SAMAR COLLEGE

Catbalogan City
W. Samar, Philippines 6700
(Tel. No. 055-543-8381

COLLEGE OF EDUCATION
A.Y. 2021-2022 – First Semester

Instructor : Michael M. Artizo, PhD.

Subject : Prof. Ed. 102 – The Teaching Profession
A.Y. 2021-2022 : First Semester

CHAPTER 1: YOU, THE TEACHER, AS A PERSON IN SOCIETY

Learning Objectives:
At the end of the chapter, students are expected to:

1. summarize at least seven (7) philosophies of education and draw their implications to
teaching-learning.
2. formulate their own philosophy of education
3. discuss and internalize the foundational principles of morality.
4. accept continuing values formation as an integral part of their personal and
professional life.
5. clarify if they truly value teaching.
6. explain teaching as vocation, mission and profession.
7. embrace teaching as a vocation, mission and profession.

Learning Concepts:

Lesson 4: Values Formation and You

There are two varied answers to the question, depending on the camp where you belong.
If you belong to the idealist group, there are unchanging and universal 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. These are called transcendent values,
transcendent because they are beyond changing times, beyond space and people They remain to
be a value even if no one values them. They are accepted as value everywhere. On the other
hand, the relativists claim that there are no universal and unchanging values. They assert that
values are dependent on time and place. The values that our forefathers believed in are not
necessarily the right values for the present. What the British consider as values are not
necessarily values by Filipinos.

In this Lesson, our discussion on values formation is based on the premise that there are
transcendent values. Most Filipinos, if not all, believe in a transcendent being whom we call by
different names Bathala, Apo Dios, Kabunian, Allah, and the like.

Values are taught and caught

Are values caught or taught? Our position is that values are both taught and caught. If
they are not taught because they are merely caught, then there is even no point in proceeding to
write and discuss your values formation as a teacher here! Values are also caught. We may not
be able to hear our father’s advice “Do not smoke” because what he does (he himself smokes)
speaks louder than what he says. The living examples of good men and women at home, school
have far greater influence on our value formation that those well-prepared lectures on values
excellently delivered by experts who may sound like “empty gongs and clanging cymbals.”
Values have cognitive, affective and behavioral dimensions

Values have cognitive dimension. We must understand the values that we want to
acquire. We need to know why we have to value such. This is the heart of conversion and values
formation we need to know to live by that value. These are the concepts that ought to be taught.

Values are in the effective domain of objectives. In themselves they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be honest.
One has to feel something toward honesty, be moved toward honesty as preferable to
dishonesty.” (Aquino, 1990)

Values also have a behavioral dimension. In fact, living by the value is the true acid test
if we really value like honesty.

Values formation includes formation in the cognitive, affective and behavioral aspects

Your values formation as teachers will necessarily include the three dimension. You have
to grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of
value experiences in life.” (Aquino, 1990) you have to be open and attentive to your value
lessons in Ethics and for those in sectarian schools, Ethics and Religious Education. Take active
part in values sessions like fellowship, recollections organized by your church group or
association. Since values are also caught, help yourself by reading the biographies of heroes,
great teachers and saints (for the Catholics) and other inspirational books. (It is observed that less
and less teachers read printed materials other than their textbooks.) Your lesson in history,
religion, and literature replete with opportunities for inspiring ideals. Associate with model
teachers. If possible, avoid the “yeast” of those who will not exert a very good influence. Take
the sound advice from Desiderata: “Avoid loud and aggressive persons; they are vexation to the
spirit.” Join community immersion where you can be exposed to people from various walks of
life. These will broaden your horizon, increase your tolerance level, and sanitize you to life
values. These will help you to “fly high” and “see far” to borrow the words of Richard Bach in
his book, Jonathan Livingstone Seagull.

Value Formation is a training of the intellect and will

Your value formation in essence is a training of your intellect and will, your cognitive
and rational appetitive powers, respectively. Your intellect discerns a value and presents it to the
will as a right or wrong value. Your will wills to act on the right value and will to avoid the
wrong value presented by your intellect. As described by St. Thomas Aquinas. “The intellect
proposes and the will dispose”.

