CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus

Indang, Cavite, Philippines

GRADUATE SCHOOL AND OPEN LEARNING COLLEGE

A Case Study on Perceived Educational Philosophies of Ten Teachers

of Southern Philippines Institute of Science and Technology

Submitted in Partial Fulfillment of the Requirements for

Philosophical Foundations of Education
Master of Arts in Education

Paña, Leila M.

Tepora, Zyldjian

December 2017
 Chapter I

INTRODUCTION

Educators have different philosophies they believed in. It may be a single

philosophy or a combination of two or more philosophies. Educational philosophy
serves as the backbone of every educator’s teaching career. This is where all the
strategies and pedagogies teachers use in their classrooms were rooted. How
teachers stand in front of the classroom and hold the class tell something about
what they believe in.

Crafting the appropriate teaching philosophy is a crucial role for teachers.

They should not only think of themselves but most especially, they consider the
welfare of their students. Teachers should put emphasis on what will be the best
for their students because whatever the philosophy a teacher has will definitely
reflect on the students’ lives. There are many educational philosophies
developed over the years. Some are teacher-centered while others are student-
centered. However, all of them boils down to the goal of providing the best
education for the students.

Nowadays, some teachers teach every day without being aware of their
own philosophy of teaching. Some do not have time to reflect on themselves on
where their passion of teaching is rooted from. However, it is important for
teachers to know their philosophy in order to boost their daily teaching
experiences and know whether there is something to modify or improve on.
Awareness of philosophy will also make the teachers realize why they teach the
way they do and see if they are effective enough for the students.

In this study, the researchers used five educational philosophies namely

Essentialism, Perennialism, Progressivism, Social Reconstructionism and
Existentialism. There are more pre-existing philosophies which focused on
education but the researchers gave emphasis on the mentioned philosophies.
This study assessed ten teachers about what their educational philosophies are.
This serves as an analysis of the response of the teacher respondents to know
what educational philosophy they believed in.

Statement of the Problem

The study intended to find out the educational philosophies of ten teachers
of Southern Philippines Institute of Science and Technology. The study aims to
know which among Essentialism, Perennialism, Social Reconstructionism and
Existentialism do the teachers believed in.

Specifically, it answered the following questions:

1. What is the educational philosophy of each of the ten teachers?

2. Which educational philosophy appears to be the most preferred by the ten
teachers?
3. Which educational philosophy appears to be the least preferred by the ten
teachers?

Description of Respondents

This case study is conducted to ten teachers of Southern Philippines

Institute of Science and Technology. The respondents are chosen through
random sampling technique. They have different age and gender and their
common denominator is that they are all handling English subjects. Each
respondent was given a questionnaire to know what their educational philosophy
is.

Setting

This case study is conducted to ten teachers of Southern Philippines Institute of

Science and Technology. The respondents are chosen through random sampling
technique. They have different age and gender and their common denominator is
that they are all handling English subjects. Each respondent was given a
questionnaire to know what their educational philosophy is.
 Limitations

Normative Educational Philosophies

The study is about the educational philosophy of ten English teachers of

Southern Philippines Institute of Science and Technology. The scope of the study
is limited to the ten English teachers who are randomly selected as respondents
of this study. Other teachers of the school were not included in the
implementation of the study. The study is limited to the five educational
philosophies which are Essentialism, Perennialism, Progressivism, Social
Reconstructionism and Existentialism. Other philosophies adhered by the
respondents were not given emphasis in this study. The result of the study was
primarily based on the teachers’ response to the questionnaire. Other
manifestations showing the educational philosophy of the teacher respondents
were not considered on the results. The researchers didn’t acquire any
information on the teachers’ class instead, used the teachers’ honest opinion on
the questionnaires provided to draw their conclusion.

Definition of Terms

Educational Philosophy – philosophy applied to education as a specific area of

human endeavor. It involves bringing those critical reflections which
characterize philosophy in general to influence and direct the range of
experiences and possessions that may be referred to as education
(Brennen, 1999).

Essentialism – can be described as an educational philosophy rooted in teaching

basic educational subjects aimed at creating a society of contributing
citizens to a democratic culture (Link, 2008).

