Philosophies of Education Chapter 3

Perennialism Works, writings, findings, and truths that have stood the test of time Principles so central, so important to the development of a culture, that they cannot be ignored The universality of Truth, the importance of rationality…enduring principles exist in the physical world (both Idealists and Realists)

Perennialism For learning to take place, must be a shared body of knowledge (Hirsch) Core curriculum…literature, mathematics, science, languages, social sciences, the arts Has intrinsic value, transmitted through the school, studied for its own sake The student learns identity, values, the workings of the universe

Perennialism Paramount to success of perennialist pedagogy, an informed and knowledgeable teacher with depth and breadth in the classics as well as the subject field s/he is teaching Perennialists often labeled as humanists

Essentialism The Common Core for successful living, as defined by the “real world” Content addresses today’s needs in society and the world of work Accountability critical to the teaching/learning process Competent teachers transmit the core curriculum of knowledge, skills, and attitudes through direct instruction and prescribed subject areas

Essentialism Back to the Basics…transmit a critical mass of basic knowledge necessary for moral and literate citizenry Sputnik (1957) and the call for restoration of an essential standard curriculum World-class standards for curriculum in the global marketplace (1983-present)

Behaviorism Human behavior can be shaped and changed leading to mastery learning Realists who believe knowledge is derived from the natural world Reward/punishment schedules to shape behavior Tabula Rasa (Locke), the learned can learn to behave usefully Nurture rather than Nature

Romantic Naturalism Reflects the tone of the 19 th century Rousseau, Froebel, Peabody, Motessori drawing on Erasmus and Comenius…common sense, benevolent treatment of the learner, confidence in students’ good intentions and natural curiosity Human condition is basically good, corruption due to outside influences Rousseau…Emile Froebel…Kindergarten Montessori…structured, self-directed learning

Progressivism Rooted in Pragmatism Education is Life itself, human experience defines reality Knowledge is experiential, constructed through interaction Education for democracy using science and the arts to produce enlightened citizen The educated person is a problem solver who can criticize, analyze, evaluate, synthesize, formulate, and create

Existentialism Reality grows out of individual experience and one’s frame of reference Kierkegaard, Buber, Sartre, Camus Life is structured individually through one’s choices True to oneself and others: authentic being Authenticity orders a chaotic and absurd world

Reconstructionism Grew out of Progressivism Sought systemic change of social conditions that would reconstruct society and fashion a new social order (Brameld) Skeptical of the values and information imposed on learners by the prevailing culture (Counts) Neo-Marxists, postmodernists, critical theorists, liberationists Freire: Pedagogy of the Oppressed (conscientizacao)