E-EDUC214

The Teaching Profession

Module 4
The Teacher and the
Philosophical Foundations of Education

DR. OLIVIA M. LEGASPI

Module Writer
Professional Education Department
College of Education
De La Salle University - Dasmariñas

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 MODULE OVERVIEW
This will introduce you to the different
philosophies that shaped the educational
practices and policies in the schools throughout
the world.

COURSE LEARNING OUTCOMES

CLO3: Demonstrate understanding of the historical, legal,
and philosophical foundations of education.
CLO4: Articulate a personal philosophy of teaching that is
learner-centered which will serve as their guide in the
performance of their professional role as teachers.

TOPIC LEARNING OUTCOMES

TLO8: Compare and contrast the different educational
philosophies.
TLO9: Create their own philosophy of teaching/
education.

MODULE OBJECTIVES
MO1: Summarize the main points of each
philosophy as it affects school
practices.
MO2: Relate their teaching beliefs with the
given educational philosophies.
MO3: Identify their main reason for teaching
that will be the basis of their personal
teaching philosophy.

All the images used in this module were taken from www.bing.com.

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 TABLE OF CONTENTS

Module Overview ………………………… 2

Gospel Reading …………………………… 4

ntroduction ………....……………………. 5

iscussion …………………………………. 6

laboration/Exploration ………………. 17

pplication ………………………………... 18

References ……………………….………… 19

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 GOSPEL READING

Let us remember that we are in the holy presence of God.

In the name of the Father, and of the Son, and of the Holy Spirit. AMEN.

Our gospel for the day (18 October 2021) is taken from the book of Luke 10:1-9.

1 After this the Lord appointed seventy others, and sent them on ahead of him, two by two,
into every town and place where he himself was about to come.
2 And he said to them, "The harvest is plentiful, but the laborers are few; pray therefore the
Lord of the harvest to send out laborers into his harvest.
3 Go your way; behold, I send you out as lambs in the midst of wolves.
4 Carry no purse, no bag, no sandals; and salute no one on the road.
5 Whatever house you enter, first say, `Peace be to this house!'
6 And if a son of peace is there, your peace shall rest upon him; but if not, it shall return to
you.
7 And remain in the same house, eating and drinking what they provide, for the laborer
deserves his wages; do not go from house to house.
8 Whenever you enter a town and they receive you, eat what is set before you;
9 heal the sick in it and say to them, `The kingdom of God has come near to you.'

Let us recite our Lasallian prayer:

I will continue, oh my God, to do all my actions for the love of Thee.

St. John Baptist de la Salle, pray for us.

Live Jesus in our hearts, forever.

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 NTRODUCTION

hat’s your motto about teaching before you enrolled in the College of Education?
Is it still the same now that you are training to be a teacher or are there changes in how you look at
teaching, learning, students, and education as a whole after your initial immersion in the COEd?

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 ISCUSSION

Part 1: Philosophical Foundations of Education

Aside from the historical and legal foundations, the teachers need to be acquainted with the
philosophical foundations of education. This will serve as their basis on why they teach, how to
teach, what to teach, and how to deal with their students.

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According to Lim et al. (2014), teachers need to be guided by a sound philosophy in the practice
of their profession. It is a statement that outlines their view on education and how it is supposed to
be delivered to the learners. Their philosophy of education guides them in reflecting on the
meaning of what they are doing as teachers – why they are teaching and how they are teaching.

They added that the philosophy of education is a set of related beliefs that influence what and how
students are taught. The teachers’ philosophy of education guides their behavior or performance in
the classroom. It reflects their personality and values.

They gave the following guide questions in framing one’s philosophical statement:
1. What is the purpose of education?
2. What content and skills should schools develop?
3. How should schools teach the content of the curriculum?
4. What are the roles of the students and teachers in the teaching-learning process?
5. How should learning be assessed?

There are a lot of philosophies that shaped educational policies and practices.

