MODULE 1: Socially Responsible Teachers:

Rich with Philosophical Heritage

Expectations:

1. Determine the different philosophies in the practice of teaching profession;

2. Apply the different philosophies in the given teaching situation;
3. Value the importance of the different philosophies.

Engagement:

Directions: Define comprehensively philosophy in your own words based from your prior
knowledge and experiences.
The study of the fundamental nature of knowledge, reality, and
existence, especially when considered as an academic discipline.
A particular system of philosophical thought.
Plural noun: philosophies
"Schopenhauer’s philosophy"
the study of the theoretical basis of a particular branch of knowledge or experience.
"the philosophy of science"

Exploration:

Teachers need to be guided by a sound philosophy in the practice their profession. It is a way of
thinking about the meaning of life and their profession. It is a statement that outlines their view on
education and how it is supposed to be delivered to the learners.
Teachers plan lessons, interacts with their students and evaluate their performance according
to their own personal view of teaching and learning. This depends on how they take their role as
teachers and on their philosophy of education. Their personality and values reflected in their
philosophy and set their behavior in the classroom. Their philosophy of education guides them in
reflecting on the meaning of what they are doing as teachers – why they are teaching it and how they
are teaching it.
It is important that teachers and students understand one another’s philosophy to better
understand their behavior in class which is crucial to a healthy learning environment.
At the end of this chapter, you are expected to develop your own philosophy of education
which will serve as your guiding light in your teaching career. If you take your philosophy seriously it is
assumed that you have achieved wisdom in the conduct of your profession.
This chapter introduces you to philosophies and theories of education. Reflect on each
philosophy/theory presented and select the element which you have think are worth including in your
own philosophy.

THE TEACHING PROFESSION

What is philosophy?
Philosophy can be defined as a set of ideas that answer question about nature of reality and
about the meaning of life. Some important questions that are commonly asked are… What is
knowledge? What is worth striving for? What is just, good, right or beautiful? These are philosophical
questions that may be important in teachers’ lives.
Philosophy originated with ancient Greek word Philo which means love and Sophie which means
wisdom. Philosophy is therefore the love of wisdom.
Greek thinkers divided philosophy into three branches: metaphysics, epistemology, and
axiology.
Metaphysics addresses reality. It is divided into two categories:
 Ontology examines issues related to nature, existence or being.
 Cosmology is related with nature and origin of the universe (the cosmos)
Epistemology is concerned with the nature of knowledge – how we come to know about things,
or how we acquire knowledge. We acquire knowledge through our senses, intuition,
observation and logic, and use of scientific method.
Axiology and its corollaries relate to value.
Ethics relate to issues in morality and conduct.
Aesthetics is concerned with beauty.

What is philosophy of education?

Philosophy of education is a set of related beliefs that influence what and how students are
taught. Teachers’ philosophy of education guides their behavior or performance in the classroom. The
philosophy statement reflects their personality and values.
Formulating your own philosophy may not be easy since you are just beginning, but here are
some questions you may consider in framing your philosophical statement.
 What is the purpose of education?
 What content and skills should schools develop?
 How should school teach the content of the curriculum?
 What are the roles of students and teachers in the teaching learning process?
 How should learning be assessed?

Continue reading the chapter to get acquainted with various philosophies of education.

In education, metaphysics refers to the knowledge of most worth which is the curriculum. The
subjects in the curriculum contain or describe the knowledge which teachers should impart to the
learners. Epistemology is concerned with the methods of teaching or how teaching and learning are to
be delivered. Axiology relates to the behavior, civility, appreciation, and expression.

PHILOSOPHICAL ROOTS OF EDUCATION

Philosophies present generalized views of reality. Three major philosophies are presented in
this chapter to help you formulate your own philosophy. Compare the elements or features of each
philosophy and decide which element you would include in your philosophy of education.

Idealism
Idealism contends that reality lies in our consciousness or our intellect. Idealists believe that
perfect knowledge of the ideal resided outside humans as an Absolute or as God. They believe that the
spiritual essence or soul is the permanent element of human nature that gives them the power to think
and feel. They believe that the ideas that make-up reality have already existed in the mind of the

THE TEACHING PROFESSION

Absolute or God so that when we know something, it means we have reached our conscious
understanding of these ideas.
Idealism envisions schools that are intellectual centers of teaching and learning where teachers
guide the student to realize their intellectual potential and appreciate the finest and enduring
achievements of culture.