Perennialism – derived from both idealism and realism. It maintains that the
purpose of schools is to prepare the children to accept their places in a
society built upon a long and tested tradition (Arend, Winitzky &
Tannenbaum, 2001).
Progressivism – a student-centered philosophy that believes that ideas should be
tested by experimentation and learning comes from finding answers from
questions. It values the scientific method of teaching, allows individuals to
have their own beliefs and promotes the interaction of students as
valuable to the learning process (Ganly, 2009).

Social Reconstructionism – rooted in the social reform wing of the early twentieth
century Progressive educators and pragmatic and social ideas of John
Dewey and Jane Adams whose ideas of social reconstruction were further
developed and expanded by George S. Counts. It encouraged educators
to use the school to create social reform. It stressed that teachers and all
educators should develop policies and practices that are directed toward
creating a new and restructured society (Hill, 2006).

Existentialism – a modern philosophy emerging from the 19 th century, inspired by

thinkers as Kierkegaard and Nietzche. Unlike traditional philosophy, which
focuses on objective instances of truth, existentialism is concerned with
the subjective, or personal aspects of existence (Magrini, 2012).

Chapter II
 Review of Related Literature

Educational Philosophies in the Classroom

In article written by Ganly (2012), some of the most common educational

philosophies were explained. All educational philosophies vary according to their
beliefs but all of them aim to make education for students better. Perennialism is
a teacher-centered philosophy that emphasizes on the values associated with
reason. For the perennialists, knowledge is enduring and seeks everlasting
truths. They also view the ideas of existence as constant or unchanging.
Progressivism, on the other hand, is student-centered and believes that ideas
should undergo experimentation. In progressivism, learning comes from finding
answers from questions. This philosophy uses scientific method of teaching,
allows students to have their own beliefs and promotes interaction among
students which they consider as valuable to the learning process.
Reconstructionism is another philosophy which is also student-centered. It
promotes world social progress, emphasizes on world events, controversial
issues and developing a vision for a reconstructed and better world. Essentialism
is a teacher-centered philosophy that believes that there is a common set of skills
and knowledge that educated people should have. It focuses on respect for
authority, developing sound habits of the mind, and training in fundamentals.
Essentialism is similar to perrenialism. Even though these philosophies differ in
many ways, their focus is all about teaching students effectively. All of these are
essential to all students and should be utilized in schools (Ganly, 2012).

Essentialism and Perennialism

According to Sharon Link, Ph.D. (2008), both the Essentialism and

Perennialism appear to be more on the teacher-centered side than student-
centered. These two philosophies also show a much earlier time in American
history when cultural directives significantly affected the pre-existing philosophies
of certain eras and generations. For some reasons, there are various barriers in
the full integration of the two philosophies.

In his article, Link (2008) explained the barriers to both Essentialism and
Perennialism in the classrooms in America. The concept of Essentialism appears
to be “back to basics” approach to the traditional educational concepts. It is
mainly driven to transmit the traditional moral values and knowledge that children
need in order for them to become model citizens of the society. However, in an
Essentialist classroom, a system of diversity would be hard to achieve and
students with special needs would find it difficult to meet their needs. On the
other hand, Perennialism emphasizes more on transforming students into critical,
analytical thinkers. In a Perennialist classrooms, teachers spend more time
teaching about concepts and discussing how these concepts are meaningful to
students. The barrier in the implementation of Perennialism is that the
methodologies used by Perennialists to teach students to think critically are
mainly based on Socratic methods which were viewed as already outdated by
most students of the present culture.

Furthermore, Link (2008) has drawn conclusions on the two philosophies

of Essentialism and Perennialism. He concluded that the two philosophies are
both heavily used in America’s classrooms along with other educational
philosophies. In all educational settings, all of the main philosophies provide
guiding principles in establishing classroom practices. There are multiple
diversities in classrooms, that is why it is difficult to integrate philosophies in the
classroom. Therefore, in order to create a relevant and appropriate learning
experience for students, teachers should explore the relevant educational
philosophies which can allow the students to reach their fullest potential.
Progressivism in American Education

Lucian Radu (2011) wrote a paper on John Dewey and Progressivism in

American Education. His study focused on Progressivism as a reaction against
the traditional school in America to achieve the purpose of connecting education
to realities brought about by the various changes in the society. The proponent of
Progressivism was John Dewey. The core concept of this philosophy is the
experience. In his paper, Radu (2011) deals with John Dewey’s pedagogic theory
on the method of solving problems as a general method of education in a
Progressivist classroom.

