PAMANTASAN NG LUNGSOD NG VALENZUELA

GRADUATE STUDIES

A Research Paper submitted

In partial fulfillments

Of the requirements

In

PHILOSOPHY OF EDUCATION

“DOMINANT EDUCATIONAL PHILOSOPHY PROFESSED

AND PRACTICED BY THE TEACHERS OF BAGONG BARRIO NATIONAL HIGH

SCHOOL”

SANCHEZ, RYAN ROMNICK B.

CAJEFE, NICOLAI M.
MARTINEZ, MAY BELLE P.
SANCHEZ, MARY ROSE B.
TEANO, ANA CECILIA P.

MAED 2

DR. JAMESON TAN

10 October 2015
 CHAPTER I

INTRODUCTION

Philosophy of education focuses on the values, beliefs and attitudes in relation to

the process of growth of individuals and society. These values, beliefs and attitudes

determine the direction of the educational system, particularly the aims, goals and

objectives, contents, delivery and assessment of education.

Behind every school and every teacher is a set of related beliefs--a philosophy of

education--that influences what and how students are taught. A philosophy of education

represents answers to questions about the purpose of schooling, a teacher's role, and

what should be taught and by what methods.

There are two classification of educational philosophy as to teacher-centered and

student-centered philosophy. The teacher-centered philosophies tend to be more

authoritarian and conservative, and emphasize the values and knowledge that have

survived through time. The major teacher-centered philosophies of education are

essentialism and perennialism, while student-centered philosophies are more focused on

individual needs, contemporary relevance, and preparing students for a changing future.
School is seen as an institution that works with youth to improve society or help students

realize their individuality. Progressivism, social reconstructionism, and existentialism

place the learner at the center of the educational process: Students and teachers work

together on determining what should be learned and how best to learn it.

The philosophy of education is anchored to the psychological basis or educational

theory such as constructivism has its roots in cognitive psychology, and is based on the

idea that people construct their understanding of the world. Constructivist teachers gauge

a student's prior knowledge, and then carefully orchestrate cues, classroom activities,

and penetrating questions to push students to higher levels of understanding. Another is

B. F. Skinner advocated behaviorism as an effective teaching strategy. According to

Skinner, rewards motivate students to learn material even if they do not fully understand

why it will have value in their futures. Behavior modification is a system of gradually

lessening extrinsic rewards. The practices and beliefs of peoples in other parts of the

world, such as informal and oral education, offer useful insights for enhancing our own

educational practices, but they are insights too rarely considered, much less

implemented.

This study deals with probing the dominant educational philosophy professed and

practiced by teachers in Bagong Barrio National High School.

STATEMENT OF THE PROBLEMS

This paper deals on how educational philosophy professed and practiced by the

teachers of Bagong Barrio National High School.

Specifically the researchers aim to find answers on the following queries:

1. What is the profile of the respondents in terms of:

a.. Educational Attainment

1. Bachelor Degree

2. Post Graduate Degree

2. What is the philosophy of education professed by the Bagong Barrio National High

School teachers?

2. What is the philosophy of education practiced by the Bagong Barrio National High

School teachers?

3. What gaps manifested in the comparison of philosophy of education professed and

practiced by teachers?

SIGNIFICANCE OF THE STUDY

Several importance of a philosophy of education is that it defines the purpose and

focus of an educational institution. It becomes a part of its mission statement which in turn

defines what subject are taught, how they are taught and , perhaps more importantly, the

values that are taught both implicitly and explicitly along with the subjects being covered.

The researchers hope that this study could be benefited school administrators,

teachers and students.

For the School Administrators, the result of the study could benefit administrators

as to identify the different professed and practiced educational philosophy of the teachers

to link it to the needs and interest of the learners. Above all to provide specific policies,

interventions, and practices those are appropriate to provide solutions to the problems.
 For the Teachers, the result of the study could help the teachers connect and relate

the gaps between the professed and practiced educational philosophies; furthermore the

teachers could possibly think of innovations in bridging the gaps between philosophies.

For the students, the result of the study could probably best help the leaners to

understand the curriculum, the “what and how to teach”.

SCOPE AND DELIMITATIONS OF THE STUDY

This study is confined within the bounds of what philosophy is professed and

practiced by the teachers of Bagong Barrio National High School and the gaps between

the professed and practiced for the school year 2015-2016.

The respondents of the study are further delimited using purposive sampling to 50

teachers including administrators of Bagong Barrio National High School, School Year

2015-2016.