The discussion on these two philosophies was presented in the books of Lim et al. (2014) and
Tamayao (2019):

IDEALISM
▪ Contends that reality lies in our consciousness or our intellect
▪ Perfect knowledge of the ideal resided outside humans as an Absolute or as God
▪ The spiritual essence or soul is the permanent element of human nature that gives them the
power to think and feel
▪ Envisions schools that are intellectual centers of teaching and learning where teachers guide the
students to realize their intellectual potential and appreciate the finest and enduring
achievement of culture
▪ Believes that what must be taught in schools are the wisdom of the ages and the unchanging
principles of life
▪ The ultimate end of education is to produce persons who must be literate, with sound
reasoning minds, and of good moral character.
▪ Considers Philosophy, Theology and Mathematics as the most important subjects that cultivate
abstract thinking
▪ Believes in the use of Socratic method – asking probing questions to stimulate the
consciousness of students in discovering knowledge, as well as rote memory and lecture-
discussion
▪ Believes that thinking and learning are the processes of bringing latent ideas to consciousness
and logic is encouraged in organizing their lessons
▪ Field trips and sensory experiences have little use in the learning of the students.
▪ Teachers should live exemplary lives and be models for students to imitate.
▪ Teachers are authoritarian and mental disciplinarians, “sages on the stage” serving as
dispensers of knowledge.

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REALISM
▪ Advocates that reality is outside of our minds
▪ The objects we perceive exist independently of the mind – that whether or not we perceive
them, they really exist in the world.
▪ Knowledge can be gained through the senses and from empirical reasoning.
▪ The human mind can know about the real world and that knowledge is a reliable guide to our
behavior.
▪ The purpose of education is to teach students about the world in which they live – human
beings have to investigate and discover the unchanging realities of nature.
▪ The most accurate and efficient way of learning is through the curriculum of organized and
classified subject matter discipline.
▪ Teachers should be equipped with a wide repertoire of methods in teaching to achieve their
goals.
▪ Deductive and inductive logic, as well as the scientific method, are reliable means to discover
knowledge.
▪ Experimentation, drills and exercises are best to be used in the classrooms.
▪ Science and Mathematics are at the heart of the curriculum since they provide insights and
predictions about nature by making calculation and measurement, as well as the shapes and
motions of physical objects.
▪ Vocational subjects are also given the second highest priority since they aim to provide practical
knowledge and skills for work.
▪ The inclusion of non-academic activities interferes with the school’s primary purpose as a
center of disciplined academic inquiry.
▪ Teachers transmit knowledge free from personal biases and subjective views – they use
objective criteria in teaching.

The following seven philosophies were presented in the book of Bilbao et al. (2015 and 2018):

ESSENTIALISM
▪ Holds that our culture has a core of common knowledge that the schools are obligated to
transmit to students in a systematic, disciplined way.
▪ Stresses the essential knowledge and skills that productive members of the society need to
know
▪ Schooling should be practical and provide students with sound instruction that prepares them
to live life.

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▪ Back-to-basics movement
▪ Schools must train students to communicate clearly and logically.
▪ Core skills: reading, writing, computation (’rithmetic), right conduct
▪ The curriculum should emphasize the teaching of facts.
▪ The teacher’s role is to shape children to hold their natural, non-productive instincts in check
until their education has been completed.
▪ Teachers teach so learners can acquire basic knowledge, skills and values.
▪ They transmit the traditional moral values and intellectual knowledge that students need to
become model citizens.
▪ Common subjects taught are math, natural science, history, foreign language, literature.
▪ Teachers emphasize mastery of subject matter.
▪ They serve as fountain of information and paragon of virtues.
▪ Textbooks are prescribed.
▪ Drill method and lecture method are used.
▪ Memorization and discipline are stressed.

PERENNIALISM
▪ Views truth as constant or perennial
▪ Aim of education is to ensure that students acquire knowledge of the unchanging principles or
great ideas
▪ The natural world and human nature have remained basically unchanged over the centuries.
▪ Great ideas continue to have the most potential for solving the problems of any era.
▪ Emphasizes the rational thinking abilities of human beings – the cultivation of the intellect
makes human beings truly human and different from other animals. HOTS
▪ Curriculum stresses students’ intellectual growth in the areas of arts and sciences.
▪ Curriculum focuses on the enduring disciplines of knowledge rather than on current events or
students’ interests
▪ Schools develop the students’ rational and moral powers.
▪ 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 – literature, history,
religion, art.
▪ The school is teacher-centered.
▪ Socratic dialogues or mutual inquiry sessions are used to develop an understanding of history’s
most timeless concepts.

