Educational Branches of Philosophy

Educational Branches of Philosophy
Errafaziramahdi . (2012, June 29). Perennialism Philosophies of education. Retrieved
March 07, 2018, from
Kauchak, D. P., &
Eggen, P. D. (2017).
Introduction to teaching: becoming a
professional (5th ed.). Boston: Pearson.
Kaynat, H. (2016, November 09). Essentialism.
Retrieved March 07, 2018, from
Latriz, C. (2018). Reconstructionism. [online] Available at:
[Accessed 7 Mar. 2018].
Pappas, C. (2008, April 22). John Dewey 's Educational
Progressivism. Retrieved March 07, 2018, from John
Dewey’s Educational Progressivism
Social Reconstructionism: "An
educational philosophy asserting
that schools, teachers, and
students should take the lead in
addressing social problems and
improving society" (Kauchak &
Eggen 158 & 161).
Educational Goal: Contribute to the creation
of a just society
Curriculum: Social issues
Teaching Methods: Discussion;
collaboration; student projects
Learning Environment: Model for equity
and justice
Assessment: Examination of written
products; informal observation
Notes: What is the purpose of schooling?
schools should take lead in social problems
and improve society, related to social
justice, fair and equal treatment of groups,
politically controversial, in need of
restructuring, students critical to bring
Based on: Theodore Brameld influence by
John Dewey
Educators: George Counts and Paulo Freire
Progressivism: "An educational
philosophy emphasizing
real-world problem solving and
individual development (Kauchak
& Eggen 157 & 161).
Educational Goal: Develop problem solving,
decision making, and other life skills
Curriculum: Practice in problem solving and
other life skills
Teaching Methods: Emphasizes applications
in problem-based learning, cooperative
learning, and guided discovery
Learning Environment: Democratic;
collaborative; emphasis on learner
Assessment: Ongoing informal assessment
Notes: projects, problem-solving, topics of
interest, real-world applicable, develop
physically, intellectually, socially, and
emotionally, teachers should question and
guide discussions, John Dewey 's work has
more impact on American education than
any other, classroom should be democratic,
interest of the child is more important than
the knowledge of the subject matter,
21st-century skills, technology taught for
real-world applications, role of technology
in ones life, and meaningful learning occurs
when school experiences mirror real-world,
Based on: John Locke and Jacques
Educators: John Dewey
Essentialism: "An educational
philosophy suggesting that
specific knowledge and skills
exist that all people should
possess" (Kauchak &
Eggen 155 & 161).
Educational Goal: Acquire the basic skills
needed to function in today 's world
Curriculum: Essential knowledge and basic
Teaching Methods: Lecture; questioning;
practice and feedback
Learning Environment: High structure;
strong focus on essential knowledge and
Assessment: Frequent objective and
performance assessments and feedback
Notes: specific knowledge and skills
everyone should posses, advance society
with curriculum and skills needed to
function in today 's work, teacher 's play an
essential role, Nation at Risk Reform, No
Child Left Behind Act, High stakes tests,
influenced teacher programs, curriculum
will change and update with the times,
essential role in American education,
believes technology literacy is a basic skill,
emphasizes on reading and writing
Based on: Idealism and Realism
Educators: William Bagley
Perennialism: "Educational
philosophy suggesting that
nature--including human
nature--is constant and schools
should teach content and topics
that have withstood the test of
time" (Kauchak & Eggen 154 &161).
Educational Goal: Train to intellect
Curriculum: Focus on enduring ideas
Teaching Methods: Lecture; questioning
Learning Environment: High structure;
strong focus on academic work
Assessment: Frequent assessment and
Notes: human nature combined with
content, right vs. wrong, human condition,
emphasizes on math and science, believe
technology makes instruction more
effective, stresses knowledge, and time
honored absolutes
Based on: Plato, Aristotle, and St. Thomas
Educators: Robert Hutchins, Mortimer
Alder, Jacques Maritain
My Philosophy: Progressivism
with Social Reconstrutionism
My Philosophy: To obtain a
challenging position as an
intermediate or junior high
teacher in which, I may utilize
my skills, education, and
enthusiasm to benefit the school
district, students and myself.
Teaching not Lecturing
Small groups of all students
Manageable group work
Peer reviews
Freedom to ask questions
Social Activities and practical applications
School resembles real life
The class operates like a team sport
Students as players
Teacher as a coach