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Learning Episode 16 On Teacher's Philosophy of Education

Facilitation Theory and Practice (Maryhill College)

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LEARNING EPISODE 16 On Teacher’s Philosophy of Education

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Philosophies of education Which philosophies are Which philosophies are expressed in

expressed in the DepEd the k to 12 curriculum framework and
vision, mission guide and sec 5 of RA 10533? Give
statements, core values, proof.
mandate? Give proof.
1. Essentialism - Essetialism - the core Essentialism - list of standards and
prescteach values of maka-diyos, competencies that learners are
mastery of the maka-tao, makakalikasan expected to attain is the subject matter
basics; curriculum and makabansa show that that student are expected to learn.
is prescribed; DepEd believes in - essentialist
subject matter - unchanging values that
centered there are need to be inculcated.
universal,
objectives values;
inculcate values in
subject matter
2. Perennialism - teach The Deped Mission, in In order to bring good values and
those that last, the which students learn in a characteristics to the K-12 Curriculum
classics; there are child-friendly, gender- Framework, students needed to
universal values; sensitive, safe, and acquire in-depth knowledge, skills,
inculcate the motivating environment, values, and attitudes through continuity
universal, objective demonstrates that DepEd and consistency across all levels and
values used Perennialism; it help subjects.
to be friendly and good
citizens of our country in
the future as they bring
good values that they
learned in school.
3. Progressivism - very The fact that the DepEd is Curriculum Development, The
child-centered; a learner-centered curriculum must be learner-centered,
teach those that institution that is inclusive, and developmentally
interest the child; constantly improving itself appropriate, demonstrating how
one learns by to better serve its Progressivism is used in this law.
experience; stakeholders
learners learn by demonstrates that the
doing so teacher DepEd is progressive.
teacher’s teaching DepEd believes that
is experiential; learners learn by doing as
values are well as by teaching about
subjective; no topics in which they are
inculcation of interested.
values since they
are subjective;
instead teachers

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help students
clarify their values.
4. Reconstructionism - The administrators and The Curriculum Relevant To Learners
school is agent of staffs, as stewards of the (Contextualization And Enhancement)
change; schooling institution, ensure an demonstrates that there is an
is preparing enabling and supportive application of Reconstructionism in
students for the environment for effective which the students discuss the issues.
social changes; learning to occur
teaching is demonstrates that DepEd
involving the is reconstructionism.
students in DepEd believes that
discussions of teaching is involving
moral dilemmas students in discussions of
moral quandaries in order
for them to understand the
consequences of their
actions.
5. Existentialism - Teachers facilitate learning It demonstrates that there is a proof of
teachers teach and constantly nurture Existentialism that can be used to allow
learners to make every learner in the DepEd students to choose a specialization
choice, to make mission, demonstrating based on aptitude, interests, and
decisions and not that DepEd is school capacity. The subjects a student
merely to follow the existentialism. DepEd will take in Grades 11 and 12 will be
crowd; one who believes that society determined by the career path he or
does not make should not limit an she chooses.
choice and so individual's life or actions
simply follow because such limitations
others do not leave inhibit free will and the
meaningful life development of that
person's potential.
6. Pragmatism -that The DepEd Vision, which The Curriculum Is Relevant To
which is useful, enables them to realize Learners, it also demonstrates the use
that which is their full potential and of Pragmatism as students acquire in-
practical and that meaningfully contribute to depth knowledge, skills, values, and
which works what the nation's building, attitudes through continuity and
is good; that which demonstrates that DepEd consistency in order to encourage them
is efficient and used Pragmatism because to grow into better people at all levels.
effective is that they believe that teaching
which is good e.g students things that are
showing a video practical for life
clip on mitosis is encourages them to grow
more efficient and into better people.
more effective and
therefore more
practical that
teacher coming up
with a visual aid by

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drawing mitosis on
a cartolina or
illustration board.
7. Rationalism - The DepEd Core Values of Curriculum Development is an example
emphasizes the Maka-Diyos, Maka-tao, of Rationalism in action, as the
development of the Makakalikasan, and curriculum must be relevant,
learners’ reasoning Makabansa are proof that responsive, and research-based, as
powers; knowledge DepEd practiced students learn through reason alone,
comes through Rationalism, in which they without the aid of the senses.
reason; teacher only believe what is based
must develop the on reason and provides
reasoning power of the primary basis for
the learner knowledge.
8. Utilitarianism - what We dream of Filipinos who Curriculum Development is an example
is good is that fervently love their country, of Utilitarianism in action, as the
which is most which demonstrates that curriculum must be culturally sensitive,
useful (that which DepEd also employs and the teacher approach provides no
brings happiness) Utilitarianism, which sense of what constitutes an education.
to the greatest advocates actions that
number of people; promote happiness or
pleasure while opposing
actions that cause
unhappiness or harm.
9. Empiricism - source Teachers facilitate learning Curriculum Development demonstrates
of knowledge is and constantly nurture the use of Empiricism in which the
through the each learner, curriculum shall use constructivist,
senses; teacher demonstrating that DepEd inquiry-based, reflective, collaborative,
must involve the employs Empiricism, in and integrative pedagogical
senses in teaching- which teaching-learning of approaches.
learning students is based on the
human senses, and in
which it shares the belief
that there is no such thing
as innate knowledge, and
that knowledge is instead
derived from experience.
10. Behaviorism - Students learning in a Curriculum Development demonstrates
behavior is shaped child-friendly, gender- that there is a Bahaviorism in which the
deliberately by sensitive, safe, and curriculum shall be learner-centered,
forces in the motivating environment is inclusive, and developmentally
environment and evidence that DepEd used appropriate; we teachers encourage
that the type of Behaviorism, in which the students to perform desired behavior
person and actions teacher provides positive by rewarding good performance.
desired can be the reinforcement, or rewards,
product of design; at the end of the day for
behavior is their good behavior.
determined by

