1. Philosophical Foundations of U.S. Schools
Chapter 4
Philosophical Foundations of U.S. Schools
Developed by:
Don Finn
Regent University

2. Beliefs and Your Philsophy

3. The Five Modern Philosophical Orientations to Teaching
Perennialism
Knowledge of unchanging principles or great ideas
Essentialism
Knowledge of core subjects “Back to Basics” & High-Stakes Testing
Progressivism
Knowledge from student’s interest

4. The Five Modern Philosophical Orientations to Teaching
Existentialism
Knowledge of what is important to the individual student
Social Reconstructionism
Knowledge about changing the social order and conditions of society

5. 5 Modern Philosophies of Teaching

6. The Perennialist Teacher
Perennialsm
Truth as Constant
Purpose of Schooling
Teach Eternal Truths – Ideas that are Everlasting
Acquire knowledge of the great ideas of Western Civilization.
Nature of Learner
Rational Being with a Soul
Curriculum
Liberal Arts
Philosophy, Mathematics, History,
Geography, Political Science, Sociology, Theology,
Foreign Language, Science
Fine Arts, Great Books, Character Training
Instructional Method
Didactic Instruction, Coaching, Socratic Method, Critical thinking,
Discussion, Lecture
Classroom Management
Train the will, Time on Task, Precision, Order, structure, Regularity, Prayer
Assessment
Objective and Essay Exam
The Perennialist Teacher
Educated in Liberal Arts
Authority Figure
Disseminator of “Truth”
Intellectual Coach
Logical, Well Versed in classics, Scholar
Perennialist You should know
Robert Hutchins, Mortimer Adler
Paideia Proposal – University of Chicago

7. The Dominant Philosophy in Today’s Schools Purpose of Schooling
Essentialism (1930’s)
The Dominant Philosophy in Today’s Schools
Purpose of Schooling
Train the Intellect and teach students the culture and traditions of the past. Provide students the knowledge and skills to participate in a democratic society
Nature of Learner
Capable of becoming culturally literate and to develop a disciplined mind. Rigorous academic and Moral training required to overcome students’ natural tendencies.
Curriculum
Return to the Basics
No frivolous subjects
Moral Literacy (William Bennett, 1993)
A common core of knowledge that needs to be transmitted to students in a systematic and disciplined way.
Essential Knowledge/Skills and Academic Rigor
Critical Core (Body) of Knowledge that all students should possess. *Unlike the Perennialist, the core may change.
Subjects should be practical. Prepare student to become valuable members of society.
Reading, Writing, Mathematics (Primary Level)
History, Geography, Natural Science, Foreign Language( Upper Elementary)
4 Yr. English, 3 Yr. Math, 3 Yr. Science, 3 Yr. Social Studies, (Secondary Level) +Foreign Language

8. The Essentialist Teacher Essentialist You should know
Essentialism (1930’s)
Instructional Method
Lecture, recitation, discussion, and Socratic Dialogue,
Prefer instructional materials that are Paced and Sequential, lesson plans, Learning by Objective
Classroom Management
Regularity and Uniformity and reverence for what is morally right.
Emphasis on discipline and Character Training with a clear expectation for Behavior and respect for others.
Assessment
Reflects the “Testing Movement”
IQ Test, Standardized Achievement tests, diagnostic test, *High-Stakes Testing mandated by NCLB
The Essentialist Teacher
Major in a subject-matter discipline
Well versed in Liberal Arts and Sciences
Essentialist You should know
William Bagley (Critics of Dewey)
Admiral Human Rickover
(Concern of Water-down Curriculum, Fads)
Back to Basics Movement (1970s) – A Nation at Risk
E.D. Hirsch, Jr. (1987: Cultural Literacy: What Every American Needs to Know) 5,000 Facts, dates, concepts, names
Diane Ravitch – A body of knowledge so important every American should know (1987, What do our 17 Year olds know)
William Bennett (Sec. of Education)

9. Curriculum- Child Centered
Progressivism
Real-World, Problem Solving in a democratic and cooperative learning environment
Purpose of Schooling
School should model life, especially a democratic society. School encourage Cooperation not competition
Nature of Learner
Learning by Doing, Child sets objectives for own learning , work together to solve common problems
Curriculum- Child Centered
Experience Centered, Relevant, & Reflective,
Consists of a series of experiences to be gained.
Responsive to student’s interests and needs
Child Centered, Growth Centered, Action Centered, Process Centered, Equality Centered, Community Centered
Instructional Method
Provide experiences so that children learn by DOING.
Group Activities, Project Method, Critical Thinking, Decision Making,
Cooperative Learning, Problem Solving
Books are tools – rather than authority.

10. The Progressivist Teacher
Progressivism
Real-World, Problem Solving in a democratic and cooperative learning environment
Classroom Management
Democratic & Participatory (invites participation)
Self- Directed,
Educate the Whole Child
Open-Classroom (Learn outside of classroom
Active Classroom – Parental Involvement
Assessment
Formative Evaluation,
Process Orientated & Ongoing Feedback, Monitoring Student Progress, Appraising Skills, Demonstrate Mastery through Exhibition
The Progressivist Teacher
Teacher As Facilitator,
Guide, Collaboratstudent as worker, teacher as coach)ive Partner
Progressivist You should know
Francis W. Parker (Father of Progressive Education) John Dewey, William H. Kilpatrick,
Coalition of Essential Schools