Furthermore, Radu’s paper gave emphasis on the two schools which had
significance in the progressive perspective namely the Dalton Plan and
Winnetka. At Dalton, the individual study has been given importance wherein the
learners have the freedom to organize their time and have benefits from teaching
aids and laboratories. Strict individualized system has been implemented at
Dalton in which the teaching methods focused on the individual’s effort for
learning. On the other hand, at Winnetka, the system was based on
individualized education which is based on students’ inclinations and capacity.

Upon discussing further about Progressivism, the paper has been

concluded that beyond the arguments between Progressivism as a dominant
pedagogic orientation in the United States and anti-progressivist trends, it should
be noted that Ion Gh. Stanciu’s claim in his work, “School and Pedagogic
Doctrines in the Twentieth Century”, that Progressivism was the subject of
criticism coming from various directions of philosophy of education. Other
philosophies have been widely utilized in America such as Essentialism,
Perennialism and Reconstructionism.

Existentialism and Education

The philosophy of Existentialism emerged from the 19 th century proposed

by Kierkegaard and Nietzche. It is not a systematic philosophy, with difficult and
quick method of analysis, such as the scientific method. Rather, it is a way of
existing wherein we inquire into our existence. In our aim to fully understand our
live in connection with others, we begin to realize common themes emerging
such as the ideas of freedom, responsibility, suffering, guilt, death and the place
of genuine values in the life of a human (Magrini, 2012).

In education, Existentialism offers a corrective and alternative

behaviorism, social efficiency, ideas of conservative scholar academics and
vocational. The aims of education in an Existentialist view are rooted in the belief
that the students and their unique possibilities are essential to the task of
teaching. We are more than merely rational animals with the ability to speak, we
are also feeling, emoting, intuitive beings – who create and re-create our world
through free choices. Importantly, for education and its various institutional
manifestations, our world and ideas are not given, they are not indelibly acquired,
and change to both the world and our ideas is possible through united,
ecumenical activity. Its aims are also inspired by the content of the curriculum. It
includes questions of a unique and existential nature (Magrini, 2012).

According to Magrini (2012), an existential curriculum should include a

diverse content and also an array of differentiated pedagogical methods which
allow the students to have ample opportunities for peer-initiated and peer-
directed learning. There are crucial normative and ethical issues bound up with
the role of educator in existentialism. Moreover, “educators should plan lessons
that embrace and incorporate aspects of the student’s emotional and intellectual
autobiography” (Grumet, 1992).

On the other hand, Magrini (2012), also stated in his paper that there are
also some questions and critiques of existentialism in education. First, it is not
applicable in classrooms because it utilizes the typical empirical model of theory
and practice, wherein research results function to explain, describe and predict
the outcome of events. Finally, to emphasize what was stated at the outset, the
deep and impenetrable technical philosophical language used by existentialists
make it impossible to translate into the actual practice and teaching-learning
experience. This is because of the fact that most existentialists wrote little to
nothing about formal education.

Social Reconstructionism: A Critical Theory

Social reconstructionism is a philosophy that reiterates the

addressing of social questions and a continuous quest to create a better society
and worldwide democracy. Reconstructionist educators focus on a curriculum
that highlights social reform as the aim of education. Theodore Brameld was the
founder of social reconstructionism, in reaction against the realities of World War
II. He recognized the potential for either human annihilation through technology
and human cruelty or the capacity to create a beneficent society using
technology and human compassion. Reconstructionists recognized that
education was the means of preparing people for creating this new social order
(Cohen, 1999).

Critical theorists, like social reconstructionists, believe that systems must

be changed to overcome oppression and improve human conditions. Paulo
Freire was a Brazilian whose experiences living in poverty led him to champion
education and literacy as the vehicle for social change. In his view, humans must
learn to resist oppression and not become its victims, nor oppress others. To do
so requires dialog and critical consciousness, the development of awareness to
overcome domination and oppression. Rather than "teaching as banking," in
which the educator deposits information into students' heads, Freire saw
teaching and learning as a process of inquiry in which the child must invent and
reinvent the world (Cohen, 1999).

