CONTEMPORARY PHILOSOPHY

-Contemporary philosophy focuses on language and

lived subjective experiences.
-Contemporary philosophies are used by educators in
educational teaching practices to define how and
what they should teach.
- Contemporary philosophies used by educators are
perennialism, essentialism, progressivism,
existentialism, social reconstructionism , and
linguistic philosophy
The Teaching Profession
1.• Perennialism
From the term “perennial”, meaning everlasting, is a
teacher-centered educational philosophy that focuses on
enduring ideas and universal truth.
• Suggests that the focus of education should be the ideas
that have lasted for centuries.
• Aims to prepare students for life by developing their
intellectual and moral qualities.
• Urges students to think flexibly, critically, deeply,
imaginatively, analytically, and thoughtfully.
 History of Perennialism

Perennialism has deep roots that can be traced back to ancient

civilizations of Greece and Rome. Its principles and concepts have
been influenced significantly by some of the greatest minds in the
history of philosophy.
• Plato(Greek philosopher)-theory of “forms’’ suggested that
there are unchanging, eternal truths or “ideals’’ that exist
beyond our tangible world. His influence extended to the
concept of an ideal(platonic)society, the role of education in its
formation, and the importance of moral and intellectual values.
 •Aristotle(Plato’s student)- argued that knowledge is found in
universal principles. His belief in the value of logic, reason,
and empirical observation greatly shaped the Perennialist
perspective.

Contemporary Philosophers:
• Robert M. Hutchins(1899 – 1977) was a chancellor of the
University of Chicago who argued that the ideal education
is one that is designed to develop the mind (Webb, 2010).
To support the development of the mind, he proposed a
curriculum based on the “Great Books” of Western
civilization.
• Mortimer Adler proposed a curriculum that would be appropriate for
all students. Within such a curriculum, students would be taught
language, literature, mathematics, natural sciences, fine arts, history,
geography, and social studies (Webb et. al., 2010).

He also advocated for the use of the “Great Books” by arguing that
students could learn a lot from the great works of the past. Both Adler and
Hutchins opposed any form of differentiated curricula (e.g., vocational,
technical, or academic) under the guise that all students in a democratic
society should have access to the same high-quality education.
• Allan Bloom -wrote The Closing of the American Mind (1987). In this
book, he talks about “cultural illiteracy” being a crisis in today’s
society. In order to address this crisis, he advocates teaching and
learning about the “Great Books” because they provide knowledge and
information that has lasting significance (Webb et. al., 2010). He sees
this crisis as being particularly significant at the university level.
 Two Types of Perennialism
 Secular Perennialism
-the word perennial suggests something that lasts for an indefinite
long time, recurs again and again, or is self-renewing.
-perennialism is learning to reason advocates using original work
in education comprises the humanist and scientific traditions
formulated in the 20th century by Hutchins and Adler.
 Religious Perennialism
-perennialism was originally religious in nature, developed first by
Thomas Aquinas in the 13th century in his work(on the teacher).
-focuses on the personal development of the students, and says
that all learning could not come from within. First developed by
Thomas Aquinas.
-religious perennialism continues to shape the nature of Catholic
schools throughout the world.
Perennialism and Role of Student
 Teach students to think rationally and develop minds that can think
critically.
 A perennialist classroom aims to be a closely organized and well-
disciplined environment, which develops in students a lifelong quest for
the truth.
 Education should epitomize a prepared effort to make these ideas
available to students and to guide their thought processes toward the
understanding and appreciation of great works of literature written by
history’s finest thinkers that transcend time and never become outdated.
Perennialism and Role of Teacher
 A teacher-centered educational philosophy.
 The teacher focuses on the importance of reading and will often use the
underlying reading lessons to make a moral point.
 Teachers use history, religion, literature, and the laws of science to
reinforce universal ideas that have the potential to solve any problem in
any era.
Key Principles of Perennialism
1.The Enduring Nature of Truth: These truths are considered universal and are
typically found in the realms of philosophy, mathematics, logic, and morality.
2. The Importance of Rational Thought: Reason is highly valued within
perennialism. The ability to think logically and critically is considered an essential
tool for uncovering and understanding the enduring truths of existence.
3.Focus on Classical Texts: referred to as the “Great Books” approach, perennialists
contend that the most profound truths are articulated in the classical literature and
philosophical works of Western civilization. They believe that engaging with these
texts allows students to grapple with fundamental questions about human existence,
morality, and the nature of the universe, fostering a deeper understanding of the
human condition.
4. Consistent, Universal Nature of Knowledge: Perennialists view knowledge as a
cohesive whole, not as a collection of disconnected facts. They believe in a
structured and systematic approach to learning, where each subject is interconnected.
5.Moral and Ethical Education: Perennialists emphasize the development of moral
character and ethical understanding. They argue that education should involve the
cultivation of virtues and the study of moral principles, often through the analysis of
ethical dilemmas presented in classical texts.
Perennialism in Education
Teacher-Led Discussions: These discussions are not just lectures; rather, they are
opportunities for students to engage with the material, ask questions, and express their
thoughts.
Critical Analysis of Texts: Perennialist education places a heavy emphasis on the study of
classic texts, whether they are works of literature, philosophical treatises, or historical
documents. These texts are not merely read but are analyzed in-depth.
Emphasis on Intellectual Development: Intellectual growth is the cornerstone of
perennialist education. This philosophy aims to cultivate students’ reasoning abilities,
foster their understanding of enduring truths, and encourage their exploration of moral and
ethical questions.
Role of the Teacher and Students: the teacher is viewed as a knowledgeable guide who
facilitates students’ engagement with enduring ideas and universal truths and the
cultivators of wisdom and virtue. They ask probing questions, encourage intellectual
curiosity, and guide students in their exploration of challenging material. On the other
hand, students are active learners in this setting. They are not passive recipients of
knowledge but engaged participants in the learning process. They are encouraged to
question, discuss, and reflect upon the ideas presented to them. Their role is to seek
understanding, develop their intellect, and strive towards the attainment of wisdom.
 Curriculum and Method of Teaching

