Board Licensure Examination for Professional Teachers (BLEPT)
Review Hand-out – September 2017
PROFESSIONAL EDUCATION – Philosophy in Education
Below is the overview of each philosophical approach in curriculum development:
STUDENT-CENTERED
Realism – Aristotle
- What appears to the senses
- To see is to believe
- To teach the learner survive in the real world
- Education is the basic need and a basic right of man
- School is a true forgoing place
- Body of tested knowledge
Pragmatism – Dewey
- Everything is changing/evolving
- To provide a learner gain experiences
- Uses technology to supplement learning experience
- Deals with educational tours, field trips
- Combined academic and vocational
- To develop social skills and work efficiency of the learner
- Learning by doing
Progressivism - Parker
- Produces the “whole man” who will become a responsible member of society
- Evaluates existing body of knowledge
- Provides alternative education
- Subject matter is chosen in accordance with its relevance to the problems to
be solved; active experimentation
- Canters on experiences, interests, effort and abilities
- Authentic assessment like portfolios
Naturalism – Rousseau
- Preservation of the natural goodness of the learners
- Respects the natural stages of growth and development
- Happiness should not be dictated by someone
- “You are what you choose to be”
- Should not hamper or restrain the child’s natural capacities and interests
- Nature represents the wholeness of reality
- Concerned with “natural self” or “real self”
Existentialism – Kierkegaard
- Focuses on learner’s individuality and creativity
- Produces individuals who are aware of their freedom of choice
- Helping learners understand and appreciate themselves
- Teach learners to accept the complete responsibility of their performance
TEACHER-CENTERED
Idealism – Plato
- Aim to attain superior life and virtues (happiness & suffer for dignity)
- To believe is to see
- Each learner are full of latent ideas
- Introspection; espouses to what is unseen
- Aim for a new world social order
- Lecture forum
Perennialism – Newman/Hutchins/Adler
- What is constant, worth-keeping and permanent
- No to computer literacy
- Writings of the past e.g. history, theology, literature
- Mental skills/powers development
- To produce intellectual elites or champions
- Teach the things that are of everlasting pertinence
- Reading books, textbooks
Essentialism – Bagley
- What is important to learn; back to basics – 3Rs
- To make the learning worthwhile, it must be difficult
- Focuses more on academic knowledge, skills and moral development
- Heavily relies on results of achievement
- Habituation more than experience
- Main subjects are Science, Math and English
- Teacher acts an intellectual and moral role model
Reconstructionalism – Brameld
- Solve problems in the society by reconstructing the curriculum
- Relies heavily on social sciences
- Learners are engaged in social problem solving
- The downfall of the society should be given importance
- Education has two major roles: to transmit culture and to modify culture
- Insisting that controversial issues and problems ought to play a central
role in education
- The physical world has no inherent meaning outside of human existence
- Freedom should be given to man to reach the goal
- Promotes the subjects that include moral and religious education in the
curriculum
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