PROGRESSIVISM
▪ Education should be child-centered rather than focused on the teacher or the content area.
▪ Six assumptions (based on Dewey’s ideas on progressivism):
1. The content of the curriculum ought to be derived from students’ interests rather than
from academic disciplines.
2. Effective teaching takes into account the whole child and his/her interests and needs in
relation to cognitive, affective and psychomotor areas.
3. Learning is essentially active rather than passive. Effective teachers provide students with
experiences that enable them to learn by doing.
4. The aim of education is to teach the students to think rationally so that they may become
intelligent, contributing members of society.

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 5. At school, students learn personal, as well as social, values.
6. Humankind is in constant state of change, and education makes possible a future that is
better than the past.
▪ Knowledge that is true in the present may not be true in the future.
▪ Hence, the best way to prepare the students for the unknown future is to equip them with
problem-solving strategies that will enable them to cope with new challenges in life and to
discover what truths are relevant to the present.
▪ Through continual self-analysis and reflection, the individual can identify values that are
appropriate for the immediate moment
▪ Progressive teachers begin where the students are and lead students to see that the subjects to
be learned can enhance their lives.
▪ The primary role of the teacher is to serve as guide or resource person whose primary
responsibility is to facilitate student learning.
▪ The teacher tries to provide students with many opportunities to work cooperatively in groups,
often solving problems that the group has identified as important.
▪ Teachers use need-based and relevant curriculum – a curriculum that responds to students’
needs and that relates to their personal lives and experiences.
▪ They employ experiential methods – learning by doing, problem-solving.
▪ Subjects emphasized are natural and social sciences.

EXISTENTIALISM
▪ Focuses on the experiences of the individual
▪ Offers the individual a way of thinking about “his” life, what has meaning for “him”, what is
true for “him”
▪ Emphasizes creative choice, the subjectivity of human experiences, and concrete acts of human
existence over any rational scheme for human nature or reality
▪ Life has no meaning and the universe is indifferent to the situation humankind finds itself in.
▪ With the freedom given to man, “he” must commit himself to give meaning to “his” life.
▪ Curriculum should contribute to the individual’s quest for meaning and should result in a level
of personal awareness.
▪ Ideal curriculum is one that provides students with extensive individual freedom and requires
them to ask their own questions, conduct their own inquiries, and draw their own conclusions.
▪ Schools should help students understand and appreciate themselves as unique individuals who
accept complete responsibility for their thoughts, feelings and actions.
▪ The teacher helps the 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.
▪ Humanities – why did they act that way?
▪ Vocational education – what is my potential?
▪ Art – individual creativity and imagination
▪ Learning is self-paced, self-directed
▪ Teachers employ values clarification strategy.

BEHAVIORISM
▪ Desirable human behavior can be the product of design rather than accident.
▪ It is an illusion to say that humans have a free will.

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▪ Man’s behavior is really determined by forces in the environment that shape his behavior. He
is a product of his environment.
▪ Teachers can create learners who exhibit desired behaviors by carefully and scientifically
controlling the educative process.
▪ Learning is conditioning.
▪ Schools are concerned with the modification and shaping of students’ behavior by providing
for a favorable environment.
▪ Students are taught to respond favorably to various stimuli in the environment.
▪ Teachers should provide appropriate incentives to reinforce positive responses and weaken or
eliminate negative ones.

CONSTRUCTIVISM
▪ Focuses on processes of learning rather than on learning behavior
▪ Learners create or construct their own knowledge through acting on and interacting with the
world.
▪ The social context in which learning occurs is considered and the importance of social
interaction and negotiation in learning is emphasized.
▪ The student is the key to learning.
▪ The school is student-centered.
▪ Focuses on the mental processes and strategies that students use to learn.
▪ Learning is an active, meaning-making process.
▪ Students’ learning is influenced by prior knowledge, experience, attitudes and social
interactions.
▪ Aims 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.
▪ Learners 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
the bits of information learned.
▪ Teachers provide students with data or experiences that allow them to hypothesize, predict,
manipulate, object, pose questions, research investigate, imagine, and invent.
▪ The classroom is interactive.

