Summary
Highlights
This video introduces the importance of understanding educational philosophies for future teachers, explaining that these belief systems inform how to teach, what to teach, and why to teach. Philosophies are sets of beliefs that guide how we live, work, and interact, and for educators, they define approaches to instruction and learning.
Existentialism, advocated by Jean-Paul Sartre and Soren Kierkegaard, posits 'existence precedes essence,' meaning an individual's presence comes before their purpose. This philosophy emphasizes subjectivity, personal freedom, and the power of individuals to create their own life and meaning. Teachers are to help students understand and appreciate themselves as unique individuals, guiding them to define their own essence and take full responsibility for their actions and choices. The curriculum offers a wide variety of choices, prioritizing humanities to foster creativity and self-expression, with the learner at the center.
Essentialism, championed by William Bagley and James Corner, asserts 'essence precedes existence,' suggesting that an individual's purpose comes before their presence, controlled by destiny. This philosophy leads to a traditional, back-to-basics approach in education focusing on fundamental skills like the 'four R's' (reading, writing, arithmetic, and right conduct). The teacher is the center of the classroom, acting as a fountain of knowledge and a paragon of virtues, ensuring mastery of core subjects and discipline. The curriculum is teacher-centered, emphasizing academic growth and prescribed knowledge.
Behaviorism, associated with John Watson and B.F. Skinner, proposes that human beings are shaped by their environment. Individuals are seen as products of their society, neither inherently good nor bad. In a behaviorist classroom, the focus is on modifying and shaping student behavior through a favorable and conducive learning environment. Teachers use positive reinforcement and appropriate incentives to encourage desired behaviors and eliminate negative ones. Both physical and psychological climates are crucial for student retention and participation.
Perennialism, proposed by Robert Hutchins and Mortimer Adler, believes in everlasting, eternal, and unchanging truths. Truth is universal, transcending time, place, and person. The philosophy emphasizes developing students' rationality and moral powers, drawing from Aristotle's idea that reason should control passions and appetites. The curriculum is universal, emphasizing general education subjects and drawing heavily from 'great books' which contain timeless ideas and wisdom from civilization. Teachers lead Socratic dialogues, question-and-answer activities, and intellectual debates to discipline students' minds.
Constructivism, attributed to Jean Piaget, focuses on how individuals acquire and construct new knowledge through assimilation and accommodation. Assimilation involves incorporating new information into existing ideas, while accommodation means replacing old beliefs with new information. Constructivists aim to develop intrinsically motivated and independent learners who can construct knowledge and make meaning from their experiences. Teachers guide students in how to learn, fostering higher-order thinking skills, providing opportunities to search, critique, evaluate information, and engage in dialogue.
Progressivism, envisioned by John Dewey, is centered around 'learning by doing' and the belief that everything changes and grows. This philosophy aims to develop enlightened and intelligent citizens capable of living fully in the present and coping with change. The curriculum is need-based and relevant to students' personal lives and experiences. Progressive teachers emphasize skills for problem-solving rather than rote memorization of facts, focusing on natural and social sciences. Teaching methodologies include hands-on, minds-on, and hearts-on activities, field trips, thought-provoking games, and puzzles to address real-world issues.