WEEK 8

CHAPTER 8: PHILOSOPHIES OF EDUCATION

CHAPTER TEST TO BE ANNOUNCED LATER

Activity: Let’s do this

An Exercise to Determine Your Educational Philosophy Find out to which philosophy you adhere.

To what extent does each statement apply to you? Rate yourself 4 if you agree with the statement
always, 3 if you agree but not always, 2 if you agree sometimes, and 1 if you don't agree at all.

Statement 1 2 3 4
1 There is no substitute for concrete experience in 0
learning.
2 The focus of education should be the ideas that are 0
as relevant today as when they were first conceived.
3 Teachers must not force their students to learn the 0
subject matter if it does not interest them.
4 Schools must develop students' capacity to reason by 0
stressing on the humanities.
5 In the classroom, students must be encouraged to 0
interact with one another to develop social virtues
such as cooperation and respect.
6 Students should read and analyze the Great Books, 0
the creative works of history's finest thinkers and
writers.
7 Teachers must help students expand their knowledge 0
by helping them apply their experiences in solving
new problems.
8 Our course of study should be general, not 0
specialized; liberal. not vocational; humanistic, not
technical.
9 There is no universal, inborn human nature. We are 0
born and exist and then we ourselves freely
determine our essence.
10 Human beings are shaped by their environment. 0
11 Schools should stress on the teaching of basic skills. 0
12 Change of environment can change a person. 0
13 Curriculum should emphasize on the traditional 0
disciplines such as math, natural science, history,
grammar, literature.
14 Teacher cannot impose meaning; students make 0
meaning of what they are taught.
15 Schools should help individuals accept themselves as 0
unique individuals and accept responsibility for their
thoughts, feelings and actions.
16 Learners produce knowledge based on their 0
 experiences.
17 For the learner to acquire the basic skills, he/she 0
must go through the rigor and discipline of serious
study.
18 The teacher and the school head must prescribe 0
what is most important for the students to learn.
19 The truth shines in an atmosphere of genuine 0
dialogue.
20 A learner must be allowed to learn at his/ her own 0
pace.
21 The learner is not a blank slate but brings past 0
experiences and cultural factors to the learning
situation.
22 The classroom is not a place where teachers pour 0
knowledge into empty minds of students.
23 The learner must be taught how to communicate his 0
ideas and feelings.
24 To understand the message from his/her students, 0
the teacher must listen not only to what his/her
students are saying but also to what they are not
saying.
25 An individual is what he/she chooses to become not 0
dictated by his/her environment.

Interpreting your Scores: If you have 2 answers of 2/4 in numbers:

1,3,5,7 14 you are more of progressivist

2,4,6,8 14 you are more of a perennialist

9,15,20,25 15 you are more of an existentialist

10, 12 8 you are more a behaviorist

11,13, 17.18 13 you are more of a behaviorist you are more of an essentialist

14,16,21,22 11 you are more of a constructivist

19, 23, 24 11 you are more of a linguistic philosopher

Analysis: Let’s Analyze

If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic

philosophy which means you put the philosophies together. If your scores are less
than 4. this means that you are not very definite in your philosophy. Or if your
scores are less than 3 in most of the items, this means your philosophy is quite
vague.
Application: Let’s Apply What You Learned

You will grouped into philosopies, constructivism, essentialism,

perennialism ,progressivism, behaviorism, existentialism, linguistic philosopy.

Behaviorism
Poverty is not a hindrance to success means that one can achieve success no matter his or her
economic background. It means that poor people can be successful, and that their poorness does
not necessarily prevent them from being successful.

Check for Understandings

I. Understanding the Philosophies. Answer each with a YES or NO. If your answer is NO,
explain your answer in a sentence.

“Essentialism”

1. Do essentialists aim to teach students to reconstruct society?

No. They aim  to transmit the traditional moral values and intellectual knowledge that students
need to become model citizens. ... They teach subject matter even if the students are not
interested.

2. Is the model citizen of the essentialist the citizen who contributes to the re-building of
society?

No. The model student is the one who show mastery of the basic skills and that one who lives by
traditional moral values.

3. Do the essentialist teachers give up teaching the basics if the students are not interested?

No. They teach subject matter even if the students are not interested.

4. Do the essentialist teachers frown on long academic?

No. They need long academic calendar and core requirements for mastery of basic skills.

“Progressivism”

1. Do the progressivist teachers look at education as a preparation for adult life?

No. They look at education as life.

2. Are the students' interests and needs considered in a progressivist curriculum?

Yes.

3. Does the progressivist curriculum focus mainly on facts and concepts?

No. They focus more on problem-solving skills.

4. Do the progressivist teachers strive to simulate in the classroom life in the outside world?

Yes

“Perennialism”

1. Are the perennialist teachers concerned with the students' mastery of the fundamental
skills?

No. They are more concerned with the study of the Great Books

2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?

Yes.

3. Is the perennialist curriculum geared towards specialization?

  No. It is geared towards general or liberal education. ... Like the essentialist, subject matter is
foremost to the perennialist.

