This document outlines the key principles of several educational philosophies: - Essentialists focus on academic rigor and transmitting traditional values through direct instruction. - Progressivists emphasize experiential, problem-based learning tailored to students' interests and experiences. - Perennialists teach a universal curriculum focused on developing students' reasoning abilities. - Existentialists promote self-directed learning to help students understand themselves as unique individuals. - Behaviorists modify the environment to elicit desired responses from students. - Communicative teachers develop students' verbal and non-verbal communication skills. - Constructivists help students learn how to construct knowledge through active, inquiry-based learning.

1. Prepared by:
JENERWIN M. COLUMNA, BSE
IV- Physical Science

2.  -contends that teachers teach for learners to
acquire basic knowledge, skills, and values.
 Why to teach?
Not to radically reshape the society, but
rather to transmit the traditional moral
values and intellectual knowledge that
students need to become model citizens.

3.  What to teach?
[Essentialist programs are academically rigorous.]
Emphasis : Academic Content [r’s]
Reading, ‘riting, ‘rithmetic, right conduct
Essentialist curriculum includes the traditional
disciplines such as math, natural sciences,
history, foreign language and literature.
Teachers & administrators decide what is most
important for the students to learn and place
little emphasis on the students’ interests.

4.  How to teach?
Essentialist teachers emphasize of subject
matter. They are expected to be intellectual
and morals models of their students.
They 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.

5.  How to teach?
Teachers rely heavily on the use of the
prescribed textbooks, the drill method,
lecture, and other direct methods.
There is a heavy stress on memorization and
discipline.

6.  Why to teach?
Progressivist teachers teach to develop
learners into becoming enlightened and
intelligent citizens of a democratic society.
This group of teachers teaches thr learners so
they may live life fully NOW not to prepare
them for adult life.

7.  What to teach?
The progressivists are identified with need-
based and relevant curriculum. This is a
curriculum that “corresponds to students’
needs and that relates to students’ personal
lives and experiences.”
Progressivists accept the impermanence of life
and the inevitability of change.
Natural and social sciences are given emphasis.
[Teachers expose students to many new scientific,
technological, and social development, reflecting the
notion that progress and changes are fundamental.]

8.  How to teach?
Experiential method
Learning by doing.
“Book is no substitute for actual experience”
-John Dewey
One experiential teaching method that
progressivist teachers heavily rely on is the
problem-solving method.
Also- field trip, thought-provoking games and
puzzles.

9.  Why to teach?
We are all rational animals.
Schools should therefore, develop the
students’ rational and moral powers.
Aristotle- if we neglect the students’ reasoning
skills, we deprive them of the ability to use
their higher faculties to control their
passions and appetites.

10.  What to teach?
curriculum is universal on the view that all
human beings possess the same essential
nature.
Heavy on humanities, on general education.
Not a specialized curriculum
Less emphasis on vocational and technical
eduaction
[What the perentialist teachers teach are
lifted from the great books.]

11.  How to teach?
Teacher-centered
Teachers do not allow the students’ interests
or experiences to substantially dictate what
they teach.
They apply whatever creative techniques and
tried and true methods which are believed to
be most conducive to disciplining the
students’ minds.

12.  Why to teach?
To help students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts,
feelings and actions.
To help define their own essence by exposing
them to various paths they take in life and by
creating an env’t in which they freely choose
their own preferred way.
[The existentialists demand the education of
the whole person, not just the mind.”]

13.  What to teach?
Students are given a wide variety of options
from which to choose, and vicarious
experiences that will unleash their own
creativity and self-expression.
Vocational education is regarded more as a
means of teaching students about themselves
and their potential than of earning a
livelihood.

14.  How to teach?
Existentialists’ methods focus on the
individual.
Learning is self-paced, self-directed.
It includes a great deal of individual contact
with the teacher.
Teachers employ values clarification strategy.

15.  Why to teach?
To modify and shape students’ behavior by
providing for a favorable environment, since
they believe that they are product of the
environment.
They are after students who exhibit desirable
behavior in society.

16.  What to teach?
Because they look at “people and other
animals… as complex combinations of matter
that act only in response to internally or
externally physical stimuli,” behaviorist
teachers teach students to respond favorably
to various stimuli to their environment.

17.  How to teach?
Teachers ought to arrange environmental
conditions so that students can make the
responses to stimuli.
Physical variables like light, temperature,
arrangement of furniture, size and quantity
of visual aids have to be controlled to get the
desired responses from the learners.

18.  Why to teach?
To develop communication skills of the
learners because of the ability to articulate,
to voice out the meaning and values of things
that one obtains from his experience of life
and the world is the very essence of man.
Teachers teach to develop in the learner the
skill to send messages clearly and receive
messages correctly.

19.  What to teach?
Learners should be taught to communicate
clearly through the three ways of
communication.
Verbal components- content of message,
choice and arrangement of words,
oral/written
Non-verbal components- message through
body language
Paraverbal components-how we say what we
say-tone, pacing, and volume of voice.

20.  There is a need to caution the learners of the
verbal and non-verbal barriers to
communication.
 Teach to speak as many language as you can.
The more languages you speak, the better
you can communicate to the world.
 A multilingual has an edge over the
monolingual/ bilingual.

21.  How to teach?
Done in experiential way
Make them experience sending and receiving
messages through verbal, non-verbal and
para-verbal manners.

22.  Why to teach?
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.

23.  What to teach?
 Learners are taught how to learn.
 They are taught learning processes and skills
such as searching, critiquing and evaluating
information, relating these pieces of
information, reflecting on the same, making
meaning out of them, drawing insights,
posing questions, researching and
constructing new knowledge out of these bits
of information learned.

24.  The teacher provides students with data or
experiences that allow them to
hypothesize, predict, manipulate objects,
pose questions, research, investigate,
imagine, and invent.
 The constructivist classroom is interactive.
It promotes dialogical exchange of ideas
among learners and between teacher and
learners. Teacher’s role is to facilitate the
process.