Table of Content
Educational Philosophy……………………………………………………………………………
Our Philosophy – Selvism…………………………………………………………………..
……..3
Justification of
Choice……………………………………………………………………………..4
Motivation of Choice of
Philosophies……………………………………………………………..6
Selvism’s Influence on Aspects of Learning………………………………………………………
References………………………………………………………………………………………..11
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Educational Philosophy
Philosophy of education is the branch of applied or practical philosophy concerned with
the nature and aims of education and the philosophical problems arising from educational theory
and practice (The Stanford Encyclopedia of Philosophy, 2018). It delves into the foundational
principles and beliefs that guide teaching, learning, and the overall purpose of education.
Philosophies of education provide a framework for educators to make informed decisions about
curriculum design, classroom practices, and assessment methods. The philosophies ask critical
questions about the aims of education, what the content should be, how students learn best, and
what the role of the teacher is, whether as a facilitator, expert, or guide for instruction delivery.
Educational philosophies propose different conceptual frameworks that describe how
knowledge is received and processed during the learning experience. It also helps to critically
evaluate existing educational systems and advocate for change when necessary.
Educational philosophies also consider the moral dimension of education. This includes
questions about what values should be instilled in students, how to create a just and equitable
learning environment, and the ethical implications of different teaching methods (Gandhi &
Mukherji, 2023).
Finally, it is worth noting that educational philosophies are not formed in isolation. They
are shaped by the social, cultural, and political context in which they emerge. Different
philosophies may reflect concerns about social justice, economic development, or the
preservation of cultural heritage.
Hence, the foundations of education lie in philosophy because it affects the way that the
teaching and learning process is approached.
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Our Philosophy - Integrating Existentialism and Constructivism (Selvism)
Understanding the Foundation
Existentialism emphasizes individual freedom, responsibility, and the search for meaning
in life. It encourages students to critically examine their experiences and develop their own
values and perspectives. Constructivism on the other hand, posits that knowledge is actively
constructed by learners through interactions with the world and reflection on their experiences.
Teachers act as facilitators, guiding students to explore, question, and make sense of information
(Klugman, 1997).
Selvism prioritizes the holistic development of learners while promoting active
engagement in the co-creation of knowledge. We believe that education should not only equip
individuals with skills and knowledge but also empower them to thrive as lifelong learners and
contributing members of society. Selvism merges the core principles of existentialism and
constructivism to foster a learning environment that empowers individual meaning-making
within a structured framework. This unique blend addresses the limitations of other philosophies
while offering a comprehensive approach to student development.
Central to our philosophy is the recognition of each learner's unique journey and
potential. We aim to create a nurturing and inclusive environment where students feel valued,
respected, and supported in pursuing personal growth. We encourage students to explore their
interests, passions, and identities by cultivating a culture of curiosity, self-reflection, and
resilience.
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Justification of Choice
Selvism was drawn upon due to the existentialist emphasis on individual agency,
authenticity, and responsibility, as well as the constructivist notion that learners actively
construct knowledge through meaningful experiences and interactions. By combining these two
philosophical perspectives, the aim is to cultivate an educational environment that fosters both
personal growth and the co-creation of knowledge.
Existentialism underscores the significance of individual freedom and choice in shaping
one's existence. In the realm of education, this translates into recognizing the unique journey of
each learner and empowering them to take ownership of their learning process. Students are
encouraged to question, explore, and reflect upon their experiences, values, and beliefs, rather
than passively accepting prescribed knowledge. Education becomes a journey of self-discovery,
where students grapple with existential questions of meaning, purpose, and identity. When
learners have an opportunity to explore and relate information to real-world issues, they are more
motivated to learn, retain, and reflect on it (Cetin-Dindar, 2015).
Constructivism complements existentialism by highlighting the active role of learners in
constructing their understanding of the world. Knowledge is not passively transmitted but
actively built through interaction with the environment, peers, and resources. In this view,
education is not merely about delivering content but creating opportunities for authentic, hands-
on experiences that engage students in sense-making activities. Teachers serve as facilitators,
guiding students through inquiry-based learning processes that encourage exploration,
experimentation, and collaboration (Singh & Yaduvanshi, 2015).