Idealist Teachers:
 Believe that the schools are the repositories of eternal truth which have organized the
hierarchical curriculum in education.
 Believe that on top of this hierarchy are the most important subjects that cultivate abstract
thinking – Philosophy, Theology and Mathematics.
 Believe in the use of Socratic Method – asking probing questions to stimulate consciousness of
students in discovering knowledge.
 Believe that thinking and learning are the processes of bringing latent ideas to consciousness
and logic is encouraged in organizing their lessons.
 Believe that teachers should lead exemplary lives and be models for models for students to
imitate.
 Believe that the internet can make the great book accessible to all, but they insist that
technology should be the means rather than the end in transmitting knowledge.

Reality lies in the consciousness or intellect”, this is the element of idealismwhich I fully agree on because
our very own consciousness is the only element ofreality and existence which we are fully aware of, our
conscious self helps us toperceive what is happening in the world around us. Our five senses proved thatwe
are indeed living in a physical world which means that what we feel, what wesee, what we perceive and
think as the reality is indeed the reality. Our brain orsimply our intellect creates the subjective world
around us, with this we can saythat our view of reality lies in how we view it, our existence lies in our
mind weare the ones who creates our reality. To fully state my point I will take accountthe well known
Realism
Realism advocates that reality is outside of our minds. They are not internal to our minds as
idealists claim. Realists believe that the objects we perceive exists independently of the mind; that
whether or not we perceive these objects, they really exist in the world. Realists assert that the human
mind can know about the real world and that knowledge is a reliable guide to our behavior.
For the realists, the purpose of education is to teach students about the world in which they
live. That the most accurate and efficient way of learning is through the curriculum of organized and
classified subject-matter discipline.

Realist Teachers:
 Believe that teachers should be equipped with a wide repertoire of methods in teaching to
achieve their goals.
 Believe that their primary responsibility is to bring students’ ideas about the world into reality.
 Believe the deductive and inductive logic, and the scientific method are reliable means to
discover knowledge.
 Believe that the inclusion of non-academic activities interfere with the schools’ primary purpose
as a center of disciplined academic inquiry.
 Believe in the use of technology as an aid in learning; they recommend computer program to be
as “realistic” and effective as possible.

Reality lies in the consciousness or intellect”, this is the element of idealismwhich I fully agree on
because our very own consciousness is the only element ofreality and existence which we are fully
aware of, our conscious self helps us toperceive what is happening in the world around us. Our five
senses proved thatwe are indeed living in a physical world which means that what we feel, what
wesee, what we perceive and think as the reality is indeed the THEreality.TEACHING PROFESSION
Our brain orsimply our intellect
creates the subjective world around us, with this we can saythat our view of reality lies in how we
view it, our existence lies in our mind weare the ones who creates our reality. To fully state my point I
Pragmatism
Pragmatism evaluates the truth and meaning of ideas according to their physical consequences
and practical value. It emphasizes the need to test the validity of these ideas by acting on them. The
best way to validate ideas empirically is by using the scientific method. For pragmatists, if something
works, it is true.
John Dewey, a pragmatist, related education as preparation for life. He believed that the
function of education was to enhance human potential to be able to adapt to a constantly changing
world. Students should be trained to construct knowledge as they interact in the world. Pragmatists
believe that students should be encouraged to do researches and apply them to the solution of a
problem.

Pragmatist Teachers:
 Believe that education is an experimental process – a method of solving problems that
challenges people as they interact with the world
 Believe that children should learn how to make difficult decisions by considering the
consequences of their actions on others
 Believe that education should focus in real- life problem to be prepared to live fully and
effectively in society
 Believe that students should learn process of problem-solving rather than by being passive
learners as knowledge transmitted to them
 Believe in collaborative learning where students share their interests and problems
 Believe that interdisciplinary education is better than departmentalized curriculum in education
 Believe in taking risk in education to achieve their goal
 Believe in values – clarification rather than blindly accepting inherited values
 Believe that communication technologies such as e-mail and internet provide opportunities to
share ideas, insights, and experiences
As an educator it is essential to possess a philosophy which will be applied
in the classroom. A philosophy of education is not difficult to write. This
article will provide details on defining and writing your philosophy of
education. Developing a philosophy of education can be a daunting task for
OTHER PHILOSOPIES AND THEORIES RELATED TO EDUCATION

Educational theories are rooted from philosophies. They examine the roles and functions of
schools, curriculum, teaching and learning. Five educational theories are presented on the pages that
follow for you to analyze and consider in developing your own philosophy. Select the elements or
features in these theories that you agree with and include in your own philosophy.

Perennialism
Perennialists assert that the primary purpose of education is to bring students in contact with
the truth by cultivating their intellect and sense of rationality or reasoning power. They contend that
there are principles that students need to learn like the universality of truth, the importance of
rationality and power of aesthetics. They also propose the study of religion to encourage ethical
behavior.