LINGUISTIC PHILOSOPHY
▪ Aims to develop the communication skills of the students 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
▪ Teachers develop in the students the skill to send messages clearly and receive messages
correctly.
▪ Three ways of communicating – verbal (words), non-verbal (body language), para-verbal (how
we say what we say – tone, pacing, volume)
▪ Learners should be taught to use language that is correct, precise, grammatical, coherent,
accurate
▪ Language and communication is taught through the experiential way.

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Let us explore the other educational philosophies (Duka, 1997; Recto, 2005; San Mateo, 1997;
Vega, 2005):

SOCIAL RECONSTRUCTIONISM
▪ Believes that schools should take the lead in changing or reconstructing the current social
order
▪ Schools should become the primary agent for planning and directing social change – should
not only transmit knowledge about the existing social order but should seek to reconstruct it as
well.
▪ The educative process should be based on a continuous quest for a better society.
▪ The curriculum is arranged to highlight the need for various social reforms and, whenever
possible, allow students to have first-hand experiences in reform activities.
▪ Topics for discussion may include the significant crises that confront the world like war,
economic depression, international terrorism, hunger, inflation, the ever-accelerating
technological advances, as well as all the controversial issues in religion, economics, politics and
education.
▪ Curriculum may be internationalized so that students would learn that they live in a global
village.
▪ Methods to be used are problem-oriented.
▪ Culture is dynamic and man can re-shape his culture so that it promotes optimum possibilities
for development.
▪ Education should awaken the students’ consciousness about social problems and to actively
engage them in problem solving.
▪ Teachers should initiate a critical examination of their own culture.
▪ Closely related to progressivism – both place a premium on bringing the community/society
into the classroom through field trips, community-based projects, and the like

HUMANISM
▪ Based on the belief that individuals control their own destinies through the application of their
intelligence and learning
▪ Children are naturally good individuals who learn best in nurturing environments.
▪ Education should seek to enhance students’ achievement of their full potential through self-
actualization

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▪ Students should not be forced to learn. Instead, teachers should create a climate of trust and
respect that allows the students to decide what and how they learn, to question authority, and to
take the initiative in “making themselves.”
▪ Teachers should be facilitators of learning and the classroom should be a place in which
curiosity and the natural desires to learn can be nourished and enhanced.
▪ Teachers should know the natural capacities and limitations of individual pupils so that they
can adopt the appropriate method.
▪ Value is given to discovery learning and problem solving.

PRAGMATISM
▪ Believes that knowledge should be used to act on things
▪ Has the view that considers practical consequences or real effects to be vital components of
both meaning and truth
▪ An idea is indeed true if it has a practical efficiency.
▪ Something is true only insofar as it works.
▪ It argues that the meaning of any concept can be equated with the conceivable operational or
practical consequences of whatever the concept portrays.
▪ Pragmatists believe that truth is not "ready-made", but that truth is made jointly by people and
reality.
▪ In the philosophy of education, the notion that children learn by doing, that critical standards
of procedure and understanding emerge from the application of concepts to directly
experience subject matters, has been called “pragmatic.”
▪ Pragmatism is generally based on the principle that the usefulness, workability, and practicality
of ideas, policies, and proposals are the criteria of their merit.
▪ It stresses the priority of action over doctrine, of experience over fixed principles, and it holds
that ideas borrow their meanings from their consequences and their truths from their
verification. Thus, ideas are essentially instruments and plans of action.
▪ For pragmatists, only those things that are experienced or observed are real. The focus is on
the reality of experience. Pragmatists believe that reality is constantly changing and that students
learn best through applying their experiences and thoughts to problems, as they arise. The
universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and
unchanging truth, but rather, truth is what works.
▪ For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and
projects, often having students work in groups. Curriculum should bring the disciplines
together to focus on solving problems in an interdisciplinary way.
▪ Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe
that learners should apply their knowledge to real situations through experimental inquiry. This
prepares students for citizenship, daily living, and future careers.

