IARTS 1- THE TEACHING PROFESSION

MODULE 1

Prepared by:
RAVEL ZINX J. MADJOS
Faculty

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MODULE 1
YOU, THE TEACHER, AS A PERSON IN SOCIETY

 Intro To Teaching Profession

 Philosophical Heritage; Seven (7) Philosophies of Education
 Philosophy of Education: Formulating

Learning Outcomes:
At the end of the unit, the pre-teacher will be able to:

1. Identify and discuss the philosophies of education and differentiate the Seven (7) Philosophies as
an approach to education.
2. Formulate their own Philosophy of Teaching.

Overview:
This course deals with the teacher as a person and as a professional within the context of national teacher
standards and other global teachers’ standards, professional and ethical values, awareness of professional
rights, privileges and responsibilities as well as their roles in the society.
Preliminary Activity:
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.

Statements 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are 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 history’s 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, and 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.
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 12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines
such as Math, Natural Science, History, Grammar and
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 experience.
17. For the leaner 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 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 answers of 2/4 in numbers
1, 3, 5, 7 you are more of a Progressivist 11, 13, 17, 18 you are more of an Essentialist
2, 4, 6, 8 you are more of a Perennialist 14, 16, 21, 22 you are more of a Constructivist
9, 15, 20, 25 you are more of an Existentialist 19, 23, 24 Linguistic Philosopher
10, 12 you are more of a Behaviourist

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 4, 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. After you have gotten an idea on the philosophy, let us know more about them.

Content:
YOU, the TEACHER, as a PERSON in SOCIETY

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“Teachers are the most responsible and important members of society because their professional efforts
affect the fate of the earth.”- Helen Caldicott

Introduction
We don’t live in a vacuum. We live in a society. We are part of the 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.
John Donne said it in his song “No man is an island”. No man stands alone. We need one another. In the
context of your life as a teacher, we would say :No teacher is an island. No teacher stands alone. Think of
the many people who are helping you now become a teacher in the near future. In fact, soon you will be
called “teacher” in relation to a student , in the same manner that your student will be called “ student” in
relation to you as teacher.
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 on a great deal
on your philosophy as a person and as a teacher. Your philosophy of life and your philosophy of education
serve as your “window “ to the world and your “compass” in the sea of life. Embedded in your personal
philosophy are your principles and values that will determine how you regard people, how you look at life as
a whole. They govern and direct your lifestyle, your thoughts, decisions, actions and your relationships with
people and things.

Your Philosophical Heritage “To philosophize is so essentially human-and in a sense to philosophize

means living a truly human life.” J.Pieper The Existential Question 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. These essential 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 essential questions are: “Why do I teach?
”How should I teach? What is the nature of the learners? ”How do we learn?”

SEVEN PHILOSOPHIES OF EDUCATION

ESSENTIALISM

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Why Teach- This philosophy contends that teachers teach for learners 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, writing, arithmetic, 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 as Math, Natural Science, History, Foreign
Language and Literature. Essentialists frown upon vocational courses or other courses with watered down
academic content. The teachers and administrators decide what is most important for the students to learn
and place little emphasis on student interests, particularly when they divert time and attention from the
academic curriculum.
How to Teach- Essentialist teachers emphasize mastery of subject matter. They were 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 observe “core
requirements, longer school day, a longer academic year. With mastery of academic content as primary
focus, teachers rely on the use of prescribed textbooks, and 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
citizens of a democratic society. This group of teachers teaches learners so they may live life fully now not
to prepare them for adult life.
What to Teach- The progressivists are identified with need based and relevant curriculum. This is a
curriculum that responds to students’ needs and that relates to students’ personal lives and experiences.
Progressivists accept the impermanence of life and 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 teaching of skills or processes in gathering and evaluating information
and in problem-solving. The subjects that are given emphasis in progressivist schools are the Natural and
Social Sciences. Teachers expose students to many new scientific, technological and social developments,
reflecting the progressivist notion that progress and change are fundamental. In addition, students solve
problems in the classroom similar to those they will encounter outside of the schoolhouse.
How to Teach- Progressivist teachers employ experiential methods. They believe that one learns by doing.
For John Dewey, the most popular advocate of progressivism, book learning is no substitute for actual
experience. One experiential teaching method that progressivist teachers heavily rely on is the problem-
solving method. This makes use of the scientific method. Other hands-on-minds-on-hearts-on teaching
methods used are field trips during which students interact with nature or society. Teachers also stimulate
students through thought-provoking games and puzzles.

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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 technical education.
Philosopher Mortimer Adler claims that the Great Books of ancient and medieval as well as modern times
are repository of knowledge and wisdom, a tradition of culture which must initiate each generation”. What
the perrenialist teachers teach are lifted from the Great Books.
How to Teach- The perennialist classrooms are “centred around teachers”. The teachers do not allow the
students’ interests or experience to substantially dictate what they teach. They apply whatever creative
techniques and others tried and true methods which are believed to be most conducive to disciplining the
students’ minds. Students engaged in Socratic dialogues or mutual inquiry sessions to develop an
understanding of history’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
behaviour. Moreover, vocational education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood. In teaching art, existentialism encourages
individual creativity and imagination more than copying and imitating established models.
How to Teach- Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
includes a great deal of individual contact with the teacher, who relates to each student openly and
honestly. To help students know themselves and their place in society, teachers employ values clarification
strategy. In the use of such strategy, teachers remain non- judgmental and take care not to impose their
values on their students since values are personal.
BEHAVIORISM
Why Teach – Behaviourist schools are concerned with the modification and shaping of students’ behaviour
by providing for a favourable environment, since they believe that they are a product of their environment.
They are after students who exhibit desirable behaviour in society.

