PHILOSOPHY – is the science of all

things studied from the viewpoint of

their ultimate causes, reasons, or
principles by the light of human
reason alone.

NINE MAJOR
PHILOSOPHIES OF
EDUCATION
 PERENNIALISM
• REALITY – a world of reason and God
• Truth or Knowledge – reason and
revelation
• Goodness – Rationality
• Teaching Reality Doctrine –
disciplinary subjects and philosophical
• Teaching Truth – Discipline of the mind
– Drill
• Teaching Goodness – Disciplining
behavior (to Reason)
• Why Schools exist – To reveal reason and
God’s will
• What should be taught – Eternal Truth
• Role of the teacher – Interprets, tells
• Role of the student- Passive reception
• School’s attitude toward change – Truth is
eternal, no real change
 IDEALISM
• REALITY –A world of the mind
• Truth or knowledge – Consistency of
Ideas
• Goodness –Imitation of ideal self, person
to be emulated
• Teaching Reality Doctrine – Subject of the
mind – literary, math, science
• Teaching truth – Teaching ideas via
lectures, discussion
• Teaching Goodness – Disciplining
behavior (to reason)
• Why schools exist- To sharpen the mind
and the intellectual processes
• What should be taught – Wisdom of the
ages
• Role of the teacher – Reports, person to
be emulated
• Role of the student – Receives, memorize
• School’s attitude toward Change – Truth
to be preserved, anti-change
 REALISM
• Reality – a world of things
• Truth or knowledge –Correspondence and
sensation
• Goodness – Laws of nature
• Teaching reality doctrine - Subject of
physical world and social studies
• Teaching Truth – Teaching for mastery of
information, demonstrative, recite
• Teaching Goodness – Training in rules of
conduct
• Why schools exist – To reveal the order of
the world and the universe
• What should be taught – Laws of physical
reality
• Role of the teacher – Display, imparts
knowledge
• Role of the student – manipulates passive
participation
• School’s attitude toward change – always
coming toward perfection, orderly change
 EXPERIMENTALISM
• Reality – A world of experiences
• Truth or knowledge – What works, what is
• Goodness – The public test, workability
• Teaching Reality – Subject matter of social
experiences philosophy
• Teaching Truth – Problem solving, project
method
• Teaching Goodness – Making group decisions
in light of consequences
• Why schools exist -To discover and
expand the society we live in to share
experiences
• What should be taught – Group Inquiry
into social problems and social sciences,
method and subject
• Role of the teacher – Aids, consultant
• Role of the student –active participation,
contributes
• School’s attitude –Change is ever present,
a process
 EXISTENTIALISM
• Reality – a world of existence
• Truth or Knowledge - Personal subjective
choice
• Goodness – Freedom
• Teaching reality doctrine – subject matter
of choice, art, ethics
• Teaching truth – Arousing personal
responses, questioning
• Teaching Goodness – Awakening self to
responsibility
• Why schools exist – to aid children in knowing
themselves and their place in society
• What should be taught – Unregimented topic
areas
• Role of the teacher – Questions, assist student
in personal journey
• Role of the student – Determines own rule
• School’s attitude toward change – Change is
necessary at all times
 NATURALISM
• Reality – a world of nature
• Truth or knowledge – Nature
• Goodness – What is natural?
• Teaching reality doctrine – Nature
• Teaching truth – Natural means
• Teaching goodness – Goodness based on
nature
• Why should schools exist –
Transformation
• What should be taught – Nature
• Role of the teacher – Directs
• Role of the student – Passive
• School’s attitude toward change –
change and evolution
 SOCIALISM
• Reality – Society
• Truth or knowledge – Society
• Goodness – Welfare of society
• Teaching reality doctrine – Society as
subject
• Teaching Truth – Social means
• Teaching goodness – Social means
Why schools exist – for society’s
welfare
What should be taught – Society
Role of the teacher – Manipulates
Role of the student – Passive
School’s attitude toward change –
Change is real
 COMMUNISM
• Reality – Communist State
• Truth or knowledge – Communist state
• Goodness – Good of state
• Teaching reality doctrine – Indoctrination,
brain-washing
• Teaching truth – indoctrination
• Teaching goodness - Discipline
• Why schools exist – to
communize
• What should be taught –
communistic culture