CONFUCIANISM
▪ Confucius is the inspiration of Chinese education, revered as the First Teacher, the Sagest of
the Sage.
▪ Aim of his teaching: pursuit of the ethical life, a life of filial piety and civil service
▪ Another priority: selfless and honest service in the government
▪ Education is a ceaseless process of self-realization.
▪ Teachers must be moved by higher objectives than the monetary.
▪ They must be creative and not mechanical.
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▪ They must be earnest in learning.
▪ They must be a teacher for all.
▪ They teach best by example.
▪ Confucius believed that there should be no distinction of classes – he advocated
democratization of education or universal education or education for all.

HINDU PHILOSOPHY
▪ The concept of person consists of cognition, emotion and will.
▪ Human beings crave for the personality of the Absolute – the Great Knower, the Great Lover,
and the Perfect Will. This is the basis of the Indian education.
▪ Teaching was done orally by the Brahmins who served as the teacher (guru). The student
(sishya) sat beside the teacher, listened to the sacred formulas (Mantras), and repeated them.
▪ The Indians were educated for the ideal and not the practical.
▪ They developed more along the lines of philosophy and religion and less in the direction of
science, art, and commerce.
▪ The caste system is the main structure of Indian society:
o Brahmins or priestly class – great knowledge of sacred writings, literary and advanced
learning
o Kshatriyas (warriors) and Vaisyas (business class) – basic religious instruction, writing and
arithmetic
o Sudras (servile class) – minimal instruction
o Pariahs (outcasts) – no formal education

BUDDHIST PHILOSOPHY
▪ Buddhist education aims at a personality transformation into the highest form of humanity
through ethical, intellectual and spiritual perfection.
▪ Goal of Buddhist education: attain wisdom
▪ Chief aim of Buddhist education: all round development of the child’s personality - physical,
mental, moral and intellectual development
▪ Other aim of Buddhist education: to make a free man a wise, intelligent, moral, non-violent
and secular man
▪ Buddhist Education was wide open and available to the people from all walks of life.
▪ The system of Buddhist education aimed at regaining man’s intrinsic nature - that innate,
perfect, ultimate wisdom.
▪ With wisdom, man can then solve all his problems and turn suffering into happiness.
▪ Buddhist education makes man judicious, humanist, logical and free from superstitions.

SOCRATIC PHILOSOPHY
▪ Socrates spent his whole life teaching about truth but he did not ask for remuneration.
▪ His dictum: Know thyself. An unexamined life is not worth living.
▪ Greatest contribution to education: Socratic method – an inductive method conducted through
a series of questions
▪ This method makes knowledge personal.
▪ The student, out of his experience, would arrive at conclusions.
▪ Knowledge must serve as a guide to right conduct.

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▪ Education is the means to attain a virtuous life. It is not to give the student information or data
to be stored in one’s memory. It is rather to develop the power of investigating the basis of facts
and ideas.
▪ Education is the power of analysis, of being able to personally distinguish good from evil and
prudently act on it.

PLATO’S PHILOSOPHY
▪ Plato is the founder of the formal discipline that trains the powers of the intellect and the will.
▪ Aim of education: training of the mind or the soul and the body – to produce the highest
possible perfection and excellence of body and soul
▪ Training of the mind: through music and literature (for human emotions and imagination),
through mathematics and dialectics (for abstract thinking), through poetry (for reverence and
virtue)
▪ Training of the body: through athletics or gymnastics and military training – to be ready to
protect the country in time of war
▪ Education was a preparation for citizenship.
▪ The selection of teachers and subject matter are most important for the young. The students
must be trained to appreciate the orderly and the beautiful, and be led to a virtuous and
reverent life.
▪ Education must not be done by compulsion and restraint.

CHRISTIAN EDUCATION
▪ Jesus is the Teacher, the Master, the Rabbi.
▪ He taught something “new” – he taught his own positive doctrine based on his own personal
authority, used “I”
▪ Teaching has become a relationship of love between the teacher and the pupil. The pupils
became the children of God and they were all brothers and sisters.
▪ He taught everybody without distinction – also advocated education for all.
▪ His method of teaching is simply addressing the needs of his audience and adapting to their
intellectual capacity.
▪ His style is dialogical, related to concrete experiences with the use of simple and vivid language,
usually through parables.
▪ He took familiar things in the natural or social order and attached moral and religious lessons
to them (assimilation and retention were made easy).
▪ He taught anywhere.
▪ He is a teacher by example – he did what he said, he practiced what he preached.
▪ His teachings became the foundation of Christian education.

