Teacher’s
Philosophical
Heritage
Read each statement and identify the
philosophy being expressed. Choose
your answer from among the six below:
Essentialism
Progressivism
Perennialism
Existentialism
Behaviorism
Constructivism
Progressivism
1. There is no substitute
for concrete
experience in
learning.
Perennialism
2. The focus of education
should be the ideas that
are as relevant today as
when they were first
conceived.
Existentialism
3. There is no universal,
inborn human nature.
We are born and exist
then we ourselves freely
determine our essence.
Behaviorism
4.Change of
environment can
change a person.
Essentialism
5. For the learner to
acquire the basic
skills, s/he must go
through the rigor and
discipline of serious
Constructivism
6. Teacher cannot impose
meaning; students
make meaning of what
they are taught.
PHILOS AND SOPHIA
A philosophy serves as a guide, a
compass. It governs your actions
and thoughts, together with your
values and principles embedded
in it.
WESTERN
PHILOSOPHIES
IDEALISM
Ideas are the only true reality, the
ultimate truth.
Use of logic and intuition,
introspection.
Discover the full potential in a child
and cultivate it
IDEAS
REALISM
The ultimate reality is the physical
object
Actualities of life
Teach students about the world
Focus on Science and Mathematics
REALITY
PERENNIALISM
Eternal, ageless, everlasting, unchanged
Truth is universal regardless of place,
time or people
To learn means to acquire the great
works of civilization.
EDUCATION IS CONSTANT & NOT
CHANGING BUT UPDATING.
REASONING
ESSENTIALISM
Learners to acquire basic
knowledge and skills.
Mastery of the 3Rs
BACK-TO-BASIC
HUMANISM
Human beings have the right
and responsibility to give
meaning and shape their own
lives.
To make one’s purpose to give
one’s life meaning.
PERSON-CENTERED
CONSTRUCTIVISM
Focus on experiences.
Making meaning of what is
taught.
Student constructs knowledge.
How-to
MEANING-MAKING
PRAGMATISM
Practicality.
Ideas are only true or good if
they work.
EDUCATION IN CONTEXT
PROGRESSIVISM
Focusing on experiences.
Experiential Learning
Hands-on-minds-on-hearts-on
Problem Solving
Education is life, not a preparation
for life.
EXISTENTIALISM
Existence precedes (comes
before) essence.
Students have choices but they
must be responsible of their
actions.
RECONSTRUCTIVISM
Learning is not limited inside the
classroom.
Teacher talks about issues in the
society, how it can be resolved
and the role the students play in
solving it.
BEHAVIORISM
Learners are shaped or
influenced by the environment.
Learning is an considerable
change in behavior.
BEHAVIOR
OTHER
PHILOSOPHIES
NATURALISM
It preserves the natural
goodness of man.
Truth can only be found through
nature.
UTILITARIANISM
Utilitarianism is an effort to
provide an answer to the practical
question “What ought a man
to do?” Its answer is that he
ought to act so as to produce the
best consequences possible
EMPIRICISM
emphasizes on those aspects of scientific
knowledge that are closely related to
experience
all hypotheses and theories must be tested
against the observation of the natural world
our learning is based on our
observations and perception;
knowledge is not possible without
experience.
SKEPTICISM
knowledge requires justification
it is not possible to have an
adequate justification
not enough to have a true belief
EPICUREANISM
pleasure is the ultimate good, whether
sensual, emotional, or intellectual
believed that intellectual
stimulation was superior to
sensual but both were
necessary for living a full and
happy life
HEDONISM
Pleasure or happiness is the sole
of chief good in life (sensual)
Pleasure has value while pain has
disvalue
EASTERN
PHILOSOPHIES
HINDUISM
Believes that one should be able
to control and regulate his
desires, not to devote life to
sensual pleasure or worldly
success
commitment to an ideal way of
life called Dharma
BUDDHISM
believes that personal
gratification is the root of
sufferings in the world
stresses non-attachment, concern
for the humanity, desire to be
Buddha-like and to live in
harmony
CONFUCIANISM
Teaches moral life through
devotion to the family, loyalty to
elders, love of learning,
brotherhood, civil service, and
universal love and justice
TAOISM
Advocates simplicity, frugality,
and the joys of being close to
nature and being in harmony
with the whole universe
ZEN BUDDHISM
emphasizes on reflection and
meditation
DEFINING PHILOSOPHIES IN EDUCATION
Statement Philosophy
The teacher believes that the learner is not a blank
slate but brings past experiences and cultural factors
to the learning situation.