4. Do the perennialist teachers sacrifice dubject for the sake of students interests?

No. Like the essentialist, subject matter is foremost to the perennialist

“Existentialism”

1. Is the existentialist teacher after students becoming specialists in order to contribute to

society?

No. They  are more concerned in helping students appreciate themselves as unique individuals
who accept responsibility over the thoughts, actions and life

2. Is the existentialist concerned with the education of the whole person?

Yes,

3. Is the course of study imposed on students in the existentialist classroom?

No. Students are given a choice.

4. Does the existentialist teacher make heavy use of the individualized approach?

Yes
“Behaviorism”

1. Are behaviorists concerned with the modification of students' behavior?

Behaviorism is primarily concerned with observable and measurable aspects of human

behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior
that result from stimulus-response associations made by the learner. A key element to this theory
of learning is the rewarded response.

2 Do behaviorist teachers spend their time teaching their students on how to respond
favorably to various environmental stimuli?

Yes

3. Do behaviorist teachers believe they have control over some variables that affect learning?

Yes

4. Do behaviorist teachers believe that students are a product of their environment?

Yes

Linguistic Philosophy

1. Do linguistic philosophers promote the study of language?

Yes

2. Is the communication that linguistic philosophers encourage limited to verbal language

only?

  No. Is the curriculum of the linguistic philosopher open to the learning of as many languages,
like other Tongue, as possible

3. Do linguistic philosophers prefer the teacher who dominates discussion to save time to a
teacher who encourages dialogue?

No, Linguistic philosophy is the view that many or all philosophical problems can be solved (or
dissolved) by paying closer attention to language, either by reforming language or by
understanding the everyday language that we presently use better.

4. Is the curriculum of the linguistic philosopher open to the learning of as many languages,
like Mother Tongue, as possible?

Yes
Constructivism

1. Does the constructivist agree to a teaching methodology of "telling?"

No Constructivist teaching is based on the belief that learning occurs as learners are actively involved in
a process of meaning and knowledge construction as opposed to passively receiving information.
Learners are the makers of meaning and knowledge.

2. Do constructivists believe that students can construct knowledge?

Yes

3. Do constructivists approve of teaching learners the skill to learn?

Yes

4. Do constructivists believe that meaning can be imposed?

No, They believe that there is a real world that learners experience, but that meaning is imposed
on the world by the learners, rather than existing in the world independently of them. ...
Constructivists believe that  students should learn to solve complex problems they will face in
real life.

Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO GAIN
MASTERY. The first lesson in this lesson (An Exercise to Determine Your Life Philosophy) may
help.
To which philosophy does each theory of man belong?
A person:

Behaviorism 1. Is a product of his environment.

Existentialism 2. Has no universal nature.
Essentialism and Perennialism 3. Has rational and moral powers.
Behaviorism 4. Has no choice; he is determined by his environment.
Existentialism 5. Can choose what he can become.
Behaviorism 6. Is a complex combination of matter that responds to physical stimuli.
Behaviorism 7. Has no free will.
Perennialism 8. Has the same essential nature with others.
Essentialism and Perennialism 9. Is a rational animal
Existentialism 10. First exists then defines him/herself.
Progressivism 11. Is a social animal who learns well through an active interplay with
others.
Linguistic Philosophy 12. Is a communicating being.
Constructivism 13. Is a maker of meaning.
Constructivism 14. A constructor of knowledge.

Research Connection
Problem Research Methodology
The effect to the basic elements of education The data used in this study was obtained from
related to concept, principles, beliefs and the students that they are studying in different
attitude that being implemented in education. departments in education faculty of Yuzuncu
Yil University. Q method which aimed ate
measuring the view points, ideas, beliefs,
behaviors and inclinations of individuals was
used in the analysis of data. This method
investigates also differences within sampling
with the factor analysis and in particularly, it
is an ideal method of measuring of perception
of raised against any case.
Findings Conclusion
It was observed that students mostly
According to the principal component support the philosophies of modern
analysis performed on data obtained education, but they also adopt
from the study, it was observed that traditional philosophies. Another result
data was clustered under one obtained in this study is that students
dimension. This dimension explains represent negative opinions for the
41% of the variance. The clustering of social transformation related principles
data under one dimension indicates of reconstructionism, which belongs to
that there is no difference between philosophies of modern education.
male and female students in terms of
philosophy

Source: (bibliographical entry format)Zirhlioglu, G. and Yayla, A. (2016).The investigation of the

EducationPhilosophy of the Education Faculty Students of Yuzuncu Yil University with the Q
Method.According to theprincipal componentRetrieved from http://www.hrpub.org
Synapse Strengtheners
1. Read Section 5 of RA 10533, The Enhanced Basic Education Act of 2013 in Appendix G on which
philosophies of education is the K to 12 curriculum anchored?

2. Read excerpts from RA 8980 in Appendix H on which philosophies of education is ECCD anchored?