According to Cohen (1999), for social reconstructionists and critical

theorists, curriculum focuses on student experience and taking social action on
real problems, such as violence, hunger, international terrorism, inflation, and
inequality. Strategies for dealing with controversial issues (particularly in social
studies and literature), inquiry, dialogue, and multiple perspectives are the focus.
Community-based learning and bringing the world into the classroom are also
strategies.

Educational Philosophies in the Philippines

Magulod (2017) conducted a study on Educational Philosophies Adhered

by Filipino Preservice Teachers. His study used a descriptive survey research
method in order to find out what educational philosophies do Filipino preservice
teachers adhere to. The respondents were consist of 76 fourth year Bachelor in
Elementary Education (BEED) and Bachelor in Secondary Education (BSED) of
the College of Teacher Education in a state university in the Philippines. The
researcher used a standardized research tool in gathering data needed. The
findings of Magulod’s research showed that the Filipino preservice teachers
expressed a very high adherence to Progressivism educational philosophy and
high orientation to Perennialism and Existentialism philosophies. These imply
that they espoused a high student-centred teaching belief with partial acceptance
to teacher-centred teaching belief. Test of difference and Post hoc analysis
revealed that course, residence and scholastic standing in high school spelled
differences on the educational philosophies of the Filipino preservice teachers.
Findings of the study present initiatives for 21st century teacher education
preparation program.
 Chapter III

Methodology

Sampling Procedure

The study is conducted in Southern Philippines Institute of Science and

Technology. The researchers asked the participation of ten English teachers in
the secondary level. The teacher respondents were selected through random
sampling technique. Each teacher handled several English classes in senior high
school.

Data Gathering Procedure and Instrument

The researchers initially asked the consent of the school head of Southern
Institute of Science and Technology since the survey was implemented to the
teachers working in the said institution. Upon approval, the consents of the ten
English teachers who are randomly selected were also undertaken. The teacher
respondents were asked to answer a standardized questionnaire with their
honest opinion. Their responses were calculated to draw the conclusion of what
their educational philosophies are.

The instrument used in this study is a standardized test entitled “What is

Your Philosophy of Education?”. It focused on five educational philosophies such
as Essentialism, Perennialism, Progressivism, Social Reconstructionism and
Existentialism. The test is composed of 40 items in which the respondents
assessed themselves using the scale of 5 if they strong agree, 4 if they agree, 3
if neutral, 2 if they disagree and 1 if they strongly disagree. The respondents
were asked to rely on their honest opinion in answering all the items. After the
respondents have accomplished the test, the researchers computed and
analyzed the responses of the respondents. The number of responses to each
item was added based on the five educational philosophies. For Essentialism,
the items to be summed are 1, 6, 11, 16, 21, 26, 31 and 36. For Perennialism,
the items are 2, 7, 12, 17, 22, 27, 32 and 37. For Progressivism, the items are 3,
8, 13, 18, 23, 28, 33 and 38. For Social Reconstructionism, the items are 4, 9,
14, 19, 24, 29, 34 and 39. Lastly, the items to be added for Existentialism are 5,
10, 15, 20, 25, 30, 35 and 40. After computing the sums of the mentioned items
for the corresponding philosophy, the researchers ranked the sums. Upon
ranking, the results showed what is the educational philosophy of each
respondent.

Statistical Treatment

In this study, descriptive statistics was used in determining the educational

philosophy of each teacher respondent. To determine which educational
philosophy ranked first and which ranked last in all the respondents, mean and
standard deviation were computed from the data gathered.
 Chapter IV

Presentation and Analysis of Data

4.1 INTRODUCTION

This chapter includes the presentation, analysis, and interpretation of data

that have been gathered from the questionnaires distributed to the respondents.
This chapter describes the analysis of data followed by a discussion of the
research findings. The findings relate to the research questions that guided the
study. Data were analyzed to identify and describe the philosophy of education of
ten teachers in SPIST. Data were obtained from self administered
questionnaires, completed by 10 teachers (n=10). Assuming that only one eight
of the total population of 80 employees in the school employ may have
experienced in teaching philosophy. This is also supported by the fact that some
of the teachers in this school occupy non-teaching staff posts, for example, they
may be involved in clerical, administrative and managerial positions that exclude
them from teaching activities. A total of 10 questionnaires were received,
however, only 10 questionnaires were usable for this study and met the required
inclusion criteria as discussed in the previous chapter. The questionnaire
comprised of three sections and data generated will be presented as follows: ƒ

 The first section comprises of demographic data such as gender and age.
 The second section comprises of data describing the position/designation,
educational qualification and level taught in correlation to the demographic
data. ƒ
 In the third section data obtained from the philosophy of education of
teachers.
4.2 METHODS OF DATA ANALYSIS AND PRESENTATION OF DATA

Descriptive statistical analysis was used to identify frequencies and

percentages to answer all of the questions in the questionnaire. All respondents
answered all of the questions therefore percentages reported correspond to the
total number of teachers answering the individual questions.

