NAME:

____________________________________

WHAT IS YOUR TEACHING PHILOSOPHY?

To philosophize is so essentially human and in a sense to
philosophize means living a truly human life. J. Pieper
Find out which philosophy you adhere.
each statement apply to you?
4
3
2
1

Agree
Agree
Agree
Dont

To what extent does

always
but not always
sometimes
agree at all

STATEMENTS
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 students 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 historys 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. Teacher cannot impose meaning; students make
meaning of what they are taught.
15. Schools
should
help
individuals
accept
themselves as unique individuals and accept
responsibility for their thoughts, feelings and
actions.
16. Learners produce knowledge based on their
experiences.
17. For the learner to acquire the basic skills,
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. The truth shines in an atmosphere of genuine
dialogue.
20. A learner must be allowed to learn at his own
pace.
21. The learner is not a blank slate but brings
past experiences and cultural factors to the
learning situation.
22. The classroom is not a place where teachers
pour knowledge into empty minds of students.
23. The learner must be taught how to communicate
his ideas and feelings.
24. To understand the message from his students,
the teacher must listen not only to what his
students are saying but also to what they are
not saying.
25. An individual is what he chooses to become
not dictated by his environment.
Interpreting your Scores: If you have 2 scores of 4 in numbers:
1,3,5,7
you are more of a progressivist
2,4,6,8
you are more of a perennialist
9,15,20,25
you are more of an existentialist
10,12
you are more of a behaviorist
11,13,17,18
you are more of an essentialist
14,16,21,22
you are more of a constructivist
19,23,24
you are more of a linguistic philosopher

If you have 2 scores of 4 in several of the 7 clusters, you

have an eclectic philosophy which means you put the philosophies
together. If your scores are less than four, this means that you
are not very definite in your philosophy. Or if your scores are
less than 3 in most of the items, this means your philosophy is
quite vague.
THE SEVEN PHILOSOPHIES OF EDUCATION
Philosophy is vital only when the questions are mine and so is
the struggle towards answers. - W. Luijpen
Why Teach?

Learners should
acquire basic
knowledge, skills
and values
To produce model
citizens who will
transmit knowledge
and moral values
not reshape the
world radically

What to teach?
1. Essentialism
Academic content
emphasizing
reading, writing
and arithmetic
Traditional
learning areas
determined by
teachers and
administrators

Produce
enlightened and
intelligent
citizens of a
democratic society
living fully NOW
and not to prepare
for the future

Produce students
with rational and
moral powers

Help learners

2. Progressivism
Need-based and
relevant
curriculum
relating to
learners
experiences
Skills for coping
with change and
problem solving
3. Perennialism
Curriculum that
is true to all
General education
learning
disciplines

4. Existentialism
Learners are

How to teach?

Teacher as
fountain of
information
and paragon
of virtue
Curriculum
centered,
relying on
books and
drills for
mastery
Experiential
learning
activities
hands-onminds-onhearts-on
teaching
methodology

Teachercentered
Socratic
dialogues to
understand
concepts
Self-paced,

understand and
appreciate their
individuality and
sense of
responsibility and
accountability

Modify learners
behavior through
his environment

given freedom to
choose from
alternatives that
will unleash
their potentials

5. Behaviorism
Interesting
stimuli to catch
and hold
learners
attention in a
favorable
environment

6. Linguistic Philosophy
To develop
Verbal, nonverbal
communication
and paraverbal
skills which
communication
determines ones
skills components
essence
7. Constructivism
Produce
Skills to learn

intrinsically
how to learn
motivated and
independent
learners with
metacognitive
skills

self-directed
learning
activities
Meaning-making
by learners

Preparation of
an ideal
learning
environment to
promote
desired
reaction to
the stimuli
Experiential,
Language-rich
learning
activities

Facilitating
activities
that promote
higher order
thinking
skills

Answer the following activities.

