10 Philosophical Foundations of Education
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Philosophical Foundations of Education
In this section, we will explore philosophical foundations of education in the United States.
Chapter Outline
Philosophical Foundations
As students ourselves, we may have a particular notion of what schooling is and should be as well as what teachers do and should do. In his book entitled Schoolteacher: A Sociological Study, Dan Lortie (1975) called this the “apprenticeship of observation” (p. 62). Many people who pursue teaching think they already know what it entails because they have generally spent at least 13 years observing teachers as they work. The role of a teacher can seem simplistic because as a student, you only see one piece of what teachers actually do day in and day out. This can contribute to a person’s idea of what the role of teachers in schools is, as well as what the purpose of schooling should be. The idea of the purpose of schooling can also be seen as a person’s philosophy of schooling.
Philosophy can be defined as the fundamental nature of knowledge, reality and existence. In the case of education, one’s philosophy is what one believes to be true about the essentials of education. When thinking about your philosophy of education, consider your beliefs about the roles of schools, teachers, learners, families, and communities. Four overall philosophies of education that align with varying beliefs include perennialism, essentialism, progressivism, and social reconstructionism, which are summarized in Table 3.1.
Table 3.1: Four Key Educational Philosophies
| Educational Philosophy | Purposes & Beliefs |
| Perennialism | Focus on the great ideas of Western civilization, viewed as of enduring value. Focus on developing intellect and cultural literacy. Also called a classical curriculum. |
| Essentialism | Focus on teaching a common core of knowledge, including basic literacy and morality. Believes schools should not try to critique or change society, but rather transmit essential understandings. |
| Progressivism | Focus on the whole child as the experimenter and independent thinker. Believes active experience leads to questioning and problem solving. Approaches textbooks as tools instead of authoritarian sources of knowledge. |
| Social Reconstructionism | Focus on developing important social questions by critically examining society. Recognizes influence of social, economic, and political systems. Believes schools can lead to collaborative change to develop a better society and enhance social justice. |
Perennialism
Perennialism is an educational philosophy suggesting that human nature is constant, and that the focus of education should be on teaching concepts that remain true over time. School serves the purpose of preparing students intellectually, and the curriculum is based on “great ideas” that have endured through history. See the following video for additional explanation.
Essentialism
Essentialism is an educational philosophy that suggests that there are skills and knowledge that all people should possess. Essentialists do not share perennialists’ views that there are universal truths that are discovered through the study of classic literature; rather, they emphasize knowledge and skills that are useful in today’s world. There is a focus on practical, useable knowledge and skills, and the curriculum for essentialists is more likely to change over time than is a curriculum based on a perennialist point of view. The following video explains the key ideas of essentialism, including the role of the teacher.
Progressivism
Progressivism emphasizes real-world problem solving and individual development. In this philosophy, teachers are more “guides on the sides” than the holders of knowledge to be transmitted to students. Progressivism is grounded in the work of John Dewey[1]. Progressivists advocate a student-centered curriculum focusing on inquiry and problem solving. The following video gives further explanation of the progressivist philosophy of learning and teaching.
Social Reconstructionism
The final major educational philosophy is social reconstructionism. Social reconstructionism theory asserts that schools, teachers, and students should take the lead in addressing social problems and improving society. Social reconstructionists feel that schooling should be used to eliminate social inequities to create a more just society. Paulo Freire[2], a Brazilian philosopher and educator, was one of the most influential thinkers behind social reconstructionism. He criticized the banking model of education in his best known writing, Pedagogy of the Oppressed. Banking models of education view students as empty vessels to be filled by the teacher’s expertise, like a teacher putting “coins” of information into the students’ “piggy banks.” Instead, Freire supported problem-posing models of education that recognized the prior knowledge everyone has and can share with others. Conservative critics of social reconstructionists suggest that they have abandoned intellectual pursuits in education, whereas social reconstructionists believe that the analyzing of moral decisions leads to being good citizens in a democracy.
Common educational philosophies including perennialism, essentialism, progressivism, and social reconstructionism reflect varying beliefs about the roles education should fill.
Like learning, teaching is always developing; it is never realized once and for all. Our public schools have always served as sites of moral, economic, political, religious and social conflict and assimilation into a narrowly defined standard image of what it means to be an American. According to Britzman (as quoted by Kelle, 1996), “the context of teaching is political, it is an ideological context that privileges the interests, values, and practices necessary to maintain the status quo.” Teaching is by no means “innocent of ideology,” she declares. Rather, the context of education tends to preserve “the institutional values of compliance to authority, social conformity, efficiency, standardization, competition, and the objectification of knowledge” (p. 66-67).
Conclusion
It should be no surprise then that contemporary debates over public education continue to reflect our deepest ideological differences. As Tyack and Cuban (1995) have noted in their historical study of school reform, the nation’s perception toward schooling often “shift[s]… from panacea to scapegoat” (p. 14). We would go a long way in solving academic achievement and closing educational gaps by addressing the broader structural issues that institutionalize and perpetuate poverty and inequality.