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    Philosophical Foundation of Education

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    Arguilles, Alexis C.
    The document discusses different philosophies of education that influence why teachers teach, what they teach, and how they teach. It covers idealism, realism, pragmatism, and others. Idealism believes the teacher should serve as an intellectual and moral example. Realism sees the teacher as a guide and focuses on teaching practical truths. Pragmatism discovers practical learning impacts and reviews examples to help students grow into better people.

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    Philosophical Foundation of Education

    Uploaded by

    Arguilles, Alexis C.
    17 views25 pages
    The document discusses different philosophies of education that influence why teachers teach, what they teach, and how they teach. It covers idealism, realism, pragmatism, and others. Idealism believes the teacher should serve as an intellectual and moral example. Realism sees the teacher as a guide and focuses on teaching practical truths. Pragmatism discovers practical learning impacts and reviews examples to help students grow into better people.

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    The document discusses different philosophies of education that influence why teachers teach, what they teach, and how they teach. It covers idealism, realism, pragmatism, and others. Idealism believes the teacher should serve as an intellectual and moral example. Realism sees the teacher as a guide and focuses on teaching practical truths. Pragmatism discovers practical learning impacts and reviews examples to help students grow into better people.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    17 views25 pages

    Philosophical Foundation of Education

    Uploaded by

    Arguilles, Alexis C.
    The document discusses different philosophies of education that influence why teachers teach, what they teach, and how they teach. It covers idealism, realism, pragmatism, and others. Idealism believes the teacher should serve as an intellectual and moral example. Realism sees the teacher as a guide and focuses on teaching practical truths. Pragmatism discovers practical learning impacts and reviews examples to help students grow into better people.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 25

    Go o d

    da y !
    NEIL SM. FERNANDO
    Professorial Lecturer
    THE TEACHING PROFESSION

    r a n s c r i p t
    T
    t e a c h e r s
    oF
    'qu a d r a n t
    The Teacher Dropout
    (Low Abstraction, Low
    - Commitment
    comes late, leaves early )
    - Writes sloppy lesson plans
    - Does not volunteer for committee work
    - Spends teaching time on non-teaching tasks
    - Complains a lot on school works
    - Is often absent
    The Unfocused Teacher
    (Low Abstraction, High
    - school early, leaves )late
    Comes toCommitment
    - Often ask help from others
    - Always prepares lesson plans, although the
    content is 50-50
    - Is seldom absent
    - Let others do the job, but keep participating
    in someone’s task
    The Teacher Analyst
    (High Abstraction, Low
    leaves school early )
    -is often late,Commitment
    - Carelessly or incompletely prepares lesson plans
    - Spends a lot of teaching time chatting with other
    teachers
    - Always advises other teachers on what to do
    - Has a lot of complaints against the management.
    - Has a mastery of the subject matter
    - Often breaks school policies
    The Professional Teacher
    (High Abstraction, High
    - Commitment
    Uses original, ) to
    innovative solutions
    problems
    - Share knowledge and skills to others
    - Help other teachers solve their teaching-
    learning problems
    - Leads in school activities
    - Prepares model lesson plans and reports
    - Implement school policies intelligently
    THE TEACHING PROFESSION

    S O P H I E S
    PH I L O
    OF
    C AT I O N
    E D U
    ES S E NT IA
    L
    WHYI S M
    TEACH WHAT TO TEACH HOW TO TEACH
    It contends that It emphasizes the It emphasizes
    teachers teach for academic content for mastery of the
    learners to acquire student to learn the subject matter.
    basic knowledge, skills, basic skills of the
    and values. fundamentals r’s
    (Reading, wRiting,
    aRithmetic, Right
    conduct)
    REMEMBER
    -has rational and moral powers
    -students are considered rational animals
    -Back to basic movements
    -Conduct of the National Achievement Test
    -The most traditional approach
    -Mastery of the r’s of learning
    -subject-matter centered
    G RE S S
    PRO
    IS M
    IVTEACH
    WHY WHAT TO TEACH HOW TO TEACH
    Teachers teach to It is identified with It employs
    develop learners into need-based and experiential learning.
    becoming enlightened relevant curriculum.
    and intelligent citizens
    of a democratic Curriculum that is
    society. Preparing the related to students’
    students for adult life. personal lives and
    experiences.
    REMEMBER
    Student is a social animal who learns well
    through an active interplay with others.

