MODULE 2: PHILOSOPHICAL ORIENTATIONS OF TEACHING

PROFESSION

Lesson 3: Our Philosophical Heritage:

PHILOSOPHIES OF EDUCATION

Learning Objectives:
At the end of this lesson, you will be able to:
1. Explain the importance of the philosophical orientation of teachers in
teaching and learning
2. Draw implications of the different philosophies of education in the teaching
behavior and teaching practices;
3. Distinguish content-centered philosophies from learner-centered
philosophies and cite philosophical orientations under each;
4. Discuss the advantages and disadvantages of each of the philosophical
orientations
Introduction:
We are heirs to a rich philosophical heritage. Passed on to us are a number of
philosophies of various thinkers who lived before us. Thus, all professions are grounded
on a certain philosophical underpinning. Teaching as a profession is not an exemption.
The philosophy of teachers reflects their life experiences, common beliefs, social and
economic background, and educational attainment. For every action and behavior of
teachers, there is a philosophy that they believe and uphold in life.
Philosophy Defined
Philosophy comes from the Greek words “philos” meaning
“love” and “sophy” meaning wisdom. Literally, philosophy is love of
wisdom. Philosophy has numerous definitions. It can be defined as
the “investigation of causes and laws underlying reality” and “inquiry
into the nature of things based on logical reasoning rather than
empirical methods.” Philosophies form the root for understanding the
purposes of education and the theories about what should be taught and how students
learn.

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History of Philosophy
The birthplace of philosophy was the seaport town of Miletus, located across the
sea from Athens, on the western part of Iona in Asia Minor, and for this reason, the first
philosophers were called Milesians or Ionians. It is wealth made possible the leisure,
without which the life of art and philosophy could hardly develop and the
broadmindedness and inquisitiveness of its people created a congenial atmosphere for
the intellectual activity that was to become philosophy.

Philosophy of Education
What is a philosophy of education? A philosophy of education
is a point of view that provides a logical, rational, and valid basis for
educational effort and criteria for the selection of sound educational
practice. Philosophy of education is the perspective or orientation of
teachers in their teaching profession. A perspective is a frame of
mind and it relies on where one’s eyes of thoughts are focused on. The following are
definitions of philosophy of education:
1. Philosophy of education refers to the wide range of application of various
philosophical ideas and methods in addressing educational issues, problems and
concerns
2. Philosophy of education is regarded as an applied philosophy as it promotes a
specific type or vision of education, and examines the definition, goals and
meaning of education
3. Philosophy of education is a system of rationally supported assumptions and
beliefs about education. It uses traditional philosophical concepts and methods to
show how children’s experiences, if organized in accordance with certain
assumptions, will result in the achievement of what may be considered the good
life.

Importance of Philosophy of Education in the Teaching Profession

Philosophy of education has an important role to play in preparing pre-service
teachers, teachers and school administrators.
1. It is essential in the training of future teachers and in-service teachers. Future
teachers are enlightened on the thing they need to do when they become teachers. This
will also determine the how’s and why’s of their profession.
2. It is the guide for teachers to plan their teaching. Teachers believe that learners
should be filled with information and capable of generating their own ideas and
knowledge through experience and social interaction.

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 3. It helps teachers to develop their own philosophical perspective on education.
Teachers should have a sound philosophical perspective that help them see the
relationship of the components of education: the learners, the curriculum, aims and
goals.
Differences Between “Philosophies” and “Theories” of Education
The general philosophies of education has a link to the theories of education.
The philosophy of realism closely relates to the theories of perennialism and
essentialism and aspects of progressivism develop from pragmatism. To make your
own philosophy of education, you need to contemplate and use philosophy’s
terminology.

Traditional Philosophies of Education

Traditional philosophies are known as the major schools of philosophy. These
philosophies were broad perspectives and belief systems used to answer numerous
questions about life. These philosophies can be categorized as either content-centered
or learner-centered. Categorically, idealism and realism are content-centered
philosophies. Progressivism and existentialism are learner-centered philosophies.
Content-centered philosophy puts emphasis on the social goals that are
external to the individual. Because it is subject-focused curriculum, it is academic and
theoretical orientation. Learner-centered emphasizes on the nature of learners to be
taught. It proposes a lifelong learning. Its curriculum is open ended and based on the
learner’s interest, motivation, abilities and choices.

