Educational Perennialism

Section III - Philosophical Perspectives in
Education Part 3
Educational Philosophies
Within the epistemological frame that focuses on the nature of knowledge and
how we come to know, there are four major educational philosophies, each related
to one or more of the general or world philosophies just discussed. These
educational philosophical approaches are currently used in classrooms the world
over. They are Perennialism, Essentialism, Progressivism, and Reconstructionism.
These educational philosophies focus heavily on WHT we should teach, the
curriculum aspect.
Perennialism
!or Perennialists, the aim of education is to ensure that students ac"uire
understandings a#out the great ideas of Western civili$ation. These ideas have the
potential for solving pro#lems in any era. The focus is to teach ideas that are
everlasting, to seek enduring truths which are constant, not changing, as the
natural and human worlds at their most essential level, do not change. Teaching
these unchanging principles is critical. Humans are rational #eings, and their
minds need to #e developed. Thus, cultivation of the intellect is the highest
priority in a worthwhile education. The demanding curriculum focuses on
attaining cultural literacy, stressing students% growth in enduring disciplines. The
loftiest accomplishments of humankind are emphasi$ed& the great works of
literature and art, the laws or principles of science. dvocates of this educational
philosophy are Ro#ert 'aynard Hutchins who developed a (reat )ooks program
in *+,- and 'ortimer dler, who further developed this curriculum #ased on *..
great #ooks of western civili$ation.
Essentialism
Essentialists #elieve that there is a common core of knowledge that needs to #e
transmitted to students in a systematic, disciplined way. The emphasis in this
conservative perspective is on intellectual and moral standards that schools should
teach. The core of the curriculum is essential knowledge and skills and academic
rigor. lthough this educational philosophy is similar in some ways to
Perennialism, Essentialists accept the idea that this core curriculum may change.
/chooling should #e practical, preparing students to #ecome valua#le mem#ers of
society. 0t should focus on facts1the o#jective reality out there11and 2the #asics,2
training students to read, write, speak, and compute clearly and logically. /chools
should not try to set or influence policies. /tudents should #e taught hard work,
respect for authority, and discipline. Teachers are to help students keep their non1
productive instincts in check, such as aggression or mindlessness. This approach
was in reaction to progressivist approaches prevalent in the *+3.s and -.s.
William )agley, took progressivist approaches to task in the journal he formed in
*+-4. 5ther proponents of Essentialism are6 7ames 8. 9oerner :*+;+<, H. (.
Rickover :*+;+<, Paul =opperman :*+>?<, and Theodore /i$er :*+?;<.
Progressivism
Progressivists #elieve that education should focus on the whole child, rather than
on the content or the teacher. This educational philosophy stresses that students
should test ideas #y active e@perimentation. Aearning is rooted in the "uestions of
learners that arise through e@periencing the world. 0t is active, not passive. The
learner is a pro#lem solver and thinker who makes meaning through his or her
individual e@perience in the physical and cultural conte@t. Effective teachers
provide e@periences so that students can learn #y doing. =urriculum content is
derived from student interests and "uestions. The scientific method is used #y
progressivist educators so that students can study matter and events systematically
and first hand. The emphasis is on process1how one comes to know. The
Progressive education philosophy was esta#lished in merica from the mid *+3.s
through the mid *+;.s. 7ohn 8ewey was its foremost proponent. 5ne of his tenets
was that the school should improve the way of life of our citi$ens through
e@periencing freedom and democracy in schools. /hared decision making,
planning of teachers with students, student1selected topics are all aspects. )ooks
are tools, rather than authority.
Reconstructionism/Critical Theory
/ocial reconstructionism is a philosophy that emphasi$es the addressing of social
"uestions and a "uest to create a #etter society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as
the aim of education. Theodore )rameld :*+.41*+?>< was the founder of social
reconstructionism, in reaction against the realities of World War 00. He recogni$ed
the potential for either human annihilation through technology and human cruelty
or the capacity to create a #eneficent society using technology and human
compassion. (eorge =ounts :*??+1*+>4< recogni$ed that education was the means
of preparing people for creating this new social order.
=ritical theorists, like social reconstructionists, #elieve that systems must #e
changed to overcome oppression and improve human conditions. Paulo !reire
:*+3*1*++>< was a )ra$ilian whose e@periences living in poverty led him to
champion education and literacy as the vehicle for social change. 0n his view,
humans must learn to resist oppression and not #ecome its victims, nor oppress
others. To do so re"uires dialog and critical consciousness, the development of
awareness to overcome domination and oppression. Rather than 2teaching as
#anking,2 in which the educator deposits information into students% heads, !reire
saw teaching and learning as a process of in"uiry in which the child must invent
and reinvent the world.
!or social reconstructionists and critical theorists, curriculum focuses on student
e@perience and taking social action on real pro#lems, such as violence, hunger,
international terrorism, inflation, and ine"uality. /trategies for dealing with
controversial issues :particularly in social studies and literature<, in"uiry,
dialogue, and multiple perspectives are the focus. =ommunity1#ased learning and
#ringing the world into the classroom are also strategies.
Think about It:
1.Which of these educational philosophies would you describe as
authoritarian? Which as non-authoritarian? Why?
2.Each of the educational philosophies relates to one or more of the
metaphysical world view philosophies. What connections do you see?
3.Which educational philosophy is most compatible with your beliefs?
Why?

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Section III - Philosophical Perspectives in

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