Download - UP EDUC 280 - Educational Philosophies
-
8/18/2019 UP EDUC 280 - Educational Philosophies
1/82
Reporters:
Jackieline AnditElizabeth G. Chongawen
Pearl Joy F. Gamol
EDUC 280:
PRACTICUM IN TEACHING
-
8/18/2019 UP EDUC 280 - Educational Philosophies
2/82
1. Perennialism
2. Essentialism
3. Progressivism4. Reconstructionism
5. Experientialism
(Pragmatism)
6. Behaviorism
7. Idealism
8. Existentialism
9. Constructivism(Cognitivism)
10. Humanism
11. Realism
-
8/18/2019 UP EDUC 280 - Educational Philosophies
3/82
In each philosophy,we will discuss the following:
DEFINITIONGOAL OF EDUCATION
ROLE OF TEACHERROLE OF STUDENT
CLASSROOM ACTIVITIES
-
8/18/2019 UP EDUC 280 - Educational Philosophies
4/82
A set of ideas.
A system of values.
A basic theory or viewpoint.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
5/82
Beliefs about…
teaching and learning.
your students.
knowledge.
what is worth knowing.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
6/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
7/82
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.
Perennialists recommend that students learn from
reading and analyzing the works by history's finest
thinkers and writers.
Advocates of this educational philosophy are
Robert Maynard Hutchins and Mortimer Adler.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
8/82
Perrenialism was
prevalent in the early
seventies in US. Itreveres the experience
of teachers who have
been there.
The most conservative
and traditional
philosophy.
Teacher – centered
philosophy.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
9/82
Emphasize the importance of transferring
knowledge, information and skills from
the older generation to the younger one.
The teacher is not concern at thestudent’s interest.
More focus on the curriculum and nature
need.
The teacher set everything based on the
syllabus.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
10/82
The aim of Perrenialism is to ensure thatstudents acquire understandings about the greatideas of Western civilization. These ideas havethe potential for solving problems in any era.
The focus is to teach ideas that are everlasting,to seek enduring truths which are constant, notchanging, as the natural and human worlds attheir most essential level, do not change.
It is aimed at teaching students ways of thinkingthat will secure individual freedoms, humanrights and responsibilities through the nature.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
11/82
It would include subjects such as:
GeometryEnglish literature
World Geography
AlgebraTrigonometry
Ancient Geography
World HistoryUS History
Bookkeeping
-
8/18/2019 UP EDUC 280 - Educational Philosophies
12/82
Not every new idea is a good one, or
one that will even be effective.
Perrenialism plays well to traditional
communities.
Perennialism does helpto dampen the
uncertain effects of
the fads that come toeducation.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
13/82
The teacher instills
respect for authority,
perseverance, duty,
consideration andpracticality.
The teacher acts as thedirector and coach of
intellect respondent.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
14/82
Teacher is the“fountain of all
knowledge”.
The teacher must
deliver clear lectures.
The teacher coaches the students in
critical thinking skills.
“SELF – CONTAINED KNOWLEDGE” The
teacher supposed to know all the answers.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
15/82
Students are passive listeners.
The students are trained for
intellectual and moral
development.
The student should be able to
discipline themselves.
The student should gain the ability
to develop a full “range” of rational
powers.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
16/82
Written ActivitiesRecitation
Indoor experiments (Science)
-
8/18/2019 UP EDUC 280 - Educational Philosophies
17/82
“ Colonial historiography. Most of the past and present teachers, book authors,and Social Studies consultants give heavier
premium to the history of the colonizers in
the Philippines, and not to the history ofFilipinos. Mostly, this has been the case inthe teaching of History subjects from the
elementary to tertiary levels and will mostlikely perpetuate in the next generations to
come. The history of the Filipino people andthe colonial history of the Philippines are
two different topics altogether.” by Prof. John N. Ponsaran
Development Studies Program, UP Manila
-
8/18/2019 UP EDUC 280 - Educational Philosophies
18/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
19/82
Essentialism is a conservative view of
curriculum that holds schools responsible
for only the most immediately neededinstruction.
Essentialism tries to instill all students
with the most essential or basic academic
knowledge and skills and character
development.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
20/82
The foundation ofessentialist curriculum
is based on traditional
disciplines such as
math, natural science,history, foreign
language, and
literature.
Essentialists believe that teachers should try
to embed traditional moral values and
virtues, practicality and intellectual
knowledge that students need to become
model citizens.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
21/82
Essentialists hope that whenstudents leave school, they will not
only possess basic knowledge and
skills, but they will also havedisciplined, practical minds, capable
of applying lessons learned in school
in the real world.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
22/82
The teacher should serve as anintellectual and moral role model
for the students.
The teachers or administratorsdecide what is most important
for the students to learn with
little regard to the student
interests.
The teachers also focus on
achievement test scores as a
means of evaluating progress.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
23/82
Students are required to master a set body ofinformation and basic techniques for their
grade level before they are promoted to the
next higher grade. The content gradually
moves towards more complex skills and
detailed knowledge.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
24/82
Students in this system would sit in rows and
be taught in masses.
The students would learn passively by sittingin their desks and listening to the teacher.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
25/82
An example of essentialism would be lecture
based introduction classes taught at
universities. Students sit and take notes in a
classroom which holds over one hundred
students.
Ex: Biology 11 and Chemistry 16 classes in UP Diliman
-
8/18/2019 UP EDUC 280 - Educational Philosophies
26/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
27/82
Progressivists believe that
individuality, progress, and change
are fundamental to one's education.
Progressivists believe that education
should be a process of ongoing
growth, not just a preparation for
becoming an adult.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
28/82
Believing that people learn best from
what they consider most relevant to
their lives, progressivists center theircurricula on the needs, experiences,
interests, and abilities of students.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
29/82
John Dewy wanted students to
learn through action and being
involved in the processes that
will get to the end product.