Furthermore, this would serve as a basis for policies and interventions for bridging

the gaps between the professed and practiced educational philosophy.

REVIEW OF RELATED LITERATURE AND STUDIES

The researchers will be discussing some articles that are related to the topic. It

includes facts about educational system, educational philosophy, educational theory,

professed, practiced philosophy by the teachers, different schools of thought and other

factors that has bearing to the study.

 From reliable research materials like online journals, research papers, magazines,

and articles, the researchers will provide some facts and theories from authors and

notable people in order to have concrete justifications of the study. This part will also

reveal the leading factors, cultural beliefs or social practice aspects.

Definition of Philosophy

Philosophy is an academic discipline that exercises reason and logic in an attempt

to understand reality and answer fundamental questions about knowledge, life, morality

and human nature. The ancient Greeks, who were among the first to practice philosophy,

coined the term, which means “love of wisdom.” Those who study philosophy are called

philosophers. Through the ages, philosophers have sought to answer such questions as,

what is the meaning and purpose of life. How do we know what we know? Does God

exist? What does it mean to possess consciousness? And, what is the value of morals?

Philosophers attempt to answer such questions through the philosophical method.

The method usually begins when a philosopher examines his own beliefs and begins to

doubt their validity. From his doubt, questions emerge. Before answering a question, the

philosopher thoroughly analyzes it to ensure it is clearly and properly defined. This helps

narrow the path to the most precise answer. Next, the philosopher proposes possible

answers to the question and provides reasoned arguments to support each one. The

arguments are then critiqued by other philosophers, who may give rebuttals. Through this

process of criticism and judgment, known as dialectic, philosophers attempt to prove the

rationality of their beliefs and discover fundamental truths.

 It’s no coincidence that the philosophical method has much in common with the

scientific method. Indeed, early science was known as “natural philosophy.” Philosophers

like Aristotle developed the concepts of inductive and deductive reasoning that form the

basis of modern scientific study. The roots of the physical sciences like physics and

geology can be traced back to ancient philosophy.

Philosophy itself is generally considered a type of social science, like sociology or

psychology. That’s because early philosophy was primarily concerned with describing the

best way to live and organize society. From that spawned many other disciplines:

economics, political science, law, linguistics, literary and art criticism, and theology—

along with sociology and psychology.

Though many of philosophy’s original topics have evolved into other fields of study

over time, the discipline remains rich and varied. Modern philosophy contains six main

branches of thought, each with their own unique focus: Metaphysics: the nature of reality

and the universe. Epistemology: the study of knowledge and how it is acquired.

Logic: how to develop valid arguments; includes mathematical logic.

Ethics: the study of right and wrong and how people should live.

Politics: the study of government, citizen rights and political obligations.

Aesthetics: beauty, art and artistic perception.

Philosophy of Education

“Philosophy of education” can mean one of two related things: it is either an

approach to or a theory of learning and it usually sets out unified or widely accepted views
of how education can be best achieved at pretty much any level. Most schools have formal

philosophies that guide the way teachers and administrators interact with students,

parents, and regulatory officials, and in many cases these are written out and formalized

as a way of streamlining or unifying everyone’s efforts. This is the more theoretical

definition. The term also has a more practical side, though. Educators typically have their

own individual philosophies that help guide them when drawing up curricula and

structuring classroom discussions. These tend to be more approach-based, and are often

much more personal. Teachers are usually able to explain their own philosophies of

education, but they are rarely written down and tend to adapt quickly to student needs

(Goettele, 2015).

Why Educational Philosophy is Important

At a school-by-school or classroom-by-classroom level, overarching philosophies

of education can sometimes seem somewhat contrived. On a broader scale, though, the

central beliefs and guiding principles of educational institutions can say a lot about a

culture’s value system. Sociological scholars often spend considerable time looking at the

educational philosophies of different countries, national regions, and economic classes in

order to draw conclusions about larger social beliefs and priorities. How schools,

governments, and individual teachers approach learning often says a lot about how they

view the world and students’ place in it.(Goettel, 2015)

Where and How Philosophies Are Taught

Education students typically spend a great deal of time thinking about different

philosophies as a part of their studies. Teacher training programs are one of the most

common places to find this sort of discussion, but the topic also comes up in courses

designed for school administrators and government education officers. Universities as

well as professional training centers tend to highlight educational philosophy in their

course offerings, challenging participants to think about the larger goals and criteria

governing formal learning.