• Role of the teacher – manipulates
• Role of the student – Passive
• School’s attitude toward change –
Change is real
 FASCISM
• Reality - Fascistic state
• Truth or knowledge – Fascistic state
• Goodness – Good of state
• Teaching reality doctrine – Brain-
washing
• Teaching truth - Indoctrination
• Teaching goodness – Discipline
• Why schools exist – State
supremacy
• What should be taught – Fascistic
culture
• Role of the teacher – Manipulates
• Role of the student – Passive
• School’s attitude toward change –
Change is real
 FOUR PILLARS OF EDUCATION
• In 1996, Jacques Delors, who led the
UNESCO International Commission on
Education for the 21st Century – stated
that the aim of development is the
complete fulfilment of the individual in all
the richness of the human personality, the
complexity of the human powers of
expression and commitments.
 THE FOUR PILLARS OF
LEARNING
• Is basically a framework that provides a
guide to equip the 21st century learners
with skills to meaningfully live in the
changing, complex, and interdependent
world. These pillars are summarized by
UNESCO in 1996, as follows
 1. LEARNING TO KNOW
• Acquiring the instruments of
understanding. It also means being aware
of local and world issues and their
solutions.
• “Give a man a fish; you have fed him for
the today. Teach a man how to fish; and
you have fed him for a lifetime”
 2. LEARNING TO DO
• To be able to act creatively in one
environment. It further implies
active involvement in solution-
building.
• “I hear and I forget. I see and I
remember. I do and I
understand.”
 3. LEARNING TO BE
• To better develop one’s personality and to
act with great autonomy , judgment, and
personal responsibility. It also connotes
development of attitude and commitment
to global citizenship.
• “To be what we are and to become what
we are capable of becoming is the only
end of life.”
 4. LEARNING TO LIVE
TOGETHER
• To participate in and cooperate with other
people in all human activities. It further
calls for demonstration of respect for self
and others.
• “Peace must begin with each one of us.
Through quiet and serious reflection on its
meaning, new and creative ways can be
found to foster understanding, friendship,
and cooperation among all people.”
• FOUR PILLARS OF EDUCATION
is learning that allows the
students to take a journey from
continuous learning throughout
life to learning to live together in
peace and harmony in a
globalizing world
 Two Stages in the journey
• INDIVIDUAL LEVEL – the journey
is toward improving oneself to
reach one’s full potential as a
human being
• SOCIETAL OR GLOBAL LEVEL
– the journey is toward respecting
and appreciating individual
differences, groups of people or
nations to build a peaceable and
caring world.
 PREREQUISITE KNOWELDGE
AND SKILLS
• 1. Knowing oneself
• 2. Discovering others
• 3. Appreciating the diversity of the
human race
• 4. Being receptive to others and to
encounter others through debate and
dialogue
• 5. Caring and sharing
• 6.Working toward common objectives in
cooperative undertakings
• 7. Managing and resolving conflicts
 SKILLS OF THE 21ST CENTURY
TEACHER
• 1. COMMNICATION SKILLS
• 2. LEARNING AND INNOVATION
SKILLS
• 3. INFORMATION, MEDIA AND
TECHNOLOGY SKILLS
• 4. LIFE AND CAREER SKILLS
 NATIONAL COMPETENCY-
BASED TEACHER STANDARDS
• STATEMENT OF PRINCIPLE – Teachers in all
Philippine schools are committed and
accountable for providing the classroom
instruction with results that are manifested in
high performance levels in terms of student
learning outcomes. Teachers are dedicated to
the well-being of the students and communities
they serve, taking into account their cultural
diversity, group aspirations and what is valued in
education
 DOMAIN 1. SOCIAL REGARD FOR
LEARNING
Acts as a positive role model for students
Performance indicators:
• Implements school policies and procedures
• Demonstrates punctuality
• Maintenance appropriate appearance
• Is careful about the effect of one’s behavior in
students
• Shows respect for other persons and their ideas
 DOMAIN 2. THE LEARNING
ENVIRONMENT
Creates an environment that promotes
fairness
Performance Indicators
• Maintains a learning environment of courtesy
and respect for different learners (ability,
culture, gender)
• Provides gender-fair-opportunities for learning
• Recognizes that every learner has strength
 Makes the physical environment safe
and conducive to learning

