CED108 - Week 6-7

PAMANTASAN NG CABUYAO |YOUR COURSE TITLE HERE 1
Course Material No. 1

The Teaching Profession
Dr. Rommel D.C. Mallari

Course Instructor
Weeks 5-6:Philosophy of
Education and Personal
Philosophy of Teaching
2
LEARNING OUTCOMES
At the end of the Lesson, the students will be able to:
• Discuss the philosophical foundations of the present

educational system;
• Make connections between philosophy, education, and the
teaching profession; and
• Formulate and express a personal learner-centered philosophy
of teaching.
For this lesson, you would need the following resources:

RESOURCES NEEDED
• Title of your PowerPoint
• Links to videos
• Links to websites
• Reference materials, tools, and equipment
Before you start, try answering the following

questions.
MODULE CONTENTS
1. Type your review question here and leave a space
for answers.
_________________________________________
Pre-Activity Title
2. Type your review question here and leave a space
for answers.
4
________________________________________
3. Type your review question here and leave a space 5 Pre-Activity Title
for answers.
________________________________________
4. Type your review question here and leave a space 6 Your heading here
for answers.
________________________________________
5. Type your would-be lesson question here and leave 9 Your heading here
a space for answers.
________________________________________
6. Type your would-be lesson question here and leave 11 Your heading here
________________________________________
7. Type your would-be lesson question here and leave 14 Posttest
________________________________________
Key Terms
8. Type your would-be lesson question here and leave
a space for answers. 15
________________________________________
15 References
Give your Pre-activity a Catchy Title

This space is where you put the instructions to your pre-activity. The box
will visually help the student know that it is set apart from the actual
lesson so I would keep it if I were you.
Across
3 any seven-letter word
5 a five-letter name
6 a six-letter whatever
Down
1 the longest word in
the puzzle
2 a six-letter word
4 a four-letter name
7 the unnumbered word
What is Philosophy of Education?
Philosophy came from two Greek words, which is philos and sophia. The
first word means love, and the latter means wisdom. Hence, we can say that
philosophy means love for wisdom. Although it seems to be the case when
we think the of the meaning of philosophy diachronically, this definition
won’t suffice in explaining philosophy as a field. Philosophy is this study of
the basic nature of reality, existence, and knowledge. It asks the nature of
reality, The existence of oneself and the nature of knowledge itself. In
educational philosophy, we apply these philosophical questions in teaching
and our existence as teachers in the field of education. The questions why we
teach, what do I teach, how do I teach may subject, who do I teach, and so on
are some of the example questions that we ask, pertaining education. These
educational philosophies/ school of thought are not rules to follow but guides
that leads education to a specific direction. These beliefs affect how we teach
in the four corners of the classroom. The following are the different
educational philosophies that affect our school system to this day.
Major philosophical thoughts

Idealism.
• Adheres to the view that nothing exists in the mind of man, the mind
of God, or in a super or supernatural round realm.
• Idealists believe that ideas and knowledge are enduring and can
change lives.
Aims:
• To develop the individual spiritually, mentally, morally (mind, soul
and spirit)
• To discover and develop each individual’s abilities and full moral
excellence in order to better serve society.
Methods: critical discussions, lecture, Socratic method, introspection,
imitating models, reflection/ reflective thinking.
Content: literature, history, philosophy, and religion.
The learner:
• Imitates the teacher who is an exemplar or of an ideal person.
• Tries to do the very best can and strive toward perfection.
The teacher:
• Excellent example/ role model for the student—intellectually
and morally.
• Exercise great creative skill in providing opportunities for the
learners’ mind to discover, analyze, synthesize and create
applications of knowledge to life and behavior.
• Questionnaire — encourages students to think and ask more
questions and develop logical thinking.
The school:
• Train future leaders
• Develop morality is to distinguish right from wrong.
• Maintain and transmit values
• Place emphasis on developing the mind, personal