While both Perennialism and Selvism value individual exploration, Selvism emphasizes
personal meaning-making rather than a focus on pre-determined, universal truths. Selvism also
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acknowledges the importance of core skills and knowledge as does Essentialism, however,
Selvism prioritizes individual interpretation and application over rote memorization and
standardized testing. In addition, Perennialism and Essentialism can be rigid and fail to
acknowledge the unique needs and perspectives of individual learners.
Both Selvism and progressivism share a student-centered approach and emphasizes real-
world application. Progressivism, while emphasizing student agency, may not adequately
address the importance of core skills and knowledge, nor the individual's responsibility in
constructing meaning. However, Selvism adds the existential dimension of individual
responsibility and meaning-making.
All in all, the Selvism blend transcends the limitations of traditional philosophies, empowering
students to become responsible and engaged learners who actively shape their own
understanding of the world.
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Motivation for Choice of Philosophies
Essentialism, Progressivism, Perennialism, Behaviorism, Humanism and Constructivism,
these are the 6 remaining educational philosophies.
Essentialism is a teacher-centered educational philosophy that emphasizes learning skills
through traditional subjects like reading, writing, mathematics, and science. In the classroom,
Essentialists value a focus on these core subjects over a wider array of subjects, as they believe
students are able to gain deeper knowledge when exposed to fewer core subjects. By focusing
heavily on core subjects, essentialism may overlook the importance of teaching students about
diverse cultures, perspectives, and experiences. This can limit students' ability to understand and
appreciate different ways of thinking, which is crucial in today's globalized world. Since the
teacher is the sole authority, he or she must be academically well-qualified, appreciate and
promote learning and character development. The teacher must also control the students and
determine how to distribute appropriate rewards and penalties (Howick,1971). This also is a
problem because the teacher, especially at the primary level may not be fully qualified.
In Progressivism, the critics contend that educational progress lags due to classes that
seem to coddle student feelings rather than focusing on content knowledge. A good example of
this argument emerged in the public landscape following the launching of Sputnik where the
perception of American education was that it was lagging behind the Russians (Labaree, 2005).
Perennialism could be a good thing in the classroom. The teachers are very traditional
and will always challenge the students to use critical thinking to solve problems in and outside of
class. They prefer teaching mathematics, reading, and sciences and believe that knowledge
should be everlasting However, they are conservative, are not very flexible, they disregard
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technology which is a key factor because the world is trending towards technology
implementation.
Behaviorism is based on the idea that all behaviors are acquired through conditioning,
which is a process of reinforcement and punishment. According to this theory, learning is a
change in observable behavior that results from experience. The behavioral model primarily
emphasizes observable behaviors and external stimuli. It may overlook the development of
critical thinking, problem-solving, and higher-order cognitive skills, which are essential for long-
term learning and academic success.
The humanistic theory of teaching and learning is an educational theory that believes in
teaching the ‘whole’ child. A humanist approach will have a strong focus on students’ emotional
wellbeing and eternally view children as innately good ‘at the core’. (Duchesne & McMaugh
2016,) argue that humanist theorists “consider the broad needs of children, including not just
cognitive but also social and emotional needs.” However, it has become evident that people can
succeed and learn in very troubling, difficult situations. Students can succeed through poverty,
war and hardship to rise to become doctors and artists. Maslow’s hierarchy doesn’t take into
account the fact that some people can learn despite some of their basic needs not being fully met.
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Selvism’s Influence on Aspects of Learning
Learning Activities
Influenced by this philosophy, the approach to learning activities prioritizes authenticity
and relevance. Students will engage with open-ended problems, simulations, and real-world
scenarios, connecting learning objectives to real-world contexts. This allows students to
construct their own understanding through reflection and experimentation.
Peer-to-per discussions and group projects will also see students learning from each other while
encouraging collaboration and challenging each other’s perspectives. To express their own
individual interpretations and make connections to the subject matter, the integration of activities
like art, music and storytelling is also a critical component (Cetin-Dindar, 2015).
