|Chnerer You, the Teacher, [One as a Person in Society ~ BRENDA B, CORPUZ, Ph.D. “Teachers... are the most responsible and important member of society because their professional efforts affect the fate of the earth.” — Helen Caldicott Introduction W: don’t live in a vacuum. We live in a society. We are part of society. Our society influences us to the extent that we allow ourselves to be influenced by it. Our thoughts, values, and actions are somehow shaped by events and by people with whom we come in contact. We, in turn, help shape society — its events, its people, and its destiny. ur thoughts, John Donne said it in his song “No Man Is an Island”: “No | values, and actions man stands alone...We need one another...” In the context of | are somehow your life as a teacher, we would say: “No teacher is an island. shaped by events No teacher stands alone”. Indeed you can’t become a teacher | 24 by people with alone. Think of the many people who are helping you now _ | "om we come become a teacher in the near future. In fact, soon you will be | i" S2%tact. We, in called “teacher” in relation to a student, in the same manner | {?. el stare that your student will be called “student” in relation to you as yee on reacher. In this Chapter, you will be made to realize the significant |" role that you will play in society. This is perhaps one reason why many a time the teacher is blamed for the many ills in society. You will also come to realize the demands it will exact from you for much is expected of you, the teacher. It is, therefore, no joke to become one! While teaching has many demands it also has its share of rewards. Great teachers recite a litany of these rewards most of which are invisible to the eyes but are the most essential. Your influence on your students and on other people with whom you work and live depends a great deal on your philosophy as a person and as a teacher. Your philosophy ofindow” to the life and your philosophy of education serve as your world and “compass” in the sea of life. Embedded in your personal d values that will determine how whole. They govern ns, actions and your philosophy are your principles an you regard people, how you look at life as a and direct your lifestyle, your thoughts, decisio relationships with people and things. Learning Outcomes At the end of this Chapter, you are expected to: = summarize at least seven (7) philosophies of education and draw their implications to teaching-learning. "formulate your own philosophy of education. discuss and internalize the foundational principles of morality. = accept continuing values formation as an integral part of your personal and professional life. «clarify if you truly value teaching. * explain teaching as a vocation, mission, and profession. * embrace teaching as a vocation, mission, and profession.| Lesson Your Philosophical a Heritage ‘To philosophize is so essentially gyman — and in a sense to philosophize means living a truly human life. = J. Pieper The Existential Question W: are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of various thinkers who lived before us, These thinkers reflected on life in this planet. They occupied themselves searching for answers to questions about human existence. These existential questions come in different versions- “what is life?”, “who am I?”, “why am I here” or “what am I living for?”, “what is reality?”, “is the universe real?”, “what is good to do?”, “how should I live life meaningfully?” and the like. In the school context, these existential questions are: “why do I teach?”, “what should I teach?”, “how should I teach?”, “what is the nature of the learner?”, “how do we learn”?, etc. An Exercise to Determine Your Educational Philosophy Find out to which philosophy you adhere. To what extent does each statement apply to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if you agree sometimes, and 1 if you don’t agree at all. We are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of various thinkers who lived before us. These thinkers reflected on life in this planet. They occupied themselves searching for answers to questions about human existence.v 11 12. 14 ubstitute for concrete ere is no S ; ‘ence in lean. experi The focus ideas that a when they were not force their students ibject matter if it does not of education should be the re as Televant today as first conceived. Teachers must to learn the sul interest them. fevelop students’ capacity Schools must 4 ities. to reason by stressing on the human In the classroom, Students must be encouraged to interact with one another to develop social virtues such as cooperation and respect. Students should read and analyze the Great Books, the creative works of history’s finest thinkers and writers. Teachers must help students expand their knowledge by helping them apply their previous experiences in solving new problems. Our course of study should be general, not specialized; liberal, not vocational; humanistic, not technical. There is no universal, inborn human nature. We are born and exist and then we ourselves freely determine our essence. Human beings are shaped by their environment, Schools should stress on the teaching of basic skills, Change of environment can change a person, can - ea should emphasize on the po disciplines such as ice, history, grammar, literature, Teacher cannot j make meaning impose meaning; students f what they are taught. math, natural — a —_—_— —~ a20. 21. 22. 23. 24. 25. a Schools should help individuals accept themselves hs unique individuals and accept responsibility for their thoughts, feelings and actions. Learners produce knowledge based on their experiences. For the learner to acquire the basic skills, s/he must go through the rigor and discipline of serious study. . The teacher and the school head must prescribe what is most important for the students to learn. . The truth shines in an atmosphere of genuine dialogue. A learner must be allowed to learn at his/her own pace. The learner is not a blank slate but brings past experiences and cultural factors to the learning situation. The classroom is not a place where teachers pour knowledge into empty minds of students. The learner must be taught how to communicate his ideas and feelings. To understand the message from his/her students, the teacher must listen not only to what his/her students are saying but also to what they are not saying. An individual is what he/she chooses to become not dictated by his/her environment.Essentialism contends that teachers teach for feamers to acquire basic knowledge, stills and values. Teachers teach “not to radically reshape society * but rather ‘to transmit the