UNIT I

LESSON 1
1. Define philosophy. What are its branches?
Philosophy is the study of the fundamental nature of knowledge, reality, and existence,
especially when considered as an academic discipline. The original meaning of the
word philosophy comes from the Greek rootsphilo- meaning "love" and -sophos, or "wisdom."
When someone studies philosophy they want to understand how and why people do certain
things and how to live a good life. In other words, they want to know the meaning of life.
A. Epistemology- is the study of knowledge and justified belief. As the study of
knowledge, epistemology is concerned with the following questions: What are the
necessary and sufficient conditions of knowledge? What are its sources? What is its
structure, and what are its limits? As the study of justified belief, epistemology aims to
answer questions such as: How we are to understand the concept of justification? What
makes justified beliefs justified? Is justification internal or external to one's own mind?
Understood more broadly, epistemology is about issues having to do with the creation
and dissemination of knowledge in particular areas of inquiry. This article will provide
a systematic overview of the problems that the questions above raise and focus in some
depth on issues relating to the structure and the limits of knowledge and justification.
B. Metaphysics - the philosophical study whose object is to determine the real nature
of things—to determine the meaning, structure, and principles of whatever is insofar as
it is. Although this study is popularly conceived as referring to anything excessively
subtle and highly theoretical and although it has been subjected to many criticisms, it is
presented by metaphysicians as the most fundamental and most comprehensive of
inquiries, inasmuch as it is concerned with reality as a whole.
C. Ethic-s also called moral philosophy, the discipline concerned with what is morally good
and bad and morally right and wrong. The term is also applied to any system or theory
of moral values or principles. The terms ethics and morality are closely related. It is now
common to refer to ethical judgments or to ethical principles where it once would have been
more accurate to speak of moral judgments or moral principles. These applications are an
extension of the meaning of ethics. In earlier usage, the term referred not to morality itself
but to the field of study, or branch of inquiry, that has morality as its subject matter. In this
sense, ethics is equivalent to moral philosophy.

D. Logic -investigates and classifies the structure of statements and arguments, both
through the study of formal systems of inference and through the study of arguments
in natural language. It deals only with propositions (declarative sentences, used to make
an assertion, as opposed to questions, commands or sentences expressing wishes) that
are capable of being true and false. It is not concerned with the psychological
processes connected with thought, or with emotions, images and the like. It covers core
topics such as the study of fallacies and paradoxes, as well as specialized analysis of
reasoning using probability and arguments involving causality and argumentation
theory..
E. Aesthetics- also spelled esthetics, the philosophical study of beauty and taste. It is
closely related to the philosophy of art, which is concerned with the nature of art and
 the concepts in terms of which individual works of art are interpreted and evaluated.
Aesthetics is sometimes considered to be part of a larger philosophical category called
Axiology. Axiology is an area of philosophy that studies values and value judgments.
Whether someone spends millions on a single painting or says that a sculpture is
priceless, he or she is making an axiological judgment. As in ethical decisions,
aesthetics tries to define the principles that make us value one thing over another. At its
core, aesthetics asks what is valuable in life, what is valuable beyond mere survival,
and specifically, how art and beauty are defined.

2. What is philosophy in education?

Philosophy of education study what constitutes upbringing and education, the values
and norms revealed through upbringing and educational practices, the limits and legitimization
of education as an academic discipline, and the relation between educational theory and
practice.
In universities, the philosophy of education usually forms part of departments or colleges
of education. The purpose of education is much more than teaching numbers, letters and how to
read, write and talk, it is also about teaching morals, respect, high character and giving guidance
on how to become the best versions of themselves as they can possibly be. Teachers are put in
roles to give the guidance that students may not get in their lives, like making the right decisions
in life and by giving them the discipline they may need. I believe we are the first steps to a
student becoming successful in the world.
3. What are the philosophical roots and theories related to education?

