Subject Competencies

1. Determine ways and means to ensure high standards of

THE TEACHING PROFESSION the teacher’s personal and professional development;
2. Describe the role and responsibilities of the teacher in
Focus: the global community;
3. Analyze the historical, economic, socio-cultural,
Foundations of Education/Code of Ethics for geographical, environmental, political and socio-
Professional Teacher/Social Dimension of psychological factors that influence the school as an
Education agent of change and the teacher as a facilitator of
learning.
LECTURE NOTES

l. HISTORICAL FOUNDATIONS OF EDUCATION

EDUCATION is derived from the Latin word “educare or educere” which means to lead forth. It
is defined as the process of acquiring knowledge, habits, attitudes, interest, skills and abilities a
and other intangible human qualities through training instructions and self-activity, and
transmitting these vital elements of human civilization to posterity.

TYPES OF EDUCATION:

 FORMAL EDUCATION- refers to the hierarchical structures and chronological graded

learning organized and provided by the formal school system such as: Basic Education
and the Tertiary Education.
 NON-FORMAL EDUCATION- refers to any school-based educational activities aimed
at attaining specific learning objectives for a particular clientele specially the illiterates
and the out-of-school youths and adults.
 INFORMAL EDUCATION – a type of education which can be acquired anytime and
anywhere.

ORIGIN OF EDUCATION:

 THE THEORY OF DIVINE CREATION – advocates that God created man according to
His own image and likeness. He equipped man with intellect and free will. Due to man’s
disobedience, the first couple, Adam and Eve banished from the “Garden of Paradise”.
Henceforth, the first couple multiplied, passing knowledge acquired from God to their
offspring.
 THE THEORY OF EVOLUTION – it started when the very primitive man, basically
savage, brutish and animalistic began his quest to find ways and means to feed, clothe,
shelter and protect himself, and compete with other animals for survival. Education was
at its simplest form characterized by the absence of reading, writing or a comprehensive
language. Education was informal and learning was through observation and imitation.

EDUCATIONAL CONTRIBUTIONS OF ANCIENT CIVILIZATIONS:

JEWISH – Religious Education (Synagogues, Bible and the Talmud, Rabbis)

CHINESE – Career Oriented Education (Analects of Confucius, Civil Service Examination)

EGYPTIAN – Practical and Empirical Education (Hieroglyphics, Papyrus, Mathematics,

Engineering/Architecture, Geometry, Astronomy, Medicine)

GREEKS – Liberal and Democratic Education (Olympic games, Mythology, Democracy,

Philosophy)

The GREEK City States:

 SPARTA – Authoritarian Government, Military City - State, Communal life

 ATHENS – Liberal Education, Freedom of expressions, thoughts and religion

THE SOPHISTS – were the wandering scholars who went to Athens, taught Athenian boys but
collected fees from them.

PROTAGORAS – was the most famous sophist who said that “Man is the measure of all things.”

THE GREEK THINKERS:

 SOCRATES – (Gnothi Seauton or Know ThySelf, knowledge is virtue, Socratic dialectic

method of teaching)
 PLATO – (Social class, established Academy)
 ARISTOTLE – (Established Lyceum, Virtue is Doing, Man is a composite of Body and
Soul)

THE GREEK UNIVERSITIES:

 University of Athens – the world’s first comprehensive university

 University of Alexandria – founded by Alexander the Great in Egypt. It had excellent
products like: EUCLID – in the field of Geometry; ARCHIMEDES- in the field of Physics;
ERASTHOSTHENES – in the field of Geography and Astronomy.

ROMANS – Pragmatic and Progressive Education (Latin Language, The Laws of the Twelve
Tables, The Roman Senate)

THE INFLUENCES OF JESUS CHRIST:

Teaching Methods – (Parable, Conversational, Proverbial or Gnomic)

THE EARLY CHRISTIAN EDUCATION: (Catechumenal, Catechetical, Cathedral)

ISLAMIC INFLUENCE TO EDUCATION – (Islam teaching is based on the Qur’an)