How can you will be trained to desire strongly the desirable and act on it? William Kelly
explains it very simply:

Training of the will must be essentially self-training. The habit of yielding

to impulse results in the enfeeblement of self-control. The power of inhibiting
urgent desires, of concentrating attention on more remote good, of reinforcing
the higher but less urgent motives undergoes a kind of atrophy through disuse.
Habitually yielding to any vice, while it does not lessen man’s responsibility, does
diminish his ability to resist temptation. Likewise, the more frequently man
restrains impulse, checks inclination, persists against temptation, and steadily
aims at virtuous living, the more does he increase his self-control, and therefore,
his freedom. To have a strong will means to have control of the will, to be able to
direct it despite all country impulses.
Values versus vicious life and their effect on the will

In short, 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. WARNING: Then
NEVER to give way to a vice! Instead develop worthwhile hobbies. Cultivate good habits.

A virtue is no other than a good habit. You get so used to doing good that you will be
stronger to resist evil. So, START and CONTINUE doing and being good!

Max Scheler’s hierarchy of values

Max Scheler outlined a hierarchy of values. Our hierarchy of values is shown in our
preferences and decisions. Aquino (1990) presents Scheler’s hierarchy of values arranged from
the lowest to the highest as shown below:

Pleasure Values - the pleasant against the unpleasant

- the agreeable against the disagreeable
 sensual feelings
 experiences of pleasure or plain

Vital Values - values pertaining to the well being either of the

individual or of the community

 health
 vitality
- values of vital feelings
 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 objectives”

 belief
 adoration
 bliss

Values clarification

The advocates of value clarification assert that we must clarify what we really value. The
term value is reserved for those “individual beliefs, attitudes and activities … that satisfy the
following criteria: 1) freely chosen; 2) chosen from among alternatives; 3) chosen after due
reflection; 4) prized and cherished; 5) publicly affirmed; 6) incorporated into actual behavior;
and 7) acted upon repeatedly in one’s life.
Activity 1: Answer the following questions.

1. Do we have such a thing as unchanging values in these changing times?

Yes everyone has it but not everyone carries it with them.
2. Should values be taught? Why?
Yes, values must be taught because if we don’t have that we won’t be able to
communicate to other people nicely.
3. What are the three dimensions of value and value formation? Explain each.
Cognitive Dimension-Mental understanding and readiness.We must understand the value
that we want to acquire. Weneed to know why we have to value such. We need to
knowhow to live by that value.
Affective Dimension -Experience toward. One has to feelsomething about that value.
Behavioral dimension -Living by the value is the true acid test if we really value a value.
4. Based on Scheler’s hierarchy of values, what is a life well lived?
A life we live is one that observe subordination of values in accordance with scheler’s
Hierarchy of value.
5. According to advocates of value clarification, how can you .test if a value is really
your value?
I can test if a value by asking the following questions,
 Did I choose freely?
 Did I choose it from among alternative?
 Did I choose it after though full consideration of the consequences of your
choices?
 Do I act on it?
 Do I cherish it?
 Do I affirm it publicly?.

Activity 2:

A. Do as directed.

1. Present Scheler’s hierarchy of value by means of an appropriate graphic organizer.

Each level of values must be explained and must be given an example.
In accordance with the above principles, Scheler classified the values into the following
four categories(from the bottom to the top);
(1) the value of pleasure and displeasure(the emotional value),
(2) the value of the sense of life(and welfare as a subsidiary value to it),
(3) the mental value(perception, beauty, .

2. In the modern parable “The Little Prince” written by Antonie Exupery, the Little Prince
in his visit to one planet, met an alcoholic. The following was their conversation:

Little Prince: “What are you doing?”

The alcoholic: “I am Drinking!”
Little Prince: “Why are you drinking?”
Alcoholic: “To forget!”
 Little Prince: “To forget what?”
Alcoholic: “That I am a drunkard!”

Based on the above conversation, is the alcoholic (or any alcoholic for that
matter) happy for being one? What lessons can you learn from the life of an alcoholic or
of gambler?

Evaluation

Make a portfolio using A4 bond paper. Your portfolio must contain of at least
three (3) pictures of men or women whose lives were oriented toward the values of the
spirit and/or the values of the Holy. Indicate also their stories how they become holy or
great. The objectives of the portfolio is to prove to every viewer/reader that those who
live beyond pleasure values and vital values are those who are great in the eyes of their
fellow men and of God (for those who believe). Be creative in doing this activity!
Lesson 5: Teaching as Your Vocation, Mission and Profession

Etymology of the word “vocation”

Vocation comes from the Latin word “vocare” which means to call. Based on the
etymology of the word, vocation, therefore, means a call. If there is a call, there must be a caller
and someone who is called. There must also be a response. For Christians, the Caller is God
Himself. For our brother and sister Muslims, Allah. Believers in the Supreme being will look at
this voiceless call to have a vertical dimension. For non-believers, the call is also experienced but
this may viewed solely along a horizontal dimension. It is like man calling another man, never a
Superior being calling man.

