Educational Philosophies

Educational Philosophies

1. Existentialism

   • It teaches the Knowledge of what's important to the student. It is student-centered.
   • It deals with individual's/student's experiences to help them understand themselves.
   • It can include understanding the meaning of life, love, and death.
   • The founders are Jean-Paul Sartre and Maxine Greene.
   • It focuses on the question, "Why do I exist?"
   • The branches of philosophy behind Existentialism are Metaphysics, Epistemology, and Axiology.
   • Some subjects taught are fine arts, drama, literature, creative expression, and philosophy.

2. Perennialism

   • It stresses that truth is constant.
   • The curriculum should stress students' intellectual growth in Arts & Sciences.
     • The three main focuses are truth, thinking, and intellectual ideas.
       • It aims to develop student's intellectual and moral qualities.
   • Students study the best, most significant works humans have created (the classics).
     • It teaches the knowledge of unchanging principles or great ideas of Western civilization.
       • Examples may be studying the works of Shakespeare, Einstein, or Leonardo da Vinci.
   • The founders are Robert M. Hutchins and Mortimer Adler.
   • This educational philosophy is teacher-centered.
     • The idea is to transfer knowledge (transmission).

3. Essentialism

   • Students gain the knowledge of core subjects (essentials).
   • William C. Bagley popularized the term "essentialism" in the 1930s.
   • It is teacher-centered.
   • Common knowledge is transmitted to students in systematic, disciplined way.
   • This way of teaching prepares students for life with practical instruction.
   • Society's views are promoted as this is a conservative philosophy.

4. Progressivism

   • John Dewey, an American philosopher, psychologist, and educational reformer, founded Educational Progressivism.
   • There are three assumptions for Progressivism.
     • Content is focused on student's interests.
     • Their needs are in relation to cognitive, affective, and psychomotor areas.
     • Learning is active rather than passive.
   • The teacher serves as a guide whose primary responsibility is to facilitate student learning.