    -Use of simulation and problem- solving method


    -Student-centered teaching
    -Non- authoritarian approach
    -
    PER E NN IA
    L
    WHYI S M
    TEACH WHAT TO TEACH HOW TO TEACH
    School should This views that all Centered around
    develop the human beings teachers.
    student’s rational possess the same
    and moral powers. essential nature.
    REMEMBER
    -has rational and moral powers
    -students are considered rational animals
    -has the same essential nature with others

    -Use of the Great Books


    -Teacher-centered
    -authoritarian approach
    -
    I S T E NT I
    EX
    L IS
    A TEACH
    WHY M WHAT TO TEACH HOW TO TEACH
    It aims to help students Students are given a wide Learning is self-paced
    understand and variety of options from and self-directed.
    appreciate themselves as which to choose.
    unique individuals who Students are afforded
    accept complete great latitude in their
    responsibility for their choice of subject matter.
    thoughts, feelings and
    actions based on his
    environment.
    REMEMBER
    -has no universal nature
    -students can choose what he can
    become
    -first exists then defines himself/herself
    -Self-paced learning
    -Student centered
    -non-authoritarian approach
    -
    BEH A VIO R
    WHY M
    ISTEACH WHAT TO TEACH HOW TO TEACH
    Behaviorist schools are Students are oriented It ought to arrange
    concerned with the to respond favorably to environmental
    modification and various stimuli in the conditions so that
    shaping student's environment. students can make
    behavior by providing a the responses to
    favorable environment.
    stimuli.
    REMEMBER
    -is a product of his environment
    -students are determined by their environment
    -is a complex combination of matter that responds
    to physical stimuli.
    -has no free will

    -use of rewards and incentives


    I N G US IT IC
    L
    IL O SO P H Y
    P
    WHYHTEACH WHAT TO TEACH HOW TO TEACH
    To develop the Learners should be taught to It uses experiential
    communication skills of the communicate clearly. learning.
    learners because the ability
    to articulate, to voice out
    the meaning and values of
    things that one obtains from
    his/her experience of life
    and the world is the very
    essence of man.
    REMEMBER
    -is a communicating being.
    -understanding through verbal, non-verbal and
    para-verbal means
    -
    O N S T RU C
    C
    V IS
    TITEACH
    WHY M WHAT TO TEACH HOW TO TEACH
    To develop intrinsically It uses the learning Teacher provides
    motivated and independent processes such as searching, students with data or
    learners adequately critiquing, evaluating experiences that allow
    equipped with learning skills information, etc. them to hypothesize,
    for them to be able to
    construct knowledge and predict, manipulate
    make meaning of them. objects, pose questions,
    research, etc.
    REMEMBER
    -is a maker of meaning
    -a constructor of knowledge

    -making meaning of what is taught


    - Asking learners to draw meaning from
    what they are taught
    ID E A L IS
    M WHY TEACH

    The teacher must be


    WHAT TO TEACH HOW TO TEACH

    It emphasizes that lecture It is believed students


    excellent in order to serve is the most important should be taught how to
    as an example for the method to deliver think in school.
    student, both intellectually knowledge to students.
    and morally.
    R E AL IS
    M WHY TEACH

    The teacher, for the realist,


    WHAT TO TEACH HOW TO TEACH

    The aim of education To do this the teacher uses


    is simply a guide. Realism should be to teach truth lectures, demonstrations,
    in education recognizes the rather than beauty, to and sensory experiences.
    importance of the child. understand the present
    practical life.
    PR A G M A
    T IS MWHY TEACH WHAT TO TEACH HOW TO TEACH

    It seeks to discover the The teachers should be Education should be about


    impact of practical teaching students things the student's life and
    learning, assess that are practical for life growth.
    experiential learning, and and encourage them to
    review practical teaching grow into better people.
    examples.
    T h a nk
    you!

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