Module 3 Teaching Prof First Sem 2021-22

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Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3
STUDY 3GUIDE FOR MODULE NO. 3
Philosophy of Education and Personal

Philosophy of Teaching
MODULE OVERVIEW
“To philosophized is so essentially human – and in a sense to philosophize means living in a
truly human life.” - I. Pieper
We are heir to a rich philosophical heritage. Passed on to us are a number of philosophies of

various thinkers who live before us. These thinkers reflected on life in this planet. They occupied
themselves searching for answers to questions about human existence. These existential questions
come in different versions, “what is life?” “who am I?” “why I am here?” or “what I am living for?”
“what is reality?” “is the universe real?” “what is good to do?” “how should I live life meaningfully?”
and the like. In the school context, these existential questions are: “why do I teach?” “what should I
teach?” “how should I teach?” “what is the nature of the learner?” “how do we learn?” etc. These
questions are philosophical questions. They are tackled in the subject, philosophies of education.
MODULE LEARNING OBJECTIVES
1. define and discuss the nature of philosophy of education

2. discuss the philosophies of Philippine education
3. draw the implications of the philosophies of education to teaching-learning
4. explain how understanding of the philosophies of education will help improve the teaching-
learning situation
5. formulate your own philosophy of teaching
LEARNING CONTENTS (title of the subsection)

MODULE LEARNING OBJECTIVES
Lesson I. What is Philosophy of Education
Introduction
Lesson I is focused on the definition and nature philosophy of education. All teachers have a
personal philosophy that colors the way they teach. 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.
1. Definition and Nature

A philosophy of education is a statement (or set of statements) that identifies and clarifies
the beliefs, values and understandings of an individual or group with respect to education. ... A
philosophy of this sort is critical in defining and directing the purposes, objectives and focus of a
school.
The philosophy of education examines the goals, forms, methods, and meaning of
education. The term is used to describe both fundamental philosophical analysis of these themes
and the description and analysis of particular pedagogical approaches. Through philosophy, you can
ensure that your student not only retains his academic knowledge from all his completed grades but
PANGASINAN STATE UNIVERSITY 1

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also develop a sense of humane values and ethics. These personal values provide a better
upbringing for them to cope in the later years of their life.
Philosophy is wisdom; education transmits that wisdom from one generation to the others.
Philosophy is in reality the theory of education. In other words, education is the dynamic side of
philosophy, or application of the fundamental principles of philosophy. Philosophy formulates the
method, education its process.
Education can be called as the dynamic side of philosophy because philosophy is wisdom;
education transmits that wisdom from one generation to the other. Education is the application of
the fundamental principles of philosophy. Philosophy gives ideals, values and principles.
Education with philosophy has a close relationship because philosophy is a view of life that
leads to the goal of education. ... The perennialism view holds at the moment that education is
regarded as a container to direct the center of culture. While human beings are able to solve the
problem and achieve its goals rationally.
Through philosophy, you can ensure that your student not only retains his academic
knowledge from all his completed grades but also develop a sense of humane values and ethics.
These personal values provide a better upbringing for them to cope in the later years of their life.
2. Philosophy and Education

Education and philosophy, the two disciplines, are very closely related and in some areas
they overlap each other. It is quite often said that, 'Philosophy and Education are two sides of the
same coin'. 'Education is the dynamic side of philosophy'.
Education on the other hand is the dynamic side of philosophy. It is the active aspect and the
practical means of realizing the ideals of life. Education is a sacred necessity of life, both from the
biological and sociological point of view.
It is true that education works like a catalyst for a better life, a social desirable life. As a pot is
made out of clay and a finished product comes out of raw material, so also from the immature child
comes out the civilized man through education.
The basic relationship between philosophy and education can be analyzed as follows. It is
philosophy, that provides the purpose or the aim and it is education which makes it practical.
Philosophy shows the way and education moves on in that direction. When we define education as
the modification or behavior, the direction in which, modification to be carried out is determined by
philosophy.
Thus philosophy deals with the end and education with the means. In fact, we can observe
that the great philosophers of all times have been also great educators. For example, Socrates and
Plato, the great philosophers, were also famous educators.
The Education- philosophy relationship may be further pointed out as given below:
" What is life? What is man's origin? What is man's destiny or goal? These are some of the questions
of philosophical enquiry. Different philosophers try to answer these questions according to their
own mature reflection and thinking. These different answers lead to different philosophies.
The influence of a person, holding a vital belief, brought to bear upon another person with
the object of making him also to hold that belief, is education. Thus education means to lead out,
through the modification of the native behavior of the child.
Education is a laboratory where philosophic theories and speculations are tested and made
concrete. Education may, therefore, be rightly called applied philosophy.
Philosophy is wisdom; education transmits that wisdom from one generation to the other.
Philosophy is in reality the theory of education. In other words, education is the dynamic side of
philosophy, or application of the fundamental principles of philosophy.

Philosophy formulates the method, education its process. Philosophy gives ideals, values and
principles.
LEARNING ACTIVITY 1
1. By the use of graphic organizer, present as many elements or descriptions of philosophy of

education.
Philosophy of
Education
2. In your own opinion, what statement best define philosophy of education? Explain.
Lesson II. Philosophical Foundations of Education

The appraisal towards Western and Eastern Education Philosophies Education system in the
East and West is different due to their different cultures and indirectly shows the strengths and
weaknesses of both cultures (Kim, 2005). Lesson II discusses a review on both western and eastern
philosophies; each has its own root, principle and the approach in developing and producing the
qualified and superior society. This is due to the role of knowledge that does not only function to
provide the explanation and information, but the most important, knowledge emerges as the
medium in influencing, developing, and also shaping the notion of human and the society itself.
Thus, a good education philosophy should be an active process, but always accompanied
with a good time management. Furthermore, in Western most students are given the right to
manage and take charge of their own learning. Such education focuses on development on
individual soft skill, by encouraging the students to be initiative, independent and responsible for
their own learning process.
Likewise, discussions were presented on contemporary and postmodern philosophies.
Contemporary philosophies tend to focus on philosophy and science…Alfred North Whitehead,
concerned with the search for “universal patterns.” Bertrand Russell with Whitehead, Principia
Mathematica…universal patterns could be verified and classified through mathematics.
On the other hand, the concept of postmodernism was defined as an empirical condition of
contemporary life was much easier to accept in geography than what appeared to many to be
merely a fashionable and unduly confusing style of writing.
Postmodernist educators believe that there is no absolute or universal truth, arguing that
truth changes with the advent of new events and discoveries. ... It is necessary to know the

philosophy behind your school because as a teacher you are viewed as one who is upholding these
values and beliefs.
1. Western Philosophies
Generally, Western philosophy of education comprises two schools, which are traditional and
modern. ... Comparing both schools of thought, it can be concluded that Westerners stress on active
learning on their learners, whereas the Easterners prefer passive learning.
Very broadly speaking, according to some commentators, Western society strives to find and
prove "the truth", while Eastern society accepts the truth as given and is more interested in finding
the balance. Westerners put more stock in individual rights; Easterners in social responsibility.
The modern western philosophy has not only critical about orthodox religion but also came
with ideals of secularism, humanism, scientific temperament, progress and development. Skepticism,
rationality, individualism and scientific methods are influenced the human conception in
understanding the world.
The fundamental purpose of philosophy is to find meaning in one's life and purpose to one's
path, and there is no major difference between eastern and western philosophy according to that
understanding. Western philosophy acknowledges the existence of a human self (with some
exceptions). Eastern philosophy firmly denies the existence of a human self (with some exceptions).
Contemporary neuroscientific and neuropsychological research attempts to locate and identify the
human self in the brain.
Many Western philosophers are responsible for the intellectual development of
mathematics, science, politics and even art. Western philosophers attempt to understand and
examine a wide spectrum of issues, such as the universe, human social responsibilities,
consciousness or even religion.
Apparently, the Western education emphasizes on active learning, student-centeredness,
meaningful-learning, creativity, compliment-giving and close teacher-students relationship. On the
contrary, the features in Eastern education are totally opposite from Western education philosophy.
However, both educations philosophies that are in two extremes provide the followers with their
own advantage. To begin with, Western education philosophy emphasizes on active learning that
involves students’ active participation in class and group discussions. Such education builds up
students’ confidence to speak in front of the class, which results in creating outspoken and
confident individuals who do not fear to voice their thoughts. Besides, it also train students to
tolerate and accept other’s opinions, as well as developing their interpersonal skills as they
exchange ideas with each other. In this way, students listen to other’s ideas, and at the same time
learn from their peers. However, active learning is a time-consuming process and may cause inability
to complete teaching the syllabus but it can be encouraged by giving different kinds of exercise to
the children (Mackenzie, 2007).
Contributions of Socrates, Plato, and Aristotle to Western philosophy, and how their legacies
reflected in education today
Socrates, Plato, and Aristotle are the three most legendary ancient Greek philosophers.
Socrates is hailed today as the personification of wisdom and the philosophical life. He gave rise to
what is now called the Socratic method, in which the teacher repeatedly questions students to help
them clarify their own deepest thoughts.
Plato, Socrates’s pupil, crafted eloquent dialogues that present different philosophical
positions on a number of profound questions. Plato believed that a realm of externally
existing”ideas,” or”forms,” underlies the physical world.

