Table of Content

Educational Philosophy……………………………………………………………………………

Our Philosophy – Selvism…………………………………………………………………..

……..3

Justification of

Choice……………………………………………………………………………..4

Motivation of Choice of

Philosophies……………………………………………………………..6

Selvism’s Influence on Aspects of Learning………………………………………………………

References………………………………………………………………………………………..11
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Educational Philosophy

Philosophy of education is the branch of applied or practical philosophy concerned with

the nature and aims of education and the philosophical problems arising from educational theory

and practice (The Stanford Encyclopedia of Philosophy, 2018). It delves into the foundational

principles and beliefs that guide teaching, learning, and the overall purpose of education.

Philosophies of education provide a framework for educators to make informed decisions about

curriculum design, classroom practices, and assessment methods. The philosophies ask critical

questions about the aims of education, what the content should be, how students learn best, and

what the role of the teacher is, whether as a facilitator, expert, or guide for instruction delivery.

Educational philosophies propose different conceptual frameworks that describe how

knowledge is received and processed during the learning experience. It also helps to critically

evaluate existing educational systems and advocate for change when necessary.

Educational philosophies also consider the moral dimension of education. This includes

questions about what values should be instilled in students, how to create a just and equitable

learning environment, and the ethical implications of different teaching methods (Gandhi &

Mukherji, 2023).

Finally, it is worth noting that educational philosophies are not formed in isolation. They

are shaped by the social, cultural, and political context in which they emerge. Different

philosophies may reflect concerns about social justice, economic development, or the

preservation of cultural heritage.

Hence, the foundations of education lie in philosophy because it affects the way that the

teaching and learning process is approached.

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Our Philosophy - Integrating Existentialism and Constructivism (Selvism)

Understanding the Foundation

Existentialism emphasizes individual freedom, responsibility, and the search for meaning

in life. It encourages students to critically examine their experiences and develop their own

values and perspectives. Constructivism on the other hand, posits that knowledge is actively

constructed by learners through interactions with the world and reflection on their experiences.

Teachers act as facilitators, guiding students to explore, question, and make sense of information

(Klugman, 1997).

Selvism prioritizes the holistic development of learners while promoting active

engagement in the co-creation of knowledge. We believe that education should not only equip

individuals with skills and knowledge but also empower them to thrive as lifelong learners and

contributing members of society. Selvism merges the core principles of existentialism and

constructivism to foster a learning environment that empowers individual meaning-making

within a structured framework. This unique blend addresses the limitations of other philosophies

while offering a comprehensive approach to student development.

Central to our philosophy is the recognition of each learner's unique journey and

potential. We aim to create a nurturing and inclusive environment where students feel valued,

respected, and supported in pursuing personal growth. We encourage students to explore their

interests, passions, and identities by cultivating a culture of curiosity, self-reflection, and

resilience.
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Justification of Choice

Selvism was drawn upon due to the existentialist emphasis on individual agency,

authenticity, and responsibility, as well as the constructivist notion that learners actively

construct knowledge through meaningful experiences and interactions. By combining these two

philosophical perspectives, the aim is to cultivate an educational environment that fosters both

personal growth and the co-creation of knowledge.

Existentialism underscores the significance of individual freedom and choice in shaping

one's existence. In the realm of education, this translates into recognizing the unique journey of

each learner and empowering them to take ownership of their learning process. Students are

encouraged to question, explore, and reflect upon their experiences, values, and beliefs, rather

than passively accepting prescribed knowledge. Education becomes a journey of self-discovery,

where students grapple with existential questions of meaning, purpose, and identity. When

learners have an opportunity to explore and relate information to real-world issues, they are more

motivated to learn, retain, and reflect on it (Cetin-Dindar, 2015).

Constructivism complements existentialism by highlighting the active role of learners in

constructing their understanding of the world. Knowledge is not passively transmitted but

actively built through interaction with the environment, peers, and resources. In this view,

education is not merely about delivering content but creating opportunities for authentic, hands-

on experiences that engage students in sense-making activities. Teachers serve as facilitators,

guiding students through inquiry-based learning processes that encourage exploration,

experimentation, and collaboration (Singh & Yaduvanshi, 2015).

