Major Philosophies of Contemporary US Education

“United States education” is an amalgamation of various educational systems created and governed by relatively small groups of people differentiated by locale and culture. Since the 1960s the US Government has tried to emphasize a curriculum based on the philosophy coined essentialism (Sadker 279); however these smaller groups of like minds bonded by culture and familiarity tend to strive to preserve personal histories and culture through perennialism (Sadker 281). As technology advances and communities become nearly national and global a mixed thread of social reconstruction and progressivism (Sadker 283) bind these philosophies together into what could be argued is the general form of contemporary US education.

Essentialism attempts to build educational foundations in maths, sciences, English, American history, and some argue, nationalism, while rigourously tracking “progress” through standardized testing. While essentialism seems to favor the forward analytical thinking of tomorrow's practical and disciplined leaders proponents of perennialism argue that such emphasis on testing and rote memorization must be balanced with the immersion of the mind in traditional lessons of morality and literacy penned by history's great thinkers. Yet both of these of philosophies seem to be “top-down” instructor oriented philosophies that exclude a view of the changing social landscape.

Social reconstructivists point out that many of “history's great thinkers” are “old white men” and that the struggles and viewpoints of minorities and women have been suppressed. They seek to add those crucial pieces of the puzzle back into US classrooms (Sadker 285) so students are exposed to the very real social problems and situations they will have to deal with as adults. Linking these philosophies together is progressivism. Progressivism (Sadker 283) seeks to apply pragmatism in education. Students are encouraged to use the knowledge gained by essentialism and the lessons learned from perennialism (whether good or bad) to analyze and tackle the situations presented by social reconstructivism. Combining these philosophies reveals the general view of contemporary US educational philosophies.

Sadker, David Miller, Teachers, Schools, and Society. 2010 McGraw-Hill, New York.

Image: Classroom Management, Its Principles and Technique by William C. Bagley". BetterWorldBooks .com. Accessed 2012 Nov 27. [http://www.betterworldbooks.com/classroom-management-id-1176552066.aspx]