 is focused on the curriculum and nature need.

 The perennialists stress learning through reading and analyzing

the works by history’s finest thinkers and writers.

 Less emphasis on vocational and technical education.

 Linguistic Philosophy
 A philosophy of education whose goal is to develop the learners’
communication skills.
 is the belief that language is at the root of all learning. In other words,
according to linguistic philosophy, we learn best by using language. We
know to think by thinking in terms, and we learn to understand the world
around us by interpreting what we see and hear through the lens of
language.

Why Teach?
 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.
 To develop in the learner the skill to send messages clearly and receive
messages correctly.
 What to Teach?
Communication takes place in three ways:
o Verbal component- content of our message , choice and arrangements of
words. Can be oral or written.
o Nonverbal component- refers to the message we send through our body
language.
o Paraverbal component-refers to how we say, what we say, tone, pacing
and volumes of our voices.
How to Teach
o Teach a language and communication through experiential way.
o Teacher should make the classroom a place for the interplay of minds
and hearts.
o Facilitates dialogue among learners.
 Key Points
o There is need to teach learners to use language that is correct, precise
grammatical, coherent and accurate.
o There is need to caution the learners of the verbal and nonverbal barriers to
communication.
o Teach them to speak as many languages as you can. The more languages one
speaks, the better he/she can communicate wit the world.

EXISTENTIALISM
Jean-Paul Sartre-a prolific writer, defended his ideas in
various genres, including novels, plays, and philosophical
treatises. He believed that existentialism is humanistic and
provides insight into human freedom and responsibility.
 In the education perspective, existentialists believe that philosophies of
the past have asked people to think deeply about abstract ideas and
abstractions that had little or no relationship to everyday life.
 Educators in this philosophy want a change in attitude towards
education, focusing on the individual and allowing them to take a
positive role in shaping their education and life. They also want an end
to the manipulation of learners with teachings controlling them along
predetermined behavioral paths.
 Existential theories are widely used in education, with the aim of
fostering unique qualities and values, developing complete individuals,
becoming a human person, making better choices, leading a good life.
 The role of the teacher in this philosophy is to initiate the act of
education and influence their lives of their learners throughout their
lives.
 ESSENTIALISM
 Is a philosophical concept that suggests everyone and everything has a
definable set of attributes essential to its identity.
 It is an interdisciplinary concept used in various philosophy, including
philosophy, biology, sociology, gender studies, language and culture, and
linguistics.
 Is a traditionalist philosophy that emphasizes the importance of teaching a
core set of knowledge and skills for all students.
Types of Essentialism
1. Cultural essentialism- has played a significant role in the construction od
social concepts such as race, ethnicity, and culture. The idea that people are
born with or are naturalized to share the same characteristics as others in the
cultural groups is based on essentialist belief.
2. Linguistic essentialism- another controversial concept, can be also applied
to the field of linguistics. For example, native English speakers are assumed
to be more intelligent than those who speak less dominant language, such as
the Afrikaans. However, essentialism overgeneralizes, stereotypes, and
ignore the idiosyncrasies of human behavior.
 PROGRESSIVISM
Progressivism was established in the mid-1920s and continued to be one
of the most influential philosophies of education through the mid-1950s.
One of the primary reasons for this is that a main tenet of progressivism is
for the school to improve society. This was supposed to be achieved by
engaging students in tasks related to real-world problem-solving. As a
result, Progressivism was deemed to be a working model of democracy
 PROGRESSIVISM
John Dewey

Dewey (1963), who is often referred to as the “Father of Progressive

Education,” believed that all aspects of study need to be linked to
materials based on students every day life-experiences.