Aristotle, Plato’s pupil, was remarkable for the breadth as well as the depth of his knowledge.
He provided a synthesis of Plato’s belief in the universal, spiritual forms and a scientist’s belief in the
physical world we observe through our senses. He taught that the virtuous life consists of
controlling desires by reason and by choosing the moderate path between extremes.
a. Idealism
Idealism, the first systematic philosophy in Western thought…Socrates and Plato, the Socratic
method was dialogue. Generic notions: Philosophers often pose abstract questions that are not
easily answered but are concerned with the search for truth. World of matter in constant state of
flux, senses are not to be trusted, continually deceive us. Truth is perfect and eternal, but not found
in the world of matter, only through the mind.
The only constant for Plato was mathematics, unchangeable and eternal. Plato’s method of
dialogue engaged in systematic, logical examination of all points of view…ultimately leading to
agreement and a synthesis of ideas…this approach known as the dialectic.

Plato believed education helped move individuals collectively toward achieving the good.
The State should be involved in education, moving brighter students toward abstract ideas and the
less able toward collecting data…a gender free tracking system. Those who were brighter should
rule, others should assume roles to maintain the state. The philosopher-king would lead the State to
the ultimate good.
Evil comes through ignorance, education will lead to the obliteration of evil. More modern
idealists: St. Augustine, Descartes, Kant, Hegel. Goal of Education: interested in the search for truth
through ideas…with truth comes responsibility to enlighten others, “education is transformation:
Ideas can change lives.”
Role of the Teacher: to analyze and discuss ideas with students so that students can move to
new levels of awareness so that they can ultimately be transformed, abstractions dealt with through
the dialectic, but should aim to connect analysis with action. Role of the teacher is to bring out what
is already in student’s mind: reminiscence
Methods of instruction includes lecture from time to time, but primary method of teaching is
the dialectic…discuss, analyze, synthesize, and apply what they have read to contemporary society.
Curriculum…importance of the study of the classics…many support a back to the basics approach to
education.
b. Realism
Aristotle was the leading proponent of realism, started the Lyceum, the first philosopher to
develop a systematic theory of logic. Generic Notions…only through studying the material world is it
possible to clarify or develop ideas…matter is real independent of ideas.
Aristotle’s systematic theory of logic begin with empirical research, speculate or use dialectic
reasoning, and culminate in a syllogism. A syllogism is a system of logic that consists of three parts:
(1) a major premise, (2) a minor premise, and (3) a conclusion. For a syllogism to work, all the parts
must be correct.
What is the good life? What is the importance of reason? Moderation in all things…balance
in leading one’s life: reason is the instrument to help individuals achieve balance and moderation.
Neo-Thomism…Aquinas affected a synthesis of pagan ideas and Christian beliefs…reason is
the means of ascertaining or understanding truth, God could be understood through reasoning
based on the material world…no conflict between science and religion. The world of faith with the
world of reason, contemporary Catholic schools

From the Renaissance, Francis Bacon developed induction, the scientific method…based on
Aristotle, developed a method starting with observations, culminating in generalization, tested in
specific instances for the purpose of verification. John Locke and tabula rasa, things known from
experience… ordered sense data and then reflected on them.
Contemporary realists tend to focus on philosophy and science…Alfred North Whitehead,
concerned with the search for “universal patterns.” Bertrand Russell with Whitehead, Principia
Mathematica…universal patterns could be verified and classified through mathematics.
Goal of education for realists means notions of the good life, truth, beauty could be
answered through the study of ideas, using the dialectical method…for contemporary realists, the
goal of education is to help individuals understand and apply the principles of science to help solve
the problems plaguing the modern world. Teachers should be steeped in the basic academic
disciplines.
c. Pragmatism/Experimentalism
Pragmatism is an American philosophy from the 19th century…Peirce, James, Dewey. “By their
fruits, ye shall know them.” Pragmatism encourages people to find processes that work in order to
achieve their desired ends…action oriented, experientially grounded. Rousseau… “back to nature”,
environment and experience…Emile, little regard for the education of women other than to be
Emile’s companion.
John Dewey, the intellectual heir to Charles Darwin, constant interaction between organism
and environment, dynamic and developing world…child centered progressivism and social
reconstructionism, instrumentalism and experimentalism, pragmatic relationship between school
and society and applying ideas of education on an experimental basis.
John Dewey’s philosophy of education starts with the needs and interests of the child that
allows the child to participate in planning her course of study, employ project method or group
learning, depend heavily or experiential learning. Children are active, organic beings…needing both
freedom and responsibility. Ideas are not separate from social conditions; philosophy has a
responsibility to society.
Dewey’s role for the teacher is not the authoritarian but the facilitator…encourages, offers
suggestions, questions and helps plan and implement courses of study…has command of several
disciplines Inquiry method, problem solving, integrated curriculum.
LEARNING ACTIVITY 1
1. Present by way of a graphic organizer, the western philosophies of education. Describe each
kind of philosophy briefly.
Western
Philosophies

2. Eastern Philosophies
Eastern education philosophy holds on to the concept of teaching. Students receive full
knowledge from the teachers inside the classroom. Students in a way receive knowledge in a rigid
way as they only seem to learn and study straightly from the teachers.?
Instead, Eastern philosophy focuses on the ethical implications of the Buddha's Four Noble
Truths and Noble Eightfold Path. It is also focused on epistemology, or philosophical questions of
knowledge.
Eastern philosophy is broad in scope and emotional in nature. Because of this the religions
themselves will not be examined. Rather a multi-approach to the examination of the topic will be
explored. Geographical, political and educational aspects of Eastern philosophies will be examined.
This examination will be in conjunction with a comparative view to the West. As previously stated,
Eastern philosophy is a very broad topic. It can be subdivided into two philosophical
categories: Far Eastern and Middle Eastern philosophies. The dichotomies of the Far East and the
Middle East philosophies are on opposite ends of a continuum. Far Eastern philosophy includes
Hinduism, Buddhism, Confucianism, and Taoism among others. They range from polytheist to non-
theist. Far Eastern philosophies focus on a detachment of self from the material world.
As for the Eastern education, the teachers are fully responsible in performing the effective
lessons, and this makes this philosophy implements passive learning in the class. The teachers do
not encourage the students to voice out in giving their opinion while the teaching and learning
process happen. Thus, students become demotivated and lose interest to the lesson. Since students
have limited opportunity to voice their thoughts, it is no wonder that self-conscious and fear often
get in their way when they speak in public. Some even prefer to keep their silence and refuse to
speak.
a. Hinduism
Hinduism, is a major world religion originating on the Indian subcontinent and
comprising several and varied systems of philosophy, belief, and ritual. Although the name
Hinduism is relatively new, having been coined by British writers in the first decades of the 19th
century, it refers to a rich cumulative tradition of texts and practices, some of which date to the 2nd
millennium BCE or possibly earlier. If the Indus valley civilization (3rd–2nd millennium BCE) was the
earliest source of these traditions, as some scholars hold, then Hinduism is the oldest living religion
on Earth. Its many sacred texts in Sanskrit and vernacular languages served as a vehicle for
spreading the religion to other parts of the world, though ritual and the visual and performing arts
also played a significant role in its transmission. From about the 4th century CE, Hinduism had a
dominant presence in Southeast Asia, one that would last for more than 1,000 years.
In the early 21st century, Hinduism had nearly one billion adherents worldwide and was the religion
of about 80 percent of India’s population. Despite its global presence, however, it is best understood
through its many distinctive regional manifestations.
The term Hinduism became familiar as a designator of religious ideas and practices
distinctive to India with the publication of books such as Hinduism (1877) by Sir Monier Monier-
Williams, the notable Oxford scholar and author of an influential Sanskrit dictionary. Initially it was
an outsiders’ term, building on centuries-old usages of the word Hindu. Early travelers to the Indus
valley, beginning with the Greeks and Persians, spoke of its inhabitants as “Hindu” (Greek: ‘indoi),
and, in the 16th century, residents of India themselves began very slowly to employ the term to

