The Professional Teachers

are Socially Responsible

(The Teacher as a Person in
Society)
PREPARED BY: ROSAVILLA A. MANDAGDAG
LEARNING OUTCOMES

ILO 1 Formulate own educational philosophy

ILO 2 Describe the role of teachers in strengthening values formation
ILO 3 Discuss teaching as a vocation , mission, and profession;
 Philosophical Perspectives in
Education

What is Philosophy?

Why is philosophy important for teachers?

I. PHILOSOPHICAL PERSPECTIVES IN
EDUCATION

What is Philosophy?
Why is philosophy important for teachers?

❑ “LOVE OF WISDOM”
❑ helps teachers to reflect on key issues and concepts in education
- What is being educated?
- What is the good life?
- What is knowledge?
- What is the nature of learning?
- What is teaching?
❑ is an attitude, an approach, or a calling to answer or to ask, or even to comment upon certain
peculiar problems
I. PHILOSOPHICAL PERSPECTIVES IN
EDUCATION

What is an educational philosophy?

✓ Are beliefs about WHY, WHAT and HOW you teach, WHOM you teach,
and about the NATURE of learning.
✓ It is a set of principles that guides professional action through the events
and issues teachers face daily.
✓ Sources:
✓ life experiences,
✓ values,
✓ Environment
✓ interactions with others and
✓ awareness of philosophical approaches.
I. PHILOSOPHICAL PERSPECTIVES IN
EDUCATION
METAPHYSICS EPISTIMOLOGY AXIOLOGY

IDEALISM INFORMATION ETHICS

PROCESSING
REALISM AESTHETICS
BEHAVIORISM
PRAGMATISM/
EXPERIENTIALISM COGNITIVISM/
EXISTENSIALISM CONSTRUCTIVISM

HUMANISM
SCHOLASTICISM/
THOMISM
I. PHILOSOPHICAL PERSPECTIVES IN
EDUCATION

METAPHYSICS EPISTIMOLOGY AXIOLOGY

What is the nature of reality?
What is real?
How a learner knows what they
Do you think humans are
basically good or evil”
What are conservative or liberal
beliefs?
What is the nature of Is morality defined by our
knowledge? actions, or by what is in our
hearts?
know? What values should be taught in
character education?
Scientific Inquiry
Senses and Feeling
Experiences How do we recognize a great
Intuition piece of music? Art?

Reason or Logic
- Deductive (general to specific) Is it ever right to take something
that does not belong to you?
- Inductive (specific to general)
BRANCHES OF PHILOSOPHY

IDEALISM PERENNIALISM

REALISM ESSENTIALISM
METAPHYSICS
PRAGMATISM PROGRESSIVISM

RECONSTRUCTIONISM/
EXISTENTIALISM CRITICAL THEORY
FOUR GENERAL WORLD PHILOSPHIES

IDEALISM

REALISM

PRAGMATISM

EXISTENTIALISM
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Ideas are the only true reality, the only

thing worth knowing.
Focus: Mind
IDEALISM Subject matter of mind: literature, history,
Plato & philosophy, religion
Socrates
Teach for handling ideas: lecture,
discussion

Imitating examples, heroes

PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS
Reality exists independent of human
mind. World of physical objects
ultimate reality.
Focus: Body
Subject matter of physical world:
REALISM science, math
Aristotle
Teach for mastery of facts and basic
skills: demonstration, recitation,

SCIENTIFIC METHOD
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS
Universe is dynamic, evolving. Purpose of
thought is action. Truth is relative.
Focus: Experience

Subject matter of social experience.

PRAGMATISM Creation of new social order
Pierce & Dewey
Problem solving: Project method

Making group decisions in light of

consequences
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Reality is subjective, within the

individual. Individual or personal
choice rather than external standards.

EXISTENTIALISM Focus: Freedom/Individual

Learning/Self-Paced/Human Potential
Sarte &
Kierkegaard Help students understand feelings and
responsibility of actions
Appreciate themselves as unique individual

Who am I? What should I do?

PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Focus: Teach ideas that are

everlasting to develop learner’s
PERENNIALISM rational and moral powers
Robert Hutchins,
Jacque Maritain,
Mortimer Adler, Subject matter: GENED- great
Allan Bloom literature, art, philosophy, religion

Teacher centered
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Focus: Teach the common core, “

use of drill methods and prescribed
ESSENTIALISM books
William Bagley;
Arthur Bestor, Subject matter: 3RS –Reading,
E. D. Hirsch, wRiting, aRithmetic
Chester Finn,
Diane Ravitch, teach basics" of information and skills
Theodore Sizer (cultural heritage/moral values)
needed to become model citizens
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Focus: Ideas should be tested by

active experimentation and learning
by doing.
PROGRESSIVISM Subject matter: Experience and
John Dewey, student centered/ Need based and
William Kilpatrick relevant curriculum
Develop learners into becoming
enlightened and intelligent citizens
NOW and not to prepare them for
adult life
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Behavior shaped by design and

determined by forces in
BEHAVIORISM environment. Learning occurs as
Ivan Pavlov, result of reinforcing responses to
John Watson, stimuli (using incentives and provide
B.F. Skinner, favorable environment).
E.L. Thorndike, Social Learning: Learning by
Albert Bandura observing and imitating others.
Modification and shaping of
student’s behavior.
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

