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    CHAPTER 8 LESSON 2 OUR PHILOSOPHIES HERITAGE

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    CHAPTER 8 LESSON 2 OUR PHILOSOPHIES HERITAGE

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    © All Rights Reserved
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    Download as pdf
    8 views14 pages

    Teaching Profession

    Uploaded by

    Natalie Rose Ona-Punzalan
    CHAPTER 8 LESSON 2 OUR PHILOSOPHIES HERITAGE

    Copyright:

    © All Rights Reserved
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    ChOBIE 8: Leseon 1. Our Pil 4. Is the curriculy learning of ag Possible? IMO the linguistic ph Many languages, like pore! OPEN tothe "Ke Mother Tongue, at Constructivism 1. Does the constructiyg __ tiv is ofmellinge™ MT teaching methodology 2, Do constructivists heli —_— 5 lev knowledge? f that students can consist __— 3. Doconstructivists a to learn? PProve of teaching leamers the skill _— 4+ Doconstructivists believe that meaning canbe imposed? |For your key to correction, refer to Page 212-213.) u Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER TO GAIN MASTERY. The first exercise in this lesson (An Exercise to Determine Your Life Philosophy) may help. To which philosophy does each theory of man belong? L. isa product of his environment, 2. has no universal nature, 3. has rational and moral powers. + 4. has no choice; he is determined by his environment. 5. can choose what he can become. 6. is acomplex combination ‘of matter that responds to physical stimuli 7. has no free will. 8, has the same essential nature with others. 9. isa rational animal. 10. first exists then defi IL. is a social animal wl active interplay with others 12. is a communicating being. . a 13. Is a maker of mean! 14, A constructor of knowledge 1) (For your key to correction, refer to page 211.) ines hivherselt ho learns well through an | _ ODN Hong Recah of Education l= na Teaching Pres ° hers concerned With 4 + Pere att eae kills? ry Are the Perens, af te Fane sce the wis 7 soy Tay teachers: SEE th dom of enna oder Himes? — mat and mode saved toi ot. mediev 7) curriculum Bo wards ni J the peren ‘ shers saorifice subject matter jst teachers . ¢ perentiiali ies 4, Do te neve Timers for the sake ©! i ct jeacher after students becoming he existentialist tea pd pet der to contribute to society? specialists in on Ie concerned! with the cducation of tentia ¢ whole person? oe 3 i the course of study imposed on students in. the E 2 b existentialist classroom? F 4, Does the existentialist teacher make heavy use ofthe individualized approach? © Behaviorism 1. Are behaviorists concerned with the modification of students’ behavior? ; ——___ 2. De behaviorist teachers spend their time teaching their students on how to respond favorably to various: environmental stimuli? ——— 3: Do behaviorist teachers believe they have control over’ Some variables that affect learning? fi 4, Do behaviorist teachers believe that students are & product of their environment? \ { | © Linguistic Phitosaphy Fncbuert } 1. Da Finguistic philosophers Promote the ration that linguistic phi encourage Limited to ‘aba Bae _ 3. Do linguistie Philo; ve lage only? dominates discussie rts Br ) ne efer the teacher a SRCOURES dinlogyyy SY time to a teacher whi study of language? —__2. Is the communi We have a ver . put only seven ahifosonnige taser essentialism, Progressivism, peren cre pehaviorism. linguistic philoso; ee The rest are assigned to you sn) an seven philosophies differ in thei kame and valucs, in why do we teach (obj what should be taught (curriculum) and fy (objectives), ‘icuTum be taught (teaching strategies, Hewes thee cxist also some similarities among the ‘ae there es. mm. existentialism, id constructivism. earch work. The concepts of the (EES Understanding the Philosophies. Answer each with a YES or NO. If your answer is NO, explain your answer in a sentence. + Essentialism 1. Do essentialists aim to teach students to reconstruct society? 2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society? 3, Do the essentialist teachers give up teaching the basics if the students are not interested? 4, Do the essentialist teachers frown, on long academic calendar and core requirements? * Progressivism rogressivist teachers look at education as © ult Wife? interests and jculum? sivist curricull ___ 1. Do the p preparation for ad 2, Are the students progressivist currit ____3. Does the progres: facis and concepts? 