Philosophy of Education 1

Philosophy of Education

Applications in the Classroom

Courtney Zedaker

College of Southern Nevada

Philosophy of Education 2

Philosophy of Education

Applications in the Classroom

Essentialism uses core courses in the traditional academic disciplines to accumulate

knowledge. This traditional or back-to-basics approach is meant to train the mind, promote

reasoning, and ensure a common culture among all Americans (Sadker pg. 163) William Bagley

is known for popularizing the term essentialism in the 1930s. There were many factors such as

Sputnik in 1957, and standardized testing with No Child Left Behind that influenced this

philosophy. With immigration into the United States at an all time high, essentialism is kept at

center stage. Most schools in the United States are considered to be essentialist schools. They

more than likely have a curriculum that requires students to take many different courses such as

English, history, math and science. This is a teacher-centered philosophy where the educators are

required to help students reach set standards that are placed by the district. Teachers rely on

achievement from tests scores to evaluate progress on certain skills. This philosophy places little

emphasis on students personal interests because they divert time away from the core curriculum.

The goal for the student is to become culturally literate and model citizens educated to be

competitive in the world.

Perennialism is closely associated with essentialism. Both philosophies are teacher-

centered classrooms, have very little room for flexibility in the curriculum, and have high

standards. Perennial means everlasting and this philosophy focuses on books and themes that

have lasted for centuries. Robert Hutchins, who is the President of the University of Chicago,

introduced the Great Books which are works written by historys finest thinkers and writers. A

few examples of the Great Books are writings by Shakespeare, Homer, and Darwin. The greatest
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importance in a perennialist classroom is placed on reading and writing. This way of teaching is

said to increase students intellectual thinking and to help them appreciate learning.

Progressivism organizes schools around real-world experiences of students. A

progressive teacher helps students create meaningful questions and ways to answer those

questions. John Dewey has a background in philosophy and psychology and felt that people learn

best through social interaction in the real world. He said that learning from a book was no

substitute for actually doing things. John felt that students should master the scientific method to

help them in the real world. Nel Noddings also believed in progressivism and thought the

curriculum should be centered on the interests of students. Most progressives agree that a student

is well rounded when they are not focused strictly on standardized tests If you were to walk into

a classroom you would not find the teacher up at the front of the room teaching a lecture. You

would see groups of students working together on a common interest that is helping them to

become well rounded problem solvers.

Social reconstructionism focuses their studies on reconstructing society into a new and

more just social order. George Counts wrote Dare the Schools Build a New Social Order? in

which he outlined a more radical approach to education. He proposed that schools focus on

reforming society. Racism, sexism, climate change, homelessness, poverty, substance abuse,

homophobia are described as being rooted in ignorance. Social reconstructionists believe that

school is the ideal place to begin discussing social problems. A teacher in this type of classroom

would create a lessons that would inform and emotionally stir students about the inequities that

surround them. Students might learn by working to remove health hazards in a building that

houses the poor.

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Existentialism places the highest priority on students by letting them direct their own

learning. It allows children to find the meaning and direction in their lives and reject adults

directing meaningful learning. Existentialists believe that teaching students what adults believe is

not effective and that information would be forgotten eventually anyways. A.S Neill was an

existentialist who had problems as a student. He went on the create Summerhill, a school that

encouraged students to make their own decisions about what and when to learn. An existentialist

teachers role in the classroom is to expose students to various paths they may take in life and

allow them to freely choose their way. In an existentialist classroom students would study the

actions of historical individuals and how they can model their behavior.

After taking the inventory I found that I most closely identify with the philosophy

progressivism, scoring a 24 out of 25. By definition progressivism, "organizes schools around

the concerns, curiosity, and real-world experiences of students" (pg. 167) John Dewey believed

that people learn best through social and interaction in the real world. He felt book learning was

no substitute for actually doing things and that the Great Books didn't provide everything

students needed to know. Also, he believed strongly in students using the scientific method to

face the ever-changing world.

I wasn't surprised that I related so well with this idea. Progressivism is everything that I

loved about school and everything I hope that I can provide to a classroom. I feel like a

standardized test does not accurately measure the knowledge or the potential of the student

taking it. We have previously talked about a "hands on" approach to learning and I still feel very

strongly that all students could excel in these practices. A progressive classroom is described as

there being small groups with students working together on problems, experiments taking place,

and books and material easily accessible for the students to look through. The teacher wouldn't
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be at the front of the class just giving a lecture for the entire class period expecting children to

write it down then spit it back out on a test in a week. The teacher would be walking around to

the small groups and the activities asking questions and challenging ideas- pushing students to

their potential.

I will be moving to Idaho after graduation and I will be teaching a class in agriculture. I

feel like only a certain amount of understanding can be obtained through copying down notes or

listening to me talk. I feel like going out to the field and looking at different crops, or to a barn at

the different types of cows raised for beef, are experiences and lessons that get students to think

and potentially excel in that particular field. We as teachers are supposed to be setting students

up to go on and contribute to our society. These students are the future of America whether they

become farmers, teachers, or lawyers. Teaching them to take notes or tests without providing

actual experience is only limiting the plethora of remarkable achievements they are capable of.
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References

Sadker, D., & Zittleman, K. (2007). The teachers, schools, and society: A brief introduction to

education : Reader. Boston: McGraw-Hill.

Philosophies. (n.d.). Retrieved November 20, 2015, from

http://gradcourses.rio.edu/leaders/philosophies.htm

Philosophy of Education. (n.d.). Retrieved November 23, 2015, from

http://highered.mheducation.com/sites/0072877723/student_view0/chapter9/index.html

PHILOSOPHICAL PERSPECTIVES IN EDUCATION. (n.d.). Retrieved November 23, 2015,

from http://oregonstate.edu/instruct/ed416/PP3.html