While both Perennialism and Selvism value individual exploration, Selvism emphasizes

personal meaning-making rather than a focus on pre-determined, universal truths. Selvism also
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acknowledges the importance of core skills and knowledge as does Essentialism, however,

Selvism prioritizes individual interpretation and application over rote memorization and

standardized testing. In addition, Perennialism and Essentialism can be rigid and fail to

acknowledge the unique needs and perspectives of individual learners.

Both Selvism and progressivism share a student-centered approach and emphasizes real-

world application. Progressivism, while emphasizing student agency, may not adequately

address the importance of core skills and knowledge, nor the individual's responsibility in

constructing meaning. However, Selvism adds the existential dimension of individual

responsibility and meaning-making.

All in all, the Selvism blend transcends the limitations of traditional philosophies, empowering

students to become responsible and engaged learners who actively shape their own

understanding of the world.

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Motivation for Choice of Philosophies

Essentialism, Progressivism, Perennialism, Behaviorism, Humanism and Constructivism,

these are the 6 remaining educational philosophies.

Essentialism is a teacher-centered educational philosophy that emphasizes learning skills

through traditional subjects like reading, writing, mathematics, and science. In the classroom,

Essentialists value a focus on these core subjects over a wider array of subjects, as they believe

students are able to gain deeper knowledge when exposed to fewer core subjects. By focusing

heavily on core subjects, essentialism may overlook the importance of teaching students about

diverse cultures, perspectives, and experiences. This can limit students' ability to understand and

appreciate different ways of thinking, which is crucial in today's globalized world. Since the

teacher is the sole authority, he or she must be academically well-qualified, appreciate and

promote learning and character development. The teacher must also control the students and

determine how to distribute appropriate rewards and penalties (Howick,1971). This also is a

problem because the teacher, especially at the primary level may not be fully qualified.

In Progressivism, the critics contend that educational progress lags due to classes that

seem to coddle student feelings rather than focusing on content knowledge. A good example of

this argument emerged in the public landscape following the launching of Sputnik where the

perception of American education was that it was lagging behind the Russians (Labaree, 2005).

Perennialism could be a good thing in the classroom. The teachers are very traditional

and will always challenge the students to use critical thinking to solve problems in and outside of

class. They prefer teaching mathematics, reading, and sciences and believe that knowledge

should be everlasting However, they are conservative, are not very flexible, they disregard
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technology which is a key factor because the world is trending towards technology

implementation.

Behaviorism is based on the idea that all behaviors are acquired through conditioning,

which is a process of reinforcement and punishment. According to this theory, learning is a

change in observable behavior that results from experience. The behavioral model primarily

emphasizes observable behaviors and external stimuli. It may overlook the development of

critical thinking, problem-solving, and higher-order cognitive skills, which are essential for long-

term learning and academic success.

The humanistic theory of teaching and learning is an educational theory that believes in

teaching the ‘whole’ child. A humanist approach will have a strong focus on students’ emotional

wellbeing and eternally view children as innately good ‘at the core’. (Duchesne & McMaugh

2016,) argue that humanist theorists “consider the broad needs of children, including not just

cognitive but also social and emotional needs.” However, it has become evident that people can

succeed and learn in very troubling, difficult situations. Students can succeed through poverty,

war and hardship to rise to become doctors and artists. Maslow’s hierarchy doesn’t take into

account the fact that some people can learn despite some of their basic needs not being fully met.
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Selvism’s Influence on Aspects of Learning

Learning Activities

Influenced by this philosophy, the approach to learning activities prioritizes authenticity

and relevance. Students will engage with open-ended problems, simulations, and real-world

scenarios, connecting learning objectives to real-world contexts. This allows students to

construct their own understanding through reflection and experimentation.

Peer-to-per discussions and group projects will also see students learning from each other while

encouraging collaboration and challenging each other’s perspectives. To express their own

individual interpretations and make connections to the subject matter, the integration of activities

like art, music and storytelling is also a critical component (Cetin-Dindar, 2015).

