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 essentialists aim to teach students to reconstruct society?

2. Is the model citizen of the essentialist the citizen who contributes to the
rebuilding of society?
3. Do the essentialist teachers give up teaching the basics if the students are not
interested?
4. Do the essentialist teachers frown on long academic calendar and core
requirements?

 Progressivism

1. Do the progressivist teachers look at education as a preparation for adult life?

2. Are the students interests and needs considered in a progressivist curriculum?
3. Does the progressivist curriculum focus mainly on facts and concepts?
4. Do the progressivist teachers strive to simulate in the classroom life in the
outside world?

 Perennialism

1. Are the perennialist teachers concerned with the students mastery of the
fundamental skills?
2. Do the perennialist teahers see the wisdom of ancient, medieval and modern
times?
3. Is the perennialist curriculum geared towards specialization?
4. Do the perennialist teachers sacrifice subject matter for the sake of students interests?

 Existentialism

1. Is the existentialist teacher after students becoming specialists in order to

contribute to society?
2. Is the existentialist concerned with the education of the whole person?
3. Is the course of study imposed on students in the existentialist classroom?
Ans.: Students are given a choice.
4. Does the existentialist teacher make heavy use of the individualized
approach?

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

II. TEST YOUR MASTERY. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO GAIN
MASTERY. The first exercise in this lesson (An exercise to Determine Your Life
Philosophy) may help.

To which philosophy /ies do/es each theory of man belong?

III. Synapse Strengtheners

A. We are interested in what is true. Our teaching methodologies are based on our
quest for truth. Likewise, our teaching learning goals are based on what we value or
 what we cherish as good. Identify what each philosophy considers as good and
valuable and true. Complete the table given below. The first one is done for you.

Philosophy Theory of Truth Methodology to Truth of what is Goal of Teaching Learning

arrive at the truth valuable/good
Progressivism
Essentialism
Existentialism
Perennialism
Behaviorism

B. With which philosophy do you associate the following quotations?

1. “Education is life not a preparation for life”. – Dewey

2. “Man is nothing else but what he makes of himself” – Sartre
3. “Gripping and enduring interests frequently grow out of initial learning efforts that
are not appealing or attractive ”
4. “Give me a dozen healthy infants, well informed, and my own and specified world
to bring them up in and I’ll guarantee to take anyone at random and train him to
become any type of specialist I might select – doctor, lawyer, artist, merchant - chief;
and yes, even beggar – man and thief, regardless of his talents, penchants,
tendencies, abilities, vocations and race of his ancestors. ”- Watson
5. “Existence precedes essence.-” Sartre

C. Upon which philosophy /ies is each program/practice anchoread?

1. Back-to-the Basics Movement

2. Conduct of National Achievement Test to test acquisition of elementary/secondary
learning competencies.
3. Use of the Great Books.
4. Use of rewards and incentives
5. Use of simulation and problem-solving method.
6. Learners learning at their own pace
7. Mastery of the 3 r’s – reading, writing and rithmetic
8. The traditional approach to education
9. Subject matter – centered teaching
10. Student – centered teaching
11. Authoritarian approach to teaching
12. Non – authoritarian approach to teaching

E. By means of Venn diagram give the:

1. Similarities between essentialism and perennialism

2. differences between behaviorism and existentialism
3. differences between the perennialism and essentialism combined and
progressivism. ]

F. Students will be asked to research further on the following.

1. John Dewey and progressivism

2. John Watson and Behaviorism
3. William Bagley and Essentialism
4. Robert Hutchins and Perennialism

G. Research work – Research on the following philosophies:

1. Christian Philosophy.

2. Confucianism
3. Paola Freire’s Philosophy

4. Rousseau’s Philosophy*

Activity 1

Analyze the given example in your small groups, then answer the following questions:

1. Which of the philosophies studied in Lesson 1 are reflected in the given

philosophy?

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

1. What are the teachers’s concepts of learner/s?

2. Who, according to the grade school teacher’s philosophy is the good

and educated person?

