Chapter 1. You The Teacher As A Person in Society

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
College of Education
NAME OF FACULTY: FELOMINO VICENTE T. FERNANDEZ

SCHEDULE FOR INSTRUCTION: MWF 10-11,11-12, 1-2 T-Th 2:30-4
=================================================================================================
Course Code: FTC 3

Course Title: The Teaching Profession
1st Semester AY 2022-2023
NOTE: I will make a separate template in our google class for specific outputs. The content of the
readings here will crosses over until week 4. This is much more important than Chapter 2.
Lesson/Topic
Chapter 1. The Teacher as a Person in Society

Lesson 1. Your Philosophical Heritage
OBJECTIVES:
At the end of the chapter, the students will be able to:
1. Summarize at least seven (7) philosophies of education and draw their implications to teaching-learning;
2. Formulate your own philosophy of education;
3. Discuss and internalize the foundational principles of morality.
4.
You, The Teacher, as a Person in Society
DISCUSSION
WHAT IS PHILOSOPHY
•Greek word philo means love and Sophia means wisdom, “love of wisdom”.
•Set of ideas that answer the question about the nature of reality and about the meaning of
life.
EDUCATIONAL PHILOSOPHIES
 ESSENTIALISM
AIM : Promote intellectual growth of learners for competence.
TEACHER’S ROLE : Sole authority in the subject matter
FOCUS : Essential skills, 3 R’s
TRENDS : Back to basics, cultural literacy, excellence
 PERENIALISM
AIM : To educate the rational person, cultivate intellect
TEACHER’S ROLE : Assist learners to think with reason( critical thinking HOTS)
FOCUS : Classical subjects, Great Books, Enduring Curriculum
TRENDS : Use of Great Books: Bible, Koran, Classical Books
 EXISTENTIALISM
AIM : Education of the whole being, as unique individuals.
TEACHER’S ROLE : Help students define who they are, their essence.
FOCUS : Self-paced, self-directed, learner-centered.
TRENDS : Individualized learning, values verification.
 PROGRESSIVISM
AIM : Promote democratic social living.
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TEACHER’S ROLE : Develop lifelong learners.

FOCUS : Learner-centeredness, interdisciplinary, outcomes-based.
TRENDS : Humanistic education, contextualized curriculum, equal opportunities for all.
 RECONSTRUCTIONISM
AIM: Improve and reconstruct society. Education for change.
TEACHER’S ROLE : Agent of change and reform.
FOCUS : Transformation of present to future landscape.
TRENDS : Global education, convergence, transformative education.
 LINGUISTIC PHILOSOPHY
AIM : Develop communication skills in different language (Multilingualism)
TEACHER’S ROLE : Provide experiential learning to learn language.
FOCUS : Language and communication
TRENDS : Mastery of communication skills (verbal, non-verbal, paraverbal or listening, speaking,
writing , reading, and viewing)
 BEHAVIORISM
AIM : Modify and shapes learners behavior.
TEACHER’S ROLE : Arrange environmental conditions to change behavior.
FOCUS : learners and the learning environment that act as stimuli.
TRENDS : Education for sustainable development; global classrooms, multisensory stimuli.
 CONSTRUCTIVISM
AIM : Develop intrinsically motivated learners.
TEACHER’S ROLE : Teaching students to learn, how to learn.
FOCUS : Experiential learning.
TRENDS : UNESCO’s Pillars of education; multiple perspectives.
** Why do we need philosophy in education especially to us future teachers?
** What is your philosophy of education?
Summary:
We have a very rich philosophical heritage but only few were discussed here. The rest are assigned to you
as research work. The different philosophies mentioned on this lecture differ in their concepts of the learner and
values, in why do we teach (objectives), what should be taught (curriculum), and how should the curriculum be
taught (teaching strategies). However, there exist also some similarities among the philosophies.
Activity 1: Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO GAIN
MASTERY.
To which philosophy does each theory of man belong?
A person:
_____________________ 1. is a product of his environment
_____________________ 2. has no universal nature
_____________________ 3. has rational and moral powers
_____________________ 4. has no choice; he is determined by his environment
_____________________ 5. can choose what he can become
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_____________________ 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 him/herself
_____________________ 11. is a social animal who learns well through an active interplay
with others
_____________________ 12. is a communication being
_____________________ 13. is a maker of meaning
_____________________ 14. A constructor of knowledge
"Teachers... are the most responsible and important member of society because their professional
efforts affect the fate of the earth. " — Helen Caldicott. We don't live in a vacuum.
We live in a society. We are part of 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. 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 a great deal on your philosophy as a person and
as a teacher. Your philosophy of life and y out philosophy of education as your "window" to the and "compass”
in the sea of life.
Embedded in your personal philosophy are principles and philosophies that will determine how you regard
people. how you look at life as a whole. They govern and direct your thoughts, decisions, actions and your
relationships people and things”. BRENDA B. CORPUZ, Ph.D.
Objectives
At the end of the chapter, the students should be able to:
• summarize at least seven (7) philosophies of education and draw their implications to teaching-learning;
• formulate your own philosophy of education;
• discuss and internalize the foundational principles of morality;
• accept continuing values formation as an integral part of your personal and professional life. clarity if you frilly
value teaching;
Your Philosophical Heritage

