This essay will discuss perennialism and its components, based primarily on the works of its major proponents, namely: Robert Maynard Hutchins and Mortimer Jerome Adler, its application to the Philippine context, and the author’s stand about the said philosophy. Perennial means everlasting, like a perennial flower that comes up year after year, which espouses the notion that some ideas have lasted over the centuries, and are as relevant today as when they were first conceived. These perennial ideas cannot just be disregarded because these also reflect what we, as a nation, have always wanted. It is interesting that these ideas, like democracy, truth, and good education, are what most of us sought ever since. However, in the modern era, educational systems have been more focus on change, and thereby indirectly rejecting the works that great people from the past have contemplated in their time; hence, it is very easy to find people who will oppose this educational philosophy. Given that most people are not open to this kind of philosophy at this time, as educators, who are seeking the best education for our students and ultimately for our nation, we need to examine and consider the philosophies, such as perennialism, and their ideals that could possibly attain our purpose.
Table of Contents
1. Introduction
2. Universal and Absolute Educational Principles
3. Great Books of the Western World
4. Liberal Education
5. Analysis and Application of Perennialism in the Philippine Context
6. Final Thoughts
7. Points to Ponder
Research Objectives and Core Themes
The primary objective of this work is to examine the educational philosophy of perennialism, specifically through the works of Robert Maynard Hutchins and Mortimer Jerome Adler, and to critically evaluate its potential application and modification within the contemporary Philippine educational context.
- Theoretical foundations of universal and absolute educational principles.
- The role and critique of the "Great Books of the Western World" in pedagogy.
- Distinction between vocational and liberal education models.
- Contextualizing perennialism to address unique Filipino cultural identity and values.
- Reconciliation of conservative educational ideals with the necessity for national progress.
Excerpt from the Book
Universal and Absolute Educational Principles
Perennialism believes in the application of universal and absolute educational principles. He believes that the ends of education are the same. They are absolute in the sense that they are not relative to time and place, and universal in the sense that they are invariable and without exception (Adler, 1988). This statement is often misunderstood, and garners a multitude of critics, because it gives an impression that it does not consider the differences of people and the varying circumstances to which these principles are applied. Thus, to withstand these criticisms, the perennialist teachers made a very important point regarding their view on these principles. They clarified that the universal and absolute principles of education does not mean that the actual educational practices must be the same. In fact, they proposed that these practices should be different and should be based on one’s culture, their individuality, and the circumstances of the time and place at which these principles will be applied; according to them, an intelligent application of principles requires that these principles be adapted to varying situations (Adler, 1988).
Chapter Summaries
Introduction: This chapter introduces perennialism as a philosophy centered on "everlasting" ideas and outlines the author's intent to explore its core components and applicability to the Philippines.
Universal and Absolute Educational Principles: Explains the perennialist stance that education should aim for the development of rational, moral, and spiritual powers through principles that are consistent across time and space.
Great Books of the Western World: Analyzes the use of seminal Western texts as educational tools to teach critical thinking, while noting the potential exclusionary nature of focusing solely on Western authors.
Liberal Education: Differentiates between vocational training and liberal education, arguing that the latter is essential for fostering the ideals of democracy, truth, and moral character in students.
Analysis and Application of Perennialism in the Philippine Context: Critically evaluates the integration of perennialism in the Philippines, suggesting the creation of a "Great Books of the Philippines" to align with local values and history.
Final Thoughts: Offers a reflective conclusion on reconciling the conservative nature of perennialism with the necessity for progress and cultural relevance in the Philippine education system.
Points to Ponder: Provides reflective questions to stimulate critical thinking regarding the practical challenges and ethical considerations of applying perennialist ideals in a modern society.
Keywords
Perennialism, Liberal Education, Robert Maynard Hutchins, Mortimer Jerome Adler, Universal Principles, Philippine Education, Great Books, Critical Thinking, Dialectical Method, Educational Philosophy, Rationality, Moral Development, Cultural Context, Colonial Mentality, Vocational Training.
Frequently Asked Questions
What is the core focus of this publication?
This work explores the philosophy of perennialism—the idea that certain educational principles are universal and everlasting—and investigates how these concepts can be thoughtfully adapted to the Philippine educational landscape.
What are the central thematic pillars of the study?
The key themes include the nature of universal educational principles, the function of the "Great Books" in intellectual development, the importance of liberal education, and the necessity of aligning foreign philosophical frameworks with local national identity.
What is the author's primary research goal?
The goal is to determine if perennialist ideas remain relevant for contemporary Filipino students and how the national curriculum could incorporate these ideals without fostering colonial mentalities or neglecting indigenous wisdom.
Which pedagogical approach is highlighted?
The author emphasizes the use of the dialectic or Socratic method as a vital tool for cultivating critical thinking, dialogue, and the development of the mind in students.
What is discussed in the main body of the text?
The main body examines the definitions of perennialism provided by proponents like Adler and Hutchins, contrasts liberal versus vocational education, and critiques the heavy reliance on Western "Great Books" in non-Western contexts.
Which terms characterize this research best?
Essential terms include Perennialism, Liberal Education, Dialectical Method, Universal Values, and Cultural Integration.
How does the author suggest modifying the "Great Books" concept for the Philippines?
The author proposes creating a unique collection of "Great Books of the Philippines" that highlights the works of national figures like Rizal and Bonifacio to reflect local history and moral standards.
Why does the author argue that perennialism is not necessarily anti-change?
The author explains that perennialism seeks the truth throughout history; if "change" involves reforming systems through virtuous means and building upon past wisdom rather than rejecting it, then the philosophy aligns with meaningful progress.
How is the gap between universal values and societal problems addressed?
The author posits that while values like honesty are universal, corruption persists in the Philippines due to a gap in the curriculum, which fails to adequately emphasize these virtues as a foundational part of national culture.
- Quote paper
- May Anne Joy Romanes (Author), 2016, Perennialism in the Context of Philippine Public Education, Munich, GRIN Verlag, https://www.grin.com/document/955945