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others, rather than

by person’s own
free will; teacher
must carefully
shape desirable
behavior; drill are
commonly used to
enhance learning.
Rewards reinforce
learning.
11. Constructivism Teachers facilitate learning It demonstrates the existence of
-learners are and constantly nurture Constructivism, which encourages
capable of each learner, students to consider sharing their
constructing demonstrating that DepEd valuable knowledge and experiences
knowledge and employs Constructivism by as learners.
meaning; teaching- assisting learners to
learning therefore construct knowledge
is constructing rather than passively
knowledge and taking in information.
meaning; teacher
does not just “tell”
or dictate but asks
learners for
knowledge they
construct and
meaning of lesson.
12. Other philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching

OBSERVE

Philosophies of education Teaching behavior state what the teacher said,

1. Essentialism - prescteach mastery
of the basics; curriculum is
prescribed; subject matter -
centered there are universal,
objectives values; inculcate values
in subject matter
2. Perennialism - teach those that last,
the classics; there are universal
values; inculcate the universal,
objective values
3. Progressivism - very child-centered;
teach those that interest the child;
one learns by experience; learners
taught or did)
In what way was teacher essentialist?
E. g he/she saw it that the students mastered
basic concepts and skills.
He/she included values.
The teacher ensures that her students can read,
write, communicate, and comprehend effectively.
She provides icebreakers that highlight students'
talents. Allow pupils to participate in extracurricular
activities if they so desire.

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learn by doing so teacher teacher’s

teaching is experiential; values are
subjective; no inculcation of values
since they are subjective; instead
teachers help students clarify their
values.
4. Reconstructionism - school is agent The teacher ensures that students participate in
of change; schooling is preparing school drills such as fire and earthquake drills, and
students for the social changes; she allows her students to create action
teaching is involving the students in plans/essays based on real-life issues..
discussions of moral dilemmas
5. Existentialism - teachers teach The teacher asks student with HOTS questions. She
learners to make choice, to make let the students create their own salad and
decisions and not merely to follow appetizers.
the crowd; one who does not make
choice and so simply follow others
do not leave meaningful life
6. Pragmatism -that which is useful, She applies various strategies to determine which
that which is practical and that ones are most effective on teaching her students.
which works what is good; that She employs visuals that effectively capture the
which is efficient and effective is learners' attention.
that which is good e.g showing a
video clip on mitosis is more
efficient and more effective and
therefore more practical that
teacher coming up with a visual aid
by drawing mitosis on a cartolina or
illustration board.
7. Rationalism - emphasizes the She inquires about the students' thoughts on the
development of the learners’ topic at hand. She also encourages students to
reasoning powers; knowledge justify their responses.
comes through reason; teacher
must develop the reasoning power
of the learner
8. Utilitarianism - what is good is that
which is most useful (that which
brings happiness) to the greatest
Creates
number of people;
classroom
rules with the
involvement

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9. Empiricism - source of knowledge is
through the senses; teacher must
involve the senses in teaching-
learning
10. Behaviorism - behavior is shaped
deliberately by forces in the
environment and that the type of
person and actions desired can be
the product of design; behavior is
determined by others, rather than
by person’s own free will; teacher
must carefully shape desirable
behavior; drill are commonly used
to enhance learning. Rewards
reinforce learning.
11. Constructivism -learners are
capable of constructing knowledge
and meaning; teaching-learning
therefore is constructing knowledge
and meaning; teacher does not just
“tell” or dictate but asks learners for
knowledge they construct and
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of his/her
lessons.
 Select
classroom
officers by
voting and
selection of the
class
She creates classroom rules with the involvement of
his/her lessons. She assign classroom officers by
voting and selection of the class.
She uses visual aids in delivering the lesson. Allows
experimentation during actual presentation of
appetizers, salads and salad dressings.
She creates classroom rules, gives verbal pauses to
students, models good behavior and give
reinforcement to students’ behaviors.
Allow students to share their own experiences,
knowledge, and views while guiding them to the
correct answer. Allow numerous responses in some
situations/questions.
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meaning of lesson.
12. Other philosophies

ANALYZE
1. Based on your findings and observations in activity 16.1 and activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you say so?
Essentialism, perennialism, progressivism, existentialism and behaviorism.
These all 5 philosophies are the ones that been used over the years in Philippine
education since pre schooling up until college.

2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
Despite the fact that essentialism emphasizes teacher-centered learning, I
favor the essentialism philosophy of education because the content steadily progresses
to more complicated abilities and specific information. Essentialism aims to instill the
most basic academic information and abilities, as well as character development, in all
students.

REFLECT

My philosophy of Teaching

These may be of help: the learning progress of the students

I believe that the learner does not all learn in the same way or at the same rate. They have
their own differences towards the learning process and that should I have to respect and
understand.
I believe that I should teach the learners to construct and transform their own knowledge
through the application of their past experiences and prior learning.
By teaching and introducing what the real world is.
I believe that I have a responsibility as a teacher to be an effective diagnostician of students’
interests, abilities, and prior knowledge. I must then plan learning experiences that will both
challenge and allow every student to think and grow.

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