Educational Philosophy Questionnaire

Statements 1 2 3 4

1. There is no substitute for concrete experience in learning.

2. The focus of education should be the ideas that are as relevant today as
when they were first conceived.
3. Teachers must not force their students to learn the subject matter if it
does not interest them.
4. Schools must develop students’ capacity to reason by stressing on the
humanities.
5. In the classroom, students must be encouraged to interact with one
another to develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works of
history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply their
previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal, not
vocational; humanistic, not technical.

9. There is no universal, inborn human nature. We are born and exist and
then we ourselves freely determine our essence.

10. Human beings are shaped by their environment.

11. Schools should stress on the teaching of basic skills.

12. Change of environment can change a person.

13. Curriculum should emphasize on the traditional disciplines such as math,

natural science, history, grammar, literature.

14. Teacher cannot impose meaning; students make meaning of what they
are taught..

15. Schools should help individuals accept themselves as unique individuals

and accept responsibility for their thoughts, feelings and actions.

16. Learners produce knowledge based on their experiences.

17. For the learner to acquire the basic skills, s/he must go through the
rigor and discipline of serious study.

18. The teacher and the school head must prescribe what is most important
for the students to learn.

19. The truth shines in an atmosphere of genuine dialogue.

20. A learner must be allowed to learn at his/her own pace.

21. The learner is not a blank slate but brings past experiences and cultural
factors to the learning situations.

22. The classroom is not a place where teachers pour knowledge into empty
minds of students.

23. The learner must be taught how to communicate his ideas and feelings.

24. To understand the message from his/her students, the teacher must
listen not only to what his/her students are saying but also to what they are
not saying.

25. An individual is what he/she chooses to become not dictated by his/her

environment.
How to interpret your scores:

 If you have 2 answers of 2/4 in numbers:

1,3,5,7 ------------------ You are more of a progressivist

2,4,6,8 ------------------ You are more of a perennialist

9,15,20.25 -------------- You are more of an existentialist

10,12 -------------------- You are more of a behaviorist

11,13,17,18 ------------ You are more of an essentialist

14,16,21,22 ------------ You are more of a constructivist

19, 23,24 --------------- You are more of a linguistic philosopher

 If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic philosophy which means you
put philosophies together.

 If your score is less than 4, this means that you are not very definite in your philosophy.

 If your scores are less than 3 in most of the items, this means your philosophy is quite vague.
 PHILOSOPHIES OF EDUCATION

PHILOSOPHY WHY TEACH? WHAT TO TEACH? HOW TO TEACH?

* we are all - universal curriculum - classrooms are centered

rational animals that views that all around teachers
human beings possess
*schools should the same essential -teachers do not allow
develop the nature. students’ interests or
students’ rational experiences to substantially
and moral powers - a generalist dictate that they teach
PERENNIALISM curriculum and not a
* “if we neglect the specialist one - apply whatever creative
students’ reasoning techniques and other tried
skills, we deprive - more on the and tested methods
them of the ability humanities and
to use their higher general education - students engaged in
faculties to control Socratic dialogues or mutual
their passions and - Mortimer Adler inquiry sessions to develop
appetites an understanding of history’s
(Aristotle) most timeless concepts

* contends that - emphasis on - emphasize mastery of

teachers teach for academic content for subject matter
learners to students to learn the
acquire basic basic skills or the - teachers are expected to be
knowledge, skills fundamental intellectual and moral models
and values “r’s”(reading, ‘riting, of their students.
‘rithmetic, right - teachers are seen as
* teachers teach conduct) as these are
not to radically “fountain” of information and
essential to the as “paragon of virtue”
reshape society but acquisition of higher
ESSENTIALISM rather to transmit or more complex skills - mastery of basic skills by
the traditional needed in preparation observing to “core
moral values and for adult life. requirements”, longer school
intellectual days, longer academic year.
knowledge that - curriculum includes
students need to the “traditional - teachers rely heavily on the
become model discipline” use of prescribed textbooks,
citizens drill method, and other
- teachers and methods that will enable
administrators decide them to cover as much
what is important for academic content as possible
the students to learn (ex. Lecture method)

- heavy stress on
memorization and discipline)

* teachers teach to - identified with need- - employ experiential

develop learners based and relevant methods
into becoming curriculum.
enlightened and - believe that one learns by
intelligent citizens - a curriculum that doing
of a democratic responds to students
needs and that relates - “book learning is no
society. substitute for actual
to students personal
* teachers teach lives and experiences. experience (John Dewey)
PROGRESSIVISM
learners so they - problem-solving method
may live life fully - accept the
impermanence of life and other “hands-on-minds-
NOW not to on” teaching methodology
prepare them for and the inevitability of
change. (ex. Field trips, games,
adult life puzzles)
 - teachers teach
learners the skills to
cope with change.

- focus on teaching
skills or processes in
gathering and
evaluating information
and in problem-
solving.

- emphasize natural
and social sciences

* concerns on - curriculum gives - teaching method focus on

helping students students a wide the individual
understand and variety of options
appreciate from which to choose. - learning is self-paced, self-
themselves as directed,
unique individuals - students are
afforded great latitude - includes individual contact
who accept with the teacher, who relates
complete in their choice of
subject matter to students openly and
responsibility for honestly.
their thoughts, - emphasizes the
EXISTENTIALISM feelings and - teachers employ values
humanities in order to
actions. provide students with clarification strategy –
vicarious experiences teachers remain non-
* teachers role is judgmental and take care not
to help students that will unleash their
own creativity and to impose their values on
define their own their students since values
essence by self-expression.
are personal.
exposing them to - vocational education
various paths they is regarded more as a
take in life and means of teaching
creating an students about
environment in themselves and their
which they freely potential than of
choose their own earning a livelihood.
preferred way

* demands
education of the
whole person, not
just the mind

* improve and - skills and subjects - teachers serve as agent of

reconstruct society; needed to identify and change and reform, acts as
to educate for ameliorate society’s project director and research
change and social problems leader; helps students
reform become aware of problems
- emphasis on social confronting humankind
sciences and social
RECONSTRUCTIONISM research methods;
examination of social,
economic and pollical
problems; focus on
present and future
trends as well as on
national and
international issues
 Philosophy Aim Role Focus Trends

* To educate Teachers Classical Use of great

the rational assist students subjects, literary books (Bible,
Perennialism person; to think with analysis, Koran, Classics)
cultivate reason curriculum is Liberal arts
intellect (Critical enduring
thinking,
HOTS)

* To promote Teachers are Essential skills of Back to basics,

intellectual sole the 3Rs; Excellence in
Essentialism growth of authorities in Essential education,
learners to the subject subjects cultural literacy
become area
competent

* To promote Teachers lead Interdisciplinary Equal

democratic for growth and subjects, learner opportunities
social living development centered, for all.
Progressivism of lifelong outcomes-based Contextualized
learners curriculum,
humanistic
education

Teachers act Present and School and

as agents of future curricular
change and educational reform, global
Reconstructionism reforms landscape education,
collaboration
and
convergence,
standards and
competencies