Chapter 1:

You, the Teacher as a

Person in Society

Submitted by: Jenny Rose N. Baculad

Grade: 2nd year college-BSED(English Major)
Section: C
Lesson 1: YOUR PHILOSOPHICAL HERITAGE

Philosophy of education is a discipline that focuses or practical philosophy

concerned with the nature and objectives of education, as well as the philosophical
consequences that occur from educational theory and practice. An educational
philosophy is a set of views about the teaching-learning process that is comprehensive
and persistent. The purpose of educational philosophy is to help “educators
comprehend the need to think clearly about what they’re doing and to see what they’re
doing in the greater context of individual and social development. “Philosophy is known
as the mother of all sciences since it is a pursuit for truth based on logical reasoning in
addition to observation of one’s own nature.

Understanding one’s educational philosophy might be challenging; however there

are philosophical categories into which one can belong. Developing a philosophical
viewpoint on education is not a simple or straightforward undertaking, but it is one that
must be achieved if a person is to become a successful professional educator. There
are seven major areas of educational philosophies that have expanded and evolved to
accommodate the many teaching techniques in terms of curriculum.

1. Progressivism
Progressivism is a philosophy that holds that beliefs should be tested to
determine their truths. This philosophy also believes that students’ inquiries are
extremely valuable because they lead to learning. Within the teaching, progressivism
incorporates both cross-disciplinary learning and problem solving. It
claims that the greatest way for students to learn is for them to be involved and
experience ideas for themselves.

2.Essentialism
Essentialism intends to teach in all students the most essential or fundamental
academic information and abilities, as well as character development. Essentialists
believe that teachers should strive to instill conventional moral values and traits in their
students, such as respect for authority, determination, commitment to duties,
compassion for others, practicality, and intellectual skills that students will have to
become productive citizens

3.Perennialism
Perennialism consider that education should be centered on principles that have
existed for hundreds of years. They believe the ideas are just as relevant and important
today as they were when they were published. They advise students to gain knowledge
through reading and understanding the works of history’s greatest philosophers and
writers. Essentialists believe that students will like learning more if they study these
works and ideas.
 4.Existentialism
In education, existentialism is learning and teaching philosophy that emphasizes
the student’s individuality and power in making decisions about their future.
Existentialist educators believe that their students are guided by no religion or higher
authority. As a result, they encourage all students to exercise their personal agency and
find meaning in their lives.

5.Behaviorism
According to behaviorists, Classroom management can also be considered as a
form of behaviorism. You can change a person’s thoughts, feelings, and behavior by
changing his or her environment. The method is built on a system of incentives and
penalties. According to behaviorists, when teachers provide positive reinforcement, or
incentives, whenever pupils do a desired behavior, the children will learn to perform the
action on their own.

6. Constructivism
Constructivism seems to be the most admired and demanded approach, yet only
a few institutions are capable of implementing it. The term “constructivist” denotes to a
style of philosophy that believes learning is more important than teaching in education.
It is assumed that each student has their own se of questions to which they are eagerly
and passionately seeking solutions. The Teacher’s or guide’s responsibility is to create
an environment in which the student can formulate their replies and explore with
interest.

7. Linguistic Philosophy
Linguistics assists teachers in communicating the origins of words and
languages, as well as their historical implications and contemporary relevance. This
approach to language teaching, when combined, allows students to develop a deeper,
more in-depth comprehension of their assignments and expected work products.

Lesson 2: FORMULATING YOUR PHILOSOPHY OF EDUCATION

Philosophy is essential to curriculum planning. It assists instructors in formulating

beliefs, reasoning, and hypotheses, as well as forming value judgments. Philosophy
promotes a broad outlook and assists in answering questions such as why schools
exist, what courses are important, how students should learn, and what resources and
methods should be employed. Any effective teacher must have a strong educational
perspective. It encompasses the fundamental concepts, methods of thinking, and
beliefs that serve as the foundation and framework for instructors to identify, outline,
and defend their teaching objectives, curricular preferences, pedagogical techniques,
classroom organizational structures, and so on It is crucial for educators to be
conscious of their very own educational philosophy, according to Combs (2010). When
they’re preparing lessons and ways to implement them, this helps them focus on the
reasons and purposes for their decisions. However, before discussing how educators
might begin to construct their own educational philosophies, it is necessary to first grasp
the existing educational philosophy as well as one’s surroundings.

