Philosophy is underrated

Beliefs about schooling influence every part of the learning experience

This post is part of a series by @edpsychprof where I share edited highlights from my K12 guide to education along with additional thoughts and commentary

I didn’t go to graduate school to study teachers’ beliefs about schooling. I had studied the philosophy of education as an undergraduate, and now I was ready to learn about psychological research to improve educational practice. However, a few years into my doctoral program I began a year long study of an 8th grade mathematics teacher to see how she used problem solving as the primary mode of instruction in her classroom. I was interested in problem solving because I thought it could engage students in mathematical learning that they could apply to the real world. What I found, from sitting in her classroom every week, was that problem solving—as the math researchers I studied described it—was not happening in this classroom, and the reason for that had to do with the teachers’ beliefs: beliefs about what problem solving was, beliefs about her role as a teacher, beliefs about students’ ability, beliefs about mathematics, and beliefs about classroom management. This set me on a research direction that I have pursued these past 20+ years.

And it led me back to philosophy, because one of the most important beliefs about schooling is the belief about the purpose of schooling, as I discussed in last week’s newsletter. Now, these beliefs don’t come out of nowhere—they are rooted in philosophies of education. So, in today’s post, I will share highlights from chapter 2 of my k12 guide to education on various educational philosophies because I think they help show what you are getting, what you ought to be getting, and what you won't get from different types of schools. In our current era of school choice, knowing these philosophies are particularly important, as so many varied approaches exist, from “classical” education, to unschooling, to learner-centered approaches and more.

Below are seven prevalent philosophies of education. For each, I share (a) their core tenets, (b) one or more philosophers or theorists associated with each, (c) what to expect from each approach, (d) what students probably won’t get from these types of schools, and (e) an example of a school or type of school exemplifying each perspective. In a future newsletter, I hope to discuss how different schools implement these philosophies, but first, I want to start with the big picture.

Photo by Ricky Turner on Unsplash

1.      Platonic (aka "Perennialist")

• Core tenets. Truth exists, and even if we can’t know it all completely, we can get closer and closer to the truth. Schools, then, should focus on uncovering this truth, the perennial wisdom.

• Leading thinkers. Plato, Mortimer Adler

• What to expect from this approach? Teacher-centered instruction. Focus on a humanities-oriented curriculum, the Western canon, the history of ideas, logic, history, languages, fine arts, science (not technology or engineering), mathematics, religion, literature, and philosophy. Teaching via lecture using Socratic questioning to get at the correct answer. Heavy emphasis on reading original sources, essay writing and defending ideas, and a core curriculum focused on the “classics.”

• What students probably won't get. Exposure to non-White, diverse literature and ideas, freedom to pursue things outside the narrow Western canon, freedom to explore and have a voice in their learning, experience with technology and emerging media.

• Examples. Schools that focus on “Great Books” or “Classical” approaches, The Geneva School in central Florida, St. John’s College (Annapolis/Santa Fe)

2.      Essentialist

• Core tenets. Back to basics, standards-based approach with a focus on skill development and becoming a good citizen. Was a reaction to the whole-child approach of progressivism (represented in philosophies #3-5 below).

•   Leading thinkers. William Bagley, Ed Hirsch

• What to expect from this approach? Teacher-centered approach. Focus on basic math, reading, and spelling skills, core subject matter knowledge, remediation. Teaching by telling, using lecture, worksheets, drills, memorization, textbooks, core curriculum, standards; having all students on the same page

• What students probably won't get. Problem-solving or inquiry learning, a focus on deep understanding or meaningful learning, student engagement or initiative, student choice, creative thinking or work, exposure to new ideas, critical perspectives, emerging technologies.

• Example schools. Most typical U.S. public schools, some national charter school chains (e.g., KIPP charter schools).

3.      Constructivist

• Core tenets. The curricular focus should be student-centered, focused on the development of the whole child, and oriented around facilitating students’ construction of knowledge through experiential learning.

• Leading thinkers. Jerome Bruner, Maria Montessori, John Dewey

• What to expect from this approach? Student-centered with a focus on developing students’ social-emotional competence as well as academic competence. Focus on deep, conceptual understanding, hands-on learning, real world problem solving, making the world a better place. Teachers act as “guides by your side” and may facilitate apprenticeships with real-world experts.