Specific Examples

The Montessori philosophy of education is perhaps one of the most well-known. It

is based on the approach of Maria Montessori, an Italian physician who studied child

development in the early part of the 20th century, and places a particular emphasis on

child independence, free space for discovery, and ample unstructured “free” time in the

classroom. Montessori schools throughout the world subscribe to a more or less fixed

philosophy, which means that the guiding principles of each school are comparable no

matter where the schools are or what the cultural or social background of the students is.

Waldorf schools operate similarly. Rudolph Steiner, an Austrian philosopher who

dedicated the bulk of his career to studying early childhood development, started the

Waldorf movement in Germany in the late 1800s, and schools following his teachings

typically place an emphasis on imagination in learning. They often encourage students to

spend a lot of time on the creative arts, and usually stay away from strict grading rubrics

or assessment mechanisms.

Educational philosophies are certainly not unique to modern

times. Plato and Aristotle each proposed theories of learning and communal education

that are widely understood to be some of the earliest examples of formalized educational

philosophies, for instance. The educational hierarchy and academic structure of Ancient

Greece and Rome is believed by many scholars to have given rise to the different schools

of thought with regard to how modern education is carried out, and the goals formal

learning sets out to achieve in modern times.

Four General Types of Educational Philosophy

The term metaphysics literally means "beyond the physical." This area of

philosophy focuses on the nature of reality. Metaphysics attempts to find unity across the

domains of experience and thought. At the metaphysical level, there are four* broad

philosophical schools of thought that apply to education today. They are idealism, realism,

pragmatism (sometimes called experientialism), and existentialism. Each will be

explained shortly. These four general frameworks provide the root or base from which the

various educational philosophies are derived.

* A fifth metaphysical school of thought, called Scholasticism, is largely applied in

Roman Catholic schools in the educational philosophy called "Thomism." It combines

idealist and realist philosophies in a framework that harmonized the ideas of Aristotle, the
realist, with idealist notions of truth. Thomas Aquinas, 1255-127, was the theologian who

wrote "Summa Theologica," formalizing church doctrine. The Scholasticism movement

encouraged the logical and philosophical study of the beliefs of the church, legitimizing

scientific inquiry within a religious framework.

Two of these general or world philosophies, idealism and realism, are derived

from the ancient Greek philosophers, Plato and Aristotle. Two are more

contemporary, pragmatism and existentialism. However, educators who share one of

these distinct sets of beliefs about the nature of reality presently apply each of these world

philosophies in successful classrooms. Let us explore each of these metaphysical

schools of thought.

Idealism

Idealism is a philosophical approach that has as its central tenet that ideas are the

only true reality, the only thing worth knowing. In a search for truth, beauty, and justice

that is enduring and everlasting, the focus is on conscious reasoning in the mind. Plato,

father of Idealism, espoused this view about 400 years BC, in his famous book, The

Republic. Plato believed that there are two worlds. The first is the spiritual or mental world,

which is eternal, permanent, orderly, regular, and universal. There is also the world of

appearance, the world experienced through sight, touch, smell, taste, and sound, which

is changing, imperfect, and disorderly. This division is often referred to as the duality of

mind and body. Reacting against what he perceived as too much of a focus on the

immediacy of the physical and sensory world, Plato described a utopian society in which

"education to body and soul all the beauty and perfection of which they are capable" as
an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome

with the light of reason or universal truth. To understand truth, one must pursue

knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully

formed prior to birth and is perfect and at one with the Universal Being. The birth process

checks this perfection, so education requires bringing latent ideas (fully formed concepts)

to consciousness.

In idealism, the aim of education is to discover and develop each individual's

abilities and full moral excellence in order to better serve society. The curricular emphasis

is subject matter of mind: literature, history, philosophy, and religion. Teaching methods

focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of

teaching that uses questioning to help students discover and clarify knowledge).

Introspection, intuition, insight, and whole-part logic are used to bring to consciousness

the forms or concepts which are latent in the mind. Character is developed through

imitating examples and heroes.

