Figure 6.

1
Philosophy and Professionalism

Introduction to Teaching: Becoming a Professional, 2nd Edition ©2005 by Pearson Education, Inc.
Kauchak and Eggen All Rights Reserved
 Table 6.1
The Traditional Schools of Philosophy

Idealism Realism Pragmatism Existentialism

Metaphysics Reality is the world of Reality is the Reality is the Reality is the
unchanging ideas. physical world. interaction of the subjective
individual and the interpretation of the
environment. physical world.
Epistemology Knowing is the Knowing is observing Knowing is the Knowing is making
personal rethinking of and understanding result of experience personal choice.
universal ideas. natural laws. based on the
scientific method.
Axiology Values are absolute Values are absolute Values are relative. Values are chosen by
based on enduring based on natural law. the individual.
ideas.

Educational Curricula focus on Curricula focus on Curricula and Instruction

Implications content that content that instruction focus on emphasizes discussion
emphasizes time- emphasizes natural problem solving and designed to increase
honored ideas. laws. the scientific individual self-
method. awareness.

Introduction to Teaching: Becoming a Professional, 2nd Edition ©2005 by Pearson Education, Inc.
Kauchak and Eggen All Rights Reserved
Table 6.2
Classroom Applications of the Educational
Philosophies
Perennialism Essentialism Progressivism Postmodernism
Traditional Idealism, Realism Idealism, Realism Pragmatism Existentialism
Philosophy Most
Closely Related
Educational Goals Train the intellect; moral Acquire basic skills; Acquire ability to Critically examine today’s
development. acquire knowledge function in the real institutions; elevate the
needed to function in world; develop problem- status of marginalized
today’s world. solving skills. people (women and cultural
minorities).

Curriculum Emphasis on enduring Emphasis on basic Emphasis on problem Emphasis on the works of
ideas. skills. solving and skills needed marginalized people.
in today’s world.

Role of the Teacher Deliver clear lectures; Deliver clear lectures; Guide learning with Facilitate discussions that
increase student increase student questioning; develop and involve clarifying issues.
understanding with critical understanding with guide practical problem-
questions. critical questions. solving activities.

Teaching Methods Lecture; questioning; Lecture; practice and Problem-based learning, Discussion; role play;
coaching in intellectual feedback; questioning. cooperative learning; simulation; personal
thinking. guided discovery. research.

Learning High structure; high levels High structure; high Collaborative; self- Community-oriented; self-
Environment of time on task. levels of time on task. regulated; democratic. regulated.

Assessment Frequent objective and Frequent objective, Continuous feedback; Collaborative between
essay tests. essay, and informal monitoring of teacher and student;
performance tests. student progress. emphasis on the exposure of
hidden assumptions.

Introduction to Teaching: Becoming a Professional, 2nd Edition ©2005 by Pearson Education, Inc.
Kauchak and Eggen All Rights Reserved
 Table 6.3
An Analysis of Allie’s Philosophy of Education
Belief Statement
“They [kids] don’t come to school with the same . . .
desire to learn as they once did.”
“They want to believe they did learn something when
they’re finished with a topic, or class . . .”
“They’re not intrinsically motivated.”
“[Kids] feel good when they learned something,
particularly if it’s challenging.”
“The more they know about a topic, the better they like
it.”
“There’s real, practical stuff out there that they need to
know, and there’s only one way they’re gonna learn it ...
That’s practice and experience.”
Introduction to Teaching: Becoming a Professional, 2nd Edition
Kauchak and Eggen
Component of Her Philosophy
“They may not be too crazy about it initially . . .”
“Kids basically want to learn.”
“Some of them might be in it mostly for grades to start
with.”
“If the kids understand the stuff, they’ll like it, and the
better they’ll feel about themselves.”
“I want them to know why, how they know, and what
would happen when conditions change.”
“The more they learn about the topics, the better they
like what they study. Relevance isn’t as critical to the
kids’ motivation as understanding and success are.”
“We’re going to have class discussions, do homework, go
over it, have quizzes, and go over them.”
©2005 by Pearson Education, Inc.
All Rights Reserved