• What students probably won't get. Students may lack critical knowledge in some areas, may not be intellectually challenged, and may have trouble competing at the highest academic levels, such as getting top scores on competitive entrance exams or gaining admission to elite colleges and universities.

• Example schools. Montessori schools accredited by the American Montessori Society; Waldorf schools accredited by the Association of Waldorf Schools of North America

4.      Democratic*

• Core tenets. Students should be free from coercion. Schools should adopt democratic values, and students should have a strong voice in their own education.

• Leading thinkers. A. S. Neill, John Dewey, Michael Apple

• What to expect from this approach? Student-centered approach in which students are involved in school decision-making—from hiring teachers to doling out consequences to their fellow students. Students tend to be happy and engaged in these types of schools, as their voice matters, and they can engage in projects of their choice. Some schools even let students choose their entire curriculum. Instruction is focused on meaningful learning and student interests.

• What students probably won't get. Coercion of any kind, including the type of coaching that might push students to excel and reach higher standards of excellence. Students may lack critical knowledge in some foundational areas, may not be intellectually challenged, and may have trouble competing at the highest academic levels.

• Example schools. Sudbury Valley Schools, The Met,

5.      Critical Theory/Social Justice approaches

• Core tenets. To overcome unjust social systems and structures and improve the lives of all students, especially the most marginalized.

• Leading thinkers. Paolo Freire, Peter McLaren

• What to expect from this approach? Dialogue approach to instruction, inquiry learning, authentic problem-solving focused on real world problems with the goal of improving society. Curricular focus on change, inclusive of multiple perspectives, celebration of diversity, open classrooms, community involvement in learning.

• What students probably won't get. Traditional subject matter or a solid foundation in basic skills. Students may have difficulty competing at the highest academic levels.

• Example schools: Critical theory is more of an approach to instruction than a model for a school. Some democratic schools adopt a critical theory approach to instruction. Other schools adopt an explicit social justice approach as part of their mission (e.g., Greater Lawndale High School for Social Justice, Brooklyn Free School)

6.      Behaviorism

• Core tenets. Psychological approach to learning, but also a philosophy (see Walden II), where the focus is on shaping student behaviors to create a better society.

• Leading thinkers. B. F. Skinner, John B. Watson

• What to expect from this approach? Strong focus on skills and facts. Heavy use of reinforcers (rewards) for compliant behavior. The focus, as the name of theory shows, is on behavior—what children should be able to do. Instruction is aimed at behavior change. Heavy emphasis on testing and assessment to ensure students are making progress on defined skills.

• What students probably won't get. Instruction aimed at conceptual understanding. Choice or freedom in their learning, meaningful learning, creativity, self-knowledge. Less focus on humanities and literature.

• Example schools. Schools that serve predominantly students with special needs, especially those with autism, often adopt this approach (e.g., Alpine Academy in Florida)

7.      Unschooling

• Core tenets. That children are naturally curious and eager to learn. Schools kill that natural curiosity, so instead of school, unschooling allows children to follow their interests.

• Leading thinkers. John Holt, Ivan Illich

• What to expect from this approach? Freedom for children to explore their interests for extended periods of time. Leisurely approach to learning. Deeply individualized approach to education. Creative approaches to learning including apprenticeships, internships, hands-on experiences, hiring experts to teach desired skills, greater depth of knowledge and understanding in areas of the child’s interest. Generally happier, self-motivated kids, if done well.

• What you don't get. A set curriculum, a strong background knowledge in traditional disciplines (unless the student chose to study those disciplines), transcripts for college, social experiences of typical school children.

• Example schools. See the homeschool unschooling movement, such as Florida Unschoolers

---

Notes

• This refers to a philosophical approach to education and is not related to the political party of the same name.

---

I am curious, for those of you reading this connected to a school. What is the predominant philosophy of your school, or is there a mixed approach?

Next week, I will tackle the thorny subject of how power, control, and politics influence schooling practices. Philosophies, as you might suspect, operate inside political contexts.

---

Get this newsletter delivered fresh (and free) to your inbox by subscribing below:

---

Let's stay connected. Together we can help make schools places where kids and teachers can thrive

• Instagram

• Facebook

• LinkedIn

• Webpage

• Bluesky

Join Michele Gill’s subscriber chat