4.3 DISCUSSION OF FINDINGS

4.3.1 Demographic Relationships and Study Variables

Although it was not part of the purpose of the study, this set of data was
intended to describe demographic variables of the sample and to assess for any
influence on the research findings. The demographic data consisted of gender,
sex, educational qualification, and level taught.

4.3.2 Age ranges and gender of the participants in the sample

Participants were asked to put their age in the space provided (see table
4.1 below). All the participants responded to the question (10 responses or
100%). Thirty percent of the respondents were in the 20-30 years age category
(3 responses) Thirty percent of the respondents were in the 31-40 years age
category (3 responses) Thirty percent of the respondents were in the 41-50 years
age category (3 responses) and Ten percent of the respondents were in the 51-
60 years age category (1 response).

Gender
Age range in years Total respondents
Male Female
20-30 2 1 3
31-40 1 2 3
41-50 2 1 3
51-60 1 1
Table 4.3.3 Position/Designation and Level Taught of the participants in the
sample

In the table below you will see position/ designation and level taught of the
participants. One of them have a position of SHS Coordinator and she taught in
secondary level, the other one is the guidance coordinator which is taught in
JHS, another one is HRM Coordinator she taught in secondary level, five of them
are full time teacher and they taught in SHS, another one is college coordinator
which is taught in tertiary level, and the last one is activity coordinator he taught
in tertiary level too.

Position/Designation Level Taught Total

NKP JHS SHS Tertiary Graduate
SHS Coordinator 1 1
Guidance Coordinator 1 1
HRM Coordinator 1 1
Full Time Teacher 5 5
College Coordinator 1 1
Activity Coordinator 1 1

Table 4.3.4 Tally Sheet Table

In this table below, it shows the surname of the respondents arranged it

alphabetically and their answer in forty questions. It shows that they have
different perception about five philosophies in education.
Philosophies A B C D E F G H I
1.Essentialism 4 4 3 5 2 2 4 3 5
2.Perrenialism 3 5 3 4 2 2 4 3 4
3.Progressivism 5 4 5 4 4 5 5 5 5
4.Recontructivism 2 5 3 2 3 3 4 4 5
5.Existentialism 5 3 5 5 2 4 4 5 4
6.Essentialism 4 5 5 5 4 4 4 5 5
7.Perrenialism 4 5 5 4 3 5 5 4 4
8.Progressivism 4 5 5 5 4 4 4 5 4
9.Recontructivism 4 4 4 5 3 4 3 4 5
10.Existentialism 4 4 4 1 4 4 5 2 5
11.Essentialism 4 3 3 5 3 3 4 5 5
12.Perrenialism 2 4 4 1 2 4 3 2 5
13.Progressivism 4 4 4 5 3 4 4 5 4
14.Recontructivism 2 3 3 1 2 2 2 2 5
15.Existentialism 5 4 4 5 3 4 4 5 5
16.Essentialism 4 4 3 5 2 4 4 4 5
17.Perrenialism 2 2 5 2 3 4 5 4 4
18.Progressivism 2 2 4 5 3 3 4 5 5
19.Recontructivism 2 3 4 2 3 2 4 2 5
20.Existentialism 4 3 4 5 2 2 3 3 5
21.Essentialism 2 2 3 1 2 2 3 3 4
22.Perrenialism 2 2 3 4 2 5 3 4 5
23.Progressivism 5 3 5 5 3 4 4 4 5
24.Recontructivism 5 3 5 5 4 5 4 5 5
25.Existentialism 2 3 4 4 3 4 3 4 5
26.Essentialism 4 2 5 4 4 1 2 4 5
27.Perrenialism 5 2 5 5 4 4 4 4 5
28.Progressivism 3 3 3 5 3 4 4 3 5
29.Recontructivism 5 5 5 5 4 4 4 4 5
30.Existentialism 4 5 4 5 2 1 2 2 5
31.Essentialism 3 4 4 4 4 1 3 3 5
32.Perrenialism 4 4 5 5 4 3 4 4 5
33.Progressivism 5 5 5 5 5 4 4 5 5
34.Recontructivism 5 5 5 5 5 4 5 5 5
35.Existentialism 5 2 5 5 3 4 4 4 5
36.Essentialism 4 3 5 5 3 5 3 4 5
37.Perrenialism 2 2 5 5 3 5 3 4 5
38.Progressivism 5 4 5 5 4 4 5 5 4
Table 4.3.5 Summary of the Table