3. What are the teacher’s concept on values?

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

5. Do her concepts of the learner and the educated person match with how
he/she will go about his/her task of facilitating every child’s full
development?

YES

6. 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 his/her philosophy of education in
paragraph from using the third person pronoun?

7. Why is one’s philosophy of education is reflected in dealings with students,

colleagues, parents and administrators. The attitude towards problem and
life as a whole has an underlying philosophy.

Activity 3

A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy
 How will you treat your student?
 What will you teach?
 How will you teach?
2. From which philosophies that you have studied and researched did you
draw inspiration as you formulated your own philosophy of education?
3. Does this education philosophy of yours make a difference in your life?
4. What if you do not have a formulated philosophy of education at all?
 5. Is your educational philosophy more of an abstract theory than a
blueprint to daily living?

6. Do you think your philosophy will change as you grow in knowledge?

Society and You

Journal Entry
Any realizations about teaching?
What is your decision? Pursue the teaching profession or not? Explain the
basis of your decision.
B. Journal Entry

1. “Do good; avoid evil” is the foundational moral principle. List at least 5
good things that you have to do as a teacher and 5 evil things you have
to avoid doing.
2. The Golden Rule for Christians is: “Do to others what you would like others
to do to you.” Give a concrete application of the Golden Rule as you
relate to a learner, to a fellow teacher, to parent or any member of the
community and to your superiors. E.g. “Speak well of your fellow teacher
just as you want your fellow teacher to speak well of you.”
C. Research on the following:

1. How does conscience relate to morality?

Morality is what drives conscience. Your conscience tortures you if you’ve
done something ‘wrong”. And what is right or wrong for you? Well, tell me
what your moral principles are and you will be telling me what is right and
what is wrong in tour world. Some moral principles are pretty universal,
and the Golden Rule is an ethic reciprocity, a morality, embraced by most
cultures and most people, that consists of four forms:
2. Are man-made laws part of the natural law? What about the Code of
Ethics for Professional Teachers?

Activity 4

Share your philosophy of education with the class

Society and You (Lesson 3, 4)

TEST YOUR UNDERSTANDING

A. Direction: Answer the following with a YES or NO. If you answer is NO, explain your
answer in a sentence.

1. Is morality for persons and animals?

2. Is the natural law known only by the learned?
3. Did the primitive people have a sense of natural law?
4. Is an animalistic act of man moral?
5. Is it right to judge a dog to be immoral if it defecates right there in your
garden?
6. Is the foundational moral principle sensed only by believers?
7. Is the foundational moral principles very specific?
8. Is the foundational moral principle the basis of more specific moral principles?
9. Is the foundational moral principle so called because it is the basis of all moral
principles?
10. Are the Ten Commandments for Christians more specific moral principles of
the foundational moral principle?
12. Are the Five Pillars of Islam reflective of the natural law?
13. Is the Buddhist’s Eightfold Path in accordance with the natural law?
 14. Are the Golden rule for Christians basically the same with Kung-fu-tsus
Reciprocity rule?

SYNAPSE STRENGTHENERS

A. Direction: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?

Become more of the kind of human being that she was
intended to be.
2. Why is morality only for person?
3. What does the following tell you about the natural law?

Suggested Activity

Organize a Botany Center with flowering plants in it. State the lesson that can be
taught in a 1-2 hour visit. What plants will you display? Prepare questions that should be
answered.

Integrative Activity

1. Interview a school administrator. Which organizational set-up does he/she

prefer? State the rationale.
2. From your own observations of a number of classrooms, which of the two
organizational set-up is preferred by most schools.
State the advantages and disadvantages of a structured and a flexible
classroom.

Suggestive Activity

Share other commonly practiced filler activities with your colleagues.

Activity

What if….your group is assigned to prepare a bulletin board display on a whole

unit. Choose a unit in Forms of Energy. Show a draft. After the unit, describe the reaction
of the class which discussed some topics. Was the board successful in conveying the
concepts?