4, Do the progressivist teachers aie classroom life in the outside WO" needs considered in 0 m focus mainly on ¢ to simulate in the Profession pecause im the exchange Of wong yp students Nehange of eas. her and hishe there is also nn € f Fi uenels er Ld C onstructiy), x philosophies, COnStrUCtivism, You will be grouped inte P “haviorism, existential You wil be grate ii = ‘essentialism, a linguistic philosoph _ ~ Agree on which group will be: constructivists |. existentialists . progressivists ists 1 > 3 4. essenti 5. perennialists 6. behaviorists 7. linguistic philosophers Which advice will you give? For the essentialist group — Students are not interested in the Jesson. For the perrenialist group ~ Students want to specialize ang belittles general education subjects, For the progressivist group — Parents question students! community immersion for it poses certain Tisks For the behaviorist Sroup — Teacher tells students from deprived homes; “If there's a will, there's a way. Poverty is not a hindrance to success, For the existentialist group the decision for her fear that she ‘ rolleague aoks you to May make the wrong decision. P ~ Teacher does Not accept. Students; teacher", i 5 ers meaning and acceptable, F ~ Shidenis are 8 all the tatking For the Constructivist F ist grou; meanings of lessons derived by understanding are the only one’s For the linguistic Philosopher they just listen With teacher doin, not'made to talk | How to teach. T! What to teach. Leamers shor howl cnesetesget ty corecily understand messages Sent Communion oes place in three (3) ways - verbal, nonverbal, and pameatal Verbal component refers to the content of aur message, the choice and arrangement of our words, This can be oral or written, Nonverbal component refers to the message we send through our body language while paraverbal component refers to how we say what we say - the tone, pacing and volume of our voices. There is need to teach leamers to use language that is correct, precise, grammatical, coherent, accurate so that they are able to communicate clearly and precisely their thoughts ly. and feelings. There is need to help students expand their vocabularies to enhance their communication skills. ‘There is need to teach the learners how to comniunicate clearly through non-verbal means and consistently though para- verbal means. ‘There is need to caution the leamers of the verbal and non-verbal barriers to communication. languages as you them to speak as many h 1 cen fanguages one spenks, the better hhefshe ean can. nigate withthe world. A muiingust Bas 8 exige over the monolingual or bilingual. he most effective wa the experiential 1g messages y to teach language way. Make them and communication is Ma sl amare ee a a IT. Teacher should make the minds and hearts. ‘The nin’ ym everbal rHartns non-verbal and pat classroom a place Ic teacher facilitates dialogueam' — ral 182 ese Ror extimple, Father thay fees stentialists FOCUS Up e, cativity and cal events: & s, cach of wh i hasiing Hite ay individuals. ¢ vim bee om en signs hist for the students’ o avi og the actie nde ible me 7 is regarded mor yp education 1S Tem More Moreover, CUM ents about themselves ang we means of 162 2 livelihood. In teaching ; dividual creativity ang id imitating estabtisheg ‘ yf earning their potential than me tenis nsourases oe dinavion anore tal COPE ncourages iN imagi models.” alist methods focus on the 1fpaced, self-directed. It includes Jividual cantact with the teacher, who v jeal of individ tia i ’ ach student openly and honestly. To help lates 10 each s| 1 wren know themselves and their place in Society, tem ners employ values clarification strategy. In the itse (eachers emplo : s of such strategy, teachers remain non-judgmental and (ake care not to impose their values on their students since: values are personal.” “pxiste = How to teach, “EX! individual, Learning 15 S® + Behaviorism } * Why teach. Behaviorist schools are concerned with. the modification and’ shaping of students* behavior by providing for a favorable environment, since they believe that they are a product of their environment. They are after students who exhibit desirable behavior in society, What to teach. Because bel haviorists look at “people and) uils... as complex combinations of matter that act only in response to internally or externally generated nhysieal stiri” behaviorist teachers teach students (07 | Fespond favorably 10 various stimuli in the environment Fi haviorist ¢ Mnditions 5 Alimuli, ph, Taiwement gf have te other ai How to teach, Hy environmental ¢g the responses to femperature, sn of visual aids; feupanses tran the st learner: incenti elimini cache, ought to al © that students can make ™ the lente, Ton “mers i ea AN inter ME lo capt ed hold STEMUON. Thee. Tid . ra winton Ought to Provide approprialé ate nagar itive Tesponse; i k S and weaken (Trespeces, 1995) Shes, Existentialism Chant B Lesson | Ou thitonnal ‘a Mertian Philouaphas a Erk aten appetites, What to teach, The perennialis one on the view tha essential nature. 1 is h curriculum isa uni is a universal all human beings possess the same hea eset rare. 1 hes 0m the humanities, on gener IS NOt a specialist curriculum hi : lum but rather a genera one. There is fess emphasis on vacotional and technical education, Philosopher Mortimer Adler claims tha the “Great Hooks of ancien and mela a wll at modem times nre a repository of knowledge and wisdom, a tradition of culture whieh must initiate each yeneration ” What the perennialist teachers teach ate lifted from the Great Books. How to teach. The perenniafist classrooms are “centered, around teachers.” The teachers do not allow the students” interests or experiences to substantially dictate what they teach. They apply whatever creative techniques and other tried and true methods which are believed to be most conducive to disciplining the students’ minds. Students engaged in Socratic dialogues, or mutunl inquiry sessions