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Perennialism

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Kathleen Lat
Kathleen Lat

Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.

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UNIVERSITY OF LUZON GRADUATE SCHOOL PERENNIALISM Reporter: KATHLEEN LAT ENCARNACION
PERENNIALISM  Aims to develop student’s intellectual and moral qualities.  They emphasize that students should not be taught information that may soon be outdated or found to be incorrect.
PERENNIALISM  Classrooms are centered on teachers.  It ensures that students acquire understandings about the great ideas of Western civilization.
PERENNIALISM  Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge.  Aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities through the nature.
WHY IS IT CALLED TEACHER-CENTERED?  Emphasize the importance of transferring knowledge, information and skills from the older generation to the younger one.  The teacher is not concern at the student’s interest.
WHY IS IT CALLED TEACHER-CENTERED? More focus on the curriculum and nature need.  The teacher set everything based on the syllabus.
TEACHER-CENTERED PHILOSOPHIES Focus on curriculum . Sample Educational classroom Leaders. PERENNIALISM activity. Goals for Role of Students. Teacher.
Focus On Sample Role of Teacher Goals for Educational Curriculum Classroom Students Leaders Activity -Universal and - Instill respect unchanging for authority, truth. perseverance, - Train the duty, students intellect - To espouse consideration, and moral personal and practicality. development. - Robert development and Maynard internal Indoor - Act as the Hutchins transformation. - Experiment director and - Able to (Science) coach of intellect discipline - Mortimer J. - To search and respondent. themselves. Adler disseminate the subjects based - Must deliver on the universal clear lectures. - Will gain the - Jacques and immutable ability to develop Maritain truth. - Coaching in a full “range of critical thinking rational powers.” - History, Science, skills. Language, Mathematics, Religion.
THE GREAT IDEAS IN WESTERN CIVILIZATION ARE:  History  Religion  Works of literature and art  The laws and principles of Science
THE GREAT IDEAS IN WESTERN CIVILIZATION ARE:  These ideas have the potential for solving problems in any era.
THE FOCUS  Is to teach ideas that are everlasting.  To seek enduring truths which are constant (not changing), as the natural and human worlds at their most essential level, do not change.
CURRICULUM Focuses on attaining cultural literacy, stressing students’ growth in enduring disciplines.
CURRICULUM They recommend that students learn from reading and analyzing the works by history’s finest thinkers and writers. (Perennialists think it is important that individuals think deeply, analytically, flexibly and imaginatively.)
CURRICULUM Perennialists believe that reading is to be supplemented with mutual investigations (between the teacher and the student) and minimally- directed discussions through the Socratic method in order to develop a historically oriented understanding of concepts.
CURRICULUM A skilled teacher would keep discussions on topic and correct errors in reasoning, but it would be the class, not the teacher, who would reach the conclusions.
The advocates ROBERT MAYNARD HUTCHINS - Developed a Great Books program in 1963.
The advocates MORTIMER J. ADLER [1902-2001] JACQUES MARITAIN [1882-1973]
ADLER STATES “… our political democracy depends upon the reconstruction of our schools. Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive, they may not even survive, if we do not produce a greater number of thinking citizens, from
ADLER STATES whom some statesmen of the type we had in the 18th century might eventually emerge. We are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from impending disaster…whatever the price…the price we will pay for not doing it will be much greater.”
Hutchins point of view “…new books have been written that have won their place in the list. Books once thought entitled to belong to it have been superseded; and this process of change will continue as long as men can think and write. It is the task of every generation to reassess the tradition in which it lives, to discard what it cannot use, and to bring into context with
Hutchins point of view the distant and intermediate past the most recent contributions to the Great conversation…the West needs to recapture and reemphasize and bring to bear upon its present problems the wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried on.
Perennialists think Perennialism believed it was a solution proposed in response to what was considered by many to be a failing educational system.
REFERENCES EBSCO Research Starters® • Copyright © 2008 EBSCO Publishing Inc. • Contemporary Theories of Education by Richard Pratte. • Philosophy and the American School by Van Cleve Morris. • http://www.everythingphilosophy.com/philosophy- of-education/
Thank you and have a good day!!!

