CHAPTER VIII:

Philosophies of
Education

Chapter VIII: Philosophies of Education

 LESSON 1:
Our Philosophical
Heritage:
Philosophies of
Education
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Constructivism
Why teach.
Constructivists sees to develop
intrinsically motivated and
independent learners adequately
equipped with learning skills for them
to be able to construct knowledge and
make meaning of them.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Constructivism
What to teach.
The learners are taught how to learn.
They are taught learning processes and
skills such as searching, critiquing and
evaluating information, relating these pieces
of information, reflecting on the same,
making meaning of them, drawing insights,
posing questions, researching and
constructing new knowledge out of these bits
of information learned.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Constructivism
How to teach.
The teacher provides students with
data or experiences that allow them to
hypothesize, predict, manipulate objects,
pose questions, research, investigate,
imagine, and invent.
The constructivist classroom is
interactive. It promotes dialogical
exchange of ideas among learners and
between teacher and learners.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Constructivism
 Knowledge isn’t a thing that can
be simply deposited by the
teachers into the empty mind of
the learners
 Rather , knowledge is
constructed by learners through
an active, mental process of
development; learners are the
builders and creators of
meaning and knowledge.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Constructivism

 Their minds are not empty.

 Instead, their minds are full of

ideas waiting to be “midwifed” by
the teachers with his/her skilful
facilitating skills.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Essentialism
Why teach.
This philosophy contends that
teachers teach for learners to acquire
basic knowledge, skills and values.
Teachers teach not to radically
reshape society but rather to transmit
the traditional moral values and
intellectual values that students need
to become model citizens.”

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Essentialism
What to teach.
Essentialist programs are
academically rigorous. The emphasis
is on academic content for student 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.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Essentialism
What to teach.
The essentialist curriculum includes
the “ traditional discipline such as
math, natural science, history, foreign
language, and literature.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Essentialism
How to teach.
Essentialist teachers emphasize
mastery of subject matter. They are
expected to be intellectual and moral
models of their students.

They are seen as “ fountain” of

information and as “paragon of virtue,”
if ever there is such a person.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Progressivism
Why teach.
Progressivist teacher teach to develop
learners into becoming enlightened
and intelligent citizens of a democratic
society.

This group of teachers teaches

learners so they may live life fully
NOW not to prepare them for adult
life.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Progressivism
What to teach.
The progressivists are identified with
need-based and relevant curriculum.
This is a curriculum that “responds to
students” needs and that relates to
students’ personal lives and
experiences.
Progressivists accept impermanence
of life and the inevitability of changes.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Progressivism
What to teach.
Progressivist teachers are more concerned
with teaching the learners with skills to cope
with change.
Instead of occupying themselves with
teaching facts or bits of information that are
true today but become obsolete tomorrow,
they would rather focus their teaching on the
skills or processes in gathering and
evaluating information and in problem-
solving.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Progressivism
What to teach.
The subject that are given emphasis
in progressivist schools are the
“natural and social science.”

Teachers expose students to many

new scientific, technological, and
social developments, reflecting the
progressivist notion that progress and
change are fundamental.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Progressivism
How to teach.
Progressivist teachers employ
experimental methods. They believe
that ones learn by doing.

For John Dewey, the most popular

advocate of progressivism, book
learning is no substitute for actual
experience.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Progressivism
How to teach.

One experiential teaching method that

progressivist teachers heavily rely on
is the problem-solving method this
problem-solving method make use of
the scientific method.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Progressivism
How to teach.
Other “hands-on-minds-on-hearts-on”
teaching methodology that
progressivist teachers use are field
trips during which students interact
with nature or society.

Teachers also stimulate students

through thought provoking games,
and puzzles.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Perennialism
Why teach.
We are all rational animals. Schools
should, therefore, develop the
students’ rational and moral powers.

According to Aristotle, if we neglect

the students’ reasoning skills, we
deprive them of the ability to use their
higher faculties to control their
passions and appetites.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Perennialism
What to teach.
The perennialist curriculum is a
universal one on the of all human
beings possess the same essential
nature.

It is heavy on humanities, on general

education.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Perennialism
What to teach.
It is not a specialist curriculum but
rather a general one.

There is less emphasis on vocational

and technical education.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Perennialism
What to teach.
Philosopher Mortimer Adler claims
that the “Great book of ancient and
medieval as well as modern times are
the repository of knowledge and
wisdom.”

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Perennialism
How to teach.
The perennialist classroom are
“centered around teachers.”

The teachers do not allow the

students’ interest or experiences to
substantially dictate what they teach.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Perennialism
How to teach.
They apply whatever created
techniques and other tried and true
methods which are believable to be
most conducive to disciplining the
students’ minds.
Students engage in Socratic
dialogues, or mutual inquiry sessions
to develop an understanding of
history’s most timeless concepts.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Existentialism
Why teach.
The main concept of the existentialist
is “to help students understand and
appreciate themselves as unique
individuals who accept complete
responsibility for their thoughts,
feelings and actions.”

