CONTEMPORARY PHILOSOPHY OF

EDUCATION

REFLECTION PAPER

SUBMITTED BY:
BRIAN S. INCOGNITO
Ph.D. E.M. 1

SUBMITTED TO:
DR. ALLAN PJ LAPPAY
PROFESSOR
 QUESTION:
1. Why philosophy is important in all profession?
ANSWER:
When we hear the term “Philosophy”, we immediately think of those people who think beyond
the box. Like Aristotle, Plato and many others. We all have this stigma in mind that philosophy is only
within people who are studying human and their way of thinking, but we are wrong.

Philosophy touches so many subjects and especially because many of its methods can be used
in any field. The study of philosophy helps us to enhance our ability to solve problems, our communication
skills , our persuasive powers and our writing skills.

Philosophy is the study of the fundamental nature of knowledge, reality and existence therefore
philosophy is applicable in all professions. If you are a teacher, you need to know philosophy because
how can you manage your class if you do not know how their minds works and the proper way to do it.
Let’s say you are a police officer; how can you distinguish a reality from a bluff if you do not know
philosophy?

Philosophy is the deepest questions humanity has been able to conceive. Philosophy makes a
central contribution to the educational enterprise through its demands upon intellectual activity.

Much of what is learned in philosophy can be applied in virtually any endeavor. This is both
because philosophy touches so many subjects and especially because many of its methods can be used
in many fields.

Philosophy enhances a person’s problem-solving capacities. It hels up analyze concepts,

definitions, arguments and problems. It contributes to our capacity to organize ideas and issues to deal
with questions of value and to extract what is essential from large quantities of information. It helps us,
on the one hand , to distinguish fine and subtle difference between views and on the other hand to
discover common grounds between opposing positions, it also helps us to synthesize a variety of views
or perspectives into one unified whole.

Philosophy contributes uniquely to the development of expressive and communicative powers.

It provides some of the basic tools of self-expression – for instance, skills in presenting ideas through
well-constructed, systematic arguments- that other fields either do or use of less extensively.

Philosophy helps us express what is distinctive in our views, it enhances our ability to explain
difficult materials, and its helps us eliminate ambiguities and vagueness from our writing and speech.

It provides training in the construction of clear formulations, good arguments and appropriate
examples.

Philosophy works in any profession. It is what binds them all.

 QUESTION:
2. How are teachers accountable to the learning in the 21st Century?

It is very challenging for the 21st century educators to keep up with the changing world unless
they are lifelong learners and an effective catalyst to this social and economic change. Today we are in
a technological world where things are happening fast. A question that educators ask themselves is
whether they are capable of training the young citizens to be the torch barriers of the noble human world.
It is not just enough for the young learners to acquire knowledge to earn a living but also require them to
be a good citizen and be educated as a whole child. Changing world at different levels raises a big
concern to focus on the relevance and importance of value education at the same time emphasizes on
the need to train teachers in new techniques to promote a quality system of education with a focus of
value based education.

How do you develop within yourself the skills of being productive and accountable? As a 21st
century teacher, you must realize that productivity and accountability involve setting the right priorities,
careful planning, and applying knowledge and skills to make wise decisions that create quality results in
a fast-changing environment. You demonstrate accountability through your efficient time management,
appropriate resource allocation, personal integrity, and self-monitoring to meet the demands of
productivity.

There are two important skills for you to develop along the lines of productivity and accountability
in the 21st century. These are:

1. Manage projects. This implies that you should be able to set and meet goals, even in the face of
obstacles and competing pressures. Also, you should be able to prioritize, plan, and manage work to
achieve the intended result. Teachers like you are often given tasks in addition to your usual teaching
assignment and you must be able to manage these additional work well. For example, you may be
assigned to serve as an advisor in investigatory research projects of students. This task will require time
and attention outside your instructional time and it is important for you to plan out your strategy to handle
both teaching and this additional task well.

2. Produce Results. This does not simply mean having an output, but producing one with high quality
with the optimum use of available resources. As a teacher, you may need to submit reports to your school
head. Your report output should always have the stamp of quality and excellence.