Performance Indicator
• Maintains a safe, clean, and orderly
classroom
• Arranges challenging activities given the
physical environment
 COMMUNICATES HIGHER LEARNING
EXPECTATIONS TO EACH LEARNER

• Uses individual and co-operative learning

activities to improve the capacities of
learners for higher learning
• Encourages learners to ask questions
• Provides learners with a variety of learning
experiences
• Provides learners with a variety of learning
experiences
• Communicates and maintains high
standards of learning performance
 ESTABLISHES AND MAINTAINS
CONSISTENT STANDARDS OF
LEARNERS’ BEHAVIOR
• Handles behavior problems quickly and
with due respect to children’s rights
• Gives timely feedback to reinforce
appropriate to learners’ behavior
• Guides individual learners requiring
development of appropriate social and
learning behavior
• Communicates and enforces school
policies and procedures for appropriate
learning behavior
• Encourages free expression of ideas from
students
• Creates stress –free environment
• Arranges challenging activities given the
physical enforcement
 COMMUNICATES HIGHER LEARNING
EXPECTATIONS TO EACH LEARNER
• Uses individual and co-operative learning
activities to improve capacities of learners for
higher learning
• Encourages learners to ask questions
• Provides learners with a variety of learning
experiences
• Provides varied enrichment activities to nurture
the desire for further learning
• Communicates and maintains high standards of
learning performance
 ESTABLISHES AND MAINTAINS
CONSISTENT STANDARDS OF
LEARNERS’ BEHAVIOR
• Handles behavior problems quickly and
with due respect to children’s rights
• Gives timely feedback to reinforce
appropriate social and learning behavior
• Guides individual learners requiring
development of appropriate social and
learning behavior
 DOMAIN 3. DIVERSITY OF
LEARNERS
Familiar with learner’s background
knowledge and experiences
Performance Indicators
• Obtains information on the learning styles,
multiple intelligences, and needs of
learners
• Designs or selects learning experiences
suited to different kinds of learners
• Establishes goals that define appropriate
expectations for all learners
• Paces lessons appropriate to needs
and/or difficulties of learners
• Initiates other learning approaches for
learners whose needs have not been met
by usual approaches
 DEMONSTRATES CONCERN FOR
HOLISTIC DEVELOPMENT OF
LEARNERS
• Recognizes multi-cultural background of
learners when providing learning
opportunites
• Adopts strategies to address needs of
differently-abled students
• Makes appropriate adjustments for
learners of different socio-economic
backgrounds
 DOMAIN 4. CURRICULUM
Demonstrates mastery of the subject
Performance Indicators
• Delivers accurate and updated content
knowledge using appropriate
methodologies, approaches, and
strategies
• Integrates language, literacy, and
quantitative skill development and value
in his/her subject area
• Explains learning goals, instructional
procedures and content clearly and
accurately to students
• Links the current content with past and
future lessons
• Aligns with lesson objectives the teaching
methods, learning activities, and
instructional materials or resources
appropriate to learners
• Creates situations that encourage learners
to use high order thinking skills
• Engages and sustains learners’ interest in
the subject by making content meaningful
and relevant to them
• Integrates relevant scholarly works and
ideas to enrich the lesson as needed
• Integrates content of subject area with
other disciplines
COMMUNICATES CLEAR LEARNING
GOALS THAT ARE APPROPRIATE
FOR THE LEARNERS
Performance Indicators
• Sets appropriate learning goals
• Understands the learning goals
 MAKES GOOD USE OF ALOTTED
INSTRUCTIONAL TIME
Performance indicators
• Establishes routines and procedures to
maximize instructional time
• Plans lessons to fit within available
instructional time
 SELECTS TEACHING METHODS, LEARNING
ACTIVITIES, AND INSTRUCTIONAL MATERIALS
OR RESOURCE APPROPRIATE TO LEARNERS
AND ALIGNED TO THE OBJECTIVES OF THE
LESSON

