c. How to teach?
- emphasize mastery of subject matter
- teachers fountain of information and paragon of virtue
- teachers observe “core requirements, longer school days and a longer
academic year”
- rely heavily on the use of prescribed textbooks
- heavy stress on memorization and discipline
2. Perennialism
a. Why teach?
- we are all rational animals
- develop the students’ rational and moral powers
b. What to teach?
- curriculum is universal or general
- heavy on the humanities, general education
- less emphasis on vocational and technical education
- what the perennialist teachers teach are lifted from the Great
Books
c. How to teach?
- centered around teachers
- students engaged in Socratic dialogues or mutual inquiry sessions
to develop an understanding of history’s most timeless concepts.
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.
- grate 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, 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.
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.
the minds are full of ideas waiting to be midwifed by the teacher with his/her
skillful facilitating skills.
Formulating Your Philosophy of Education
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.
Society and You
i. Community perception on the role of teacher in the community
Teachers are perceived to be:
very important in a community
respected in a community
help in the community to some extent
“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?
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.
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.
“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
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
Example:
Sensual Feelings
Experiences of pleasure or pain
Vital Values
Example:
Health and Vitality
capability and excellence
Spiritual Values
Example:
aesthetic values: beauty against ugliness
values of wright and wrong
values of pure knowledge
Values of the Holy objects
Example:
Belief
Adoration
Bliss
Max Scheler’s Hierarchy of Values
Spiritual Values
Vital values
Pleasure Values
We act and live well if we stick to Scheler’s hierarchy of values
If you are doing it only because you are paid for it, it’s a job.
If you are doing it not only for the pay but also for service, it’s a mission.
If you quit because your boss or colleague criticized you, it’s a job;
If you keep on teaching out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job.
If you are committed to teaching even if it means letting go of other activities, it’s a mission.
If you quit because no one praises or thanks you for what you do, it’s a job.
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
It’s hard to get excited about a teaching job;
Its almost impossible not to get excited about a mission.
If our concern is success, it’s a job;
If our concern is success plus faithfulness, it’s a mission.
An average school is filled by teachers doing their teaching job;
A great school is filled with teachers involved in mission of teaching.
The element of a Profession