The Essentialism Theory of Education: its relevance and impact on classroom practices 1

The Essentialism Theory of Education: its relevance and impact on classroom practices

University of the People

EDUC 5010: Education in Context: History, Philosophy, and Sociology

Professor Stephen King

April 28, 2021

Abstract

This paper seeks to define and highlight the Essentialism Philosophy of Education as the

philosophy of choice in a traditional education system. It detailed the purpose of education and

principles of the theory, as it shows the relevance of said theory to the classroom practices use in

the highlighted educational system. It also made mentioned of the connections of the principles

of the philosophy with the classroom practices used and also with the principles of the IB

learner.
The Essentialism Theory of Education: its relevance and impact on classroom practices 3

Introduction

As a reaction to what was seen as ‘an overemphasis on a child-centered approach to education,’

the philosophy of Essentialism came about as a ‘concern that students were not gaining

appropriate knowledge in school’ (Western Philosophies of Education, n.d.).

Founder of the Essentialist movement, William Bagley (1874-1946), was of the view that ‘all

children should learn the traditional disciples and basic essential subjects thoroughly and equally

in a disciplined and systemic way’ (Sahin, 2018). The main objective of this philosophy

therefore, is the ‘transferal of the traditional knowledge and cultural heritage of a certain society

or civilization to its students by the teacher in a way that he or she sees suitable, in order for it to

be an effective process’ (Sahin, 2018).

This supports its purpose of education, as it sees the main purpose of schooling as that of

‘preparing students to be productive, contributing members of society, through the teaching of

the basic core subjects’ (Kaynat, 2016).

Principles of Essentialism

The Essentialist approach is characterized by several basic principles. One of the main principles

is the recognition of the role of the teacher to disseminate knowledge to the ‘immature student’

(Western Philosophies of Education, n.d.). Identified as a teacher-centered philosophy, the ‘well-

qualified and caring’ teacher is responsible for the ‘promotion of learning and character

development’ of the student within the classroom (Sahin, 2018).

The teacher therefore, has the authority to design their instructional plans based on the core

disciplines of the essentialist curriculum which should cover subjects such as reading, writing,
The Essentialism Theory of Education: its relevance and impact on classroom practices 4

literature, mathematics, foreign languages, science, art and music. However there is flexibility

within the curriculum as essentialist educators are of the view that the core curriculum may

change since schooling should be ‘dynamic and practical’ (Sahin, 2018).

It is through the mastery of these core subjects at their grade level, do students then advance to

more complex skills and detailed knowledge within the curriculum, in order to be promoted to a

higher grade. This principle of Essentialism in education, highlights the emphasis of the

importance of assessments of the learning material covered during class to show whether there is

sufficient competence on the student’s part to be promoted to the next grade (Lynch, 2016)

The role of the essentialist teacher is not only to facilitate academic instruction but to maintain

discipline and order in the classroom. This principle of the essentialist approach leads to another

principle which promotes the teacher as a disciplinary who determines how to distribute

appropriate rewards and penalties for student’s behaviour’ (Sahin, 2018).

Teachers are to instil ‘traditional virtues’ such as ‘respect for authority, perseverance, fidelity to

duty, consideration for others and practicality’ (Western Philosophies of Education, n.d.), as such

virtues are ‘essential skills for students to acquire’ in order to become model citizens (Sahin,

2018).

Essentialism: its relevance and impact on classroom practices

The choice of personal teaching strategies and classroom practices is intertwined with the

philosophy and structure of the education system in which one teach. According to The

Development of Education: National Report of Barbados (2008), one of the main objectives of

the Ministry of Education is to assist in the development of responsible citizens who are
The Essentialism Theory of Education: its relevance and impact on classroom practices 5

disciplined, industrious, creative and confident and who can function effectively in a modern

society. The choice and relevance of the use of the Essentialism theory therefore, is based on the

desire to effectively achieve that objective as a classroom teacher.

The impact of the approach is evident in the disciplinary design of the classroom management

taken. In ‘transmitting the core curriculum to students in a systemic and disciplined way’ (Sahin,

2018), students are encouraged to maintain and adhere to established classroom rules in order to

minimize any distractions. Desired behaviour within the classroom is met with rewards and

prizes such as stickers and small tokens, while undesired behaviour results in punishment such as

detention or the loss of privileges. Since these class rules are agreed on by both teacher and

students, it cultivates a more principled student who has a ‘strong sense of fairness and justice,’

attributes associated with an IB learner (IBO, 2013).

The chosen philosophy also influences the way in which instructions are implemented. Students

are taught in lecture form, where the taking of notes is done for reinforcement and memorization.

Though learning is fostered through the use of textbooks, the use of technology is encouraged,

giving students the opportunity to research information given by the teacher. This enhances the

lecture form teaching as it incorporates student input and discussion. In this way a more

knowledgeable student is developed and their understanding of the context taught is increased

(IBO, 2013).

Notwithstanding the fact that students learn in different ways, the essentialist approach, though

traditional in its concept, still allows for the flexibility of the teacher in delivery of the core

curriculum in the manner in which they determine (Sahin, 2018). The use of hands-on projects
The Essentialism Theory of Education: its relevance and impact on classroom practices 6

for both the individual student and as a group encourages students to become critical and creative

thinkers as they analyse complex problems that may be given to them (IBO, 2013).

Conclusion

Defined as a teacher-centered philosophy, Essentialism Philosophy of education has a

fundamental influence on education systems and the classroom strategies employed by teachers

as it shapes not only the effectiveness of the teacher but manner in which children learn.
The Essentialism Theory of Education: its relevance and impact on classroom practices 7

References

IBO. (2013). The IB learner profile. Retrieved from

https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-

en.pdf

Kaynat, Hina. (2016). Essentialism. Retrieved from

https://www.slideshare.net/HinaKaynat/essentialism-68486145

Lynch, M. (2016, August 05). Philosophies of education: 2 types of teacher-centered

philosophies. Retrieved March 07, 2018, from

http://www.theedadvocate.org/philosophies-education-2-types-teacher-centered-

philosophies/

Ministry of Education, Human Resource and Development (2008).The Development of

Education: National Report Of Barbados. Retrieved from

https://web.oas.org/childhood/EN/Lists/Recursos%20%20Planes

%20Nacionales/Attachm ents/52/7.%20National%20Report%20of%20Barbados.pdf

Şahin, M. (2018). Essentialism in philosophy, psychology, education, social and scientific

scopes. Journal of Innovation in Psychology, Education and Didactics, 22(2). 193-204.

Retrieved November 28, 2020

Western philosophies of education. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 49-55).

Retrieved March 3, 2018, from

https://www.academia.edu/34327764/M.A._Edu._Philosophy