COGNITIVISM/ Learner actively constructs own

CONSTRUCTIVISM understandings of reality through
interaction with environment and
reflection on actions.
Jean Piaget, Cognitivist learning states that the way
U. Bronfenbrenner, we learn is determined by the way our
Jerome Bruner, mind takes in, stores, processes, and
Lev Vygotsky then accesses information.
PHILOSOPHIES AND EDUCATIONAL
APPLICATIONS

Focus: Critical pedagogy

RECONSTRUCTIONISM/
CRITICAL THINKING
Subject matter: Analysis of world
George Counts, events, controversial issues,
J. Habermas, environment and diversity
Ivan Illich,
Henry Giroux,
Paulo Freire to provide vision for better world and
social change
https://www.youtube.com/watch?v=2
wYVrPPpzrQ
 II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

What is philosophy and ethics’ relationship to it?

Philosophers try to be a friend of wisdom by asking

questions and studying why something is the case. Ethics
seeks wisdom by asking about right and wrong, good and
bad.

Philosophical ethics is the study of what makes something

moral or ethical, good or right, and unethical or immoral
bad or wrong
II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

What is ethics?
The rules of conduct Principles or habits
recognized in respect with respect to right
to a particular class or wrong conduct.

What is morality?
of human actions or a While morals also
particular group or prescribe dos and
culture. don'ts, morality is
ultimately a
personal compass
of right and wrong.
II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

from?
Where does ethics come

Where does morality come

Social system Individual
External Internal

Ethics are Morality

governed by transcends cultural
professional and norms and
legal guidelines personal values
within a particular
time and place

from?
II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

Ethics: Because

Why do we do ti?
Why we do it? society says it is Morals: Because we
the right thing to believe in
do. something being
right or wrong.
 II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

Ethics are dependent on

others for definition. They Usually consistent,
tend to be consistent although can
change if an

Can it be changed? within a certain context,
but can vary between
contexts. Ethics are
governed by professional
and legal guidelines
within a particular time
and place
Can it be changed?
individual’s beliefs
change. Morality
transcends cultural
norms
 II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

A person strictly A person is ethical

following Ethical and moral if that
Principles may person is aware of
not have any the basic
What is an ethical
and moral person? Morals at all. principles
Likewise, one governing ethical
could violate and moral
Ethical Principles conduct and acts
within a given in a manner
system of rules in consistent with
order to maintain those principles.
Moral integrity.
 II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

When it conforms When it is not lacking

to norm, rule or of what is natural to
law of morality, man (possess
otherwise it is intellect and free will,

action is right?
When can I say that my
When can I say that
my action is right? said to be wrong. capable of thinking,
judging and
reasoning). Actions
“Stealing is are in accordance
wrong” with our human
nature.
“Dogs mate in the
street, does man do
it too?”
II. FOUNDATIONAL PRINCIPLES OF
MORALITY AND YOU

- HUMAN When you strive to

develop your
- LOVING
What are human potential,
expected of - VIRTUOUS you love and care

that I am a
When can I say

teacher of good
moral character?
teachers to be - MATURE for yourself and
of good moral others, you acquire
character? good habits and
attitudes, and you
advance in age as
well as in emotional,
social, intellectual
and spiritual life.
III. TEACHING AS VOCATION, MISSION
AND PROFESSION

Teaching as Vocation

- from the Latin word “vocare” which means “a

call”

- it typically mean that teachers have a calling to

teach– a strong urge to do what they do.
III. TEACHING AS VOCATION, MISSION
AND PROFESSION

Teaching as Mission

- comes from the Latin word “misio” which

means “to send”

- teachers are entrusted a task to

accomplish

- you are sent to accomplish an assigned

task.
 III. TEACHING AS VOCATION, MISSION
AND PROFESSION
Teaching as Profession
- derives from the Latin word ‘profiteor,’ to profess or making a formal
commitment in the sense of taking a monastic oath.

- a professional is someone who claims to possess knowledge of something and

has a commitment to a particular code or set of values, both of which are fairly
well-accepted characteristics of professions

- profession is a paid occupation, especially one that involves prolonged training

and a formal qualification

- is synonymous to career, occupation, calling, vocation, line of work, and line of

employment
NINE ELEMENTS OF A PROFESSION

Initial Professional Education

Accreditation
Skills Development
Certification
Licensing
Professional Development
Professional Societies
Code of Ethics
Organizational Certification
 III. TEACHING AS VOCATION, MISSION
AND PROFESSION
Teaching: Mission and/or Job?
-Anna Sandberg
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;
It's 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 a mission
of teaching.
 https://www.youtube.com/watch?v=wlR0KElxxVg
THANK YOU, AND WELCOME TO THE
WORLD OF TEACHING!
ASSESSMENT ACTIVITIES