In this table you will see the summary showing the five philosophies of
education. They are ranked from highest to lowest point.

Essentialism Perrenialism Progressivism Social Reconstructi Existentialism

1. 4 2. 4 3. 5 4. 3 5. 5
6. 5 7. 4 8. 5 9. 4 10. 4
11. 3 12. 4 13. 4 14. 2 15. 4
16. 4 17. 4 18. 5 19. 3 20. 3
21. 3 22. 3 23. 5 24. 5 25. 4
26. 4 27. 5 28. 3 29. 5 30. 5
31. 4 32. 4 33. 5 34. 5 35. 5
36. 5 37. 5 38. 5 39. 5 40. 4

Based on the summary in the table above, it shows that rank one is
Progressivism, second is Existentialism, third is Perrennialism, fourth is
Essentialism and the last one is social reconstructivism.
 Chapter V

Summary, Findings, Conclusion and Recommendation

SUMMARY

The study focuses on the perceived educational philosophies of ten

teachers of Southern Philippines Institute of Science and Technology. The study
emphasizes the five educational philosophies namely Progressivism,
Essentialism, Existentialism, Perennialism and Social Reconstructionism. A
fourty-item questionnaire has been given to the participants. Upon administration
of the questionnaires to the participants, it was concluded that the educational
philosophy that the participants mostly adhered to is the Progressivism.

FINDINGS

The researchers found out that most of the participants of the study
adhered to the philosophy of Progressivism. The second philosophy is the
Existentialism. The third is Perennialism. The fourth is Essentialism and the last
is social reconstructivism. These findings were taken out from the responses of
the participants from the questionnaire given to them. This implies that majority of
the participants believe in the ideals of progressivism and even use it in their
daily teaching-learning experiences.

CONCLUSION

In this research, it shows that the educational philosophy that the

participants mostly adhered to is the Progressivism. The researchers therefore
conclude that most of the participants believe that students learn by doing. They
are in favor of the ideas of progressivism which are mostly student-centered.
Based on the responses of the participants, they mostly believe that children
learn more through their experiences. Other philosophies are not learner-
centered which may be a factor why majority of the participants adhered to
Progressivism. In the 21st Century education, teachers are now engaging the
students more in the teaching-learning process in order for them to learn the
essential knowledge, skills and values they need in order to succeed. This is one
of the ideas of Progressivism which influenced the responses of the participants.
However, since the findings were taken from the questionnaire only, the result
may be limited to the participants’ responses to the questionnaire. There may be
some factors which affected how they were able to respond to the questionnaire.
However, the study proved that every teacher is different especially in their belief
and philosophies. Every teacher has the right to choose the philosophy or
philosophies that he/she wants to use in his/her classroom. He/she has also the
right to create his/her own philosophy. The bottom line here is that no matter
what philosophy a teacher uses as long as the students are learning effectively
then that is considered the best educational philosophy.

RECOMMENDATION

From the findings and conclusions of this study, the researchers

recommend further studies to conduct a more extensive data gathering
procedure in order to arrive at more accurate results. This study is limited only to
the responses of the participants to the questionnaire given to them. The problem
with this kind of data gathering procedure is that some participants may not take
the questionnaire seriously and may not answer it wholeheartedly. For further
studies, some researchers may conduct observations to the participants in order
to accurately find out which philosophy do participants really adhered to base on
how they teach. Future studies may also select three or more educational
philosophies and may try to find out which of them is the best in improving the
academic performance of the students. This variation of the study can make the
findings more useful for teachers’ use so that they may know what is the most
effective educational philosophy in teaching students of this generation.
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