Suggested Activities

1. Present the development of the Philippine educational system from pre-Spanish

era to the Japanese era by means of a time line. The first era was done for you.

Pre-Spanish Spanish Era Revolutionary American Japanese

Era Government Regime Era

2. By means of a graphic organizer give the list of at least five significant laws in
 3. Invite a School Division Superintendent, an elementary school and a high school
principal to class to serve as panel on R.A 9155. As a class, prepare your
questions for a panel discussion on the implementation of school head
empowerment and school-based management. Don’t forget to ask question

For Research

1. Research on the Thomasites. What qualities did they possess as teachers?

2. Give the distinct characteristics of the educational system from the
Commonwealth era to the present.

Synapse Strengtheners

1. Research on Thomasites. What qualities did they possess as a teacher?

2. Give the distinct characteristics of the educational system from the

Commonwealth era to the present.

Suggested Learning Activities

1. Select three power and functions of the Commission on Higher Education.

Explain the functions and cite CHED policies issued in relation to its functions.

2. How is the Higher Education Development Fund (HEDF) managed? What are the
sources of the HEDF?

3. Explain the policy of the Higher Education Act of 1994, to wit: The State shall
ensure and protect academic freedom and shall promote its exercise and the
observance for the continuing intellectual growth, the advancement of learning
and research, the development of responsible and effective leadership, the
education of high level and middle level professionals, and the enrichment of
our historical and cultural heritage.

Suggested Learning Activities

1. The TESDA Act of 1994 encourages active participation of private enterprises and
industry boards in the development and training of high quality Filipino middle-
level manpower. What is middle-level manpower? Define private enterprises.

2. Explain the goals and objectives of the TESDA Act.

3. What are the sources of the TESDA Development Fund?

Suggested Learning Activities

The Governance of Basic Education (RA 9155) declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to make
such education accessible to all……

1. Explain the policy that “the school shall be the heart of the formal education
system.”
2. Study the organizational structures of the division and school levels. Locate
yourself in the organizational chart. What thoughts cross your mind as you see
yourself in the future in relation to others in the educational system beginning
with the school, the division, and the region. How do you feel? Explain why.
Share your thoughts with your small group.

3. What significant relations do you see between the teachers education

institutions and the Department of Education as far as pre-service education is
concerned?

Suggested Learning Activities

1. Explain the functions of the Bureau of Alternative Learning System formerly the
Bureau of Non-formal education.
2. What could be reason behind the re-naming of the Bureau of Non-formal
Education to Bureau of Alternative Learning System?

3. Executive Order No. 356 states that the Alternative Learning System is a parallel
learning system to provide a viable alternative to the existing formal education
instruction. What is meant by parallel learning system?

4. Research on whether or not a learner in the Alternative Learning System can be

mainstreamed in the formal system if given the opportunity. What procedure
must be followed?

Suggested Learning Activities

For small group work/discussion

1. The objectives of the Philippine education system are stipulated in Section 3. Are
these objectives still relevant? Compare them with the aims of educational
institution as stipulated in the 1987 Philippine Constitution?

2. Cite educational development projects aimed to achieve the educational

objectives.

Learning Activities

The rights, duties, and obligations of the students, parents, teachers, administrators and
the school are classified in the Education Act of 1982.

1. List the rights and the corresponding duties and obligations of the different
sectors in the educational community.
 Rights Duties and
Obligations

Parents

Duties and
Obligations

Teachers

Duties and
Obligations

Administrations

Duties and
Obligations

Student

2. What do the lists of rights and duties tell you about the relationship of rights and
duties? Illustrate these with examples.
3. Explain the meaning of voluntary accreditation and deregulation.
4. You may wish to establish your school someday. What requirements should you
meet for the establishment and recognition of your school?
5. Batas PambansaBlg. 232 is an act providing for the establishment and
maintenance of an integrated system of education. What is meant by an
integrated system of education?
6. Study the objectives of elementary, secondary, tertiary and non-formal
education (alternative learning system): You are accorded the opportunity to
choose alternative career lines in school administration, in classroom teaching, or
others, for purposes of career advancement. In which level would you choose to
teach (elementary, secondary, alternative learning system) Why?
7. Give a graphic presentation of the aims of the Philippine Educational system as
embodied in P.D 6a of 1972; 1987 Constitution, Batas PambansaBlg. 232, 1982;

