ACTIVITY 1
1. Perennialism is an educational philosophy suggesting that human nature is constant, and that
the focus of education should be on teaching concepts that remain true over time. School serves
the purpose of preparing students intellectually, and the curriculum is based on “great ideas”
that have endured through history.
2. Essentialism is an educational philosophy that suggests that there are skills and knowledge that
all people should possess. Essentialists do not share perennialists’ views that there are universal
truths that are discovered through the study of classic literature; rather, they emphasize
knowledge and skills that are useful in today’s world.
3. Progressivism emphasizes real-world problem solving and individual development. In this
philosophy, teachers are more “guides on the sides” than the holders of knowledge to be
transmitted to students. Progressivism is grounded in the work of John Dewey[1].
4. social reconstructionism. Social reconstructionism theory asserts that schools, teachers, and
students should take the lead in addressing social problems and improving society. Social
reconstructionists feel that schooling should be used to eliminate social inequities to create a
more just society. Paulo Freire[2],
ACTIVITY 2
PERENNIALISM ESSENTIALISM PRAGMATISM SOCIAL
RECONSTRUCTIVIS
M
PHILOSO Ifocus of education concept an emphasiz
PHICAL should be the ideas that educational es the
TREATIS that have lasted over asserts philosophy addressin
E
centuries that that says g of social
instruction-based certain that questions
format in which things education and a
students are treated have an should be quest to
the same inherent about life create a
derived from the and and growth better
wordperennial, unchangin society
whichmeansto g nature. and
endure the test of worldwide
time. democrac
is ateacher-centered y.
educational
philosophythat
focuses
oneverlasting ideas
(“evergreenideas”)a
nduniversal truths.
This is themost
conservative ,
andoldest/traditiona
leducational
philosophy.
AIM OF To teach srudents to to instill acomprehe social
EDUCATI think rationally and students nsive reform
ON develop minds that with the practical
can think critically "essential education
s" of This
academic approach
knowledg strongly
e, focuses on
patriotism teaching
, and practical
character skills and
developm applying
ent knowledge
through to real-life
traditional situations
(or back-
to-basic)
approach
es.
EDUCATI teaching of Basic skills Practical problem
ON evergreen ideas, or or the learning, solving,
METHOD principles that have fundamen which critical
remained constant tal R's focuses on thinking,
throughout human such as the real- research,
history. reading ,w world and
Didactic Instruction riting ,arit application cooperati
Coaching hmetic s of ve
Socratic Method and right lessons, learning
conduct and It is
Teacher- experiential learner-
Centered learning, centered,
Approach which and
involves emphasiz
learning es the
through importanc
experience, e of
not critical
through thinking,
simple problem
ideas. solving,
Student- and
Centered collaborati
Learning on.
CURICUL Is universal one on teacher- flexible, tailoring
UMN the view that all centered dynamic the
FEATURE human beings instructio and curriculu
possess the same n, integrated m to focus
essential nature focusing curriculum on
Lessons are lifted on Curriculum students'
from classic and fundamen content interests
great books tals should be curriculu
Character and values instead of useful and m
transmitted through electives, applicable emphasiz
literature and a to es civic
strong students’ education,
focus on lives. service
discipline Curriculum learning,
seeks to should critical
guarantee integrate thinking,
that students’ and the
students real-life exploratio
acquire experience n of social
the s, fostering inequities
necessary deeper
skills and understand
knowledg ing.
e to thrive
in the real
world.
The
curriculu
m in
essentialis
m is
focused
on
teaching
core
content,
such as
reading,
writing,
mathema
tics, and
science.