The teacher and the school head prescribe what is
most important for the students to learn.
Change of environment can change the behavior of a
learner.
The course of study should be general, not
specialized, liberal not vocational, humanistic, not
technical.
Students make meaning of what they are taught and
should not be imposed by the teacher.
Learning comes from concrete learning.
DEFINING PHILOSOPHIES IN EDUCATION
Statement Philosophy
The teacher believes that the learner is not a blank Constructivism
slate but brings past experiences and cultural factors
to the learning situation.
The teacher and the school head prescribe what is Essentialism
most important for the students to learn.
Change of environment can change the behavior of a Behaviorism
learner.
The course of study should be general, not Essentialism
specialized, liberal not vocational, humanistic, not
technical.
Students make meaning of what they are taught and Constructivism
should not be imposed by the teacher.
Learning comes from concrete learning. Progressivism
DEFINING PHILOSOPHIES IN EDUCATION
Statement Philosophy
The student is what he chooses to become, not
dictated by the environment and other people.
Students read and analyze the Great Books, the
creative works of history’s finest thinkers and writers.
The world is as is. The students should be taught
about the world.
The learner must acquire the basic skills through
rigorous and serious study.
The environment can help shape the student.
The student is born to exist, hence he is free to
determine his essence.
DEFINING PHILOSOPHIES IN EDUCATION
Statement Philosophy
The student is what he chooses to become, not Existentialism
dictated by the environment and other people.
Students read and analyze the Great Books, the Perennialism
creative works of history’s finest thinkers and writers.
The world is as is. The students should be taught Realism
about the world.
The learner must acquire the basic skills through Essentialism
rigorous and serious study.
The environment can help shape the student. Behaviorism
The student is born to exist, hence he is free to Existentialism
determine his essence.
ANCHORING PROGRAMS AND PRACTICES TO PHILOSOPHIES
Practice Philosophy
Back-to-the-Basics movement
Administration of NAT to assess acquisition of
elementary and secondary learning
competencies
Use of great books
Use of rewards and incentives
Use of simulation and problem-solving method
Learners learning at their own pace
Mastery of 3Rs – reading, writing and
mathematics
The traditional approach to education
ANCHORING PROGRAMS AND PRACTICES TO PHILOSOPHIES
Practice Philosophy
Back-to-the-Basics movement Essentialism
Administration of NAT to assess acquisition of Essentialism
elementary and secondary learning
competencies
Use of great books Perennialism
Use of rewards and incentives Behaviorism
Use of simulation and problem-solving method Progressivism
Learners learning at their own pace Existentialism
Mastery of 3Rs – reading, writing and Essentialism
mathematics
The traditional approach to education Essentialism
ANCHORING PROGRAMS AND PRACTICES TO PHILOSOPHIES
Practice Philosophy
Subject matter-centered teaching
Student-centered teaching
Authoritarian approach to teaching
Non-authoritarian approach to teaching
Making meaning of what is taught
Asking learners to draw meaning from
what they were taught.
ANCHORING PROGRAMS AND PRACTICES TO PHILOSOPHIES
Practice Philosophy
Subject matter-centered teaching Essentialism &
Perennialism
Student-centered teaching Progressivism &
Existentialism
Authoritarian approach to teaching Essentialism &
Perennialism
Non-authoritarian approach to teaching Progressivism &
Existentialism
Making meaning of what is taught Constructivism
Asking learners to draw meaning from Constructivism
what they were taught.
