Timeline

Timeline
 Perennialism
 Perennialism

20
 Existentialism
 Existentialism

00
 Progressivism

CE
 Progressivism
 Essentialism
 Essentialism
 Phenomenology
 Phenomenology

19
00
CE
18
00
CE
c.
25
00
BC
 Philosophical Foundations
- Shorthand -
 Essentialism & Perennialism
 Gun-totin’ conservatives?
 Progressivism & Existentialism
 Tree-huggin’ liberals?
 Phenomenology
 “What’s it to ya?!”
 Philosophical
Foundations of
Education
Essentialism
&
Perennialism
 Essentialism

Perennialism
There is a core Definitions
of Education is based
knowledge and on universal
skills a student principles of the
must learn. world, that explain
also known as nature and human
nature.
“Back to Basics” or
“Core” curriculum
 Essentialism

Perennialism
rooted in idealismHistories
rooted
rooted in realism
and realism developed to
created in reaction reinforce ideals
to progressivism developed through
western civilizations
developed into a
major position after follows authoritarian
the Sputnik launch principle
in the Cold War Era
 Essentialism

Perennialism
take charge ofTeacher
the Role
teacher imparts
curriculum principles through
time-tested,
common
pedagogies: traditional methods
lecture,
memorizations
activities, and
examinations
 Essentialism

Perennialism
Student Role
learn the content learn the 3 “R”s:
and skills of the readin’, (w)ritin’,
curriculum and ‘rithmatic
recognize the also learn universal
teacher as being truths revealed
the expert through history
become a become involved in
productive citizen the “intellectual
dialogue” of history
 Essentialism
Essentialism
Real Cases

Real Cases
Contemporary Practice
 Dr. Theodore Sizer
“The Essential Schools Movement”
 ten common principles guide the curriculum
 Madeline Hunter
“Essential Elements of Instruction” - Pedagogies
 focus on clear essential learning goals
 personalize teaching to learning needs

 constantly monitor student learning

 assess student performance on real and authentic tasks

 Real Cases
Essentialism
Perennialism
Real Cases
 Robert M. Hutchins and Mortimer Adler
“The Great Books” Program
 Great universal ideas have come out of the
intellectual “dialogue” carried on over time
through the great works of classic literature.
 teacher-centered locus of control

The Boston Latin School

 Students need to read these great works
(preferably in the original language) to know
where we are today in that dialogue.
 Essentialism
Perennialism
Perennialism
Attributes
Teachers are held Features teacher-
responsible for centered locus of
teaching. control …
HowFordoes
bothare
Students philosophies:
this align
held and does
How explicitthis
teaching
align
with your
responsible for of traditional
with your values.
 learners
learning.
philosophy?
should be active
philosophy?
Prepares children for
adulthood.
 content is structured
Learning
experiences are Students will become
 subjects are cognitive
structured. true intellectuals.
 Essentialism

Perennialism
outdated Critiques
little flexibility in the
curriculum
has slowed
educational change students’
interests/experiences
Today’s
Agree students
or Disagree? Agree oraDisagree?
are not factor in
need to play an what teachers teach
active role in their
vocational courses
learning.
hinder development
of rational powers
Progressivism
&
Existentialism
 Progressivism

Existentialism
stresses children’s the universe has no
Definitions
self-expression, an intrinsic meaning or
informal classroom purpose
atmosphere, and individuals shape
individual attention their destinies …
focuses on and determine what
experimentation is “true” or “false,”
and experiential “right” or “wrong,”
learning “beautiful” or “ugly”
 Progressivism

Existentialism
John Dewey Histories
Began in the mid to
late 1800s through
stimulated schools to
Kierkegaard and
make education
Nietzsche.
more relevant to the
needs and interests Became more
of students (1920s) broadly popular
through Sartre’s
resurgence in late writings in mid
’60s and ’80s 1900s.
 Progressivism

Existentialism
Teacher Role
Stimulate students’ Help students to
interest by identify their
exposing them to foundational beliefs
new experiences. by exposing them
Help students learn to ethical
dilemmas.
to become flexible
problem solvers. Facilitate ability of
students to make
free choices.
 Progressivism

Existentialism
interact Student Role
make choices
cooperatively with based on
one another experiences
experience and work to define
learn from diverse themselves
points of view make sense of their
develop self- own lives
reliance
 Progressivism

Existentialism
For bothproblem
interactive philosophies:
Attributes
application of learning
solving making choices in
 learners make many decisions
learning is knowledge sequential and open-
curriculum/content
 does
construction
How this align ended
How situations
isdoes
flexible
this align
with
critical your and
thinking with your
knowledge is
thinking approachsubjective,
philosophy? isphilosophy?
divergentresides
problem solving
within the individual
intellectual integrity
moral / ethical
and social conscience
decision making
 Progressivism

Existentialism
Critiques
does not align with leads to despair
the specified content and inactivity
of mandatory testing leads to isolation
leads to isolation
difficult to measure rather than
Agree or Disagree? Agree or Disagree?
and compare results promoting a sense
when students are of community with
pursuing individual, others
not common
interests
Phenomenology
 Phenomenology We are not
molded by our
experiences.
A Definition

“… my existence does not stem from my

antecedents, from my physical and social
environment, instead it moves out toward
them and sustains them, for I alone bring
into being for myself the tradition which I
elect to carry on.” - Merleau-Ponty (1962)
 Phenomenology
We shape our
understanding
of experiences
toward an
A Definition
objective ...
“… my existence does not stem from my
antecedents, from my physical and social
environment, instead it moves out toward
them and sustains them, for I alone bring
into being for myself the tradition which I
elect to carry on.” - Merleau-Ponty (1962)
 Phenomenology
… that fits the
framework we
have chosen.
A Definition

“… my existence does not stem from my

antecedents, from my physical and social
environment, instead it moves out toward
them and sustains them, for I alone bring
into being for myself the tradition which I
elect to carry on.” - Merleau-Ponty (1962)
 Phenomenology
… that fits the
framework we
have chosen.
A Definition

creates a framework of understanding

happens within each individual
By careful and objective observation (without
presuppositions), we can understand and work
with each student’s framework.
 Phenomenology

Definition
 study of the structures of experience

 determination of how people perceive

events in their own context and what
meaning they give to those events
 Phenomenology

History
Began in 18th Century as a theory of
sensory appearances: the starting points
for building knowledge.
19th Century: phenomena occur in the
mind as intentional acts of consciousness.
20th Century: Husserl described objective
and shareable meanings residing in the
conscious mind.
 Phenomenology

Teacher
Primary focus Role
is not on the
teaching, but on the learning.
Create safe environment for students to
express honest opinions.
Create opportunities for students to
express their understanding.
Design experiences that illustrate
concepts.
 Phenomenology

Teacher
Primary focus Role
is not on the
teaching, but on the learning.
Listen to how students are making
sense of new material.
Weave in lots of student feedback:
checks for understanding, daily
student closure, and projects.
 Phenomenology
Student Role
Primary focus is not on the
teaching, but on the learning.
Actively participate: listening,
thinking, contributing.
Consider and learn from other
people’s perspectives.
Construct meaning from experiences.
 Phenomenology

Real Cases
Omni Education
Erin Gruwell and the Freedom Writers
Historical Re-enactments
 Phenomenology

Attributes
Considers each student as unique and
important.
Teachers and students explore and
learn from each others’ perspectives.
Broadens thinking.
 Phenomenology

ConsciousnessCritiques
(perception) cannot be
explained objectively as it cannot be
directly tied to brain structure and
function.
Early 20th Century phenomenologists
description of the theory as “beyond
science” implies that it is fundamentally
subjective.