traditional ‘moral values ‘and intellectual knowiedge that students need to become model citizens.” gcores: If you have 2 answers of 2/4 in numbers you are more of progressivist you are more of a perennialist you are more of an ‘existentialist you are more of @ behaviorist ; you are more of an essentialis a constructivist you are more of er Interpreting your 10, 12 —— 41,13, 17,18 —_— 14.18.2122 ——~ 0 ore more of ling If you have 2 scores of 4 in several of the 7 te have an eclectic philosophy which means you put ae oe are together. If your scores are less than 4, this snail fee reas not very definite in your philosophy. Or if your se ae than 3 in most of the items, this means your philosophy vague. / ae you have gotten an idea on the philosophy/ies let us know more about each of them. The following notes were lifted from http://en.wikipedia.org/wiki/Philosophy_of_education. you learn Seven philosophies of education: * Essentialism + Why teach. This philosophy contends that teachers teach for leamers to acquire basic knowledge, skills and values. Teachers teach “not to radically reshape society “but rather “to transmit the traditional moral values and intellectual knowledge that students need to become model citizens.” What to teach. Essentialist programs are academically rigorous. The emphasis is on academic content for students to learn the basic skills or the fundamental r’s — reading, ‘riting, ‘rithmetic, right conduct — as these are essential to the acquisition of higher or more complex skills needed in Preparation for adult life. The essentialist curriculum includes the “traditional disciplines such Foe eee Inngvege, and literature. Essentialists ‘al courses... with ‘watered down ‘academic content, The teachers and administrators decide what is aie as math, natural science, or other courses and most important for re atudents to learn and place little cm hasi ‘ent interests, Particularly when craeend attention from the academic curriculSe — | 1 + How to teach. Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. They are seen as “fountain” of information and as “paragon of virtue”, if ever there is such a person. To gain mastery of basic skills, teachers have to obserye “core requirements, longer school day, a longer academic year---” With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed textbooks, the drill method and other methods that will enable them to cover as much academic content as possible like the lecture method. There is a heavy stress on memorization and discipline. «+ Progressivism * Why teach. Progressivist teachers teach to develop learners into becoming enlightened and intelligent Progressivists citizens of a democratic society. This group of teachers — | accept the teaches learners so they may live life fully NOW not impermanence to prepare them for adult life. of life and the inevitability of *® What to teach. The progressivists are identified change. For the with need-based and relevant curriculum. This is a progressivists , curriculum that “responds to students’ needs and that everything else relates to students’ personal lives and experiences.” changes. Change is the only thing that Progressivists accept the impermanence of life and does not change. the inevitability of change. For the progressivists, everything else changes. Change is the only thing that does not change. Hence, progressivist teachers are more concerned with teaching the learners the skills to cope with change. Instead of occupying themselves with teaching facts or bits of information that are true today but become obsolete tomorrow, they would rather focus their teaching on the skills or processes in gathering and evaluating information and in problem-solving,The perennialist curriculum is a universal one on the view that all human beings possess the same essential nature, It is heavy con the humanities, ‘on general education. It is not a specialist curriculum but rather a general one, There (s less emphasis ‘on vocational and technical education, ‘ogressivist pct riven emphasis in PT The subjects that are given emp a al and social sciences. Te technological, and schools are the > students to many new seient re reflecti essivist notion social developments, reflecting the progress! * ton that progress and change are fundamental. . oan ions students solve problems in the eee t i ous they will encounter outside of the schoo! = How to teach, Progressivist teachers employ na methods. They believe that one learns by doi ee John Dewey. the most popular advocate of progresst pa book learning is no substitute for actual experience ve experiential teaching method that progress!v teachers heavily rely on is the problem-solving method. z problem-solving method makes use of the scientific method. (You will learn more of this in your Principles and Strategies of Teaching.) Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist teachers use are field trips during which students interact with nature or society. Teachers also stimulate students through thought-provoking games, and puzzles. + Perennialism Why teach. We are all rational animals, Schools should, therefore, develop the students’ rational and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we deprive them of the ability to use their higher faculties to control their passions and appetites. What to teach. The perennialist curriculum is a universal one on the view that all human beings possess the same essential nature. It is heavy on the humanities, on general education. It is not a Specialist curriculum but rather a general one. There is less emphasis on vocational and ranieal education, Philosopher Mortimer Adler claims sat the ee of ancient and medieval as well as aes a F “ tepository of knowledge and wisdom, when uel ture which must initiate each generation”. ae Perennialist teachers teach are lifted fi he pe rom the= How to teach, The perenni r Halist classrooms are “centered around teachers”. The teachers «jg jot allow the students interests or experiences to substansilly dictate what they teach. They apply whatever creative techniques and other tried and true methods which are believed to be most conducive to disciplining the stugents’ minds. Students engaged in Socratic dialogues, of mutual inquiry sessions to develop an understanding of pistory’s most timeless concepts”. Existentialism Why teach. The main concern of the existentialists is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions”. Since “existence precedes essence’, the existentialist teacher's role is to help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their own preferred way. Since feeling is not divorced from reason in decision