Jasper M. Villanueva Doc.

Amaranth Wong
BSED II- Teaching Profession November 19, 2020

Module 1
Educational Philosophies

An Exercise to Determine Your Educational Philosophy

Statement 1 2 3 4
1. There is no substitute for concrete experience in learning /
2. The focus of education should be the ideas that are as relevant today as when /
they were first conceived
3. Teachers must not force their students to learn the subject matter if it does not /
interest them.
4. Schools must develop student’s capacity to reason by stressing on the /
humanities.
5. In the classroom, students must be encouraged to interact with one another to /
develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works of /
history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply their previous /
experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal, not vocational; /
humanistic, not technical.
9. There is no universal, inborn human nature. We are born and exist and then we /
ourselves freely determine our essence.
10. Human beings are shaped by their environment. /
11. Schools should stress on the teaching of basic skills /
12. Change of environment can change a person. /
13. Curriculum should emphasize on the traditional disciplines such as math, natural /
science, history, grammar, literature.
14. Something beautiful for one, may not be beautiful for you. /
15. Schools should help individuals accept themselves as unique individuals and /
accept responsibility for their thoughts, feelings and actions.

16. A scientifically developed code is preferred over one that is derived from the /
history and culture of particular groups.
17. For learner to acquire the basic skills, s/he must go through the rigor and /
discipline of serious study.
18. The teacher and the school head must prescribe what is most important for the /
students to learn.
19. An individual is what s/he chooses to become not dictated by his/her /
environment.
20. A learner must be allowed to learn at his/her own pace. /

Interpret: 9,15,19,20- Existentialism

10,12,14,16- Behaviorist

Activity 1
Test Your Understanding of the Philosophies
I. Answer each with YES or NO. If your answer is NO, explain your answer in a sentence

 Essentialism
1. Do essentialist aim to teach students to reconstruct society?
No, because they aim is to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens.

2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society?
No, because the model student is the one who show mastery of the basic skills and that one
who lives by traditional moral values.

3. Do essentialist teachers give up teaching the basics if the students are not interested?
No, but rather teach subject matter even if the students are not interested. They are more
subject matter-oriented than student-oriented.

4. Do the essentialist teachers frown on long academic calendar and core requirements?
No, they tend to need long academic calendar and core requirements for mastery of basic skills.

 Progressivism
1. Do the progressivist teachers look at education as a preparation for adult life?
No, but they look at education as life.

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

Yes.

3. Does the progressivist curriculum focus mainly on facts and concepts?

No, rather they focus to teach more on problem solving skills.

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

 Perennialism
1. Are the perennialist teachers concerned with the students’ mastery of fundamental skills?
No, they are more concerned with the study of the Great Books.

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

3. Is the perennialist curriculum geared towards specialization?

No, but they geared towards general or liberal education.

4. Do the perennialist teachers sacrifice subject matter for the sake of the students’ interest?
No, because like the essentialist, subject matter is foremost to the perennialist.

 Existentialism
1. The existentialist teacher after students becoming specialist in order to contribute to society?
 No, but they are more concerned in helping students appreciate themselves as unique
individuals who accept responsibility over thoughts, action and life.

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

Yes.

3. Is the course of study imposed on students in the existentialism classroom?

No, but the students are given a choice of their own.

4. Does existentialist teacher make heavy use of the individualized approach?

Yes, in order for the students to learn at their own pace.

 Behaviorism
1. Are behaviorist concerned with the modification of students’ behavior?
Yes.
2. Do behaviorist teachers spend their time teaching their students on how to respond favorably to various
environmental stimuli?
Yes.
3. Do behaviorist teachers believe they have control over some variables that affect learning?
Yes.
4. Do behaviorist teachers believe that students are product of their environment?
Yes.

II. Test your mastery. You may need to research further in order to gain mastery.
To which philosophy/ies do/es each theory of man belong?
1. A person is a product of his environment. Behaviorism
2. A person has no universal nature. Existentialism
3. A person has rational and moral powers. Essentialism and Perennialism
4. A person has no choice; he is determined by his environment. Behaviorism
5. A person can choose what he can become. Existentialism
6. A person is a complex combination of matter that responds to physical stimuli. Behaviorism
7. A person has no free will. Behaviorism
8. A person has the same essential nature with others. Perennialism
9. A person is a rational animal. Existentialism
10. A person first exists then defines him/herself. Existentialism
11. A person is a social animal who learns well through an active interplay with others. Progressivism

Activity 2.
Synapse Strengtheners
Philosophy Theory of Truth Methodology Theory of what is Goal of teaching
arrive at the Truth valuable/good Learning

