PHILOSOPHICAL PERSPECTIVES IN TEACHER-CENTERED LEARNING

Teacher-centered philosophies are those that transfer knowledge from one generation of
teachers to the next. In teacher-centered philosophies, the teacher’s role is to impart a respect
for authority, determination, a strong work ethic, compassion for others, and sensibility.
Teachers and schools succeed when students prove, typically through taking tests, that they
have mastered the objectives they learned.

Essentialism is the educational philosophy of teaching basic skills. This philosophy advocates
training the mind. Essentialist educators focus on transmitting a series of progressively difficult
topics and promotion of students to the next level or grade. Subjects are focused on the
historical context of the material world and culture, and move sequentially to give a solid
understanding of the present day. This philosophy stresses core knowledge in reading, writing,
math, science, history, foreign language, and technology. The tools include lecturing,
memorization, repetition, practice, and assessment.

William C. Bagley (1874–1946) was one of the most influential advocates of essentialism. Bagley
believed that education was not supposed to change society but to preserve it. At a conference
for the American Association of School Administrators in 1938, Bagley “urged schools and
educators to create what we know today to be vigilant in sticking to the core curriculum”.

In addition to Bagley’s influence, four other occurrences have since revitalized the essentialism
movement by mandating global competition. The first was the launching of Sputnik by the
Soviet Union in 1957. Next, a report titled A Nation at Risk was issued by the National
Commission on Excellence in Education under the Reagan administration in 1983. The report
claimed that our society was being “eroded by a rising tide of mediocrity that threatens our very
future [as] a nation and a people” and blamed a lack of the basic essentials in education: math,
reading, writing, science, and technology.

The report did little, however, to spark change, and A Nation Still at Risk, written by Jeanne
Allen, was issued in 1998. The last occurrence in the promotion of essentialism was the passage
of the No Child Left Behind Act (NCLB) of 2005. NCLB imposed a set of laws at the federal level
to monitor basic student achievement. Schools that failed to meet the required standards of
achievement were flagged as needing assistance or remediation and were liable to lose their
federal aid or to be forced to cease operations without further improvements.

Essentialism is a common model in U.S. public schools today. A typical day at an essentialist
school might have seven periods, with students attending a different class each period. The
teachers impart knowledge mainly through conducting lectures, during which students are
expected to take notes. The students are provided with practice worksheets or hands-on
projects, followed by an assessment of the learning material covered during this process. The
students continue with the same daily schedule for a semester or a year. When their
assessments show sufficient competence, they are promoted to the next grade or class to learn
more difficult material. For each class, the school board has approved a specific curriculum,
which must be taught, although how it is taught is left to the teacher’s discretion.

Perennialism is the educational philosophy that the importance of certain works transcends
time. Perennial works are those considered as important and applicable today as they were
when they were written, and are often referred to as great books. Common examples include
Melville’s Moby Dick, Shakespeare’s Macbeth, Dickens’s Great Expectations, and Dante’s
Inferno. Perennialism is sometimes referred to as “culturally conservative,” because it does not
challenge gender stereotypes, incorporate multiculturalism, or expose and advocate
technology, as would be expected of contemporary literature.

The goal of a perennialist education is to teach students to think rationally and develop minds
that can think critically. A perennialist classroom aims to be a closely organized and well-
disciplined environment, which develops in students a lifelong quest for the truth. Perennialists
believe that education should epitomize a prepared effort to make these ideas available to
students and to guide their thought processes toward the understanding and appreciation of
the great works, works of literature written by history’s finest thinkers that transcend time and
never become outdated.

Perennialists are primarily concerned with the importance of mastery of the content and
development of reasoning skills. The old adage “the more things change, the more they stay the
same” summarizes the perennialists’ perspective on education. Skills are still developed in a
sequential manner. For example, reading, writing, speaking, and listening are emphasized in
the early grades to prepare students in later grades to study literature, history, and philosophy.

The Paideia Proposal, a book published in 1982 by Mortimer Adler, described a system of
education based on the classics. This book inspired the school model referred to as the Paideia
program, which has been, and still is, implemented by hundreds of schools in the United States.
Teachers using the Paideia program give lectures 10% to15% of the time, conduct Socratic
seminars for 15% to 20% of the time, and coach the students on academic topics the remaining
60% to 70% of the time. Socratic seminars are lectures in which the teacher asks a specific
series of questions to encourage the students to think about, rationalize, and discuss the topic.
Perennialist curricula tend to limit expression of individuality and flexibility regarding student
interests in favor of providing an overarching, uniformly applicable knowledge base to students.
Vocational training is expected to be the responsibility of the employer.

