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3. What will be discussed?
1. Teacher’s Philosophical Formation
2. The Foundational Principles of
Morality
3. Teacher’s Values Formation
4. Teaching as a Vocation, Mission and
Profession
4. Objectives
Objective #1
Scrutinize the
philosophical
foundations of
education
Objective #3
Discuss how teacher’s
form their own
Philosophical
Statements
Objective #2
Applying the
philosophy of
education in some
educational situations
Objective #4
Build your own
teacher’s
philosophical
statement
9. EXISTENTIALISM
Why teach?
1. To help students understand and
appreciate themselves as individuals
because they are born uniquely and
differently from the rest of the world.
2. To be taught how to accept complete
responsibility of their thoughts,
feelings and actions.
10. EXISTENTIALISM
The Existentialist teacher’s role:
1. To help students define their own
essence.
2. Since feeling is not divorced from
reason in decision making. The
existentialist demands the education of
the whole person, “not just the mind.”
11. EXISTENTIALISM
What to teach?
1. Students are given a wide variety of options
from which to choose from
2. The humanities, however, are given tremendous
emphasis to provide students with vicarious
experience that will help unleash their own
creativity and self-expression.
3. Teacher helps students define their essence
4. Holistic development - make good decisions
5. Learner-centered
6. Teachers should not impose values since
values are personal.
13. ESSENTIALISM
Why teach?
1. The role of the teachers is to teach learners the
basic knowledge, skills and values.
2. Traditional approach or back to basic approach that
emphasizes the basic skills or the fundamental 4
r's (reading, 'riting, 'rithmetic, right conduct)
3. Essentialist programs are academically rigorous,
curriculum centered.
4. Foci - Math, Natural Science, History, Foreign
Language, and Literature
14. ESSENTIALISM
Why teach?
5. The teachers and administrators decide what is
most important for the students to learn without
considering students' interest, background and
learning style.
6. Teacher-centered - everything comes from the
teacher
7. Rely heavily on the use of prescribed textbooks,
method: drill method, the lecture method,
memorization and discipline
16. Defining Features
1. Human beings are shaped
by the environment.
2. Man – neither good/bad –
are product of the
society.
3. A behaviorist school are
concerned with the
modification and shaping
of the students.
17. Why Teach?
1. 1. Behaviorist
school are concerned
with the
modification and
shaping of students.
18. BEHAVIORISM
How to teach?
1. Teachers create classroom atmosphere/climate that
is conducive for learning
• Physical Climate
• Psychological Climate
2. Teachers ought to make the lesson as clear and
interesting as possible to capture and hold the
learners' attention
3. Power of positive reinforcements and appropriate
incentives to eliminate negative ones
20. Defining Features
1. Ageless, eternal,
unchanged
2. Truth is universal - does
not depend on circumstances
of time, place, and person
(transcendent truths and
values)
21. 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 their ability to use
their higher faculties
to control their
passions and appetites
PERENNIALISM
22. ● The perennialist
curriculum is a universal
one on the view that human
beings possess the same
essential nature.
● It is heavy on the
humanities, on general
education.
● There is less emphasis on
vocational and technical
education.
What to teach?
● What the perennialist
teachers teach are lifted
from the Great Books
● History, religion,
literature (past ideas -
relevant) Understand the
great work of civilization
● Curriculum - based on
recurrent themes
23. How to teach?
● Teacher -centered
● It's also curriculum
based
● Students engaged in
Socratic dialogues, or
mutual inquiry sessions
to develop an
understanding of
history's most timeless
concepts
25. Jean Piaget
● He identified the
processes of
assimilation and
accommodation that are
key in this interaction
as individuals construct
new knowledge from their
experiences.
● Assimilation - absorbing
new information and
experience and
incorporate them into
our pre-existing ideas
(schema).
● Accommodation - process
in which new information
replaces old beliefs
Defining features
26. Why teach?
Constructivist sees 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
27. CONSTRUCTIVISM
What to teach?