discipline, and character development.
• Proponent: Plato— “in order to know something, we need
to withdraw from the use of our essences and rely on a
purely intellectual approach.”
Realism
• Stresses that the world is made-up of real, substantial, and material
entities.
• Not just derived from sense experience.
Aim: to provide students with essential knowledge to survive the
natural world.
Method: lectures, demonstrations, and sensory experiences, inductive
logic.
Content: science and mathematics
The teacher:
• A guide, a demonstrator, who is phil mastery of the knowledge of the
realities of life.
• Requires the learner to recall, explain, and compare facts; to interpret
relationships, and to infer new meanings.
• Rewards the success of each learner and Rewards the success of each
learner and reinforces what has been learned.
• Utilizes learner’s interests by relating the lessons to the learner’s
experiences, and by making the subject matter as concrete as possible.
The learner:
• Sense mechanism, a functioning organism which, through sensory
experience, can perceive the natural order of the world.
• Can learn only when he follows the laws of learning.
This school:
• Transmits knowledge
• Classrooms are highly ordered and disciplined
Proponents: Aristotle, Herbart, Comenius
Pragmatism/ experimentalism
• Pragmatists believe that the curriculum should reflect the society,
emphasizing the needs and interests of the children.
Aim: to teach students how to think so that he can adjust to the

demands of an ever-changing world.
Content: practical and utilitarian subjects
Methods: project method, free and open discussion, individual
problem-solving research.
The learner:
• Learn from experiences through interaction to the .
The teacher:
• Capture child’s interest and build on the natural motivation
• You was very teaching methods to accommodate each individual
learning style
• Helper, guide, arranger of experiences.
Proponent: John Dewey
Major philosophical thoughts
Perennialism
• Knowledge that has endured through time and space should constitute
the foundation of education.
• Perennialists believe that when students are immersed in the study of
profound and enduring ideas, they’ll appreciate learning for its own
sake and become true intellectuals.
Aim: to develop power of thought
Proponent: Robert Hutchins
The teacher:
• Interprets entails eternal truth.
• Spends more time teaching about concepts and explaining how these
concepts are meaningful to students.
The learner:
• Passive recipients
Essentialism
• Teaching the basic essential knowledge and skills.
Aim: to promote the intellectual growth of the learners.
Proponent: William Bagley
The learner:
• Receives instruction in skills such as writing, reading, measurement/
arithmetic (3Rs)
The teacher:
Focuses heavily on achievement test scores as a means of evaluating
progress.
Progressivism
• Education is always in the process of development.
• Focused on the whole child and cultivation of individuality.
• centred on the experiences, interests, and abilities of students.
• Progressivists strive to make schooling both interesting and useful.
aim: to provide the pupil necessary skills to be able to interact with his
ever changing society.
Proponents: John Dewey, Johann Pestalozzi
The learner:
• Learn through experiences, by doing
The teacher:
• Plants lessons that arouse curiosity and encourage the students to
develop a higher level of knowledge.
Existentialism
• Man shapes his being as he lives.
• Knowledge is subjective to the person’s decision, and varies from one
person to another.
Aim: to train the individual for significant and meaningful existence
Proponent: jean-paul Sartre
The teacher:
• Assist students in their personal journey.
• Aids children in knowing themselves.
The learner:
• Determines own rule
Search Reconstructionism
• Emphasizes the addressing of social questions and quest to create a
better society.
• Social reconstructionists believe that systems must be changed to
overcome oppression and improve human conditions.
• Curriculum focuses on students’ experiences.
Aim: education for change in social reform.

Proponent: George Counts
The learner:
• Takes social action on real problems such as violence, hunger,
international terrorism, inflation, discrimination and inequality, and
environmental problems.
The teacher:
Uses community based learning and rings the world into the
classroom.
Eastern philosophies
Hinduism
• Emphasizes a commitment to an ideal way of life characterized by
honesty, courage, service, faith, self-control, purity and nonviolence
which can be achieved through yoga.
Proponent: Mahatma Gandhi
Hinduism in education:
• The teacher shows the way and imparts knowledge by his own
example, responsible for the student’s spiritual welfare.
• The students aim to remember everything by heart and gain mastery of
every subject learned.
• Teaching methods are oral and memory intensive, discussion and
debates.
Buddhism
• Believes in the four noble truths.
• Believes in the law of karma.
Proponent: Siddhartha Gautama
Buddhism in education:
• Education is rooted on faith.
• Continuing educational system— to receive additional teaching and
learn from each other during class discussions.
Confucianism
Teaches moral life through devotion to the family, loyalty to the elders, love
of learning, brotherhood, civil service, and universal love injustice. Stresses
the five cardinal virtues (benevolence, righteousness, propriety, wisdom and
sincerity)
Proponent: Confucius
Confucianism in education:
• Civil service exams
• Religious rituals in the schools
Taoism
Tao: a way of life, a philosophy advocating simplicity, frugality, and the joys
of being close to nature and being in harmony with the whole universe.
Strongly believes Wu Wei (let things come naturally.)
Proponent: Lao-Tzu
Taoism in Education:
• Taoist ethics emphasize compassion, moderation, and humility.
• Physical exercises involve slow and controlled body movements to
achieve mental stillness.
Zen Buddhism (Japanese version)
• Believes in the third eye (to see things which are invisible to the naked
eye and to get turned to the things around us).
• Encourages meditation (mind-awakening)
• Teachers that the entire universe is one’s mind, and if one cannot
realize enlightenment in one’s own mind now, one cannot ever achieve
enlightenment.
Islam
Has five pillars: belief in Allah, prayer (5x A day), fasting, almsgiving and
pilgrimage).
Proponent: Muhammad/ Mohammed
Islam in education:
• Use knowledge is necessary for the benefit of self and humanity.
• A truly Islamic government is required to provide all means to promote
adequate education for its citizens to the best of its ability.
Your Activity Title
Task: The goal of this activity is to make you … Lorem ipsum dolor sit amet, consectetur
adipiscing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.
Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex
ea commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit esse
cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident,
sunt in culpa qui officia deserunt mollit anim id est laborum.
Post activity questions

