WEST VISAYAS STATE UNIVERSITY

Pototan Campus
Pototan, Iloilo

PORTFOLIO IN TEACHING PROFESSION

A Portfolio of Learning

Presented to

RENE G LALUMA

Faculty/Facilitator

West Visayas State University

Pototan Campus

In Partial Fulfillment of the

Requirements for the Course

EDUC 201: The Teaching Profession

Submitted by:

KAYLA MARIE CAGO

BSED 1-A

October 2016
I. Test your understanding of the philosophies

Answer each with YES or NO. If your answer is NO, explain your answer in a sentence.

 Essentialism

No 1. Do essentialists aim to teach students to reconstruct society?

*Because they aim to transmit the traditional moral values and intellectual
knowledge that students need to become model citizen.

No 2. Is model citizen of the essentialist the citizen who contributes to the

re- building of society?

*The model student is the one who show mastery of the basic skills and that one
who lives by traditional moral values.

No 3. Do the essentialist teachers give up teaching the basics if the students are not
interested?

*They teach subject matter even if the students are not interested. They are
more subject-matter oriented than student- centered.

No 4. Do the essentialist teachers frown on long academic calendar and core

requirements?

*They need long academic calendar and core requirements for mastery of basic
skills.

 Progressivism

No 1. Do the progressivist teachers look at education as preparation for adult life?

*They look at education as life.

Yes 2. Are the students’ interests and needs considered in a progressivist curriculum?

No 3. Does the progressivist curriculum focus mainly on facts and concenpts?

*They focus more on problem solving skills.

Yes 4. Do the progressivist teachers strive to stimulate in the classroom life in the
outside world?

 Perennialism

No 1. Are the perennialist teachers concerned with the students’ mastery of the
fundamental skills?

*They are more concerned with the study of the Great Books.

Yes 2. Do the perennialist teachers see the wisdom of ancient, medieval and modern
times?

No 3. Is the perennialist curriculum geared towards specialization?

 *It is geared towards general or liberal education.

No 4. Do the perennialist teachers sacrifice subject matter for the sake of students’
interests?

*Like the essentialist, subject-matter is foremost to the perennialist.

 Existentialism

No 1. Is the existentialist teacher after students becoming specialist in order to

contribute to society?

*They are concerned in helping students appreciate themselves as unique

individuals who accept responsibility over the thoughts, actions, and life.

Yes 2. Is the existentialist concerned with the education of the whole person?

No 3. Is the course of study imposed on students in the existentialist classroom?

*Students are given a choice.

Yes 4. Do behaviorist teachers believe that students are the product of their
environment?

 Behaviorism

Yes 1. Are the behaviorist concerned with the modification of students’ behavior?

Yes 2. Do behaviorist teachers spend their time teaching their students on how to
respond favorably to various environment stimuli?

Yes 3. Do behaviorist teachers believe they have control over some variables that
affect learning?

Yes 4. Do behaviorist teachers believe that students are a product of their

environment?

 Linguistic Philiosophy

Yes 1. Do linguistic philosophers promotes the study of language?

No 2. Is the communication that linguistic philosophers encourage limited to verbal

language only?

*Because there is need to teach learners to communicate clearly through non-

verbal means and consistently through para- verbal means.

3. Do linguistic philosophers prefer the teacher who dominates discussion to save

time to a teacher who encourages dialogue?

Yes 4. Is the curriculum of the linguistic philosopher open to the learning of as many
languages, like Mother Tongue, as possible?

 Constructivism

No 1. Does the constructivist agree to a teaching methodology of “telling”?

 *They provide students with data or experience.

Yes 2. Do constructivists believe that students can construct knowledge?

Yes 3. Do constructivists approve of teaching learners the skill to learn?

No 4. Do constructivists believe that meaning can be imposed?

*They are the one who will hypothesize, predict, research and investigate for
them to be able to construct knowledge and make meaning to them.

