Philosophies Of Education 1gc41

The 7 Philosophies of Education Philosophies

Essentialism

Proponents

William Bagley

Meanin g

Focus

    

Progressivism

John Dewey

 

 

Perennialism

Robert Hutchins and Mortimer Adler

      

Existentialism

Jean Paul Sartre

   

Aim s

Curriculum

Methods

Reading & Writing Math Natural Sciences History Foreign Languages Literature Skills in Gathering and Evaluating Information Problem Solving Skills Natural and Social Sciences

The main purpose of this philosophy is to help the learners acquire basic skill set, intelligence and morals for them to become model citizens.

Teachers who follow the essentialist way of teaching focuses mainly on the mastery of subject matter and basic skills through the use of prescribed textbooks, drill method and the lecture method.

This philosophical school of education aims to develop the learners to become enlightened and intelligent citizens of a democratic society. They encourage the learners to live fully NOW instead of preparing for adult life.

Teachers following this philosophy of teaching use experimental methods in teaching that encourage the learners to gain knowledge from actual experience. Teachers in this school of educational philosophy also use the “hands-on-mindson-hearts-on” teaching methodology to let the students interact with nature and society.

Humanities General Education Principles of Natural Science Philosophy Language History Conceptual Thinking

The curriculum for this philosophical school of education aims to develop the learners’ rational and moral powers and to let them use their reasoning skills and higher faculties according to their ions and appetites.

The perennialist way of teaching is centered on the teacher. They utilise the Socratic method of teaching and mutual inquiry sessions.

Humanities Vocational Education History

This school of philosophy deals with the development of the learner as a whole person and not just the development of the mind. They do this by helping the

The teaching-learning process in an existentialist classroom is self-paced and self-directed. It encourages an open and honest individual relationship between the

Role of a Teacher

Role of a School

     Behaviourism

Constructivis m

Ivan Pavlov, Edward Thorndike, John Watson and Burrhus Frederic Skinner Jean Piaget and Lev Vygotsky











Fine Arts Drama Creative Expression Literature Philosophy

students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions

learner and the teacher. The teachers use the values clarification strategy.

Psychology of Human Behaviour StimuliResponse Relationship

The main purpose of the behaviourist curriculum is to develop a favourable learning environment for the learners to develop desirable behaviour in the society.

Teachers under this school of philosophy use behaviourist method of teaching in which the teacher control physical variables to get the desired responses from the learners.

Knowledge Evaluation and Synthesis Learning Process and Skills Research and Experimentati on

This philosophy of education aims to develop learners to become independent and inherently motivated so that they can construct new ideas with the help of proper learning skills.

A constructivist teacher provides the learners adequate data and information and encourage them to interact with this data to form their own hypothesis, predict the outcome, investigate, and invent new ideas and to research for further information.