11. Existentialism Purpose of Schooling Nature of Learner Curriculum
Discovery of the self
Self- actualization
Personal Quest for Meaning
Education of the Whole Person, Not Just the Mind
Nature of Learner
Focus is on individual freedom. Each student has the free will to develop as he/she choose.
Curriculum
Environment where students are encouraged to express themselves through discussion, creative projects, and choice of study area.
Provide student with extensive individual freedom. Students ask their own questions, conduct their own inquiries, and come to their own conclusions.
Primary importance is helping the student to understand and appreciate themselves as unique individuals. Specific subject matter, in and of itself is not important.
Instructional Method
Focus on the individual
Constructivism
Learning is self paced and Self Directed
Great deal of individual contact with each student

12. The Existentialist Teacher
Existentialism
Classroom Management
Self-Discipline, Individual is responsible for their own thoughts, feelings, and actions.
Individual Choice, Individual Responsibility
Nonthreatening, Supportive
Freedom has rules – respect for the freedom of others
Assessment
Real answers come from within the individual and not from outside authority.
Authentic Assessment (Journals, Narratives, Portfolios, Writing Samples)
Student Self- Evaluation
Opposed to measure, tracking or standardized tests.
The Existentialist Teacher
Provide student with pathways for students to explore their own values, meaning, and choices.
Help students define their own essence
Create an environment in which individuals freely choose their own preferred way.
Respect student’s right to disagree.
Sensitive to their influence on students
Summerhill School
Existentialist You should know
Soren Kierkegaard ( ) Danish Minister
Founder of Existentialism
Jean Paul Sarte (French Philosopher)

13. Social Reconstructionism (1920-1930)
Improve, change, or reform Society
Frontier Thinkers
Purpose of Schooling
Social Reform is the aim of educaiton.
Emphasis on addressing social questions and a quest to create a better society.
Prepare students to become agents of change
Critical Examination of all cultural and educational institutions to reform as needed.
Not to settle for what is.. To dream about what might be.
Nature of Learner
Capable of initiating and adapting to change
Curriculum
Democratic ideas and civic Education.
Emphasis on Critical Thinking Skills
Gain 1st hand experience in studying real social problems or controversial issues. (Ex. Biomedical ethics)
Instructional Method
Cooperative Learning, Problem solving, and critical Thinking.
Active Learning and activities outside of school
(Community Service Learning)

14. Social Reconstructionism (1920-1930)
Improve, change, or reform Society
Frontier Thinkers
Classroom Management
Climate of Inquiry in which teacher and Student question the assumptions of the status quo.
Classless, nonsexist, nonracist
Focus on Community Building
Promote Action Research
Assessment
Students test ideas by active experimentation.
Authentic Assessment / Formative Assessment, oppose standardized testing
The Social Reconstructionist Teacher
Change Agent
Tolerant of Change, Educational Reformer
Reflective Thinkers
Engage in community groups, social movements
Social Reconstructionist You should know
Theodore Brameld (Reaction to WWII)
George S. Counts (1932)
“Dare the School Build a New Social Order”
Post Great-Depression
Ivan Illich (Deschooling Society, 1974)
Paulo Freire (Pedagogy of the Oppressed, 1973)
Education from everyday life experiences

15. www.teacherweb.com/MS/MVSU/teached Teaching Channel Video
Teaching Hurricanes : A Hands-on Project
View Video In Class (10/1-Thursday)
Identify what each of the 5 Philosophy would Like/Dislike about the Hurricane Lesson
Study for Mid Term: Review and be able to provide examples from Video for Mid-Term Exam

16. Perrenialism View of Hurricane Lesson
Dislike
Like
Students did not take an exam or test to assess their knowledge.
The teacher did not give the answers.
Students had to think critically to discover information/ answers.
The activities were hands on.
The Ideas were Everlasting
Students used critical thinking to build the house.
Student were learning about science.
Students used books for researching project.

17. Essentialism Views of Hurricane Lesson
Dislike
Like
Students not given an exam or test to assess knowledge.
Allowing students to talk and excessively active (out of Seats) during the House Construction Project. Allowed students to be actively involved in learning.
Did not like the Leaf blowing activity.
Students enjoyed and had fun while learning.
Teacher was not the authority figure and primary disseminator of information
Classroom Management: Daily Schedule (Pledge of Allegiance),
Students Raise Hand to answer
Academic Rigor-students were going to learn a lot of information about Hurricanes
Teacher knew the science content about Hurricanes
Students learning to respect each other.

18. Progressivism Views of Hurricane Lesson
Like
Dislike
Connection to a Real-World Problem
Hurricanes were relevant to the students own recent experience with a hurricane.
Responsive to Students interest and Needs
Meteorologist met with students and was an outside expert speaker
Teacher was a FACILIATOR
Students Learn By doing
Student active engagement and hands-on learning
Project Method to Construct House.
Group and Cooperative learning
Students demonstrate mastery through exhibition (Power Point)
Books were tools and not the authority
No specific dislikes

19. Existentialism Views of Hurricane Lesson
Like
Dislike
Students were Self-Disciplined
Individual students were able to develop their own thoughts within the project.
The students’ made their own choices when constructing the house.
Student projects were evaluated instead of being given a test.
The students did not have full authority over their choices in the project.
The limitation of the materials allowed to construct the project house.

20. Social Reconstructivism Views of Hurricane Lesson
Like
Dislike
Students had opportunity to inquire and explore own questions about hurricanes.
Students tested ideas through active experimentation by constructing the homes.
The topic and study of hurricanes was important to the community as a whole and not limited to the students.
Problem solving
Civic Education – provide student with an opportunity to practice learning and working together cooperatively.
Students are capable of adapting to change.
Did not engage students in a project that would create a change in the community preparedness for Hurricanes
Preferred that the home construction involved an authentic home construction site in the community.
Extend students’ learning that included an invitation to involvement of the whole community.

21. Eclectic Philosophy of Education
Eclectic Philosophy is a blending of two or more philosophies