Source:

http://blog.brewer-garrett.com/index.php/2012/06/intelligent-effic
iency-a-paradigm-shift-for-the-energy-services-industry/
• A learner-centered approach views learners as active
agents. They bring their own knowledge, past
experiences, education, and ideas – and this impacts
how they take on board new information and learn.
 Paradigm Shift

• an important change that happens when the usual way of

thinking about or doing something is replaced by a new and
different way.

A fundamental change in approach or underlying

assumptions
 • What changes in education do the slides tell us from
before up to the present times?
• Are there aspects in education that seems to change at a
slower pace?
If Jose Rizal were transported

in the21st century
from 1896, of course, utterly
bewildered
by what he sees.
Men and women dash
about, talking to small

metal devices
pinned to their ears.
Young people sit at
home on sofas,
moving miniature
athletes around on
electronic
screens
Airports,
hospitals,

shopping
malls… every
place Rizal goes
just baffles him
But when he finally
walks into a
classroom, the old
man knows exactly
where he is.
"This is a school," he
declares. "We used to
have these back in
1896. Only now,
sometimes the
blackboards are white."
circa. 1900
circa. 1949
circa. 2018
 • What changes in education do the slides tell us from
before up to the present times?
• Are there aspects in education that seems to change at a
slower pace?
Paradigm Shift: From teacher-centered
teaching to learner-centered teaching
• Teacher-centered Teaching • Learner-centered Teaching
 Philosophy

● the study of the

fundamental nature of
knowledge, reality, and
existence, especially
when considered as an
academic discipline.
 Philosophical Perspectives

Teacher-centered
philosophies:

1. Essentialism
2. Perennialism
What are the traditional ● How do children learn the
basic subjects? traditional basic subjects?
● These should be learned
thoroughly and
rigorously.
 Essentialism

▪ Essentialists believe that there is a common core of

knowledge that needs to be transmitted to students
in a systematic, disciplined way.
▪ The emphasis in this conservative perspective is on
intellectual and moral standards that schools should
teach. The core of the curriculum is essential
knowledge and skills and academic rigor.
▪ Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing
students to become valuable members of society.
▪ It should focus on facts-the objective reality out
there--and "the basics," training students to read,
write, speak, and compute clearly and logically.
▪ Schools should not try to set or influence policies.
▪ Students should be taught hard work, respect for
authority, and discipline.
▪ Academic excellence
 Perennialism

▪ For Perennialists, the aim of education is to ensure that

students acquire understandings about the great
ideas of Western civilization. These ideas have the
potential for solving problems in any era.
▪ The focus is to teach ideas that are everlasting, to
seek enduring truths which are constant, not
changing, as the natural and human worlds at their
most essential level, do not change.
▪ 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.
● Perennialism suggests that the focus of education
should be the ideas that have lasted for centuries
believing the ideas are as relevant and meaningful
today as when they were written (enduring
disciplines)
● Latin, Greek, Grammar, Rhetoric, Logic, Geometry,
Language, Literature, Mathematics

● Subject-centered
● Socratic Method
● This educational philosophy aims to prepare students
for life by developing their intellectual and moral
qualities through emphasizing knowledge and the
meaning of knowledge, serving to enhance student’s
critical thinking skills in their search for individual
freedom, human rights and responsibilities through
nature.
 Philosophical Perspectives

Learner-centered
philosophies:

1. Progressivism
2. Humanism
3. Constructivism
 Learner-centered philosophies

● Progressivism
 Progressivism

▪ Progressivists believe that education should focus on

the whole child, rather than on the content or the
teacher.
▪ It stresses that students should test ideas by active
experimentation.
▪ Learning is rooted in the questions of learners that
arise through experiencing the world.
▪ It is active, not passive.
▪ The learner is a problem solver and thinker who
makes meaning through his or her individual
experience in the physical and cultural context.
▪ Progressivists provide experiences so that students can
learn by doing.
▪ John Dewey
▪ “Democracy and education go hand in hand
▪ The school is a miniature democratic
society in which students learn the
skills for democratic living.
▪ John Dewey was its foremost proponent. One of his
tenets was that the school should improve the way of
life of our citizens through experiencing freedom and
democracy in schools. Shared decision making,
planning of teachers with students,
student-selected topics are all aspects. Books are
tools, rather than authority.
●https://oregonstate.edu/instruct/ed416/PP3.html
▪ Curriculum content is derived from student interests
and questions.
▪ The scientific method is used by progressivist
educators so that students can study matter and events
systematically and first hand.
▪ The emphasis is on process - how one comes to
know.
● Humanism
Basic Principles of Humanistic Education

1) Students should be able to choose what they want to

learn.