Learning Strategies
In this aspect of learning, students are encouraged to reflect on their learning process,
identify their strengths and weaknesses, and set personal learning goals. Emphasizing
questioning (why and how), challenging assumptions and seeking diverse viewpoints will
increase student’s ability to think critically and to come up with solutions and increase their
problem solving skills. Equally important is creating personal relevance where students connect
their learning to personal experiences and interest, making it more meaningful and engaging
(Singh & Yaduvanshi, 2015).
Learning Resources
Resources in my educational setting are diverse and inclusive, catering to the varied
needs, interests, and learning styles of students. Beyond traditional textbooks, I incorporate
multimedia, technology, community resources, and experiential opportunities to enrich the
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learning experience. These resources serve as tools for exploration and discovery, empowering
students to pursue their interests and passions.
Learning Assessment
Assessment in Selvism is authentic, formative, and holistic. Instead of relying solely on
standardized tests or grades, assessment encompasses a range of methods that capture the depth
and complexity of student learning. Performance based tasks, portfolios, self-assessments, and
peer evaluations provide multiple avenues for students to demonstrate their understanding and
growth. Feedback is timely, constructive, and focused on fostering improvement rather than
simply assigning a grade.
For example, History students are given a project to conduct some research on a specific
aspect of “World War II”. They are allowed to choose their own focus and use primary sources
like letters, photos, and interviews to gather their information. They will then present their
findings to the rest of the class, sparking discussion and debate about different interpretations
and perspectives. The learning strategy requires that students keep a learning journal throughout
the project, reflecting on their research experience. Identifying challenges and successes, and
adjusting their approach as needed. The students can use digital archives of wartime documents,
along with films, and documentaries from different countries involved in the war.
Presentations and portfolios can be formatively assessed as students would have curated
evidence of their learning journey. Class debates can also be used to look at various aspects of
the war to encourage students to consider the differing viewpoints.
In conclusion, Selvism synthesizes existentialism and constructivism to create a dynamic
learning environment that values individual agency, meaningful engagement, and collaborative
knowledge construction. By embracing this philosophy, we strive to cultivate lifelong learners
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who are not only equipped with knowledge and skills but also empowered to navigate the
complexities of existence with curiosity, resilience, and authenticity.
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REFERENCE:
Cetin-Dindar, A. (2015). Student motivation in the constructivist learning environment. Eurasia
Journal of Mathematics, Science and Technology Education, 12(2), 233-247.
https://www.ejmste.com/article/student-motivation-in-constructivist-learning-
environment-4478
Duchesne, S. & McMaugh, A. (2016). Educational Psychology for Learning and Teaching.
Melbourne: Cengage Learning.
Labaree, D. F. (2005). Progressivism, schools and schools of education: An American
romance. Paedagogica Historica, 41(1–2), 275–288.
https://doi.org/10.1080/0030923042000335583
Gandhi M. & Mukherji P. (2023). Learning Theories. StatPearls Publishing.
https://www.ncbi.nlm.nih.gov/books/NBK562189/
Herrnstein, R. J. (1977). The evolution of behaviorism. American Psychologist, 32(8), 593–603.
https://doi.org/10.1037/0003-066x.32.8.593
Howick, W. H. (1971). Philosophies of Western Education. Danville: Interstate Printers &
Publishers, Inc.
Klugman, D. (1997). Existentialism and Constructivism: A Bi-Polar Model of Subjectivity.
Clinical Social Work Journal.
https://www.academia.edu/55914487/
Existentialism_and_Constructivism_A_Bi_Polar_Model_of_Subjectivity
Singh, S., & Yaduvanshi, S. (2015). Constructivism in science classroom: Why and
how. International Journal of Scientific and Research Publications, 5(3), 1-5.
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=00b66617a
4c4613a8521c82f0dd6af435f85524d#page=498
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The Stanford Encyclopedia of Philosophy. (2018) Philosophy of Education.
https://plato.stanford.edu/archives/win2018/entries/education-philosophy/
Wilson, S. & Peterson, P. (2006). Theories of Learning and Teaching What Do They Mean for
Educators? National Education Association.
https://files.eric.ed.gov/fulltext/ED495823.pdf
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