THE TEACHING PROFESSION

 Perennialists urge that students read the Great Books – works by history’s finest thinkers and
writers, and develop their understanding of the concepts about human knowledge. They oppose the
inclusion of non-academic subjects in the curriculum because they defeat the primary purpose of the
school which is to develop students intellectually. They indorse subject-matter curriculum loaded with
cognitive subjects that develop rationality and morality.

Perennialist Teachers:
 Believe that the teachers are the intellectual mentors and models for their students
 Believe that fundamental skills such as reading, writing, computation and research be
developed starting elementary to prepare them for life long learning
 Believe that subjects with human concern like history, literature, drama, and art should be
include in the secondary school curriculum
 Believe that their role is to sharpen the students’ intellectual powers and enhance their moral
qualities.
 Believe that electronic vision of great books and other classics may be viewed by larger
audience but this could not be a substitute for reading the classics.

First things first, ask yourself, “do I have a personal philosophy”. More
than likely, you do– whether you can effectively articulate it yet, or not.
We all have a personal philosophy, or a way about ourselves that gives us
some degree of clarity and direction throughout our daily lives. Creating a
personal philosophy, understanding how to set a vision, and learning your

Essentialism
Essentialism is a teacher-centered philosophy that adheres to the belief that the basic skills of
literacy (reading and writing) and numeracy (arithmetic) as well as subject-matter knowledge should be
developed in schools. Subjects such as history, mathematics, science, language, and literature are
essential subjects for secondary education. They believe that these basic essential subject-matter need
to be mastered to be able to function effectively in society. These skills will prepare them to be
competent and skilled individuals for the competitive global village.
Essentialists argue that schools and teachers must be committed to their primary academic
function – to teach students with knowledge and skills that will prepare them to function effectively and
efficiently in democratic society.
Essentialist favor a subject-matter curriculum which should be cumulative and sequentially
arranged, starting with low order thinking skills to more complex higher order level.
Essentialists do not favor innovative or process – learning approaches like constructivism, which
allows students to construct knowledge based on past knowledge/experiences. They adhere more on
teacher-directed instruction because they believe teachers are trained professionals who should guide
and direct and learning of students.

Essentialists Teachers:
 Believe that teachers have authority to discipline students
 Believe that teachers should have mastery of knowledge and skills they teach
 Believe in the use of deductive method of teaching
 Believe that student should learn the “essentials”
 Believe that only when the students have mastered the required competencies can they be
promoted to the higher level
 Believe that test scores are the basis for evaluating students’ progress

Essentialists believe that teachers should try to embed traditional moral values
and virtues such as respect for authority, perseverance, fidelity to duty,
consideration for others, and practicality and intellectual knowledge PROFESSION
THE TEACHING that students
need to become model citizens.
Progressivism
Progressivisms belong to a reform movement that opposed the traditional education. They
were against: 1) authoritarian teachers, 2) book-based instruction, 3) rote memorization, and 4)
authoritarian classroom management. Progressivists contend that although knowledge may come from
varied sources, the best way to learn is by actively exploring/or by engaging in direct experiences. They
believe that the school should be a laboratory for experimentation. They organize schools around
concerns, curiosity and real-world experiences of the learners. They advocate using the project method
and problem-solving which promotes democratic learning communities in the classroom.

Progressivist Teachers:
 Believe that teachers should possess a repertoire of learning activities to be used in the
teaching-learning process like problem-solving, field trips, creative artistic expression and
projects
 Believe that the child should be free to develop naturally
 Believe that interest motivated by direct experience stimulates learning
 Believe that the teacher is a facilitator of learning
 Believe that there should be close cooperation between the home and the school
 Believe that students’ need, interest, and readiness should be considered in constructing the
curriculum

Progressivists believe that individuality, progress, and change are fundamental to one's education.
Believing that people learn best from what they consider most relevant to their lives, progressivists center
their curricula on the needs, experiences, interests, and abilities of students.

Social Reconstructionism
This is theory rooted on progressivism. In fact, social reconstructionists were considered as the
more socially-oriented progressivists. They sought to make schools the center of larger social reforms.
They contented that schools need to investigate and work to solve social, political, and economic
problems and eventually create a new society.
Social reconstructionists believe that people are responsible for their social conditions. They
have power to take control of their lives, improve their human conditions, and build a just and good
society. Education, therefore, should prepare the students to meet the demands of society.