1. The learners are taught how to learn
2. They are taught learning process and
skills such as searching, critiquing and
evaluation of information, drawing
inferences, posing questions out of the
information provided.
3. The teacher provides students with data
or experiences that allow them to
hypothesize, predict, manipulate objects,
pose questions, research, investigate,
imagine and invent .
28. CONSTRUCTIVISM
What to teach?
4. The constructivist classroom is
interactive. It promotes dialogical exchange
of ideas among learners and between teachers
and learners.
5. The teacher's role is to facilitate this
process.
6. Their minds are full of ideas waiting to be
"midwifed" by the teacher with his/her
skillful facilitating skills.
30. Defining Features
1. Contrasted – essentialism
and perennialism
2. Change and growth
3. Learners should be
enlightened and
intelligent to fully live
NOW.
31. PROGRESSIVISM
Why teach?
- Progressivist teachers teach to
develop learners into becoming
enlightned and intelligent citizens
of a democratic society.
- This group of teachers teach
learners so they may live life
fully NOW not to prepare them for
adult life.
32. PROGRESSIVISM
What to teach?
1. The progressivists are identified with need-based
and relevant curriculum.
2. This is curriculum that "responds to the students'
needs and they relate to the students' personal
lives and experiences."
3. Change is the only thing that does not change.
Hence, progressivist teacher are more concerned
with teaching the learners the skills to cope with
change.
4. The subject that are given emphasis in
progressivist schools are the natural and social
sciences.
33. PROGRESSIVISM
What to teach?
5. Teachers expose students to many scientific,
technological , and social developments, reflecting the
progressivist notion that progress and change are
fundamental.
6. Progressivist teachers employ experiential methods -
"One learns by doing"
7. Book learning is no substitute for actual experience
(Dewey). One experiential teaching method that
progressivist teachers heavily rely on is the problem-
solving method.
8. Method: "hands-on-minds-on-hearts-on" teaching methods
like field trips, thought provoking games, and puzzles.
36. Why Teach?
1. To attain social reform
How to teach?
1. Social issues are dealt
through dialogue, inquiry,
and multiple perspectives
2. Community based learning
is utilized
What to Teach?
1. Curriculum focuses on
student taking social
action in solving real
problems
37. Let’s Practice
a. Essentialism
b. Progressivism
c. Constructivism
d. Existentialism
1. When we teach
our objections
to abortion and
the Reproductive
Health bill, our
thought goes
with?
01
a. Essentialism
b. Progressivism
c. Constructivism
d. Existentialism
38. Let’s Practice
a. Essentialism
b. Constructivism
c. Behaviorism
d. Progressivism
Which educational
Philosophy is
achieved when the
teacher developed
intrinsically
motivated learners
through experiential
learning?
02
a. Essentialism
b. Constructivism
c. Behaviorism
d. Progressivism
39. Let’s Practice
a. Existentialism
b. Constructivism
c. Behaviorism
d. Progressivism
After listening to
the priest about
morality, John has a
moment of
reflection. His
understanding of
morality has become
deeper as he relates
it to his past
experiences.
03
a. Existentialism
b. Constructivism
c. Behaviorism
d. Progressivism
40. Let’s Practice
a. Essentialism
b. Constructivism
c. Behaviorism
d. Progressivism
Which philosophy of
education is
achieved when a
teacher mainly
focuses on the
essentials skills
and the basics of
literacy?
04
a. Essentialism
b. Constructivism
c. Behaviorism
d. Progressivism
41. Let’s Practice
a. Existentialism
b. Perennialism
c. Progressivism
d. Social
Reconstructionism
Scouting or Citizens
Army Training (CAT)
gives training in
character building,
citizenship training,
etc., which leads to
the creation of a new
social order and a new
society eventually.
What philosophy
supports this?