Explain how you will react to the given situation.
What
advice will you give?
1. Students
are
not
interested
in
your
lesson.
(essentialist)
2. Students want to become skilled in certain fields of
specialization. (perennialist)
3. Parents question students community immersion for it
poses certain risks. (progressivist)
4. Teacher tells students from the slum areas this:
If
theres a will, theres a way.
Poverty is not a
hindrance to success. (behaviorist)

5. A colleague asks you to decide for him for fear that he

may make the wrong decision. (existentialist)
6. A teacher insists on his reasoning and does not give a
chance to an erring student to explain his side.
(linguistic philosophy)
7. Teacher claims, he will be able to teach more if he goes
straight to his lecture. (constructivist)

The K to 12 Basic Education Curriculum envisions a Grade 12

graduate who is:
a. Holistically developed
b. With 21st century skills
c. Ready for employment, entrepreneurship, middle level
skills development and higher education
On which philosophies of education is the K to 12 Basic
Education Curriculum anchored? Explain your answers.

FOUNDATIONAL MORAL PRINCIPLE

(Do good and avoid evil.)
When you carry our acts of kindness you get a wonderful
feeling inside.
It is as though something inside your body
responds and says, yes, this is how I ought to feel. Unknown
Morality refers to the quality of human acts by which we
call them right or wrong, good or evil. (Panizo, 1964)
A teacher affects eternity; he can never tell where his
influence stops. - Henry Brooks Adams
Related concepts:
Do not do to others what you do not like others do to you.
(Kung-fu-tsu)
Do to others what you like others do to you. (Christianity
Golden Rule)
Act in such a way that your maxim can be the maxim for all.
(Immanuel Kant)
The Ten Commandments and Eight Beatitudes
The eightfold path of the Buddhists
a. Strive to know the truth
b. Resolve to resist evil
c. Say nothing to hurt others
d. Respect life, morality and property
e. Engage in a job that does not injure others
f. Strive to free their mind of evil
g. Control their feelings and thoughts
h. Practice proper forms of concentration
The Five Pillars of Islam
a. Prayer

b.
c.
d.
e.

Self-purification by fasting
Fasting
Almsgiving
Pilgrimage to Mecca for those who can afford

Teachers are duly licensed professional who possess dignity

and reputation with high moral values as well as technical and
professional competence.
In the practice of their profession,
they strictly adhere to, observe and practice this set of ethical
and moral principles, standard and values. (Code of Ethics of
Professional Teachers)

As a teacher, you are expected to be a person of good moral

character.
You are a person of good moral character when you
are:
1. Human have realized substantially your potential as a
human person
2. Loving caring in an unselfish and mature manner with
yourself, other people and God
3. Virtuous have acquired good habits and attitudes and you
practice them consistently in your daily life
4. Mature have reached a level of development emotionally,
socially,
mentally,
spiritually
appropriate
to
your
developmental stage
Do this:
Do good; avoid evil is the foundational moral principle.
List 2 good things that you have to do and 2 bad things that
you should not do as a teacher for the following:
1. Learners
2. Co-teachers
3. Parents
4. Superiors
5. Neighbors

VALUES FORMATION AND YOU

Education in values means the cultivation of affectivity,
leading the educand through exposure to an experience of value
and of the valuable. R. Aquino
Transcendent Values
The values of love care and concern for our fellowmen are
values for all people regardless of time and space. They remain
unchanged amidst changing times. They remain to be a value even
if no one values them. They are accepted as value everywhere.
Relevant Concepts on Values Formation
1. Values are caught and taught.
Values exhibited by good men and women around us have far
greater influence in your values formation than the explicit
lectures on values delivered by academicians who may sound
like empty gongs and changing cymbals.
2. Values have cognitive, affective and behavioral dimensions
Cognitive understanding and knowing what values to acquire
Affective favoring certain value and being moved towards
it as preferable more than other values
Behavioral living by the value chosen
3. Value formation is a training of the intellect and the will
The intellect proposes and the will disposes.(St. Thomas
Aquinas)
Nothing is willed unless it is first known.
4. Virtuous or vicious life affects the will
A virtuous life strengthens you to live by the right values
and live a life of abundance and joy while a vicious life
leads you to perdition and misery.
Max Schelers Hierarchy of Values

