5 PHILOSOPHICAL

INFLUENCES
EXISTENTIALISM PROGRESSIVISM ESSENTIALISM

PERENNIALISM BEHAVIORISM
Existenti Becoming of a Essentialists Subject-
alism human person Progressivists Progressive based
believe that education believe that
emphasi as one who believed Perennialist Behaviorist theorists students there is a curriculum
zes the lives and education focused on believe that behavior differentiate
that one classrooms are should be common core
existenc makes should focus the child as is shaped deliberately
d and
should also centered on by forces in the active of knowledge
e of the decisions on the whole the learner organized
teach the teachers in order environment and that respondents that needs to
individu about what he child, rather rather than according to
things that to accomplish the type of person and ; people are be
al will do and be. than on the on subject, subjects’
one deems these goals. The actions desired can be most likely transmitted to
person Provide an content or the emphasized internal logic
to be of teachers are not the product of design. to learn students in a
as a free atmosphere teacher. This activities and In other words, or
everlasting concerned about when they systematic,
and where the educational experiences behavior is chronology.
importance the students' actually disciplined
responsi individuals philosophy rather than determined by others, Disciplines
to all interests or have a way. The
ble develop in a stresses that verbal and rather than by our
must be
people experiences. own free will. By chance to emphasis
agent healthy way, students literary skills taught
everywher They use tried carefully shaping behave. in this
determi find security, should test and within a
e. Since and true teaching desirable behavior, Also, conservative
ning encourageme ideas by active encouraged specific
details of methods and morality and student perspective is
their nt and experimentati cooperative scope
fact change techniques that information is learned. learning on intellectual
own acceptance by on. Learning is group Learners will acquire (critical of
constantly, are believed to must be and moral
develop teachers. rooted in the learning and remember interdisciplin
these be most evaluated; standards that
ment Any subject in questions of activities responses that lead to ary
cannot be beneficial to only schools
through school can learners that rather than satisfying aftereffects.
approaches).
the most disciplining Repetition of a measurable should teach.
acts of present arise through competitive
important. students' minds. meaningful behavior The
the will. existential experiencing individualize
The perennialist connection results in changes can core of the
situations for the world. d lesson
curriculum is learning. If the confirm that curriculum
teaching, and plan.
universal and is student is ready for learning has is essential
the based on their the connection, taken place. knowledge
development view that all learning is enhanced;
and skills and
of human if not, learning is
human beings academic
inhibited. Motivation
beings possess the same rigor. 
to learn is the
essential nature.  satisfying aftereffect,
or reinforcement.