Understanding essentialism will enable you know and improve basic teaching skills and
perennialism will allow you as a teacher to continue operating in the success of methods,
concepts, and best practices that were used in education over time. So which teacher-centered
philosophy works best for you?

SOURCE: HTTPS://WWW.THEEDADVOCATE.ORG/PHILOSOPHIES-EDUCATION-2-TYPES-TEACHER-CENTERED-PHILOSOPHIES/
Teacher-Centered philosophies
By Misha Nagar 17/02/2016 10:11:00

Teacher-centered philosophies of education require that children are educated using certain methods put
into action by their teacher, as opposed to student-centered philosophies, in which teaching methods are
formed according to the needs and learning styles of individual students. In short, teacher-centered
philosophies force the student to adjust to the teacher; with student-centered philosophies, the teacher
adjusts to the student. Essentialism and perennialism are the two teacher-centered philosophies.
Essentialism
An essentialist curriculum is structured to develop discipline and a common culture of knowledge.
Essentialists value deep knowledge on a few core subjects, as opposed to more general knowledge on a
wider array of subjects.
The Essentialist's Platform detailed three main components of essentialism in the classroom. First,
students were to be taught by an essentialist teacher who is well-educated and knowledgeable in the core
curriculum. The teacher’s role in essentialism was to teach a strict curriculum with knowledge and
authority, but the method was at the teacher’s discretion.
The second component was to weave community into the curriculum.
Third is “pass or fail” approach to promoting students to the next educational level; the only way a
student could progress was to prove knowledge of the required subjects through grades and testing. “If
education abandons rigorous standards and consequently provides no effective stimulus, many persons
will pass through twelve years of schooling to find themselves in a world in which ignorance and lack of
fundamental training are heavy handicaps,”.
Perennialism
Perennialism is a teacher-centered educational philosophy that focuses on everlasting ideas and universal
truths learned from art, history, and literature. The curriculum of perennialism stems from the “Great
Books,” a collection of literature deemed in Western culture to be foundational, significant, and relevant,
regardless of the time period. These books include the works of Socrates, Aristotle, Homer, Plato,
Geoffrey Chaucer, and William Shakespeare.
“The Great Books were the most promising avenue to liberal education if only because they are teacher-
proof,”.
Perennialism is similar to essentialism in that teachers guide the educational process. It is also closely
associated with the Socratic method of teaching, which promotes an open dialogue between teacher and
student. Perennialism in the classroom involves students gaining cultural literacy through the Great Books
and proving their understanding through tests, writing, and behavior. A perennialism teacher has a duty to
help students to become cultural citizens and to understand the principles of human knowledge.
Reference: Education .com
The author of this article is Assistant Professor, Pioneer Institute of Professional studies Indore. 

Source: http://www.pioneershiksha.com/news/3063-teacher-centered-philosophies.html
Complete Guide to Teacher-Centered vs.
Student-Centered Learning

Joseph Lathan, PhD

 

Who’s in charge here? When it comes to utilizing a student-centered vs. teacher-

centered educational approach, the answer is the same: the teacher. However, a
student-centered vs. teacher-centered classroom may look and feel very different to the
outside observer.

Educators know the difference and many are adept at integrating aspects of both
approaches into their teaching. However, as with anything, it is often helpful to have a
quick refresher.

In teacher-centered learning — the more traditional or conventional approach — the

teacher functions in the familiar role of classroom lecturer, presenting information to the
students, who are expected to passively receive the knowledge being presented.

In student-centered learning, the teacher is still the classroom authority figure but
functions as more of a coach or facilitator as students embrace a more active and
collaborative role in their own learning.
Teacher-Centered vs. Student-Centered Education [Pros & Cons]

Benefits of a Teacher-Centered Classroom

 Order in the class! Students are quiet as the teacher exercises full control of the classroom
and activities.
 Being fully in control minimizes an instructor’s concern that students may be missing key
material.
 When a teacher takes full responsibility for educating a group of students, the class
benefits from a focused approach to research, planning and preparation.
 Teachers feel comfortable, confident and in charge of the classroom activities.
 Students always know where to focus their attention — on the teacher.