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 Thus the following are the traditional philosophies presented in the educational
context because they have wide-ranging implications to teaching and learning.
PHILOSOPHY METAPHYSICS EPISTEMOLOGY AXIOLOGY EDUCATONAL PROPONENTS
IMPLICATIONS
Idealism Reality os Knowing is the Values are A subject- Emerson
spiritual or intuitive recall of universal, matter Froebel
mental and ideas absolute, curriculum Hegel
unchanging and that Plato
eternal emphasizes
the
cultures’s
great and
enduring
ideas
Realism Reality is Knowing consist Values are A subject- Aquinas
objective and of absolute matter Aristotle
exists conceptualization and curriculum Broudy
independently based on eternal, that Maritain
of us, but we sensation and based on emphasizes Pestalozzi
can know it abstraction universal the arts,
natural humanities
laws. an sciences
Pragmatism Rejects Knowing results Values are Instruction Childs
(experimentalism) metaphysics, from situational that uses Dewey
asserting that experiencing, and the James
hypotheses testing ideas by culturally scientific Peirce
about reality acting on them relative method to
are based on and using the solve
experience, scientific method problems
the
individual’s
interaction
with a
changing
environment
Existentialism Discounts Our knowing Values are Classroom Kierkegaard
metaphysics, comes from to be dialogues to Sartre
arguing that naming personal freely stimulate Marcel
our beliefs choices chosen by awareness Morris
about reality the person that each
are person
subjective, creates a
with self-concept
existence through
preceding significant
essence choices

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 Idealism can be divided into three categories: classical, religious and modern.
Classical idealism, the philosophy of the Greek Socrates and Plato, searches for an
absolute truth. Religious idealism tries to reconcile God and humanity. Modern idealism,
stemming from the ideas of Descartes, links perception and existence. This is
considered as the oldest philosophy, idealism started during the time of Plato in ancient
Greece. Other famous idealist philosophers include Hegel, Descartes, Kant, Emerson,
and Thoreau.
Idealism is a system of thought that emphasizes the importance of mind, soul or
spirit. Truth is to be found in consistency of ideas. Goodness is an ideal state,
something to be strived for. It also believes in refined wisdom. It is based on the view
that reality is a world within a person’s mind. It believes that truth is in the consistency of
ideas and that goodness is an ideal state to strive to attain.
In teaching, Socratic Method is the strategy in bringing ideas to the learner, in
which teacher can stimulate the learner’s awareness of ideas by asking leading
questions. Another important aspect of idealist methodology is the role of imitation. Its
subject matter-based curriculum emphasizes the great enduring ideas of culture.
As a result, schools exist to sharpen the mind and intellectual processes.
Students are taught the wisdom of past heroes.
Realism, the school of thought founded by Aristotle, believes that the world of
matter is separate from human perceptions. Modern realist thought has led to the “blank
slate” notion if human capabilities. It is based on the view that reality is what we
observe. It believes that truth Is what we observe and that goodness is found in the
order of the laws of nature.
For realists, societies have established schools to provide students with
knowledge about the objective of the world. On the other hand, the role of the school is
primarily academic. In order to perform their educational responsibility, realist teacher
need to be knowledgeable in the content of their subject. In addition, the realist teacher
should have a general education in the liberal arts and sciences - a background that will
enable the teacher to demonstrate relationship between her area of expertise and other
subject matter. Realist teachers may employ a wide repertoire of methods, such as the
lectures, discussions, demonstrations or experiments. Mastery of content is most
important and methodology is a necessary but subordinate means to reach that goal.
As a result, school exist to reveal the order of the world and the universe.
Students taught factual information.
Pragmatism believes that we should select the ideas, actions and
consequences with the most desirable outcome, as well as learning from previous
experiences to achieve desirable consequences. John Dewey’s Experimentalism
brought the scientific method of inductive reasoning to the educational sphere. Among
its founders were Charles S. Pierce, William James, George Herbert Mead and John

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Dewey. This philosophy was very much related to experimentalism which is based on
the scientific investigation. Dewey stressed the process of problem solving. For Dewey,
the total development of the child comes through experiencing, or through self-activity
or “learning by doing”. He believed that the student must be made as the center of the
educative process, because education is the construction of human experience.
It is said that pragmatist teachers are more concerned with the process of solving
problem intelligently. They guide learning by acting as facilitators of the student’s
research and activities. They seek to encourage both cultural diversity and
commonalities. For students in a pragmatist classroom, the main objective is to share
the experience of applying scientific method to a full range of personal and intellectual
problems.
As a result, school exist to discover and expand the society we live in. Students
study social experiences and solve problems.
Post modernism and existentialism focus on intricate readings of texts and
social and political conventions, examining existing structures for flaws. Essentially, they
focus heavily on the present and understanding life as we know it.
Existentialism representing both a feeling of desperation and a spirit of hope,
examines life in a very personal way. An existentialist education encourages deep
personal reflection on one’s identity, commitment and choices. Existentialist author Jean
Paul Satre stated that “existence precedes essence”. This means that human beings
enter the world without being consulted. They possess volition or will, which gives them
the freedom to make choices and to create their own purposes of existence
An existentialist teacher would encourage students to philosophize, question and
participates in dialogue both the meaning of life, love and health. The answers to these
queries would be personal and subjective, and not measurable by standardized tests.
For the existentialist, the school is where individuals meet to pursue discussion about
their own lives and choices.

