Definition
Perennialism is an educational philosophy that argues that certain ideas and their resources have absolute value and should be central to the educational experience. Emphasis is placed on the seven liberal arts, such as studying rhetoric, logic or philosophy, and science, to provide students with a strong foundation of knowledge and critical thinking skills (Nkhata et al. 109). The ultimate goal is to help students develop a deep understanding of the human experience and develop their intelligence from there.
Profession and Teaching Style Choice
Teachers who choose perennialism as their teaching strategy often have in-depth knowledge of the subjects they teach (Marpa 39). They use a variety of teaching strategies to convey timeless principles and ideas contained in classical texts. It includes both close reading and in-depth analysis of essential works and encouraging students in discussions to develop their critical thinking by asking their own questions.
Teaching Strategies and Historical Context
Perennialism has a rich history in education, dating back to ancient Greece and the work of philosophers such as Plato and Aristotle. During the Renaissance, the ideas of perennialism gained prominence, and many of the era’s great thinkers emphasized a return to classical education (Sedgwick 43). In modern times, perennialism continues to be an influential philosophy in various educational settings, especially private schools and some college programs (Knight 62).
Instructional Implementation and Classroom Dynamics
In such institutions, teaching is often structured and traditional, emphasizing methods focused on the presentation of established knowledge; that is, the approach to learning is based on discipline. The focus is assessing students’ understanding of the core curriculum through various written essays, examinations, or presentations (Marpa 39).
For teachers to succeed in perennials, they need ongoing training in the subjects they teach. That is, they should always be aware of current research in their fields. In addition, familiarity with the classics and a love of learning are important to inspire their students effectively.
Impact on Student Learning and Lifelong Engagement
Perennialism can significantly enhance student learning by instilling a stable basis of knowledge and critical thinking skills. Students exposed to classics and enduring ideas are better prepared to understand complex issues and engage in meaningful discussion. Students gain a deep understanding of fundamental concepts by delving into timeless works.
For example, reading and analyzing Plato’s Republic can lead to deep discussions about justice, government, and the human condition. This depth of understanding can pique students’ interest and motivate them to explore these topics further. Thus, by instilling a deep appreciation for classic works and enduring ideas, philosophy encourages students to continue to study these subjects independently even after finishing their formal education (Nkhata et al. 109). This lifelong interest in education can lead to lifelong personal and intellectual growth.
Comparison with Common Core Curriculum
Perennialism differs from the Common Core Curriculum in several ways. General education focuses on specific learning objectives and standards in all subjects, often emphasizing practical and career skills. In contrast, perennialism gives priority to the study of classical texts and the enduring values of humanity. The main difference can be seen in the context of the choice of subjects and methods for teaching.
For example, the common core curriculum is standardized and often focuses on core subjects such as mathematics and science, with a strong emphasis on practical skills. In addition, this system often uses student-centered teaching methods, project-based learning, and group activities. On the other hand, perennialism underlines liberal arts, classical literature, and history; critical thinking is the main skill this philosophy develops (Marpa 21). Moreover, in perennialism, the teaching methods are more teacher-centered and analytical.
Works Cited
Knight, Christopher C. “Neo-perennialism: A trap to avoid or a valid research program?” Journal of Ecumenical Studies, vol. 58, no. 1, 2023, pp. 60–85. Web.
Marpa, Eliseo Perante. “Preservice teachers’ perceived philosophies of education in the context of outcome-based Teacher Education Curriculum (OBTEC).” International Journal on Studies in Education, vol. 5, no. 1, 2022, pp. 27–41. Web.
Nkhata, Bentry, et al. “Exploring selected theories applicable to educational disciplines and Social Sciences Research.” International Journal of Humanities, Social Sciences and Education, vol. 6, no. 12, 2019. Web.
Sedgwick, Mark J. Traditionalism: The Radical Project for Restoring Sacred Order. Oxford University Press, 2023.
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