Activiity 1:INTRODUCTION

A. We are interested in what is true. Our teaching methodologies are

based on our quest for truth. Likewise, our teaching-learning goals
are based on what we valued or what we cherish as good. Identify
what each philosophy considers as good and valuable and true.
Complete the Table given below. The first on is done for you.
Philosophy Theory of Methodology Theory of Goal of
Truth to arrive at the what is teaching-
truth valuable/ learning
good
Progressivism The universe We must relate Values differ To help
is real and is to the universe from place to develop
in constant and interact with place, from time students who
change others to time, from can adjust to a
intelligently, person to changing
scientifically. person; what is world and live
The curriculum considered good with others in
stresses on for one may not harmony
science and be good for
experiential another
learning such as
“hands on-
minds-on-
hearts-on”
learning.
Linguistic The more Make them Teachers teach To develop the
Philosophy language one experience students to communication
speaks, the sending and speak as many skills of the
better receiving as they can. learners
students can messages because the
communicate through verbal, ability to
to the world. non- verbal and articulates, to
para- verbal. voice out the
meaning and
values of
things that
obtains from
 his/ her
experience of
life and the
world is the
very essence
of man.
Constructivism Knowledge is Teachers must Constructivist To develop
constructed provide students classroom is intrinsically
by learners with data or interactive, it motivated and
through an experience that promotes independent
active, allow them to dialogical learners
mental hypothesize, exchange of adequately
process of predict, ideas among equipped with
development. manipulate learners and learning skills
objects, pose between for them to be
questions, teachers and able to
research, learners. construct
investigate, knowledge and
imagine and making
invent. meaning of
them.
Essentialism The teachers Teachers The teachers Teachers
focus on emphasize decide what is teach to
academic mastery of most important transmit the
content for subject matter. for the students traditional
students to to learn and moral values
learn basic place little and
skills. emphasis on intellectual
student’s knowledge
interest. that students
need to
become model
citizen.
Existentialism Existence Teachers teach Learning is self- To help
precedes students to paced, self- students
essence. define their own directed. It understand
essence by includes a great and appreciate
creating an deal of individual themselves as
environment in contact with the unique
which they take teacher who individual who
in life and relates to each accept
creating an students openly complete
environment in and honestly. responsibly for
which they freely their thoughts
choose their own and actions
preferred way.

Perennialism Perennialist The teachers do The teachers Students

curriculum is not allow the apply whatever engaged in
a universal students interest creative Socratic
one on the or experiences technique and dialogue, or
view that all to substantially other tried and mutual inquiry
human being dictate what true methods sessions to
 possess the they teach. which are develop an
same believed to be understanding
essential most conducive. of history’s
nature. most timeless
concepts.

Behaviorism Behaviorists Teachers ought Values are also Develop

are to arrange caught not only student’s
concerned environmental taught. behavior.
with shaping conditions so
of students that students
behavior by can make the
providing for response to
a favorable stimuli.
environment.

B. With which philosophy do you associate the following

quotations?

1. “Education is life not a preparation for life”. –Dewey

Progressivism
2. “Man is nothing else but what he makes himself…” Sartre
Existentialism
3. “Gripping and enduring interests frequently grow out of initial learning efforts
that are not appealing or attractive.”
Existentialism
4. “Give me a dozen healthy infants, well informed, and my own specified world
to bring them up in and I’ll guarantee to take anyone to random and train
him to become any type of specialist I might select- doctor, lawyer, artist,
merchant-chief; and yes, even beggar-man and thief, regardless of his
talents, penchants, tendencies, abilities, vocations, and race of his ancestors.”
Watson
Behaviourism
5. “Existence precedes essence.” Sartre
Existentialism
6. “Life is what you make it.” William Thackeray
Progressivism
7. “Listening in dialogue is listening more to meaning than to words… in true
listening, we reach behind the words is being revealed. Listening is a search
to find the treasure of the true person as revealed verbally and nonverbally…”
– John Powell
Linguistic Philosophy
 8. “When a relationship is working, the act of communicating seems to flow
relatively effortlessly…” – Chip Rose
Linguistic Philosophy

C. Upon which philosophy/ies is each program/practice

anchored?

1. Back-to-the Basics movement.

Essentialism
2. Conduct of National Achievement Test to test acquisition of elementary/
secondary learning competencies.
Essentialism
3. Use of the Great Books.
Perennialism
4. Use of rewards and incentives.
Behaviourism
5. Use of simulation and problem-solving method.
Progressivism
6. Learners learning at their own pace.
Constructivism
7. Mastery of the 3 r’s – reading, writing and ‘rithmetic.
Essentialism
8. The traditional approach to education.
Essentialism
9. Subject matter- centered teaching.
Essentialism
10. Student-centered teaching.
Behaviourism
11. Authoritarian approach to teaching.
Essentialism
12. Non-authoritarian to teaching.
Constructivism
13. Making meaning of what is taught.
Constructivism
14. Understanding message through verbal, non-verbal and para-verbal means.
Linguistic Philosophy
15. Asking learners to draw meaning from what they are taught.
Constructivism
D. Draw a symbol for each of the 7 philosophies. Explain your
symbol.