Apprentice Desk 2.1.

 In a conversation, you overheard the vice president telling the deans,
“Reduce the number of days for the intramurals. Instead of sportive
activities, give your learners more reading materials and provide them
more intellectual activities to cultivate the power of their minds”. Can we
consider the vice president as an idealist? Why?

 The guest speaker during the Science and Technology Celebration

remarked, ”In the 21st century, the most valuable education is that which
helps human beings to explore the world, discover nature and understand
the universal order.” Is this more of realism or idealism? Why?

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Theories of Education (Educational Philosophies)
These came from the traditional philosophies. Most of them have the elements of
traditional philosophies. The major philosophies of education can be broken down into
three main types: teacher-centered philosophies, student-centered philosophies and
society-centered philosophies. Perennialism and essentialism have the elements of
idealism and realism. There are two (2) reasons: they use teacher and subject –
centered approach in learning and the other is that they believe that realities in this
world are absolute and unchanging.
Essentialism is currently the leading style of public education in the United
States. It is the teaching of basic skills that have been proven over time to be needed in
society. This philosophy contends that teachers teach for learners to acquire basic
knowledge, skills and values. Teachers teach not to shape the society but to transmit
the traditional moral values and intellectual knowledge that students need to become
model citizens.
Essentialist programs emphasis is on academic content for students to learn the
basic skills or the fundamental R’s - reading, ‘riting, ‘rithmetic and right conduct are the
most important skills needed in preparation for adult life. Its curriculum includes the
traditional disciplines such as mathematics, natural science, history, foreign language
and literature.
Essentialist teachers emphasize mastery of subject matter. They are expected to
be intellectual and moral models of their students. They are the “fountain” of
information and as “paragon of virtue”. for mastery of subject, teachers rely on the use
of textbooks, the drill method and other methods that will enable them to cover
academic content like lecture method.
Perennialism focuses on the teaching of great works. Educators who identify
themselves as perennialists advocate a curriculum of timeless values and knowledge. It
is also their belief that nature including human nature, is constant. Perennialists have
roots in both idealism and realism (Jacobsen, 1999).
The roots of perennialism lie in the philosophy of Plato, Aristotle and to some
extent, that of St. Thomas Aquinas. They view education as a recurring process based
on eternal truths, thus, the school’s curriculum should emphasize the recurrent themes
of human life. The curriculum of a perennialist’s education would be subject-centered.
They suggest that the means to attaining this enduring knowledge is through the study
of the great books of Western Civilization. The method of study would be the reading
and discussion of these great works which discipline the mind. Their primary concern
with the importance of mastery of the content and development of reasoning skills.
In here the teacher must be the one who has mastered discipline in guiding truth
and who is beyond reproach. They are to be viewed as authority and his expertise is not
to be questioned. In other words, teachers are the main actors on the stage.

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 Progressivism and social reconstructionism reflect the elements of
pragmatism and existentialism because of their learner focused and flexible approach to
teaching and learning. They also believe that realities are not fixed and absolute and
therefore subject to change.
There are three types of student-centered philosophies of education.
Progressivism focuses on developing the student’s moral compass. Humanism is
about fostering each student to his or her fullest potential. Constructivism focuses on
using education to shape a student’s world view.
Progressivism philosophy is associated with John Dewey’s pedagogic theory,
based on pragmatism. It views all learning should focus on the child’s interest and
needs. They believe that individuality, progress and change are fundamental to one’s
education. They also believe that education should focus on the whole student, rather
than on the content or the teacher. They emphasize on group activity and group
problem solving so that the students learn through cooperative learning strategies.
This philosophy stresses that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arises through
experiencing the world.
There are two types of socially-centered philosophies of education. These are
Social Reconstructionism, the perspective that education is the means to solve
problem and Behaviorism focuses on cultivating behaviors that are beneficial to
society.
Social Reconstructionism looks to construct society by integrating
technological and scientific developments with those parts of the culture that remain
viable. This is a philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy. They focus on a curriculum
that highlights social reform as the aim of education. Theodore Brameld was the
founder of social reconstructionism.
For social reconstructionists and critical theorists, curriculum focuses on student
experience and taking social action on real problems.
Theory Aim Curriculum Educational Propoenents
Implications
Perrennialism (rooted in To transmit Fundamental Instruction that Hutchins
realism) universal and skills, the features Adler
enduring liberal arts and transmission, Maritain
truth and sciences, the discussion and
values great books of reflection on
Western enduring truths
Civilizatiosn and values
Essentialism (rooted in To develop Basic skills, To prepare Bagley
ideaslism and realism) basic skills of essential competent and Bestor
literacy, subject matter skilled Hirsch

