WESTERN LEYTE COLLEGE

Graduate Studies

PHILOSOPHY OF EDUCATION

1. Is Disciplinism and Naturalism the same in context and application? Why or why
not? Give example.

Answer: No. They are opposite in each other because Disciplinism asserted that
the mind is made up of certain faculties such as memory, reason, will, judgment,
etc. and an act of which needs special activities for its training and development.
This theory maintained that the power developed in any faculty by the study of a
school subject can be used equally well in other subjects or to meet any other
experience in life while Naturalism believes that education should be according to
the nature of child. It advocates creation of natural conditions in which natural
development of child can take place.
In Disciplinism for example the teacher is considered to guide the
children to meet their qualifications, and they believe them not knowing anything,
just like the blank-slate theory. This philosophy is based on reason, will and
judgement since children would be guided with reason and the will to learn and
use new ideas.
On the other hand, Naturalism is that the teacher is always behind the
screen. He is a spectator or an observer. Teacher plays his role behind the scene.
He does not interfere in students' activities. Teacher acts as a facilitator, a setter of
the stage, and as a supplier of materials and opportunities.

2. Is Herbatian Method of teaching applicable in Industry 4.0? Cite examples of

agreement and disagreement.

Answer:

3. What is Brain-Based Theory of Education and how does it help teachers to

develop strategies that targets the training of human mind?

Answer: Brain-based learning refers to teaching methods, lesson designs, and

school programs that are based on the latest scientific research about how the
brain learns, including such factors as cognitive development—how students learn
differently as they age, grow, and mature socially, emotionally, and cognitively.
One of the most well-known brain-based learning theories comes from
Howard Gardner's theory of "multiple intelligences." Multiple Intelligence Theory
encourages teachers to think about their students' individual intellectual strengths
and adapt accordingly. Understanding that everybody approaches learning a little
 differently also empowers educators to provide multiple ways to access content to
improve students' understanding and retention. Teachers might offer lessons that
incorporate multiple learning styles, such as having students learn about addition
through singing and making poetic lines.
Another brain-based learning theory is called the multisensory
learning. It suggests that students can better understand and retain information
when multiple senses are engaged. Multisensory learning techniques attempt to
use multiple senses to allow students to engage with course materials in more than
one way. Students might be given a chance to visually examine, touch, smell,
and/or taste an object of study. For example, a lesson on trees might include
taking students outside to hear the leaves rustle, asking them to touch the leaves as
you discuss photosynthesis. Multisensory learning is also instrumental in helping
students with learning disabilities, particularly dyslexia, as these students can
engage with materials in ways that feel comfortable and natural.
Experiential Learning is a brain-based learning theory that situates the
classroom as an environment that needs to be highly engaging, collaborative, and
reflective. Experiential learning techniques focus on the principle of learning by
doing. Students are encouraged to memorize information and put it to use before
reflecting on the experience. The goal is for students to engage intellectually,
socially, emotionally, and physically when necessary. For example, students can
draw cartoons illustrating debates or host service-learning opportunities where
they apply the principles of a class to volunteer work. There are several benefits to
experiential learning. Students develop an emotional connection to the subject
matter, feel like they are a part of something bigger, engage with materials on
their own terms, and take part in reflective practices crucial to helping them
remember what they've learned.
Brain-based learning techniques are about meeting students where they
are and helping them find ways to connect with class material. By staying up-to-
date on how the brain best engages with, retains, and transfers information,
teachers who ascribe to the brain-based learning mindset can help their students
reach their fullest potential.

4. How should we train the learners in society that believes in Knowledge-Based

Economy?

Answer: “The knowledge-based economy” is an expression coined to describe

trends in advanced economies towards greater dependence on knowledge,
information and high skill levels, and the increasing need for ready access to all of
these by the business and public sectors.
The successful transition to knowledge-based economy and developing
the country as a knowledge-hub depends on the key contribution from higher
education institutions. For this, special emphasis needs to be placed on the
development of educational infrastructure, curriculum, research, innovation, as
well as on the improvement of generic skills (e.g. communication, teamwork,
leadership, planning and organising, self and stress management, analytical
 thinking and enterprise skills) and enhancement of the use of technology in
teaching and learning process, including online and distant learning.
We need an ability driven education system with a focus on
innovation, creativity, and entrepreneurship which can produce smart graduates.
Like universities abroad, Higher Education Institutions in our country should have
adopted ability driven education — 'Outcome Based Education'. These institutions
should enrich each curriculum with our history and social responsibility. Each
program must have certain educational objectives and program outcomes.
Method of teaching needs a relook. Teachers need to encourage logical
thinking and creativity in students. Our universities can consider problem-based
learning, student-centered instruction, and competency-based (outcomes-based)
instruction. Nowadays, performance-based assessment is preferred over traditional
assessment. Questions in examinations are set in a way that student's
understanding of the subject can be assessed. Students are required to expose
themselves to the economic and societal problems in the world. They will be
assigned a task in which they can demonstrate their mastery and assessment
should be based on their performance.

5. What is the Philosophy behind K-12 Education? What is its goal and objectives?
What are the challenges that the teacher is facing in its implementation?