to develop an understanding of history's most timeless concepts.” Why teach. The main concern of the existentialists ‘is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions.” Since ‘existence precedes essence’, the existentialist teacher's role is to help students define their own essene® by exposing them to various paths they take ip {ife and by eenng ‘an environment in which they freely choot ts own preferred way. Since feeling is nol Se See i isi jng, the existentialls in decision making: | i ‘ne min” education of the whole person, “not just hs eqn an existentialist curriculum, student What 10 teach ions from which to are given B wide variety. Mie in theit choose.” Students are affor choice of subject malts Pe ne ai rt given tremendous a he vicarious experiences The Troching frolssion vo students’ needs and thay apespands 1° and experiences,” curriculum that “65D Tay lives < ident . retates 10 s™ . anence of life ang accept te ir he progressivists Progressives of change, ig the only thing thay the inevitabi Change 1S “re else sachers are m, everything else MME pressivist te il ore Seas nut change. TENE TN ors he Skills 10 cope cing He cupying themselves with ot gormation that ar Ie today », they would rather focus c hulls or processes in gathering ear and in problem-solving. concemed with (a with change. [nstem teaching faets oF bils 0 but become obsolet their teaching on ! and evaluating infermation a 7 The subjects that are given emphasis 1” Progressiva sree the “natural and social sciences." Teachery exes st new scientific, technological, and ose students (o many mf social developments, reflecting the progressivist notion that progress and change are fundamental. ... In addition, students solve problems in the classroom similar to those they will encounter outside of the schoolhouse. = How to teach. Progressivist teachers employ experiential methods. They believe that ane learns by doing. For John Dewey, the most popular advocate of progressivism, book learning is no substitute for actual experience. One experiential teaching method that progressivist teachers heavily rely on is the problem-solving method, This problem-solving method makes use of the s method. (You will lem more of this in your Principles and Strategies of Teaching.) Other ‘hands-on-minds-on-heartseo n” teaching ist teachers use are field * Perennialism Why teach, We . are . therefore, develop th Totional animals, g, hi should, Powers. Accordin, © Studenres oo” Schools shou! FERSOMING Skills, ye OME, Hf wy ‘se their higher TeeutgeePtive then, vest the students HOS to og, Of the ability t0 0 A "Ol their passions S tational and moral + Progressivismn nd values. Teng and Nalues: Teachers teach “not to radi yesh y but rather to trans tional moral © transmit it values and intellectual know oe an zal men to become model citizens.” ledge that studenis need + What to teach, Essentialist Pro) rigorous. The emphasis Students to lear the hasi Skills or the Fundamental ; ing, “riting. *rithmetic, right conduct — as these are essential to the acqui of higher or more complex skills needed in i ; yeparwion for adult life. The essenti ri | he es t curriculum includes the ‘tradilional disciplines such as math, natural science, history, foreign language, and literature. Essentialists frown upon vocational courses..." or other courses with watered down academic content... The teachers and administrators decide what is most important for the students to leam and place little emphasis on student interests, particularly when they divert time and attention from the academic curriculum. ‘Bras are academically on academic content for + How to tench. Essentialist teachers emphasize mastery of subject matter. They are expected to be intellectual and moral models of their students. They are seen as “fountain” of information and, as “paragon of virtue,” if ever there is such “a person. To gain mastery of, basic skills, teachiers haye to observe “core requirements, . longer school day, a longer academic year. With mastery of academic content as primary focus, teachers rely heavily on the use of pretsied textbooks, the drill method and other methods that will enable them to cover as much academic conten as possible like the lecture, method. There is 9 ayy stress on memorization and discipline. ' fs each to develop + Why seh ema hee elie sien fa. democrat society. This group het ‘eahes eens so they may live life fully to prepare them for adult life = What to teach. The with need-based and sivists are identified progres urricvlum. This is a relevant rises CCl idea a HE philosophyies YOU leary, nave ge 29 To, pen wikipedia.org 1 After ée let us know more about & Phitosaphy_of education) cation: Seven philosophies of educate = Constructivis™ . intrinsi ws ch. Constructivists sees (0 see ear Why teac {and independent [earners adequately equippey mere vile for them 10 be able. to construg earn . with lea Ie meaning of them. knowledge and mal $ ht how to learn. They are What to teach, The learners are tug” aan learning processes and skills such as searching, itiquing and evaluating information, relating these pices on information, reflecting on the same, making meaning out of them, drawing insights, posing