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What makes a teacher? Teaching is like a salad. Think about it. If you were to attend a party for any given holiday, the number of and variations to each salad recipe that might be present for consumption could outnumber those present at the party. There are so many different ways to teach, varying circumstances to take into account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption? The term ‘teacher’ can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so (teach, n.d., n.p.). In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies, or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers.
Lessons in Pedagogy
What, exactly, are education philosophies? According to Thelma Roberson (2000), most prospective teachers confuse their beliefs with the ideas of teaching (p. 6). Education philosophies, then, are not what you want to do in class to aid learning, but why you do them and how they work. For example, Roberson’s students state they “want to use cooperative learning techniques” in their classroom. The question posed is, why? “[I]s cooperative learning a true philosophy or is it something you do in the classroom because of your belief about the way children learn?” (Roberson, 2000, p. 6). Philosophies need to translate ideas into action – if you want to use certain techniques, then you need to understand how they are effective in the classroom to create that portion of your education philosophy. It helps to have an overview of the various schools out there.
- Perennialism – Focuses on human concerns that have caused concern for centuries, revealed through ‘great works’ (Ornstein, 2003, p. 110) It focuses on great works of art, literature and enduring ideas.
- Essentialism – Emphasizes skills and subjects that are needed by all in a productive society. This is the belief in “Back to Basics”. Rote learning is emphasized and
- Progressivism – Instruction features problem solving and group activities – The instructor acts as a facilitator as opposed to a leader (Ornstein, 2003, p. 110)
- Social Reconstructionism – Instruction that focuses on significant social and economic problems in an effort to solve them (Ornstein, 2003, pg.110)
- Existentialism – Classroom dialogue stimulates awareness – each person creates an awareness gleaned from discussion and encourages deep personal reflection on his or her convictions (Ornstein, 2003, p. 108).
Perennialism
- Knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein.
- Reason, logic, and analytical thought are valued and encouraged
- Only information that stood the test of time is relevant. It is believed these prepare students for life