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PERENNIALISM: everlasting ideas and universal truths

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PERENNIALISM: everlasting ideas and universal truths

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Perennialism- Everlasting Ideas and universal truths

Philosophers:

1. Robert Hutchins

2. Jacques Maritain

3. Mortimer Adler

4. Allan Bloom

Theoretical Orientation:

emphasizes enduring ideas and knowledge that transcend time, focusing on teaching students to think critically about these timeless concepts.

subject-centered, emphasizing the importance of teaching enduring knowledge rather than transient information.

Educational Values:

cultivate intellectual rigor and moral understanding, guiding students to engage with the Great Works of literature, philosophy, and science that have shaped human thought.

Educational Process:

Curriculum is designed to be Universal focusing on subjects that reflect the essential nature of humanity.

Instruction: Dialogue and Discussion. Encouraging students to engage with classic texts and ideas critically.

Teaching Method: Socratic

Teacher Role:

Facilatator of knowledge

Students are expected to be knowledgeable about the classics

Teacher’s challenge students intellectually to help develop their reasoning and analytic skills.

Student Role:

Students are Active Participants in learning.

Students will take responsibility for their learning by grappling with profound questions and developing their understanding of universal truths

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Essentialism: fundamental skills and knowledge

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Essentialism: fundamental skills and knowledge

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Philosophers:

1. Socrates

2. Plato

3. Aristotle

Theoretical Orientation:

teacher-centered educational philosophy

emphasizes the importance of teaching students the fundamental knowledge and skills necessary for effective citizenship and personal development.

subject-centered approach, focusing on core academic subjects such as reading, writing, mathematics, and the sciences, which are deemed essential for all students to master.

Educational Values:

instill basic academic knowledge and character development

Essentialists argue that a well-rounded education should prepare students to be productive members of society by equipping them with the essential skills needed for life after school.

Educational Process:

curriculum is designed to focus on traditional subjects that are considered foundational.

Instruction:  structured and systematic, with an emphasis on mastery of essential skills through direct teaching methods

Assessment: standardized testing to ensure that students have acquired the necessary knowledge.

Teacher Role:

Ensure students grasp the fundamental concepts and skills, often through direct instruction and clear expectations.

Teachers are seen as authoritative figures who deliver content and guide students through the learning process.

Teachers are expected to have a strong background in the liberal arts, sciences, or humanities, allowing them to effectively teach the essential subjects

Student Role:

Students are active learners who engage with the material presented to them.

Students are encouraged to take responsibility for their learning by participating in class discussions and completing assignments that reinforce their understanding of the core subjects

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Philosophers:

1. John B. Watson

2. B.F. Skinner

3. Ivan Pavlov

4. Edward Lee Thorndike

Theoretical Orientation

behaviors are learned through interactions with the environment.

emphasizes observable behaviors focusing on how external stimuli can shape and modify behavior.

learning occurs through conditioning, either classical or operant, where responses to stimuli are reinforced or punished to shape future behavior

Educational Process:

instruction is typically structured and systematic

Techniques such as positive reinforcement (rewarding desired behaviors) and negative reinforcement (removing unpleasant stimuli) are commonly employed to encourage student engagement and mastery of content.

Teacher Role:

teachers act as Directors of Learning

responsible for creating an environment conducive to learning and for delivering content in a clear and structured manner.

utilize various reinforcement strategies to shape student behavior and ensure that learning objectives are met.

Student Role:

students are Active Participants

expected to follow instructions, complete tasks, demonstrate mastery of skills through observable actions

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HUMANISM: value and agency of individual humans

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HUMANISM: value and agency of individual humans

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Philosophers:

1. Socrates

2. Plato

3. Aristotle

Theoretical Orientation:

life philosophy that highlights the significance of recognizing the "whole" person and appreciating the unique qualities inherent in each individual

Educational Values:

the belief of the intrinsic worth of each individual and the importance of fostering a sense of community and social responsibility

nurtures critical thinking, creativity, and emotional intelligence, aiming to develop well-rounded individuals who can contribute positively to society

Educational Process:

curriculum: flexible and responsive to the needs and interests of students

learning is experiential, encouraging students to engage in projects, discussions, and collaborative activities that promote personal and social development

assessment is formative, focusing on individual progress and self-reflection rather than standardized testing

Teacher Role:

teachers act as facilitators and guides

Student Role:

students are active participants in their education, responsible for their own learning journey

encouraged to express their thoughts and feelings, engage in self-directed learning, and collaborate with peers

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humanism, system of education and mode of inquiry that originated in northern Italy during the 13th and 14th centuries and later spread through continental Europe and England. The term is alternatively applied to a variety of Western beliefs, methods, and philosophies that place central emphasis on the human realm. Also known as Renaissance humanism, the historical program was so broadly and profoundly influential that it is one of the chief reasons why the Renaissance is viewed as a distinct historical period. Indeed, though the word Renaissance is of more recent coinage, the fundamental idea of that period as one of renewal and reawakening is humanistic in origin. But humanism sought its own philosophical bases in far earlier times and, moreover, continued to exert some of its power long after the end of the Renaissance.