05
a. Existentialism
b. Perennialism
c. Progressivism
d. Social
Reconstructionism
42. Let’s Practice
a. Behaviorism
b. Progressivism
c. Existentialism
d. Essentialism
Mr. Santos says: "If
it's Mobile Legend that
brings students outside
of the classroom, let
us bring it to the
classroom. Maybe I can
use it to teach Math."
To which philosophy
does Mr. Santos adhere?
06
a. Behaviorism
b. Progressivism
c. Existentialism
d. Essentialism
43. Let’s Practice
a. The pragmatist
b. The existentialist
c. The behaviorist
d. The essentialist
Who is more likely to
advise you to modify
your classroom
environment in such a
way that your
students will be
motivated to learn?
07
a. The pragmatist
b. The existentialist
c. The behaviorist
d. The essentialist
45. Tailoring of Teacher’s
Philosophical Statement
"A teaching (philosophy)
statement is a purposeful and
reflective essay about the
author’s teaching beliefs and
practices. It is an individual
narrative that includes not only
one’s beliefs about the teaching
and learning process but also
concrete examples of the ways in
which he or she enacts these
beliefs in the classroom.“
(Vanderbilt University)
Ohio State University
Center for the
Advancement Teaching
Teaching philosophy
statement is important
because a clear
philosophy of teaching
can lead to a change in
teaching behavior and
foster professional and
personal growth.
46. Why make
1. You might be writing it as an exercise in concisely
documenting your beliefs so that you can easily articulate
them to your students, peers, or a search committee.
2. It might serve as the introduction to your teaching portfolio.
3. Or, it can serve as a means of professional growth as it
requires you to give examples of how you enact your
philosophy, thus requiring you to consider the degree to
which your teaching is congruent with your beliefs.
47. "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. I will provide a safe environment where
students are invited to share their ideas and take risks.
"I believe that there are five essential elements that are
conducive to learning. (1) The teacher's role is to act as a
guide. (2) Students must have access to hands-on activities. (3)
Students should be able to have choices and let their curiosity
direct their learning. (4) Students need the opportunity to
practice skills in a safe environment. (5) Technology must be
incorporated into the school day."
01 Example
48. "I believe that all children are unique and have something
special that they can bring to their own education. I will
assist my students to express themselves and accept themselves
for who they are, as well embrace the differences of others.
"Every classroom has its own unique community; my role as the
teacher will be to assist each child in developing their own
potential and learning styles. I will present a curriculum that
will incorporate each different learning style, as well as make
the content relevant to the students' lives. I will incorporate
hands-on learning, cooperative learning, projects, themes, and
individual work that engage and activate students learning."
02 Example
49. Guide questions on writing
your Philosophical Statement
Your concept of learning
What do you mean by learning? What
happens in a successful learning
situation?
Your concept of teaching
What are your values, beliefs, and
aspirations as a teacher? Do you wish
to encourage mastery, competency,
transformational learning, lifelong
learning, general transference of
skills, critical thinking? What does a
perfect teaching situation look like
to you and why? How are the values and
beliefs realized in classroom
activities?
Your goals for students
What skills should students obtain as
a result of your teaching?
Your teaching method
What methods will you consider to reach
these goals and objectives? What are
your beliefs regarding learning theory
and specific strategies you would use,
such as case studies, group work,
simulations, interactive lectures?
Your interaction with the students
What are you attitudes towards advising
and mentoring students? How would an
observer see you interact with
students? Why do you want to work with
students?
50. Guide questions on writing
your Philosophical Statement
Assessing learning
How will you assess student growth
and learning? What are your beliefs
about grading? Do you grade students
on a percentage scale (criterion
referenced) or on a curve (norm
referenced)? What different types of
assessment will you use (i.e.
traditional tests, projects,
portfolios, presentations) and why?
Personal Growth
How will you continue growing as a
teacher? What goals do you have for
yourself and how will you reach them?
How have your attitudes towards
teaching and learning changed over
time? How will you use student
evaluations to improve your teaching?
How might you learn new skills? How do
you know when you've taught
effectively?