Essentialism
This picture symbolizes the
knowledge transmitted to
students by the teacher.

Progressivism
This clock represent that change
is inevitable. Teachers should
teach learners to live now and
not to the adult life.

Perrenialism
This symbol represents that the
perennialist teachers teach are
lifted from the “Great Books”.

Existentialism
This symbol represents the
uniqueness of every individual
and all of them are equal.
Behaviourism
This symbol represents the
shaping and modification of
students by providing a favorable
environment for them to respond
to stimuli.

Linguistic Philosophy
This image represents the ability
of the learner to express himself/
herself , send messages clearly
and receive messages correctly.

Constructivism
This symbol represents the
learners who can construct
knowledge and make meaning of
them.
E. By means of a Venn diagram give the:
1. Similarities between essentialism and perennialism.
2. Differences between behaviourism and existentialism.
3. Differences between the perennialism and essentialism combined and
progressivism.
4. Similarities between linguistic philosophy and constructivism.

Similarities between essentialism and perennialism

ESSENTIALISM PERENNIALISM

teacher- centered teacher- centered

to acquire basic skills
transmit traditional moral
values and intellectual
knowledge that students
need to become model
citizen
All human beings possess the
same essential nature
“Great Books” as a repository
of knowledge and wisdom, a
tradition of culture which
must initiate each generation

Differences between behaviorism and existentialism

BEHAVIORISM
Shaping and modify students
by providing favorable
environment
teach student to respond
favorably in the environment
EXISTENTIALISM
students given a wide variety
of options from which to
choose
creating environment in
which they freely choose
their own preferred way
Differences between the perennialism and essentialism combined
and progressivism
PERENNIALISM
 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.
 focused on educational
components such as curriculum,
teaching and learning
Similarities between linguistic philosophy and constructivism
LINGUISTIC PHILOSOPHY
learners teach on how to use
language that is correct,
precise, grammatical,
coherent, accurate so that
they’re able to communicate
clearly and precisely their
thoughts and feelings
they are taught by
experiential way
ESSENTIALISM AND
PROGRESSIVSM
 focuses on facts-the objective
reality out there--and "the basics,"
training students to read, write,
speak, and compute clearly and
logically.
 Learning is rooted in the questions
of learners that arise through
experiencing the world.
 The learner is a problem solver and
thinker who makes meaning
through his or her individual
experience in the physical and
cultural context.
 accept the idea that this core
curriculum may change
CONSTRUCTIVISM
learners equipped with
learning skills for them to be
able to construct knowledge
and make meaning of them
taught learning processes and
skills such as searching,
critiquing and evaluating
information
provide student with data or
experiences
 F. Explain how you will react to the given situation. What
advice will you give? Choose only two (2).

For the essentialist group – Students are not interested in the lesson.
Try to make different strategy to catch the attention of your student
but don’t change your lesson. Be more creative.

For the perennialist group – Students want to become skilled in certain fields of
specialization
Don’t limit yourself. Explore. Think outside of the box. Do what you
want. Great lesson comes from experience.

For the progressivist group - Parents question students’ community immersion

for it poses certain risk.

For the behaviourist group – Teacher tells students from the slum areas this: “if
there’s a will, there’s a way. Poverty is not a hindrance to success.”

For the existentialist group – A colleague asks you to decide for her for fear that
she may make the wrong decision.

For the linguistic philosophy group – A teacher insists on his reasoning and does
not give a chance to an earring student to explain his/her side.

For the constructivist – Teacher claims, he will be able to teach more if he goes
straight to his lecture.

G. Students will be asked to quote one (1) line about education from the
proponents of the following philosophies:
1. John Dewey and progressivism
2. John Watson and behaviourism
3. William Bagley and essentialism
4. Jean Paul Sartre and existentialism
5. Robert Hutchins and perennialism
6. JurgenHabermas, Hans George Gadamer and linguistic philosophy

John Dewey and progressivism

Progressivism aims to help students on how to be problem- solvers by

helping them to learn how to think rather than what to think, and to improve our
minds, so as to enable them to think for themselves.

John Watson and behaviourism

Behaviorism emphasizes the role of environmental factors influencing

behavior to the near inclusion of innate or inherited factors. This amounts essentially to
focus on learning. Watson(1913) stated that ‘psychology as a behaviorist views, it is a
purely objective experimental branch of natural science. Its theoretical goal is prediction
and control.
William Bagley and Essentialism
 “Essentialism hope that when students leave school they will possess not
only basic skills and an extensive body of knowledge but also discipline and practical
minds capable of applying school house lessons in real world.”