Realism

Realists believe that reality exists independent of the human mind. The ultimate

reality is the world of physical objects. The focus is on the body/objects. Truth is objective-

what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist

philosophy, is called the father of both Realism and the scientific method. In this

metaphysical view, the aim is to understand objective reality through "the diligent and

unsparing scrutiny of all observable data." Aristotle believed that to understand an object,

its ultimate form had to be understood, which does not change. For example, a rose exists
whether or not a person is aware of it. A rose can exist in the mind without being physically

present, but ultimately, the rose shares properties with all other roses and flowers (its

form), although one rose may be red and another peach colored. Aristotle also was the

first to teach logic as a formal discipline in order to be able to reason about physical events

and aspects. The exercise of rational thought is viewed as the ultimate purpose for

humankind. The Realist curriculum emphasizes the subject matter of the physical world,

particularly science and mathematics. The teacher organizes and presents content

systematically within a discipline, demonstrating use of criteria in making decisions.

Teaching methods focus on mastery of facts and basic skills through demonstration and

recitation. Students must also demonstrate the ability to think critically and scientifically,

using observation and experimentation. Curriculum should be scientifically approached,

standardized, and distinct-discipline based. Character is developed through training in the

rules of conduct.

Pragmatism (Experientialism)

For pragmatists, only those things that are experienced or observed are real. In

this late 19th century American philosophy, the focus is on the reality of experience.

Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly

changing and that we learn best through applying our experiences and thoughts to

problems, as they arise. The universe is dynamic and evolving, a "becoming" view of the

world. There is no absolute and unchanging truth, but rather, truth is what works.

Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who
believed that thought must produce action, rather than linger in the mind and lead to

indecisiveness.

John Dewey (1859-1952) applied pragmatist philosophy in his progressive

approaches. He believed that learners must adapt to each other and to their environment.

Schools should emphasize the subject matter of social experience. All learning is

dependent on the context of place, time, and circumstance. Different cultural and ethnic

groups learn to work cooperatively and contribute to a democratic society. The ultimate

purpose is the creation of a new social order. Character development is based on making

group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving,

experimenting, and projects, often having students work in groups. Curriculum should

bring the disciplines together to focus on solving problems in an interdisciplinary way.

Rather than passing down organized bodies of knowledge to new learners, Pragmatists

believe that learners should apply their knowledge to real situations through experimental

inquiry. This prepares students for citizenship, daily living, and future careers.

Existentialism

The nature of reality for Existentialists is subjective, and lies within the individual.

The physical world has no inherent meaning outside of human existence. Individual

choice and individual standards rather than external standards are central. Existence

comes before any definition of what we are. We define ourselves in relationship to that

existence by the choices we make. We should not accept anyone else's predetermined
philosophical system; rather, we must take responsibility for deciding who we are. The

focus is on freedom, the development of authentic individuals, as we make meaning of

our lives.

There are several different orientations within the existentialist philosophy. Soren

Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the

founder of existentialism. His was a Christian orientation. Another group of existentialists,

largely European, believes that we must recognize the finiteness of our lives on this small

and fragile planet, rather than believing in salvation through God. Our existence is not

guaranteed in an afterlife, so there is tension about life and the certainty of death, of hope

or despair. Unlike the more austere European approaches where the universe is seen as

meaningless when faced with the certainty of the end of existence, American

existentialists have focused more on human potential and the quest for personal meaning.

Values clarification is an outgrowth of this movement. Following the bleak period of World

War II, the French philosopher, Jean Paul Sartre, suggested that for youth, the existential

moment arises when young person’s realize for the first time that choice is theirs, that

they are responsible for themselves. Their question becomes "Who am I and what should

I do?

Related to education, the subject matter of existentialist classrooms should be a

matter of personal choice. Teachers view the individual as an entity within a social context

in which the learner must confront others' views to clarify his or her own. Character

development emphasizes individual responsibility for decisions. Real answers come from

within the individual, not from outside authority. Examining life through authentic thinking
involves students in genuine learning experiences. Existentialists are opposed to thinking

about students as objects to be measured, tracked, or standardized. Such educators want

the educational experience to focus on creating opportunities for self-direction and self-

actualization. They start with the student, rather than on curriculum content.