Answer: K stands for kindergarten and 12 refers to the succeeding 12 years of

basic education, which is why it is called K to 12. The 12 years of basic education
comprises of 6 years of elementary education, 4 years of junior high school, and 2
years of senior high school.
The goal of the enhanced K to 12 Basic Education Program is to create
a functional basic education system that will produce productive and responsible
citizens equipped with the essential competencies and skills for both life – long
learning and employment. The program will enhance the basic education system
to full functionality to fulfil the basic learning needs of students.
In order to achieve these goals, the program has the following twin –
objectives:
a.) To give every student an opportunity to receive quality education
based on an enhanced and decongested curriculum that is
internationally recognized and comparable;
b.) To change public perception that high school education is just a
preparation for college; rather than, it should allow one to take
advantage of opportunities for gainful career or employment and/or
self - employment in a rapidly changing and increasingly globalized

environment.
Teaching philosophy is like a map, it gives direction to move ahead.
One may feel lost without it, in the same manner you are going to be missed while
teaching a specific path is not decided. The K-12 Education was anchored on the
following philosophies: Constructivism, Progressivism and Reconstructionism.
Constructivism is philosophy of learning founded on the premise that, by
 reflecting on our experiences, we construct our own understanding of the world
we live in.
Progressivism believes that education should focus on the child, neither on the
content to be taught nor the teacher. Reconstructionism emphasizes the addressing
of social question on a quest to create a better society.
The sudden implementation of the K–12 in the Philippines left teachers
in confusion with their roles in the new educational system, specifically the
development of their roles throughout the process, the appropriateness of the new
curriculum and the real classroom situation, and the difference in the internal
communication of different education stakeholders. The teachers were discovered
to struggle in delivering the content of class materials and possess poor teaching
strategies/skills. Due to the lack of professional development opportunities,
teachers were unprepared to teach the content based on the assigned schedule and
have a more diversified teaching methodology. It is necessary that teachers
themselves must be well-equipped with proper teaching strategies that maximize
teacher-student participation and there is a persisting shortage in school and
classrooms, particularly senior high school; lack of textbook, learning facilities,
and other needs of students. Teachers were also left to shoulder the expenses on
their own.

6.What is 21st Century Learning? How do we develop these in our students?

Answer: Twenty-first-century learning means that students master content while

producing, synthesizing, and evaluating information from a wide variety of
subjects and sources with an understanding of and respect for diverse cultures.
Students demonstrate the three Rs, but also the three Cs: creativity,
communication, and collaboration. They demonstrate digital literacy as well as
civic responsibility. Virtual tools and open-source software create borderless
learning territories for students of all ages, anytime and anywhere.
In this setting, educators can leverage technology to create an engaging
and personalized environment to meet the emerging educational needs of this
generation. No longer does learning have to be one-size-fits-all or confined to the
classroom. The opportunities afforded by technology should be used to re-imagine
21st-century education, focusing on preparing students to be learners for life.
Understand life outside school is not like school environment and require different
ways to succeed. Teaching these skills will help them successful later on in their
lives. 21st Century Learning has a framework that focuses student outcomes, goals
and learning objectives.
There are four student outcome components and the first one is the
Content Knowledge & 21st Century Themes. School curriculum has all student
subject such as Mathematics, Science, World Geography, Civics, Reading and
Writing and more. Students must master this core disciplines to graduate in high
school. Students must learn it in high level by recognizing the 21 st Century Theme
within these key subjects; environmental literacy and all the factors that affect it,
economic, business, cntrepreneurial and civic themes, global awareness and
communicating the word, and lastly health literacy and taking responsibility for
one’s personal health.
The second student outcome component is Learning & Innovation
Skills. These skills broken down into 4 C’s; the first C is creativity where students
come up with idea and put those idea into action. Next is communication, it is
where we must teach our students to articulate their thought effectively using oral
and written communication strategies. The third C is collaboration, have our
students practice sought skills and working efficiently with diverse teams. The last
theme is Critical Thinking, that is an ability to analyze and evaluate evidence as
well as use deductive reasoning for any of life situations.
The third student outcome component is Information Media &
Technology Skills. Students needs to be able to access all the available
information to them and there’s a lot of information out there. We must teach
them to create media products and also keep students up to date with all the rapid
changes in technology. They should be able to use digital technology as
communication and networking tools as well as understanding of the dangers of
technology. Students can use the technology that they have to manage the
information in a beneficial way.
And the last student outcome component is Life and Career Skills.
When the students enter the work force, they must be both flexible and able to
adapt to changes. Some more life & career skills. Aside from being flexible, the
students must learn to have initiative, self-direction, cross-cultural skills,
productivity, accountability, leadership and sense of responsibility.
After we develop the student outcome components in 21st century
learning, we must have what we called the support system to continue and nurture
this kind of learning and these are the following support system:
a. 21st Century Standards- these standards should emphasize the
understanding in-depth knowledge while building relationships and
understanding across various academic subjects and themes.
b. Assessment of 21st Century Skills- these includes the big three;
Diagnostic, Formative and Summative assessments. It also includes
standardized test evaluations.
c. 21st Century Curriculum Instruction- that means teaching 21 st
century skills in the context of key subjects and core disciplines.
d. 21st Century Learning Environment- the teacher should create real
world type learning environment for the students and they can do
this through project-based learning and cooperative experiences.
e. Professional Development for 21st Century Learning- professional
development for teachers should be directed to its various ways.
Teacher can integrate this 21st century learning skills to their
classroom.