Drawbacks of a Teacher-Centered Classroom

 This method works best when the instructor can make the lesson interesting; absent this,
students may get bored, their minds may wander and they may miss key information.
 Students work alone, missing potential opportunities to share the process of discovery
with their peers.
 Collaboration, an essential and valuable skill in school and in life, is discouraged.
 Students may have less opportunity to develop their communication and crucial-thinking
skills.

Benefits of a Student-Centered Classroom

 Education becomes a more shared experience between the instructor and the students,
and between the students themselves.
 Students build both collaboration and communication skills.
 Students tend to be more interested in learning when they can interact with one another
and participate actively in their own education.
 Members of the class learn to work independently and to interact with others as part of
the learning process.

Drawbacks of a Student-Centered Classroom

 With students free to interact, the classroom space can feel noisy or chaotic.
 Classroom management can become more of an issue for the teacher, possibly cutting
into instructional activities.
 With less focus on lectures, there can be a concern that some students may miss
important information.
 Though collaboration is considered beneficial, this approach may not feel ideal for
students who prefer to work alone.
‘Sage on the Stage’ vs. ‘Guide on the Side’

Sometimes called the “Sage on the Stage” style, the teacher-centered model positions
the teacher as the expert in charge of imparting knowledge to his or her students via
lectures or direct instruction. In this setting, students are sometimes described as
“empty vessels,” listening to and absorbing information.

Though the teacher-centered method is historically considered the more traditional

approach, the education field has evolved to recognize the significant benefits of
empowering students to be more active participants in their own learning. However,
there continue to be countless examples of students being challenged and transformed
by a teacher lecturing about a subject they have spent their entire life exploring.

Sometimes called the “Guide on the Side” style, the student-centered model builds in
more equanimity between the teacher and student, with each playing a role in the
learning process. The teacher still exercises authority, but is more likely to act as a
facilitator, coaching students and assisting them in their learning.

This approach, which has grown in popularity over the past several decades,
champions student choice and facilitates connections among students, embracing the
philosophy that, for a student to truly learn, they must be actively involved in the
process.

‘I Stood in Front of the Classroom and Told People Things’

Writing about her transition from teacher-centered to student-centered instruction for an
article in Medium.com, educator Martha Kennedy recalls, “I began teaching as most
young teachers do, unconsciously modeling my teaching style on that of the teachers I’d
had. I stood in front of the classroom and told people things.”

But in the mid-80s, she said, a “new idea” called student-centered education began to
gain traction. As a writing teacher, she was aware of “the essential difference between
teaching a skill and teaching content,” believing that while “you can tell people content;
people must practice skills.”

To learn a skill, like writing for example, “students must be directly involved,” she says.
“No teacher can stand there and tell the students how to do something and expect the
students to leave the classroom able to do it.” However, because the teacher must
willingly relinquish some control of the process and count on students to produce,
Kennedy says, “Student-centered teaching feels risky.”

She recalls occasionally having to convince supervisors that her methods were sound,
with one dean describing what appeared to be “total chaos” after sitting in on a four-
hour class where students were haggling over ideas, some listening to music, taking
breaks at times of their choosing and basically owning their approach to the
assignment. She was able to convince the dean that listening to music helped some
kids focus and that letting them take a breather when needed was preferable to
potentially disrupting their train of thought with a scheduled group break.

“Over the years I came to understand that the main virtue of the student-centered
classroom is that it removes mastery from the sole province of the teacher and allows
students to be masters, too,” she said. “It means I needed to — sometimes — leave them
alone so they could learn. I understood that teachers can actually impede students’
learning.”

Student-Centered Learning in the Online (M.Ed.) Classroom

Many teachers strive to implement a blend of teacher-centered and student-centered

styles – sometimes within the same classroom – based on their own instincts, research
and experience.

The student-centered approach to education also has relevance for teachers who
choose to develop a deeper understanding of the art and science of education by
pursuing a master’s degree.

For example, in contrast to the more teacher-centered approach that is common to on-
campus programs, online master’s degree programs tend to place more emphasis on
interacting with one’s fellow degree candidates across the country through the learning
portals that are an essential component of the online academic experience.

Joseph Lathan, PhD

 
Academic Director, Master of Education
Dr. Lathan has 18 years of experience in Higher Education Administration with 16 of those years
in Online Education Administration. His areas of expertise include online learning pedagogy and
online teaching and learning best practices.