Jean Paul Sartre and existentialism

“Man is condemned to be free; because once thrown into the world, he is

responsible for everything he does”. Sarte’s theory of existentialism states that
“existence precedes essence”, that is only existing and acting a certain way do we give
meaning to our lives.

Robert Hutchins and perennialism

Education implies teaching. Teaching implies knowledge as truth. The

truth is everywhere the same. Hence, education should be everywhere the same.
JurgenHabermas, Hans George Gadamer and linguistic philosophy
The hermeneutic consciousness, which must be awakened and kept awake,
recognized that in the age of science philosophy's claim of superiority has something
chimerical and unreal about it. But though the will of man is more than ever
intensifying its criticism of what has gone before to the point of becoming utopian or
eschatological
consciousness, the hermeneutic consciousness seeks to confront that will with
something of the truth of remembrance: with what is still and ever again real

H. Research work – Research on the following philosophies. Those

marked with asterisk (*)are a must. Give the gist of each philosophy.
Cite those thoughts with which you agree and also those with which
you disagree.

*1. Christian philosophy

2.rationalism
3. empiricism
4. pragmatism
5. reconstructionism
*6. Confucianism
7. Hindu philosophy
8. Buddhist philosophy
*9. Paolo Freire’s philosophy
10.Socrates’s philosophy
11.Plato’s philosophy
*12.Rousseau’s philosophy
13.Stoic philosophy
14. Epicureanism
15. Philosophical Analysis
16. Phenomenology
17. Logical Positivism

*Christian Philosophy
Christian philosophy represents an entire worldview, a view that is consistent with the
Bible throughout. In the end, you must choose between a materialist/naturalist
worldview and a supernaturalist worldview—and your choice will create repercussions
throughout every aspect of your life. The Christian philosophy embraces the
meaningful, purposeful life, a life in which you shape your beliefs according to a
coherent, reasonable, truthful worldview. As a Christian with such a worldview, you will
not be tossed to and fro by every secularist doctrine. “In the same way,” says Dr.
Young, “it can be said that the Christian philosopher and theologian must be acquainted
with the contending world-views of his age. Philosophy after all is a way of life, and the
Christian believes that he has the true way—the true pattern for living. It is the task of
the Christian leader to understand the ideologies of his day so that he may be able to
meet their challenges. The task is a never-ending one, for, although the Christian’s
worldview does not change, the world about him does. Thus the task of showing the
relevance of the Christian realistic philosophy to a world in process is one which
requires eternal vigilance. To such a task, to such an ideal, the Christian leader must
dedicate himself.”

*Confucianism

Confucianism, major system of thought in China, developed from the teachings of

Confucius and his disciples, and concerned with the principles of good conduct, practical
wisdom, and proper social relationships. Confucianism has influenced the Chinese
attitude toward life, set the patterns of living and standards of social value, and
provided the background for Chinese political theories and institutions. It has spread
from China to Korea, Japan, and Vietnam and has aroused interest among Western
scholars.

Although Confucianism became the official ideology of the Chinese state, it has never
existed as an established religion with a church and priesthood. Chinese scholars
honored Confucius as a great teacher and sage but did not worship him as a personal
god. Nor did Confucius himself ever claim divinity. Unlike Christian churches, the
temples built to Confucius were not places in which organized community groups
gathered to worship, but public edifices designed for annual ceremonies, especially on
the philosopher's birthday. Several attempts to deify Confucius and to proselyte
Confucianism failed because of the essentially secular nature of the philosophy.

The keynote of Confucian ethics is jen, variously translated as "love," "goodness,"

"humanity," and "human-heartedness." Jen is a supreme virtue representing human
qualities at their best. In human relations, construed as those between one person and
another, jen is manifested in chung, or faithfulness to oneself and others, and shu, or
altruism, best expressed in the Confucian golden rule, "Do not do to others what you do
not want done to yourself." Other important Confucian virtues include righteousness,
propriety, integrity, and filial piety. One who possesses all these virtues becomes
a chün-tzu(perfect gentleman). Politically, Confucius advocated a paternalistic
government in which the sovereign is benevolent and honorable and the subjects are
respectful and obedient. The ruler should cultivate moral perfection in order to set a
good example to the people. In education Confucius upheld the theory, remarkable for
the feudal period in which he lived, that "in education, there is no class distinction."