1. TASK SHEET 1 : Philosophical and Psychological Orientations to Teaching –CPSI,

Class Activity/Seatwork- Submit Wednesday, September 21,2022
2. TASK SHEET 2 : Educational Philosophies Self-Assessment; CPSI, Individual Activity,
Submit Wednesday, September 21,2022
3. PORTFOLIO ENTRY # 2: My Teaching Philosophy- Quiz, Individual, Submit
Wednesday, September 28,2022
4. PORTFOLIO ENTRY # 3A: A Poem for Teacher- Performance Innovative Task, Group
of 4 Submit Wednesday, October 5,2022
5. PORTFOLIO ENTRY # 3B: Reflection 1- CPSI, Individual Wednesday, September
28,2022
6. PORTFOLIO ENTRY # 4A &B : Characters of a Teacher, - Performance Innovative
Task, Group of 4 Submit Wednesday, October 5,2022
 ASSESSMENT ACTIVITIES

TASK SHEET 1 : Philosophical and Psychological

Orientations to Teaching –CPSI, Class Activity

https://docs.google.com/document/d/1vj06Ucag
kQmj0-
9ihhP5Nl9AyrW2_DW2/edit?usp=sharing&ouid=1064
71549468443119439&rtpof=true&sd=true
 ASSESSMENT ACTIVITIES

TASK SHEET 2 : Educational Philosophies Self-

Assessment; Class Performance Standing, Individual
A. Answer the questions in this link .
http://www.authenticeducating.com/education-
philosophy-inventory/ , submit and read the results.
B. Click print this page, and save as PDF. Rename the
PDF filename to:
Surname_EducationalPhilosophyResult.
Example: Mandagdag_Existensialism
C. Answer the google sheet form on this link:
https://forms.gle/3H3xBvdvc9CYdJnm7
 ASSESSMENT ACTIVITIES

PORTFOLIO ENTRY # 2: My Teaching Philosophy- Quiz, Individual

Portfolio Entry #2 (Quiz): My Teaching Answer these questions to get started:

Philosophy The purpose of education is to________.
Formulate your Philosophy of Education. This
Why do you want to teach your subject?
must be encoded in an A4 paper and Students learn best by______________.
submitted thru google drive shared folder. When you are teaching your subject, what are
your goals?
Name : ____________ Section: ______ Date : _________
The most effective methods for teaching
are___________.
Portfolio Entry #2: "My Teaching Philosophy
I know this because__________________.
The most important aspects of my teaching
are______________.
 ASSESSMENT ACTIVITIES

PORTFOLIO ENTRY # 3A: A Poem for Teacher- Performance Innovative Task,

Group of 3

Portfolio Entry #3 (PIT):

3A. A Poem for Teacher
Write a 4-stanza poem dedicated for teachers in their role in strengthening morality
and values formation of students/ citizens.

Name : _____________________ Section: _________ Date : _________

Portfolio Entry #3: “A Poem for Teacher”
 ASSESSMENT ACTIVITIES

PORTFOLIO ENTRY # 3B: Reflection 1- Class Performance Standing, Individual

Portfolio Entry #3B (CPSI):

3B. Reflection 1: Make a reflection on the statement: “You are a teacher. What you say, what
you do, how you are to your students, your colleagues speak abundantly. “–University of
Bridgeport

Name : _____________________ Section: _________ Date : _________

Portfolio Entry #3B: “Reflection”
 ASSESSMENT ACTIVITIES

PORTFOLIO ENTRY # 4A &B : Characters of a Teacher, - Performance

Innovative Task, Group of 3

Portfolio Entry #4 (Performance Innovative Task): "CHARACTERS OF A TEACHER”

Provide a meaning of the word teacher as a vocation, mission and profession. For each letter of the
word TEACHER, provide a specific quality/trait that a teacher should possess to be called one.
From the poem created in Portfolio Entry 3A and the meaning of teacher in Portfolio 4 create a
visual narrative about a teacher as a vocation, mission and profession with the following elements:
-Narration of the POEM and the CHARACTERS OF A TEACHER
-Images/Videos from the internet relative to the narration
-Background music
To know more about visual narrative visit: https://bit.ly/3sxRj2H
WHAT TO SUBMIT BEFORE TOPICAL
DEMO?

1. Copy of presentation (PPT, other presentation apps)

2. Lesson Plan (PDF FILE)
3. 10 item Multiple Choice Quiz in Google Form
Submit via google forms 1 week prior to demonstration.
POWERPOINT/PRESENTATION: https://forms.gle/pxvqFRoSBLkRUQRr9
LESSON PLAN: https://forms.gle/i9rMpi5pSWZbv3FHA
QUIZ: https://forms.gle/gGvAGREQZdvMMdJo6
WHAT TO SHOW IN THE EDUCATION
SYSTEM REPORT?

1. Map/Flow chart of the education system – (Pre-school

to Post graduate).
2. Brief description/discussion for each level of education
(Age, Number of Years/Duration/Qualifications to
proceed to next level).
3. Grading system/Assessment.
4. Best practices in Teaching Strategies or Methodologies.
5. Other trivia/information worth of knowing.