Philosophy :

Section III - Philosophical

Part

3
Educational Philosophies
Within the epistemological frame that focuses on the nature of knowledge
and how we come to know, there are four major educational philosophies,
each related to one or more of the general or world philosophies just
discussed. These educational philosophical approaches are currently used
in classrooms the world over. They are Perennialism, Essentialism,
Progressivism, and Reconstructionism. These educational philosophies
focus heavily on WHAT we should teach, the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire
understandings about the great ideas of Western civilization. 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. Teaching these unchanging principles is critical. Humans are
rational beings, and their minds need to be developed. Thus, cultivation of
the intellect is the highest priority in a worthwhile education. The
demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of
humankind are emphasized the great works of literature and art, the laws
or principles of science. Advocates of this educational philosophy are
Robert Maynard Hutchins who developed a Great Books program in 1963
and Mortimer Adler, who further developed this curriculum based on 100
great books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to
be transmitted to students in a systematic, disciplined way. The emphasis in
this conservative perspective is on intellectual and moral standards that
schools should teach. The core of the curriculum is essential knowledge and
skills and academic rigor. Although this educational philosophy is similar in
some ways to Perennialism, Essentialists accept the idea that this core
curriculum may change. Schooling should be practical, preparing students
to become valuable members of society. It should focus on facts-the
objective reality out there--and "the basics," training students to read, write,

speak, and compute clearly and logically. Schools should not try to set or
influence policies. Students should be taught hard work, respect for
authority, and discipline. Teachers are to help students keep their nonproductive instincts in check, such as aggression or mindlessness. This
approach was in reaction to progressivist approaches prevalent in the 1920s
and 30s. William Bagley, took progressivist approaches to task in the
journal he formed in 1934. Other proponents of Essentialism are: James D.
Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and
Theodore Sizer (1985).
Progressivism
Progressivists believe that education should focus on the whole child, rather
than on the content or the teacher. This educational philosophy stresses that
students should test ideas by active experimentation. Learning is rooted in
the questions of learners that arise through experiencing the world. It is
active, not passive. The learner is a problem solver and thinker who makes
meaning through his or her individual experience in the physical and
cultural context. Effective teachers provide experiences so that students can
learn by doing. Curriculum content is derived from student interests and
questions. The scientific method is used by progressivist educators so that
students can study matter and events systematically and first hand. The
emphasis is on process-how one comes to know. The Progressive education
philosophy was established in America from the mid 1920s through the mid
1950s. John Dewey was its foremost proponent. One of his tenets was that
the school should improve the way of life of our citizens through
experiencing freedom and democracy in schools. Shared decision making,
planning of teachers with students, student-selected topics are all aspects.
Books are tools, rather than authority.
Reconstructionism/Critical Theory
Social reconstructionism is a philosophy that emphasizes the addressing of
social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education. Theodore Brameld (19041987) was the founder of social reconstructionism, in reaction against the
realities of World War II. He recognized the potential for either human
annihilation through technology and human cruelty or the capacity to create
a beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of preparing
people for creating this new social order.
Critical theorists, like social reconstructionists, believe that systems must be
changed to overcome oppression and improve human conditions. Paulo
Freire (1921-1997) was a Brazilian whose experiences living in poverty led
him to champion education and literacy as the vehicle for social change. In

his view, humans must learn to resist oppression and not become its victims,
nor oppress others. To do so requires dialog and critical consciousness, the
development of awareness to overcome domination and oppression. Rather
than "teaching as banking," in which the educator deposits information into
students' heads, Freire saw teaching and learning as a process of inquiry in
which the child must invent and reinvent the world.
For social reconstructionists and critical theorists, curriculum focuses on
student experience and taking social action on real problems, such as
violence, hunger, international terrorism, inflation, and inequality.
Strategies for dealing with controversial issues (particularly in social
studies and literature), inquiry, dialogue, and multiple perspectives are the
focus. Community-based learning and bringing the world into the classroom
are also strategies.
Think about It:
1. Which of these educational philosophies would you describe as
authoritarian? Which as non-authoritarian? Why?
2. Each of the educational philosophies relates to one or more of the
metaphysical world view philosophies. What connections do you see?
3. Which educational philosophy is most compatible with your beliefs?
Why?