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Our Philosophical Heritage.pptx
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- 3. SEVEN PHILOSOPHIES OFEDUCATION
- 4. ESSENTIALISM AnAmerican philosophy of education which began in the 1930’s and 1940’s Introduced by American philosopher William Bagley Originated from the philosophies of idealism and realism Essentialists believe in teaching the basic subjects.
- 5. Objective of Essentialism Thisphilosophy contends that teachers teach for learners to acquire basic knowledge, skills and values.
- 6. Curriculum of Essentialism Essentialistprograms are academically rigorous. The emphasis is on academic content for students to learn the basic skills or the fundamental R’s as these are essential to the acquisition of higher or more complex skills needed in preparation for adult life.
- 7. The Essentialist Curriculum MATH NATURALSCIENCE HISTORY FOREIGN LANGUAGE LITERATURE
- 8. Stresses the valueof hard work, perseverance, discipline, and respect to authorities to students. Students should be taught to think logically and systematically – grasping not the parts but the whole (entirety) Methods of teaching centers on giving regular Assignments Drills Recitation Frequent testing and evaluations
- 9. Teaching Strategies Essentialist teachersemphasize mastery of subject matter. They were expected to be intellectual and moral models of their students. They are seen as “fountain” of information and as paragon of virtue, if ever there is such a person. To gain mastery of basic skills, teachers have to observe “core requirements, longer school day, a longer academic year.” With mastery of academic content as primary focus, teachers rely on the use of prescribed textbooks, and drill method and other methods that will enable them to cover as much academic content as possible like the lecture method. There is a heavy stress on memorization and discipline.
- 11. PROGRESSIVISM Led byJohn Dewey, this was developed in mid 1920’s through the 1950’s Believe that Progress, Change, and Individuality are fundamental to education Strong emphasis on Learning by doing Hands-on Experience Classroom settings are informal Cooperation between students rather than competition
- 12. Objective of Progressivism Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic society. This group of teachers teaches learners so they may live life fully now not to prepare them for adult life. Students should not just be taught for a test, they should be taught to handle themselves in the real world.
- 13. Curriculum The progressivists areidentified with need based and relevant curriculum. This is a curriculum that responds to students’ needs and that relates to students’ personal lives and experiences.
- 14. Progressivists acceptthe impermanence of life and the inevitability of change. For the progressivists, everything else changes. Progressivist teachers are more concerned with teaching the learners the skills to cope with change. Instead of occupying themselves with teaching facts or bits of information that are true today but become obsolete tomorrow, they would rather focus their teaching on the teaching of skills or processes in gathering and evaluating information and in problem- solving. Teachers expose students to many new scientific, technological and social developments, reflecting the progressivist notion that progress and change are fundamental.
- 15. Teaching Strategies Progressivistteachers employ experiential methods. one learns by doing. book learning is no substitute for actual experience. One experiential teaching method that progressivist teachers heavily rely on is the problem-solving method. This makes use of the scientific method. Other teaching methods used:
- 17. PERENNIALISM The worditself means ‘eternal’, ‘ageless’, ‘everlasting’, ‘unchanged’ Truth is universal and does not depend on circumstances of place, time and person To learn means to acquire understanding of great works of civilization Advocates are Robert Hutchins and Mortimer Adler
- 18. Obejctive of Perennialism Toteach students to think rationally and develop minds that can think critically. We are all rational animals. Schools should therefore, develop the students’ rational and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use their higher faculties to control their passions and appetites.
- 19. Curriculum of Perennialism Curriculumshould contain cognitive subjects that cultivate rationality, morality, aesthetics, and religious principles. Philosopher Mortimer Adler claims that the Great Books of ancient and medieval as well as modern times are repository of knowledge and wisdom, a tradition of culture which must initiate each generation. This includes: • History • Language • Mathematics • Logic • Literature • Humanities • Science
- 20. Teaching Strategies Classroomsare teacher-centered. The teachers must have the mastery of the subject matter and authority in exercising it. Students engaged in Socratic dialogues or mutual inquiry sessions to develop an understanding of history’s most timeless concepts.
- 21. EXISTENTIALISM Rooted fromthe dehumanization of man by technology and reaction to the traditional Philo of Kant and Hegel Defining feature is “existence precede essence” Known as the Philo of Subjectivity Stresses on knowledge about realities of human life and the choice that each person has to make. Focuses on individual’s freedom to choose their own purpose in life.
- 22. Objective of Existentialism •To help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions • Since “existence precedes essence”, the existentialist teacher’s role is to help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their own preferred way. Existence precedes essence?
- 24. Curriculum • Students aregiven a wide variety of options from which to choose. • The humanities, are given tremendous emphasis to provide students with vicarious experiences that will help unleash their own creativity and self expression. • Methods are geared on giving opportunities for the students for self actualization and self direction.
