1. Branches of Philosophy
T-109
Table 11.1
Branches of Philosophy
Branch
Description
Key Questions
Metaphysics
An attempt to determine what is real
What is the meaning of life?
Does life have a purpose?
Are people born good or evil?
Does the universe have a design or purpose?
Epistemology
Questions about knowledge and knowing
What are the limits of knowledge?
Where do we find the sources of knowledge?
How do we acquire knowledge?
Are there ways of determining the validity of knowledge?
What is the truth?
Logic
Procedures for arguing that bring people to valid conclusions
What is the validity of ideas and how can this be determined?
How can we communicate with others without contradicting ourselves?
What do our arguments mean?
Axiology
Seeking wisdom about the nature of ethical and aesthetic values
Ethical:
What are values and why are they important?
How should we live our lives? What is right and what is wrong?
Aesthetic:
How do we judge what we see, touch and hear?
What is beauty?
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

2. Types of Reasoning Table 11.2 Type of Reasoning Description Example
Deductive
Reasoning from general to
specific
Generalization: All students at this school wear uniforms.
Specifics:
Uniforms help students feel part of the group.
Uniforms discourage labeling due to economic status.
Inductive
Reasoning from specific to
general
Students benefit from clear expectations for their conduct.
School policies help identify uniform procedures for all teachers and staff.
Generalization:
Because of its benefits, the school should develop a handbook that clearly states expectations for students.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

3. Philosophy of Education
Figure 11.1
Components of an Educational Philosophy
Perceptions of Students
Beliefs about Teaching and Learning
Philosophy of Education
An Understanding of Knowledge
Determining What is Worth Knowing
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

4. Perennialist Perspectives on Education
Table 11.3
Perennialist Perspectives on Education
Perceptions of Students
Beliefs About Teaching and Learning
Understanding of Knowledge
What is Worth Knowing
Human nature is constant.
All students learn and grow in similar ways.
Teaching is orderly and carefully articulated.
Traditional subjects of study emphasized.
Internalizing wisdom of the ages.
Teacher dispenses knowledge, students absorb.
Eternal truths learned through studying great books.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

5. Progressivist Perspectives on Education
Table 11.4
Progressivist Perspectives on Education
Perceptions of Students
Beliefs About Teaching and Learning
Understanding of Knowledge
What is Worth Knowing
Learners are active, self-motivated.
Every student has unique needs and interests.
Teacher serves as a facilitator.
Students learn best from active involvement.
Knowledge is obtained by students as they interact with people and things.
Students construct knowledge from what they see, hear, and do.
Information and skills are of interest to the student.
Process of knowing is more important than product.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

6. Essentialist Perspectives on Education
Table 11.5
Essentialist Perspectives on Education
Perceptions of Students
Beliefs About Teaching and Learning
Understanding of Knowledge
What is Worth Knowing
Student motivation frequently comes from teacher.
Students need to be disciplined and work hard to learn.
Teacher is responsible for motivating students.
Teacher dispenses knowledge of traditional subjects, students absorb.
Knowledge comes from memorizing content and internalizing skills of traditional subjects.
Knowledge comes from hard work.
Traditional academic subjects, plus technology, seen as valuable.
Vocational education not encouraged.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

7. Existentialist Perspectives on Education
Table 11.6
Existentialist Perspectives on Education
Perceptions of Students
Beliefs About Teaching and Learning
Understanding of Knowledge
What is Worth Knowing
Every student is an individual.
Students should have freedom to choose, take responsibility for actions.
Teacher’s role is to demonstrate importance of discipline in pursuing academic goals.
Individualized educational experiences are promoted.
Knowledge is discovering who we are as individuals.
Personalized information is needed to make responsible choices in life.
Individually determined learning is based on life experiences and understanding of the world.
Knowledge that leads to self- discovery and responsible choice is sought.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

8. Social Reconstructionist Perspectives on Education
Table 11.7
Social Reconstructionist Perspectives on Education
Perceptions of Students
Beliefs About Teaching and Learning
Understanding of Knowledge
What is Worth Knowing
Students are the hope for future growth and change in society.
Students are capable of changing society if given necessary knowledge and skills.
Teachers lead by modeling democratic actions and exciting students about the needs for social change.
Much of true learning occurs outside the classroom as students work to change society.
The information and skills needed to be a part of society while working to implement positive change are important.
Life skills necessary for serving as successful change agents in society are sought.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

9. Social Reconstructionism
Table 11.8
Philosophical Perspectives on Curriculum Content
Perennialism
Progressivism
Essentialism
Existentialism
Social Reconstructionism
Train the mind in traditional subjects.
Core curriculum consists of social studies, mathematics, the sciences, music, and art.
Individual topics are learned through meaningful experiences.
Integrated curriculum includes topics of interest to students.
Rigorous common core of traditional courses is taught.
Computer literacy is also considered important.
Individual curriculum is designed to help students understand selves and life’s meanings.
Understanding social justice and equity issues are important.
Strategies are needed to implement social change.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

10. Social Reconstructionism
Table 11.9
Philosophical Perspectives on Instructional Methods
Perennialism
Progressivism
Essentialism
Existentialism
Social Reconstructionism
Direct instruction, Socratic method used.
Traditional methods of instruction are used.
Constructive and cooperative learning is preferred.
Traditional methods such as direct instruction and Socratic method are used.
Other methods are used when they can be effective.
Methods model decision making and choosing between alternatives such as story telling and discussions of existential questions.
Methods vary, with their intent being to guide students to an understanding of social issues and constructive methods of dealing with them.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.

11. Social Reconstructionism
Table 11.10
Philosophical Perspectives on Management and Discipline
Perennialism
Progressivism
Essentialism
Existentialism
Social Reconstructionism
Traditional methods emphasizing control and student respect for the teacher as educational leader are used.
Students actively participate in planning for and implementing classroom management and discipline.
Students are expected to follow the rules, work hard, and allow others to engage in learning.
Character training is also emphasized.
Open approach to management and discipline in which students are given equal responsibility with teacher for dealing with problems and conflict.
Stresses importance of community building.
Students need skills for effective group action.
Henniger
The Teaching Experience:
An Introduction to Reflective Practice
Copyright ©2004 by Pearson Education, Inc.
All rights reserved.