Idealism - is a philosophical approach that has as its central tenet that ideas are the only true
reality, the only thing worth knowing. In a search for truth, beauty, and justice that is enduring
and everlasting; the focus is on conscious reasoning in the mind. Plato, father of Idealism,
espoused this view about 400 years BC, in his famous book, The Republic. Plato believed that
there are two worlds. The first is the spiritual or mental world, which is eternal, permanent,
orderly, regular, and universal. There is also the world of appearance, the world experienced
through sight, touch, smell, taste, and sound that is changing imperfect, and disorderly. This
division is often referred to as the duality of mind and body. Reacting against what he perceived
as too much of a focus on the immediacy of the physical and sensory world, Plato described a
utopian society in which "education to body and soul all the beauty and perfection of which they
are capable" as an ideal. In his allegory of the cave, the shadows of the sensory world must be
overcome with the light of reason or universal truth. To understand truth, one must pursue
knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully formed
prior to birth and is perfect and at one with the Universal Being. The birth process checks this
perfection, so education requires bringing latent ideas (fully formed concepts) to consciousness.

In idealism, the aim of education is to discover and develop each individual's abilities and full
moral excellence in order to better serve society. The curricular emphasis is subject matter of
mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas
through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to
help students discover and clarify knowledge). Introspection, intuition, insight, and whole-part
logic are used to bring to consciousness the forms or concepts which are latent in the mind.
Character is developed through imitating examples and heroes.

Realism - Realists believe that reality exists independent of the human mind. The ultimate
reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what
can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is
called the father of both Realism and the scientific method. In this metaphysical view, the aim is
to understand objective reality through "the diligent and unsparing scrutiny of all observable
data." Aristotle believed that to understand an object, its ultimate form had to be understood,
which does not change. For example, a rose exists whether or not a person is aware of it. A rose
can exist in the mind without being physically present, but ultimately, the rose shares properties
with all other roses and flowers (its form), although one rose may be red and another peach
colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to
reason about physical events and aspects. The exercise of rational thought is viewed as the
ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the
physical world, particularly science and mathematics. The teacher organizes and presents content
systematically within a discipline, demonstrating use of criteria in making decisions. Teaching
methods focus on mastery of facts and basic skills through demonstration and recitation.
Students must also demonstrate the ability to think critically and scientifically, using observation
and experimentation. Curriculum should be scientifically approached, standardized, and distinct-
discipline based. Character is developed through training in the rules of conduct.

Pragmatism (Experientialism) - For pragmatists, only those things that are experienced or
observed are real. In this late 19th century American philosophy, the focus is on the reality of
experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly
changing and that we learn best through applying our experiences and thoughts to problems, as
they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no
absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the
teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action,
rather than linger in the mind and lead to indecisiveness.

John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He

believed that learners must adapt to each other and to their environment. Schools should
emphasize the subject matter of social experience. All learning is dependent on the context of
place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively
and contribute to a democratic society. The ultimate purpose is the creation of a new social order.
Character development is based on making group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and
projects, often having students work in groups. Curriculum should bring the disciplines together
to focus on solving problems in an interdisciplinary way. Rather than passing down organized
bodies of knowledge to new learners, Pragmatists believe that learners should apply their
knowledge to real situations through experimental inquiry. This prepares students for citizenship,
daily living, and future careers.
 Existentialism - The nature of reality for Existentialists is subjective, and lies within the
individual. The physical world has no inherent meaning outside of human existence. Individual
choice and individual standards rather than external standards are central. Existence comes
before any definition of what we are. We define ourselves in relationship to that existence by the
choices we make. We should not accept anyone else's predetermined philosophical system;
rather, we must take responsibility for deciding who we are. The focus is on freedom, the
development of authentic individuals, as we make meaning of our lives.

