Our Lady of Lourdes College Foundation

Daet, Camarines Norte

1st Semester SY 2021-2022

(EUC 16 -THE TEACHNG PROFESSION)

Name:_______________________ Section :: ________________________

INTRODUCTION
MODULE 1: Your Philosophical Heritage
Prelim| Week 1
Determining one's educational philosophy may be quite confusing, but there are categories of
Philosophy that one can fall into. Philosophy is defined as mother of all sciences for it is a quest to know
the truth based on logical reasoning aside from the observation of one's nature. Philosophies vary in
different Period or era with that fact that there is ancient, medieval, renaissance period, modern and
oriental Philosophies.
A teacher can have many philosophies but there is always a dominant philosophy for them. Even if the
Philosophies are different from each other, it still has similarities.

I.LEARNING OBJECTIVES

1. Explain how the philosophies help a teacher in the classroom management.

2. Differentiate the seven Philosophies of Education
3. Reflect on the importance of the Philosophies of Education

II.LEARNING CONTENT

A. Topic Discussions
Philosophies of Education
1. Essentialism
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.
2. Progressivism
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 problem-solving method makes use of the scientific method.

3. Perennialism
Perennialist classroom are "centered around teachers" .The teachers do not allow the students
interests or experiences to substantially 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 students mind.

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 a repository of
knowledge and wisdom, a tradition of culture which must initiate each generation"

4. Existentialism
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.
"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, teacher remains non- judgmental and take care not to impose their values
on their students since values are personal"

5. Behaviorism
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 learner's attention. They ought
to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative
ones. 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 formation ,reflecting on the
same, making meaning out of them, drawing insights, posing questions, researching and constructing
new knowledge out of these bits of information Iearned.

6. Linguistic philosophy
The most effective way to teach language communication is the experiential way. Make them
experience sending and receiving messages through verbal, nonverbal and paraverbal 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 students because in the exchange of words there is also an
exchange of ideas.
Learners should be taught to communicate clearly how to send clear, concise messages and how
to receive and correctly understand messages sent. Communication take place in 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.

7.Constructivism
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 teachers and learners. The teacher's role is to facilitate this process.

Output:

Research on the following Philosophies of Education and how these different concepts of Philosophies
apply in a classroom setting. Cite a scenario.

1. Empiricism
2. Epicureanism
3. Rosseau”s Philosophy
4. Logical positivism
5. Confucianism
6. Linguistic Philosophy
7. Constructivism

Answer the following questions briefly .

1. What is life
2. Who am I
3. Why am I here?
4. What am I living for?
5. What is reality?