Educational Philosophies

Within the epistemological frame that focuses on the nature of knowledge and how

we come to know, there are four major educational philosophies, each related to one or

more of the general or world philosophies just discussed. These educational philosophical

approaches are currently used in classrooms the world over. They are Perennialism,

Essentialism, Progressivism, and Reconstructionism. These educational philosophies

focus heavily on WHAT we should teach the curriculum aspect. (Cohen, 1999)

Perennialism

For Perennialists, the aim of education is to ensure that students acquire

understandings about the great ideas of Western civilization. These ideas have the

potential for solving problems in any era. The focus is to teach ideas that are everlasting,

to seek enduring truths which are constant, not changing, as the natural and human

worlds at their most essential level, do not change. Teaching these unchanging principles

is critical. Humans are rational beings, and their minds need to be developed. Thus,

cultivation of the intellect is the highest priority in a worthwhile education. The demanding

curriculum focuses on attaining cultural literacy, stressing students' growth in enduring

disciplines. The loftiest accomplishments of humankind are emphasized– the great works

of literature and art, the laws or principles of science. Advocates of this educational
philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963

and Mortimer Adler, who further developed this curriculum based on 100 great books of

western civilization. (Cohen, 1999)

Essentialism

Essentialists believe that there is a common core of knowledge that needs to be

transmitted to students in a systematic, disciplined way. The emphasis in this

conservative perspective is on intellectual and moral standards that schools should teach.

The core of the curriculum is essential knowledge and skills and academic rigor. Although

this educational philosophy is similar in some ways to Perennialism, Essentialists accept

the idea that this core curriculum may change. Schooling should be practical, preparing

students to become valuable members of society. It should focus on facts-the objective

reality out there--and "the basics," training students to read, write, speak, and compute

clearly and logically. Schools should not try to set or influence policies. Students should

be taught hard work, respect for authority, and discipline. Teachers are to help students

keep their non-productive instincts in check, such as aggression or mindlessness. This

approach was in reaction to progressivist approaches prevalent in the 1920s and 30s.

William Bagley, took progressivist approaches to task in the journal he formed in 1934.

Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959),

Paul Copperman (1978), and Theodore Sizer (1985).

Progressivism

Progressivists believe that education should focus on the whole child, rather than

on the content or the teacher. This educational philosophy stresses that students should
test ideas by active experimentation. Learning is rooted in the questions of learners that

arise through experiencing the world. It is active, not passive. The learner is a problem

solver and thinker who makes meaning through his or her individual experience in the

physical and cultural context. Effective teachers provide experiences so that students can

learn by doing. Curriculum content is derived from student interests and questions. The

scientific method is used by progressivist educators so that students can study matter

and events systematically and first hand. The emphasis is on process-how one comes to

know. The Progressive education philosophy was established in America from the mid-

1920s through the mid-1950s. John Dewey was its foremost proponent. One of his tenets

was that the school should improve the way of life of our citizens through experiencing

freedom and democracy in schools. Shared decision making, planning of teachers with

students, student-selected topics are all aspects. Books are tools, rather than authority.

(Cohen, 1999)

Reconstructionism/Critical Theory

Social reconstructionism is a philosophy that emphasizes the addressing of social

questions and a 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 (1904-1987) 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. George

Counts (1889-1974) recognized that education was the means of preparing people for

creating this new social order.

Critical theorists, like social reconstructionists, believe that systems must be changed to

overcome oppression and improve human conditions. Paulo Freire (1921-1997) 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.

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. (Cohen, 1999)

Educational Theory

Related Theories of Learning (Psychological Orientations)

 Related to both the metaphysical worldview philosophies and the educational

philosophies are theories of learning that focus on how learning occurs, the psychological

orientations. They provide structures for the instructional aspects of teaching, suggesting

methods that are related to their perspective on learning. These theoretical beliefs about

learning are also at the epistemic level of philosophy, as they are concerned with the

nature of learning. Each psychological orientation is most directly related to a particular

educational philosophy, but may have other influences as well. The first two theoretical

approaches can be thought of as transmissive, in that information is given to learners.

The second two approaches are constructivist, in that the learner has to make meaning

from experiences in the world.

Information Processing

Information processing theorists focus on the mind and how it works to explain how

learning occurs. The focus is on the processing of a relatively fixed body of knowledge

and how it is attended to, received in the mind, processed, stored, and retrieved from

memory. This model is derived from analogies between how the brain works and

computer processing. Information processing theorists focus on the individual rather than

the social aspects of thinking and learning. The mind is a symbolic processor that stores

information in schemas or hierarchically arranged structures.

Knowledge may be general, applicable to many situations; for example, knowing

how to type or spell. Other knowledge is domain specific, applicable to a specific subject

or task, such as vowel sounds in Spanish. Knowledge is also declarative (content, or

knowing that; for example, schools have students, teachers, and

administrators), procedural (knowing how to do things—the steps or strategies; for

example, to multiply mixed number, change both sides to improper fractions, then multiply

numerators and denominators), or conditional (knowing when and why to apply the other

two types of knowledge; for example, when taking a standardized multiple choice test,

keep track of time, be strategic, and don't get bogged down on hard problems).