1. This part is the self-check of students so they can know if they understood the
theory as related to the activity
2. Can it be in question format? Yes.
3. If you are not grading the activity, then make sure the answers are at the end of
the module, ok?
The sidebar definitions. The sidebar definitions are Key term. You put the definition here.
Yes, it is purposely in really small fonts
for terms that you want the student to remember. These because it is a mere repetition of what
are also the terms that will appear in your “keywords” you already defined in your text.
section at the end of your course material. Key term. You put the definition here.
Yes, it is purposely in really small fonts
To make this work, you will again need to adjust that because it is a mere repetition of what
polygon thingy in the ruler so that there is enough space you already defined in your text.
between your text and the definitions. You can simply Key term. You put the definition here.
copy paste the example here to your module. Try to have Yes, it is purposely in really small fonts
because it is a mere repetition of what
at least three or four key terms in one go. Don’t worry if
you already defined in your text.
your key term appeared in preceding pages or even in
succeeding ones.
SUMMARY
This is the part where you put your summary. You may ask difficult
questions here and provide the answers to your student.
Lorem ipsum dolor sit amet, consectetur adipiscing elit, sed do eiusmod
tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim
veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea
commodo consequat. Duis aute irure dolor in reprehenderit in voluptate velit
esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat
non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
KEY TERMS
These are tabbed You just have Start with a

Words that you To remember Capital letter
Can just write over That the terms After which
So it will be easier You put should You’re good to go
POSTTEST
Directions: Fill in the blank with the letter corresponding to your answer.
_______ 1. If you are using a multiple-choice test, you may use this format:
a. choice one c. choice three
b. choice two d. choice four
_______ 2. If you are using a multiple-choice test, you may use this format:
_______ 3. If you are using a multiple-choice test, you may use this format

REFERENCES
Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson.

Ornstein, Allan C. (2016). Foundation of education 13th ed, Cengage Learning
ANSWERS TO EXERCISES
Page 5 If you have activities that are not graded, put the answers here
Page 8 don’t forget to put the page numbersB
Page 10 answers vary
Page 7 1. Self-assessment common: book

2. instructional design elements common: CM model components
3. pretest common: all similar components of model and framework
4. copyright common: learning activities
5. movie common: pre-activity
6. uninterrupted text common: content presentation


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PAMANTASAN NG CABUYAO |YOUR COURSE TITLE HERE 1

Course Material No. 1

Dr. Rommel D.C. Mallari

• Discuss the philosophical foundations of the present

For this lesson, you would need the following resources:

Before you start, try answering the following

Give your Pre-activity a Catchy Title

What is Philosophy of Education?

Major philosophical thoughts

• Place emphasis on developing the mind, personal

Aim: to teach students how to think so that he can adjust to the

Aim: education for change in social reform.

Your Activity Title

Post activity questions

These are tabbed You just have Start with a

a. choice one c. choice three

Ozmon, Howard. (2012). Philosophical Foundations of Education. Pearson.

Page 8 don’t forget to put the page numbersB

Page 10 answers vary

Page 7 1. Self-assessment common: book

Page 14 answers vary

Page 19 answers vary

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