Recognizing that one’s philosophy is that “brilliant option that alerts the mind,
explodes the imagination, continues to move the heart, and patterns our thoughts and
ideas, and its influence, can support educators and teachers establish a philosophy of
education that informs and tends to reflect how they develop and implement their
educational ideals and policies, and, more practically, advise how they address each
day, start organizing their classrooms, understand the curriculum, present instructional
materials, and generally, interact with students and colleagues. One’s Educational
Philosophy expresses professional goals and beliefs as a teacher. There is no such
thing as “the” philosophy; opinions reflect individual perspectives, experiences, and
education. Articulating the philosophy that motivates educational practice is vital,
because educators are encouraged to establish a consistent personal educational
framework. A teacher who facilitates student participation demonstrates trust in the
individual’s
collaborative abilities and unlocks the transformative power of group effort.

Lesson 3: SOCIETY AND YOU

“What are we in this world for if not to make this world more bearable for each other?”

Community Perception on the Role of teachers in the Community Teacher are perceive to
be:
1.Very important in a community.
2.Respected in a community.
3.help in the community to some extent.
Community Perception on Beliefs and Attitudes about Teachers and Teaching The community
respondent strongly agreed that teachers:
1.help develop the moral character of children.
2.Are second parents.
3.Are assets to community.
The community respondents agreed with 12 beliefs and attitudes as follow:
1.The most intelligent child should be encouraged to enter the teaching profession.
2.Teacher sets moral standard of the community.
3.Teacher makes a good parents.
4.Men should be encouraged to enter the teachings profession.
5.The teaching profession is one of the lowest paid.
6.Teachers should be paragons of “virtue.
7.Children obey and respect their teacher.
8.Teachers play an active role in disciplining children.
9.Praising boosts a child/s self-confidence.
10.A teacher is a child's model

11.  Child interest on studies depends on his/her teacher.

12 .Parents entrust children's welfare to teachers.

Lesson 4: THE FOUNDATIONAL PRINCIPLES OF MORALITY AND YOU

As a teacher whatever you are feeling at the moment, once you stepped into the
classroom you have to leave everything behind, because, in the eyes of your students,
you are their best hope.

What is Morality?

Defines “morality” as the differentiation of intentions, decisions, and actions

between those that are distinguished as proper and those that are improper. When
human conduct conforms to the ideal or, it is considered good; if not, it’s evil (Reyes-
Almoro, 1996). For instance, when Juan took Juana’s bread without asking permission,
Juan’s action will be considered wrong as he commits an action that is contrary to the
norm, which is “stealing is wrong”. An action of man will be considered good if it doesn’t
lack what a rational being should do.

Defining the Foundational Moral Principle

 The word principle comes from the Latin word princes which means the
beginning, a source. A principle is that on which something is based, founded,
originated, initiated. It is likened to the foundation of a building upon which all other
parts stand (Bilbao,2006). If we are to compare principle to layman’s understanding, the
principle is the clean water we drink. Without water, every living thing will not be able to
survive long. Therefore, the foundational moral principle is the general norm where all
other principles of the rightness and goodness or the wrongness and evilness of the
actions were based. To sum it up, the foundational moral principle is based from the
natural law, where it is written in our hearts. It is the law that says as a human being, we
have to do good and avoid evil.

Lesson 5:VALUES FORMATION AND YOU

“Education in values means the cultivation of effectivity, leading the education

through exposure to an experience of value and of the valuable.”—R Aquino
To be moral is to be human. Living by the right values humanizes. Is there such
thing as right, unchanging and universal value? Idealist point of view .