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
Why teach.
Since ‘existence precedes essence’,
the existentialists teachers’ role is to
help student define their own essence
by exposing them to various path they
take in life and by creating an
environment in which they freely
choose their own preferred way.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
Why teach.
Since feeling is not divorced from
reason in decision making, the
essentialist demands the education of
the whole person, “not just the mind.”

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
What to teach.
“In an existentialist curriculum,
students are given a wide variety of
options from which to choose.”

Students are afforded great latitude in

their choice of subject matter.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
What to teach.
The humanities, however, are given
tremendous emphasis to “provide
students with vicarious experiences
that will help unleash their own
creativity and self expression.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
What to teach.
For example, rather than emphasizing
historical events, existentialist focus
upon the action of historical
individuals, each of whom provides
possible models for the students’ own
behavior.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
What to teach.
Moreover, vocational education is
regarded more as a means of
teaching students about themselves
and their potential than of earning a
livelihood.
In teaching art, existentialism
encourage individual creativity and
imagination more than copying and
imitating established models.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Existentialism
How to teach.
Existentialist methods focus on the
individual.

Learning is self-paced, self directed. It

includes a great deal of individual
contact with the teacher, who relates
to each students openly and honestly.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Existentialism
How to teach.
To help students know themselves
and their place in society, teachers
employ values clarification strategy. In
the use of such strategy.

Teachers remain non-judgemental

and take care not to impose their
values on their students since values
are personal.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Behaviorism
Why teach.
Behaviorist school are concerned with
the modification and shaping of
students’ behavior by providing for a
favorable environment, since they
believe that they are a product of their
environment.

They are after students exhibits

desirable behavior in society.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Behaviorism
Why teach.
Because behaviorists look at people
and other animals as a “complex
combination of matter that act only in
response to internally or externally
generated physiscal stimuli,”
behaviorist teacher teach students to
respond favorably to various stimuli in
the environment.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Behaviorism
How to teach.
Behaviorist teachers ought to arrange
environmental conditions so that
students can make responses to
stimuli.
Physical variables like light,
temperature, arrangement of furniture,
size and quantity of visual aids have
to be controlled to get desired
responses to the learners.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Behaviorism
How to teach.
Teachers ought to make the stimuli
clear and interesting to capture and
holds the learners’ attention. They
ought to provide appropriate
incentives to reinforce positive
responses and weaken or eliminate
negative ones.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
Why teach.
To develop the communication skills
of the learner because the ability to
articulate, to voices 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.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
Why teach.
It is through his/her ability to express
himself/herself clearly, to get his/her
ideas across, to make known to
others the values that he/she has
imbibed, the beauty that he/she has
seen , the ugliness that he/she rejects
and the truth that he/she has
discovered.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
Why teach.
Teachers teach to develop in the
learner the skill to send messages
clearly and receives messages
correctly.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
Learners should be taught to
communicate clearly – how to send
clear, concise messages and how to
receive and correctly understand
messages sent.
Communication takes place in (3)
ways;
Verbal Nonverbal Paraverbal

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
Verbal
Verbal components refers to the
content of our message, the choice
and arrangement of words. This can
be oral or written.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
Nonverbal

Nonverbal components refers to the

message we send through our body
language.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
Paraverbal

Paraverbal component refers to how

we say what we say – the tone,
pacing and volume of our voices.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
These is need to teach learners to use
language that is correct, precise,
grammatical, coherent, accurate, so
that they able to communicate clearly
and precisely their thoughts and
feelings.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
There is need to help students expand
their vocabularies to enhance their
communication skills.

There is need to teach the learners

how to communicate clearly to
nonverbal means and consistently to
paraverbal means.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
What to teach.
There is need to caution the learners
of the verbal and non-verbal barriers
of communication.
Teach them to speak as many
language as you can. The more
language one speaks, the better
he/she can communicate to the world.
A multilingual has an edge over the
monolingual and bilingual.
apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education
 Seven Philosophies
of Education
 Linguistic Philosophy
How to teach.
The most effective way to teach
language and communication is the
experiential way.

Make them experiencing sending and

receiving messages through verbal,
non-verbal, and para-verbal manner.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 Seven Philosophies
of Education
 Linguistic Philosophy
How to teach.
Teacher should make the classroom a
place for the interplay of minds and
hearts.

The teacher facilitates dialogue

among learners and between him.

apter VIII: Lesson 1 - Our Philosophical Heritage: Philosophies of Education

 LESSON 2:
Formulating My
Philosophy of
Education
hapter VIII: Lesson 2 - Formulating My Philosophy of Education
 “The unexamined life is not worth living.”
-Socrates

hapter VIII: Lesson 2 - Formulating My Philosophy of Education

 Formulating My
Philosophy of Education

 Your philosophy of education is your

window to the world and compass in
life.
 Your attitude towards problems and
life as a whole has an underlying
philosophy
 All in all your philosophy of
education must spell out very clearly
what you and how you should teach,
how you should relate to your
students to make a difference.
hapter VIII: Lesson 2 - Formulating My Philosophy of Education