distinguish themselves from the Turks. Gradually the distinction became primarily religious rather
than ethnic, geographic, or cultural.
b. Buddhism
Buddhism, religion and philosophy that developed from the teachings of the
Buddha (Sanskrit: “Awakened One”), a teacher who lived in northern India between the mid-6th and
mid-4th centuries BCE (before the Common Era). Spreading from India to Central and Southeast
Asia, China, Korea, and Japan, Buddhism has played a central role in the spiritual, cultural, and social
life of Asia, and, beginning in the 20th century, it spread to the West.
Ancient Buddhist scripture and doctrine developed in several closely related literary
languages of ancient India, especially in Pali and Sanskrit. In this article Pali and Sanskrit words that
have gained currency in English are treated as English words and are rendered in the form in which
they appear in English-language dictionaries. Exceptions occur in special circumstances—as, for
example, in the case of the Sanskrit term dharma (Pali: dhamma), which has meanings that are not
usually associated with the term dharma as it is often used in English. Pali forms are given in the
sections on the core teachings of early Buddhism that are reconstructed primarily from Pali texts
and in sections that deal with Buddhist traditions in which the primary sacred language is Pali.
Sanskrit forms are given in the sections that deal with Buddhist traditions whose primary
sacred language is Sanskrit and in other sections that deal with traditions whose primary sacred
texts were translated from Sanskrit into a Central or East Asian language such as Tibetan or Chinese.
Buddhism arose in northeastern India sometime between the late 6th century and the early
4th century BCE, a period of great social change and intense religious activity. There is disagreement
among scholars about the dates of the Buddha’s birth and death. Many modern scholars believe
that the historical Buddha lived from about 563 to about 483 BCE. Many others believe that he lived
about 100 years later (from about 448 to 368 BCE). At this time in India, there was much discontent
with Brahmanic (Hindu high-caste) sacrifice and ritual. In northwestern India there were ascetics who
tried to create a more personal and spiritual religious experience than that found in
the Vedas (Hindu sacred scriptures). In the literature that grew out of this movement,
the Upanishads, a new emphasis on renunciation and transcendental knowledge can be found.
Northeastern India, which was less influenced by Vedic tradition, became the breeding ground of
many new sects. Society in this area was troubled by the breakdown of tribal unity and the
expansion of several petty kingdoms. Religiously, this was a time of doubt, turmoil, and
experimentation.
c. Confucianism
Confucianism, the way of life propagated by Confucius in the 6th–5th century BCE and
followed by the Chinese people for more than two millennia. Although transformed over time, it is
still the substance of learning, the source of values, and the social code of the Chinese. Its influence
has also extended to other countries, particularly Korea, Japan, and Vietnam.
Confucianism, a Western term that has no counterpart in Chinese, is a worldview, a
social ethic, a political ideology, a scholarly tradition, and a way of life. Sometimes viewed as
a philosophy and sometimes as a religion, Confucianism may be understood as an all-encompassing
way of thinking and living that entails ancestor reverence and a profound human-centred
religiousness. East Asians may profess themselves to be Shintōists, Daoists, Buddhists, Muslims,
or Christians, but, by announcing their religious affiliations, seldom do they cease to be Confucians.
Although often grouped with the major historical religions, Confucianism differs from them
by not being an organized religion. Nonetheless, it spread to other East Asian countries under the

influence of Chinese literate culture and has exerted a profound influence on spiritual and political
life. Both the theory and practice of Confucianism have indelibly marked the patterns
of government, society, education, and family of East Asia. Although it is an exaggeration to
characterize traditional Chinese life and culture as Confucian, Confucian ethical values have for well
over 2,000 years served as the source of inspiration as well as the court of appeal for human
interaction between individuals, communities, and nations in the Sinitic world.
The story of Confucianism does not begin with Confucius. Nor was Confucius the founder of
Confucianism in the sense that the Buddha was the founder of Buddhism and Jesus Christ the
founder of Christianity. Rather, Confucius considered himself a transmitter who consciously tried to
reanimate the old in order to attain the new. He proposed revitalizing the meaning of the past by
advocating a ritualized life. Confucius’s love of antiquity was motivated by his strong desire to
understand why certain life forms and institutions, such as reverence for ancestors, human-centred
religious practices, and mourning ceremonies, had survived for centuries. His journey into the past
was a search for roots, which he perceived as grounded in humanity’s deepest needs for belonging
and communicating. He had faith in the cumulative power of culture. The fact that traditional ways
had lost vitality did not, for him, diminish their potential for regeneration in the future. In fact,
Confucius’s sense of history was so strong that he saw himself as a conservationist responsible for
the continuity of the cultural values and the social norms that had worked so well for the idealized
civilization of the Western Zhou dynasty.
Confucius’s response to the political crises was to address himself to the issue of learning to
be human. In so doing he attempted to redefine and revitalize the institutions that for centuries had
been vital to political stability and social order: the family, the school, the local community, the state,
and the kingdom. Confucius did not accept the status quo, which held that wealth and power spoke
the loudest. He felt that virtue (de), both as a personal quality and as a requirement for leadership,
was essential for individual dignity, communal solidarity, and political order.
d. Taoism
Taoism (also spelled Daoism) is a religion and a philosophy from ancient China that has
influenced folk and national belief. Taoism has been connected to the philosopher Lao Tzu, who
around 500 B.C.E. wrote the main book of Taoism, the Tao Te Ching. Taoism holds that humans and
animals should live in balance with the Tao, or the universe. Taoists believe in spiritual immortality,
where the spirit of the body joins the universe after death.
The Tao Te Ching, or “The Way and Its Power,” is a collection of poetry and sayings from
around the third and fourth centuries B.C.E. that guides Taoist thought and actions. While the author
is traditionally believed to be the philosopher Lao Tzu, there is little evidence that Lao Tzu existed at
all. Rather, the Tao Te Ching is a gathering of earlier sayings from many authors. This book was
given an origin with the philosopher Lao Tzu for cultural and political reasons. Lao Tzu is sometimes
understood as the image of the Tao, or a god, and given legendary status.
The Tao (or Dao) is hard to define but is sometimes understood as the way of the universe.
Taoism teaches that all living creatures ought to live in a state of harmony with the universe, and the
energy found in it. Ch’i, or qi, is the energy present in and guiding everything in the universe.
The Tao Te Ching and other Taoist books provide guides for behavior and spiritual ways of living in
harmony with this energy. However, Taoists do not believe in this energy as a god. Rather, there are
gods as part of the Taoist beliefs, often introduced from the various cultures found in the region
known now as China. These gods are part of the Tao, like all living things. Taoism has temples,
monasteries, and priests who make offerings, meditate, and perform other rituals for their
communities.

One of the main ideas of Taoism is the belief in balancing forces, or yin and yang. These
ideas represent matching pairs, such as light and dark, hot and cold, action and inaction, which work
together toward a universal whole. Yin and yang show that everything in the universe is connected
and that nothing makes sense by itself.
Taoism became well-known in the eighth century C.E. as the religion of the Tang dynasty. In
the following centuries, it existed alongside Buddhism and Confucianism (another philosophical
religion). However, during the Communist takeover in 1959, Taoism, Confucianism, and other
religions were banned. This caused a decline in the practice of Taoism in China. Many modern
Taoists live in Taiwan, although recent reforms in China have increased the number of Chinese
Taoists.
Daoism, also spelled Taoism, indigenous religio-philosophical tradition that has
shaped Chinese life for more than 2,000 years. In the broadest sense, a Daoist attitude toward life
can be seen in the accepting and yielding, the joyful and carefree sides of the Chinese character, an
attitude that offsets and complements the moral and duty-conscious, austere and purposeful
character ascribed to Confucianism. Daoism is also characterized by a positive, active attitude
toward the occult and the metaphysical (theories on the nature of reality), whereas
the agnostic, pragmatic Confucian tradition considers these issues of only marginal importance’
although the reality of such issues is, by most Confucians, not denied.
e. Zen Buddhism
Zen is the Japanese name for a Buddhist tradition practiced by millions of people across the
world. Historically, Zen practice originated in China, Korea, Japan, and Vietnam, and later came to in
the West. Zen takes many forms, as each culture that embraced it did so with their own emphases
and tastes.
Traditionally speaking, “Zen” is not an adjective (as in, They were totally zen). Zen is a
Japanese transliteration of the Chinese word Chan, which is itself a transliteration of dhyana, the
word for concentration or meditation in the ancient Indian language Sanskrit. (Zen is Seon or Son in
Korean and Thien in Vietnamese.) When Buddhism came to China from India some 2,000 years ago,
it encountered Daoism and Confucianism, absorbing some elements of both while rejecting others.
Chan is the tradition that emerged. In this context, Chan refers to the quality of mind cultivated
through sitting meditation, known as zazen in Japanese, which many Zen Buddhists consider to be
the tradition’s most important practice.
Zen is as diverse as its practitioners, but common features include an emphasis on simplicity
and the teachings of nonduality and nonconceptual understanding. Nonduality is sometimes
described as “not one not two,” meaning that things are neither entirely unified nor are they entirely
distinct from one another. Zen recognizes, for example, that the body and mind are interconnected:
they are neither the same nor completely separate. Nonconceptual understanding refers to insight
into “things as they are” that cannot be expressed in words.
To help students discover nonduality without relying on thought, Zen teachers use koans—
stories that appear nonsensical at first but as objects of contemplation in zazen lead to a shift of
perspective from separation to interconnectedness. Because teachers play such an important role in
Zen, the tradition emphasizes reverence for its “dharma ancestors,” or lineage, influenced by
Confucianism’s teaching of filial piety. At the same time, throughout Chinese history, Zen challenged
other Confucian ideas by stressing the absolute equality of all beings and women’s capacity for
enlightenment.
Ultimately, Zen Buddhism offers practitioners ways to heal their hearts and minds and
connect with the world. These ways have differed over time and from culture to culture. In medieval