The intake and representation of information is called encoding. It is sent to the

short term or working memory, acted upon, and those pieces determined as important

are sent to long term memory storage, where they must be retrieved and sent back to the

working or short-term memory for use. Short term memory has very limited capacity, so

it must be kept active to be retained. Long term memory is organized in structures, called

schemas, scripts, or propositional or hierarchical networks. Something learned can be

retrieved by relating it to other aspects, procedures, or episodes. There are many

strategies that can help in both getting information into long term memory and retrieving

it from memory. The teacher's job is to help students to develop strategies for thinking

and remembering.

Behaviorism

Behaviorist theorists believe that behavior is shaped deliberately by forces in the

environment and that the type of person and actions desired can be the product of design.

In other words, behavior is determined by others, rather than by our own free will. By

carefully shaping desirable behavior, morality and information is learned. Learners will

acquire and remember responses that lead to satisfying aftereffects. Repetition of a

meaningful connection results in learning. If the student is ready for the connection,
learning is enhanced; if not, learning is inhibited. Motivation to learn is the satisfying

aftereffect, or reinforcement.

Behaviorism is linked with empiricism, which stresses scientific information and

observation, rather than subjective or metaphysical realities. Behaviorists search for laws

that govern human behavior, like scientists who look for pattern sin empirical events.

Change in behavior must be observable; internal thought processes are not considered.

Ivan Pavlov's research on using the reinforcement of a bell sound when food was

presented to a dog and finding the sound alone would make a dog salivate after several

presentations of the conditioned stimulus, was the beginning of behaviorist approaches.

Learning occurs as a result of responses to stimuli in the environment that are reinforced

by adults and others, as well as from feedback from actions on objects. The teacher can

help students learn by conditioning them through identifying the desired behaviors in

measurable, observable terms, recording these behaviors and their frequencies,

identifying appropriate reinforcers for each desired behavior, and providing the reinforcer

as soon as the student displays the behavior. For example, if children are supposed to

raise hands to get called on, we might reinforce a child who raises his hand by using

praise, "Thank you for raising your hand." Other influential behaviorists include B.F.

Skinner (1904-1990) and James B. Watson (1878-1958).

Cognitivism/Constructivism

Cognitivists or Constructivists believe that the learner actively constructs his or her

own understandings of reality through interaction with objects, events, and people in the

environment, and reflecting on these interactions. Early perceptual psychologists (Gestalt

psychology) focused on the making of wholes from bits and pieces of objects and events

in the world, believing that meaning was the construction in the brain of patterns from

these pieces.

For learning to occur, an event, object, or experience must conflict with what the

learner already knows. Therefore, the learner's previous experiences determine what can

be learned. Motivation to learn is experiencing conflict with what one knows, which causes

an imbalance, which triggers a quest to restore the equilibrium. Piaget described

intelligent behavior as adaptation. The learner organizes his or her understanding in

organized structures. At the simplest level, these are called schemes. When something

new is presented, the learner must modify these structures in order to deal with the new

information. This process, called equilibration, is the balancing between what is

assimilated (the new) and accommodation, the change in structure. The child goes

through four distinct stages or levels in his or her understandings of the world.

Some constructivists (particularly Vygotsky) emphasize the shared, social

construction of knowledge, believing that the particular social and cultural context and the

interactions of novices with more expert thinkers (usually adult) facilitate or scaffold the

learning process. The teacher mediates between the new material to be learned and the

learner's level of readiness, supporting the child's growth through his or her "zone of

proximal development."

Humanism

The roots of humanism are found in the thinking of Erasmus (1466-1536), who

attacked the religious teaching and thought prevalent in his time to focus on free inquiry
and rediscovery of the classical roots from Greece and Rome. Erasmus believed in the

essential goodness of children, that humans have free will, moral conscience, the ability

to reason, aesthetic sensibility, and religious instinct. He advocated that the young should

be treated kindly and that learning should not be forced or rushed, as it proceeds in

stages. Humanism was developed as an educational philosophy by Rousseau (1712-

1778) and Pestalozzi, who emphasized nature and the basic goodness of humans,

understanding through the senses, and education as a gradual and unhurried process in

which the development of human character follows the unfolding of nature. Humanists

believe that the learner should be in control of his or her own destiny. Since the learner

should become a fully autonomous person, personal freedom, choice, and responsibility

are the focus. The learner is self-motivated to achieve towards the highest level possible.