Suggested Learning Activities

As a group:

1. List down specific knowledge and skills and values that you ought to learn under
each pillar of education. Where in your college curriculum do your acquire all
these knowledge, skills and attitude?
2. Cite at least one practice for each of the characteristics of a Child-Friendly
School.

3. Discuss the features of universal quality primary education.

Suggested Learning Activities

For small group discussion:

With your small group answer the following:

1. Who are referred to as “teacher” in R.A. 4670? Who are not included although
they are school personnel/employees?
 2. Discuss the safeguards in the disciplinary procedures in resolving cases of
teachers.
3. Secure a copy of the policy on the recruitment and deployment of teachers.
What provisions in the Magna Carta are bases of the DepEd policy?
4. Explain the meaning of “exigencies of the service” referred to in Section 6 of the
Magna Carta as regards transfer of a teacher from one station to another.
5. What are some disadvantages of the provision in Section 5 regarding teachers
who lack civil service eligibility but have rendered “at least 10 years of
continuous, efficient and faithful service”? Does this in anyway affect the quality
of classroom instruction?
6. What can be examples of “discrimination” to the teaching profession based on
professional consideration?
7. What can be some reasons behind Section 11 of RA 4670?
8. Actual classroom teaching a day should not exceed six hours. What can be
some reasons behind this limit on teaching hours?

B. For Research Further

Research on:

1. The latest Dep Ed policy on the recruitment and deployment of public school
teachers. What provision in the Magna Carta are bases of the Dep Ed policy?
2. The policy/provisions for the recruitment and deployment of private school
teachers?
3. The meaning of academic freedom cited in Sec.12 of the Magna Carta.
4. The present salaries of teachers paid by the city/municipal/provincial
government to determine if they are in accordance with Sec.17 of the
Magna Carta.
C. Symposium

Invite speakers to talk on:

For Journal Entry

What are your realizations about the teaching profession after a study of
Magna Carta? Do these realizations help you decide to pursue the teaching
career?

Suggested Learning Activities

1. Why is it imperative to consider teachers as professionals and teaching as a

profession?
2. What is registration by reciprocity?
3. Since when was every teacher required of Professional Teacher Certificate in
order to teach?

For Research

1. Compare the composition, powers and functions of the National Board for
Teachers in Sec.4 of PD 1006 and the Board for Professional Teacher cited in
Article II in RA 7836?

For Journal Entry

Does the professionalization of teaching have an impact on you as a future

teacher?
Suggested Learning Activities

1. What may be the causes of a teacher’s revocation of his/her certificate of

registration, suspension from the practice of the teaching profession or
cancellation of temporary or special permit?
2. The Board for Professional Teachers is described as a collegial body in Sec.5
Article II of RA 7836. What does collegial body mean?
3. Which section of RA 7836 supports continuing professional education for
teachers?
4. Based on RA 7836, is membership to the integrated national organization for
professional teachers mandatory?
5. Is willful neglect of continuing professional education a ground for the
revocation of license?
6. How is the register updated? How many you check if a teacher is a duly
registered professional teacher?

Suggested Learning Activities

For group work- To give the correct answer, go back to RA 7836.

1. What amendments of RA 7836 were made by RA 9293 on the following:

2. Other than para-teachers who else are entitled to a special permit?
3. What is required of teachers covered by Sec.26 of RA 9293 who have not
practiced their profession for the past five years?