making, the existentialist demands the education of the whole person, not just the mind.” What to teach. “In an existentialist curriculum, students are given a wide variety of options from which to choose.” Students are afforded great latitude in their choice of subject matter. The humanities, however, are given tremendous emphasis to “provide students with vicarious experiences that will help unleash their own creativity and self-expression. For example, rather than emphasizing historical events. existentialists focus upon the actions of historical individuals, each of whom provides possible models for the students’ own behavior. Moreover, vocational education is regarded more as a means of teaching students about themselves and their potential than of earning @ livelihood. In teaching art, existentialism encourages individual creativity and imagination more than copying 4nd imitating established models.” How to teach. “Existentialist methods focus on the The main concen of the existentiaists is to help students understand and appreciate themselves as unique individuals who accept complete responsibilty for their thoughts feelings and actions Since ‘existence precedes essence slentialst teacher's role is to help students define their own essence by exposing them to various oaths they take in ite thee and by crea environment ey freely choose ] their own p wayBehaviorist schools are concemed with the modification and shaping of ‘students’ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society. Leaning is sett paced, self-directed, It includes vat deal of individu a great ach student openly and honestly. To help See know themselves and their place in society, students employ values clarification strategy. In the use veh strategy, teachers remain non-judgmental and take to impose their values on their students since individue ral contact with the teacher, who care not A values are personal Behaviorism = Why teach. Behaviorist schools are concerned with the modification and shaping of students’ behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society. What to teach. Because behaviorists look at “people and other animals... as complex combinations of matter that act only in response to internally or externally generated physical stimuli”, behaviorist teachers teach students to respond favorably to various stimuli in the environment. How to teach. Behaviorist teachers “ought to arrange environmental conditions so that students can make the responses to stimuli. Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aids have to be controlled to get the desired responses from the learners. .,.Teachers ought to make the stimuli clear and interesting to capture and hold the learners’ attention. They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones.” (Trespeces, 1995) Linguistic philosophy Why teach, To develop the communication skills of the learner 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. It is through his/her ability to express himself! herself clearly, to get his/her ideas across, to make known to others the values that he/she has imbibed, the beauty that he/she has seen, the ugliness that he/she rejects and the truth that he/she has discovered. Teachers teach to—_— agree anna) develop in the learner the skit} 4, send messages clearly and receive messages correctly What to teach. Learners should he taught 0 communicate clearly - how to send clear, congige messages and how to receive and correctly understand Messages sent. Communication takes place in three (3) ways - verbal, nonverbal, and paraverbal. Verbal component refers to the content of our message, the choice and arrangement of our words. This can be oral or written. Nonverbal component refers to the message we send through our body language while paraverbal component refers to how we say what we say - the tone, pacing and volume of our voices, There is need to teach learners to use language that is correct, precise, grammatical, coherent, accurate so that they are able to communicate clearly and precisely their thoughts and feelings. There is need to help students expand their vocabularies to enhance their communication skills. There is need to teach the learners how to communicate clearly through non-verbal means and consistently though para-verbal means. There is need to caution the learners of the verbal and non-verbal barriers to communication. Teach them to speak as many languages as you can. The more languages one speaks, the better he/she can communicate with the world. A multilingual has an edge over the monolingual or bilingual. = How to teach. The most effective way to teach language and communication is the experiential way. Make them experience sending and receiving messages through verbal, non-verbal and para-verbal manner, Teacher should make the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogue among learners and between him/her and his/her students because in the exchange of words there is also an exchange of ideas. * Constructivism * Why teach. Constructivists sees to develop intrinsically motivated and independent learners adequately equipped with learning skills for them to be able to construct knowledge and make meaning of them,* What to teach. The learners are taught how to learn. They are taught learning processes and skills such as searching, critiquing and evaluating information, relating these pieces of information, reflecting on the same, making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of information learned. * How to teach. In the constructivist classroom, the teacher provides students with data or experiences that allow them to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among learners and between teacher and learners. The teacher’s role is to facilitate this process. Knowledge isn’t a thing that can be simply deposited by the teacher into the empty minds of the learners Rather, knowledge is constructed by learners through an active, mental process of development; learners are the builders and creators of meaning and knowledge. Their minds are not empty. Instead, their minds are full of, ideas waiting to be “midwifed” by the teacher with his her skillful facilitating skills. en philosophies behaviorism, ling x , existentialism, Oued bdeaich ede philosony and constructivism, The rest are assigned to ie ae Seven philosophies differ in their concepts of the on eae We teach (objectives), what should be taught ‘ould the curriculum be taught (teaching strategies. St also some similariti 'milarities among the philosophies These you You proceed to the activities, , a * Jeamer and values, (curriculum) and However, there exis Will see more as