ll. PHILOSOPHICAL FOUNDATIONS OF EDUCATION  Ontology – deals with the

A. Meaning of Philosophy meaning of existence,
 1. Nominal Meaning – from Greek words Philo and and tries to resolve the
Sophia which means question of whether
Love for wisdom. existence is identical with
2. As a discipline - the science of all things naturally space, time, nature,
knowable to man’s unaided power in so far as spirit, or God.
these things are studied in their deepest causes 2. Epistemology – The theory of
and reasons. knowledge and knowing. It inquiries
B. Areas or Branches of Philosophy about the nature, presuppositions
1. Metaphysics – It deals with the nature of reality. It and scope of knowledge.
asks the question, “After all the nonessentials of 2.1 Kinds of Knowledge
life have been stripped away, what is it that is  Posteriori – the reasoning
genuinely real?” that experience comes
- It aims to provide explanations on the first and knowledge
nature of cosmos/universe, the afterwards.
reality/nature of man, the relation of the  Priori – the reasoning
body and the mind, the problem of that knowledge can be
freedom, and conceptions of and about acquired through pure
God. reason alone
1.1 Subdivision of Metaphysics independent of sense
 Cosmology – tries to explain the experience.
theories, origin, and development of the 2.2 Instrument of Knowledge
nature of the cosmos/universe.  Empiricism- knowledge
 Teleology – tries to elucidate on subjects is gained through sense
pertaining to whether or not there is experience
purpose in the universe.  Rationalism – Reason is
the chief source of
knowledge
2.3 Possibility of Knowledge  Intuitionism – Knowledge
 Agnosticism – Conclusive knowledge of is gained through
ultimate reality is impossible. immediate insight.
 Skepticism – Question the possibility of  Authoritarianism –
having any conclusive knowledge. Knowledge that is
 Affirmation of Knowledge – Conclusive certified by an
knowledge of reality possible. indisputable authority.
 Experimental Knowledge – Knowledge is  Revelation – God
something to be put to work. presently reveals Himself
3. Logic – The science of exact thought. It studies in the Bible and the
correct thinking or rules of inference to arguments. Church.
 Induction – reasoning from particulars to a
general conclusion
 Deduction – reasoning from general to  Hedonism – the highest good is
particulars. pleasure.
 Syllogism – it comprises three  Perfectionism – the highest good is the
propositions: the major premise, the minor perfection of the self or self-realization.
premise and the conclusion.
 Experimental Reasoning/Problem Solving- C. Importance of Philosophy
a form of reasoning largely inductive, but  Provides ways to clarify,
uses deduction as well, which begins with organize, interpret and/or
a problem, observes all data relating to criticize experience.
the problem, formulates hypotheses, and  Enhances critical thinking…..
 tests to solve the problem. to think clearly and precisely.
 Dialectic – the conflict or contrast of ideas  Serves as reasoned framework
is utilized in detecting the thruth. It has within which to think and act.
three stages: thesis, antithesis and D. Philosophy of Education – an attempt to
synthesis comprehend education in its entirety,
4. Axiology – Concerned with value theory and interpreting it by means of general
attempts to prescribe what is good and right practices that will guide the choice of
conduct. It studies the nature, status and types of educational ends and concepts.
values.
1.1 Realms of Value
 Ethics- The nature of good and evil.
 Optimism- existence is
good. Life is worth living.
Our outlook can be helpful.
 Pessimism- Life is not worth
the struggle
 Meliorism- conclusions as to
the goodness or evil of
existence cannot be made
final and effort may improve
the human situation.
 Summum Bonum – the
highest good, the aim, the
end or objective of living.

Philosophy Metaphysics Epistemology Axiology Educ’l Proponents

Implications

Idealsm Reality is Knowing is the Values A subject- Berkeley,

spiritual or rethinking of are centered Butler,
mental and latent ideas absolute curriculum Froebel,
unchanging and emphasizing Hegel and
eternal the great Plato
and enduring
ideas of
culture

Realism Reality is Knowing Values A subject- Aquinas,

objective and is consist of are centered Aristotle,
composed of sensation and absolute curriculum Broudy,
matter and form; abstraction based on stressing Martin,
it is fixed based natural humanistic Pestalozzi
on natural law. law and scientific
discipline

Pragmatism/Progressivis Reality is the Knowing Valus are Instruction Childs,

 m interaction of an results from situational organized Dewey,
individual with experiencing; or relative around James,
environment or use of problem- Peirce
experience, it is scientific solving
always changing method according to
the scientific
method

Existentialism Reality is Knowledge for Values Classroom Sartre,

subjective with personal should be dialogues Marcel,
existence choice freely designed to Morris,
preceding chosen stimulate an Soderquist
essence awareness
of concept
through
significant
choices

Essentialism Reality is Knowledge Values Instructions Soltis,

subjective with involves the are is focused Russel,
essence fundamental regarded on the Moore
preceding skills as mastery of
existence essential academic
content

lll. PSYCHOLOGICAL FOUNDATIONS OF EDUCATION:

This movement calls for the application of basic psychological principles like individual
differences, motivation, transfer of learning to the educative process. Among the Educators who
belong to this movement were:

 JOHANN HEINRICH PESTALOZZI – Discipline must be based on love, learning must

be based on observation and experience.
 JOHANN FRIEDRICH HERBART – known for “Herbatian Method of Teaching” like:
Preparation, Presentation, Association, Generalization, Application
 FRIEDRICH WILHELM AUGUST FROEBEL – Established a child centered school –
“Kindergarten” (Garden of Children)
 MARIA MONTESSORI -Emphasized manipulation and experimentation to promote
independence and creativity
 JOHN DEWEY – Education is democratic, Education is Life, Learning by Doing
lV. SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Education is looked upon the process geared toward the propagation, perpetuation and
amelioration of the society and the total development of an individual.

