Republic of the Philippines

LAGUNA STATE POLYTECHNIC UNIVERSITY

Siniloan, Laguna

College of Teacher Education

Graduate Studies
Second Semester, 2017-2018

PRAGMATISM: WHAT IS USEFUL IS THE TRUTH

JOSHUA ERIBERTO MIGUEL G. LLAMES

I. INTRODUCTION

Pragmatism was a philosophical tradition that originated in the United States around 1870. The
most important of the ‘classical pragmatists’ were Charles Sanders Peirce (1839–1914), William
James (1842–1910) and John Dewey (1859–1952). It is a doctrine that knowledge should be
used to act on things. An idea is indeed true if it has a practical efficiency.

II. INSIGHTS

 Literally means practical or logical

 Usefulness of learning to real life
 Practicability and applicability of education to real life
 Pragmatists believe that world is subject to changes and so are its inhabitants
 Addressing the demand of people for something practical
 Education becomes life itself rather than preparation to life
 Values formation is depreciated because of the emphasis on skills enhancement
 Student-centered
 Contextualization is accentuated

III. IMPLICATIONS TO EDUCATION

This educational philosophy therefore mandates and requires teachers to use authentic and
useful activities and lessons. Moreover, it greatly addresses the people’s demand for practicability
and functionality of education in an ever changing world. Ergo, development and enrichment of
skills are emphasized and accentuated rather than the formation of values, for values are never
absolute and are constantly changing. Education, therefore, is a student-centered, context-based,
hands-on, experiential, and vocational accumulation of functional skills.
 Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna

College of Teacher Education

Graduate Studies
Second Semester, 2017-2018

PERENNIALISM: PAST, PRESENT, FUTURE AND BEYOND

JOSHUA ERIBERTO MIGUEL G. LLAMES

I. INTRODUCTION

Perennialism is an educational philosophy that focuses on the enduring themes and ideas of
Western Civilization. This philosophy maintains that the ideas found in the Great Books and
works should be the focus of the curriculum. Teaching these unchanging principles is critical.
Humans are rational beings, and their minds need to be developed. Thus, cultivation of the
intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on
attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest
accomplishments of humankind are emphasized– the great works of literature and art, the laws or
principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who
developed a Great Books program in 1963 and Mortimer Adler, who further developed this
curriculum based on 100 great books of western civilization.

II. INSIGHTS

 Literally means eternal, classic or timeless

 Some ideas in the past are still relevant today
 It focuses on the universal truths and ideas as it transcends place, people and time
 It aims to develop and produce a rational person
 Truths and ideas are found in the great work of Western Civilization
 The aim of education is the search for the truth and disseminate it
 It aims to develop the power of thought
 Contextualization is depreciated
 Teacher-centered

III. IMPLICATIONS TO EDUCATION

This educational philosophy aims to produce and create a rational person. Moreover, students
are taught that the best means to attain knowledge and truth is through the study of great works
of the Western Civilization for these are enduring, timeless and everlasting. Furthermore, the
student’s interest is not given importance. The study of literature is emphasized for it contains the
universal, timeless and eternal truth. Thus, learning will be teacher-centered.
 Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna

College of Teacher Education

Graduate Studies
Second Semester, 2017-2018

SOCIAL RECONSTRUCTIONSIM: TEACHERS AS CATALYSTS AND AGENTS OF CHANGE

JOSHUA ERIBERTO MIGUEL G. LLAMES

I. INTRODUCTION

Social Reconstructionism is an educational philosophy that views schools as tools to solve social
problems. Social reconstructionist reason that, because all leaders are the product of schools,
schools should provide a curriculum that fosters their development. Reconstructionists not only
aim to educate a generation of problem solvers, but also try to identify and correct many
noteworthy social problems that face our nation, with diverse targets including racism, pollution,
homelessness, poverty, and violence. Rather than a philosophy of education, reconstructionist
may be referred to as more of a remedy for society that seeks to build a more objective social
order. Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction
against the realities of World War II.

II. INSIGHTS

 It aims to improve, reconstruct and innovate society through education

 Teachers act as agents of change and catalysts
 It focuses on the globe’s and communities’ needs, trends and issues
 Students have access to global education
 It focuses on a curriculum that highlights social reform as the aim of education
 School ties up with the community so that students become aware of its needs
 Student-centered

III. IMPLICATIONS TO EDUCATION

This educational philosophy aims to reconstruct, innovate and develop the society and its
entirety. Students will be subjected to immersion with the community; so that, they will become
aware of its problems, issues and trends, and how they will deal with them to create a better
society. Furthermore, pedagogues and teachers, therefore, will become catalysts and agents of
change. Education will focus more on social reforms and innovations. Moreover, learner’s
interests and proclivities are given importance in the teaching-learning process. Ergo, a student-
centered learning is employed.
 Republic of the Philippines
LAGUNA STATE POLYTECHNIC UNIVERSITY
Siniloan, Laguna

College of Teacher Education

Graduate Studies
Second Semester, 2017-2018

Topic: Personality
Subject: Foundations of Education
Professor: Mercy Grace I. Saliendra, Ph. D.
Presenter: Joshua Eriberto Miguel G. Llames

INTRODUCTION:
Personality is defined as the set of habitual behaviors, cognitions and emotional patterns that
evolve from biological and environmental factors. While there is no generally agreed upon
definition of personality, most theories focus on motivation and psychological interactions with
one's environment.

BODY:
It came from the Latin word persona which means “masks”. Many people defined personality;
however, each one has a unique interpretation or definition. According to Kagan and Havemann
personality is total pattern of characteristic ways of behaving and thinking that constitute the
individual’s unique and distinctive method of adjusting to his environment. For Ruch, it is a
particular pattern or organization of traits both inner and outer ones. But for Morgan, it is a study
of the individual as a whole and of the interplay between and other individuals in the normal
course of living. Therefore, we can say that personality is the sum total of all a person’s traits and
the total impression an individual makes upon people around him. Moreover, personality has
several components such as physical, mental, social and moral. Numerous renowned and well-
known people tried to explain personality such as:

1. Hippocrates
2. William Sheldon
3. Carl Jung
4. Ernst Kretschmer
5. Sigmund Freud
6. Alfred Adler
7. Karen Horney
8. Erich Fromm
9. Abraham Maslow

CONCLUSION:
Diverse definition from diverse people; disparate theories from disparate people, yet not one is
vouched, vetted nor verified as a sole explanation why. But one thing is for sure, we are the
consequences of our moral choices.

REFERENCES:
Lardizabal, Amparo S. Foundations of Education, Manila: REX Books Store, 2005.