Japan, for example, Zen monks served as doctors to the poor, doling out medicine and magic
talismans, and as ministers, offering funerals and memorial services. Today in the West, many
practitioners come to Zen looking to gain peace of mind and mental clarity through meditation. Like
all schools of Buddhism, Zen begins with an understanding that human beings suffer, and it offers a
solution to this suffering through recognizing the interconnectedness of all beings and learning to
live in a way that aligns with this truth.
Japanese Zen Buddhist Philosophy

Zen aims at the perfection of personhood. To this end, sitting meditation called “ za-zen” is
employed as a foundational method of prāxis across the different schools of this Buddha-Way—
which is not an ideology, but a way of living. Through za-zen the Zen practitioner attempts to
embody non-discriminatory wisdom vis-à-vis the meditational experience known as “satori”
(enlightenment). A process of discovering wisdom culminates, among other things, in the
experiential apprehension of the equality of all thing-events.
The most distinguishing feature of this school of the Buddha-Way is its contention that
wisdom, accompanied by compassion, is expressed in the everyday lifeworld when associating with
one’s self, other people, and nature. The everyday lifeworld for most people is an evanescent
transforming stage in which living is consumed, philosophically speaking, by an either-or, ego-
logical, dualistic paradigm of thinking with its attendant psychological states such as stress and
anxiety. Zen demands an overcoming of this paradigm in practice by achieving a holistic and
nondualistic perspective in cognition, so that the Zen practitioner can celebrate, with stillness of
mind, a life directed toward the concrete thing-events of everyday life and nature. For this reason,
the Zen practitioner is required to embody freedom expressive of the original human nature, called
“buddha-nature.”
Generally speaking, Zen cherishes simplicity and straightforwardness in grasping reality and
acting on it “here and now,” for it believes that a thing-event that is immediately presenc ing before
one’s eyes or under one’s foot is no other than an expression of suchness. In other words the thing-
event is disclosing its primordial mode of be ing such that it is as it is. It also understands a specificity
of the thing-event to be a recapitulation of the whole; parts and the whole are to be lived in an
inseparable relationship through an exercise of nondiscriminatory wisdom, without prioritizing the
visible over the invisible, the explicit over the implicit, or vice versa.
As such, Zen maintains a stance of “not one” and “not two,” that is “a positionless position,”
where “not two” means negating the dualistic stance that divides the whole into two parts, while
“not one” means negating the nondualistic stance occurring when the Zen practitioner dwells in the
whole as one, while suspending judgment in meditation. The free, bilateral movement between “not
one” and “not two” characterizes Zen’s achievement of a personhood with a third perspective that
cannot, however, be confined to either dualism or non-dualism, neither “not one” nor “not two”.
f. Christian Philosophy
Christian philosophy includes all philosophy carried out by Christians, or in relation to the
religion of Christianity. Christian philosophy emerged with the aim of reconcile science and faith,
starting from natural rational explanations with the help of Christian revelation. Several thinkers such
as Augustine believed that there was a harmonious relationship between science and faith, others
such as Tertullian claimed that there was contradiction and others tried to differentiate them.
There are scholars who question the existence of a Christian philosophy itself. These claim that there
is no originality in Christian thought and its concepts and ideas are inherited from Greek philosophy.

Thus, Christian philosophy would protect philosophical thought, which would already be definitively
elaborated by Greek philosophy.
However, Boehner and Gilson claim that Christian philosophy is not a simple repetition of
ancient philosophy, although they owe to Greek science the knowledge developed
by Plato, Aristotle and the Neo-Platonists. They even claim that in Christian philosophy, Greek
culture survives in organic form.
St. Augustine was the first, it seems, to have employed the expression Christian philosophy
to designate the teaching proposed to men by the Church and to distinguish it from the different
wisdoms taught by the philosophers of antiquity. Before him, however, the term philosophy had
been used by a number of Christian writers, ever since tatian, as a means of establishing contact
with the speculative and practical thought that was widespread in the cultivated world in which the
newborn Christianity developed.
During the Middle Ages, the relationship between faith and reason was made more precise,
to the extent that natural intelligence began to be seen by theologians as autonomous in the
domain assigned to it by God. In modern times, philosophy claimed a growing independence,
aiming at forming a body of doctrine as free from nonrational influences as possible and thus, in
effect, opposing itself to the teaching of revelation. The relation between philosophy and
Christianity has thus undergone changes in the course of time. It was, though, only in the mid-20 th
century that the notion of Christian philosophy became an object of explicit discussion. The
exposition that follows reconsiders the essential definitions that explain a priori the difficulties
contained in the idea of a Christian philosophy and makes as precise as possible the meaning of the
debate; it then proposes a clarification, in brief résumé, of the sense of the history of philosophy
that is present within Christian revelation and a concluding summary of the significance of Christian
philosophy in present and future thought.
g. Saracen Philosophy
Origins. Saracen, in the Middle Ages, any person—Arab, Turk, or other—who professed the
religion of Islām. Earlier in the Roman world, there had been references to Saracens (Greek:
Sarakenoi) by late classical authors in the first three centuries AD, the term being then applied to an
Arab tribe living in the Sinai Peninsula.
The Saracen surname is derived from the Old French word "Sarrazin," meaning "Saracen." It
is thought to have been a nickname in Medieval England for someone of swarthy appearance, or for
someone returned from the Crusades, before becoming a surname.
The Saracens appeared in history at a time when the world was undergoing great and
painful intellectual transformations. In the East, the Greeks and their immediate pupils had run
through their active scientific career. The productive period of Greek science, with the exception,
perhaps, of medicine, terminated with Hipparchus. From that time forward little was added by the
ancients to systematic knowledge. At the birth of Mohammed, the light of science in the East was
struggling for existence; in middle and western Europe it was extinguished among the tossing waves
of political commotion. In such an intellectual crisis, the fresh Arabian mind, untutored and not to be
fettered even by the restrictions of religion, was attracted by the struggling light. Eager, curious,
aspiring, it discerned, or thought it discerned, the value of knowledge. The studies which science
offered fell in with its fondness for nature, and that love of mystery which belongs to humanity
rather than to any particular race. The passion for such studies went wherever Islam conquered. The
Saracens became the custodians of the world's learning. They reached out in every direction,
gathering from all sources the ancient treasures of knowledge, and, absorbing them into the body
of Arabian science, distributed them with a lavish hand over all Mohammedan territory, and even

offered them to the world. The light which was beginning to flicker flamed up and attracted the
gaze of the Western nations, awakening them from that intellectual slumber which followed
barbarian strife.
The origin and inspiration of philosophy in Islam are quite different from those of
Islamic theology. Philosophy developed out of and around the nonreligious practical and theoretical
sciences, it recognized no theoretical limits other than those of human reason itself, and it assumed
that the truth found by unaided reason does not disagree with the truth of Islam when both are
properly understood. Islamic philosophy was not a handmaid of theology.
The two disciplines were related, because both followed the path of rational inquiry and
distinguished themselves from traditional religious disciplines and from mysticism, which sought
knowledge through practical, spiritual purification. Islamic theology was Islamic in the strict sense: it
confined itself within the Islamic religious community, and it remained separate from
the Christian and Jewish theologies that developed in the same cultural context and used Arabic as
a linguistic medium. No such separation is observable in the philosophy developed in the Islamic
cultural context and written in Arabic: Muslims, Christians, and Jews participated in it and separated
themselves according to the philosophic rather than the religious doctrines they held.
Saracens were founded in 1876 by the Old Boys of the Philological School in Marylebone,
London (later to become St Marylebone Grammar School). The club's name is said to come from the
"endurance, enthusiasm and perceived invincibility of Saladin's desert warriors of the 12th century".
The primary aim of Saracen Education is the development of an individual initiative & social
welfare – liberal education in its truest sense. Specifically, it advocates the search for knowledge and
application of scientific facts to the affairs of daily life; science was studied for its usefulness in arts
and crafts; reading was studied as a necessity for progress; medicine was stressed for the
development of life; astronomy was studied as an aid to geography and navigation.
Saracens were founded in 1876 by the Old Boys of the Philological School in Marylebone,
London (later to become St Marylebone Grammar School). The club's name is said to come from the
"endurance, enthusiasm and perceived invincibility of Saladin's desert warriors of the 12th century".
Saracen Education is an education consultant based in Doha, working across the region
including nursery management, school design, and project management. The team at Saracen
Education has decades of experience in designing, delivering and operating schools across the
region and bring that specialist knowledge together as a complete education spectrum consultant.
The first of these projects is The Hamilton International School in Messamier, Doha. The
Hamilton International School or THIS is set to be the best school in Doha with exceptional facilities,
cutting edge technology and a stunning design. Saracen Education is project managing the entire
build through planning, construction and ultimately delivering a market-leading education facility in
September 2019.
Saracen Education also runs Little Lions English Nursery which opened in 2016 and has had a
successful first year of operation. As the only nursery in Doha that is a direct feeder into a secondary
school (PHES) it has set an example for future projects.
LEARNING ACTIVITY 1
1. Present by way of a graphic organizer, the eastern philosophies of education. Describe each
kind of philosophy briefly.
Eastern
PANGASINAN STATE UNIVERSITY Philosophie 13
s
3. Contemporary Philosophies
a. 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 classrooms are “centered around teachers.” The teachers
do not allow 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 students’ minds. Students engaged in
Socratic dialogue, or mutual inquiry sessions to develop an understanding of history’s
most timeless concepts.”
b. 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 citizens.”
What to teach. Essentialist programs are academically rigorous. The emphasis is on