Motivation to learn is intrinsic in humanism.

Recent applications of humanist philosophy focus on the social and emotional well-

being of the child, as well as the cognitive. Development of a healthy self-concept,

awareness of the psychological needs, helping students to strive to be all that they can

are important concepts, espoused in theories of Abraham Maslow, Carl Rogers, and

Alfred Adler that are found in classrooms today. Teachers emphasize freedom from

threat, emotional well-being, learning processes, and self-fulfillment. (Cohen, 1999)

Analysis

Many literatures have shown relevance to the study. The literature relates the

educational philosophy professed and practiced by selected teachers and the gap
between what philosophy is professed and practiced. The researchers will be able to

answer the research problems.

The literature showed the educational bases and theoretical framework of

education which is primarily anchored to the philosophy. The literature will help the

respondents of this study to realize the possible solution to bridge the professed and

practiced philosophy.

The researchers will use and utilize the relevance of the literature to the study

which has bearing and justifications to the study.

CHAPTER II

METHODOLOGY
 This chapter presents the methods and procedures used in the study. It also

confers the researchers’ instruments used in gathering data in order to answer specific

problems presented in Chapter 1 and the statistical treatment of the data gathered.

RESEARCH DESIGN

This study is a descriptive survey of research. Descriptive method is

designed for the investigator to secure responses to questions that are factual and

practiced of which the respondents are presumed to have knowledge.

RESPONDENTS OF THE STUDY

In order to accomplish the purpose of the study, the researchers secured

the cooperation of 50 faculty members of Bagong Barrio National High School in random

sampling selection method.

DATA GATHERING INSTRUMENT

A. QUESTIONNAIRE

This study is about the “Dominant Educational Philosophy Professed and

Practiced by Teachers of Bagong Barrio National High School”. The researchers utilized

the philosophy of education survey of Sadker and Sadker foundations text provided by

the researcher adviser.

B. INTERVIEW

The researchers conducted interview to the respondents regarding their

professed philosophy in education.

DATA GATHERING PROCEDURES

Before the administration of the instrument in the field, the researchers first

secured the permission of the school’s principal, grade level chairman and grade level

advisers. When the research instrument is ready, the researchers personally distribute

the questionnaire to the teachers. In order to gather data for the study, the questionnaires

for the teachers were personally distributed and retrieved by the researchers. The results

of the data were then statistically treated, analyzed and interpreted.

STATISTICAL TOOL

The researchers tallied and tabulated the data manually. The data and the

information gathered from the questionnaires were treated using the following statistical

tools of descriptive statistics.

A. FREQUENCY AND TALLY PERCENT

These statistical measures were used to describe the profile of the

teachers in terms of educational attainment.

B. WEIGHTED MEAN

The statistical measure was used to tabulate the Dominant

Educational Philosophy Professed and practiced by the Teachers of Bagong Barrio

National High School.

INTERPRETATIONS USED IN THE STUDY

A. EDUCATIONAL PHILOSOPHY PROFESSED

 The educational professed and practiced by the teachers of Bagong Barrio

National High School was interpreted using the succeeding table.

Table 1: The Perception of the Respondents and Its Qualitative Equivalent.

Numerical Value Range Verbal Description

5 4.20-5.00 Strongly Agree

4 3.40-4.19 Agree

3 2.40-3.39 Neutral

2 1.30-2.39 Disagree

1 1.00-1.29 Strongly Disagree

CHAPTER III

INTERPRETATION AND ANALYSI OF DATA

This chapter presents the findings, analysis and interpretation of data

gathered through survey questionnaire. The tables provided the significant results of the

study and interpretation were made based on the specific questions of the problems.

1. What is the profile of the respondent in terms of:

A. Educational Attainment

Table 1: Frequency and Percent Distribution of Respondents According to Bachelor’s

Degree

Bachelor’s Degree Frequency Percent

Major 34 68.00

Non- Major 16 32.00

Total 50 100.00

As reflected on the table, the respondent’s bachelor’s degrees are presented with

68% Education major graduate and 32% non-education major graduate.

