PERENNIALISM
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A philosophy provides educators with a “framework for determining broad issues and
tasks, the process of teaching and learning, and in general, what experiences and
activities to stress in schools and classrooms” (Ornstein, 1991, p. 102).

One of the Philosophies and principles of teaching is the Perennialism

We will begin with an overview of the key characteristics of Perennialism.
o Information related to the curriculum, instructional methods, the role of the
teacher, and role of the learner will also be explored. Finally, key proponents of
Perennialism and their contributions will be discussed.
Characteristics of Perennialism

Perennialism is identified as a very conservative theory of education. Rooted in the
following schools of thought: idealism, realism, and neo-Thomism.

Perennialists believe that the focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today as when they were
written. They recommend that students learn from reading and analyzing the works by
history's finest thinkers and writers.

The educational focus of Perennialism is on finding universal truths and absolutes
associated with reason and faith (Webb et. al., 2010).

The literal definition of perennial means “everlasting” or something that “returns year
after year.” As implied by its name, Perennialism is based upon the belief that there are
everlasting ideas and universal truths.

Therefore, the primary goal of education within this philosophy is to search for and
disseminate truth. In addition, this philosophy of education advocates for the cultivation
of human intellect.

According to this theory of education, truth is universal and does not change.
o Explanation: Perennialists claim that education should aim at teaching the
universal truths that have withstood the test of time.

Since humans are rational beings, educational systems should focus on
developing students’ mind. Perennialists favor curricula that are
general, liberal, and humanistic rather than specialized, vocational
and technical.

Robert Maynard Hutchins and Mortimer Jerome Adler are the advocators of this theory
of education.
Instruction in Classroom

At the elementary level, a Perennialist teacher would focus on the management and
teaching of basic educational skills. To support educators in meeting this goal, they are
supposed to use the “Great Books” of Western civilization.

Adler (1984) also suggested the following three methods of instruction:
o Didactic Instruction

teacher-centered method of instruction in which teachers deliver and
students receive lessons, best suited to brief delivery of factual
information.
o Coaching

Means job-embedded professional development on the basis of daily
teaching practice. It is designed to improve teachers' instructional
practices to enhance student learning.
o Socratic Method

Instead of giving information and facts, an instructor using the Socratic
method of teaching asks students a series of open-ended questions
(questions with more than a yes or no answer) about a specific topic or
issue. In turn, the students can also pose questions of their own.

In order to prepare students for the instruction they would receive in a Perennialists
classroom, they first needed to be taught how to think critically. In addition, they would
have to learn questioning strategies so that they could engage in meaningful “dialogue”
about the classical literature they would be reading (Webb et. al., 2010).

TEACHERS ROLE
o For Perennialists, the teacher is seen as the authority figure in the classroom. As
the authority figure, it is up to the teacher to disseminate the truth. The teacher can
do this by acting as a seminar leader or coach.
o According to Adler (1984), as a seminar leader, the teacher illustrates the power
of the literature being read through questioning. When done correctly, this
questioning should help students think rationally. One of the most popular
methods for questioning students is the Socratic Method.

STUDENTS ROLE
o The students are supposed to learn the “truth” as taught to them by the teacher.
Since truth does not change, students’ interests or experiences are not reflected in
what is taught in a Perennialist classroom. In fact, the issue of diversity is not
even relevant, because learning is not about diversity.
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