Seven Examples Why Teach? (Objectives) What to Teach? (Curriculum) How to Teach?

(Teaching Educator/Philosopher Other Information Symbol

Philosophies of Strategies)
Education

Essentialism *Back-to the Basics *For learners to acquire TRADITIONAL * mastery of subject matter * William Bagley *
Movement, KSA DISCIPLINES e.g. Math, * observe core
Conduct of NAT *To transmit the Literature requirements, longer
learning traditional moral values *Subject Matter-Oriented school days, prescribed
competencies, *RATIONAL *More academic content textbooks, drill method,
authoritarian (r’s – reading, riting, memorization, discipline
approach to rithmetic, right conduct ,
teaching less vocational course
* little emphasis on
students’ interest
Progressivism *Non authoritarian *For learners to be *Need-based and relevant *Problem-Solving Method * John Dewey *Education is
approach to enlightened, intelligent to students’ experiences * Simulation/Animals learn life not a
learning * Live life fully (natural and social to interplay preparation for
* Education as Life sciences) * Experiential methods life
* Skills/Processes –to cope (learning by doing) *Book learning
with CHANGE *Hands-on-Minds-on- is no substitute
* student-centered teaching Hearts-on e.g. field trip, for actual
* accept the impermanence puzzles experience
of life * Stimulate in
the classroom
life in the outside
world

Perennialism *Authoritarian *to develop their *UNIVERSAL – all * teacher-centered *Mortimer Adler *Great Books!
approach rational and moral human beings possess the e.g. mutual inquiry * Robert Hutchins *ancient,
powers same essential nature sessions, Socratic dialogue medieval, and
*reasoning skills * subject matter-oriented modern times
*GENERALIST and not *has the same
specialist essential nature
*less vocational/technical with others
education
*GREAT BOOKS
Existentialism *Non-authoritarian *to help students define *CHOICE (variety of *INDIVIDUAL / own pace *Jean Paul Sartre *man is nothing
 their own essence options) * values clarification else but what he
*demands the education *more vocational strategy makes of himself
of the whole person *student-centered teaching / existence
*existence precedes precedes essence
essence No universal
*has rational and moral nature
powers *William *life is what you
Thackeray make it

Behaviorism *No choice, No *MODIFICATION and *STIMULUS-RESPONSE * control/arrange *John Watson *

free will shaping students’ in the environment environmental conditions *students are
behavior by providing a *make stimuli clear and product of their
favourable environment interesting environment
*provide appropriate
rewards/incentives to
reinforce (+) response

Linguistic *Mother tongue *to develop *verbal (oral/written) – *EXPERIENCE *Jurgen Habermas *
Philosophy communication skills of content of our message, *facilitates dialogue among *Hans Georg *
the learner choice/arrangement of learners Gadamer * listening in
words *John Powell dialogue…
*Non-verbal – body *Chip Rose *when a
language relationship is
*Para verbal – how we say working…
what we say e.g. tone,
pacing, volume
Expand their vocabularies
Constructivism *Knowledge to *To construct *learning processes and *INTERACTIVE *NO teaching
meaning knowledge and make skills (searching, classroom methodology of
meaning of them evaluating, critiquing, *provide students with data “telling”
reflecting, relating, or experiences
constructing new *facilitates dialogue among
knowledge learners
* knowledge is constructed
by learners
* ready to be “midwifed”
by the teacher
DepEd
Mission: to provide quality basic education that is accessible to all and lays the foundation of lifelong learning and service for common good
Vision: By 2030, DepEd is globally recognized for good governance and develops functionally literate and God loving Filipinos

Core Values: Culture of Excellence, Integrity and Accountability, Maka Diyos, Maka Bayan, Maka Kalikasan