THERE ARE UNCHANGING AND UNIVERSAL VALUES

Transcendent values beyond changing times, beyond space and people . They
remain value even if no one values them. Relativist point of view there are no universal
and unchanging values. Values are dependent on time and place.
Values are taught and caught the living examples of good men and women at
home, school and society have far greater influence on our value formation than those
well- prepared lectures on values excellently delivered by experts who may sound like
empty gongs and clanging cymbals.
Values have cognitive, affective, and behavioral dimension ,we must
understand the value that we want to acquire. We need to know why we have to value
such. We need to know how to live by that value. Values are in the affective domain of
objectives . It is not enough to know what honesty is or why one should be honest. One
has to feel something towards honesty, as preferable to dishonesty. -Aquino (1990)
values have a behavioural dimension. Living by the values is the true acid test if we
really value a value.
Value formation includes formation in the cognitive, affective and
behavioural aspect values are caught. Help yourself by reading the biographies of
heroes, great teachers and saints, and other inspirational books. Example: desiderata
avoid loud and aggressive persons; they are vexations to the spirit.
Value formation is a training of the intellect and will intellect discerns a
value and present it to the will as a right or wrong value wills to act on the right value
and wills to avoid the wrong value presented by the intellect will St. Thomas Aquinas:
the intellect proposes and the will disposes. Nothing is willed unless it is first known
develop your intellect in its three functions: formation of ideas, judgment and reasoning.
How can your will be trained to desire strongly the desirable and Action it? William Kelly:
training of the will must be essentially self-training, the habit of yielding to impulse
results in the enfeeblement of self-control. Habitual yielding to any vice, while it does not
lessen mans responsibility, does diminish his ability to resist temptation. Likewise, the
more frequently man restrains impulse persists against temptation the more does he
increase his self-control , and therefore, his freedom to have a strong will means to
have control of the will, to be able to direct it despite all contrary impulses.

VIRTUOUS VERSUS VICIOUS LIFE AND THEIR EFFECT ON THE WILL

MAX SCHELERS HIERARCHY OF VALUES

Pleasure values ,pleasant vs. Unpleasant agreeable vs. Disagreeable sensual
feelings experiences of pleasure and pain.
Vital values values pertaining to the well being either of the individual or of the
community values of vital feeling health vitality capability excellence .
Spiritual values values independent of the whole sphere of the body and of the
environment; grasped in the spiritual act of preferring, loving and hating aesthetic values
right/wrong values of pure knowledge.
Values of the holy appear only in regard to objects intentionally given as absolute
objects belief adoration bliss values clarification. The term value is reserved for those
individual beliefs, attitudes, and activities that satisfy the following criteria: . Freely
chosen, chosen from among alternatives, chosen from due reflection, prized and
cherished, publicly affirmed, incorporated into actual behavior , acted upon repeatedly in
ones life.

Lesson 6:TEACHING AS YOUR VOCATION, MISSION AND PROFESSION

TEACHING AS YOUR VOCATION

 By using the word vocation, people typically mean that teachers have a calling to
their particular profession – a strong urge to do what they do. I would go as far as to say
that many teachers have a love and a passion for their work. An innate desire to share
their love of learning and of a subject.
TEACHING AS YOUR MISSION
 Teaching is your mission means it is the task entrusted to you in this world.
Every teacher has its own unique mission, purpose, or objective that they need to
accomplish. We are expected to contribute to the betterment of this world in your own
unique way.

TEACHING AS YOUR PROFESSION

It is also a noble profession because it takes courage and passion. A teacher
must have the courage to do what is right for the sake of their students and a profound
feeling for teaching, even if it is exhausting. Becoming a teacher lets you impart life
lessons they will never forget and puts you in a position to influence their decisions,
behaviors, strengths, weaknesses and imagination. Becoming a teacher lets you take
part in shaping the next generation.