Learning Strategies

In this aspect of learning, students are encouraged to reflect on their learning process,

identify their strengths and weaknesses, and set personal learning goals. Emphasizing

questioning (why and how), challenging assumptions and seeking diverse viewpoints will

increase student’s ability to think critically and to come up with solutions and increase their

problem solving skills. Equally important is creating personal relevance where students connect

their learning to personal experiences and interest, making it more meaningful and engaging

(Singh & Yaduvanshi, 2015).

Learning Resources

Resources in my educational setting are diverse and inclusive, catering to the varied

needs, interests, and learning styles of students. Beyond traditional textbooks, I incorporate

multimedia, technology, community resources, and experiential opportunities to enrich the

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learning experience. These resources serve as tools for exploration and discovery, empowering

students to pursue their interests and passions.

Learning Assessment

Assessment in Selvism is authentic, formative, and holistic. Instead of relying solely on

standardized tests or grades, assessment encompasses a range of methods that capture the depth

and complexity of student learning. Performance based tasks, portfolios, self-assessments, and

peer evaluations provide multiple avenues for students to demonstrate their understanding and

growth. Feedback is timely, constructive, and focused on fostering improvement rather than

simply assigning a grade.

For example, History students are given a project to conduct some research on a specific

aspect of “World War II”. They are allowed to choose their own focus and use primary sources

like letters, photos, and interviews to gather their information. They will then present their

findings to the rest of the class, sparking discussion and debate about different interpretations

and perspectives. The learning strategy requires that students keep a learning journal throughout

the project, reflecting on their research experience. Identifying challenges and successes, and

adjusting their approach as needed. The students can use digital archives of wartime documents,

along with films, and documentaries from different countries involved in the war.

Presentations and portfolios can be formatively assessed as students would have curated

evidence of their learning journey. Class debates can also be used to look at various aspects of

the war to encourage students to consider the differing viewpoints.

In conclusion, Selvism synthesizes existentialism and constructivism to create a dynamic

learning environment that values individual agency, meaningful engagement, and collaborative

knowledge construction. By embracing this philosophy, we strive to cultivate lifelong learners

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who are not only equipped with knowledge and skills but also empowered to navigate the

complexities of existence with curiosity, resilience, and authenticity.

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REFERENCE:

Cetin-Dindar, A. (2015). Student motivation in the constructivist learning environment. Eurasia

Journal of Mathematics, Science and Technology Education, 12(2), 233-247.

https://www.ejmste.com/article/student-motivation-in-constructivist-learning-

environment-4478

Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Learning and Teaching.
Melbourne: Cengage Learning.

Labaree, D. F. (2005). Progressivism, schools and schools of education: An American

romance. Paedagogica Historica, 41(1–2), 275–288.

https://doi.org/10.1080/0030923042000335583

Gandhi M. & Mukherji P. (2023). Learning Theories. StatPearls Publishing.

https://www.ncbi.nlm.nih.gov/books/NBK562189/

Herrnstein, R. J. (1977). The evolution of behaviorism. American Psychologist, 32(8), 593–603.

https://doi.org/10.1037/0003-066x.32.8.593

Howick, W. H. (1971). Philosophies of Western Education. Danville: Interstate Printers &

Publishers, Inc.

Klugman, D. (1997). Existentialism and Constructivism: A Bi-Polar Model of Subjectivity.

Clinical Social Work Journal.

https://www.academia.edu/55914487/

Existentialism_and_Constructivism_A_Bi_Polar_Model_of_Subjectivity

Singh, S., & Yaduvanshi, S. (2015). Constructivism in science classroom: Why and
how. International Journal of Scientific and Research Publications, 5(3), 1-5.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=00b66617a
4c4613a8521c82f0dd6af435f85524d#page=498
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The Stanford Encyclopedia of Philosophy. (2018) Philosophy of Education.

https://plato.stanford.edu/archives/win2018/entries/education-philosophy/

Wilson, S. & Peterson, P. (2006). Theories of Learning and Teaching What Do They Mean for

Educators? National Education Association.

https://files.eric.ed.gov/fulltext/ED495823.pdf
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