“Teachers… are the most responsible and important member of society because c. How to teach?

their professional efforts affect the fate of the earth.” - Helen Caldicott  centered around teachers
Our thoughts, values, and actions are somehow shaped by events and by people  Students engaged in Socratic dialogues or mutual inquiry
with whom we come in contact. We, in turn, help shape society – its events, people
sessions to develop an understanding of history’s most timeless
and its destiny.
Your Philosophy of life and you philosophy of education serve as your “window” to
concepts.
the world and “compass” in the sea of life.
3. PROGRESSIVISM
Your Philosophical Heritage a. Why teach?
Seven Philosophies of Education  To develop learners into becoming enlightened and intelligent
1. ESSENTIALISM – What is needed and important citizens of a democratic society.
a. Why teach?  Teach learners so they may live life fully NOW.
- Learners to acquire basic knowledge, skills and values. b. What to teach?
- to transmit the traditional moral values and intellectual  need-based and relevant curriculum
knowledge that students need to become model citizens  curriculum that respond to students’ need and relates to
b. What to teach? students’ lives and experiences
- Programs are academically rigorous - the basic skill or the  accept the impermanence of life and inevitability of change,
fundamental r’s – reading, ‘riting, ‘rithmetic, right conduct everything else change
needed in preparation for adult life.  concerned with teaching the learners the skill to cope with
- traditional discipline – Math, natural Science, History, Foreign change
Languages and Literature - frown upon vocational courses -what  Give focus to teaching of skills or process in gathering and
is most important and place little emphasis on students interest evaluating information and in problem solving.
c. How to teach?  give emphasis on natural and social sciences
- emphasize mastery of subject matter c. How to teach?
- teachers fountain of information and paragon of virtue  employ experiential methods
- teachers observe “core requirements, longer school days and a  learns by doing -John Dewey
longer academic year”  advocate of Progressivism
- rely heavily on the use of prescribed textbooks  heavily rely on the problem
- heavy stress on memorization and discipline  solving method (Scientific method)
 Hands-on-minds-on teaching method like field trips and
2. PERENNIALISM thought-provoking games
a. Why teach?
 We are all rational animals 4. Existentialism
 develop the students’ rational and moral powers a. Why Teach?
b. What to teach?  To help students understand and appreciate themselves as
 curriculum is universal or general unique individual who accept complete responsibility for their
 heavy on the humanities, general education thoughts, feelings and action.
 less emphasis on vocational and technical education  to help students define their own essence by exposing them to
 what the perennialist teachers teach are lifted from the Great various paths -education of the whole person
Books
 b. What to teach?
 students are given a wide variety of options from which they to
choose
 tremendous emphasis is given to Humanities to provide
students with vicarious experiences that will help unleash their
own creativity and self-expression
 vocational education is regarded more
 encourage creativity and imagination
c. How to teach?
 Focus on individual
 Learning is self-paced, self-directed.
 great deal of individual contact with the teacher -employ
values clarification strategy
5. BEHAVIORISM
a. Why teach?
- modification and shaping of student’s behavior by providing a
favorable environment
b. What to teach?
- look people and other animals as complex combination of
matter that act only in response to internally or externally
physical stimuli.
- teach students to respond favorably to various stimuli in the
environment.
c. How to teach?
- ought to arrange environment conditions
- ought to make the stimuli clear and interesting to capture and
hold the learners’ attention.
- ought to provide appropriate incentives to reinforce positive
responses to awaken or eliminate negative ones.
6. LINGUISTIC PHILOSOPHY
a. Why teach?
- to develop the communication skills of the learners
- to develop in the learner the skill to send message clearly and
receive messages correctly.
b. What to teach?
- learners should be taught to communicate clearly
- Communication takes place in three ways:
 Verbal – the content of our message, the choice and arrangement of
our words. This can be oral or written.
 Nonverbal – the message we send through body language.
 Paraverbal – refers to how we say what we say – tone, pacing and
volume of our voices.
 teach learners to use language that is correct, precise, grammatical,
coherent, accurate. help student expand their vocabularies
 teach the learner how to communicate clearly
 caution the learners of the verbal and non-verbal barriers of
communication teach the learner to speak as many language as
you can
c. How to teach?
- Teach language and communication through experiential way.
- Make the classroom a place for the interplay of minds and hearts.
- Facilitates dialogue among learners because in the exchange of
words there is also an exchange of ideas.
7. CONSTRUCTIVISM
a. Why teach?
- 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.
b. What to teach?
- learners are taught how to learn, learning processes and skills
c. How to teach?
- teacher provides students with data or experiences that allow
them to hypothesize, predict, manipulate objects, pose
questions, research, investigate, imagine and invent
- Constructivist classroom is interactive - promotes dialogical
exchange of ideas among learners and between teachers and
students.
- Teacher’s role is to facilitate the process.
 knowledge is constructed by learners through an active,
mental process of development
 The minds are full of ideas waiting to be midwifed by the
teacher with his/her skillful facilitating skills.
 Formulating Your Philosophy of Education
Your philosophy of education is your “window” to the world and “compass
of life”.
Your philosophy of education is reflected in your dealings with students.,
colleagues, p parents and administrators. Your attitude towards problems
and life has an underlying philosophy.
What does a philosophy of education contain or include?
1) The human person, the learner in particular and the educated
person
2) what is true and good and therefore must be taught
3) how a learner must be taught in order to come close to the truth
4) how learner must be taught in order to come close to the truth
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 his/her environment
 is unique and 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 lesson.
I believe that my task as a teacher is to facilitate the development of
every child to the optimum and to maximum by:
 Reaching out to all children without bias and prejudice towards the
“least” of the children.
 Making every child feel good and confident about him/herself through
his/her experiences of success in the classroom.
 Helping every children master the basic skill of reading, communicating
in oral or written form, arithmetic and computer skills.
 Teaching my subject matter with mastery so that every child will use
her/his basic skills to continue acquiring knowledge, skills and values for
him/her to go beyond basic literacy and basic numeracy.
 inculcating or integrating the unchanging values of respect, honesty,
love and care for others regardless of race, ethnicity, nationality,
appearance and economic status in my lessons
 consistently practicing these values to serve as model for every child
 Strengthening the value formation of every child through hands-on-
minds-on-hearts –on experiences inside and outside the classroom.
 Providing every child activities meant to develop the body, the mind and
the spirit.
The Foundational Principles of Morality and You
“Even in your worst day on the job, you are still some children’s best hope”
“A teacher affects eternity; he can never tell where his influence stop.”
What is Morality?
 the quality if human acts by which we call them right or wrong,
good or evil
 your human action is right when it conforms with the norm, rule, or
law of morality. Otherwise it is said to be wrong.
Meaning Of Foundational Moral Principle
PRINCIPLE
 From Latin word princeps which means a beginning, a source.
 on which something is based, founded, originated or initiated.
 Foundation of a building upon which all other parts stand.
Meaning of Foundational Moral principle
 The universal norm upon which all other principles on the rightness
or wrongness of an action are based. It is the source of morality.
 contained in the natural law.
Natural Law
 written in the hearts of men (Romans 2:15)
 man’s share in the Eternal Law of God (Theist, 1964)
 the light of natural reason, whereby we discern what is good and
what is evil ..an imprint on us of the divine light. (St. Thomas)
 it is a law that says: DO GOOD AND AVOID EVIL. And this
FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.
 built into the design of human nature and woven into the fabric of
the normal human mind.