And lastly, let me borrow the words of Confucius which he had outlined the ethics of teaching in three
beautiful words. “Ren - means an act of utmost love. Yi - refers to moral uprightness. Li - indicates
etiquettes in personal and institutional life. “According to Confucian theory, only a person who is always
a source of love, morally upright and whose behavior not only in personal but also in the institutional life
is impeccable, is worthy of being a teacher. An ideal teacher is a guide and source of interest who loves
the subject, the profession and last but not the least loves the students.
 QUESTION:
3. How do you contextualize education in the light of Global Citizenship Education?

ANSWER:

The power of education has no boundary. It is not enough that we only learn to read, write and
count. Through education, we gain knowledge and skills to enhance our lives and environment. At the
same time, we cannot overlook the role of education to inculcate non-cognitive learning such as values,
ethics, social responsibility, civic engagement and citizenship. Education can transform the way we
think and act to build more just, peaceful, tolerant and inclusive societies.

Against the backdrop of an increasingly globalized and interconnected world, and amidst calls
for education to promote peace, well-being, prosperity and sustainability, there is growing interest in
Global Citizenship Education (GCED), especially after the launch of the Global Education First Initiative
(GEFI) in 2012 (United Nations, n.d). Highlighting the role of education in developing values, soft skills
and attitudes for social transformation, GCED strives to foster the following attributes in learners:

 an attitude supported by an understanding of multiple levels of identity, and the potential for a
‘collective identity’ which transcends individual cultural, religious, ethnic or other differences;
 a deep knowledge of global issues and universal values such as justice, equality, dignity and
respect;
 cognitive skills to think critically, systemically and creatively, including adopting a multi-
perspective approach that recognizes the different dimensions, perspectives and angles of
issues;
 non-cognitive skills including social skills such as empathy and conflict resolution,
communication skills and aptitudes for networking and interacting with people of different
backgrounds, origins, cultures and perspectives; and
 behavioral capacities to act collaboratively and responsibly to find global solutions for global
challenges, and to strive for the collective good.

It is clear that substantial efforts have been made to develop and promote diverse
transformative education towards a culture of inclusion, equality and peace. While each field has its
own focus, there is considerable overlap in the visions, ideas, concepts and pedagogical strategies.

Many national educational systems have sought to develop responsible citizens who will
contribute to their nation’s development and goals of identity and unity.

The conceptual underpinnings of GCED emphasized in these discourses capture a vision of

citizens who possess appropriate values, attitudes and communication skills to bridge the cultural and
social diversity in the world. In contrast to citizenship based primarily on a person’s nationality, GCED
promotes the concept of a citizenship beyond borders and nation-state. Such global citizens are
empowered to examine the societal order and policies. They will make informed choices to transform
their communities and society towards more peaceful, just and sustainable orders. Furthermore, such
global citizens will respect their nations’ rule of law, human rights for all citizens, non-violent resolution
of conflicts, social and economic justice, intercultural respect and integrity.
 QUESTION:
4. How do we contribute in the attainment of the Sustainable Development Goals?

ANSWER:

The legacy and achievements of the MDGs provide us with valuable lessons and experience to
begin work on the new goals. But for millions of people around the world the job remains unfinished. We
need to go the last mile on ending hunger, achieving full gender equality, improving health services and
getting every child into school beyond primary. The SDGs are also an urgent call to shift the world onto
a more sustainable path.

The SDGs are a bold commitment to finish what we started, and tackle some of the more
pressing challenges facing the world today. All 17 Goals interconnect, meaning success in one affects
success for others. Dealing with the threat of climate change impacts how we manage our fragile natural
resources, achieving gender equality or better health helps eradicate poverty, and fostering peace and
inclusive societies will reduce inequalities and help economies prosper. In short, this is the greatest
chance we have to improve life for future generations.

The SDGs are unique in that they cover issues that affect us all. They reaffirm our international
commitment to end poverty, permanently, everywhere. They are ambitious in making sure no one is left
behind. More importantly, they involve us all to build a more sustainable, safer, more prosperous planet
for all humanity.