academic content for students to learn the basic skills or the fundamental r’s – reading,
‘riting, ‘rithmetic, right conduct – as these are essential to the acquisition of higher or
more complex skills in preparation for adult life. The essentialist curriculum includes the
“traditional disciplines such as math, natural science, history, foreign language and
literature. Essentialists frown upon vocational courses…” or other courses with watered
down academic content…. The teachers and administrators decide what is to learn and
place little emphasis on student interest, 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. 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, longer academic year….”

With mastery of academic context as primary focus, teachers rely heavily on the use
of prescribed textbooks, drill method, lecture method and others that will enable them to
cover as much academic content as possible like the lecture method. This is a heavy
stress on memorization and discipline.
c. Existentialism
Why teach. The main concept of the existentialists is “to help understand and appreciate
themselves as unique individuals who accept responsibility for their thoughts, feelings
and actions.” Since ‘existence precedes essence’, the existentialist teacher 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 individuals, each of whom
provide possible models for the students’ own behavior…. Moreover, vocational
education is regarded more as a means of teaching students about themselves and their
potential than of earning a livelihood. In teaching art, existentialism encourages
individual creativity and imagination more than copying and imitating established
models.”
How to teach. “Existentialist methods focus on the individual. Learning is self-paced, self-
directed. In includes a great deal of contact with the teacher, who relates to each student
openly and honestly. To help students know 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 personal.”
d. 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 the inevitability of change. For the
progressivists, everything else changes. Change is the only that does not change. Hence,
progressivist teachers are more concerned with teaching learners the skills to cope with
change. Instead of occupying themselves with teaching facts or bits of information that
are true today but become obsolete tomorrow, they would rather focus their teaching on
skills or processes in gathering and evaluating information and in problem solving.
The subjects that are given emphasis are the “natural and social sciences.” Teachers
expose students to new scientific, technological and social developments, reflecting the

progressivist notion that progress and change are fundamental. In addition, students
solve problems in the classroom similar to those hey will encounter outside schoolhouse.
How to Teach. Progessivist teachers apply experiential methods. They believe that one
learns by doing. For John Dewey, the most popular advocate of progressivism, book
learning is no substitute for actual experience. One essential teaching method that
progressivist teachers heavily rely on is the problem-solving method. This problem-
solving method makes use of the scientific method.
Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist

teachers use is field trips during which students interact with nature and society.
Teachers also stimulate students through thought-provoking games, and puzzles.
e. Reconstructionism
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.
Reconstructionism is a “strategic philosophy for transforming society.” The philosophy was
founded in the 1920s by Howard Zinn. Theodore Brameldand and John Dewey. Reconstructionism
believes that power should be shared and should be concentrated in the hands of just a few people.
Reconstructionism is an educational approach that is not affiliated with any one system of
thought. When members of a group are faced with racist, sexist, and homophobic attitudes, they
speak up and advocate for change. Reconstructing education to the very core is not easy, and
reconstructionism seeks to tear down social and institutional structures that are oppressive in order
to create equality for all people.
Reconstructionism is a philosophy of education that focuses on empowering the learner to
take control of their own learning. It has been argued that this approach is most effective for
learners who struggle with more traditional and linear styles of learning.
The Reconstructionism in Education Philosophy is the belief that education should be
designed so that learners experience learning in an environment where they are treated like
democratic participants. Teachers and managers are there to help and guide, not to control. It is a
philosophy and philosophy that leaves room for the idea of progress and the notion that education
is lifelong and not just a process of merely learning skills to be used at work.
Reconstructionism philosophy of education aims to strengthen control of the schools by and
for the goal-seeking interests of the overwhelming majority of humankind.
What is Social Reconstructionism in Education philosophy?

Reconstructionism in education is an idea that has been around for a while and many
different schools of though influence it. In general, the goal of reconstructionism in education is to
eliminate any form of oppression within the educational system. This includes racism, sexism,
homophobia, classism, and more.
Reconstructionism in Education originated fro social justice activism, which aimed to make
our society a better place for marginalized people like women and minorities. It was not until
recently when scholars began researching how these beliefs can be applied to academia – especially
public schooling.
One way reconstructive educators work to dismantle these oppressive practices by
challenging students’ and teachers’ biases through activities like role-playing or debates. Social

reconstructionism is a philosophy that argues for equality among all people and the need for society
to work towards this goal constantly.
In education, this means removing any barriers or social factors that could hinder success.
Some of the ways it does so include:
- Ensuring equal access to quality schools.
- Providing low-income families with resources they may otherwise not have (e.g. tutoring
services).
- Allowing students to be involved in leadership roles at school.
Social reconstructionism in education is one of the most important movements that we have
seen in a long time. Schools across America are now focusing on creating an equitable society
by teaching children about intersectionality and privilege as early as possible.
Reconstructionism in the Classroom

- The need for a curriculum that is more inclusive of all learners.
- A push for the inclusion of Reconstructionism in education.
- How Reconstructionism can provide an authentic and holistic approach to learning.
- The benefits of having a teacher who models emphaty, compassion, and understanding.
Reconstructionism in Curriculum Development

- The reconstructionisms seek a curriculum that emphasizes cultural pluralism, equality, and
futurism.
- Critically examines the cultural heritage of society as well as the entire civilization. Is not afraid
to examine controversial issues.
- Is deliberately committed to bringing about social and constructive change.
- Cultivate a future planning attitude that considers the realities of the world.
- Enlists students and teachers in a definite program to enhance cultural renewal and
interculturism.
What does a Reconstructionist curriculum looks like?

A reconstructionist curriculum would include bringing students into their community. Ideally,
students would spend half of their time in the classroom and the other half outside of the classroom
in different settings. The curriculum would encourage students to directly apply what they are
learning through social activism, reform, and change.
As part of the reconstructionism model, the curriculum would use service-learning and
discussion groups to teach while also bringing the world into the classroom and the students out
into their community. The curriculum would also encourage students to be curious and inquire
about the world with the goal of having them re-invent it.
Example of Reconstructionism in Classroom Situation

- Provide students with learning requisite for altering social, economic, and political realities.
- The curriculum should foster social action aimed at reconstructing society.
- Encourages industrial and political changes.
- Students should be involved in creating a more equitable society.
Advantages of Reconsrtructionism in Education

- Reconstructionism in education is a philosophy or educational movement that advocates for
teaching history and other academic subjects from the perspectives of people who were

directly affected by them. The advantage of this approach is that it teaches students about
their own histories and those of others around the world
- The advantages of reconstructionism in education are that it is more engaging and allows
students to understand better the material they are learning.
- Reconstructionists believe that the Bible is a reliable source of knowledge. Reconstructionism
emphasizes the importance of understanding God’s will for our lives and how we can live in
accordance with it.
Disadvantages of Reconstructionism in Education

