Philosophy of Education

Major philosophies of Education

Philosophies

Perennialism

Progressivism

Essentialism Existentialism

Social Reconstructionism

Fishbone organizer

Jigsaw and fishbone

Groups of tables will be assigned one of the philosophies on the fishbone organizer.

Using the handout, the group will become the experts on the assigned philosophy(jigsaw)

The group will be responsible to summarize the philosophy on the flip chart paper and post their section of the fishbone onto the bigger fishbone as well as explain it to the rest of the group

A continuum

Teacher –CenteredFocus on

the subject

Student –CenteredFocus on Self and Society

Perennialism

Essentialism

Progressivism

Existentialism

Social Reconstructionis

m

Presentations to groupWhen presenting the philosophy please

explain it in terms of the “continuum” and why it fits in that section of the continuum.

You will also identify key philosophers identified with this philosophy.

Perennealismviews truth as a constanteducation is to ensure that students acquire

knowledge of unchanging principles or great ideasgreat ideas have the best potential of solving the

problems of any eracurriculum should stress students’ growth in arts

and sciencesstudents should become “culturally literate” by

studying the best , most significant works that humans have created

aim to teach students to become critical thinkers

PerennealismMajor Researchers* Robert Maynard Hutchins (1899-1977)* Mortimer Adler – organized the “great

Books of the Western World” curriculum

Essentialism believe that human culture has a core of

common knowledge that schools are obliged to transmit to students in a systematic, disciplined way

believe that there is a body of essential knowledge and skills that all humans need to know

schools should provide sound instruction that is aimed at preparing students to live life and comply with society’s accepted standards and need for order.

Essentialism* William C. Bagley ( 1874-1946)

Progressivism education should be child centered curriculum should be derived from students’

interests effective teaching takes into account the

whole child learning is active, not passive knowledge that is true in the present may

not be true in the future so students need to be taught problem solving strategies

the teacher is a guide or resource to help students learn about what

ProgressivismJohn Dewey ( 1859-1952

Existentialism focuses on the experiences of the individual helps learners focus on the meaning of their

learning, their life, their truth emphasizes creative choice, the subjectivity of

human experience, and concrete acts of human existence

schools must allow students freedom of choice freedom has rules and respect for the freedom

of others is essential schools should allow students to ask their own

questions, conduct their own inquiries, and draw their own conclusions

Existentialism* Jean Paul Sarte ( 1905-1980) * Maxine Greene ( 1917 - )

Social Reconstructionism school should take the lead in changing or reconstructing

society

reaction to the cold war climate and threat after WWII

schools should both transmit knowledge about the existing social order but also seek to reconstruct it as well

belief in bringing the community into the classroom

actively seek to create a world wide democracy

   

Social Reconstructionism* Theodore Brameld ( 1904-1987)  * George Counts ( 1889-1974)

Psychological orientationsIn addition to the five major philosophical

orientations, several psychological theories have formed the basis for teaching philosophies.

Psychological theories are concerned with understanding the conditions that are associated with effective learning

There are many psychological orientations that have influenced teaching philosophies such as humanistic psychology, behaviourism, and constructivism.

Humanistic Psychologyemphasizes freedom, choice, awareness, personal

responsibility*goal of education is individual self-actualizationindividuals control their own destinies through

the application of their intelligence and reasoning

teachers should not force students to learn but should create a climate of trust and respect that allows students to decide what and how they will learn

teachers become learning facilitators

Behaviorasimbased on the belief that desirable human behaviour

can be the product of design, not accidentour behaviour is determined by forces in our environ-

ment that shape our behaviourlearning conforms to a basic stimulus-response model

( operant conditioning)teachers can create learners who respond by 1.

identifying the desired behaviours in concrete terms 2. establishing a procedure for recording specific behaviours and counting their frequencies 3. for each behaviour, identify an appropriate reinforcer 4. ensure that students receive the appropriate reinforcer as soon as possible after displaying the desired behaviour

Constructivism focus on processes of learning rather than on learning behaviour

believe that students construct understanding of the material to be learned

support student centered curriculum

focus on mental processes and strategies that students use to lear

see learning as an active, meaning-making process

students are continuously involved in making sense of the things that happen around them

teachers must realize that students’ learning is influenced by prior knowledge, experience, attitudes, and social; interactions

  

Seasonal partners Take out a sheet of extra paperOn this sheet make a symbol for every season

of the year and leave room to write someone’s name under the season (see next slide for model)

Your task is to fill this sheet with four different partners who are not sitting at your table

These will be your seasonal partners. You will be asked to meet with your seasonal

partners during further discussions

Winter partner______________________

Spring partner____________________

Fall partner_________________

Summer partner________________________

Seasonal partners

Personal beliefs

Teaching and Learning

Students

Knowledge

What is worth knowing

Philosophical areas

Philosophy of

Education

Teaching Behaviour

Personal beliefsPlease find your “winter partner”

With your “winter partner” discuss your beliefs about teaching and learning.

Please find your “summer partner”

With this partner please discuss your beliefs about what is worth knowing