Certainly some of the millennials have the energy, creativity, knowledge and skills to give a
positive impact. to this world and the problems, we have around us. As young workers, as scientists and
researchers, the millennials have opportunity to contribute to achieving Sustainable Development
Goals: including ending poverty and hunger, improving health and education, making cities more
sustainable, combating climate change, and protecting oceans and forests. The service that they can
perform with their youthful energy will pave the way for the community to trust them as future leaders of
the country, who have high scientific literacy, and wisdom to tackle the many issues and problems
confronting our planet.

We, millennials must be given opportunity, although the political power is not in their hands as
yet. Have a look at this link: " What if it was mandatory to have at least one Millennial representative
holding a place on the board and key committee of every public & large private institution – with the
primary role to serve as the “Chief Millennial Sustainability Officer” with the responsibility to align the
company strategy and action with the Sustainable Development Goals and to be the conduit to ensure
the long-term sustainability of the planet, people and the business, in that order!

Similarly, to have at least one Millennial representative for all large NGOs, Governments, and
other international governance bodies such as the EU, UN, IMF etc. For example the Governments of
Hungary and Wales have appointed a ‘Future Generations Commissioner’".

It is in this way, we Filipino especially our youth to be living in the words of Dr. Jose Rizal,
“Kabataan ang pag-asa ng bayan.”
 QUESTION:
5. Why is character education important?

ANSWER:
“Character is what matters most, you may be the most intelligent one in a room , but its
always the cahractes that shines.”
In a learning institution, it is not enough that we instill academic knowlegde but character
education should also be a part of it.
In short, character education is education that nurtures and promotes the ethical, intellectual
, social and emotional development of individuals. It is a continous learning process that enables
young people and adults to become moral, caring and responsible indviduals.
Parents want nothing more that for their children to grow up into well mannered individuals
and give the proper respect to other people. Which is why character education is an important part
in their studies, because lsuccess in life does not always rely on academics.
Character education is a teaching method which fosters the development of ethical and
rsponsible individuas by teaching them about the good values that people should have. It etaches
the studnets the values of caring about other people, honesty ,responsibility and other important
traits that makes a character wealthy individual.
The need for character education lies in the fact that a sustained process of teaching , being
shown examples of good character , and constant by practicing what they learned is the things
needed to instill good character traits in students.
Character based education is a very bright start to light the candle of both knowledge and
character that will continously keep the flame for the next generations.
Character education is a long and sustained process that involves many people. Values
begin at home, with the family . The role of parents and other family’s members in shaping a child’s
beliefs morals and conduct cannot be underestimated.
Effective character education in schools come about when development is integrated into
every lesson and routine , from science to physicla education to maths to language arts , etc.
The development of childrens’ character should not be taken lighlty for ot signifies the type
of community and society we will have in the future.
Character education provides tools necessary to face the oppurtunities,pressure and
challenges of the 21st century in a way that will allow them to thrive and be successful.
Character education contributes to the hollistic education that we need. It boosts not only
our wit in academe but the way interact with other people.
If we want to have that transformed future, then we rather start taking into importance the
character education

“Values are as important as life, not skills.”

QUESTION:6. How do you integrate true, good and beautiful in the teaching- learning process?

ANSWER:

Value-based education promotes a thought provoking and interactive environment for the
students through the values incorporated in the curriculum. It promotes quality education and holistic
development of each child for a bright future. Teachers play an important role in helping students imbibe
the values.

Professional development is vital in integrating true, good and beautiful or values in the
classroom. Understanding the principles and aim of values education enable teachers to create effective
learning environment for values education. This may lead to knowing the steps to construct a value
based curriculum towards quality education and emphasizes the importance and need for teacher
training for better outcome on the topic, and also suggests a plan to prepare teachers as values
educators.