- Disadvantages includes that it can be difficult for teachers to implement this teaching style
because they must change their entire curriculum.
- This approach also has drawbacks – It can be difficult for teachers to find resources on topics
outside of their expertise, and some feel like this approach leaves out important information.
- Disadvantages are that reconstructionism does not have an agreed-upon set of beliefs, so
there is no one way to practice reconstructionism.
4. Post-modern Philosophies
What is post modernism as a philosophy of education?
Post modernism includes various groups of philosophers who follow multiplicity. Regarding
postmodernist, the aims of education are teaching critical thinking, production of knowledge,
development of individual and social identity, self creation. In postmodern education teachers just
lead students to discover new things.
Postmodern philosophy is a philosophical movement that arose in the second half of the
20th century as a critical response to assumptions allegedly present in modernist philosophical
ideas regarding culture, identity, history, or language that were developed during the 18th-
century Enlightenment.[1] Postmodernist thinkers developed concepts like difference,
repetition, trace, and hyperreality to subvert "grand narratives", univocity of being, and epistemic
certainty. Postmodern philosophy questions the importance of power relationships, personalization,
and discourse in the "construction" of truth and world views. Many postmodernists appear to deny
that an objective reality exists, and appear to deny that there are objective moral values.
Jean-François Lyotard defined philosophical postmodernism in The Postmodern Condition,
writing "Simplifying to the extreme, I define postmodern as incredulity towards meta
narratives...." where what he means by metanarrative is something like a unified, complete, universal,
and epistemically certain story about everything that is. Postmodernists reject metanarratives
because they reject the conceptualization of truth that metanarratives presuppose. Postmodernist
philosophers in general argue that truth is always contingent on historical and social context rather
than being absolute and universal and that truth is always partial and "at issue" rather than being
complete and certain.
Postmodern philosophy is often particularly skeptical about simple binary oppositions
characteristic of structuralism, emphasizing the problem of the philosopher cleanly distinguishing
knowledge from ignorance, social progress from reversion, dominance from submission, good from
bad, and presence from absence. But, for the same reasons, postmodern philosophy should often be
particularly skeptical about the complex spectral characteristics of things, emphasizing the problem
of the philosopher again cleanly distinguishing concepts, for a concept must be understood in the
context of its opposite, such as existence and nothingness, normality and abnormality, speech and
writing, and the like.

Postmodern philosophy originated primarily in France during the mid-20th century.

However, several philosophical antecedents inform many of postmodern philosophy's concerns.
It was greatly influenced by the writings of Søren Kierkegaard and Friedrich Nietzsche in the 19th
century and other early-to-mid 20th-century philosophers, including phenomenologists Edmund
Husserl and Martin Heidegger, psychoanalyst Jacques Lacan, structuralist Roland Barthes, Georges
Bataille, and the later work of Ludwig Wittgenstein. Postmodern philosophy also drew from the
world of the arts and architecture, particularly Marcel Duchamp, John Cage and artists who
practiced collage, and the architecture of Las Vegas and the Pompidou Centre.
Early postmodern philosophers
The most influential early postmodern philosophers were Jean Baudrillard, Jean-Francois
Lyotard, and Jacques Derrida. Michel Foucault is also often cited as an early postmodernist although
he personally rejected that label. Following Nietzsche, Foucault argued that knowledge is produced
through the operations of power, and changes fundamentally in different historical periods.
The writings of Lyotard were largely concerned with the role of narrative in human culture,
and particularly how that role has changed as we have left modernity and entered a "postindustrial"
or postmodern condition. He argued that modern philosophies legitimized their truth-claims not (as
they themselves claimed) on logical or empirical grounds, but rather on the grounds of accepted
stories (or "metanarratives") about knowledge and the world—comparing these with Wittgenstein's
concept of language-games. He further argued that in our postmodern condition, these
metanarratives no longer work to legitimize truth-claims. He suggested that in the wake of the
collapse of modern metanarratives, people are developing a new "language-game"—one that does
not make claims to absolute truth but rather celebrates a world of ever-changing relationships
(among people and between people and the world).
Derrida, the father of deconstruction, practiced philosophy as a form of textual criticism. He
criticized Western philosophy as privileging the concept of presence and logos, as opposed to
absence and markings or writings.
In the United States, the most famous pragmatist and self-proclaimed postmodernist
was Richard Rorty. An analytic philosopher, Rorty believed that combining Willard Van Orman
Quine's criticism of the analytic-synthetic distinction with Wilfrid Sellars's critique of the "Myth of
the Given" allowed for an abandonment of the view of the thought or language as a mirror of a
reality or external world.
Further, drawing upon Donald Davidson's criticism of the dualism between conceptual
scheme and empirical content, he challenges the sense of questioning whether our particular
concepts are related to the world in an appropriate way, whether we can justify our ways of
describing the world as compared with other ways. He argued that truth was not about getting it
right or representing reality, but was part of a social practice and language was what served our
purposes in a particular time; ancient languages are sometimes untranslatable into modern ones
because they possess a different vocabulary and are unuseful today. Donald Davidson is not usually
considered a postmodernist, although he and Rorty have both acknowledged that there are few
differences between their philosophies.
Criticism of postmodernism
Criticisms of postmodernism, while intellectually diverse, share the opinion that it lacks
coherence and is hostile to notions such as truth, logic, and objectivity. Specifically, it is held
that postmodernism can be meaningless, promotes obscurantism and uses relativism (in

culture, morality, knowledge) to the extent that it cripples most judgment calls. As it refuses

discourse, it leaves postmodern thinkers to a self-centered environment where individual opinion is
sufficient, regardless of espy or qualification.
Postmodernism, also spelled post-modernism, in Western philosophy, a late 20th-century
movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of
reason; and an acute sensitivity to the role of ideology in asserting and maintaining political and
economic
LEARNING ACTIVITY 1
1. Present by way of a graphic organizer, the concept of post-modern philosophies. Provide a brief
description on the topics below:.
Post-modern
Philosophy
Early Criti-
Post-
post- cism of
modernism
modern post-
philoso- moderni
phers sm
LEARNING ACTIVITY 2
1. Which advice will you give?
For the essentialist group – Students are not interested in the lesson.
For the perennialist group – Students want to specialize and belittles general education subjects.
For the progressivist group – Parents question students’ community immersion for it poses
certain risks.
For the existentialist group – A colleague asks you to make the decision for her fear that she may
make the wrong decision.
For the reconstructionist group – Teacher does not accept meanings of lesson derived by
students; teacher’s meaning and understanding are the only ones acceptable.
2. Understanding the Philosophies. Answer each with a YES or NO. If your answer is NO,
explain your answer in a sentence.
- Essentialism
____ 1. Do essentialists aim to teach students to reconstruct society?
____ 2. Is the model citizen of the essentialist the citizen who contributes to the re-building of
society?

____ 3. Do the essentialist teachers give up teaching the basics if the students are not
interested?
____ 4. Do the essentialist teachers frown on long academic calendar and core requirements?
- Progressivism
____ 1. Do the progressivist teachers look at education as a preparation for adult life?
____ 2. Are the students’ interests and needs considered in a progressivist curriculum?
____ 3. Does the progressivist curriculum focus mainly on facts and concepts?
____ 4. Do the progressivist teachers strive to stimulate in the classroom life in the outside
world?
- Perennialism
____ 1. Are perennialist teachers concerned with the students’ mastery of the fundamental skills?
____ 2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
____ 3. Is the perennialist curriculum geared towards specialization?
____ 4. Do the perennialist teachers sacrifice subject matter for the sake students’ interests?
- Existentialism
____ 1. Is the existentialist teacher after students becoming specialists in order to contribute to
society?
____ 2. Is the existentialist concerned with the education of the whole person>
____ 3. Is the course of study imposed on students in the existentialist classroom?
____ 4. Does the existentialist teacher make heavy use of the individualized approach?
- Reconstructionism
____ 1. Does the reconstructionist agree to a teaching methodology of “telling”?
____ 2. Do reconstructionist believe that students can construct knowledge?
____ 3. Do reconstructionist approve of teaching learners the skill to learn?
____ 4. Do reconstructionist believe that meaning can be imposed?
3. Test Your Mastery. You may need to research further in order to gain mastery. The first
exercise in this lesson (An exercise to determine your life philosophy) may help.
To which philosophy does each theory of man belong? A person:

__________ is a product of his environment.
__________ has no universal nature.
__________ has rational and moral powers.
__________ has no choice, he is determined by his environment.
__________ can choose what he can become.
__________ is a complex combination of matter that responds to physical stimuli.
__________ has no free will.
__________ has the same essential nature with others.
__________ is a rational animal.
__________ first exists then define him/herself.
__________ is a social animal who learns well through an active interplay with others.
__________ is a communicating being.
__________ is a maker of meaning.
__________ a constructor of knowledge.

Lesson III. Principles and Philosophy of Philippine Education

Lesson III presents the main purpose of education as to educate individuals within society,
to prepare and qualify them for work in economy as well as to integrate people into society and
teach them values and morals of society. Role of education is means of socializing individuals and to
keep society smooth and remain stable.
The principles of education serve as guide to advance knowledge through research, and
apply new knowledge for improving the quality of human life; respond effectively to changing needs
and conditions through a system of educational planning and evaluation.
The basic principles of education are: 1) develop independent and interdependent, lifelong
learning strategies; 2) nurture their aspirations, confidence, curiosity, imagination, self-respect and
responsibility to others; and 3) explore and adapt to new ideas in both work and leisure.
As applied to Philippine education, certain principles of education should be considered.

