What it is
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ESSENTIALISM
PROGRESSIVISM
PERENNIALISM
EXISTENTIALISM
BEHAVIORISM
Basi Basic c SKAV SKAV;; prep prepar arat atio ion n for for adu adult lt life i fe
Chan Change ge:: need need bas based ed & rele releva vant nt,, experiential, live fully NOW
Rational & moral powers; essential nature, humanities & general education
Define Define own essenc essence; e; choice choice-dr -drive iven n
Modify Modify & shap shape e beha behavio viorr by by favo favorab rable le environment
Stress on teaching of basic skills; Transmit traditional moral values and intellectual knowledge that students need to become model citizens (vs. radically shape society)
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Teacher
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teacher-centered;
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intellectual & moral models: fountain of info & paragons of virtue; •
Develop learners into becoming enlightened & intelligent citizens of a democratic society;
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live fully now (vs. prepare for adult life); Accept impermanence of life ife & inevitability of change: everything changes. No substitute for concrete experience in learning; experiential method Help students expand knowledge by applying experiences in solving new problems;
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More concerned with teaching skills to cope with change: SAs to gather/evaluate information & problemsolving (vs. K that may become obsolete)
All human beings possess the same essential nature We are all rational animals, must develop rational & moral powers
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Develop capacity to reason by stressing on humanities; Focus on ideas that are relevant today as when 1st conceived; Teacher-centered; Apply whatever creative techniques & other tried & true methods most conducive to disciplining students’ minds
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Student
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Curriculum
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To acquire basic skills, must go through rigor & discipline of serious study; memorization Student interest has little emphasis (diverts time & attention from academic curriculum) traditional disciplines (math, natural science, history, grammar, literature); the 4Rs
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vs. vocational courses & watered down academic content Teacher & school head prescribes what is to be learned; emphasis on mastery of SM; observe core requirements, longer school day/academic year rely heavily on prescribed textbooks, drill method, lecture to cover all content
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Student-centered Encouraged to interact to develop social virtues e.g. cooperation & respect;
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Students solve problems similar to outside reality Not force students to learn SM if not interested; Need-based and relevant curriculum— responds to students’ needs & relates to personal lives & experiences; Emphasis on natural & social sciences; new scientific/ technological & social developments; Use experiential methods: learning by doing, hands-on (vs. book learning), eg problem-solving method (scientific method), field trips, games & puzzles
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student’s interests or experiences have no bearing on what is taught; students are engaged in Socratice dialogues/mutual inquiry sessions to develop understanding of history’s timeless concepts There is a universal curriculum: heavy on humanities & general education
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General (vs. specialized)
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Liberal (vs. vocational);
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Humanistic (vs. technical)
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Read & analyze the Great Books, the creative works of history’s finest thinkers & writers;
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Existence precedes essence
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No universal, inborn human nature; we freely determine our essence; Help individuals accept themselves as unique individuals & responsibility for thoughts, feelings & actions;
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Feeling is not divorced from reason in decision-making, so educate the whole person & not just the mind
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help define essence by exposing to various paths, create environment to freely choose;
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Focus on individual; Lots of individual contact with teacher openly & honestly Values clarification strategies
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Non-judgmental & not imposing own values (bec. It is Personal)
Humans are shaped by environment; teach students to exhibit desirable behavior in society Change of environment can change a person; we act only in response to internal/external physical stimuli something beautiful for one may not be beautiful for you (relative notion of beauty); Teacher-centered Arrange/control environmental conditions: to respond to stimuli, e.g. (light, temp, furniture, visual aids); Make stimuli clear and interesting to capture & hold attention; Provide appropriate incentives to reinforce positive responses & weaken or eliminate negative ones