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What to Teach- Because behaviourists look at “ people and other animals as complex combinations of
matter that act only in response to internally or externally generated physical stimuli, behaviourist teachers
teach students to respond favourably to various stimuli in the environment.
How to Teach- Behaviourist 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 controlled to get the desired responses from learners. Teachers ought to make
the stimuli clear and interesting to capture and hold the learners’ attentions. They ought to provide
appropriate incentives to reinforce positive responses and weaken or eliminate negative ones.
LINGUISTIC PHILOSOPHY
Why Teach – To develop the communication skills of the learner because the ability to articulate, to voice
out the meanings and values of things that one obtains from his experience of life and the world is the very
essence of man. It is through his ability to express himself clearly, to get his ideas across, to make known
to others the values that he has imbibed, the beauty that he has seen, the ugliness that he rejects and the
truth that she has discovered. Teachers teach to develop in the learner the skill to send messages clearly
and receive messages correctly.
What to Teach- Learners should be taught to communicate clearly-how to send clear, concise messages
and how to receive and correctly understand messages sent. Communication takes place in three ways-
verbal, non-verbal and Para verbal. Verbal component refers to the content of our message, the choice and
arrangement of our word. This can be oral or written. Non-verbal component refers to the message we
send through our body language while Para verbal component refers to how we say what we say-the tone ,
pacing and volume of our voices.
There is a need to teach learners to use language that is correct, precise, grammatical, coherent, and
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 through 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 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 students because in the exchange of words, there is
also an exchange of ideas.
CONSTRUCTIVISM
Why Teach- 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

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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 “midwife” by the teacher with his skilful facilitating skills.

Formulating your Philosophy of Education

“Philosophy is vital only when the questions are mine and so is the struggle towards answers.”
“ W. Luijpen”
You have been acquainted with various philosophies. With which do you identify yourself? What is your
personal philosophy of education? You are expected to formulate it in this second lesson.
Your philosophy of education is your “window” to the world and “compass” in life. Hence, it may be
good to put that philosophy of education in writing. You surely have one just as everybody has only that
sometimes it is not well articulated. Your philosophy of education is reflected in your dealings with students,
colleagues, parents and administrators. Your attitude towards problems and life as a whole has an
underlying philosophy. In this lesson, you will articulate your thoughts on how you perceive the learner on
what are the right values, on what and on how you must therefore teach. If you articulate your philosophy of
education, you will find yourself more consistent in your dealings with other people, in your actions and
decisions.

What does a philosophy of education contain or include? It includes your concept about
-the human person, the learner in particular and the educated person
-what is true and good and therefore must be taught
-how a learner must be taught in order to come close to the truth
Here is an example:
My Philosophy of education as a Grade School Teacher
I believe that every child
-has a natural interest in learning and is capable of learning
- is an embodied spirit
- can be influenced but not totally by his environment
- is unique and so comparing a child to other children has no basis
- does not have an empty mind, rather is full of ideas and it is my task to draw out these ideas
I believe that there are unchanging values in changing times and these must be passed on to every child by
my modelling, value inculcation and value integration in my lessons.

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I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the
maximum by
- Reaching out to all children without bias and prejudice towards the “least” of the children - Making every
child feel good and confident about him thru his experiences of success in the classroom - Helping every
child master the basic skills of reading, communicating in oral and written form, arithmetic and computer
skills - Teaching my subject matter with mastery so that every child will use his basic skills to continue
acquiring knowledge, skills and values for him to go beyond basic literacy and basic numeracy - Inculcating
or integrating the unchanging values of respect, honesty, love and care for others regardless of race,
ethnicity, nationality, appearance and economic status in my lessons - Consistently practicing these values
to serve as model for every child - Strengthening the value formation of every child thru “hands-on-minds
on hearts-on” experiences inside and outside the classroom - Providing every child activities meant to
develop the body, the mind and the spirit.

ASSESSMENT

A. To which PHILOSOPHY does each theory of man belong?

1. Is a product of his environment.
2. Has no universal nature.
3. Has a rational and moral power.
4. Has no choice; he is determined by his environment.
5. Can choose what he can become.
6. Is a complex combination of matter that responds to physical stimuli.
7. Has no free will.
8. Has the same essential nature with others.
9. Is a rational animal.
10. First exists then defines himself.

B. Formulate your own personal philosophy of education.

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

With that educational philosophy:
1. How will you treat your student?
2. What will you teach?
3. How will you teach?

MODULE SUMMARY
We have a very rich philosophical heritage. But only seven philosophies were discussed here:
essentialism, progressivism, perennialism, existentialism, behaviourism, linguistic philosophy and
constructivism. The rest are assigned to you as research work. The seven philosophies differ in their
concepts of the learner and values, in why do we teach (objectives), what should be taught (curriculum)
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and how should the curriculum be taught (teaching strategies). However, there exist also some similarities
among the philosophies. These you will see more as you proceed to the activities. It is important that you
make explicit your philosophy of education. Your philosophy of education is your “window” to the world and
“compass” in life. Your philosophy is your own thought and formulation, never formulated for you by another
that is why you were advised to begin stating it with the phrase “I believe”. It is best to state it in the
concrete not in the abstract like a theory because this is your blue print to daily life.

REFERENCE:
file:///C:/Users/User/Desktop/kupdf.net_the-teaching-profession-all-chapters.pdf

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