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Summary Becoming a Primary School Teacher, ISBN: 9781134576708 BTE 2601
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- BTE 2601
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- University Of South Africa (Unisa)
Summary Becoming a Primary School Teacher, ISBN: 6708 BTE 2601
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Section III - Philosophical Perspectives in Education Part 3Educational 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 non-
productive 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 (1904-1987) 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?
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