Student-centered Individual chooses what he becomes & is not dictated by environment; Learner allowed to learn at own pace, self-directed Many options from which students choose their own curriculum; great latitude in choice of SM; Emphasis on Humanities: vicarious experiences for creativity & selfexpression; Focus on actions of historical figures (vs. events) as models for behavior Vocational education as a means to teach (vs. as a livelihood); In art, for creativity & imagination (vs. copying/imitation)
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Since people are products of their environment, teach students to respond favorably to various stimuli in the environment scientifically developed code (vs. from history & culture of a group)
What it is
Naturalism
Idealism
Pragmatism
Realism
Humanism
Constructivism
Reconstructionism
Nationalism
Matter & physical world
Mind & self
Refuse to speculate & transcend beyond experience
Experience not independent, determines reaction to external objects
Self-actualization & intrinsic satisfaction
Cooperative & collaborative teaching techniques
Change the society
Able & willing to fight for country
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Factual/realistic representation;
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Learning is not dependent on school/books but upon law of natural life
Creates proper atmosphere for discovery; Not deliver knowledge but for student to work freely;
Act/practice of envisioning things in ideal forms
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On a pedestal; Intellectual & moral example;
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Great creative skills
Practical, matter of fact way of approaching/ assessing situations or problem-solving;
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Deals with practical consequences
Not focused on teacher; Give opportunities/ activities for experience
Observer & facilitator
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Student
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Curriculum
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Experience from nature;
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audience/receiver
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not forced to fixed curriculum, can make his own
no boundary on students; no curriculum (old) broad & science comes 1st (neo-nat)
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focus on mental & moral development;
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fixed encourage acquisition of facts & reflecting on these;
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focus on intellectual activities, selfrealization, self-control •
center of focus;
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interact with society & environment to gain experience;
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active being
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centrally controlled, monopolistic, comprehensive & bureaucratic public education system; vehicle for dealienation & socialization of students; focus on discrete, experimental projects
Accepting things as they are; Education should be concerned with actualities in life (vs. formalism & religious reformers)
Educated & wellversed in customs, beliefs, rights & duties, trends of the ages; Mastery of knowledge of present life;
real unit & real existence has feelings/desires/ powers; taught values, nature of right & wrong, objective good & beautiful;
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simple to complex;
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Rejects religious beliefs & centers on humans & their values, capacities & worth
Facilitator;
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Humans construct meaning from current knowledge structures;
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Opposes status quo & seeks to transform society
developmentallyappropriate facilitatorsupported learning that is initiated & directed by learner
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Nations benefit from acting independently (vs. collectively); Emphasis on national goals (vs. international) ; National progress & wealth through education
facilitator
Develop self-esteem & self-efficiency; Understand the strengths & weaknesses of students
Not optimist/pessimist
analyze (not construct)
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Guide students to hard realities of life, expose to problems;
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concrete to abstract, things before rules & words;
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inward drive to excel (vs. praises received— behaviorist); student is central focus; takes responsibility for education & owning their learning
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not curriculum-bound;
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stress on individuality;
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no cramming (unintelligent)
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questioning & understanding
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low teacher-student ratio;
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favors participatory & discovery methods; topics directly related to students’ lives
vernacular as medium of instruction;
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repetition