Teaching as your vocation

The fact that you are now in College of Teacher Education signifies that you positively
responded to the call to teach. Right? May this YES response remain a YES and become even
firmer through the years. Can you believe it? Better believe it!

Etymology of the word “mission”

Teaching is also a mission. The word mission comes from the Latin word “misio” which
means “to send”. You are called to be a teacher and you are sent into the world to accomplish a
mission, to teach.

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If it is your
assigned task then naturally you’ve got to prepare yourself for it. From now on you cannot take
your studies for granted! Your four years of pre-service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. You have embarked in a mission
that calls for a continuing professional education. As the saying goes “once a teacher, forever a
student.”

` What exactly is the mission to teach? Is it merely to teach the child the fundamental skills
or basic r’s of reading, ‘riting, ‘rithmetic, and right conduct? Is it help the child master the basic
skills so s/he can continue acquiring higher-level skills in order to become a productive member
of society?

Teaching: Mission and/or Job?

If you are doing it only because you are paid for it, it’s a job;
If you are doing it not only for the pay but also for service,
it’s a mission.

If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.

If you teach because it does not interfere with your other activities,
it’s a job;

If you are committed to teaching even if it means letting go of other

activities, it’s a mission.

If you quit because no one praises or thanks you for what you do,
 it’s a job.
If you remain teaching even through nobody recognizes your efforts,
it’s a mission.

It’s hard to get excited about a teaching job;

It’s also impossible not to get excited about a mission.

If our concern is success, it’s a job;

If our concern is success plus faithfulness, it’s 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.

*Adapted from Ministry or Job by Ann Sandberg

The elements of a profession

Teaching like engineering, nursing, accounting and the like is profession. A teacher, like
a engineer, a nurse and an accountant, is a professional. What are the distinguishing marks of
professional teacher? Former Chairperson of the Professional Regulation Commission, Hon.
Hermogenes P. Pobre in his pithy address in a national convention of educator remarked: “The
term professional is one of the most exalted in the English language, denoting as it does, long
and arduous years of preparation, a striving for excellence, a dedication to the public interest,
and commitment to moral and ethical values.”

Teaching as your profession

If you take teaching as your profession, this means that you must be willing to go through
a long period of preparation and a continuing professional development. You must strive for
excellence, commit yourself to moral, ethical and religious values and dedicate yourself to public
service.

The “pwede na” mentality vs. excellence

The “striving for excellence” as another element of a profession brings us to our “pwede
na” mentality, which is inimical to excellence. This mentality is expressed in other ways like
“talagang ganyan ‘yan”, “wala na tayong magagawa”, - all indicators of defeatism and
resignation to mediocrity. If we stick to this complacent mentality, excellence eludes us.

Teaching and a life of meaning

Teaching may not be a lucrative position. It cannot guarantee financially security. It

even means investing your person time, energy, and resources. Sometimes it means
disappointments, heartaches, and points. 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.
Activity 1: Video Presentation

Interview model teachers in your community identified by school principals/

superintendent/ PTCAs. Make a 3-minute video clip showcasing their work and life as model
teachers.

Content of a video clip:

- Introduce the Name and some personal information

- Accomplishments as teacher
- Problems encountered in teaching and solutions made
- Best Practices as teacher to teach the learners
- Projects and programs implemented in school and in the community
- Organizations participated

Activity 2: An assumption.

Direction: Imagine that you are now a public school teacher and after two weeks the classes will
start, therefore you will be preparing everything you need to ensure a good start of your teaching
job. Present your preparation in a picto-narrative – picture with an annotation/caption. One bond
paper contains two pictures with annotation. Consider the given sequence to visualize your
preparation.

- Attending Brigada Eskwela/Pintakasi

- Personal grooming as a teacher
- Front of your classroom
- Classroom arrangement (inside)
- During teaching and working with children
- Attending meeting and professional gatherings with fellow teachers
- Professional advancement (enrolling master’s and doctoral programs)
- Facilitating PTA Meeting
- Doing home visitation of learners
- Joining community activities

Submitted by:

___________________________
Student