Lesson 1.pptx
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This document outlines seven philosophies of education: essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. Each philosophy is described in terms of its view on why we teach, its emphasis on curriculum and the teacher's role. The document concludes with an activity asking students to research and present on influential philosophers through a skit to compare how different teachers may react based on their philosophical approach.
Lesson 1.pptx
- 1. Chapter 1: You, The teacher, as a Person in Society
- 2. Lesson 1: The Philosophical Heritage
- 3. Seven Philosophies of Education 1. Essentialism 5. Behaviorism 2. Progressivism 6. Linguistic Philosophy 3. Perennialism 7. Constructivism 4. Existentialism
- 4. Essentialism
- 5. Essentialism • Why teach. • To transmit traditional moral values and intellectual knowledge that students need to become model citizens.
- 6. Essentialism • Emphasis for students to learn the basic skills or fundamental r’s: Reading, ‘riting, ‘rithmetic, right conduct
- 7. Essentialism • Teachers are seen as “fountain” of information and as “paragon of virtue”. • To gain mastery of basic skills, teachers have to observe core requirements, longer school day, a longer academic year….
- 9. Progressivism • Why teach. To develop learners into becoming enlightened and intelligent citizens
- 10. Progressivism • Progressivists are identified with nee-base and relevant curriculum. A curriculum that responds “to students’ needs and that relates to students’ personal lives and experiences.
- 11. Progressivism • Teachers are more concerned with teaching the learners the skills to cope with change • Impermanence of life
- 12. Perennialism
- 13. Perennialism • Why teach. We are rational animals. Schools should, therefore, develop the students’ rational and moral powers.
- 14. Perennialism • The perennialist curriculum view that all human beings posses the same essential nature. • It is heavy on humanities, on general education
- 15. Perennialism • Teacher-centered, teachers do not allow the students’ interests or experiences to substantially dictate what they teach.
- 16. Existentialism
- 17. Existentialism • Why teach. The main concern of the existentialists is to help students understand and appreciate themselves
- 18. Existentialism • An existentialist curriculum students are given a wide variety of options from which to choose. • Students are afforded great latitude in their choice of subject matter. • The humanities provide students with vicarious experiences that will help unleash their own creativity and self-expression.
- 19. Existentialism • Focused on the individual. Learning is self-paced, self-directed. • Teachers remain non-judgemental and take care not to impose their values on their students since values are personal.
- 20. Behaviorism
- 21. Behaviorism • Behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for a favorable environment.
- 22. Behaviorism • Behaviorists look at people and animals as complex combinations of matter that act only in response to internally or externally generated physical stimuli • Teachers arrange environmental conditions so that students can make the responses to stimuli.
- 24. Linguistic Philosophy • To develop the communication skills of the learner because the ability to articulate, to voice out the meaning and values of things that one obtains from his ’ her experience of life and the world is the very essence of man.
- 25. Constructivism
- 26. Constructivism • Constructivists sees to develop intrinsically motivated and independent learners adequately equipped with learning skills for them to be able to construct knowledge and make meaning of them.
- 27. Constructivism • The learners are taught to learn. • They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information and constructing new knowledge out of these bits of information learned.
- 28. Constructivism • The teacher provides students with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine and invent. • Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of the learners. • Knowledge is constructed by learners through an active, mental process of development.
- 29. Activity# 1 Group Work • Research and present the Following topics: 1. John Dewey and progressivism 2. John Watson and Behaviorism 3. William Bagley and Essentialism 4. Jean Paul Sartre and Existentialism 5. Robert Hutchins and Perennialism 6. Jurgen Bermas, Hans Georg Gadamer and Linguistic Philosophy
- 30. Activity# 1 Group Work • Presentation format A. Skit based on the given situation for your designated topic. B. Introduction C. Background of the philosopher in your topic D. Topic discussion and examples Each presentations must not exceed 20 minutes.
- 31. Activity# 1 Group Work Skits: How would the teacher react? Essentialist: students are not interested in the lesson. Perennialist: Students want to become Skilled in certain fields of specialization Progressivist: Parents question students’ community immersion for its poses certain risks
- 32. Activity# 1 Group Work Skits: How would the teacher react? Behaviorist: Teachers tell students from the slum areas this :”if there’s a will, there’s a way. Poverty is not a hindrance to success”. Linguistic Philosophy: A teacher insists on his reasoning and does not give a chance to an erring student to explain his/her side. Constructivist: Teacher claims, he will be able to teach more if he goes straight to his lecture.
- 33. End
- 34. Activity Bonus: Answer each questions using 3 sentences only. 1. Self-reflection: As a future teacher, what are your responsibilities? 2. What strategies will you use in your field of Specialization?