Lesson I.

What is Philosophy of Education

LEARNING ACTIVITY 1

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

of education.

Philosophy

2. In your own opinion,

Beliefs Values what statement
Purposes best define philosophy of education?
Objectves focus Explain.
understandings
 Philosophy of education aim to understand the variety of difference of each individuals
culture, beliefs or own perspective creating a society that develops a sense of values and
ethics.

Lesson II. Philosophical Foundations of Education

1. Present by way of a graphic organizer, the western philosophies of education. Describe
each kind of philosophy briefly.

Western
Philosophies

1. Idealism 2. Realism 3. Pragmatism/ Experimentalism

1. The first systematic 2. To focus on philosophy and 3. Is an American philosophy

philosophy in Western science from the 19th century

LEARNING ACTIVITY 2

1. Present by way of a graphic organizer, the eastern philosophies of education. Describe

each kind of philosophy brief
Eastern
Philosophies

Buddhism Taoism ConfucianismAn

Daoism
Religion  Islam Zen Buddhism Is a religion and all-encompassing
Indigenous religio- Offers practitioners a philosophy fro way of thinking
Hinduism teaches that God is and living that
and philosophy t merciful, all-
philosophical ways to heal their m ancient China
hat developed major tradition that has hearts and minds that has
entails ancestor
powerful, and reverence and a
from the world religion  unique, and has
shaped Chinese life and connect with
influenced folk
for more than profound human-
teachings of the guided humanity the world. and national centred
Buddha 2,000 years
belief. religiousness
 LEARNING ACTIVITY 3

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

Criticism of post-
Post-modernism Early post-modern
Teaching critical modernism
philosophers
thinking, It is held
The most influential that postmodernism can
production of early postmodern
knowledge, be meaningless,
development of
philosophers were Jean promotes obscurantism an
individual and Baudrillard, Jean- d uses relativism (in
social identity, Francois culture, morality, knowled
self-creation Lyotard, and Jacques ge) to the extent that it
Derrida cripples most judgment
calls.

LEARNING ACTIVITY 4

LEARNING CONTENTS (title of the subsection)

1. Which advice will you give?
 For the essentialist group – Students are not interested in the lesson.
 As a teacher it’s my responsibility to keep the discussion interactive, I will
encourage them to be active by changing my teaching strategy in a more
interactive way.
 For the perennialism group – Students want to specialize and belittles general
education subjects.
 As a teacher, I will allow them to specialize their selves in a curriculum that is
best on their own perspective and aligned to their skills.
 For the progressivist group – Parents question students’ community immersion for it
poses certain risks.
 As a teacher, I tend to “responds to students’ needs and that relates to students’
personal lives and experiences” but security of the students is at most priority but for
them to learn it needs to take a risk for them develop.
 For the existentialist group – A colleague asks you to make the decision for her fear that
she may make the wrong decision.
 As a teacher, it’s my responsibility "to help understand and appreciate that they are
unique individuals who accept responsibility for their thoughts, feelings, and actions."
Thus, I will advise her to believe in herself that the key to stepping from fear is to
gain trust in herself by letting herself lead with confidence and power.
 For the reconstructionist group – Teacher does not accept meanings of lesson derived by
students; teacher’s meaning and understanding are the only ones acceptable.
 The teacher should consider and enable a culture of openness inside a classroom, the
teacher should let its student’s opinion to be heard and relate them to the flow of
discussion. Students tend to be diverse in terms of own perception on things or
situation and they should be involved in creating a more equitable society
2. Understanding the Philosophies. Answer each with a YES or NO. If your answer is NO,
explain your answer in a sentence.

Essentialism
No 1. Do essentialists aim to teach students to reconstruct society?
 They aim to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens.
No 2. Is the model citizen of the essentialist the citizen who contributes to the re-building
of society?
 The model student is the one who show mastery of the basic skills and that one
who lives by traditional moral values.
No 3. Do the essentialist teachers give up teaching the basics if the students are not
interested?
 They teach subject matter even if the students are not interested. They are
more subject matter oriented than student-centered.
No 4. Do the essentialist teachers frown on long academic calendar and core requirements?
They need long academic calendar and core requirements for mastery of basic skills.

Progressivism
No 1. Do the progressivist teachers look at education as a preparation for adult life?
 They look at education as life.
Yes 2. Are the students’ interests and needs considered in a progressivist curriculum?
No 3. Does the progressivist curriculum focus mainly on facts and concepts?
 They focus more on problem-solving skills.
Yes 4. Do the progressivist teachers strive to stimulate in the classroom life in the
outside world?

Perennialism
No 1. Are perennialist teachers concerned with the students’ mastery of the
fundamental skills?
 They are more concerned with the study of the Great Books.
Yes 2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
No 3. Is the perennialist curriculum geared towards specialization?
 It is geared towards general or liberal education.
No 4. Do the perennialist teachers sacrifice subject matter for the sake students’ interests?
 Like the essentialist, subject matter is foremost to the perennialism.

