BACHELOR OF TECHNICAL VOCATIONAL

AND TEACHER EDUCATION

2nd SEMESTER 2020-2021

EDUC2 ( THE TEACHER AND THE COMMUNITY , SCHOOL

CULTURE , AND ORGANIZATIONAL LEADERSHIP)

ACTIVITY 2
Lesson 2
Philosophical Perspectives :
Classical Philosophies

Submitted by : Krystelle Mae S. Abuyog

Educational Objectives / Teaching Role of Teacher Role of Students
Philosopies Goals of Methodology
Education

IDEALISM  To discover and  Lectures  The teacher is one  Students should

develop each who is respected for master important
 Small group
individuals his or her subject such as
discussion
abilities and full knowledge of the Philosophy,
moral excellence  Project works Theology and
absolute and
in order to better Mathematics.
 Socratic universal ideas.
serve the society.
Dialogue - ( a  At the elementary
 The emphasis is  To be able to teach level, students
method of the key concepts
on cognitive should learn basic
development, not teching that uses and principles from skills such as the
vocational questioning to the classics, 3 Rs – reading,
training help students
patiently guide the writing, and
students in their arithmetic,
discover and acquire desired
search for truth, and
clarify skillfully promote habits of mind
knowledge. thinking in the such as the
passion to learn,
students.
open-mindedness
 To encourage and perseverance.
his/her students to
think and ask
questions in an
environment that is
valuable in
learning.

 Teachers should
also set good
examples by being
knowledgeable,
modelling the spirit
of inquiry and
living out the
desirable moral
qualities.

REALISM  To develop the  Use  A teacher is skilful  At the

students’ quantifiable in explaining the elementary level
abilities in yardsticks in content to the should learn the
reasoning, assessment students and in basic skills of
observation and assessing the reading, writing,
experimentation students’ arithmetic, and
understanding. moral values.
  To train and  Use diagnostic,  Experts in the  Higher ability
prepare competency various disciplines. students should
professionals and be given a
and technicians  He/she must be able liberal education
achievement
in a society to expose and guide in the arts and
tests for both
where students towards sciences.
students and
professionalism the hard realities in
teachers.
and technical life.  Weaker students
skills are highly  Emphasis on should be
prized (Ozmon critical channel to
& Craver, reasoning vocational
2003). through training
observation.

PRAGMA-  To be able to  Experiment  To helps the  To deal with a

TISM help students to with new ways students to grow by changing reality
grow. of thinking and empowering them and to direct the
doing, solve with the course of their
 Aims at problems, and knowledge, skills own lives.
developing build social and dispositions
efficiency of consensus. Philosophical  Learners should
students Perspectives on apply their
through  Discussion , Education 27 to knowledge as
activities and questioning and make intelligent real situations
experience. inquiry. decisions in life. through
experimental
 Introduce topics inquiry.
that students are
interested in and  Students should
can relate to in their learn the process
lives. of problem
solving. They
 A resource person are expected to
and facilitator to make a research
guide the students and apply them
in active learning. to do the
solution of the
 provides a problem.
conducive learning
environment,
encourages
openness and
collaboration
among the students,
scaffolds the
students’ learning,
and guides the
 students in applying
their knowledge to
their problems.

EXISTEN-
 To provide a  Authentic  A teacher who  To define thier
TIALISM own essence or
broad education assessment. respects the
with many individual freedom meaning of life.
options for  Film viewing and choice of the
 To express their
students to  Creative student. choices in
explore, reflect writing, creative ways
on and  Creates a learning
paintings or a environment where such as through
articulate their portfolio both teachers and drama, drawing
convictions.
students are free to and creative
 Individual
 To help reflect, ask writing.
reflection,
students to journals, group questions and
 Should feel
understand and discussion or engage in completely free
appreciate role-play philosophical in realizing
themselves as dialogue about his/her “self”.
unique issues and moral
individual who choices in life.
accept complete
responsibility
for their
thoughts,
feelings and
actions.

 The aim of  A variety of  To help students  Students must be

Postmo- responsible and
education is narratives understand how
dernism active in every
empowerment should be used curricular
task that be
and for the students knowledge is used
given.
transformation , to see the to serve ideological  Able to perceive
to engage the plurality of and political distinctive
students to voices from interests in different development of
reject the those in power ways (Ozmon & reason and
dominant or and those who Craver, 2003) knowledge in
master are particular
 To provide a chronicled
narratives in marginalised.
student-centred settings and
favour of a learn to reflect
variety of  “Choice” is learning
on, reinterpret,
narratives, another word to environment,
reformulate and
develop their describe the employing a build their
own identities, education in the curriculum that personalities and
and transform post modern begins with the histories.
society by concrete personal
emancipating era. identities, histories
the and ordinary
marginalised experiences of the
groups from students and then
oppression proceeds to more
abstract meanings
of culture, history
and politics.