
order.
WHY TEACH
● to develop intrinsically motivated and
independent learners who are equipped with
skills to construct and make meaning.
● Constructivists believe that people construct
their own understanding.
WHAT TO TEACH:
● Constructivist teachers teach learners how to
learn. Learners develop skills for searching,
critiquing, evaluating, reflecting, drawing
insights, asking questions.
HOW TO TEACH:
● In a constructivist classroom, learners are more
active in the learning process through
 social learning (learning from other people)
and through experiences. It is very
interactive. learners hypothesize, predict,
experiment, investigate, imagine.
● Curriculum contains activities that tap into the
experiences of learners. Context-based,
critical thinking, collaboration,
communication.
● Teachers are facilitators. Student-centered.
Existentialism - based on humanism and WHY TEACH:
self-actualization. related to the search for ● Emphasis on understanding and
personal meaning. appreciating oneself as unique individuals
● ‘Existence precedes essence’
Advocates: ● Existentialist teachers open opportunities for
Soren Keirkegaard, Jean Paul Saarte learners to choose what they want to
experience.
WHAT TO TEACH:
● Humanities. Student-centered. Learners are
given a wide array of options to choose what they
want to learn. Learners are accountable for
their own choices.
● Vocational education. Individual creativity
and imagination, not copying or imitating
models.
HOW TO TEACH:
● Learning is self-paced, self-directed.
Focused on the individual.
● Values clarification strategy. Multiple
Intelligence. Differentiated learning.
Progressivism - people learn by doing WHY TEACH:
and experimenting ● Learners must become enlightened and
intelligent citizens of a democratic society.
Advocate: John Dewey They must be taught in order to live fully for
the NOW
WHAT TO TEACH:
● Needs-based and relevant curriculum
● Changes are constant in life and we must all
adapt to changes; with change, there is
progress
● Focus on gathering and evaluating data
● emphasis on natural and social sciences,
scientific, technological developments
HOW TO TEACH:
● experimentation; authentic
problem-solving activities
● experiential learning, problem-solving,
scientific method, field trips,
thought-provoking games and puzzles
● “hands-on-minds-on-hearts-on”
Behaviorism - people are changed by WHY TEACH:
their environment ● Schools modify/shape learner’s behavior by
favorable environment
Advocates: BF Skinner, Ivan Pavlov, John B. WHAT TO TEACH:
Watson ● Behaviorists provide opportunities for learners to
respond favorably
HOW TO TEACH:
● Prepare an environment conducive for learning
 ● Reinforce positive responses and
weaken/eliminate negative ones
Linguistic Philosophy - WHY TEACH:
Communicative competence is ● develop communicative competence of
emphasized learners
WHAT TEACH:
● Communication components: verbal,
nonverbal, paraverbal
● Use correct grammar, multilingualism
HOW TO TEACH:
● experiential, dialogue, conversation

For visual learners, here is a photo that can help you see the philosophies clearer.

Source: https://www.youtube.com/watch?v=2wYVrPPpzrQ

By now, you might have noticed that some of these philosophies are similar to one another! That is true; we can
verify that when we go back to how the three major philosophies influence these contemporary philosophies. In
fact, we can easily distinguish two groups: one that is a set for teacher-centered education and one that is set for
student-centered education.

Truth be told, the trend now is for student-centeredness but that does not mean teacher-centeredness is not
effective anymore! They have worked and are still working now but just not to a greater extent and efficiency
compared to that of student-centered. Nonetheless, the best education is still a good mixture of both.

Now, how do we know that a teacher advocates for a certain philosophy?

Wow, now you have many examples regarding how we see philosophy inside the classrooms. Do you now know
what philosophies are advocated by your previous teachers? It might be difficult to point them out in distance
learning but we can sure remember our teachers in the face-to-face classrooms.

Are they essentialist teachers who love mastery and rigorous education? These are teachers who would love to
stretch the school calendar! What about teachers to love to give you tasks that makes you engage and learn with
your classmates? Are they more progressivists or constructivist? What about those who love debates in classes?
Social reconstructionist, linguist philosophist, or perennialist?

It is fun to be able to read these teachers! But, if you noticed, there could be more than one philosophy that
teachers adhere to. So, should you only believe in just one philosophy? What will your own teaching philosophy
have?

Know that you can have multiple viewpoints from different philosophies. So, what will these be? First, take the
Activity to find out what philosophies are you inclined to. Then, take the assessment.

SUMMARY:

Our teaching philosophy is our guide and compass as to how we view education. This anchors
our personal values as well as our personalities. Grounded in this strong belief, we approach
actual teaching, students, and fellow teachers accordingly. Some of these philosophies are
teacher-centered and student-centered. They are not necessarily wrong but a good
combination of these philosophies will make you an efficient 21st century teacher.

References:
Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. (2018). The teaching profession (4th ed).
Philippines: Lorimar Publishing.

Bilbao, P., Corpuz, B., Llagas, A., Salandanan, G. (2015). The teaching profession (4th ed).
Philippines: Lorimar Publishing.

Lim, S., Caubic, R., Casihan, L. (2014). The teaching profession. Philippines: Adriana Printing