- Existentialism
No 1. Is the existentialist teacher after students becoming specialists in order to
contribute to society?
 They are more concerned in helping students appreciate themselves as unique
individuals who accept responsibility over thoughts, actions and life.
Yes 2. Is the existentialist concerned with the education of the whole person?
No 3. Is the course of study imposed on students in the existentialist classroom?
 Students are given a choice.
Yes 4. Does the existentialist teacher make heavy use of the individualized approach?
 To allow each student to learn at his own pace.

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

 Constructivist applies the method of constructing.

Yes 2. Do reconstructionist believe that students can construct knowledge?
Yes 3. Do reconstructionist approve of teaching learners the skill to learn?
No 4. Do reconstructionist believe that meaning can be imposed?
 Knowledge isn’t a thing that can be simply deposited into empty minds but
rather constructed by learners through active, mental process of development.

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:

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

Lesson III. Principles and Philosophy of Philippine Education

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 laws are observed in all public schools in the
country?
 Article II, Section 17 (1987) is still an issue to some. Facilities in other public schools,
like laboratory facilities and equipment, are still considered problems because the
allocated funds are not enough to buy all the equipment needed since they are also
considered pricey. While Article XIV, Section 1-2 (1987 Philippine Constitution) is still
observable until now since there is some news where a 50 or 60-year old is getting or
completing a degree, meaning that this law is still given to all Filipinos equally no matter
our differences.
3. What is your idea of the implementation of Mother Tongue-based Multilingual
Education?
 Students will benefit from Mother Tongue-based Multilingual Education in terms of
comprehension or acquisition of a lesson, which will result in an increase in self-esteem.
It is also a way of preserving our culture so that the next generation can inherit it.

Lesson IV. Personal Philosophy of Teaching

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?
 Existensialism, Behaviorism, Linguistic
2. What concept/s of the learner is/are mentioned?
 For them become vocal in their ideas and that their ideas matter by making them feel that
they are safe as they express their opinion.
3. Who, according to the teacher philosophy, is in the best position to make a positive
impact on the life of children?
 The teacher, an obligation of a teacher is to nurture them while inspiring them thus giving
them a self esteem to pursue their own dreams.
3. What is the concept on values presented?
 To provide students with high-quality, individualized instruction to meet the unique needs
of each student. To create a learning environment that is inspiring; making students feels
safe and secure.
4. What is believed to be a teacher’s primary task?
 To remain a strong source of nurturing support, encouraging the students to do their best
and getting to know them and their learning styles.
5. 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?
 Yes, a teacher's responsibility is to encourage them to think highly of themselves by being
vocal about themselves and making them feel that their opinions matter. It is very
necessary to be vocal, especially about the profession you want to have someday or even
about the nature of society. It’s not wrong to be expressive as long as we know what we
are doing and know it is for the right.
6. 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?
 All of us have our own perspective in life and others' perspective on the primary task,
value, and so on could be different from ours. Some might think the primary task of a
teacher is to observe the student while the teacher, in the context, thinks it is to get to
know your students and their learning style. So I believe that using the phrase "I believe"
as the beginning is the appropriate to use.
8. Why is one’s philosophy of teaching may be considered one’s “window” to the
profession or “compass” in teaching?
 Teacher's teaching philosophy has a significant impact on a student's ability to become
the professional they want to be someday. They nurture and guide students through the
learning process. How they see and believe in things will reveal how the teacher nurtures
 them inside the classroom. A great teacher can only be referred to as such when his
students learn.

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.
 According to a philosophy of a secondary teacher, she believes that she is committed to
giving students the tools they need to see their own value, analyze information and
situations, and effectively solve problems. Encourage students through making social
studies concepts real through field trips, hands-on activities, and other interactive learning
tools and for the students to consider their role and how they fit in society. Prioritize
relationship with them and model the behaviors she wants to see in students through good
communication. She wants to go beyond standardized assessments and create a sense of
leadership and capability in students as citizens of the community.

B. Answer the following questions:

1. What are the consequences of the absence of a teacher’s lack of a clear philosophy of
teaching?
 Having no clear or lack of teaching philosophy is similar to hiking a mountain without a
tour guide; it will affect its students' ability to grasp and acquire knowledge. You are
unable to meet the students' knowledge requirements and align their life perspectives.
Others will question your credibility and effectiveness as a teacher.
3. Read the quote at the beginning of this lesson. How does the quote relate to a teacher
formulating his/her philosophy of teaching?
“An unexamined life is not worth living”
 As an aspiring teacher, it is important that you formulate your own philosophy in teaching
because it’s evidence that you are creating a purpose in life. Imagine doing something
unpurposeful in life. It can be related to a profession as a teacher. We develop our own
philosophy because it demonstrates how passionate we are about our profession and how
we strive to give meaning to our chosen life.
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?
 As an aspiring teacher, I want to provide my students with the necessary prior knowledge
by learning about their lives and learning styles. I want to teach them while also inspiring
them to be themselves through activities that showcase their true talents and skills. I want
them to value and nurture what they truly desire rather than hiding and being influenced
by what the environment says. I will work hard and with dignity to teach them. I want
them to remember me as someone who was like a second mother and best friend to them
back then and that’s my philosophy as a teacher someday.