Fat, Jhanes Kent P.

BSED MATHEMATICS II

ED 202 [THE TEACHING PROFESSION]-D

MRS. DISAFE DINI-AY

Test Your Understanding of the Philosophies

I. Answer each with a YES or NO. If your answer is NO, explain your answer in a sentence.

Essentialism

No. Essentialists aims to transmit the 1. Do essentialists aim to teach students to reconstruct
traditional moral values and society?
intellectual knowledge to students in
order to become model citizens.

No. The model student is the one who 2. Is the model citizen of the essentialist the citizen who
shows mastery of the basic skills and contributes to the re-building of society?
that one who lives by traditional
moral values.

No. They teach subject matter even if 3. Do the essentialist teachers give up teaching the basics if
the students are not interested. They the students are not interested?
are more subject matter-oriented
than student-centered.

No. They need long academic 4. Do the essentialist teachers frown on long academic
calendar and core requirements for calendar and core requirements?
mastery of basic skills.

Progressivism

No. Progressivists look at education 1. Do the progressivist teachers look at education as a

as life, an ongoing process of growth preparation for adult life?
and not just a preparation for adult
life.

Yes. 2. Are the students' interests and needs considered in a

progressivist curriculum?

No. They focus more on problem- 3. Does the progressivist curriculum focus mainly on facts
solving skills. and concepts?

Yes 4. Do the progressivists teachers strive to simulate in the

 classroom life in the outside world?

Perennialism

No. They are more concerned in 1. Are the perennialists’ teachers concerned with the
studying the Great Books. If ever, students' mastery of the fundamental skills?
they are interested in the
fundamental skills; it is because these
skills are needed to study the Great
Books.

Yes 2. Do the perennialist teachers see the wisdom of ancient,

medieval and modern times?

No. It is geared towards general or 3. Is the perennialist curriculum geared towards

liberal education. specialization?

Existentialism

No. They are more concerned in helping 1.Is the existentialist teacher after students becoming
students appreciate themselves as unique specialists in order to contribute to society?
individuals who accept responsibility over the
thoughts, actions and life.

Yes. 2. Is the existentialist concerned with the education

of the whole person?

No. Students are given a choice. 3. Is the course of study imposed on students in the
existentialist classroom?

Yes, to allow each student to learn at his own 4. Does the existentialist teacher make heavy use of
pace. the individualized approach?

Behaviorism

Yes. 1.Are behaviorists concerned with the modification

of students' behavior?

Yes. 2. Do behaviorist teachers spend their time teaching

their students on how to respond favorably to
various environmental stimuli?
Yes. 3. Do behaviorist teachers believe they have control
over some variables that affect learning?

Yes. 4. Do behaviorist teachers believe that students are a

product of their environment?

Linguistic Philosophy

Yes. 1. Do linguistic philosophers promote the study

of language?

No. Students can also communicate through 2. Is the communication that linguistic
non-verbal and paraverbal. philosophers encourage limited to verbal
language only?

No. Teachers are the one who facilitates 3. Do linguistic philosophers prefer the teacher
dialogue among learners and between who dominates discussion to save time to a
him/her and his/her students. teacher who encourages dialogue?

Yes. 4. Is the curriculum of the linguistic philosopher

open to the learning of as many languages,
like Mother Tongue, as possible?

Constructivism

No. Constructivist applies the method of 1. Does the constructivist agree to a teaching
constructing. methodology of “telling”?

Yes. 2. Do constructivists believe that students can

construct knowledge?
 Yes. 3. Do constructivists approve of teaching
learners the skill to learn?

No. knowledge isn’t a thing that can be 4. . Do constructivists believe that meaning can
simply deposited into empty minds but be imposed?
rather constructed by learners through
active, mental process of development.

II. Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO GAIN MASTERY. The first
exercise in this lesson (An Exercise to Determine Your Life Philosophy) may help.

To which philosophy does each theory of man belong?

A person:

Behaviorism is a product of his environment.

Existentialism has no universal nature.

Essentialism has rational and moral powers

and
Perennialism

Behaviorism has no choice; he is determined by his environment

Existentialism can choose what he can become.

Behaviorism is a complex combination of matter that responds to physical stimuli

Behaviorism has no free will.

Perennialism has the same essential nature with others.

Essentialism is a rational animal.

and
 Perennialism

Existentialism first exists then defines him/herself

Progressivism is a social animal who learns well through an active interplay with others

Linguistic is a communicating being.

Philosophy

Constructivism Is a maker of meaning

Constructivism A constructor of knowledge

III. Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies are based on our quest for truth.
Likewise, our teaching learning goals are based on what we value or what cherish as good.
Identify what each philosophy considers good and valuable and true. Complete the Table given
below. The first one is done for you.

Philosophy Theory of Methodology to Theory of What is Goal of Teaching-

Truth arrive at the truth valuable/good learning

Progressivism The universe is We must relate to Values differ from To help develop
real and is in the universe and place to place, from students who can
constant interact with others time to time from adjust to a changing
change. intelligently, person to person; world and live with
scientifically and what is considered others in harmony
experientially. The good for one may
curriculum stresses not be good for
on science and another
experiential learning
such as "hands on
minds-on-hearts -on
" learning.

Linguistic Facilitates Make the classroom Teach language and To develop in the
Philosophy dialogue a place for the communication in learner the skill to
among interplay of minds experiential way. send the message
learners and hearts. clearly and receive
because in the message correctly.
exchange of
words there is
 also an
exchange of
ideas.

Constructivism The universe is Teachers provides Learners are taught To develop

real and is in students with data or how to learn, intrinsically
constant experiences that learning processes motivated and
change. allow them to and skills independent
hypothesize, predict, learners adequately
manipulate objects, equipped with
pose questions, learning skills for
research, investigate, them to be able to
imagine and invent construct
knowledge and
make meaning of
them.

Essentialism Learners to Emphasize the Teachers are the To transmit the

acquire basic subject matter. fountain of traditional moral
knowledge, information and a values and
skills and paragon of virtue intellectual
values intelligence that
students need to
become model
citizens.

Existentialism Education of To help students Tremendous To help students

the whole define their own emphasis is given to understood and
person. essence by exposing humanities to appreciate
them to various provide students themselves as a
paths. with various unique individual
experiences that who accept
will help them complete
unleash their own responsibilities for
creativity and self- their thoughts,
expression. feelings and action.

Perennialism It views that all Let the students use Emphasize the To help students to
human beings their reasoning skills study of the Great develop their
possess the and abilities to use Books and subject rational and moral
same essential their higher faculties matter is foremost. powers.
nature. to control their
passion and
appetite.

Behaviorism A person is a Teachers ought to Values are also Develop student’s

product of his arrange caught (catch) not behavior.
environment. environmental only taught (teach).
conditions so that
students can make
the responses the
stimuli.