On the other hand, many aims have been proposed by philosophers and other educational
theorists; they include the cultivation of curiosity and the disposition to inquire; the fostering of
creativity; the production of knowledge and of knowledgeable students; the enhancement of
understanding; the promotion of moral thinking, feeling, etc.
The main priority of the Philippine educational philosophy is found in the goal of basic
education, that is, to provide the school age population and young adults with skills, knowledge,
and values to become caring, self-reliant, productive and patriotic citizens.
Of the philosophies of education, the one that has the remarkable impact on the Philippines'
education system, both former and current, is significantly the influence of Dr. John Dewey's
philosophical perspective. Dewey's impact on Philippine education started to get sharply visible
when it became independent (Papong, 2014)
Basically, the principles and philosophy of Philippine education emanated from the
provisions of the 1987 Philippine Constitution.
1. Article II, Section 17 (1987 Philippine Constitution)

Sec 17 • The State shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.
ARTICLE II pertains to the declaration of principles and state policies. Section 17 presents the
commitment of the state to promote science and technology which are essential for national
development and progress. Further, the State shall give priority to research and development,
invention, innovation, and their utilization in education, training, and services.
In support to the provisions of Article II, particularly on Section 17, various related laws were
enacted and implemented in the country.
2. Article XIV, Section 1-2 (1987 Philippine Constitution)

Sec 1. The State shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.
Section 1 presents the enduring commitment of the Philippines to provide quality education
to all its citizens – a commitment to build a nation with functionally literate, educated and
productive citizens. It is a statement that shows how the country values the education and
development of its citizens.
Sec 2. The State shall. 1. Establish, maintain, and support a complete, adequate, and
integrated system of education relevant to the needs of the people and society.

Section 2 discusses the commitment of the state to provide access to quality education for
all levels, from the preschool to tertiary. It elucidates the function of the state to develop and
education system that focuses on formal education, non-formal education, alternative learning
system, and indigenous learning system. To support the provision, Section states that the state will
provide financial assistance and efficient student-support system to deserving students.
LEARNING ACTIVITY 1
Critical Questions: Reflect and write your answer to the following questions.
2. Do you think the provisions of the aforementioned laws are observed in all public schools in
the country?
3. What is your idea of the implementation of Mother Tongue-based Multilingual Education?
Lesson IV. Personal Philosophy of Teaching

“The unexamined life is not worth living.” - Socrates
Lesson IV discusses the importance of having a teaching philosophy, it being a self-reflective

personal narrative that expresses your values and beliefs about teaching. It includes your conception
of teaching and learning, a depiction of how you teach and an explanation for why you teach in that
way.
Arguably, formulating a personal educational philosophy is important for all teachers. It is
hoped that in presenting the meaning of philosophy of education together with highlighting its
inherent underpinning force needed for effective educational philosophy and in analyzing the
processes involved in personalizing it, teachers and educators everywhere gain insight into and will
be better guided in the exciting and challenging task of formulating their own educational
philosophy.
Teaching philosophy statements are usually one to four pages in length and cover the three
core areas of objectives, methods and evaluation. Like a teaching career, your teaching philosophy
will evolve as you accumulate more experience.
A teaching philosophy is important because it gives you a framework for deciding how you
will teach. New teachers and tenured professors, alike, can benefit from thinking about and
summarizing their personal beliefs for how they teach best. A teaching philosophy that is constantly
updated will reflect a teacher's personal growth.
Your philosophy as a teacher is important because it leads to your, among other aspects,
exactly how you present yourself, your material and how you develop you students. Figuring out
what precisely your personal philosophy is helps you to understand what kind of teacher you want
to be.

You have been acquainted with various philosophies. With which do you identify yourself?
What is your personal philosophy of education? In this Lesson you are expected to formulate your
own personal philosophy of teaching.
Your philosophy of education is your “window” to the world and “compass” in life. Hence, it
may be good to put that philosophy of education in writing. You surely have one just as everybody
has only that sometimes it is not well articulated. Your philosophy of education is reflected in your
dealings with students, colleagues, parents and administrators. Your attitude towards problems and
life as a whole has an underlying philosophy. In this lesson, you will articulate your thoughts on how
you perceive the learner, on what are the right values, on what and on how you must therefore
teach. If you articulate your philosophy of education, you will find yourself more consistent in your
dealings with other people, in your actions and decision.
Hence, you will be able to write your own personal philosophy of teaching.
As a teacher you have tremendous power. You can make a difference in the life of the young.
In this lesson, you will formulate your philosophy of education. This should give you
direction on what you should do and be to your students to ban agent and change.
1. Importance of a Personal Philosophy of Teaching

In life it is important to understand who you are as a person. People also ask why is it
important to have a personal philosophy of education?
Through philosophy, you can ensure that your student not only retains his academic
knowledge from all his completed grades but also develop a sense of humane values and ethics.
These personal values provide a better upbringing for them to cope in the later years of their life.
Developing a Personal Philosophy of Education: A Requisite Guide to Educational Practices

Educational philosophy is the backbone of any efficient teacher. It encapsulates essentially
the principles, the ways of thinking and the beliefs that provide the foundation and the framework
on which teachers define, delineate, and justify their teaching agendas, their curriculum preferences,
their pedagogical styles, their classroom organizational structures, name it. My experiences as a
lecturer in a teaching college for several years have left me with no doubt to think that several
teachers get into the teaching profession with little or no consciously well-articulated or sound
educational philosophy, and thus lack the foundation likely to help them examine what they do,
recapture the meaning of their profession, and guide them and their students toward greater
learning outcomes.
All in all your philosophy of education must spell out very clearly what you and how you
should teach, how you should relate to your students to make a difference
2. How to Write a Personal Philosophy of Teaching?

Your teaching philosophy is a self-reflective statement of your beliefs about teaching and
learning. It's a one to two page narrative that conveys your core ideas about being an effective
teacher in the context of your discipline. It develops these ideas with specific, concrete examples of
what the teacher and learners will do to achieve those goals. Importantly, your teaching philosophy
statement also explains why you choose these options.
Getting started

Your reasons for writing a teaching philosophy may vary. You might be writing it as an
exercise in concisely documenting your beliefs so that you can easily articulate them to your
students, peers, or a search committee. It might serve as the introduction to your teaching portfolio.
Or, it can serve as a means of professional growth as it requires you to give examples of how you
enact your philosophy, thus requiring you to consider the degree to which your teaching is
congruent with your beliefs.
Generating ideas
Teaching philosophies express your values and beliefs about teaching. They are personal
statements that introduce you, as a teacher, to your reader. As such, they are written in the first
person and convey a confident, professional tone. When writing a teaching philosophy, use specific
examples to illustrate your points. You should also discuss how your values and beliefs about
teaching fit into the context of your discipline.
Below are categories you might address with prompts to help you begin generating ideas.
Work through each category, spending time thinking about the prompts and writing your ideas
down. These notes will comprise the material you’ll use to write the first draft of your teaching
philosophy statement. It will help if you include both general ideas (‘I endeavor to create lifelong
learners’) as well as specifics about how you will enact those goals.
Questions to prompt your thinking
Your concept of learning: What do you mean by learning? What happens in a successful
learning situation? Note what constitutes "learning" or "mastery" in your discipline.
Your concept of teaching
What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage
mastery, competency, transformational learning, lifelong learning, general transference of skills,
critical thinking? What does a perfect teaching situation look like to you and why? How are the
values and beliefs realized in classroom activities? You may discuss course materials, lesson plans,
activities, assignments, and assessment instruments.
Your goals for students
What skills should students obtain as a result of your teaching? Think about your ideal
student and what the outcomes of your teaching would be in terms of this student's knowledge or
behavior. Address the goals you have for specific classes or curricula and that rational behind them
(i.e., critical thinking, writing, or problem solving).
Your teaching methods
What methods will you consider to reach these goals and objectives? What are your beliefs
regarding learning theory and specific strategies you would use, such as case studies, group work,
simulations, interactive lectures? You might also want to include any new ideas or strategies you
want to try.
Your interaction with students
What are you attitudes towards advising and mentoring students? How would an observer
see you interact with students? Why do you want to work with students?
Assessing learning
How will you assess student growth and learning? What are your beliefs about grading? Do
you grade students on a percentage scale (criterion referenced) or on a curve (norm
referenced)? What different types of assessment will you use (i.e. traditional tests, projects,
portfolios, presentations) and why?
Professional growth
How will you continue growing as a teacher? What goals do you have for yourself and how
will you reach them? How have your attitudes towards teaching and learning changed over time?