There are several different orientations within the existentialist philosophy. Soren Kierkegaard
(1813-1855), a Danish minister and philosopher, is considered to be the founder of
existentialism. His was a Christian orientation. Another group of existentialists, largely
European, believes that we must recognize the finiteness of our lives on this small and fragile
planet, rather than believing in salvation through God. Our existence is not guaranteed in an after
life, so there is tension about life and the certainty of death, of hope or despair. Unlike the more
austere European approaches where the universe is seen as meaningless when faced with the
certainty of the end of existence,

Related to education, the subject matter of existentialist classrooms should be a matter of

personal choice. Teachers view the individual as an entity within a social context in which the
learner must confront others' views to clarify his or her own. Character development emphasizes
individual responsibility for decisions. Real answers come from within the individual, not from
outside authority. Examining life through authentic thinking involves students in genuine
learning experiences. Existentialists are opposed to thinking about students as objects to be
measured, tracked, or standardized. Such educators want the educational experience to focus on
creating opportunities for self-direction and self actualization. They start with the student, rather
than on curriculum content.

4. Explore and answer the following:

A. Based on the philosophies that you have examined, make a comparison of the philosophies
guided by the categories provided in the matrix below:

Comparison matrix of major philosophies

Philosophies
Idealism Realism Pragmatism
Aims of education1) Self realization or of 1) Self realization or of personality.
1) Aims of education are
personality. 2) Spiritua1 development not pre-determined.
2) Spiritua1 3) Realization of Truth, Beauty and 2) Educational aims change
development Goodness. according to times, places
3) Realization of Truth, 4) Conversion, promotion, and and circumstances.
transmission of cultural
Beauty and Goodness. 3) More education
heritage.
4) Conversion, 5) Conversion of inborn nature into 4) Creation of new values.
promotion, and Spiritual Nature 5) Social adjustment and
transmission of cultural 6) Preparation for a holy life. harmonious development.
heritage. 7) Development of'inte1igence and
5) Conversion of inborn rationality
nature into Spiritual
 Nature
6) Preparation for a
holy life.
7) Development
of'inte1igence and
rationality

Role of teacher 1) 1. Supreme and 1) 1. Teacher s role is supreme 1)
important place because he brings the child in
of teacher touch with the external
2) 2. The teacher as a realities of life. 2)
gardener knows best as2) 2. Keeping aside his own
to how to care and views, the teacher imparts
develop a child like a scientific knowledge to the
plant. child in an easy and effective
way.
1. Teacher's role is that
of a friend, philosopher and
guide.
2. Teacher puts the
child in such a position
so that he learns to create
new values for future.

Role of student 1. Passive 1. It emphasis on recent 1. Want experience to make

2.Receivingand
memorizing the teacher
lecture
3. Characterized by the
will to perfection
Curriculum 1) 1) Idealistic curriculum1)
is developed
according to ideals and
eternal values.
2) 2. Humanistic 2)
subjects are
emphasized.
3) 3. Main subjects of
Idealistic 4)
curriculum are –
Religious studies,
spiritual studies, Ethics,
Language, Sociology,
Literature, Geography,
History, Music,
Fine arts etc.
needs and readiness to be the learning real for the
successful citizen students
2. To find o4t and discover 2. pragmatism believes that
new things learners should apply their
3. learner should be good knowledge to real situation
character person through experimental
inquiry
3. This prepares student for
citizenship daily living and
future carees.
1. Realistic Curriculum is 1) 1. Pragmatic Curriculum is
developed based on subjects of utility,
according to utility and its main principle being
needs. utilitarian.
2. Subjects concerning day to 2) 2. Social subjects
day activities are included in form the main body and
curriculum. others subsidiary.
3) Main subjects of Realistic 3) 3. Main subjects of a
4. Curriculum are –Natural Pragmatic Curriculum are –
sciences, Biological sciences, Health hygiene and science,
Physical sciences, Physical cultural, History,
Health culture, Physical Geography, Mathematics,
exercises, Mathematics, Homo-science, Science and
Geography, History, 4) Agriculture etc.
Astronomy, Sports etc.
.
 B. By means of Venn diagram, compare the following philosophies perenialism and
essentialism, progressivism and social reconstrucstionism.

