SEVEN

PHILOSOPHIES of WHY TEACH WHAT TO TEACH HOW TO TEACH

EDUCATION
Constructivists sees to develop The learners are taught how to The teacher provides
intrinsically motivated and learn. They are taught learning students with data or
independent learners adequately processes and skill such as searching, experiences that allow them
equipped with learning skills for critiquing and evaluating to hypothesize, predict,
them to be able construct information, relating these pieces of manipulate objects, pose
knowledge and make meaning of information, reflecting on the same, questions, research,
them. making meaning out of them, investigate, imagine, and
CONSTRUCTIVISM drawing insights, posing questions, invent.
researching and constructing new The constructivist classroom
knowledge out of these bits of is interactive.
information learned. It promotes dialogical
exchange of ideas among
learners and between
teacher and learners.
Teacher’s role is to facilitate
this process.
 Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of the learners.
POV: Constructivism  Knowledge is constructed by learners through an active mental process of development.
 The learners are the builders and creators of meaning and knowledge. Their minds are not empty.
 Their minds are full of ideas waiting to be “midwifed” by the teacher with his/her skillful facilitating skills.
This philosophy contends that Essentialist programs are Essentialist teachers
teachers teach for learners to academically rigorous. The emphasis emphasize mastery of
acquire basic knowledge, skills and is on academic content for students subject matter.
values. Teachers teach “not to to learn the basic skills or the They are expected to be
ESSENTIALISM radically reshape society but rather fundamental r’s – reading, ‘riting, intellectual and moral
to transmit the traditional moral ‘rithmetic, right conduct – as these models of their students.
values and intellectual knowledge are essential to the acquisition of They are seen as “fountain”
that students need to become model higher or more complex skills of information and as a
citizens.” needed in preparation for adult life. “paragon of virtue.”
 Essentialist curriculum includes the To gain mastery of basic
“traditional disciplines such as math, skills, teachers have to
natural science, history, foreign observe “core
language, and literature. requirements, longer school
day, a longer academic year.
 Mastery of academic content as primary focus, teachers rely heavily on the use of prescribed textbooks, the
POV: Essentialism drill method and other methods that enable them to cover as much academic content as possible like the
lecture method.
 There is a heavy stress on memorization and discipline.
Progressivist teachers teach to The progressivists are identified with Progressivist teachers
develop learners into becoming need-based and relevant curriculum. employ experiential
enlightened and intelligent citizens This is a curriculum that “responds methods.
of a democratic society. This group to students” needs and that relates They believe that one learns
of teachers teaches learners so they to students’ personal live and by doing.
may live life fully NOW not to experiences.” John Dewey – Father of
PROGRESSIVISM prepare them for adult life. Teachers expose students to many Progressivism, book leaning
new scientific, technological, and is no substitute for actual
social developments, reflecting the experience.
progressivist notion that progress Experiential teaching
and change are fundamental. method that progressivist
teachers heavily rely on is
the problem-solving
method.
Field trip, thought provoking
games, and puzzles.
 “hands-on-minds-on-hearts-on”
POV: Progressivism  Change is the only thing that does not change.
 The subjects that are given emphasis in progressivist schools are the “natural and social sciences.”
 Students solve problems in the classroom similar to those they will encounter outside of the schoolhouse.
We are all rational animals. Schools The perennialist curriculum is a Perennialist classrooms are
should therefore, develop the universal one on the view that all “centered around teachers”
PERENNIALISM students’ rational and moral powers. human beings possess the same Teachers apply whatever
According to Aristotle, if we neglect essential nature. It is heavy on the creative techniques and
 the students’ reasoning skills, we humanities, on general education. It other tried and true
deprive them of the ability to use is not a specialist curriculum but methods which are believed
their higher faculties to control their rather a general one. There is less to be most conducive to
passions and appetites. emphasis on vocational and disciplining the students’
technical education. minds.
Students engaged in Socratic
dialogues, or mutual inquiry
sessions to develop an
understanding of history’s
most timeless concepts.
 Philosopher Mortimer Adler claims that “Great Books of ancient and medieval as well as modern times are a
POV: Perennialism repository of knowledge and wisdom, a tradition of culture which must initiate each generation.”
The main concern of the Students are given a wide variety of Existentialist methods focus
existentialists is “to help students options from which to choose. on the individual. Learning is
understand and appreciate Students are afforded great latitude self-paced, self-directed.
themselves as unique individuals in their choice of subject matter. The It includes a great deal of
who accept complete responsibility humanities, however, are given individual contact with the
EXISTENTIALISM for their thoughts, feelings and tremendous emphasis to “provide teacher, who relates to each
actions.” students with vicarious experiences student openly and honestly.
The existentialist teacher’s role is to that will help unleash their own To help students know
help students define their own creativity and self-expression. themselves and their place
essence by exposing them to various in society, teachers employ
paths they take in life and by values clarification strategy.
creating an environment in which In the use of such strategy,
they freely choose their own teachers remain non-
preferred way. judgemental and take care
not to impose their values
on their students since
values are personal.
 Vocational education is regarded as a means of teaching students about themselves and their potential than
POV: Existentialism earning a livelihood.
 In art, existentialism encourages individual creativity and imagination more than copying and imitating
established models.
 Behaviorist schools are concerned Behaviorists look at “people and or Ought to arrange
with the modification and shaping of other animals… as complex environmental conditions so
students’ behavior by providing for a combinations of matter that act only that students can make the
BEHAVIORISM favorable environment, since the y in response to internally or responses to stimuli.
believe that they are product of their externally generated physical Physical variables like light,
environment. They are after stimuli,” temperature, arrangement
students who exhibit desirable Behaviorist teachers teach students of furniture, size and
behavior in society. to respond favorably to various quantity of visual aids have
stimuli in the environment. to be controlled to get the
desired responses from the
learners.
 Teachers ought to make the stimuli clear and interesting to capture and hold the learner’s attention.
POV: Existentialism  They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate
negative ones. (Trespeces, 1995)
LINGUISTIC PHILOSOPHY To develop the communication skills The learners should be taught to The most effective way to
of the learner because the ability to communicate clearly - how to send teach language and
articulate, to voice out the meaning clear, concise messages and how to communication is the
and values of things that one obtains receive and correctly understand experiential way.
from his/her experience of life and messages sent. Make them experience
the world is the very essence of man. Communication takes place in three sending and receiving
(3) ways – verbal, nonverbal, and messages through verbal,
paraverbal. non-verbal and par-verbal
Verbal component refers to the manner.
content of our message, choice and Teacher should make the
arrangement of our words. This can classroom a place for the
be oral or written. interplay of minds and
Nonverbal component refers to the hearts.
message we send through our body The teacher facilitates
language. dialogue among learners and
Paraverbal component refers to how between him/her and
we say – the tone, pacing and his/her students because in
volume of our voices. the exchange of words there
is also an exchange of ideas.
POV: Linguistic Philosophy  Teachers teach to develop in the learner the skill to send messages clearly and receive messages correctly.
 There is need to teach learners to use language that is correct, precise, grammatical, coherent, and accurate
so that they are able to communicate clearly and precisely their thoughts and feelings.
 There is need to teach the learners how to communicate clearly through non-verbal means and consistently
though para-verbal means.

Resource:

Bilbao, P.P., Corpuz, Corpuz, B. B., Llagas, A. T, Salandanan, G. G.(2018): The Teaching Profession OBE & PPST-Based: Lorimar Publishing Inc. Cubao, Quezon
City