Values are essential building blocks on which an education for a humanistic and international
society must be built on. This boosts self-esteem both personal and cultural; promote respect and
tolerance for others as individuals and as members of ethnic/cultural groups; and creates a sense of
belonging. Value based education promotes a secure physical, emotional and political locus within
society; a sense of responsibility in relation to social, political, economic, cultural and environmental
factors, an appreciation of the importance of learning. This approach to education can probe a well-
rounded development and help students aim the highest. „Practice what you preach‟ is a saying that is
very apt for teachers when it comes to values education. Teachers need to be able to imbibe values in
their attitude and in action to be able to bring them into their classrooms. Education as a value-infused
enterprise and addressed the question of how to train teachers for positive character formation. They
noted that teachers implicitly impart values when they select and exclude topics; when they insist on
correct answers; when they encourage students to seek the truth of the matter; when they establish
classroom routines, form groups, enforce discipline, encourage excellence.

The integration of true, good and beautiful in the teaching- learning process help students find
their place in the world and build their self-confidence. Values in a school curriculum add a dimension
to that promote holistic development of the students and benefits their academic achievement. Teachers
feel a need to introduce experiential approaches to values education as a means to counter an overly
cognitive national curriculum and to address issues of behavior, discipline and social attitudes. The role
of teachers cannot be deemed minor in developing good character among students. Values educators
must facilitate a student's personal internalized discovery that one would want to be a values-oriented
and values-guided person because through such activity one can feel good about oneself, respect
oneself, and esteem oneself well. Professional development sessions allowing educators to interact with
each other lets individuals examine and view his or her own beliefs differently by using thoughts and
testimonies from others; such experiences permit individuals to make sense of the world around them
which is transformative learning. There are some training workshops available worldwide for
implementing value based education that have tremendously helped teachers develop skills to create a
value based environment that promote inspiring and active listening classrooms. Much remains to be
done in this direction to make this effort meaningful and worthwhile, keeping in mind what is best for the
future.
 QUESTION:
7. How do the 4 Pillars of Education measure the quality of education?

ANSWER:

For many years now, countries have developed their own respective quality standards for
education. However, since the labor market is increasingly becoming mobile and therefore people also
move across borders much easier, some common standards for quality education were developed
over time. Some degree of harmonization in quality standards can be viewed as a spillover effect from
increased mobility. The European Commission and UNESCO haven’t been the least of organizations
putting forward both ideas and concrete documents and instruments for definitions on quality and
indicators that measure education quality. This is not a straightforward discussion but rather a
cumbersome undertaking. Conceptualizing a definition that has a vast array of meanings, UNESCO
put forward four pillars for defining educational quality in the 21 st century in 2000:

 Learning to know, hence storing factual information in one’s brains (mathematics, science,
reading).
 Learning to do, which is focused on bringing knowledge into practice.
 Learning to live together, for which citizenship is crucial.
 Learning to be, which focuses on the skills needed to develop one’s potential (skills such as
communication, entrepreneurship, language).

Naturally, there are many cultural, psychological, social and pedagogical factors that underpin the
above mentioned pillars. Also, quality depends to a great extent on the quality of the teacher, the
learner and the learning environment. However, it remains difficult to define quality standards.
I believe that the four pillars of education are all significant to each other. It will be hard if one is
lacking since the rest will be affected. It is not only the parent who will be developing these skills but
rather the teacher must also help to achieve a full development of an individual. It is the responsibility
of the teacher to prepare the students for life by providing them the knowledge and skills.
This could serve as framework to understand what students need to acquire and develop in
themselves. Knowing these pillars and applying them to your own learning can help you develop the
KSAVs required to fulfill your tasks and roles as a provider of quality and relevant education to your
students.
There are plenty of initiatives and thoughts about what quality in education should embody, but at
least the European Union recognizes that inputs do matter to come to excellent output. By providing
the right mix of instruments (teacher quality, learning environment, etcetera), a certain level of
education quality can be achieved. And here the old philosopher Comenius comes into the picture
again: education quality should be about knowledge, skills and competences that make learners
understand the world around us. Education is therefore a process that needs to be nurtured like a
learner is nurtured to become an independent individual with a lot of potential.

“The proper education of the young does not consist in stuffing their heads with a mass of words,
sentences, and ideas dragged together out of various authors, but in opening up their understanding
to the outer world, so that a living stream may flow from their own minds, just as leaves, flowers, and
fruit spring from the bud on a tree”. – Comenius (1592-1670)