He wanted the students to
work on hands-on projects solearning would take place,
rather than memorization.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
30/82
The goals of progressivism are lessabout academia and more about
learning life skills.
“putting thoughts into action”
Pragmatist education strives to give
students experiences to reflect
upon. The goal is for students tolearn to solve problems and learn to
deal with the consequences of their
actions (Freeman, 2002).
-
8/18/2019 UP EDUC 280 - Educational Philosophies
31/82
Progressivist teachers try making
school interesting and useful by
planning lessons that provoke
curiosity.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
32/82
The students interact withone another and develop
social qualities such as
cooperation and tolerance
for different points of view.
Students solve problems in
the classroom similar tothose they will encounter in
their everyday lives.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
33/82
An obvious example of progressivism would
be our class. We are in groups a lot and weactively learn through discussion. We talk
about how what we read can be incorporated
into our future teaching careers.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
34/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
35/82
Behavior is shaped
deliberately by forces in the
environment and that the
type of person and actionsdesired can be the product of
design. Behavior is
determined by others, rather
that by our own free will. Bycarefully shaping desirable
behavior, morality and
information is learned.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
36/82
The science of behavior can shape
pupils into individuals that contribute
in making the world a better place.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
37/82
The teacher is the authority oflearning and policy maker.
The teacher helps students learn
by conditioning them throughidentifying the desired behaviors in
measurable, observable terms,
recording these behaviors and their
frequencies, identifying
appropriate reinforcers for each
desired behavior, and providing the
reinforcer as soon as the student
displays the behavior
-
8/18/2019 UP EDUC 280 - Educational Philosophies
38/82
Students are passive participants.
Students are the receiver and
follower of rules.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
39/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
40/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
41/82
Emphasizes the
addressing of socialquestions and aquest to create a
better society andworldwidedemocracy.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
42/82
Teaching and learning as a processof inquiry in which the child must
invent and reinvent the world for
social reform.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
43/82
Facilitator of learning through
various strategies such as inquiry,dialogue and multiple
perspectives.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
44/82
Active contributor
in learning,
develops plans
based onproblems/issues,
takes action
throughcommunity-based
learning.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
45/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
46/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
47/82
Ideas are the only true
reality, the only thing worth
knowing. The focus is on
conscious reasoning in themind – spiritual and world.
Bringing latent ideas (fully
formed concepts) to
consciousness.
“SELF – DIRECTED” learning
-
8/18/2019 UP EDUC 280 - Educational Philosophies
48/82
Discover and develop eachindividual's abilities and full moralexcellence in order to better servesociety.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
49/82
Handler of ideas and facilitator of
learning through various strategies
such as lecture, discussion, and
Socratic dialogue.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
50/82
The student is anactive participant inlearning.
The student discoversand clarifiesknowledge.
The students are the“directors” of theirown learning.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
51/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
52/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
53/82
Only those things that are
experienced or observed are
real. The focus is on the
reality of experience.
Reality is constantly
changing and that we learnbest through applying our
experiences and thoughts to
problems, as they arise.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
54/82
Learning is dependent on the contextof place, time, and circumstance.
Different cultural and ethnic groupsmust learn to work cooperatively and
contribute to a democratic society.
The ultimate purpose is the creation
of a new social order.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
55/82
Facilitators of learning employinghands-on problem solving,
experimenting, projects (mostly in
groups).
-
8/18/2019 UP EDUC 280 - Educational Philosophies
56/82
The students are active participants,
they apply their own knowledge to real
situations through experimental inquiry.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
57/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
58/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
59/82
Reality is
subjective,
believes in the
personal
interpretation ofthe world.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
60/82
To aid students inknowing themselves and
their place in the society.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
61/82
The teacher is the
mediator, he/she questions
and assists students in
their personal journey.
The teacher exposes
students to various path
they may take in life andcreate an environment
where they can choose
freely.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
62/82
The student determines his/her ownrules.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
63/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
64/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
65/82
Learning is viewed as
a personal act to
fulfill one’s
potential; people act
with intentionality
and values; human
beings are self-
developing creatures.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
66/82
To foster student’s desire to
learn and teach them how tolearn.
Gives primacy to human’s needs
and interests.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
67/82
The teacher is the facilitator oflearning, he/she values student’s
affective, social and intellectual
development.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
68/82
The student exercises choiceand control over activities.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
69/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
70/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
71/82
Based on
experientiallearning
-
8/18/2019 UP EDUC 280 - Educational Philosophies
72/82
Students are encouraged
to participate actively.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
73/82
The teacher is the facilitator of
knowledge, asking good
questions.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
74/82
The students
are active
participants,explores
his/her ownideas.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
75/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
76/82
-
8/18/2019 UP EDUC 280 - Educational Philosophies
77/82
The ultimate reality is
the world of physical
objects; truth orreality is objective.
Subjects of Physicalworld – Math and
Science
-
8/18/2019 UP EDUC 280 - Educational Philosophies
78/82
The teacher teaches the
students about theworld, factualinformation for mastery.
The teacher impartsknowledge of reality tostudents or display such
reality for observationand study(demonstrate); displaysand imparts knowledge.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
79/82
The student is a passive participant,he/she recites and manipulates
experiments.
-
8/18/2019 UP EDUC 280 - Educational Philosophies
80/82
Wh t hil h
-
8/18/2019 UP EDUC 280 - Educational Philosophies
81/82
What philosophy
do you usually
apply inteaching?
-
8/18/2019 UP EDUC 280 - Educational Philosophies
82/82
Thank you very
much for
listening!