Origin and meaning of the term humanism

The ideal of humanitas

The history of the term humanism is complex but enlightening. It was first employed (as humanismus) by 19th-century German scholars to designate the Renaissance emphasis on Classical studies in education. These studies were pursued and endorsed by educators known, as early as the late 15th century, as umanisti-that is, professors or students of Classical literature. The word umanisti derives from the studia humanitatis, a course of Classical studies that, in the early 15th century, consisted of grammar, poetry, rhetoric, history, and moral philosophy. The studia humanitatis were held to be the equivalent of the Greek . Their name was itself based on the Roman statesman Marcus Tullius Cicero's concept of , an educational and political ideal that was the intellectual basis of the entire movement. Renaissance humanism in all its forms defined itself in its straining toward this ideal. No discussion of humanism, therefore, can have validity without an understanding of humanitas.

Humanitas meant the development of human virtue, in all its forms, to its fullest extent. The term thus implied not only such qualities as are associated with the modern word humanity-understanding, benevolence, compassion, mercy-but also such more assertive characteristics as fortitude, judgment, prudence, eloquence, and even love of honour. Consequently, the possessor of humanitas could not be merely a sedentary and isolated philosopher or man of letters but was of necessity a participant in active life. Just as action without insight was held to be aimless and barbaric, insight without action was rejected as barren and imperfect. Humanitas called for a fine balance of action and contemplation, a balance born not of compromise but of complementarity.

The goal of such fulfilled and balanced virtue was political, in the broadest sense of the word. The purview of Renaissance humanism included not only the education of the young but also the guidance of adults (including rulers) via philosophical poetry and strategic rhetoric. It included not only realistic social criticism but also utopian hypotheses, not only painstaking reassessments of history but also bold reshapings of the future. In short, humanism called for the comprehensive reform of culture, the transfiguration of what humanists termed the passive and ignorant society of the "dark" ages into a new order that would reflect and encourage the grandest human potentialities. Humanism had an evangelical dimension: it sought to project humanitas from the individual into the state at large.

The wellspring of humanitas was Classical literature. Greek and Roman thought, available in a flood of rediscovered or newly translated manuscripts, provided humanism with much of its basic structure and method. For Renaissance humanists, there was nothing dated or outworn about the writings of Aristotle, Cicero, or Livy. Compared with the typical productions of medieval Christianity, these pagan works had a fresh, radical, almost avant-garde tonality. Indeed, recovering the classics was to humanism tantamount to recovering reality. Classical philosophy, rhetoric, and history were seen as models of proper method-efforts to come to terms, systematically and without preconceptions of any kind, with perceived experience. Moreover, Classical thought considered ethics qua ethics, politics qua politics: it lacked the inhibiting dualism occasioned in medieval thought by the often-conflicting demands of secularism and Christian spirituality. Classical virtue, in examples of which the literature abounded, was not an abstract essence but a quality that could be tested in the forum or on the battlefield. Finally, Classical literature was rich in eloquence. In particular, humanists considered Cicero to be the pattern of refined and copious discourse, as well as the model of eloquence combined with wise statesmanship. In eloquence humanists found far more than an exclusively aesthetic quality. As an effective means of moving leaders or fellow citizens toward one political course or another, eloquence was akin to pure power. Humanists cultivated rhetoric, consequently, as the medium through which all other virtues could be communicated and fulfilled.

Humanism, then, may be accurately defined as that Renaissance movement that had as its central focus the ideal of humanitas. The narrower definition of the Italian term umanisti notwithstanding, all the Renaissance writers who cultivated humanitas, and all their direct "descendants," may be correctly termed humanists.

Other uses

It is small wonder that a term as broadly allusive as humanism should be subject to a wide variety of applications. Of these (excepting the historical movement described above) there are three basic types: humanism as Classicism, humanism as referring to the modern concept of the humanities, and humanism as human-centredness.

Accepting the notion that Renaissance humanism was simply a return to the Classics, some historians and philologists have reasoned that Classical revivals occurring anywhere in history should be called humanistic. St. Augustine, Alcuin, and the scholars of 12th-century Chartres have thus been referred to as humanists. In this sense the term can also be used self-consciously, as in the New Humanism movement in literary criticism led by Irving Babbitt and Paul Elmer More in the early 20th century.