Essentialism Perenialism
Progressivism Constructionism
 Traditional  Contemporary
education educational  Guided by the  Knowledge fits
philosophy philosophy education, experience
 Educational value  Direction in the is modern ideas and  Problem base
is fixed growth scientific learning
 Disciplining the  Reconstruct present techniques  Learners should
mind change  Believed in construct a
 Teacher dominate  Construct modern, meaningful
instruction knowledge educated, product
 Intellectual  Educational value is uniform culture  Individual
focuses changeable  Were mostly learner construct
 Educational  Student engage white, anglo mental model to
process focus on discover saxon, pr6testant, understand world
teaching  Educational process middle class  Learning as
focuses on active reformers reconstruction
self-learning  Rewrote state instead of
constitution to transmission of
include knowledge
registration law

C. Reflecting on the different elements of these philosophies/theories, specify the elements that
appeal to you most. List them on the column provided for indicate with a star the elements you
would include in your own philosophy as a future teacher.

Idealism Realism Essentialism Progressivism

 Reality is  The world is  To promote  Leaning by
spirit real and the intellectual doing
 To develop material growth of the  Give pupils
mind and self  Natural laws individual the
 Subject matter determine and learners opportunity to
essential for regulate ones  Pupil are not explain certain
mental and existence encouraged to educational
moral  Knowledge is involve issues
development derived from themselves  Assist pupils
sense of to handle any
experience problem
 D. Complete the analytical wed below:

PRAGMATISM PROGRESSIVISM SOCIAL RECONSTRUCTION

How Alike?

Pragmatism, progressivism and social reconstruction aims to teach one how to think so that one can adjust to an
ever changing world. These three educational philosophies also aim to improve and reconstruct our society.

PRAGMATISM PROGRESSIVISM SOCIAL RECONSTRUCTION

How difference?

Pragmatism method is about problem solving while progressivism is about learning by doing and social
reconstruction talks about education for change and social reform.

LESSON 2
1. What is a professional teacher? What are the personal qualities and attitudes that a teacher
must possess in order to succeed in their profession?
Professional teacher is someone who teaches as their profession. They are educated
specifically in methods of teaching. The personal qualities and attitude in order to succeed in our
profession are having deep knowledge and passion for their subject matter, had the ability to
build caring relationship with their students, friendliness and approachability, excellent
preparation and organization skills, expert when it comes to communication skills, they must
have a strong work ethics, superior listening skills, community building skills and high
expectation for all.
2. What is profession? What are the criteria of professional teacher? Explain each.
 A Profession is a disciplined group of individuals who adhere to ethical standards and
who hold themselves out as, and are accepted by the public as possessing special knowledge and
skills in a widely recognized body of learning derived from research, education and training at a
high level, and who are prepared to apply this knowledge and exercise these skills in the interest
of others. It is inherent in the definition of a Profession that a code of ethics governs the
activities of each Profession. Such codes require behavior and practice beyond the personal
moral obligations of an individual. They define and demand high standards of behavior in
respect to the services provided to the public and in dealing with professional colleagues.
Further, these codes are enforced by the Profession and are acknowledged and accepted by the
community.

CRITERIA OF PROFESSIONAL TEACHER

1. The Relational Factor.
The teacher demonstrates they can make a connection with students. They show that they
genuinely enjoy students, knowing kids learn better when they believe the teacher likes them.
2. The Formative Process.
The teacher possesses the tools and process by which they assess the students’ understanding of
the subject. They utilize a system for measuring student growth.
3. The Environmental Dynamic.
The teacher creates an atmosphere that’s conducive for learning. They find ways to keep every
student “in the game.” No assignment enables a student to give up. The teacher pursues the
marginalized student.
4. The Knowledge Component.
The teacher knows their subject well. They’ve mastered the content and know how to
communicate it to appropriate grade levels.
5. Constant Improvement.
The teacher never stops learning and growing themselves. They find creative ways to upgrade
their lesson plans and pedagogy. They are a “stream,” not a “pond.”
6. Student Voice.
It’s important the teacher has a clear voice in the classroom, but also that students do as well.
The course experience should not be a talking head, a one-way transmission of data — the
students’ needs and make up should inform the pedagogy.
3. What are social institutions wherein a teacher is an active member? How?
The teachers are active member of an educational institution because they are one who
plays an extraordinary part in the lives of children for the formative years of development. They
educate the youth of society who in turn become the leader of the next generation of people.
They involve themselves in moulding their students into responsible citizens of their country
4. Answer the following based on what you have understood in what you have read.
A. Identify the qualities of a professional teacher. Fill in the concept organized below:

The
professional
teacher
As an individual As professional

Good interpersonal and Knowledge and experience of the

communication skills mentee new area of work

A genuine desire to help other Can help the mentee to identify

practice which meets professional
requirements
Can give guidance to mentee
without making their decision
Can empower the mentee with the
knowledge gained from their
experience
An open mind and flexible attitude

Enthusiastic about teaching

B. The teacher is a member of social instruction. Write your responses to the following question.
Decide: In which social institution could you serve well as a future teacher?
Perceived and value: Can you describe you’re primarily role in your chosen institution?
Know and act: What other roles do you think are expected of you?
As a future teacher I want to serve in educational institution because I want t6 help
students to learn by imparting my knowledge to them and by setting up a situation in which
student can and will learn effectively. I want to motivate the student to focus on the learning
experience and find what he/she is passionate about. I will teach them t6 use different learning
techniques and I want to make sure that my students are one who are working because the one
who is working is the one who learning.
C. School is expected to prepare the youth to be functioning members of society.
What other function can you add to the organizer?

Transmit of
knowledge

Imparting
Teaching information
skills /talent

SCHOOL

Motivating Educating
student to students
learn
Develop
new
learning
environment
 D. Develop a web of the roles responsibilities of teachers in society.

Personal characteristic Teacher skills Teacher personal life Other bearers of Organizational cli0ate
outside school responsibility
 Intrinsic  Training  Administra
motivation  Expertise in  Personal  Student tion
 Personal subject area hardship  Parents  Colleagues
integrity  Experience  Health  School  Mentor
 Work ethic  Org. skills personnel
 Self control
 Perseverance

TEACHER RESPOSIBILITY

Positive personal Negative personal Consequences for Consequence related

consequences consequences student to others

 Personal  Hard work  Student  Positive

and job  Compr605 success relation
satisfaction se with  Student with
 Respect by personal trust you student,
student, life  Student are colleagues,
colleagues responsible parents
and parents  Positive
 image t6
public

LESSON 3
1. Differentiate ethics, moral and moral5ty from each other.
Ethics is the moral principles that govern a person's behavior or the conducting of an
activity while Morals are concerned with the principles of right and wrong behavior and the
goodness or badness of human character and Morality is Recognition of the distinction between
good and evil or between right and wrong; respect for and obedience to the rules of right
conduct; the mental disposition or characteristic of behaving in a manner intended to
produce morally good results.
2. What are the stages of morality?
Preconventional - Throughout the preconventional level, a child’s sense of morality is
externally controlled. Children accept and believe the rules of authority figures, such as parents
and teachers. A child with pre-conventional morality has not yet adopted or internalized
society’s conventions regarding what is right or wrong, but instead focuses largely on external
consequences that certain actions may bring.
Stage 1: Obedience-and-Punishment Orientation

Stage 1 focuses on the child’s desire to obey rules and avoid being punished. For example, an
action is perceived as morally wrong because the perpetrator is punished; the worse the
punishment for the act is, the more “bad” the act is perceived to be.

Stage 2: Instrumental Orientation

Stage 2 expresses the “what’s in it for me?” position, in which right behavior is defined by
whatever the individual believes to be in their best interest. Stage two reasoning shows a limited
interest in the needs of others, only to the point where it might further the individual’s own
interests. As a result, concern for others is not based on loyalty or intrinsic respect, but rather a
“you scratch my back, and I’ll scratch yours” mentality.