Progressivism is a very student-centered philosophy of education. The

educational focus of progressivism is on engaging students in real-world
problem- solving activities in a democratic and cooperative learning
environment. 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.
Features of a Progressive Curriculum

There are several key features that distinguish a progressive curriculum.

According to Lerner (1962), some of the key features of a progressive
curriculum include:

• A focus on the student

• A focus on peers
• An emphasis on growth
• Action centered
• Process and change centered
• Equality centered
• Community centered
Within a Progressivist classroom, key instructional methods include: group
work and the project method. Group work promotes the experienced-
centered focus of the Progressive philosophy. By giving students
opportunities to work together, they not only learn critical skills related to
cooperation, they are also able to engage in and develop projects that are
meaningful and have relevance to their everyday lives.
Teachers Role

Progressivists view teachers as a facilitator in the classroom. As the facilitator, the

teacher directs the students learning, but the students voice is just as important as
that of the teacher. For this reason, progressive education is often equated with
student-centered instruction.

To support students in finding their own voice, the teacher takes on the role of a
guide. Since the student has such an important role in the learning, the teacher
needs to guide the students in “learning how to learn” .In other words, they need to
help students construct the skills they need to understand and process the content.

In order to do this successfully, the teacher needs to act as a collaborative partner.

As a collaborative partner, the teachers works with the student to make group
decisions about what will be learned, keeping in mind the ultimate out- comes that
need to be obtained. The primary aim as a collaborative partner, according to
Progressivists, is to help students “acquire the values of the democratic system”
Some of the key instructional methods used by Progressivist teachers
include:

• Promoting discovery and self-directly learning.

• Engaging students in active learning.
• Collaboration: Teacher to Student
• Integrating socially relevant themes.
• Promoting values of community, cooperation, tolerance, justice, and
democratic equality.
• Encouraging the use of group activities.
• Promoting the application of projects to enhance learning.
• Engaging students in critical thinking.
• Challenging students to work on their problem solving skills.
• Developing decision making techniques.
• Utilizing cooperative learning strategies.
 Students Role

Students in a Progressivist classroom are empowered to take a more

active role in the learning process. In fact, they are encourage to actively
construct their knowledge and understanding by:

• Learning by Doing
• Interacting with their environment.
• Setting objectives for their own learning.
• Working together to solve problems.
• Learning by doing.
• Engaging in cooperative problem solving.
• Establishing classroom rules.
• Evaluating ideas.
• Testing ideas.
 SOCIAL RECONSTRUCTIONISM

Social Reconstructionism is an educational philosophy focused on

reconstructing society. This educational philosophy was spear headed by a
group of progressive educators known as the “Frontier Thinkers” in the
1920s and 1930s. The goal of the Frontier Thinkers was to create a more
“equitable” society. To achieve such a society, the Frontier Thinkers
called for social reform because they believed the educational system was
not adequately addressing critical societal issues like war, prosperity, and
depression.
 SOCIAL RECONSTRUCTIONISM

The philosophy of Social Reconstructionism is a student-centered

philosophy. This philosophy is rooted in the belief that education should
be focused on reconstructing society. This emphasis is a result of the
perceived lack of leadership on the part of schools to create an equitable
society.

This philosophy is also very idealistic in nature, in that it encourages

schools to teach students to dream about “what might be” rather than
settle for “what is.” As such, students are encouraged to be “change
agents” by challenging the norm and seeking to make society a better
place for everyone. In order to be a change agent, student are asked to
look at inequities in society and think of ways to address these inequities
by taking action. For example, students might discover that a local animal
shelter is going to be shut down due to lack of funds so they might work
together to raise the money to keep the shelter in business.
Social Reconstructivists firmly believe in the power of democracy to
change society for the better. Therefore curriculum within the Social
Reconstructivists classroom reflects “democratic ideals and emphasizes
civic education” Based on this emphasis, the curriculum provides students
with the opportunity to engage in service learning opportunities that would
provide them with first-hand experiences to study social problems and
controversial issues.
Within this student-centered approach to instruction, Reeves
(2013) found that Social Reconstructionist instructors:

• Spend less time lecturing and more time allowing students

to work in cooperative groups.
• Facilitate instruction, guiding students in the direction
they need to go, but never mandating the direction students
should take.
• Encourage student to form their own opinions based on
what they think and what their research has told them, not
what they are told to think by the teacher.

Based on this approach to instruction, students are supposed

to have the skills they need to take action make changes that
will positively improve society.
 REFERENCES:
https://graduatefoundationsmoduleela.wordpress.com/perennialism
https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-4-perennialism/
https://www.ilovelanguages.com/what-is-linguistic-philosophy/
https://www.yourarticlelibrary.com/essay/essay-on-existentialism/76801
https://www.researchgate.net/publication/279420314_Existentialism_in_Education
https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-5-progressivism/
https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-8-social-reconstruc
tionism
/
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