SIGNIFIC the authority figure Emphasis helper, facilitators
ANT in the classroom on guide and of
ROLES teacher to mastery philosophe learning,
OF
disseminate the of subject r creating
TEACHER
truth matter Flexibility an
S
seen as the authority Observan The environm
figure in the ce of core pragmatic ent where
classroom requireme teacher students
nts and fosters an can
longer environme engage in
academic nt where critical
year students thinking,
The actively problem-
teacher is tackle real- solving,
seen as world and self-
the challenges, reflection
authority discovering
figure and the
the practical
primary application
source of s of their
knowledg education.
e and
guidance.
ROLE OF learn from reading To listen, an active change
LEARNER and analyzing the absorb, one. agents.”
S works by history's and Experience- As such,
finest thinkers and memorize Based they are
writers that Learning guided by
students should knowledg Problem- their
develop e Solving instructor
criticalthinking skills The s to
that enable them to teacher explore
analyze complex takes a issues of
ideas and solve central inequality
problems. role in in society
Thisinvolves delivering and figure
developing skills informati out ways
such as logical on, and to address
reasoning, the them.
problem-solving, curriculu students
and m is to
creativethinking carefully construct
structured their
to knowledg
Students engaged in prioritize e,
socratic dialogue essential collaborat
subjects. e with
peers, and
develop
critical
thinking
skills
LEARNIN Reading, writing, Testing This pedagogical Promote
G recitation and assess approach places a discussion
ASSESSM computation are student premium on or
ENT imparting skills that
emphasized in the knowlegd debates.
hold real-world
assessment of e and Set up
relevance, such as
learners. understan study
problem-solving,
d of effective groups for
materials communication, and peer
teachers critical thinking. learning.
may use Allocate a
tests and small
quizzes to proportio
evaluate n of
student grades for
learning peer
and assessme
identify nt and
areas train
where students
students in the
need process
additional and
support criteria.
Show
students
models of
good
practice in
essay
writing
and
project
work.
CLASSRO Classrooms are teacher- teachers promotes
OM teacher - centered oriented should be questionin
ATMOSP teaching g
HERE
students assumptio
Schools things that ns and
should are examining
stress in practical social
the for life and issues
teaching encourage through
of basic them to cooperati
skills grow into ve and
essentialis better active
t people learning
classroom Pragmatis engaging
s, m in students
students education in
often sit transforms collaborati
in rows, the ve
learn traditional projects,
through classroom group
lectures, into a discussion
and dynamic s, and
progress arena cooperati
from where ve
introduct practical learning
ory to skills take activities.
advanced center
courses stage
by
building
upon
previously
acquired
knowledg
e.
ADVANT provides a strong provides a helps
AGES foundation for practical students
Focus on
lifelong learning and develop
Core
learner- critical
Academic
centred thinking
Subjects
approach skills,
to teaching engage in
and meaningf
learning. ul
conversati
ons about
social
issues,
and work
towards
creating a
more
equitable
world
DISADVA Some of my classes No readily Lack of
NTAGE were boring because emphasis reject proper
they were very on informatio structure
traditional in students n that they and some
teaching so I lost the needs and do not view type of
enthusiasm to study interest as confusion
applicable. and
frustratio
n created
between
students
REFERENCES
Keywords to better understand the philosophies of education [Video]. (2020, April 29). YouTube.
https://youtu.be/2wYVrPPpzrQ?si=XWUzKiXZ4AvHqDHL
Essentialism in educational philosophy. (2024, 20). Sparx Services: Paraprofessionals in New York.
https://www.sparxservices.org/blog/essentialism-in-educational-philosophy
Philosophical foundations of education – EESE 2010 introduction to education. (2022, August 22).
Middle Tennessee State University Pressbooks Network – Open Educational Resource Publishing.
https://mtsu.pressbooks.pub/introtoedshell/chapter/chapter-3-2/
Ellen, N. (2024, April 18). Pragmatism in education and how to integrate it into your curriculum.
AcademicHelp.net. https://academichelp.net/humanities/philosophy/pragmatism-in-education.html
(n.d.). Educators Technology. https://www.educatorstechnology.com/2023/05/social-
reconstructionism-simply.html