- 25. Teaching Strategies Methodsfocus on the individual. Learning is based on the willingness of the student to choose and give meaning to the subject. Character development is through the responsibility of every individual in making a decision. To help students know themselves and their place in society, teachers employ values clarification strategy. In the use of such strategy, teachers remain non- judgmental and take care not to impose their values on their students since values are personal.
- 26. BEHAVIORISM Rootedin the work of Russian experimental psychologist Ivan Pavlov and American psychologist John Watson in the early 1900s Asserts that human beings are shaped entirely by their external environment Focuses on the acquisition of new behavior based on environmental conditions.
- 27. Objective of Behaviorism •Behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society.
- 28. Curriculum • Man bynature is neither good nor bad but a product of his environment. Hence, an autonomous acting man is but an illusion since it negates the faculty of free will. • Because behaviorists look at “ people and other animals as complex combinations of matter that act only in response to internally or externally generated physical stimuli, behaviorist teachers teach students to respond favorably to various stimuli in the environment
- 29. Teaching Strategies • Behavioristteachers ought to arrange environmental conditions so that students can make the responses to stimuli. • Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have controlled to get the desired responses from learners. • Teachers ought to make the stimuli clear and interesting to capture and hold the learners’ attentions. • They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones. • Behaviorist concepts include mastery learning and standards-based education.
- 30. Linguistic Philosophy Approachin philosophy common in the mid 20th century that tends to see philosophical problems as arising from inappropriate theoretical use of language and therefore as being resolved by detailed attention to the common use of expressions.
- 31. Objective of LinguisticPhilosophy To develop the communication skills of the learner. The ability to articulate, to voice out the meanings and values of things that one obtains from his experience of life and the world is the very essence of man. Teachers teach to develop in the learner the skill to send messages clearly and receive messages correctly.
- 32. Curriculum • Learners shouldbe taught to communicate clearly • How to send clear, concise messages and how to receive and correctly understand messages sent. • Communication takes place in three ways – verbal, non verbal and para-verbal. • Verbal component refers to the content of our message, the choice and arrangement of our word. • This can be oral or written. • Non verbal component refers to the message we send through our body language • Para-verbal component refers to how we say what we say-the tone , pacing and volume of our voices.
- 33. Teaching Strategies • Themost effective way to teach language and communication is the experiential way. • Make them experience sending and receiving messages through verbal, non verbal and para-verbal manner. • Teacher should make the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogue among learners and between him students because in the exchange of words, there is also an exchange of ideas.
- 34. CONSTRUCTIVISM A philosophyof learning which asserts that reality does not exist outside of human conceptions. It is the individual that construct reality by reflecting on is own experience and gives meaning to it. Learning is the process of adjusting one’s mental modes to accommodate new experience.
- 35. Objective of Constructivism Todevelop intrinsically motivated and independent learners adequately equipped with learning skills for them to be able to construct knowledge and make meaning of them.
- 36. Curriculum of Constructivism The learners are taught how to learn. They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information, reflecting on the same, making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of information learned.
- 37. Teaching Strategies Inthe constructivist classroom, the teacher provides students with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and between teacher and learners. The teacher’s role is to facilitate this process. Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of the learners. Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwife” by the teacher with his skillful facilitating skills.
- 38. In summary: We havea very rich philosophical heritage. But only seven philosophies were discussed here: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy and constructivism. The seven philosophies differ in their concepts of the learner and values, in why do we teach (objectives), what should be taught ( curriculum) and how should the curriculum be taught ( teaching strategies). However, there exist also some similarities among the philosophies. Notes : Philosophy is your attitude, viewpoint, thinking, way of life, values or beliefs. Linguistics is the study of language and how language works. Heritage is something that you inherit.
Editor's Notes
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- #20 Perennialists believe that the focus of education should be the ideas that have lasted over centuries. They believe the ideas are as relevant and meaningful today as when they were written. They recommend that students learn from reading and analyzing the works by history's finest thinkers and writers.
- #21 The teachers do not allow the students’ interests or experience to substantially dictate what they teach. They apply whatever creative techniques and others tried and true methods which are believed to be most conducive to disciplining the students’ minds.
- #33 There is a need to teach learners to use language that is correct, precise, grammatical, coherent, and accurate so that they are able to communicate clearly and precisely their thoughts and feelings. There is need to help students expand their vocabularies to enhance their communication skills. There is need to teach the learners how to communicate clearly through non verbal means and consistently through para- verbal means. There is need to caution the learners of the verbal and non verbal barriers to communication. Teach them to speak as many languages as you can. The more languages one speaks, the better he can communicate with the world. A multilingual has an edge over the monolingual or bilingual.