*Paolo freire’s Philosophy

Freire's philosophy of education is not a simple method but rather an organic political
consciousness. The domination of some by others must be overcome, in his view, so
that the humanization of all can take place. Authoritarian forms of education, in serving
to reinforce the oppressors' view of the world, and their material privilege in it,
constitute an obstacle to the liberation of human beings. The means of this liberation is
a praxis, or process of action and reflection, which simultaneously names reality and
acts to change it. Freire criticized views that emphasized either the objective or
subjective aspect of social transformation, and insisted that revolutionary change takes
place precisely through the consistency of a critical commitment in both word and deed.
This dialectical unity is expressed in his formulation, "To speak a true word is to
transform the world" (Freire 1996, p. 68).

*Rousseau’s Philosophy

“Correct education disposes the child to take the path that will lead him to truth when
he has reached the age to understand it, and to goodness when he has acquired the
faculty of recognizing and loving it. – Rousseau”

Through all the centuries the theory and practice of education had been determined
from the standpoint of adult interest and adult social life. No one had dreamed there
could be any other point of view from which to approach the training of the young.
Rousseau boldly assailed this basic assumption as not only utterly false but absolutely
harmful. In place of the ideas and views of adults, he substituted the needs and
activities of the child and the natural course of development. “No change could have
been more revolutionary. Just as Copernicus destroyed medieval cosmology, Rousseau
put an end to the traditional conceptions of the child, by showing that he is a creature
of nature and that he acts and grows in harmony with her laws.” (Eby 335)

The adult point of view carried numerous erroneous and misleading assumptions that
were now seen to be quite absurd. Much of the treatment of children as well as most of
the methods of instruction, had to undergo radical revision. One of these
misconceptions was that the child was a miniature adult, and that enlargement in size
and the increase in knowledge are the processes of education. The result being that the
children were treated as little men and women. They were expected to understand the
same subjects and to be interested in the same ideas as adults. They were obliged to
practice the same conventionalities of polite life and, at the same time, to observe a far
more rigorous standard of ethical behaviour.

It was from such artificiality that Rousseau wished to liberate the child.

Education had been conceived as a process by which the child must acquire certain
habits, skills, attitudes, and a body of knowledge which civilization had handed down. It
was the task of the school to transfer these unchanged to each new generation. On the
one hand, the stability of society depended on the success of the transfer; on the other,
the success of the individual depended on acquiring them. The fact that children are
imitative, that the retentive power of memory is strongest in childhood, that they have
an 14 extraordinary ability to acquire language apart from the ideas symbolized – all
these have conspired to mislead pedagogy. (Eby 336)

I. Give vision and mission statement of the Department of Education.

Which philosophies of education are reflected in the DepEd vision-
mission statement?
 Mission of the Department of Education:

To protect and promote the right of every Filipino to quality, equitable,

culture-based, and complete basic education where;

Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen.
Family,community ,and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

Vision of the Department of Education :

We dream of Filipinos
Who passionately love their country
And whose values and competencies
Enable them to realize their full potential
And contribute meaningfully to building the nation.

As a leaner-centered public institution,

The department of education
Continuously improves itself
To better serve its stakeholders.
Among the 7 philosophies of education the mission and the vision of
Department Of Education reflected in progressivism and behaviorism, that
the role is to teach learners and reflect them in their personal lives, cope
in changes that may happen. And help learners in their values and provide
favorably environment for them to learn.

J. The K to 12 Basic Education Curriculum envision a Grade 12 graduate

who is:
 Holistically developed
 With 21st century skills
 Ready for:
- Employment
- Entrepreneurship
- Middle level skills development
- Higher education
On which philosophies of education is the K to 12 Basic Education
Curriculum anchored? Explain your answer/s.
The K to 12 Basic Education curriculum of 2012 since its implementation as
mandated by Republic Act 10533 also known as” Enhanced Basic Education Act of
2013, receives various comments, feedbacks and criticisms. However ,the said law
emphasizes the very purposes that the people behind its creation see as follows:

a.)Give every student an opportunity to receive quality education that is globally

competitive based on a pedagogically sound curriculum that is at par with international
standards; b) broaden the goals of high school education for college preparation,
vocational and technical career opportunities as well as creative arts, sports and
entrepreneurial employment in a rapidly changing and increasingly globalized
environment and c.) Make education learner-oriented and responsive to the needs,
cognitive and cultural capacity, the circumstances and diversity of learners, schools and
communities through the appropriate languages of teaching and learning, including
mother tongue as a learning resource.
The philosophy of education which K to 12 is anchored is progressivism and
existentialism .It is viewed the learner as the central focus of classroom
activities. Working with student interests and needs, teachers serve as guides
and facilitators in assisting students to reach their goals. The emphasis is on the
future, and on preparing students to be independent-thinking adults. It also
strives for relevant, hands-on learning. Students are also giving experiences
which they can learn and by giving them freedom in choosing their own path.