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Perennialism

  • 1. UNIVERSITY OF LUZON GRADUATE SCHOOL PERENNIALISM Reporter: KATHLEEN LAT ENCARNACION
  • 2. PERENNIALISM  Aims to develop student’s intellectual and moral qualities.  They emphasize that students should not be taught information that may soon be outdated or found to be incorrect.
  • 3. PERENNIALISM  Classrooms are centered on teachers.  It ensures that students acquire understandings about the great ideas of Western civilization.
  • 4. PERENNIALISM  Perennialism teaches concepts and focuses on knowledge and the meaning of knowledge.  Aimed at teaching students ways of thinking that will secure individual freedoms, human rights, and responsibilities through the nature.
  • 5. WHY IS IT CALLED TEACHER-CENTERED?  Emphasize the importance of transferring knowledge, information and skills from the older generation to the younger one.  The teacher is not concern at the student’s interest.
  • 6. WHY IS IT CALLED TEACHER-CENTERED? More focus on the curriculum and nature need.  The teacher set everything based on the syllabus.
  • 7. TEACHER-CENTERED PHILOSOPHIES Focus on curriculum . Sample Educational classroom Leaders. PERENNIALISM activity. Goals for Role of Students. Teacher.
  • 8. Focus On Sample Role of Teacher Goals for Educational Curriculum Classroom Students Leaders Activity -Universal and - Instill respect unchanging for authority, truth. perseverance, - Train the duty, students intellect - To espouse consideration, and moral personal and practicality. development. - Robert development and Maynard internal Indoor - Act as the Hutchins transformation. - Experiment director and - Able to (Science) coach of intellect discipline - Mortimer J. - To search and respondent. themselves. Adler disseminate the subjects based - Must deliver on the universal clear lectures. - Will gain the - Jacques and immutable ability to develop Maritain truth. - Coaching in a full “range of critical thinking rational powers.” - History, Science, skills. Language, Mathematics, Religion.
  • 9. THE GREAT IDEAS IN WESTERN CIVILIZATION ARE:  History  Religion  Works of literature and art  The laws and principles of Science
  • 10. THE GREAT IDEAS IN WESTERN CIVILIZATION ARE:  These ideas have the potential for solving problems in any era.
  • 11. THE FOCUS  Is to teach ideas that are everlasting.  To seek enduring truths which are constant (not changing), as the natural and human worlds at their most essential level, do not change.
  • 12. CURRICULUM Focuses on attaining cultural literacy, stressing students’ growth in enduring disciplines.
  • 13. CURRICULUM They recommend that students learn from reading and analyzing the works by history’s finest thinkers and writers. (Perennialists think it is important that individuals think deeply, analytically, flexibly and imaginatively.)
  • 14. CURRICULUM Perennialists believe that reading is to be supplemented with mutual investigations (between the teacher and the student) and minimally- directed discussions through the Socratic method in order to develop a historically oriented understanding of concepts.
  • 15. CURRICULUM A skilled teacher would keep discussions on topic and correct errors in reasoning, but it would be the class, not the teacher, who would reach the conclusions.
  • 16. The advocates ROBERT MAYNARD HUTCHINS - Developed a Great Books program in 1963.
  • 17. The advocates MORTIMER J. ADLER [1902-2001] JACQUES MARITAIN [1882-1973]
  • 18. ADLER STATES “… our political democracy depends upon the reconstruction of our schools. Our schools are not turning out young people prepared for the high office and the duties of citizenship in a democratic republic. Our political institutions cannot thrive, they may not even survive, if we do not produce a greater number of thinking citizens, from
  • 19. ADLER STATES whom some statesmen of the type we had in the 18th century might eventually emerge. We are, indeed, a nation at risk, and nothing but radical reform of our schools can save us from impending disaster…whatever the price…the price we will pay for not doing it will be much greater.”
  • 20. Hutchins point of view “…new books have been written that have won their place in the list. Books once thought entitled to belong to it have been superseded; and this process of change will continue as long as men can think and write. It is the task of every generation to reassess the tradition in which it lives, to discard what it cannot use, and to bring into context with
  • 21. Hutchins point of view the distant and intermediate past the most recent contributions to the Great conversation…the West needs to recapture and reemphasize and bring to bear upon its present problems the wisdom that lies in the works of its greatest thinkers and in the discussion that they have carried on.
  • 22. Perennialists think Perennialism believed it was a solution proposed in response to what was considered by many to be a failing educational system.
  • 23. REFERENCES EBSCO Research Starters® • Copyright © 2008 EBSCO Publishing Inc. • Contemporary Theories of Education by Richard Pratte. • Philosophy and the American School by Van Cleve Morris. • http://www.everythingphilosophy.com/philosophy- of-education/
  • 24. Thank you and have a good day!!!