LASALLIAN PHILOSOPHY
▪ La Salle Brothers were the first religious congregation of men dedicated solely to the education
apostolate, hence the name the Teaching Brothers.
▪ Original beneficiaries were the poor and the first school was a charity school.
▪ Outstanding characteristic in St. La Salle’s philosophy of education – concern for the poor
▪ Teachers must be trained well to be able to give Christian education especially to the poor.
▪ The Lasallian teacher is primarily a man of faith – a minister of grace that must serve as a
conduit of graces that flow from God.

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▪ He is a model, an adviser, a mentor whose life must be dedicated to the pupils entrusted to his
care.
▪ The Lasallian teacher must lead an exemplary life of faith and abiding love for his pupils.
▪ Teaching is considered as a vocation, a response to God’s call.
▪ All school work proceeded in a spirit of prayer.
▪ The teachers were given instructions on what to do in specific times and how punishments
should be inflicted.
▪ The method of education was strictly practical.
▪ Tutorial method was discarded.
▪ The simultaneous or class method was adopted where teachers were trained to control large
groups of pupils.
▪ The pupils were grouped according to their capabilities.
▪ The method assured proper grading of pupils as well as orderly progress.

After knowing the different educational philosophies, what do you think is your own philosophy of
teaching/education? Why will you teach? What will you teach? How will you teach?

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 XPLORATION/ LABORATION
After the presentation of the varied information about the philosophical foundations of education,
do you think that your foundation is now strong to withstand the various challenges that will come
your way as a teacher?
Let us explore some more.

A. Questions for reflection

What are the similarities and differences of the different philosophies of education?
Why is it important for teachers to develop a philosophy of teaching?
In what philosophy will you base your own teaching philosophy? How will this philosophy
affect your teaching practice?

B. Self-paced reading
Developing a Teaching Philosophy by Mary Bowne
https://files.eric.ed.gov/fulltext/EJ1175767.pdf

My Philosophy of Teaching by Barbara Licklider

https://www.facultyfocus.com/articles/my-philosophy-of-teaching/

My Personal Teaching Philosophy: A Commentary by Sonya Curry

https://digitalcommons.uncfsu.edu/cgi/viewcontent.cgi?article=1050&context=jri

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 PPLICATION

In this part, your knowledge and understanding about the information presented will be tested.

In your SB, create a blog featuring your educational philosophy. Be guided by these items:
I believe that as a teacher … (What are your main responsibilities/tasks?)
I believe that my students … (How do you view your students?)
I believe that I have to teach my students … (What is worth knowing/teaching? What
knowledge, values and skills should be taught?)
I believe that the teaching-learning process … (What should happen in the classroom? How
will you direct/facilitate the activities in the classroom/school?)
I believe that as a member of the teaching profession … (What are the expectations of society
to a teacher?)

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 REFERENCES

Bilbao, P. P., Corpuz, B. B., Llagas, A. V., & Salandanan, G. G. (2015). The teaching profession
(3rd ed.). Manila: Lorimar Publishing.
Bilbao, P. P., Corpuz, B. B., Llagas, A. V., & Salandanan, G. G. (2018). The teaching profession
(4th ed.). Manila: Lorimar Publishing.
Duka, C. D. (1997). Historical, philosophical, and legal foundations of education. Quezon City:
Phoenix Publishing.
Lim, L.S., Caubic, R.A. & Casihan, L.L. (2014). The teaching profession. Quezon City: Adriana
Publishing Co., Inc.
Recto, A. S. (2005). Foundations of education (Historical, philosophical, legal, theological) (Vol.
II). Manila: Rex Bookstore.
Tamayao, A. I. (2019). Embracing the teaching profession (1st ed.) Manila: Rex Bookstore.
San Mateo, R. A. & Tangco, M. G. (1997). Foundations of education II (Historical, philosophical,
and legal foundations of education). Quezon City: Katha Publishing.
Tamayao, A. I. (2019). Embracing the teaching profession (1st ed.) Manila: Rex Bookstore.
Vega, V. A. (2005). Historical, philosophical, and legal foundations of education. Makati:
Grandwater Publications.

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