Essentialism Essentialist The teachers Teachers decide Teachers teach

programs are emphasize what is most “not to radically
academically mastery of subject important for reshape society
rigorous. The matter. students to learn. but rather to
emphasis is on transmit the
academic content traditional moral
for the students to values and
learn the basic intellectual
skills. knowledge that
students need to
become model
citizens.
Existentialism Existentialist Teachers teach Students are given To help the
methods focus on students to define a wide variety of students
the individual and their own essence option from which understand and
existence by creating an to choose. appreciate
precedes essence. environment in Students are themselves as
which they take in afforded great unique individuals.
life and by the latitude in their
creating an choice of subject
environment in matter.
which they freely
choose their own
preferred way.
Perennialism Perennialist Don’t neglect the Perrenialist Develop the
curriculum is a students reasoning teachers teach are student’s rational
universal one on skills, because we lifted from the and moral power.
the view that all deprive them of the great words.
human beings ability to use their
possess the same higher faculties to
essential nature. control their
passions and
appetites.
Behaviorism Behaviorist are Teachers ought to Values are also Develop student’s
concerned with arrange caught (catch) not behavior.
shaping of environmental only taught (teach).
students behavior conditions so that
by providing for a students can make
favorable the responses to
environment. stimuli.

Module 2
 Formulating Your Philosophy of Education

Activity 1.
1. Which philosophies studied in Module 1 are reflected in the given philosophy?
Existentialism and Behaviorism

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

The teacher’s concept/s of the learner are:
Every learner:
 Has natural in learning and is capable of learning
 Is an embodied spirit
 Can be influenced but not totally by his/her environment.
 Is unique and so comparing a child to other children has no basis.

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

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

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

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

To facilitate the development of every child to the optimum and to the maximum.

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

7. You notice that the teacher’s thought on the learner, values and method of teaching begin with the
phrase “I believe”. Will it make a difference if the Grade school teacher wrote her philosophy of
education in paragraph from using the third person pronoun?
Yes, because if she use third person pronoun, there wouldn’t be greater impact to the reader or
a more personal relationship to the reader.

8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life?
One’s philosophy of education said to be one’s “window” to the world “compass” in life
because this is how the person view the people, things or everything around him which can
serve as his guide in dealing with his everyday life.
 Activity 2
My Own Philosophy on Education
I believe that learning should be fun not be burden to the students. Students who are active
participants learn much than those whose participation is largely passive. I want to teach for the
majority of the class, rather than teach for handful honor students. It’s more effective, efficient and
productive way of teaching. I want my students to agree to take responsibility for their learning in order
to engaged, as well as for me their teacher. Because ones a student engaged in learning, their learning
is not solely dependent upon the rate of delivery of lectures. Lastly, I teach with interactions not only
speaking directly to the lessons. Interactions between the teachers and students, and between students
themselves, because interaction is a tangible way of making the class intimate, open, creative, and
challenging.

1. With that educational philosophy:

 How will you treat your student?
I will treat my students in the way they should be treated. For that, I will try what I can do
to teach them and bring out the best of them as a students.
 What will you teach?
I will teach any possible things that they will surely gain knowledge, through their
journey.
 How will you teach?
I believe that a teacher is not a giver of knowledge rather they are only facilitating or
facilitator and guide for the students. And as their guide, it’s my responsibility to find or
their lessons.
2. From which philosophies that you have studied and researched did you draw inspirations as you
formulated your own philosophy of education?
From my own experiences and experiences from others too as well for the teachers and good
educator that I encountered and share their insights to me.

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

Of course yes, because it is my own belief in life which guide me in everything.

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

I will be like a teacher that teaches, doesn’t care to the students, a teacher with no purpose and
direction at all.

5. Is your education philosophy more of an abstract theory than a blueprint to daily living?
No, because I saw teachers who treat a student in the way what I believe. So, if they can be a
good teacher, why couldn’t I?

Module 3
Society and You
Activity 1
1. The most interesting for me is the Community perception on beliefs and attitudes about teachers and
teaching, because in this research that before they respect teachers. As it stated there that the
respondents strongly agreed that teachers help develop the moral character of children in which it
should be, except that the teaching good moral to the children is the parents role also.
 2. I agree with #11 “child’s interest in studies depends upon on his/her teachers”, because if the teacher is
really into her passion in teaching that they know how to handle his/her learners, no students’ will be
lazy enough to go to school. That they will be motivated be in school every day that they are not afraid
into his/her subject, teachers as well to his/her classmates. Then its obvious that sometimes some
teachers don’t admit that it is also their fault why some students has low grades, and don’t have interest
to study and go to school because of their doings.

3. Based on the research findings given the respondents expected the role of a teacher is to be perfect.
That the role is to be a model with good character and values not only to the learners or students as
well to its community also.

4. In this period of pre-service education, I will observe on how teachers handles students, especially by
means of technology, how to handle the different attitudes, beliefs, manners and behavior of the
students. As well how to be patient, that it will really help me when I have my own set of students to
handle in the near future.