Conventional - Throughout the conventional level, a child’s sense of morality is tied to personal
and societal relationships. Children continue to accept the rules of authority figures, but this is
now due to their belief that this is necessary to ensure positive relationships and societal order.
Adherence to rules and conventions is somewhat rigid during these stages, and a rule’s
appropriateness or fairness is seldom questioned.

Stage 3: Good Boy, Nice Girl Orientation

In stage 3, children want the approval of others and act in ways to avoid disapproval. Emphasis
is placed on good behavior and people being “nice” to others.
Stage 4: Law-and-Order Orientation

In stage 4, the child blindly accepts rules and convention because of their importance in
maintaining a functioning society. Rules are seen as being the same for everyone, and obeying
rules by doing what one is “supposed” to do is seen as valuable and important. Moral reasoning
in stage four is beyond the need for individual approval exhibited in stage three.

Postconventional - Throughout the postconventional level, a person’s sense of morality is

defined in terms of more abstract principles and values. People now believe that some laws are
unjust and should be changed or eliminated. This level is marked by a growing realization that
individuals are separate entities from society and that individuals may disobey rules inconsistent
with their own principles.

Stage 5: Social-Contract Orientation

In stage 5, the world is viewed as holding different opinions, rights, and values. Such
perspectives should be mutually respected as unique to each person or community. Laws are
regarded as social contracts rather than rigid edicts. Those that do not promote the general
welfare should be changed when necessary to meet the greatest good for the greatest number of
people. This is achieved through majority decision and inevitable compromise. Democratic
government is theoretically based on stage five reasoning.
Stage 6: Universal-Ethical-Principal Orientation

In stage 6, moral reasoning is based on abstract reasoning using universal ethical principles.
Generally, the chosen principles are abstract rather than concrete and focus on ideas such as
equality, dignity, or respect. Laws are valid only insofar as they are grounded in justice, and a
commitment to justice carries with it an obligation to disobey unjust laws.

3. Explain the ethical standards set out by the teaching council to professional teachers.
The Ethical Standards for the Teaching Profession represents a vision of professional
practice. At the heart of a strong and effective teaching profession is a commitment to students
and their learning.
Members of the Ontario College of Teachers, in their position of trust, demonstrate responsibility
in their relationships with students, parents, guardians, colleagues, educational partners, other
professionals, the environment and the public.
Care
The ethical standard of Care includes compassion, acceptance, interest and insight for
developing students' potential. Members express their commitment to students' well-being and
learning through positive influence, professional judgment and empathy in practice.
Respect
Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour
human dignity, emotional wellness and cognitive development. In their professional practice,
they model respect for spiritual and cultural values, social justice, confidentiality, freedom,
democracy and the environment.
Trust
The ethical standard of Trust embodies fairness, openness and honesty. Members' professional
relationships with students, colleagues, parents, guardians and the public are based on trust.
Integrity
Honesty, reliability and moral action are embodied in the ethical standard of Integrity. Continual
reflection assists members in exercising integrity in their professional commitments and
responsibilities.

4. Code of ethics for professional teacher

 5. Develop concept map of a professional teachers as provided for in the preamble of the code of
ethics for professional teachers.

Professional Teacher as provided

of codes of ethics

Student Matter most Commitment to the job Keep learning Healthy relationship

 Honesty  Acceptance  Ne teaching  Healthy

 Respect  Security methods relationship w/
 Lawfulness  Safety  Curriculum co-
 Patience  Obey school development teacher/school
 Fairness policies  New teaching staff
skills  Healthy
 Responsibility
 Technical relationship
 Unity
advantages w/parents
 Relationship w/
colleagues in
the community

6. Make a list of ethical and moral practices you have observed (a) with your favorite teacher; (b)
with your co- teacher.
A. with your favorite teacher

 Commitment to a job
 Healthy relationship
 Student matter most
 Planning and conducting classes with care
 Cultivate love for education
B. with your co-teacher

 Cooperating with co-teacher and observing school policies so the whole institution
works effectively
 Respect with co-worker
 Moral sensitivity
 Moral judgment