Beruflich Dokumente
Kultur Dokumente
Our thoughts, values, and actions are somehow shaped by events and by people with whom we
come in contact. We, in turn, help shape society – its events, people and its destiny.
Your Philosophy of life and your philosophy of education serve as your “window” to the world
and “compass” in the sea of life.
3. Progressivism
a. Why teach?
to develop learners into becoming enlightened and intelligent citizens of a
democratic society.
teach learners so they may live life fully NOW.
b. What to teach?
need-based and relevant curriculum
curriculum that respond to students’ need and relates to students’ lives and
experiences
accept the impermanence of life and inevitability of change, everything
else change
concerned with teaching the learners the skill to cope with change
give focus to teaching of skills or process in gathering and evaluating
information and in problem solving.
give emphasis on natural and social sciences
c. How to teach?
employ experiential methods
learns by doing
John Dewey – advocate of Progressivism
heavily rely on the problem-solving method (Scientific method)
Hands-on-minds-on teaching method like field trips and thought-
provoking games
4. Existentialism
a. Why Teach?
to help students understand and appreciate themselves as unique
individual who accept complete responsibility for their thoughts, feelings
and action.
to help students define their own essence by exposing them to various
paths
education of the whole person
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
4
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, nonverbal and
paraverbal
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 languages 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.
5
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,
parents and administrators. Your attitude towards problems and life has an underlying
philosophy.
What does a philosophy of education contain or include?
The human person, the learner in particular and the educated person.
what is true and good and therefore must be taught.
how a learner must be taught in order to come close to the truth.
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.
6
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.
“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.”
7
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.
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.
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 the
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
“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
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.
9
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
Values Clarification
What is Value Clarification?
What is value confusion?
When we don’t know what we really value or when we are not
clear on what we really value, we end up lukewarm or uncommitted to a value?
10
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
Etymology of the word “Vocation”
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
Etymology of the word “Mission”
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
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.
Dear Teachers:
I am a survivor of a concentration camp.
my eyes saw what no man should witness:
gas chambers built by learned engineers.
Children poisoned by educated physician.
Infants killed by trained nurses.
Woman and babies shot and burned by high school and college graduates
So I am suspicious of education. My request is: help your student become human. Your
efforts must never produce learned monster, skilled psychopaths, and Eichmann’s.
Reading, writing, arithmetic are important only if they serve to make our children more
human.
11