5. Everyone should respect teachers and also trust them, give manners and importance too. For half of
the day teachers are the one who took care of their children, they teach moral values not only academic
subjects. Because its not easy to deal with different kind of attitudes every day.

6. Yes. Because children at this time has no respect to some of their teachers, and some parents tend to
defending their children even if they don’t know what the whole reasons and points and what their child
wrong doings.

7. I don’t have any questions to ask.

Activity 2
The Code of Ethics for Professional Teachers
 Teachers communicate with parents
 Teachers volunteer in election
 Teachers facilitating community service/works
 Teachers are open-minded for partnership
 Teachers showing care for his/her students
C.
 State- Enjoy academic freedom and enjoy having privilege of expounding the product of the research
and investigation. The teacher should consider it an obligation to see to it that the national objective of
education is achieved.
 School- Teachers must maintain ethical behavior in professional practice by accurately representing
and maintaining a good quality as a teacher. Teachers should never take advantage of his position to
get what her/his want from the students.

Module 4
The Foundational Principles of Morality and You

Activity 1
1. No, animals has no morals
2. No, everyone at a right age have sense of good will.
 3. Yes
4. No, an animalistic act can never be human and to be moral is to be human.
5. No, animals have no morals.
6. No, because even unbelievers have sense of good or evil because this natural law is written in
every human heart.
7. No, it is general statement. ‘
8. Yes
9. Yes
10. Yes
11. No, not literally for human have the sense of good or evil.
12. Yes
13. Yes
14. Yes

Activity 2
1. This means that any act that is moral makes a person more of being a human which what is
intended to be.

2. Morality is only for persons for the reason of only humans had intellect and will where they can
think, reason out, analyze and has free will which they are given the privilege to choose by their
own.

3. The following quotes tell us that the natural law is written in every hearts’ of individual. They are
unchanging throughout changing times that no one knows when it was installed to us. Natural law
will never be taken to us it was totally engraved in our minds, and soul.

Activity 3
1.
5 Good Things to do: 5 Evil Things to do:
1. Believe in your Students’ Potential 1. Don’t bad mouth another staff member of the
2. Take Risks school.
3. Be Creative and Think Outside the Box 2. Don’t hit the students
4. Communicate 3. Favoritism
5. Provide Relevant Study Materials 4. Involving in any form of corruption
5. Harassment

2. For me my example for this Golden Rule is that. I will show the genuine love that I have, in every
possible ways and little things I can do. I won’t hesitate to do simple things amidst the negative
thoughts, because being positive is one way of showing how life will put in the right path it has.

Module 5
Values Formation and You
Activity 1.
1. Yes
2. Transcendent values do not depend on the period of history and place when and where people
live/d. They’re values true to all the time in all places and for all people.
3. Yes, because they have a cognitive domain that concerns with the understanding of values.
 4. Cognitive- concerned with the rational understanding of the value how it should be lived and why it
should be taught.
Affective- it is where the development of feeling for the value take place.
Behavioral- the outward manifestation of the value.
5. Training of the intellect consist of training in conception, judging and reasoning.
Training of the will is strengthening the will to desire and act upon that which is valued.
6. Virtue strengthens the will while vice weakens it.
7. The lowest value in Scheler’s value hierarchy is pleasure and the highest are the values of the Holy
8. A life will lived is one that observes subordination of values in accordance with Scheler’s hierarchy
of values.

Activity 2. Synapse Strengthener’s

1.
Hol
y
Spiritual
Values

Vital Values

Pleasure Values

 Pleasure Values- the pleasant against the unpleasant; the agreeable against disagreeable.
eg. Sensual feelings, experience against pleasure or pain.
 Vital Values- values pertaining to the well-being either of the individual or of the community
eg. Health, vitality, capability and excellence.
 Spiritual Values- values independent of the whole sphere of the body and the environment,
grasped in spiritual acts of preferring, loving and hating.
eg. Aesthetic values, values of right and wrong, values of pure knowledge.
 Values of the Holy- appears only in regard to objects intentionally; given as “absolute objects”
eg. Belief, adoration and bliss.
2. No answer. I don’t have the means to interview alcoholic who once rehabilitated.

3. A example of a Parable

4. No, the alcoholic is not happy for being one. Negative deeds are not solution for another negative
problem.

Activity 3. For Research

 The Atheist denies God’s existence. Will he lack the values of the Holy, the highest level of value
according to Scheler? How will this affect his/her way of life?
Yes, because the highest level pertains to be a supreme being and the atheist doesn’t
believe in a supreme being. He will not be guilty of wrong deeds because he/she doesn’t
believe on a supreme being, and at the end he will realize what he did and strike by his
conscience.