Pleasure Values - the pleasant against the unpleasant

- the agreeable against the disagreeable
Sensual feelings
Experiences of pleasure or pain
Vital Values

values pertaining to the well being either of

the individual or of the community
Health
Vitality
- values of vital feeling
Capability
Excellence
Spiritual Values - values independent of the whole sphere of the
body and of the environment;
- grasped in spiritual acts of preferring,
loving and hating
Aesthetic values: beauty against ugliness
Values of right and wrong
Values of pure knowledge
Values

of

the

Holy

appear only in regard to objects

intentionally
given
as
absolute
objects
Belief
Adoration
Bliss

Values Clarification
1. Did I choose it freely?
2. Did I choose it from among alternatives?
3. Did I choose it after thoughtful consideration
consequences of my choice?
4. Do I cherish it?
5. Do I affirm it publicly?
6. Do I act on it?
7. Do I act on it repeatedly/habitually?

of

the

Do this:
1. List down your Top 10 values using the seven values
clarification questions.
2. Classify your values using Schelers hierarchy.

3. Will your hierarchy of values make you fit to become a

morally upright teacher? Justify your answer.

TEACHING AS VOCATION, MISSION AND PROFESSION

One looks back with appreciation to the brilliant teachers,
but with gratitude to those who touched our human
feelings Carl Jung
Vocation a call
You may not hear who is calling
being called and you responded to it.
your dream but here you are pursuing a
a mentor. You are probably acting on
me according to your word.

but you feel that you are

To be a teacher may not be
course leading to becoming
the line, Be it done unto

Mission task assigned

Once a teacher, forever a student.
To teach is to
influence every child entrusted in your care to become better and
happier because life becomes more meaningful.
To teach is to
help the child become more human.
Teaching: Mission and/or Job?
If you are doing it only because you are paid for it, its a job;
If you are doing it not only for the pay but also for service, its a
mission.
If you quit because your boss or colleague criticized you, its a
job;
If you keep on teaching out of love, its a mission.
If you teach because it does not interfere with your other
activities, its a job;
If you are committed to teaching even if it means letting go of
other activities, its a mission.
If you quit because no one praises or thanks you for what you do,
its a job;
If you remain teaching even though nobody recognizes your
efforts, its a mission.
Its hard to get excited about a teaching job;
Its almost impossible not to get excited about a mission.
If our concern is success, its a job;
If our concern is success plus faithfulness, its a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in a mission of
teaching.

Dear Teacher:
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
Gas chambers built by learned engineers
Children poisoned by educated physicians
Infants killed by trained nurses
Woman and babies shot and burned by high
school and college graduates
So I am suspicious of education.
My request is: Help your students become human.
Your efforts must never produce learned monsters, skilled
psychopaths.
Reading, writing, arithmetic are important only if they
serve to make our children more human.
Profession a striving for excellence
According to Pope Paul VI, Do more, have more in order to
be more! For us, teachers, continuing professional education is
explicit in our professionalization law and our Code of
Professional Ethics.
Taking teaching as a profession means
having the willingness to go through a long period of preparation
and a continuing professional development.
Screening of teacher applicants in the DepEd and mortality
rate in the Licensure Examination for Teachers are glaring
evidences of teaching as a profession.
Elements of Profession
1. Long years of preparation
2. Continuing professional development
3. Striving for excellence
4. Dedication to public interest
5. Commitment to moral and ethical standard

Teaching may not be a lucrative position.

It cannot
guarantee financial security.
It even means investing your
personal time, energy and resources.
Sometimes it means
disappointments, heartaches, and pains. But touching the hearts
of people and opening the minds of children can give you joy and
contentment which money could not buy. These are the moments I
teach for. These are the moments I live for. (Dr. Josette Biyo)
Do this:
Compare teaching as a vocation/mission/profession to
something by completing the statement: TEACHING IS LIKE