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 numeracy – history, individuals for
and subject – mathematics, the competitive
global
matter language,
economy
knowledge science,
computer
literacy
Progressivism (rooted in To educate Activities and Instruction that Dewey
pragmatism) individuals projects features Kilpatrick
according to problem Parker
their interests solving and Johnson
and needs collaborative
learning;
teacher acts as
a facilitator
Social To change Socio- Focus on Brameld
Reconstructionism(rooted society so as economic and social conflicts, Counts
from pragmatism and to build a political empowerment Stanley
existentialism) new social problems and social Rugg
order that justice
responds to
the needs of
the people

Apprentice Desk 2.2.

 The Philippine government uses the school as an instrument to
indoctrinate the Filipino people to the ideals of democracy. To do this, it
incorporates the study of the time-honored books of Dr. Jose Rizal
specifically the Noli Me Tangere and El Filibusterismo in the school
curriculum. Can you consider the government to be perennialist in this
case? Why?

 John Dewey said, “if we teach today’s learners as we taught yesterday’s

we rob them of tomorrow.” Does this cliché make Dewey an advocate of
progressivism? Why?

SYNAPSE STRENGTHENERS:
1. Read Section 5 of RA 10533, The Enhanced Basic Education Act pf 2013, on
which philosophies of education is the K to 12 curriculum anchored?

2. Read excerpts from RA 8980, on which philosophies of education is ECCD

anchored?

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SUMMARY:
This lesson presents the philosophical orientations of teachers in the
practice of their profession. It provides an opportunity for the pre-service
teachers to reflect on their philosophical orientations as future teachers.
It has been discussed that all professions are grounded on certain
philosophical underpinning. The philosophy of teachers reflects their life
experiences, beliefs, social, economic and educational background. The philosophy
of education answers numerous questions about the purpose of education, the
teacher’s role, the topics to be taught and the methods to be used. It is a fact that
every school and every educator have a set of beliefs.
The four (4) traditional philosophies of education are idealism, realism,
pragmatism and existentialism are useful in the teaching profession. These can be
categorized as either content-centered or learner-centered philosophies. Idealism and
realism are considered content-centered philosophy while progressivism and
existentialism are learner-centered philosophy.
Different philosophies of education have differing aims of education,
educational methods and curricular emphases. They also differ in the role of the
teachers and learners in the classroom. Also, they differ in assessing the learning of
learners and the kind of classroom atmosphere they create in school.

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 Lesson 4: Formulating My Philosophy of
Education

Learning Objective:
At the end of the lesson, you will be able to:
1. Construct a one-to-two page “My Teaching Philosophy”

Introduction:
You have been familiar with various
philosophies. With which do you identify yourself?
What is your personal philosophy if education?
This is your “window” to the world and “compass”
in life. Hence, it is better to put your philosophy of
education into writing. Your philosophy of
education is revealed in your dealings with the
students, colleagues, parents and administrators.
Your attitude towards problems and life as a
whole has an underlying philosophy.
As a teacher you have a remarkable power and make a difference in the life of
the young learners. Your philosophy of education must spell out very clearly what you
know and how you should teach, how you should relate to your students to make a
difference.

Formulating Your Philosophy of Education

A philosophy of education includes concept aout the
human person, the learner in particular and the educated
person. This is also about what is true and good and therefore
must be taught. And lastly, how a learner must be taught in
order to come close to the truth. Your philosophy should give
direction on what you should do and be to your students to be
an agent of change.