Dr. Lathan earned his B.S. in Psychology from Empire State College, his M.S. in Education
Administration from Michigan State University, and a Ph.D. in Organizational Leadership from
the Chicago School of Professional Psychology.

Source: https://onlinedegrees.sandiego.edu/teacher-centered-vs-student-centered-learning/

Difference Between Teacher-centered vs. Student-Centered Philosophies

Introduction

In today’s school, there are essentially two types of teaching philosophies. Both types will be
different in their teaching styles; however, both want the best for their students. So what kind
of teachers am I talking about? I am talking about teacher-centered and student centered
teachers. Their philosophies are different. What type are you? Your ideas and attitudes about
education will help shape what kind of teacher you want to be.

Students vs. Teachers

Even though both teacher-centered and student-centered teachers what to help the students
learn, they are like night and day in their approaches. Teacher-centered philosophies focus
around essentialism and perennialism. Some of the most popular student-centered philosophies
include progressivism, social reconstructionism, and existentialism. According to Mary P.
Driscoll, “teacher-centered and student-centered views put primacy on the learning of the
student, and all other aspects of the learning environment and instruction are planned from
that initial standpoint” (1999).

What are Teacher-Centered Philosophies?

Teacher-centered philosophies are the ones you are probably most familiar with. These
philosophies focus on what the teacher wants his or her students to learn. There are a lot of
factors that determine what kind of teaching philosophies to use. Shawn A. Faulkner and
Christopher M. Cook state that “the state tests seem to drive the curriculum and warrant more
teacher-focused instructional methods—lecture, worksheets, and whole-class discussion”
(2006). We remember this from our own experiences in school. Do you remember when you
were in class and the teacher was in front and she lectured to you? Everyone student
remembers taking notes off of the blackboard. These are just two examples of teacher-centered
practices. Kathy Brown clarifies that “the teacher-centered approach is associated chiefly with
the transmission of knowledge” (2003). Getting the knowledge out and to the student is the
main focus. The students are accountable for what they have learned and the teachers are also.
Teachers are in control and they plan out activities and learning strategies according to specific
times during the lesson (Teacher Vision). Teacher-centered philosophies that are mostly used in
teaching include essentialism and perennialism. Let us briefly look at these two philosophies.

1. Essentialism in the Classroom

In the excerpt of the book Teachers, Schools, and Society: A Brief Introduction to Education,
authors David Miller Sadker, Ph.D and Karen R. Zittleman, Ph.D state how “Essentialism strives
to teach students the accumulated knowledge of our civilization through core courses in the
traditional academic disciplines” (2007). What this means is that our society has certain
viewpoints and practices that schools must pass down to students in a more authoritarian way.
According to William Gaudelli, who is an assistant professor of social studies education at the
University of Central Florida, “essentialists concern themselves with teaching students how to
survive, succeed in their lives, and not be a burden to others” (Gaudelli, 2002). Essentialist
teachers believe that what they teach will help their students in real-life situations as they grow
older (Gaudelli, 2002). In the classroom, you will most likely see traditional subjects such as
math, English, science, and history as the foundations of learning. “Essentialist teachers rely on
achievement tests scores to evaluate progress and teachers expect that students will leave
school not only with basic skills, but also disciplined, practical minds that are capable of
applying lessons taught in school in the real world” (Sadker and Zittleman, 2007). In essence,
teachers want their students to be able to use what they have learned in school and use it
appropriately in the real world.

2. Perennialism in the Classroom

Perennialism and essentialism may sounds somewhat alike, but perennialists are in fact
different in their approaches. “Perennialists recommend that students learn directly from the
“Great Books”—works by history’s finest thinkers and writers, books meaningful today as when
they where first written” (Sadker and Zittleman, 2007). “Perennialist generally prefer a past
orientation, because it tends to be based on historical truth, rather than conjecture about the
present and guessing about the future” (Gaudelli, 2002). This means that perennialists believe
that a student can be influence by such heroes in our past like Washington and Lincoln. In a
perennialist classroom, the teacher will focus on the importance of reading and will often use
the underlying reading lessons to make a moral point (Sadker and Zittleman, 2007). These
teachers want to teach their students how to be excellent leaders in society just like history
portrays.

What are Student-Centered Philosophies?