Moreover, the K to 12 Basic Education Curriculum of 2012 " emphasizes that it is

learner-centered. The learner is the very reason of the entire curriculum system. Who
the learner is in his/her totality, how he/she learns and develops and what his/her
needs are were highly considered in the making of the K to 12 curriculum framework.
The holistic learning and development of the learner is its primary focus. Teacher
creates a conducive atmosphere where the learner enjoys learning, takes part in
meaningful learning experiences and experiences success because he/she is respected,
accepted and feels safe even if in his/her learning exploration he/she commits mistakes.
He/she learns at his/her own pace in his/her own learning style. He/she is empowered
to make choices and to become responsible for his/her own learning in the classroom
and for a lifetime.

Activity 1.

Analyze the given example in your small groups, then answer the following
questions:

1. What are the teacher’s concept/s of the learner?

The teacher’s concept/ s of the learner are:
Every learner:
o has a natural interest in learning and is capable of learning
o is an embodied spirit
o ca be influenced but no totally his/ her environment
o is unique and so comparing a child to other children is no basis
o does not have an empathy mind, rather is full of ideas

2. Who, according to the Grade school teacher’s philosophy is the good and
educated person?
A good and educated person consistently practicing good values to serve
as a model to every child. He/ She strengthen the value formation of every child
through “hands-on-minds-on-hearts-on” experiences inside or outside the
classroom.

3. What is the teacher’ concept on values?

There are unchanging values in changing times and these must be passed on
to every child by modeling, value inculcation and value integration in their lesson.

4. What does the teacher believe to be her primary task?

To facilitate the development of every child to the optimum and to the
maximum.
 5. Do her concepts to the learner and the educated person match with how he/ she
will go about his/ her task of facilitating every child’s full development?
Yes, because she/ he is consistent on how s/he will go about his/ her task of
facilitating of every child’s full development in accordance to his/ her belief or
concepts about learner.

6. You notice that the teacher’s thought on the learner, values and method of
teaching begin with the phrase “I believe”. Will it make a difference if the Grade
school teacher wrote his/her philosophy of education in paragraph form using the
third person pronoun?
When writing your teaching philosophy statements, never use the word
you or we. Teaching is an art and different individuals have various artistic styles of
teaching and learning. So when writing your philosophy statements, always use the
pronouns I or my. Each teacher has his or her own creative and artistic way of
teaching. Hence, teaching philosophy statements are unique to the individual.

7. Why is one’s philosophy of education said to be one’s “window” to the world or

“compass” in life?
A window allows you to see through the walls that confine you. It allows you to
understand what is outside your immediate area.

A compass tells you which way leads in which direction. It doesn't tell you which way to
go, but it gives you some orientation, some sense of what will happen when you choose
a certain course of action.

Your philosophy gives you analogous guides in your life. When you say "philosophy of
education" I assume you mean your own education or your own understanding of how
you learn things. Of course, this guides your approach to learning.

Activity 2.

1. Formulate your personal philosophy of education. Do it well for this will form part
of your teaching portfolio which you will bring along with you when you apply for
a teaching job. Write it down here.
Education, like medicine, involves elements both of art and of
science. The creative work of synthesizing knowledge and applying it to
the tangle of instructional questions about classroom conversations can
never be reduced to formulaic prescriptions. The teacher must respond to
the individual circumstances of the teaching situation and hone teaching
practices through continual assessment of learning. On the other hand,
inquiries on instructional issues should draw upon the best available
educational research. Activities, strategies, and procedures that have been
established through careful educational trials should be preferred over
those supported principally by anecdote, philosophy, or good wishes.
Student’s success is the primary focus of education. My teaching
style embodies the role of facilitator for students’ success. I believe that
beyond teaching just the subject alone, the purpose of teaching children
is to give them ALL the skills they will need to be successful adults. This
means using research-based methods to teach the course content, yes.
But it also means helping them learn the social expectations of our
 culture, teaching them how to work with others, how to solve problems,
how to cope with failure, and so on. Their learning these skills along with
the core content contributes to their future success within our society and
thereby contributes to the success of the society itself.

