AN ESSAY ON THE DIFFERENT PHILOSOPHIES OF EDUCATION AND ITS EFFECT TO THE SCHOOL, TEACHER AND LEARNER: (ESSENTIALISM, PERRENIALISM, PROGRESSIVISM AND RECONSTRUCTIONISM)

 

AN ESSAY ON THE DIFFERENT PHILOSOPHIES OF EDUCATION

AND ITS EFFECT TO THE SCHOOL, TEACHER AND LEARNER:

(ESSENTIALISM, PERRENIALISM, PROGRESSIVISM AND RECONSTRUCTIONISM)

 

 

School formation and foundation of visions, missions, and goals are critically anchored through philosophies of education which are transpired in different generations and have been changing through time depending on the need and the scenario of such a school system. But it is without a doubt that each school has its individual adaptation of such philosophies of education may it be essentialist, perennial, progressives, and reconstructionist—way of the education process. Change may be inevitable which is why many philosophies of education come into existence. As the years passed by different applications and rooted philosophies from several philosophers and philanthropists discovered unique ways of teaching and learning. The same way the education system varies as well because of different curriculums applied and tested through time.

 

In Sydney, Australia—a good holistic education may include studies in experiences relevant to personal, intellectual, social, physical, and spiritual development; work, vocation, and employment; citizenship and community involvement; and creativity, aesthetic appreciation, and cultural awareness. It is greatly emphasized that philosophy of education may influence what subjects or topics are taught, how they are taught, and perhaps more importantly, the supporting beliefs and values that are taught, both implicitly and explicitly, within and around the core curriculum (Lambert, 2020).

 

In the Philippine Education System, it has undergone various modifications brought by settlers who colonized our country. Its long years of exposure and contact with the Spaniards, Americans, and the Japanese have created a spectrum of educational variations and lines of emphasis (de Guzman, 2003).

 

In Davao City, the University of Mindanao emphasizes in their vision, mission and goals the educational philosophies the delivery of quality education is also a commitment. This is manifested by the fact that Computer Science, Information Technology, Business Economics, Financial Management, Human Resource Management, Marketing Management, and Computer Engineering programs have been considered Centers of Development by the Commission on Higher Education. The Bachelor of Elementary Education and the Bachelor in Secondary Education were identified as Centers of Excellence and Center for Teacher Training of DepEd.

 

To give enlightenment and perspective, it is truly a challenge to understand the changes of these educational philosophies to schools, teachers, learners, and curriculum. There are many things to consider for this to be possible. Going through the different philosophies of education for sure these philosophies will gradually reflect the long terms of the effects in the education system and how it affects the school, teachers, and learners in the process. Furthermore, agreeing to only one philosophy of education is not applicable because it may paralyze the needs of the other parts in the whole process. To better understand this point of view it is best to go through the different philosophies of education.

 

In addition, it is implied that educational philosophies originate from general philosophical systems and are comprehensive and in-depth, while educational theories are specific and formulated to serve the educational needs in the curriculum, teaching, and learning. As formulated by these perspectives, it explains why there is no such thing as one philosophy of education in a curriculum or in the school implementation because there are different ways how to use such tested philosophies leading to a newly founded philosophy of education. There are several ways how to make things like this possible and accurate that depend on how to fit it may be as implemented in the school curriculum (Tan, 2006).

 

In a fast-pacing and ever-growing society, the educational system in the Philippines should be kept up-to-date. Students must not only be educated on a factual or conceptual level, but, the instruction must also tackle the social, political, and economic aspects of the individual’s life. In this way, education is more practical and functional (Damian, n.d.).

 

Moreover, the educational philosophies may vary in different forms, instructions and implementations. However, it is not near to none that these philosophies are anchored from its original form in the foundations of education. In perspective, the four chosen educational philosophies will give further understanding on how to do the instructions in the teaching and learning process and the application in the school system and curriculum planning.

 

ESSENTIALISM

 

Essentialism is an approach assuming that people and things have natural and essential common characteristics which are inherent, innate, and unchanging. Thus, it is regarded as an educational philosophy. However, having the common essence and the same essentials at the same levels can lead to undesired practices in real life too (Sahin, 2018).

 

Essentialism is also a subject-centered philosophy. Essentialism is the educational philosophy of teaching basic skills. This philosophy advocates training the mind. Essentialist educators focus on transmitting a series of progressively difficult topics and promoting of students to the next level. Subjects are focused on the historical context of the material world and culture and move sequentially to give a solid understanding of the present day.

 

I must say that essentialism is somehow used in the process of learning especially for basic education. Science teachers who can use and apply this kind of philosophy is a requisite for learners who have a short attention span likely elementary learners. Science teacher who teaches in elementary needs to adjust to the attention span of learners and teach only what is essential for the child to understand. Basic knowledge, content, and skills are important in understanding the different terms in science. For example in the lesson on the life cycle of a butterfly then the teacher will show the different parts and cycles of a butterfly giving concrete activities where they can identify the different processes involving the development and growth of a butterfly. The teacher may show illustration or in a form of a moving quiz for learners to challenge their critical thinking skills and also have a group presentation to show how they understood the lesson.

 

This curriculum emphasizes the understanding of what is basic and needed in the learning process. Integrating understanding to what is applicable in real life scenarios and make emphasis on the daily learning of the child in school. A typical day at an essentialist school might have seven periods, with students attending a different class each period. The teachers impart knowledge mainly through conducting lectures, during which students are expected to take notes. The students are provided with practice worksheets or hands-on projects, followed by an assessment of the learning material covered during this process. The students continue with the same daily schedule for a semester or a year. When their assessments show sufficient competence, they are promoted to the next level to learn the next level of more difficult material.