Table 2: Frequency and Percent Distribution of Respondents According to Post Graduate

Degree

Post Graduate Degree Frequency Percent

No Master 17 34.00

With Units 19 38.00

Graduate (MA) 11 22.00

Doctoral 3 6.00

Total 50 100.00

The figure shows that 34% of the respondents are not taking the post graduate

study with while 38% are currently taking their masters and the 28% have finished their

graduate studies.
2. What is the philosophy of education professed by the Bagong Barrio National High

School teachers?

Table 3: Frequency and Percent Distribution of Respondents According to Professed

Educational Philosophy

Educational Philosophy Frequency Percent

Progressivism 12 24.00

Existentialism 7 14.00

Constructivism 9 18.00

Essentialism 4 8.00

Realism 18 36.00

Total 50 100.00

The tables showed that 36% of the respondents professed that realism is

their educational philosophy, 24% progressivism, 14% existentialism, 18%

constructivism, and 4% essentialism.

2. What is the philosophy of education practiced by the Bagong Barrio National High

School teachers?

Table 4: Educational Philosophies and Mean of Respondents as According to the Practice

Philosophy

Educational Philosophy Mean Description

Progressivism 4.13 Agree

 Essentialism 4.02 Agree

Existentialism 3.78 Agree

Perennialism 3.67 Agree

Social Reconstructivism 3.63 Agree

The table shows the mean of the practiced educational philosophy, as indicated

the highest mean is Progressivism with 4.13 followed by Essentialism with 4.02,

Existentialism with 3.78, Perrenialism with 3.67, and Social Reconstructivsm with 3.63

respectively.

This shows that the practiced educational philosophies of the teachers are diverse

and varied. The teachers nowadays are eclectic which means they are practicing different

approaches in teaching which in response to the needs and interest of the students.

3. What gaps manifested in the comparison of philosophy of education professed and

practiced by teachers

CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION

This chapter presents a brief overview of the study, the summary of findings,

conclusions drawn and the corresponding recommendation offered.

Statement of the Problem

 This study focused on determiningg the Dominant Philosophy Professed and

Practiced by the Teachers of Bagong Barrio National High School.

The descriptive method of research was used in this study with the questionnaire

as the main instrument in gathering the needed data. Informal interviews and

observations were employed to validate the facts gathered. The statistical tools used

were frequency distribution and percentage.

Specifically, it sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Bachelor’s Degree

1.2 Post Graduate Degree

2. What is the philosophy of education professed by the Bagong Barrio National High

School Teachers?

3. What is the philosophy of education practiced by the Bagong Barrio National High

School Teachers?

4. What gaps manifested in the comparison of philosophy of education professed and

practiced by teachers?

Summary of Findings

1. Profile of the Respondents

 Bachelor’s Degre- 68% of the respondents are Education Majors

whereas the other 32% are non-Education Major but with Certificate

for Teaching.

 Post- Graduate Degree- 28% of the respondents have finished their

post graduate studies while 38% are currently taking their post
 graduate studies, hence, the remaining 34% of the respondents are

not yet taking their post graduate studies.

2. Philosophy Professed by the Teachers

Based on the results of this study, 36% of the respondents professed to be

in realism, 24% is in progressivism, 14% in existentialism, 18% in constructivism,

and 4% in essentialism as their educational philosophy.

3. Philosophy Practiced by the Teachers

Based on the results of this study, the highest average for educational

philosophy that the teachers practiced is progressivism with the weighted mean of

4.13, followed by essentialism with 4.02, existentialism with 3.78, perrenialism with

3. 67 and social reconstructivism with 3.63 weighted mean.

4. What gaps manifested in the comparison of philosophy of education professed

and practiced by teachers?

As exhibited by the respondents in this study, the following gaps were

revealed:

 The respondents have partial information on the proper descriptions of the

educational philosophies.

 The respondents have mistakenly professed their educational philosophies

as compared to what they currently practiced.

Conclusion

From the foregoing findings, the researchers drew the following conclusions:
 1. Most of the respondents were Education Major while more than half of the

respondents have no post graduate degree.

2. The top three professed educational philosophies are realism,

progressivism and constructivism.

3. The highest practiced educational philosophy is Progressivism.

4. The respondents exhibited misconceptions between the professed and

practiced educational philosophies.

Recommendation

Based on the conclusions, the following recommendations are proposed.

1. The teachers are advised to have a crashed course on educational philosophies.

2. The administrators should conduct and provide seminars and trainings

regarding the different strategies and methods in teaching.