❑ Humanistic teachers believe that students will be

motivated to learn a subject if it’s something they
need and want to know.
2) The goal of education should be to foster students'
desire to learn and teach them how to learn.

❑ Students should be self-motivated in their studies and

desire to learn on their own.
3) Humanistic educators believe that grades are
irrelevant and that only self-evaluation is meaningful.
❑ Grading encourages students to work for a grade and
not for personal satisfaction.
❑ In addition, humanistic educators are opposed to
objective tests because they test a student's ability to
memorize and do not provide sufficient educational
feedback to the teacher and student.
4) Humanistic educators believe that both feelings and
knowledge are important to the learning process.

❑ Unlike traditional educators, humanistic teachers do not

separate the cognitive and affective domains.
5) Humanistic educators insist that schools need to
provide students with a nonthreatening environment so
that they will feel secure to learn.

❑ Once students feel secure, learning becomes easier

and more meaningful.

https://web.cortland.edu/andersmd/HUMAN/PRINC.HTML
● Constructivism
 Constructivism

● Constructivism is ‘an approach to learning that holds

that people actively construct or make their own
knowledge and that reality is determined by the
experiences of the learner’ (Elliott et al., 2000, p. 256).
Principles of Constructivism
1. Knowledge is constructed, rather than innate, or
passively absorbed
● Constructivism's central idea is that human learning is
constructed, that learners build new knowledge upon
the foundation of previous learning.
● This prior knowledge influences what new or modified
knowledge an individual will construct from new
learning experiences (Phillips, 1995).
 2. Learning is an active process.

● Learning is a social activity

- it is something we do together, in interaction with each
other, rather than an abstract concept (Dewey, 1938).
● For example, Vygotsky (1978), believed that
community plays a central role in the process of
"making meaning." For Vygotsky, the environment in
which children grow up will influence how they think and
what they think about.
● Thus, all teaching and learning is a matter of sharing
and negotiating socially constituted knowledge.
● For example, Vygotsky (1978) states cognitive
development stems from social interactions from guided
learning within the zone of proximal development
(ZPD) as children and their partner's co-construct
knowledge.
 4. Knowledge is personal.

● Each individual learner has a distinctive point of view,

based on existing knowledge and values.
● This means that same lesson, teaching or activity may
result in different learning by each pupil, as their
subjective interpretations differ.
● This principle appears to contradict the view that
knowledge is socially constructed.
● Fox (2001, p. 30) argues:
● (a) that although individuals have their own personal
history of learning, nevertheless they can share in
common knowledge, and
● (b) that although education is a social process,
powerfully influenced by cultural factors, nevertheless
cultures are made up of sub- cultures, even to the point
of being composed of sub-cultures of one.
● Cultures and their knowledge-base are constantly in
a process of change and the knowledge stored by
individuals is not a rigid copy of some socially
constructed template. In learning a culture, each child
changes that culture.
 5. Learning exists in the mind.

The constructivist theory posits that knowledge can only

exist within the human mind, and that it does not have
to match any real world reality (Driscoll, 2000).

Learners will be constantly trying to develop their own

individual mental model of the real world from their
perceptions of that world.
● As they perceive each new experience, learners will
continually update their own mental models to
reflect the new information, and will, therefore,
construct their own interpretation of reality.
https://www.simplypsychology.org/constructivism.html#:~:text=Constructivism%20is%20'an
%20approach%20to,al.%2C%202000%2C%20p.
 Synthesis

● Philosophy directs our actions. In the

absence of a coherent philosophy, an
educator is unduly influenced by external
pressures.