What you've shared are the MEANS by which you hope to teach
them. But you haven't really shared WHAT you think you're teaching them
or WHY.
Every teacher wants only the best for their students. Their success
is your success. “Always put your student first” and everything will fall into right place.
Educate them, let them experience and wander. And most of all give your best in every
lesson you teach. Love them.

Activity 3

A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:
 How will you treat your student?
As a future teacher I will treat my students as my own child. Listen to
their opinions, understand them and mold them to be a better individual.

 What will you teach?

I will teach them the essential lessons that they need to learn. I will make
them understand the lesson in every possible way.

 How will you teach?

The first thing I would do is teach them values, discipline them, and must
respect me. Teachers should also be open- minded in answering their
students’ questions.
2. From which philosophies that you have studied and researched did you draw
inspiration as you formulated your own philosophy of education?
Among the seven philosophies my inspiration is the progressivism. A
progressive teacher is an effective one when s/he is able to stimulate the
students to initiate, plan and carry out their projects on their own.

3. Does this education philosophy of yours make a difference in your life?

Yes. It serve as my compass on how I will be a better educator someday.

4. What if you do not have a formulated philosophy of education at all?

Having no philosophy of education is analagous to saying that you have no
opinion about how you should be educated or what your educational goals
are.

5. Is your educational philosophy more of an abstract theory than a blueprint to

daily living?
No. Because this seven philosophy are very practical and applied to all who
will become teachers.
 6. Do you think your philosophy will change as you grow in knowledge?
Yes. It will based on how things are going and how I will be able to educate
my students.

B. Print your philosophy of education and include it in your teaching portfolio.

Seven Philosophies of Education

1. Essentialism

· Why Teach – this philosophy contends that teachers teach for learners to
acquire basic knowledge, skills and values. Teachers teach “not to radically
reshape society but rather to transmit the traditional moral values and
intellectual knowledge that students need to become model citizen.”

· What to Teach? – Essentialist program are academically rigorous. The

emphasis is on academic content for student to learn the basic skill or the
fundamental r’s – reading,riting, rithmetic, right conduct – as these are essential
to the acquisition of higher or more complex skills needed in preparation for
adult life. The essentialist curriculum includes the “traditional disciplines such as
math, natural science, history, foreign language, and literature. Essentialist frown
upon vocational courses. Or other courses with watered down academic content.
The teachers and administrator decide what is most important for the student to
learn and place little emphasis on student interests, particularly when they divert
time and attention from the academic curriculum.”

· How to Teach – Essentialist teachers emphasize mastery of subject

matter. They are expected to be intellectual and moral models of their students.
They are seen as “fountain” of information and as ‘Paragon of virtue”, if ever
there is such a person, to gain mastery of basic skills, teachers have to observe
“core requirements, longer school day, a longer academic year”

2. Progressivism

· Why Teach – progressivist teachers teach to develop learners into

becoming enlightened and intelligent citizens of a democratic society. This group
of teachers teaches learners so they may live life fully NOW not to prepare them
for adult life.

· What to teach – the progressivists are identified with need – based and
relevant curriculum. This is a curriculum that “responds to students” needs and
that relates to students’ personal lives and experiences.”

Progressivists accept the impermanence of life and inevitability of change.

For the progressivists, everything else changes. Change is the only thing that
does not change. Hence, progressivists teachers are more concerned with
teaching facts or bits of information that are true today but become obsolete
tomorrow, they would rather focus their teaching on the teaching of skills or
processes in gathering and evaluating information and in problem – solving. The
subjects that are given emphasis in progressivists schools are the “natural and
Social sciences. Teachers expose students to many new scientific, technological,
and social development, reflecting the progressivists that progress and change
are fundamental.

3. Perennialism

· Why Teach – We are all rational animals. Schools should,

therefore, develop the students’ rational and moral powers. According to
Aristotle, if we neglect the students’ reasoning skills, we deprive them of the
ability to use their higher faculties to control their passions and appetites.

· What to Teach – the Perennialist curriculum is a universal one on

the view that all human beings possess the same essential nature. It is heavy on
the humanities, on general education. It is not a specialist curriculum but rather
a general one. There is less emphasis on vocational and technical education.
Philosopher Mortimer Adler claims that the “Great Books of ancient and medieval
as well as modern times are a repository of knowledge and wisdom, a tradition
of culture which must initiate each generation”. What the Perennialist teachers
teach are lifted from the Great Books.

· How to Teach – the Perennialist classroom are “centered around

Teacher”. The teachers do not allow the students’ interest or experiences to
substantially dictate what they teach. They apply whatever creative techniques
and other tried and true methods which are believed to be most conducive to
disciplining the students’ minds. Students engaged in Socratic dialogues, or
mutual inquiry sessions to develop an understanding of history’s most timeless
concepts.”