 

 

PERENNIALISM

 

Perennialism values knowledge that transcends time. This is a subject-centered philosophy. The goal of a perennialist educator is to teach students to think rationally and develop minds that can think critically.

This educational philosophy is the understanding of organized and well-disciplined environment, which develops in students a lifelong quest for the truth. Perennialists believe that education should epitomize a prepared effort to make these ideas available to students and to guide their thought processes toward the understanding and appreciation of the great works; works of literature written by history’s finest thinkers that transcend time and never become outdated.

Perennialists are primarily concerned with the importance of mastery of the content and development of reasoning skills. The adage “the more things change, the more they stay the same” summarizes the perennialists’ perspective on education. In this philosophy skills are developed in a sequential manner. Here, the teachers are the main actors on the stage.

In teaching science perennialism is also applicable especially the conduct of important and dangerous experiments in the laboratory. This will also help learners create discipline among themselves teaching them the value of responsibility and commitment to learning. This traditional educational philosophy believes that all knowledge and skills can never be outdated through time. That is why in part of the curriculum the life stories or bibliographies of scientists shows how the perennialism integrates literature and history.

 

PROGRESSIVISM

Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people learn best from what they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students. Progressivists like romantics, believe that education should focus on the whole student, rather than on the content or the teacher. They emphasize on group activity and group problem solving so that the students learn through cooperative learning strategies. It is anti-authoritarian, experimental and visionary and aims to develop problem- solving ability.

Dewey’s influence on Philippine education started to get sharply visible when it became independent (Papong, 2014). Student body organizations or councils were established not only at an institutional level but as a national union. Dewey emphasized the importance of students’ voices in the educative process. The presence and engagement of students in learning are deemed essential.

With this kind of philosophy there is no routine works. 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. Progressivism was developed by John Dewey's pedagogic theory, being based on Pragmatism. Experience represented the core concept of his philosophy.

Teaching science in this kind of curriculum allows learners to engage of scientific method way of thinking. This also make learners do something new each day and solve problems in different ways. Still, the teacher needs to act as a facilitator and must inculcate also learners’ feedbacks to their output. In doing experiments in the laboratory, testing, observing, sharing and communicating results this makes the child understand his or her independent learning.

 

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 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.

Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire 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.

          In teaching science subject this kind of philosophy anchors through research and development. This may lead to natural changes and discovery among learners of what may help and solve the problems in the community. Learners in high school and college are prominent in making actual solutions to the problems creating programs that manifest answers to the current problems in the society. In this way, the education system tends to develop scientists in the future.

 

MY POINT OF VIEW OF THE FOUR EDUCATIONAL PHILOSOPHIES

Many studies, articles and researches paved way for more understanding the different educational philosophies. But as we know there are a lot of educational philosophies developed after the time of the Aristotle, Socrates and Plato. These men started the foundation of education. Somehow, I realized the advantages and disadvantages of these educational philosophies as stated. I may not be a school principal to talk about the implementation of these philosophies but I do know the nature in the teaching process. As a science teacher, it feels difficult to stick to only one kind of philosophy. Sometimes, the other one works without the other and sometimes both ways.

Teaching in public and private for 5 years made me realize many things as well based on my educational philosophies. It made me go through thinking that I was not just making myself for a living while teaching. I was teaching to make lives and more lives in the future. Gradually the personal relations of educational philosophy to teachers depends through time and needs. But there is no such thing as perfect educational philosophy.

As I stated earlier, one cannot work without the other or vice versa. There are sudden changes as we face the COVID-19 pandemic, these educational philosophies changes through time and needs. We may consider shifting to an essentialist, perennialist, progressivist and reconstructionist. We value time and effort and that what matters the most. No matter how hard life is, we take responsibility to achieve what we what to happen for our learners.

REFERENCES:

Cohen, Leonora. (1999). Section III - Philosophical Perspectives in Education   Part 3. Retrieved from https://oregonstate.edu/instruct/ed416/PP3.html on September 14, 2020.

 

Damian (n.d.). The importance of Dr. John Dewey’s Educational Philosophy Applied in Philippine Setting.

 

De Guzman. (2003). Asia Pacific Education Review. The Dynamics of Educational Reforms in the Philippine Basic and Higher Education Sectors. Retrieved from http://files.eric.ed.gov/fulltext/EJ776349.pdf on September 14, 2020.

 

Lambert, Ian. (2020). Educational philosophy: what is it all about?. Retrieved from https://www.tsc.nsw.edu.au/tscnews/educational-philosophy-what-is-it-all-about#:~:text=A%20philosophy%20of%20education%20may,and%20around%20the%20core%20curriculum on September 14, 2020.

 

Papong. (2014). Bulgarian Journal of Science and Education Policy (BJSEP). The Influence of John Dewey’s Educational Thought on Philippine Education.

 

Sahin, Mehmet. (2018). ESSENTIALISM IN PHILOSOPHY, PSYCHOLOGY, EDUCATION, SOCIAL AND SCIENTIFIC SCOPES. Necmettin Erbakan University. Retrieved from https://www.researchgate.net/publication/331113103_ESSENTIALISM_IN_PHILOSOPHY_PSYCHOLOGY_EDUCATION_SOCIAL_AND_SCIENTIFIC_SCOPES on September 14, 2020.

 

Tan, Charlene. (2006). Philosophical perspectives on education: Critical Perspectives on Education. Pearson Publishing Company. Retrieved from https://www.researchgate.net/publication/305655612_Philosophical_perspectives_on_education on September 14, 2020.

 

University of Mindanao. (2020). History. Retrieved from https://umindanao.edu.ph/about/main on September 14, 2020.