partoza-jb-chapter-8-tp-activities compress.pdf - Partoza ...

Partoza, Jenny Babe C.
BSED- Science 3-1
Estelita D. Calvo
June 08,2021
Chapter 8: PHILOSOPHIES OF EDUCATION
Lesson 1: Our Philosophical Heritage
APPLICATION: Let’s Apply What You Learned
You will be grouped into philosophies, constructivism, essentialism, perennialism,
progressivism, behaviorism, existentialism, linguistic philosophy
I will choose: For the behaviorist group. Teacher tells students from the slum areas this: “If
there’s a will, there’s a way. Poverty is not a hindrance to success.
I agree that poverty will never be a hindrance to success for as long as everyone has
capabilities. Poor people are sometimes deprived from opportunities in school. Behaviorist
Believes that shaping student’s behavior will come up with a favorable result. Schools and
Teachers in a behaviorist philosophy should encourage all students with financial instabilities
to attend school meetings. Education must be equally granted to all the students that persist
interest in doing so.
Salcedo, Eastern Samar 6807
Eastern Samar, Philippines
[email protected]

RESEARCH CONNECTION
Research on rationalism, reconstructionism and pragmatism. Your research problem
is what should be taught and how should these be taught? State your findings, conclusions
and recommendations. Use the matrix below.
Problem
PRAGMATISM AND ITS IMPLICATIONS
ON TEACHING AND LEARNING IN
NIGERIAN SCHOOLS
Research Methodology
In teaching of any subject, one of the
important things to be considered is the
method of teaching. The teaching must be
child-centered, that is, it must take the
child as a person in his own right. If the
child is treated as a means to an end or as
someone else advantage, then one could
not claim that the child is at the center of
the education. In addition, the child
readiness and development should be
also taken into consideration. There is no
point assuming that the child is able to do
this or that, if he is psychologically
incapable to do so on, the ground of
efficiency and common sense. It should
be realized that each child is a unique
individual and as such should be treated
differently.
Findings
This paper consequently submits that the
pragmatists position that teaching should
neither in totality be teacher centred as
idealists recommended nor in extreme
sense, child-centered as postulated by the
naturalists. Instead, striking a balance
between the two positions looks more
plausible and realistic to meaningful
education growth and total involvement of
the two major participants in the
educational enterprise.