initiates & directs own learning; construct ideas themselves; unique individuals with own needs/backgrounds; complex & multidimensional acquire knowledge by involvement with content (vs. imitation); learning activities: active engagement, inquiry, problemsolving, collaboration;
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creation of new social order to fulfill basic values of culture; harmonize with underlying social & economic focus of modern world
internalization & deeper understanding;
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indoctrination in political idealogy of state; cultivation of civic virtues (vs. religious & humanistic) study of geography & history NSTP
cooperativecollaborative teaching techniques
Similar to
Behaviorism
Essentialism
Progressivism
Progressivism
Existentialism
Progressivism
Existentialism
Essentialism
Focus
Student
Teacher
Student
Student
Student
Student
Student
Values/curriculum
Metaphysical Basis (origin & structure of reality)
Epistemological Basis (nature & origin of h. knowledge)
F oc us o f C ur ri cu lu m
S am pl e C la ss ro om A ct iv it y
R ol e o f T ea ch er
G oa l f or S tu de nt s
E du ca ti on al L ea de rs
STUDENT-CENTERED Progressivism
(NB educational philosophy of pragmatism)
Social Reconstructionism
Existentialism
The physical world is the basis of reality;
We learn best from:
Flexible;
- meaningful experiences,
The world inevitable progresses over time
- social interaction, and
Integrated study of academic subjects around the needs and experiences of students
The physical world is the basis of reality;
Focus on social, political, and economic needs;
World progresses but slowly
We learn best from meaningful social experiences that improve society
Reality is individually determined;
Each individual determines learning strategies;
People shape their innermost nature in accordance with their free will
learning engages emotional as well as intellectual faculties
No difference between external world & internal world of the mind
Learning by doing—for example, students plan field trips to learn about history, geography & natural science
Guide and integrate learning activities so that students can find meaning
To become intelligent problem solvers, socially aware citizens who are prepared to live comfortably in the world
Learning by reconstructing society—for example, students work to remove health hazards in a building housing the poor
Provide authentic learning activities that both instruct students and improve society
To become intelligent problemsolvers, to enjoy learning, to live comfortably in the world while helping reshape it
George S. Counts,
Each student determines the pace and direction of his or her own learning
Students choose their preferred medium—poetry, prose, painting—and evaluate their own performance
One who seeks to relater to each student honestly;
To accept personal responsibility; to understand deeply and be at peace with one’s own unique individuality
A.S. Neill
Core curriculum of traditional academic topics and traditional values
Teacher focuses on “essential” information or the development of particular skills
Model of academic & moral virtue;
To become culturally literate individuals, model citizens educated to compete in the world
William Bagley
We learn through reasoning— particularly through creative, deep, and logical analysis
Core curriculum analyzing enduring ideas found in Great Books
Socratic dialogue analyzing a philosophical issue or the meaning of a great work of literature
Scholarly role model;
To increase their intellectual powers and to appreciate learning for its own sake
Robert Hutchins
Knowledge cannot be handed from one person to another but must be constructed by each learner through interpreting and reinterpreting a constant flow of information;
Counter to uniform standards & testing
Teachers and students constantly challenge their won assumptions
To create new way to handle a math problem, letting go of anm unfounded bias about an ethnic group or discovering why women’s contribution seem at all absent in a textbook.
Piaget
- scientific experimentation
Integrated study of academic subjects around socially meaningful actions
Skilled at creating a free, open and stimulating environment
John Dewey, Nel Noddings
John Brameld, Jane Roland Martin
Maxine Greene
the source of elements of knowledge have their existence in states of the mind
TEACHER CENTERED Essentialism
Perennialism
The physical world is the basis of reality
The realm of thought and spirit rooted in the physical world;
We learn through reasoning, primarily empirical reasoning
All human nature are by nature rational animals
Center of classroom
Philosophically oriented Helps students seek the truth for themselves
E,D, Hirsch, Jr. William Bennett
Mortimer Adler
PSYCHOLOGICAL INFLUENCES Constructivism (similar to Existentialism)
People continually try to make sense and bring order to the world;
Based on principles of authentic learning, critical thinking, individualized instruction & project-based learning
Essence of learning is constant effort to assimilate new information Behaviorism
Free will is an illusion and human beings are shaped entirely by environment
Alter a person’s environment & you will alter thoughts, feelings & behaviors People act in response to physical stimuli: use positive reinforcement
use scaffolding builds knowledge through the construction: gauge prior knowledge /understanding & carefully orchestrate cues, penetrating questions & instructional activities; challenge and extend a student’s insights.
Vygotsky
Teachers help students constantly reexamine beliefs Behavior modification: assertive discipline
B.F. Skinner
to promote desired learning