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Structure of a Teaching Philosophy
Unlike other kinds of writing, educational statements are frequently written in the
first person because these are personal essays on your chosen profession. In general,
they should be one to two pages long, though they can be longer of you had an
extensive career. Like other essays, a good educational philosophy should have an
introduction, a body and a conclusion. A sample structure might look like this:
Introduction: use this paragraph to describe your views on teaching in a general
sense.
Body: use the following three to five paragraphs (or more, if needed) to elaborate
on your introductory statement.
Conclusion: go beyond simply restating your educational philosophy in your
closing. Instead, talk about your goals as a teacher, how you have been able to meet
them in the past, and talk about how you can build on these future challenges.

Tips for Writing an Educational Philosophy

As with any writing, take time to outline your ideas before you begin. The
following tips can help you craft your teaching philosophy statement:
 Brainstorm about your educational philosophy and your views of education,
making notes on those principles you value most. This can help you articulate
your philosophy as you organize your essay.
 Demonstrate how you have put your educational philosophy into practice in the
classroom by citing specific examples and outcomes with students, parents, or
fellow teachers and administrators.
 Reflect on your experience over your career. How has your teaching philosophy
changed over time? What opportunities and challenges lie ahead, and how do
you intend to meet them?
Finally, do not forget to talk to your peers in the field. How did they craft their
essays? Consulting a few sample essays can help as you begin writing your own.

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 Activity: Let’s Read These
Here is a sample of a philosophy of education.
Study the example of Teacher Macrina’s Philosophy of Education given below.
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/her environment
 Is unique, 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 modeling, value inculcation and
value integration in my lessons.
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 himself/herself through
his/her 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/her basic skills to continue acquiring knowledge, skills and values for
him/her to go beyond basic literacy and basic numeracy
 Inculcating or integrating he unchanging values of respect, honesty, love
and care for other 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 through “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
 Teaching not only what to learn but more important how to learn

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 ANALYSIS: Let’s Analyze
Analyze the given example, then answer the following questions:
1. Which of the philosophies studied in Lesson 3 are reflected in the given
philosophy?
2. What are Teacher Macrina’s concept/s of the learner?
3. Who, according to Teacher Macrina’s philosophy, is the good and
educated person?
4. What is the teacher’ concept on values?
5. What does Teacher Macrina believe to be her primary task?
6. Do her concepts of the learner and the educated person match with how
she will go about her task of facilitating every child’s full development?
7. You notice that the Teacher Macrina’s thought on the learner values and
method of teaching begins with the phrase “I believe”. Will it make a difference if she
writes her philosophy of education in paragraph form using the third person pronoun?
8. Why is one’s philosophy of education said to be one’s “window” to the
world or “compass” in life?

SYNAPSE STRENGTHENERS:
1. What are the consequences of the absence of a teacher’s lack of a clear
philosophy of education?
2. Read the quote, “The unexamined life is not worth living” – Socrates. How does
the quote relate to a teacher formulating his/her philosophy of education?
3. Print your philosophy of education and put it in a special place on your working
table. This should serve as an everyday reminder of what you should be and what you
should do as a teacher?

REFLECTION

Reflect on you newly formulated philosophy of education. How can you be true to
your philosophy of education?

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SUMMARY:
It is important that you make clear philosophy of education.
Philosophy of education is the “window” to the world and “compass” in
life. It is your own thought and formulation, it is best to state in the
concrete because this is your blue print.

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Name: ____________________________ Date: ____________________
Year & Section:____________________ Score: ___________________

PERFORMANCE TASK 2
MY TEACHING PHILOSOPHY
Directions: Create your own Teaching Philosophy. Your teaching philosophy is a one
to two-page document which contains the expression and synthesis of your
experiences, your values and pedagogical methods. It should answer the following
essential questions as suggested by The Teaching Center, Washington University in St.
Louis (2014). (By the way, when you apply for a teaching job at the Department f
Education, you will be asked to write your own philosophy of education.)
a. Why do you teach? – what it is that you can accomplish in teaching that
you find particularly valuable and worthwhile? Why are you drawn to the
reward and challenges of teaching?

b. What do you teach? – what are the essential topics you are prepared to
teach? What are your objectives for the learner learning? Why are these
objectives important? What must learners gain from what you teach?

c. How do you teach? – what teaching methods and strategies do you use
to meet your objectives? What kind of assignments and assessments do
you use? Why? Hw do you take into account differences among learners?
How do you approach teaching learners of mental abilities and levels of
interest in the topic? Do you use instructional technology? If so, why and
how?

d. How do you measure your effectiveness? – how do you know whether

you are meeting your objectives? How can you tell if your learners are
learning? How do you use learner evaluations to develop new strategies
for engaging learner participation or to meet other objectives?

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