4. Existentialism

· Why Teach – the main concern of the existentialists is “to help

students understand and appreciate themselves as unique individuals who accept
complete responsibility for their thoughts, feelings and actions” Since existence
precedes essence “ the existentialist teacher’s role is to help students define their
own essence by exposing them to various paths they take in life and by creating
an environment in which they freely choose their own preferred way. Since
feeling is not divorced from reason in decision making, the existentialist demands
the education of the whole person, not just the mind.”

· What to Teach – “In an existentialist curriculum, students are

given a wide variety of options from which to choose.” Students are afforded
great latitude in their choice of subject matter. The humanities, however are
given tremendous emphasis to “provide students with vicarious experiences that
will help unleash their own creativity and self-expression. For example, rather
than emphasizing historical events, existentialist focus upon the actions of
historical individuals, each of whom provide possible models for the students’
own behaviour.

· How to Teach – existentialist methods focus on the individual.

Learning is self-paced, self-directed. It includes a great deal of individual contact
with the teacher, who relates to each student openly and honestly. To help
students known themselves and their place in society, teachers employ values
clarification strategy. In the use of such strategy, teachers remain non-
judgmental and take care not to impose their values on their students since
values are persona.

5. Behaviorism

· Why Teach – Behaviorist school are concerned with the

modification and shaping of students’ behaviour by providing for a favourable
environment, since they believe that they are a product of their environment.
They are after students’ who exhibit desirable behaviour in society.

· What to Teach – Because behaviourists look at “people and other

animals… as complex combinations of matter that act only in response to
internally or externally generated physical stimuli”, behaviourist teachers teach
students to respond favourably to various stimuli in the environment.

· How to Teach – behaviourists teachers “ought to arrange

environmental conditions so that students can make the responses to stimuli.
Physical variables like light, temperature, arrangement of furniture, size and
quantity of visual aids have to be controlled to get the desired responses from
the learners. Teachers ought to make the stimuli clear and interesting to capture
and hold the learners’ attention. They ought to provide appropriate incentives to
reinforce positive responses and weaken or eliminate negatives ones.”
(Trespeces, 1995)

6. Linguistic Philosophy

· Why Teach – to develop the communication skills of the learner

because the ability to articulate, to voice out the meaning and values of things
that one obtains from his/her experiences of life and the world is the very
essence of man. It is through his/her ability to express himself/herself clearly, to
get his/her ideas across, to make known to others the values that he/she has
imbibed, the beauty that he/she has seen, the ugliness that he rejects and the
truth that he/she has discovered. Teachers in the learner the skill to send
messages clearly and receive messages correctly.

· What to Teach – Learners should be taught to communicate

clearly – how to send clear – concise messages and how to receive and correctly
understand messages sent. Communication takes place in three (3) ways –
verbal nonverbal, and paraverbal. Verbal component refers to the content of our
message, the choice and arrangement of our words. This can be oral or written.
Nonverbal component refers to the message we send through our body
languages while paraverbal component refers to how we say what we say – the
tone, pacing and volume of our voices.
There is need to teach learners to use language that is correct, precise,
grammatical, coherent, accurate so that they are able to communicate clearly
and precisely their thoughts and feelings. There is need to help students expand
their vocabularies to enhance their communication skills. There is need to teach
the learners how to communicate clearly through non-verbal means and
consistently though para-verbal means.
 · How to Teach – the most effective way to teach language and
communication is the experiential way. Make them experience sending and
receiving messages through verbal, non-verbal and paraverbal manner. Teacher
should make the classroom a place for the interplay of minds and hearts. The
teacher facilities dialogue among learners and between him/her and his/her
students because in the exchange of words there is also an exchange of ideas.

7. Constructivism

· Why Teach – to develop intrinsically motivated and independent

learners adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.

· What to Teach – the learners are taught how to learn. They are
taught learning processes and skill such as searching, critiquing and evaluating
information, relating these pieces of information, reflecting on the same, making
meaning out of them, drawing insights, posing questions, researching and
constructing new knowledge out of these bits of information learned.

· How to Teach – in the constructivist classroom, the teacher

provides students with data or experiences that allow them to hypothesize,
predict, manipulate objects, pose questions, research, investigate, imagine, and
invent. The constructivist classroom is interactive. It promotes dialogical
exchange of ideas among learners and between teachers and learners. The
teacher’s role is to facilitate this process.