Student-centered learning is just what is says. It is basically learning by doing. Teachers believe
that education should be child-centered. According to Julie K. Brown, she basically says that
“student-centered instruction is when the planning, teaching, and assessment revolve around
the needs and abilities of the students” (2008). This is quite the opposite from what you have
just read. “Regardless of variations in developmental levels, all children are exposed to the
same content in the same time period and the teacher’s role is to facilitate growth by utilizing
the interests and unique needs of students as a guide for meaningful instruction” (Teacher
Vision). According to Becky A. Smerdon and David T. Burkam, “students develop analytic skills
that can be applied to other problems and situations, rather than accept their teachers’
explanation” (1999). This technique gives the students the chance to use their abilities and
experiences to solve problems and find new ways of learning. One example of this would be if a
math teacher lets his or her students work in groups to solve different problems or let students
create their own test. With student centered learning, students and teachers are committed to
working together and finding the best achievable way of learning.

1. Progressivism in the Classroom

“Progressivisms build the curriculum around the experiences, interests, and abilities of students,
and encourage students to work together cooperatively” (Sadker and Zittleman). The
progressivist teacher would use games like Monopoly or Jeopardy to illustrate important points.
Unlike Perennialists, Progressivists do not believe in teaching “Great Books,” but use “computer
simulations, field trips, and interactive websites on the Internet to offer realistic learning
challenges for students, and build on students’ multiple intelligences” (Sadkier and Zittleman,
2007). Many props are used to expand the students’ abilities and to make them think a little
differently. Instead of just lecturing to students, teachers try to find more interesting ways to
communicate important learning techniques and this “affords students opportunities to explore
ideas and construct knowledge based on their own observations and experiences” (Smerdon
and Burkam, 1999). Teachers ultimately serve as their students’ guide and they want their
students to use problem-solving strategies they have learned in class to help manage the
challenges of life.

2. Social Reconstructivism in the Classroom

“Social Reconstructionism encourages schools, teachers, and students to focus their studies and
energies on alleviating pervasive inequities, and as the name implies, reconstruct into a new
and more just social order” (Sadker and Zittleman, 2007). Social reform is the key to this type
of philosophy and social challenges and problems help guide teachers with their message. A
social reconstructionist teacher wants to not only inform their students, but rouse emotions and
point out the inequalities that surround them and the world (Sadker and Zittleman, 2007). The
teacher engages the students to discuss and address problems such as poverty, homelessness,
violence and many more issues that create disparity. The teacher’s role is to explore social
problems, suggest alternate perspectives, and assist students’ examinations of these problems
(Sadker and Zittleman, 2007). For examples in the classroom, “one group of students might
analyze news coverage of racial and ethic groups of a community or students might arrest and
trial records in order to determine the role race plays in differential application of the law”
(Sadker and Zittleman, 2007). The main focus of this philosophy is to help students find ways
to improve society. The teacher wants the student to value society and realize that there is
unfairness in the world and it is important to be aware and act as advocates for those who are
being judged.

3. Existentialism in the Classroom

Existentialism is another student-centered philosophy. “Existentialism places the highest degree

of importance on student perceptions, decisions, and actions” and individuals are responsible
for determining for themselves what is true or false, right or wrong, beautiful or ugly (Sadker
and Zittleman, 2007). To sum it up, students make choices and then take the time to evaluate
those choices. “The teacher’s role is to help students define their own essence by exposing
them to various paths they may take in life and by creating an environment in which they can
freely choose their way” (Sadker and Zittleman, 2007). This philosophy means that students
think for themselves and are aware of responsibilities assigned to them. Existentialism
philosophies say no to tradition and focuses on the students’ unique talents. The teacher views
each student as an individual and students learn how to achieve their full potential by trying
new concepts.

Conclusion

There are many philosophies that come along with teacher and student-centered teaching.
Which one is the best? It depends on the content being taught. Research indicates that
teachers’ personal and professional characteristics are related to how they teach (Smerdon and
Berkam, 1999). The way a teacher feels comfortable with the subject matter may influence him
or her on how the subject will be taught. The most important goal is to teach the students and
help them prepare for life after school. Both teacher-centered and student-centered
philosophies can achieve that for the student.
Source:
https://socialsci.libretexts.org/Bookshelves/Education_and_Professional_Development/Foundati
ons_of_Education_and_Instructional_Assessment_(Kidd_et_al.)/02%3A_Educational_Philosop
hy/2.05%3A_What_is_the_difference_between_teacher-centered_vs._student-
centered_philosophies