GROUP-2111 contemporary artsssssssss.pptx

PERENNIALISM
 Perennial means “everlasting or lasting for many years”.
 The roots of perennialism lie in the philosophy of Plato and
Aristotle. For perennialists ,The aim of education is to ensure that
students acquire understanding about the great ideas of Western
civilization.
 Teaching ideas that are everlasting.
Why teach?
 To teach students to think rationally and develop mind that can
think dcritically

What to teach?
 The focus is to teach ideas that are everlasting, to seek enduring truths
which are constant, not changing, as the natural and human worlds are at
their most essential level.
 Lessons are lifted from classic and greatest books
 Focus of education should be the ideas that have lasted over centuries
How to teach?
 Teacher-centered
 Students are engaged in Socratic Dialogue

Central Idea
• We are all rational animals. Schools
should, therefore, develop the students’
rational and moral powers.
• Utilizing the great books

ESSENTIALISM
 This philosophy contends that teachers teach learners to
acquire basic knowledge , skills and values.
 Training the mind what is essentials.
Why teach?
• It instill students with “essentials” of academic
knowledge, enacting a back-to-basic approach

What to teach?
 The emphais is on academic content fo r students to learn
the basic skills or the fundamental R’s
 Reading, writing (‘riting), arithmetic (‘rithmetic), right
conduct
How to teach?
 Emphasis on mastery of subject matter
 Observance of core requirements and longer academic year

Central Idea
“Learning the essential like the R’s(Reading,
writing and arithmetic)”

EXISTENTIALISM
 Individual's starting point is characterized by what has been called
"the existential attitude“
 Individuals have to take responsibility for their own actions and
shape their own destinies
 The main concern is to “help the tudents understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions.”
Why teach?

 Students are given a wide variety of options from
which to choose. Humanities are given
emphasis.
What to teach?
How to teach?
 Methods focus on individual
 Learning is self-paced and self-directed

Existentialism
Sӧren Kierkegaard Martin Heidegger Jean-Paul Sartre Albert Camus
PROPONENTS: Existentialist Philosophers
• The father of
existentialism
• Human existence is
always individual in
character, never social.
“Life is not a problem to
be solved, but a reality to
be experienced.”
• His ideas have
exerted influence on
the development of
contemporary
European
philosophy.
“Every man is born as
many men and dies as a
single one.”
• An atheistic
existentialist
• Arguably the best
known philosopher of
the twentieth century
“Existence precedes
essence.” Essence is
created by existence;
human nature is a product
of existence
• Dealt over such questions
as the meaning of life in
the face of death.
“I would rather live my life as
if there is a God and die to
find out there isn't, than live
as if there isn't and to die to
find out that there is.”

Central Idea
“Having individual choice.”
“Existence precedes essence”

PROGRESSIVISM
 Progressivism is a theory of education that is concerned with
“learning by doing” and purports(claims to) that children learn
best when pursuing their own interests and satisfying their
own needs. Progessivists believe that people learn best from
what they consider most relevant to their lives.

 Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of democratic society.
Why teach?
What to teach?
 Curriculum that responds to students’ needs and that relates to
students’ personal lives and experiences

PROGRESSIVISM
 John Dewey believed that people learn
best from social interaction in the real
world.
 He believed that book learning was no
substitute for actually doing things.

Central Idea
“Learning by doing.”

SOCIAL RECONSTRUTIONISM
 It is a philosophy of education that focuses on using
education to eliminate social inequities.
 Prepares students for a future that is ever changing.
 Its focuses on educating students about issues going on in
their society.

SOCIAL RECONSTRUTIONISM
 It inform students, give them the skills they need to be able
to take action with what they learn, encourage them to
improve society and guide them in improving society.
 Reconstructionist believe that students learn more,
remember it longer, and apply it to new situations better if
they learn through experience, rather than trough being
told something.

Central Idea
“Having social reform.”

POST-MODERN PHILOSOPHIES
 Postmodernism is one of the leading contemporary
philosophical orientations. It is especially influential
in academic fields such as literary criticism and
educational foundations.

Metaphysics – Postmodernists reject the
grand philosophical systems purported to
explain reality as an architecture of the
universe, and the metaphysical
assumption that an ultimate ground of
being, a transcendent cosmic reality,
exists above and beyond the physical
world.
Epistemology – Postmodernism argues
against traditional philosophies’
epistemological claims that we know
objects as they correspond to reality.
Postmodernists suggest that rather than
looking outside of the human experience
and history for truth, they advise us to
look within the human past and present
to see how claims to truth have
originated, been constructed and
expressed
Axiology – The postmodernists rejection of
metaphysical systems and the analytical tools
they use examine the language of dominant
and suppressed groups reveal much about
their views of ethics and aesthetics.
Postmodernists reject the Idealist, Realist, and
Thomist metaphysical claims that there are
universal and eternal values that prescribe
and proscribe ethical and moral actions..
POST-MODERN PHILOSOPHIES AS PHILOSPHY OF EDUCATION

PRINCIPLES AND
PHILOSOPHY OF
PHILIPPINE EDUCATION

Article II. Declaration of Principles and State
Policies Principles
Section 17
The State shall give priority to education, science and
technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total
human liberation and development.

Article XIV. Education, Science and Technology,
Arts, Culture, and Sports
Section 1
The State shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all.

Section 2
The State shall.
1. Establish, maintain, and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society,
2. Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear
their children, elementary education is compulsory for all children of school
age.
3. Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students
in both public and private schools, especially to the underprivileged,
4. Encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent, and out-of-school study programs particularly
those that respond to community needs; and
5. Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.

PERSONAL
PHILOSOPHY OF
TEACHING

What is Teaching Philosophy?
 Teaching Philosophy-is a systematic and critical
rationale that focuses on the important components
defining effective teaching and their impact on
student learning
 Quite personal
 A representation of who and what you are

Importance of a Personal Philosophy of
Teaching
 Your philosophy of education is your “window” to the
world and “compass” in life.
 Conveys your teaching values, beliefs, and goals to a
broader audience.
 Provides evidence of your teaching effectiveness.
 Identify ways you can grow and improve.

How to write a Personal Philosophy of
Teaching?
 Make your Teaching Statement brief and well written.
While Teaching Statements are probably longer at the
tenure level (i.e. 3-5 pages or more), for hiring purposes
they are typically 1-2 pages in length.
 Use a narrative, first-person approach. This allows the
Teaching Statement to be both personal and reflective.

Teaching?
 Make it specific rather than abstract. Ground your ideas
in 1-2 concrete examples, whether experienced or
anticipated. This will help the reader to better visualize you
in the classroom.
 Be discipline-specific. Do not ignore your research.
Explain how you advance your field through teaching.

Teaching?
 Avoid jargon and technical terms, as they can be off-
putting to some readers.
 Try not to simply repeat what is in your CV. Teaching
Statements are not exhaustive documents and should be
used to complement other materials for the hiring or
tenure processes.

Teaching?
 Be sincere and unique. Avoid clichés, especially ones about
how much passion you have for teaching.
 Be humble. Mention students in an enthusiastic, not
condescending way, and illustrate your willingness to learn
from your students and colleagues.
 Revise. Teaching is an evolving, reflective process, and
Teaching Statements can be adapted and changed as necessary.

REFERENCES
https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-8-
social-reconstructionism/
https://slideplayer.com/slide/11699431/
https://www.slideshare.net/ruchi263/philosophy-of-progressivism
https://www.slideshare.net/liraleiannbondoc/social-reconstructionism-ppt

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