“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 recognize a supreme law divine origin commanding good and
forbidding evil” (Pacino, 1964)
All men have a mind which cannot bear to see 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 ho 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.
(Mencius, A Chinese philosopher)
“Do not do to others what you do not like others to do to you” – Kung-fu-tsu
“Do to others what you like others do to you” – Golden rule of Christianity
“Act in such a way that your maxim can be the maxim for all” – Immanuel
Kant
Two great Commandments for Christians:
 Love God with all your heart, with all your mind, with all your
strengths.
 Love your neighbor as you love your self
Buddhists Eightfold Path:
I. Strive to know the truth
II. resolve to resist evil
III. say nothing to hurt others
IV. respect life, morality, and property
V. engage in a job that does not injure others
VI. strive to free their mind of evil
VII. control their feelings and thoughts
VIII. practice proper forms of concentration
“Hatred does not cease by hatred; hatred ceases only by love.” – Buddha
“Forbids lying, stealing, adultery and murder”
“Honor for parents, kindness to slaves, protection for the orphaned and the
widowed, and the 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.” – Islamic Koran
Five Pillars of Islam:
 Prayer
 self-purification by fasting
 fasting
 Almsgiving
 pilgrim to Mecca for those who can afford
Teacher as a Person of Good Moral Character
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.
Characteristic of Good Moral Character:
I. being fully human – you have realize substantially your potential as
a human person
II. being a loving person – you are caring in an unselfish and mature
manner with yourself, other people and God.
III. being virtuous person – you have acquired good habits and
attitudes and you practice them consistently in your daily life
IV. being morally mature person – you have reached a level of
development emotionally, socially, mentally, spiritually appropriate
to your developmental stage.
The natural law is engraved in the heart every man and woman. Our act
is moral when it is in accordance with our human nature. Our intellect and
free will make us different from and above the beast.
You are a person of good moral character when you are: human, loving,
virtuous and mature
Max Scheler’s Hierarchy of Values
 Pleasure Values - the pleasant against the unpleasant - the agreeable
against the disagreeable
Example: Sensual Feelings Experiences of pleasure or pain
 Vital Values - values pertaining to the well-being either of the individual
or of the community - values of the vital Feeling
Example: Health and Vitality capability and excellence
 Spiritual Values - values independent of the whole sphere of the body
and of the environment - grasped in spiritual acts of preferring loving
and hating
Example: aesthetic values: beauty against ugliness values of wright
and wrong values of pure knowledge
 Values of the Holy objects - appear only in regard of objects
intentionally given as “absolute”.
Example: Belief Adoration Bliss
 We act and live well if we stick to Scheler’s hierarchy of values
 We will live miserably if we distort Scheler’s hierarchy of values
 you are called to be a teacher and you are sent to the world to
accomplish a mission, to teach.
“Once a teacher, forever a student”
 you have a mission that calls for a continuing professional education
 how is your preparation?
 your unique and most significant contribution to the humanization
of life on earth is in the field where you are prepared for – teaching.
 to teach is to influence every child entrusted in your care to become
better and happier because life becomes more meaningful . To
teach is to help the child become more human.

The advocate of value clarification assert that we must clarify what we really
value..

Values – individual beliefs, attitudes and activities that are:

a) Freely chosen
b) chosen from among alternatives
c) chosen after due reflection
d) prized and cherished
e) publicly affirmed
f) incorporated into actual behavior
g) acted upon repeatedly in one’s life

Teaching as Your Vocation, Mission and profession

Vocation
 a strong desire to spend your life doing a certain kind of `` work
(such as religious work)
 the work that a person does or should be doing
 from the Latin word “vocare” - to call
 teaching is a call
 there must be a caller and a responder
 it was God who called you here for you to teach

Mission
 any important task or duty that is assigned, allotted, or self-imposed
 an important goal or purpose that is accompanied by strong
conviction
 from the Latin word “Misio” - To send