'To philosophize is so essentially human — and in a sense to
philosophize means living a truly human life.
— Y. 'Pieper
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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 existential questions come in different versions- "what is life?" "who am 1?", "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 existential questions are: "why do I teach?", "what should I teach?" "how should I teach?",
"what is the nature of the learner?" "how do we learn"?, etc.
Seven philosophies of education:
Essentialism
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,
'riting, 'rithmetic, 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 are 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 heavily on the use of prescribed textbooks, the 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."
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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 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 problem-
solving method makes use of the scientific method. (You will learn more of this in your Principles and Strategies of
Teaching.)
Other "hands-on-minds-on-hearts-on" teaching methodology that progressivist teachers use are field trips during which
students interact with nature or society. Teachers also stimulate students through thought-provoking games, and puzzles.
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 a repository of knowledge and wisdom, a tradition of culture
which must initiate each generation" What the perennialist teachers teach are lifted from the Great Books.
• Progressivism
5
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 needbased 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 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 problem-
solving method makes use of the scientific method. (You will learn more of this in your Principles and Strategies of
Teaching.)
Other "hands-on-minds-on-hearts-on" teaching methodology that progressivist teachers use are field trips during which
students interact with nature or society. Teachers also stimulate students through thought-provoking games, and puzzles.
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 a repository of knowledge and wisdom, a tradition of culture
which must initiate each generation" What the perennialist teachers teach are lifted from the Great Books.
:
ProjectAn Exercise
Activity 1 t 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 I if you don't agree at all.
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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 as 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. Teachers must 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, 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.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, 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
16. Learners produce knowledge based on their experiences.
17. For the learner to acquire the basic skills, s/he noust 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 lean at his/her own pace
21. The leaner is not a blank slate but brings past experiences and
cultural factors to the leaning situation
22. The classroom is not a place where teachers pours 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/her students, the
teacher must listen not only to what his/her students are
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saying but also what they are not saying

25. An individual is what he/she chooses to become not dictated
by his/he environment
Write your interpretation base on the guide below :
Interpreting your Scores: Do this well because your self-assessment will be part of your Project Activity
If you have 2 answers of 2/4 in numbers:
1,3,5,7 you are more of progressivist
2,4,6,8 you are more of a perennialist you are more of an existentialist 10, 12 you are more of a
behaviorist
11,13, 17,18 you are more of an essentialist you are more of a constructivist 19, 23, 24 you are more of
a linguistic philosopher
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/ies you learn let us know more about of them. The following notes were
lifted from http://en.wikipedia.org/wiki/Philosophy_of_education.
Lesson 2. Formulating Your Philosophy of Education

Requisite readings
Philosophy is vital only when the questions are mine and so is the
struggle towards answers. It seeks to answer the basic question why?
— W. Luijpen
Your philosophy of education is your 'Window" to the world and

compass" in life.
Your philosophy of education is reflected in your dealings with students,

colleagues, parents and administrators, Your attitude towards problema nd life as a whole has an underlying philosophy.
ou 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
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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 hisÆer 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. "Even on your worst day on the job, you are still
some children's best hope." Indeed society expects much from you, the teacher. Henry Brooks Adams said it
succinctly: "A teacher affects eternity; he can never tell where his influence stops."
I will make a separate template for specific outputs

1. What are you guiding foundational principles? (Apply all possible readings related to the question)
2. Your formulated philosophy of education
Lesson 3 . The Foundational Principles of Morality