The word humanities, which like the word umanisti derived from the Latin studia humanitatis, is often used to designate the nonscientific scholarly disciplines: language, literature, rhetoric, philosophy, art history, and so forth. Thus, it is customary to refer to scholars in these fields as humanists and to their activities as humanistic.

Humanism and related terms are frequently applied to modern doctrines and techniques that are based on the centrality of human experience. In the 20th century the pragmatic humanism of Ferdinand C.S. Schiller, the Christian humanism of Jacques Maritain, and the movement known as secular humanism, though differing from each other significantly in content, all showed this anthropocentric emphasis.

Not only is such a large assortment of definitions confusing, but the definitions themselves are often redundant or impertinent. There is no reason to call all Classical revivals "humanistic" when the word Classical suffices. To say that professors in the many disciplines known as the humanities are humanists is to compound vagueness with vagueness, for these disciplines have long since ceased to have or even aspire to a common rationale. The definition of humanism as anthropocentricity or human-centredness has a firmer claim to correctness. For obvious reasons, however, it is confusing to apply this word to Classical literature.

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Humanism | Definition, Principles, History, & Influence

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Humanism, system of education and mode of inquiry that originated in northern Italy during the 13th and 14th centuries and later spread through western Europe. The term is alternatively applied to a variety of Western beliefs, methods, and philosophies that place central emphasis on the human realm.

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PRAGMATISM: practical solutions to problems

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PRAGMATISM: practical solutions to problems

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Philosopher:

1. John Dewey

Theoretical Orientation

focuses on real-world problem-solving activities

student-centered philosophy of education rooted in pragmatism

Educational Process:

focused on providing students with real-world experiences that are meaningful and relevant to them rather than rigid subject-matter content

key instructional methods include: group work and the project method.

Teacher Role:

teachers act as guide and a facilitator

the teacher needs to guide the students in “learning how to learn”

the teacher acts as a collaborative partner

Student Role:

students take more active role in the learning process.

interact with their environment

working together to solve problems

engaging in cooperative ideas

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Philosopher:

1. Lev Vygotsky

2. John Piaget

3. John Dewey

Theoretical Orientation

learners build their own understanding

learners reflect on their experiences, create mental representations and incorporate new knowledge into their schemas

Educational Values:

Constructivism is ‘an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner’ (Elliott et al., 2000, p. 256)

aim to assist students in assimilating new information to existing knowledge, and enabling them to make the appropriate modifications to their existing intellectual framework to accommodate that information

Educational Process:

Scaffolding is a key feature of effective teaching

It is a way of teaching where instead of just telling students what to believe, teachers encourage them to think for themselves

Teacher Role:

teacher acts as a facilitator of learning rather than an instructor

The teacher makes sure he/she understands the students” preexisting conceptions, and guides the activity to address them and then build on them (Oliver, 2000).

The primary responsibility of the teacher is to create a collaborative problem-solving environment where students become active participants in their own learning

Student Role:

Students are active participants in constructing their own understanding and knowledge

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PRAGMATISM:  inseparability of knowing and doing

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PRAGMATISM:  inseparability of knowing and doing

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Philosopher/s:

1. Jean Piaget

Theoretical Orientation:

knowledge is not static but is instead shaped by experiences and interactions within the world

advocates for a focus on practical outcomes and real-world applications of knowledge, suggesting that ideas should be evaluated based on their effectiveness and utility in solving problems

Educational Values:

experiential learning

adaptability

growth

alues the process of inquiry and encourages students to engage with their environment, fostering critical thinking and problem-solving skills

Educational Process:

learning is hands-on and collaborative

curriculum is designed to be flexible and responsive to students' interests and needs

Assessment is typically formative, focusing on students' ability to apply their knowledge in practical contexts

Teacher Role:

Teachers in a pragmatist framework act as facilitators and co-learners

Student Role:

Students are active participants in the learning process

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EXISTENTIALISM: individual existence, freedom, and choice

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EXISTENTIALISM: individual existence, freedom, and choice

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Theoretical Orientation:

focuses on the importance of personal experience and self-discovery, advocating for an education that allows individuals to explore their own values and meanings in life

recognizes the complexity of human existence and the need for students to find their own paths in a world that can often seem absurd or chaotic

Educational Values:

authenticity

individual freedom

personal responsibility

Educational Process:

learning is open-ended and reflective

curriculum is designed to be flexible, allowing students to explore topics that resonate with their interests and experiences

Teacher Role:

Teachers act as guides and mentors

Student Role:

Students are active agents in their education