Social Reconstructionists Teachers:

 Believe that the school is the ideal place to begin alleviating social problems
 Believe in using project method and problem-solving method in teaching
 Believe that research is an effective means in solving problems of society
 Believe that the intellectual, emotional, and personal needs of the students should be
considered in the learning process
 Believe that teachers must model democratic principles

Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy. Reconstructionist educators focus on a
THE TEACHING PROFESSION
curriculum that highlights social reform as the aim of education.
Existentialism
Existentialism is a philosophy that emphasizes the subjectivity of human experiences. It is more
a process of philosophizing than it is a philosophy. Existentialism asserts that the purpose of education
is to help students find meaning and directions in their lives.
Existentialist author, Jean-Paul Sarte often quoted the phrase “Existence Precedes essence,’
meaning, we owe our existence to nature but we define ourselves through our action. W create our
own essence by making our personal choices. When we are thrust in choice-making situations, we are
what we choose to be. We must take responsibility for our choices.
Existentialists maintain that we create our own definition and make our own essence by making
personal choices in our lives.

Existentialists Teachers:
 Believe that the purpose of education is to awaken our consciousness about our freedom to
choose and to create our own self-awareness that contributes to our identity
 Believe that students should be trained to philosophize, to question, and to participate in
dialogues about the meaning of life
 Believe that self-expression, creativity and self-responsibility should be developed in the
students
 Believe that open classrooms maximize freedom of choice
 Believe in self – directed instruction
 Believe that students should decide what they want to learn and when to learn it

Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy. Reconstructionist educators focus on a
curriculum that highlights social reform as the aim of education.

THE TEACHING PROFESSION

Evaluation:

A. By means of a Venn diagram, compare the following philosophies:

Perennialism and Essentialism
Progressivism and Social Reconstructinism

VENN DIAGRAM OF EDUCATIONAL THEORIES

1.
Perennialism Essentialism

Perennialism is a Essentialism is the view

that objects have a set of
specific
attributes that are
educational necessary to their
philosophy and is identity. In early Western
derived from thought, Plato's idealism
held that all things have
ancient Greek such an "essence"—an
philosophies such as "idea" or "form". ...

Social
2. reconstruction Progressivism
is a condition in which theReconstructionism
Social population achieves a level of
tolerance and peaceful co-existence; gains social cohesion through
Progressivism is a
political philosophy in
support of social
reform. ... In the 21st
century, a movement that
identifies as progressive is
"a social or political
movement that aims to
represent the interests of

Compare your Venn diagrams with the diagrams on the feedback sheet.
(See appendix B.)
THE TEACHING PROFESSION
 B. Complete the analytical web below.

Analytical Web of Education Theories

Social
Pragmatism Progressivism
Reconstructionism

How Alike?

These 3 Educational Philosophies also aim to improve and reconstruct our society. 11.
Pragmatism Progressivism Social Reconstructio nism Pragmatism method is about problem
solving while Progressivism is about learning by doing and Social Reconstructionism talks
about education for change and social reform.

How Different?

Social
Pragmatism Progressivism
Reconstructionism

The progressivist classroom is about exploration and experience. Teachers act as facilitators in a
classroom where students explore physical, mental, moral, and social growth. ... Social
reconstructionism is an educational philosophy that views schools as tools to solve social
problems.
JEFF ALBERT B. VENUS. BTVTED ELECTRONICS

THE TEACHING PROFESSION

My philosophy of education is that all children are unique and must have a stimulating
educational environment where they can grow physically, mentally, emotionally, and socially.
It is my desire to create this type of atmosphere where students can meet their full potential.

THE TEACHING PROFESSION

Extension:

Direction: Answer or supply what are asked below.

I learned that It teaches critical thinking, close reading, clear writing, and logical
analysis; it uses these to understand the language we use to describe the world, and our place
within it. … These are philosophical questions, and philosophy teaches the ways in which we
might begin to answer them.

I was particularly interested in the What drives your interest in philosophical thought?
On a general personal level I feel like everyone wants to know how they fit into existence, but
what specifically got you interested in studying philosophy? I see many posts on this sub
regarding things such as existential crises, thoughts about death, the meaning of life etc.

I want to learn more about find it best to read books about the philosophers
themselves by biographers and the like. It presents the information in a simplistic manner and
allows for an easier transition into what can often be difficult content. After this, start reading
the philosophers’ own work and comparing what you read in their biographies to what you are
reading from the texts themselves

THE TEACHING PROFESSION

References:

Bilbao, Purita P, Corpus, Brenda B., Llagas, Avelina T., Salandanan, Gloria G. ( 2018) The Teaching
Profession. Lorimar Publishing, Inc.
Pawelin, Greg T. (2016) The Teaching Profession Passion and Mission. Rex Book Store
Lim, Lourdes S., Caubic, Rosalina A., Casihan, Luvimi L. (2014). The Teaching Profession. Adriana
Publishing Co., Inc.

THE TEACHING PROFESSION