How will you use student evaluations to improve your teaching? How might you learn new skills?
How do you know when you've taught effectively?
Basically, the steps to take to write a philosophy of teaching statement are presented as
follows:
1. Consider your audience
Before you begin writing your teaching philosophy statement, begin by considering your
audience and what will be of greatest importance to them. If you are writing for a hiring committee,
know that they will be interested in both the internal and external consistency of your philosophy.
For example, they may want to know the theoretical conception of your teaching as well as what
specific strategies you use in the classroom to support your ideals.
As you consider your audience, also do your research. Different institutions have different
expectations. If they have a particular mission, you should address it in the mission of your
statement. While your teaching philosophy may remain the same, you may want to modify the
teaching style for the institution. Look closely at the school's website to see how large it is and what
its values are.
2. Brainstorm
When you are reflecting on what to include in your teaching philosophy, imagine that the
term is over and that your students are leaving for the summer break. Ask yourself what you want
them to have taken away from their time spent with you. Your teaching philosophy should express
what you want your students to learn from you and the strategies you will use to accomplish that.
3. Tell a story
Get the attention of readers by sharing a story of how you effectively taught your students
and accomplished your goal. Share specific examples of the teaching techniques you regularly use
in the classroom.
4. Write an introduction
Your introduction should be the statement where you share with your readers your general belief
about education. For example, you may believe that all children have the right to learn in a safe
classroom.
5. Write the body
In the body part of your teaching philosophy statement, share what you believe is the ideal
classroom environment, how it makes you better as a teacher, addresses the individual needs of
your students and encourages interactions between parents and kids. Specifically, state your goals
and objectives and what you want your students to accomplish with the help of your teaching.
6. Write the conclusion
In the final section, discuss what your goals are as a teacher, how you've met them in the
past and intend to build on them in the future. Discuss your personal approach to teaching and
managing the classroom and include what you believe makes you unique. You may also want to
include any intentions to advance your skills through further education.
7. Cite your sources
Explain how you came to use those specific strategies in the classroom. For example, share
with your readers whether you learned them from a mentor, from something you read online or in a
book or from another source. If your strategy was something you read about and then modified for
your own purposes, share that with your audience.
Here is an example of a teaching philosophy statement to help you craft your own.

"I believe that teachers are obligated to hold students to only the highest expectations.
Doing so encourages the students to think highly of themselves, in return, and maximizes the
benefits that accompany a self-fulfilling prophecy. I believe that with perseverance and hard work,
students will rise to the occasion. Teaching is a process of learning from students, colleagues and
parents, and I aim to bring a positive attitude, open mind and high expectations for my students
into the classroom each day. I believe I owe it to my class to bring warmth and consistency to inspire
those same traits in my students.
My decision to pursue teaching as a career is in part due to my desire to make a positive
impact on the life of kids. Teaching is a highly-rewarding profession and I cannot think of a better
way to contribute to my community. I am a fifth-generation teacher and grew up in an environment
where education was considered essential for a successful future.
My teaching style can be best described as one that incorporates small group and one-on-
one teaching. I believe this allows the student to integrate knowledge into a beneficial framework
and gives them the safety and security of a positive learning environment. I strive to remain a strong
source of nurturing support, encouraging the students to do their best and getting to know them
and their learning styles.
My students must feel that they matter, that their opinions and ideas are valuable and that
they are safe to express them. Therefore, I believe it is essential that the teachers, parents and school
community work together to create a collaborative learning environment for our students.
In conclusion, my ultimate goal as a teacher is to provide my students with high-quality,
individualized instruction to meet the unique needs of each student. I aspire to create a learning
environment that is inspiring; making my students feels safe and secure. I aspire to leave a legacy
that other teachers and my students will remember: that I was a kind, warm person with a true
passion for teaching."
For a more effective way, here are some basic tips you can use as you write the statement of
your teaching philosophy.
Use simple language. Use clear and concise sentences that are free from jargon.
Use a simple structure. Use short paragraphs and headings so that it is easy for readers to
scan the document.
Focus on how you teach. Your CV or resume should focus on what you have done, whereas
your philosophy statement should focus on how you teach.
Pay attention to requirements. Take note of whether there are any specific requirements for
length.
Proofread carefully. Proofread the philosophy statement carefully to identify any possible
typographical errors and run-on sentences.
LEARNING ACTIVITY 1
Analyze the given example of philosophy of education. Answer the following questions.
1. Which of the philosophies studied in Lesson II are reflected in the given philosophy?
2. What concept/s of the learner is/are mentioned?
3. Who, according to the teacher philosophy, is in the best position to make a positive impact on
the life of children?
4. What is the concept on values presented?

5. What is believed to be a teacher’s primary task?

6. Do the concepts of the learner and the teacher match with how one will go about the task of
facilitating every child’s full development?
7. You notice that the writer’s thought on the learner, values and method of teaching begin with
the phrase “I believe.” Will it makes a difference if she writes her philosophy of education in
paragraph form using the third person pronoun?
8. Why is one’s philosophy of teaching may be considered one’s “window” to the profession or
“compass” in teaching?
SUMMARY
It is important that you make explicit your philosophy of teaching. Your philosophy of
teaching is your “window” to the profession and “compass” in teaching. Your philosophy is your own
thought and formulation, never formulated for you by another that is why you were advised to
begin stating it with the phrase “I believe.” It is best to state it in the concrete not in the abstract like
a theory because this is your blue print to daily life as a teacher.
LEARNING ACTIVITY 2
A. Research on at least one formulated philosophy of education then summarizes the teacher’s
concept of the learner and how the teacher should relate to the learner, important subject
matter to be taught, how that subject matter should be taught.
B. Answer the following questions:

1. What are the consequences of the absence of a teacher’s lack of a clear philosophy of
teaching?
2. Read the quote at the beginning of this lesson. How does the quote relate to a teacher
formulating his/her philosophy of teaching?
3. Print your philosophy of education and put it on a special place on your working table. This
should serve as an everyday reminder of what you should be and what you should do as a
teacher.
C. Reflect on your newly formulated philosophy of education. How can you be true to your
philosophy of teaching?
Bilbao,REFERENCES
P.P. et.al. (2016) The Teaching Profession. QC. Lorimar Publishing
LEARNING ACTIVITY 1
Bilbao, P.P. et. al., The Teaching Profession. Third Edition. Lorimar Publishing. Quezon City 2015
Bilbao, P.P. et. al., The Teaching Profession. Fourth Edition., Quezon City. 2018
Pawilen, Greg T. Teaching Profession: Passion and Mission, 2nd Edition (2019)
Rex Book Store, Manila
Saracenic Education by Jesselle Mae Pascual - Prezi

https://prezi.com › saracenic-education
Philosophy of Education

https://en..wikipedia.org>wiki>philosophy_of_education
1987 Philippine Constitution
https://www.constitutionproject.org>constitution pdf
Confucious. https://www.britanica.com>..>Philosophical issues
https://newske.com/reconstructionism_in_education philosophy
https://www.britanica.com> …. > Religious Beliefs
Writing a Teaching Philosophy Statement

https://teaching.uwo.ca › awardsdossiers › teachingphiloso..
Postmodern philosophy - Wikipedia

https://en.wikipedia.org › wiki › Postmodern_philosophy

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FM-AA-CIA-15 Rev.

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

STUDY 3GUIDE FOR MODULE NO. 3

Philosophy of Education and Personal

We are heir to a rich philosophical heritage. Passed on to us are a number of philosophies of

MODULE LEARNING OBJECTIVES

1. define and discuss the nature of philosophy of education

LEARNING CONTENTS (title of the subsection)

1. Definition and Nature

PANGASINAN STATE UNIVERSITY 1

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

2. Philosophy and Education

PANGASINAN STATE UNIVERSITY 2

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

1. By the use of graphic organizer, present as many elements or descriptions of philosophy of

LEARNING CONTENTS (title of the subsection)

Lesson II. Philosophical Foundations of Education

PANGASINAN STATE UNIVERSITY 3

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 4

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

agreement and a synthesis of ideas…this approach known as the dialectic.

PANGASINAN STATE UNIVERSITY 5

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 6

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 7

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 8

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 9

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 10

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Japanese Zen Buddhist Philosophy

PANGASINAN STATE UNIVERSITY 11

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 12

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

What to teach. Essentialist programs are academically rigorous. The emphasis is on

PANGASINAN STATE UNIVERSITY 14

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

PANGASINAN STATE UNIVERSITY 15

Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist

What is Social Reconstructionism in Education philosophy?

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Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Reconstructionism in the Classroom

Reconstructionism in Curriculum Development

What does a Reconstructionist curriculum looks like?

Example of Reconstructionism in Classroom Situation

Advantages of Reconsrtructionism in Education

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Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Disadvantages of Reconstructionism in Education

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Study Guide in (Prof Ed 101 Teaching Profession) Module No. 3

Postmodern philosophy originated primarily in France during the mid-20th century.