Topic 6 Worldviews The Essentials

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Worldviews: The Essentials

of Thinking about Education


Dr. Mely Jane dS. Jacinto
Objectives
At the end of the session the participants are expected to;

a. Analyze the views, beliefs and concepts that constitutes


Eastern and Western educational philosophies;
b. Trace the influences of these philosophies to the Philippine
Education;
c. Write one’s own philosophy.
What is philosophy ?
• are set of ideas that answer question about the nature of reality and
about the meaning of life.
• Is a way of thinking about the world, the universe and society.
• Study of general fundamentals
• Way of thinking
• Set of ideas about how to do something or how to live.
What is the relationship between Philosophy
and education?
• Philosophy is in reality the theory of education.
• Philosophy formulates the method, education is the process.
• Philosophy shows the way and education moves on in that direction.
• Philosophy is the wisdom; education transmit that wisdom from one
generation to the other.
Eastern Philosophy
• Interpreting your Response:
• Now that you have responded to the items, total the number of scores
with the corresponding item numbers. Compare your scores and to
you general outlook before you took the test. Is it aligning or
contradicting? Discuss with your classmates.
• _______ Chinese Philosophy (1, 6. 11, 16, 21, 26)
• _______ Indian Philosophy (2, 7. 12, 17, 22, 27)
• _______ Japanese Philosophy (3, 8, 13, 18, 23, 28)
• _______ Muslim Philosophy (4, 9, 14, 19, 24, 29)
• _______ Judaism and Christianity (5, 10, 15, 20, 25, 30)
Western Philosophy
Interpreting your Response: (Discussing the Assignment)
Now that you have responded to the items, total the number of scores with
the corresponding item numbers.
Compare your scores and to you general outlook before you took the test.
Is it aligning or contradicting? Discuss with your classmates.

• _______ Essentialism (1, 6, 11, 16, 21)


• _______ Perennialism (2, 7, 12, 17, 22)
• _______ Progressivism (3, 8, 13, 18, 23)
• _______ Social Reconstructionism (4, 9, 14, 19, 24)
• _______ Existentialism (5, 10, 15, 20, 25)
Video Presentation on Eastern and Western
Philosophy

• Eastern Philosophy Vs. western philosophy:


https://youtu.be/Eu3oIVuvbJg

• Me and We? Cultural Difference between East and West:


https://youtu.be/78haKZhEqcg
Eastern Philosophy

• These are philosophies/beliefs that originated from the great


universal Oriental conception of the world and its more on the
religious mode of thought.
Indian

Muslim/ Japanese
Eastern
Islam
Philosophy

Juadaism/
Chinese
Christianity
Western Philosophy

These are philosophies/beliefs thoughts and works of the Western


world. This refers to the Western Culture and the love of wisdom.
Progressivism

Existentialism Social
Reconstructionism
Western
Philosophy

Perennialism
Existentialism
In Summary;
Eastern Philosophy Western Philosophy

Indian Existentialism
Chinese Progressivism
Japanese Essentialism
Judaism/Christianity Perennialism
Muslim/Islam Social Reconstructionism
Educational Eastern Philosophy Western Philosophy
Philosophy Judaism Chinese Progressivism Existentialism

Description

Aims of Education

Curriculum

Roles of Teachers

Roles of Students

Evidence(s) of influence in
Philippine Educational
System
Group Activity
Activity No.2
• Fill up the “My Educational Philosophy Window “.
• This will serve as your framework.
• in writing your Teaching Philosophy.

Activity No. 3
• My Teaching Philosophy.
Philosophy that you want.
WHAT ( Description & Introduction) WHO (What are the roles of the teachers
and students)

HOW (What methods and strategies are WHY (Reasons/Justification)


employed)
RUBRIC FOR GRADING THE PERSONAL TEACHING PHILOSOPHY ESSAY

Criteria Poor (1) Fair (2) Good (3) Outstanding (4)


Idea Development The paper expresses the participant s The paper logically develops the Using generally sound assumptions Using sound assumptions and
views about the purposes of participant s ie s abo t the p rposes and arguments, based on practical arguments, the paper logically
education, guiding educational of education, guiding educational experience, the paper logically develops the participant s ie s abo t
principles, understanding of learning, principles, understanding of learning, develops the participant s ie s about the purposes of education, guiding
and/or the most appropriate strategies and/or the most appropriate strategies the purposes of education, guiding educational principles, understanding
for teaching, but ambiguous or for teaching. However, the paper is not educational principles, understanding of learning, and/or the most
disconnected. consistent and/or convincing. of learning, and/or the most appropriate strategies for teaching.
appropriate strategies for teaching.
Arguments Used The paper does not provide a clear The paper is anchored on The paper discusses sound The paper includes sound
philosophical underpinning. philosophical arguments that are philosophical principles but with focus philosophical arguments tempered
unclear. on the practical aspect only. with practical uses in teaching and
learning.
Use of Illustrative Examples Supporting examples are inadequate Examples in support of points are Supporting examples from the Specific examples from the
or of unclear relevance. relevant but general or not based on participant s e perience are specific participant s personal e perience and
experience. and pertinent to the philosophy academic work illustrate points in a
adopted. vivid or memorable way.
Quality of the Paper The paper, though comprehensible, The paper is understandable plus two The paper is clear, well organized, The entire paper is clear, well
has obvious problems in the following of the following: 1) organized, 2) free free from errors of mechanics and organized, free from errors of
areas: style, usage and mechanics, or from errors of mechanics and usage, usage, and written in an appropriate mechanics and usage, and written in
organization. 3) written in an appropriate academic academic style. an appropriate academic style.
The paper has no clear guiding style. The paper has a guiding structure or The paper has a guiding structure or
structure or theme. The paper has a guiding structure or theme that allows a reader to focus on theme that engages the reader and
theme but disconnected. one teaching dimension only. organizes the roles, methods, and
justifications articulated in the essay.
Adequacy of Content The essay is anchored on the skeletal The essay is anchored on the skeletal The essay is anchored on the skeletal The essay is anchored on the skeletal
matrix prepared during the training matrix prepared during the training matrix prepared during the training matrix prepared during the training
session. It enumerates only ONE of session. The paper has only two (2) of session. It explains the description, session. It explains clearly the
the following but does not explain: the following parts: description, roles roles of teachers and students, description, roles of teachers and
description, roles of teachers and of teachers and students, methods, methods, and justifications for the students, methods, and justifications
students, methods, and justifications and justifications for the philosophy philosophy being adopted but lacking for the philosophy being adopted.
for the philosophy being adopted. being adopted. of needed details.

Prepared by:

ARIS REYNOLD V. CAJIGAL


Mariano Marcos State University

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