LEGAL BASES OF PHILIPPINE EDUCATION SYSTEM

 THE 1987 CONSTITUTION – Article 1-5

Sec. l. The state shall protect and promote the right of all citizens to Quality Education at
all levels and shall take appropriate steps to make such education accessible to all.
Sec. 2. The state shall establish, maintain and support a complete, adequate and
integrated system of education relevant to the needs of people and society.
Establish and maintain a free public education. Elementary education is
compulsory all children of school age.
Establish and maintain a system of scholarship grants, subsidies, study loan
programs and other incentives.
Encourage non-formal, informal and indigenous learning system
Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency and other skills.
Sec. 3. All educational institutions shall include the study of the Constitution as part of the
Curricula
Inculcate patriotism and nationalism, foster love of humanity, respect human
rights and etc.
Religion as an option, must be taught in public schools within the regular class
hours by instructors approved by the religious authorities
Sec. 4. The state recognizes the complimentary roles of public and private institutions in
the educational system.
Equity participation in all educational institutions
Sec. 5. Academic freedom shall be enjoyed in all institutions of higher learning
The state shall enhance the right of teachers to professional advancement.
The state shall assign the highest budgetary priority of education and ensure
that teaching will attract and retain its rightful share of the best available talents through
adequate remuneration and other job satisfaction and fulfilment

Basic Laws on the Professionalization of Teaching

PD No. 1006 – Providing for the Professionalization of teachers, Regulating Their Practice in the Philippines

RA No. 7836 – An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in the
Philippines and Prescribing a Licensure Examination for Teachers.

RA No. 9293 – An Act Amending Certain Sections of RA 7836, otherwise known as the “Philippine Teachers
Professionalization Act of 1994

Res. No. 435 S. 1997 – The Code of Ethics for Professional Teachers
RA No. 4670 – Magna Carta for Public School Teachers

RA No. 9710 – Magna Carta of Women

Batas Pambansa Blg. 232 – An Act Providing for the Establishment and Maintenance of an Integrated
System of Education

RA No. 9155 – An Act Instituting a Framework of Governance for basic Education, Establishing Authority
and Accountability, Renaming the Department of Education, Culture and Sports as the DEPARTMENT OF
EDUCATION

RA No. 7610 – Special protection of children Against Child Abuse, Exploitation and Discrimination Act

RA No. 7877 – An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training
Environment

RA No. 8980 – An Act Promulgating a Comprehensive Policy and a National System for Early Childhood
Care and Development

RA No. 10157 – An Act Institutionalizing Kindergarten Education into the Basic Education System

RA No. 10533 – An Act instituting the Enhanced Basic Education Act of 2013

RA No. 10627 – An Act instituting the Anti- Bullying act of 2013

D.O. No. 40 s. 2012 – The Child Protection Policy of DepEd

Violence Against Children Committed in School – it refers to a single act or a series of acts committed by
school administrators and academic/non-academic personnel against a child which result in physical injury,
sexual, psychological harm or suffering, battery, assault, coercion, harassment or arbitrary deprivation of
liberty.

Corporal Punishment – it refers to a kind of punishment or penalty imposed for an alleged or actual offense
which is carried out for the purpose of discipline, training or control.

Bullying or Peer Abuse – it refers to a willful aggressive behavior that is directed towards a particular victim
who may be out-numbered, younger, weak, with disability, less confident or vulnerable.

THE NATIONAL MOTTO: “MAKA-DIYOS, MAKA-TAO, MAKAKALIKASAN AT MAKABANSA”

THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS)

This refers to the standard of good teaching in the Philippines. It consists of 7domains, 21 strands, and 80
performance indicators.
The ideal teacher functions well in the classroom as well as in the community. He/she does the ff:

 Serves as a positive and powerful model of learning and living;

 Provides a social, psychological, and physical environment that is conducive for learning because
students from varied backgrounds are treated with respect, engaged in different learning activities
and are motivated to work towards high standards of learning;
 Facilitates the learning process by considering diversity of learners;
 Implements curriculum effectively by making students understand curriculum goals and standards,
by his/her mastery of the subject mater and skillful use of teaching-learning strategies and activities
and learning resources
 Aligns assessment to curricular goals, objectives and standards, uses assessment results to
improve teaching-learning, and report assessment result to those concerned;
 Links with the communities to help attain curricular goals; and
 Demonstrate a high regard for the teaching profession and embarks in continuing professional
development.

The Code of Ethics for Professional Teachers comprising of a Preamble and 13 Articles spells out how the
teacher should relate to the state, the community, the teaching profession itself, the teaching community,
higher authorities in the Philippines, school officials, fellow teachers and other personnel, the learners, and
the parents. It also states how the teacher should conduct himself/herself as a person at all places at all
times including his/her business and financial matters.

PREAMBLE:

Teachers are duly licensed professional who possess dignity and reputation, with high moral values as well
technical and professional competence. In the practice of their noble profession, they strictly adhere to,
observe and practice these set of ethical and moral principles, standards and values.

That in all things, God may be Glorified!

DR. FLORDELIZA E. NAVARRETE

Lecturer/Reviewer