Requisite readings
For you to be able to cope with these expectations you should be anchored on a bedrock foundation of moral and ethical
principles.
What is morality?
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As defined by one textbook author, morality refers to "the quality of human acts by which we call them right or wrong,
good or evil"' (Panizo, 1964) Your human action is right when it conforms with the norm, rule, or law of morality.
Otherwise it is said to be wrong• For instance, when Juan gets the pencil
of Pedro without the latter's permission, Juan's action is wrong because it is adherent to the norm' "stealing is wrong". A
man's action; habit or character is good when it is not lacking of what is natural to man, i.e. when it is in accordance with
man's nature. For instance, it is not natural for man to behave like a beast because he is not a beast. He is man and,
unlike the beast' he has intellect and free will. That intellect makes him capable Of thinking, judging and reasoning.
His free will give him the ability to choose. Unlike the beasts, he is not bound by instincts. It is a natural occurrence for
beasts when a male dog meets a female dog on the street and mate right there and then, as they are not free but boun
by their instinct, like sexual instinct. But it is contrary to man's nature when a man and a woman do as the dogs do.
To do so is to go onncone once wrote o C teachers: 'Cliven on your worst day on Sthe job, you are still somc children's
best hope." Indeed society expects much Crom you, the tcachcr. Ilcnry Brooks Adams said it succinctly: "A teacher
affect’s eternity; he can never tell where his influence stops."
For you to be able to cope with these expectations you should be anchored on a bedrock foundation of moral and ethical
principles. Let us begin this lesson by defining what morality is.
Meaning of foundational moral principle

What is meant by foundational moral principle? The word principle comes from the Latin word princeps which means a
beginning, a source. A principle is, that on which is based, founded, originated, and initiated. It is likened to the parts of a
building upon which all other parts stand. If we speak of light, the principle is the sun because the sun is the body from
which the light of this world originate. A foundational moral principle is, therefore, the universal norm upon which all
other principles on the rightness or wrongness of an action are based. It is the source of' morality.
Where is this foundational moral principle? It is contained in the natural law. Many moralists, authors, and philosophers
may have referred to this foundational moral principle in different terms. But it may be acceptable to all believers and
non-believers alike to refer to it as natural law.
What is the natural law? It is the law "written in the hearts of

men". (Romans 2:15) For theists, it is "man's share in the Eternal
Law of God.. ." (Panizo, 1964) St. Thomas defines it as "the light of
natural reason, whereby we discern what is good and what is evil...
an imprint on us of the divine light..." (Panizo, 1964) It is the law
that says: "Do good and avoid evil."
THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL

PRINCIPLE
All men and women, regardless of race and belief, have a sense of this foundational moral principle. It is ingrained in
man's nature. " It is built into the design of human nature and woven into the fabric Of the normal human mind." We are
inclined to do what we recognize as good and avoid that which we recognize as evil.
Panizo says: "Writings, customs, and monuments of past and present generations point out to this conclusion: that all
peoples on earth, no matter how savage and illiterate, have recognized a supreme law of divine origin commanding good
and forbidding evil" (Panizo, 1964)The same thing was said by the Chinese philosopher, Mencius, long ago:
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All men have a mind which cannot bear [to sce the suffering of] others... If now men suddenly see a child about to fall
into a well, they will without exception experience a feeling of alarm and distress... From this case we may perceive that
he who lacks the feeling of commiseration is not a man; that he who lacks a feeling of shame and dislike is not a man; he
who lacks a feeling Of modesty and yielding is not a man; and that he who lacks a sense of right and wrong is not a
man.... Man has these four beginnings... (FungYulan, 1948, 69-70)
The natural law that says "do good and avoid evil" comes in different versions. Kung-fu-tsu said the same when he taught:
"Do not do to others what you do not like others to do to you." This is also the Golden rule of Christianity only that it is
written in the positive form: "Do to others what you like others do to you." Immanuel Kant's version is "Act in such a way
that your maxim can be the maxim for all." For Christians,. this Golden Rule is made more explicit through the Ten
Commandments and the Eight Beatitudes. These are summed up in the two great commandments, "love God with all
your heart, with all your mind, with all your strength" and "love your neighbor as you love yourself." The Buddhists state
this through the eightfold path. For the Buddhists, they do good when they "(l) strive to know the truth; (2) resolve to
resist evil; (3) say nothing to hurt others; (4) respect life, morality, and property; (5) engage in a job that does not injure
others; (6) strive to free their mind of evil; (7) control their feelings and thoughts, and (8) practice proper forms of
concentration." (World Book Encyclopedia, 1988) Buddha taught that "hatred does not cease by hatred; hatred ceases
only by
The Islamic Koran "forbids lying, stealing, adultery, and murder" It also teaches "honor for parents, kindness to slaves,
protection for the orphaned and the widowed, and charity to the poor. It teaches the virtues of faith in God, patience,
kindness, honesty, industry, honor, courage, and generosity.
It condemns mistrust, impatience and cruelty." (World Book Encyclopedia, 1988). Furthermore, the Muslims abide by The
Five Pillars of Islam: 1) prayer, 2) self-purification by fasting, 3) fasting, 4) almsgiving and 5) pilgrimage to Mecca for those
who can afford. (www.islam101.com/dawal/pillars.html)
Teacher as a person of good moral character
As laid down in the preamble of our Code of Ethics of Professional Teachers, "teachers are duly licensed professionals
who possess dignity and reputation with high moral values as well as technical and professional competence. In the
practice of their profession, they strictly adhere to, observe and practice this set of ethical and moral principles,
standard and values.'
From the above preamble, the words moral values are mentioned twice, to accentuate on the good moral character
expected of you,
The teacher. When are you of good moral character? One Christian author describes four ways of describing good moral
character: l) being fully human --- you have realized substantially your potential as a human person, 2) being a loving
person- you are caring in an unselfish and mature manner with yourself, other people and God, 3) being a virtuous
person -- you have acquired good habits and attitudes and you practice them consistently in your daily life, and 4) being a
morally mature person- you have reached a level of development emotionally, socially, mentally, spiritually appropriate
to your developmental stage. (Cosgrave, William, rev. ed. 2004, 78-79) In short, you are on the right track when you strive
11
to develop your potential, your love and care for yourself and make this love flow to others, you lead a virtuous life, and
as you advance in age you also advance in your emotional, social, intellectual and spiritual life.
The foundational moral principle is "Do good; avoid evil". This is contained in the natural law. The natural law is engraved
in the heart of every man and woman. We have in us the sense to do the good that we ought to do and to avoid the evil
that we ought to avoid. This foundational moral principle of doing good and avoiding evil is expressed in many other ways
by different people.
The famous Chinese philosopher, Kung-fu-tzu' taught the same principle when he said: "Do not do to others what 'you do
not like others do to you."
Immanuel Kant taught the same: Act in such a way that your rule can be the principle of all" The Buddhists abide by the
same moral principle in their Eightfold Path. The Muslims have this foundational moral principle laid down in their Koran
and the Five Pillars. For the Christians, the Bible shows the way to the good life - the Ten Commandments and the Eight
Beatitudes. The Ten Commandments and the Eight Beatitudes are summarized in the two great commandments of love
for God and love for neighbor.
Our act is moral when it is in accordance with our human nature. Our act is immoral when it is contrary our human
nature. Our intellect and free will make us different from and above the beast. As a teacher, you are expected to be a
person of good moral Character. You are a person of good moral character when you are 1) human, 2) loving, 3) virtuous,
and 4) mature
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Chapter 1. You The Teacher As A Person in Society

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

NAME OF FACULTY: FELOMINO VICENTE T. FERNANDEZ

Course Code: FTC 3

Chapter 1. The Teacher as a Person in Society

TEACHER’S ROLE : Develop lifelong learners.

_____________________ 6. is a complex combination of matter that responds to physical stimuli

• formulate your own philosophy of education;

• discuss and internalize the foundational principles of morality;

Your Philosophical Heritage

The Existential Question

occupied themselves searching for answers to questions about human existence.

Seven philosophies of education:

science, history, foreign language, and literature. Essentialists frown upon

1. There is no substitute for concrete experience in learning.

2. The focus of education should be the ideas that are as relevant

10. Human beings are shaped by their environment.

14. Teacher cannot impose meaning; students make meaning of

saying but also what they are not saying

1,3,5,7 you are more of progressivist

Lesson 2. Formulating Your Philosophy of Education

Your philosophy of education is your 'Window" to the world and

Your philosophy of education is reflected in your dealings with students,

• The human person

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.

I will make a separate template for specific outputs

2. Your formulated philosophy of education

Lesson 3 . The Foundational Principles of Morality

Meaning of foundational moral principle

What is the natural law? It is the law "written in the hearts of

THIS IS THE FUNDAMENTAL OR FOUNDATIONAL MORAL

Teacher as a person of good moral character

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