Suggested Activities:

Group Work

1. Form eleven (11) groups for the 11 Articles of the Code of Ethics for Professional
Teachers.

ARTICLE X1

The Teacher as a Person

Journal Entry

What do you resolve to do for your continuing professional education?

Write down your CPE plan.

Suggested Learning Activities:

1. Explain the meaning of “special parental authority and responsibility” over the
minor child in Article 218.

2. When may parental authority be suspended?

3. Cite violations of Article 233.

 Violation in Article 233 are physical injury, deprivation of right to school,
early labor, sexual harassment, child abuse.

4. Is there any provision that strikes you? If yes, explain why?

 5. Research on decided cases of teachers violating the provision on “special
parental authority”.

Learning Activities

1. What are acts and conditions prejudicial to the child’s development?

2. Discuss actions that constitute child abuse at home and in school.
3. Interview a social worker in your community for programs/projects that prevent
psychological and physical abuse of children.
4. Invite a social worker in your community to talk on child abuse.

Suggested Learning Activities

1. You have read many cases of sexual harassment filed against teachers and
other employees. Explain the provision that sexual harassment is committed
when the act is “against one who is under the care, custody or supervision of the
offender.

2. Cite other circumstances of sexual harassment in the education and training

environment.

3. When is sexual harassment committed in a work-related environment?

4. Research on two decided cases of sexual harassment against teachers and one
case committed by teachers. Who is the disciplining authority if he/she is a public
school teacher? A private school teacher?

Suggested Learning Activities

1. Discuss the five objectives of the ECCD Act.

2. Visit a day care center and pre-school class for three days. Write a journal of
your day to day observation on the social and physical interaction and
participation of the children in the activities.
3. Comment on the learning environment and the instructional materials used.
4. What further education and training do you need to become a pre-school
teacher?

Suggested Learning Activities

Group Discussion

1. Which provision(s) are most significant to you. Share and discuss.

2. Which articles make provision on children of indigenous groups? What do
these articles state?
3. Read articles 1,2 and 13. What Filipinos traits run counter to the child’s right to
expression of his/her views?
4. What can teachers do to promote children’s health?

For Research

1. Research on ways by which the Philippine Government abide by Article 28.

Lesson 2- Self- check Questions

(According to Elvin, this will also be part of Secretary’s Presentation. But we can
use this as take off point for the next slide which is on the learning area).

1. The K to 12 curriculum is now learner-centered which focused on the

holistically developed Filipino. Topics area also developmentally appropriate
(age appropriate).
-the curriculum took into consideration the age appropriateness and the
personal interests and strengths of the child. For example, areas____________

NEW FEATURES OF THE K TO 12

BASIC EDUCATION CURRICULUM

K to 12 Curriculum Model

--------------------------------------------
Grades 11-12
(New HS Years 5-6)

Grades 9-10
(New HS Years 3-4)
(
Grades 7-8
(New HS Years 1-2)

Grades 1-6

Kindergarten

UNITED STATE OF AMERICA

I. Levels of Education

A. Basic education
a. Pre-primary Education

b. Primary Education (elementary school)

c.Middle School education

d.Secondary Education (high school)

B. Higher Education
a. Research universities (I and II)
b. Doctorate-grating universities (I and II)
c. Master’s (Comprehensive) universities and colleges (I and II)
d. Baccalaureate (Liberal Arts) Colleges (I and II)
e. Professional school and other specialized institutions
f. Postsecondary vocational and technical schools

II. Special Features

 Classes begin in September and end in June of every year. The Language of
instruction is English.

NEW ZEALAND

I.Levels of Education

A. Basic education
a. Early Childhood
b. Primary School
c. Intermediate School

d. Secondary School

e. Tertiary

B.Higher Education
a.Universities in New Zealand
b.Institutes of Technology and Polytechnics

c.Private Training Institutions and English Language Programs

II.Special Features
New Zealand education system is world-class, modern and responsive. It
combines proven, traditional principles of education with innovation, creativity and
fresh thinking to produce learners and citizens equipped for the 21st century.