Sina-oy, Hadassah Joy E. TC Ed.

13 – Tuesday (5:15-8:15 PM) December 3, 2019

Philosophies of Education
Constructivism Essentialism Progressivism Perennialism Existentialism Behaviorism Linguistic
Why To develop To acquire To develop To develop To help To modify To develop the
teach? intrinsically basic knowledge, learners into the students’ students and shape communication
motivated and skills, and values becoming rational and understand and students’ skills of the
independent enlightened moral powers appreciate behavior by learner because the
learners To transmit the and intelligent with the belief themselves as providing for a ability to
adequately traditional moral citizens of a that we are all unique favorable articulate, to voice
equipped with values and democratic rational individuals who environment, out the meaning
learning skills intellectual society animals accept complete since they and values of
knowledge that responsibility for believe that they things that one
 To be able students need to For learners their thoughts, are products of obtains from
for students to become model to live life feelings, and their his/her experience
construct citizens fully now and actions environment of life and the
knowledge and not to prepare world is the very
make meaning them for adult For the essence of man
of them life education of the
whole person,
“not just the
mind”
What to How to learn Academic  Need-based Emphasis on Students are Teachers  How to
teach? content for and relevant humanities and given a wide teach students to communicate
Learning students to learn curriculum general variety of options respond clearly-how to
processes and the basic skills or which education with from which to favorably to send clear, concise
skills (e.g. fundamental r’s responds to its universal choose and are various stimuli messages and how
searching, (reading, writing, students needs curriculum afforded great in the to receive and
creating and arithmetic, and and relate to which views latitude in their environment as correctly
evaluating right conduct) as their personal that all human choice of subject they look at understand
information, essential to the lives and beings possess matter. “people and messages sent
relating acquisition of experiences the same other
information, more complex essential Humanities are animals…as They are taught
reflecting, skills in Skills to nature given emphasis to complex that
making preparation for cope with provide students combinations of communication
meaning, adult life change Less with vicarious matter that act takes place in 3
drawing emphasis on experiences that only in response ways.
insights, Traditional Skills or vocational and will help unleash to internally and 1. Verbal – The
questioning, disciplines such processes in their own externally component that
researching, and as math, natural gathering and technical creativity and generated refers to the
constructing science, history, evaluating education self-expression. physical content of
new knowledge) foreign language, information stimuli” message, the
and literature and in What Vocational choice, and
problem- teachers teach education is arrangement of
Teachers and solving are lifted from regarded more as words. This can be
administrators the Great a means of oral or written.
decide on what is Emphasis on Books of teaching about 2.Nonverbal –
most important to natural and ancient and themselves and This component
learn and give social sciences medieval as their potentials refers to the
little emphasis on as well as new well as modern than of earning a message send
student interests. scientific, times livelihood. through body
technological, language.
and social In teaching art, 3.Paraverbal – The
developments. this philosophy component which
encourages refers to how we
Problem individual say what we say –
solving similar creativity and the tone, pacing
to those being imagination more and volume of
encountered than copying and voices.
outside the imitating.
school Language that is
correct, precise,
grammatical,
coherent, and
accurate so that
they are able to
communicate
clearly and
precisely their
thoughts and
feelings

Teachers help
students expand
their vocabularies.

Teachers
caution the
 learners of the
verbal and
nonverbal barriers
to communication;
and teach them to
speak as many
languages as they
can.
How to The teacher Teachers Teachers Teachers do Existentialist Teachers Experiential
teach? provides emphasize employ not allow the methods focus on ought to arrange way – Teachers
students with mastery of subject experiential students’ the individual. environmental make students
data or matter methods as interest or conditions so experience sending
experiences that they believe experiences to Learning is that students can and receiving
allow them to Teachers that one learns substantially self-paced and make responses messages through
hypothesize, observe “core by doing. dictate what self-directed. to stimuli that verbal, non-verbal,
predict, requirements, they teach. are clear and and para-verbal
manipulate longer school day, Teachers It includes a interesting to manner.
objects, pose a longer academic heavily rely on Teachers great deal of capture and hold
questions, year…” problem- apply true individual contact the learners’ Classroom
research, solving methods which with the teacher, attention. (e.g. serves as a place
investigate, Teachers rely method using are believed to who relates to Physical for the interplay of
imagine, and heavily on the use scientific be most each student variables like minds and hearts
invent. of prescribed method. conducive to openly and light, wherein the
textbooks, drill disciplining honestly. temperature, teacher facilitates
 Classroom is method, and other Use of the students’ arrangement of dialogue among
interactive methods that “hands-on- minds. Teachers furniture, and learners and
which promotes enable them to minds-on- employ values size and quantity between him.
dialogical cover as much hearts-on” Students are clarification of visual aids,
exchange of academic content teaching engaged in strategy to help are controlled to
ideas among as possible such methodology Socratic students know get the desired
learners and as lecture method such as field dialogues or themselves and results from the
between teacher trips mutual inquiry their place in learners)
and learners. Heavy stress on sessions to society.
memorization and Teachers develop
discipline stimulate understanding Teachers
students of history’s remain non-
through most timeless judgmental and
thought- concepts. take care not to
provoking impose their
 games and values on their
puzzles. students since
these are
personal.
What is To facilitate Moral models Acts as a The To help To provide Teachers teach
the interactive of their students guide in the classroom is students define appropriate to develop in the
teacher’s teaching and classroom centered their own essence incentives to learners the skill to
role? learning process ” Fountain” of rather than the around by exposing them reinforce send messages
information and center of teachers. to various paths positive clearly and receive
“paragon of learning they take in life responses and messages
virtue” and by creating an weaken or correctly.
environment in eliminate
which they freely negative ones.
choose their own
preferred way
What is To construct  Should be To be active To acquire To determine To exhibit To express
the knowledge passive and be learners knowledge their own values desirable himself clearly; to
students’ through an ready to learn solely from the and identity behavior on get his ideas
role? active mental what the teacher teacher society across; and to
process of presents to them make known to
developments others the values
that he has
Have minds imbibed, the
full of ideas beauty that he has
waiting to be seen, the ugliness
“midwifed” by that he rejects, and
the teacher the truth that he
has discovered