questions, researching and constructing new knowledge out of these bits of information learned, How to teach. In the constructivist classroom, the teacher provides students with data or experiences that allow - them to hypothesize, predict, manipulate objects, post questions, research, investigate, imagine, and invent. The constructivist classroom is interactive. It promotes dialogical exchange of ideas among leamers and between. teacher and learners, The teacher's role is to facilitate this process. for Knowledge isn’t a thin, by the teacher into the emp knowledge is constructed 8 that can be simply deposited ty minds of the learners. Rather, to be “midwifed” by th fuillting ski © teacher with his/her skillful * Essentialism * Why teach, Thi | This. phit teach for teame,< il 80) for Ioamers 16 ae e cantons that tens ‘iowledge, skilP i Chapter 8: Lesson 1 A leamer must be allowed to Tea ean pees Mm at his? The Ieamer is not a blank slate but bangs past experiences and cultural factors to the Taare Not a place where pour knowledge into empty mi students, amine The learner must be taught how to | [communicate his ideas and feelings. To understand the message from his/her students, the teacher must Jisten not ‘only to | J what his/her students are saying but also to what they are not saying, An individual is what he/she chooses environment. to become not dictated by his/her imerpreting your Scores: Hf you have 2 answers of 2/4 in tiimbers: 13,57 246.8 9,15,20,25 10, 12 19,13, 17,18 14,16,21,22 19, 23, 24 NALYSIS: Let's Analyze If you have 2 scores of 4 in several of the 7 clusters, you you are more of progressivist you are more of a perennialist you are more of an existentialist you are more of a behaviorist you are more of an essentialist you are more of a constructivist. you are more of a linguistic philosopher have an eclectic philosophy which means you put the philosophies ‘ogether, If your scores are less than 4, this means that you are Not very definite in your philosophy. than 3 in most of the items, this means your p Vague, Or if your scores are less hilosophy is quite wm The teaching Profession $. [In the Siaremnent_—— = rust be sacra. SHSM he 10 ? cract with one oT marge ineract WHER OE gy Saclay weil saves 180 9 — yze the Great ‘Students should read an a Pooks, the creative WOIkS ¢ thinkers and writers. - . Teachers must help students expand ei knowledge by helping them anply previous experiences in solv problems. a ‘Our course of study should be general, ized: liberal, not vocational; history's finest not speci nature. We d exist ourselves freely determine ouF essence. 10. [Human beings are shaped by their humanistic, not technical environment. I. | Schools should stress on the teaching of basic skills. 12, Change of environment can change a person. 14, 15. .| Curriculum should emphasize on the tra ional disciplines such as math, natural science, history, grammar, literature, Teacher cannot in pose meaning; students make mei ‘aning of what they are taught, Schools should help indi ‘iduals accepl themselves as unique individuals and accept resptansibilily for their thoughts, fee and aclions. ee feelings 7 18 Learners produce knowledge base : experiences, ased on their For the learner to nequine the haste skills, hehe must go threwsh the ti or and line of serious study, and hool head Must M™POMANE for the 4 2 9 1 1 1 4 Our Philosophical Heritage: Philosophies of Education : oe Leaming Outcome 'xplain at least seven phi of education INTRODUCTION 7 Lee 1 is focused on at least seven philosophies of education. ‘Each philosophy has its own answer to questions like “what is the nature of the learner.” how does he/she learn, what should I teach , him/her. CCU AA ee RU ‘An Exercise to Determine Your Educational Philosophy Find out to which philosophy you adhere. To what extent does cach statement apply to you? Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if you agree | sometimes, and 1 if you don't agree at all. Statement Ulta |. | There is no substitute for concrete experience in Icarning. The focus of education should be the ideas that are as relevant today as when they were first conceived. 3. [Teachers must not force their students to lea the subject matter if it does not interest them. 4. [Schools must develop students” capacity to reason by stressing On the humanities. Guiera] Philosophies of Education BRENDA B, CORPUZ, PhD — and in a sense to Go philosophize is so essentially Juma 7 in A ne philosophize means living a truly Jaman life. |. Pieper i iROOUTOR € are heirs to a rich philosophical heritage. Passed on to us are V V a number of philosophies of various thinkers who lived before us. These thinkers reflected on life in this planet, They occupied themselves searching for answers to questions about human existence. ‘These existential questions come in different versions- “what is life? “who am 1?" “why am I here?" o “what am I living for?” “what is reality?” “is the universe real?” * , ality? ; What is good to do?” “how should 1 live life meaningfully?” and the like. In the school context, these existential questions are: “why do I teach?” « “how should | teach?" “what is the nature of mk one ‘ —

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