Performance Indicators
• Translates learning competencies to
instructional objectives
• Selects, prepares, and utilizes instructional
materials appropriate to the learners and
to the learning objectives
• Provides activities and uses materials which fit
the learners’ learning styles. goals, and culture
• Uses a variety of teaching approaches and
techniques appropriate to the subject matter and
the learners
• Utilizes information derived from assessment to
improve teaching and learning
• Provides activities and uses materials which
involve students in meaningful learning
 TEACHER RECOGNIZES GENERAL
LEARNING PROCESSES AS WELL AS
UNIQUE PROCESSES OF INDIVIDUAL
LEARNERS
Performance Indicator
• Designs and utilizes teaching methods
that take into account the learning
process
 TEACHER PROMOTES
PURPOSIVE STUDY

Performance Indicator
• Cultivates good study habits through
appropriate activities and projects
 TEACHER DEMONSTRATES SKILLS IN
THE USE OF INFORMATION AND
COMMUNICSTION TECHNOLOGY IN
TEACHING AND LEARNING

Performance Indicator
• Utilizes information and communication
technology to enhance teaching and
learning
 DOMAIN 5. PLANNING,
ASSESSING, AND REPORTING

• COMMUNICATES PROMPTLY AND

CLEARLY TO LEARNERS, PARENTS,
AND SUPERIORS ABOUT THE
PROGRESS OF LEARNER
 Performance Indicators
• Shows proofs of instructional planning
• Implements instruction as planned
• Demonstrates ability to cope with varied
teaching milieu
DEVELOPES AND USES A VARIETY OF APPROPRIATE
STRATEGIES TO MONITOR AND EVALUATE LEARNING

Performance Indicator
• Prepares formative and summative tests
in line with the curriculum
• Employs non-traditional assessment
techniques (portfolio, journals, rubrics,
etc.)
• Interprets and uses assessment results to
improve teaching and learning
• Identifies teaching and learning difficulties
and possible causes and takes
appropriate action to address them
• Uses tools for assessing authentic
learning
 MONITORS REGULARLY AND
PROVIDES FEEDBACK ON LEARNER’S
UNDERSTANDING OF CONTENT
Performance Indicators
• Provides timely and accurate feedback to
learners to encourage them to reflect and
monitor their own learning growth
• Keeps accurate records of
grades/performance levels of learners
• Conducts regular meetings with learners
and parents to report learners’ progress
• Involves parents to participate in school
activities that promote learning
• Uses the community as a laboratory for
learning
• Participates in community activities that
promote learning
• Uses community networks to publiciz
school events and achievements
• Encourages students to apply classroom
learning to the community
DOMAIN 7. PERSONAL GROWTH
AND DEVELOPMENT
Takes pride in the nobility of teaching as a
profession
Performance Indicators
• Maintains stature and behavior that
upholds the dignity of teaching
Performance Indicators
• Allocates time for personal and
professional development through
-participation in education seminars
and workshops
- reading educational materials
regularly
-engaging in educational research
• Manifests personal qualities such as
enthusiasm, flexibility, and caring
• Articulates and demonstrates ones’
personal philosophy in teaching
 BUILDS PROFESSIONAL LINKS
WITH COLLEAGUES TO ENRICH
TEACHING PRACTI CE

Performance Indicators
• Keeps abreast with recent developments
in education
• Links with other institutions, organizations
for sharing best practices
REFLECTS ON THE EXTENT OF THE
ATTAINMENT OF PROFESSIONAL
DEVELOPMENT GOALS

Performance Indicators
• Reflects on the quality of his/her own
teaching
• Improves teaching performance based on
feedback from students, peers, and
superiors, and cooperating teachers
• Accepts personal accountability to
learners’ performance and achievement
• Uses self-evaluation to recognize and
enhance one’s strength and correct one’s
weaknesses
 DOMAIN 6. COMMUNITY
LINKAGES
Establishes learning environment that
respond to the aspirations of the
community
Performance Indicators
• Involves community in sharing
accountability for the learners’
achievement
• Uses community resources (human,
material) to support learning
• Communicates and enforces school
policies and procedures for appropriate
learner behavior
• Encourages free expression of ideas from
students
• Creates stress-free environment
• Takes measures to minimize anxiety and
fear of the teacher and/or subject