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UNIT 1: YOU, THE TEACHER, AS A PERSON IN SOCIETY

1.0 Intended Learning Outcomes

a. Examine the underlying philosophy of education in the given statement, theory and
quotation;
b. Identify and clarify one’s role as a teacher and as a person in the society guided by
values and principles of morality;
c. Interpret teaching as a vocation, mission and profession; and
d. Internalize the roles of a teacher in the society and formulate own philosophy of
education

1.1 Introduction
w we do not live in a vacuum. We live in a society. We are part of society. Our society
influences us to the extent that we allow ourselves to be influenced by it. Our thoughts,
values, and actions are somehow shaped by events and by people with whom we come in
contact. We, in turn, help shape society – its events, its people, and its destiny.
In this unit, you will be made to realize the significant role that you will play in
society. This is perhaps one reason why many a time the teacher is blamed for the many
ills in society. You will also come to realize the demands it will expect from you for so
much is expected of you, the teacher. It is therefore no joke to become one!
As such, teachers need to be guided by a sound philosophy in the practice of their
profession. It is a way of thinking about the meaning of life and their profession.
Thus, at the end of this unit, you are expected to develop your own philosophy of
education which will serve as your guiding light in your teaching career. If you take your
philosophy seriously, it is assumed that you have achieved wisdom in the conduct of your
profession. Reflect on them and be guided by them in your journey as a future teacher.

1.2 Topics

“Teachers…are the most responsible and important member of society because their
professional efforts affect the fate of the earth.”
- Helen Caldicott

1.2.1 Socially Responsible Teachers: Rich with Philosophical Heritage

Do you have any idea about philosophy? What is your philosophy in life? If you say, ‘I
believe that children are our future,’ is it a philosophy? So, today, we are going to discuss about
philosophy so that at the end of this session, you will be able to formulate your own philosophy as
a future teacher. Are you ready?

What is Philosophy?
Philosophy can be defined as a set of idea that answers questions about the nature of reality

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and about the meaning of life. Some important questions that are commonly asked are… What
is knowledge? What is worth striving for? What is just, good right or beautiful? These are
philosophical questions that maybe important in teachers’ lives.
What about you, as a future teacher, what questions do you have in your mind?
What is Philosophy of Education?
Well, philosophy of education is a set of related beliefs that influence what and how students
are taught. Teachers’ philosophy of education guides their behavior or performance in the
classroom. The philosophy statement reflects their personality and values.
Do you still remember your grade school days? Did you notice that teachers have different styles of
teaching and of dealing with students? Some were strict, others were very friendly These are manifestations
of teachers who are having their own set of philosophies on how to deal and teach their lessons.
Formulating your own philosophy may not be easy since you are just beginning, but here are some
questions you may consider in framing your philosophical statement in the school context:
1) Why do I teach?
2) What should I teach?
3) How should I teach?
4) What is the nature of the learner?
5) How do we learn?

SEVEN PHILOSOPHIES OF EDUCATION

PHILOSOPHY WHY TEACH WHAT TO TEACH HOW TO TEACH

1. Essentialism ⁻ This philosophy ⁻ The emphasis is on - Essentialist teachers emphasize
contends that teachers the academic mastery of the subject matter.
teach for learners to content for students - With mastery of the academic
acquire basic to learn the basic content as primary focus,
knowledge, skills and skills and teachers rely heavily on the use
values. fundamental r’s – of prescribed textbooks, drill
⁻ Teachers teach “not to reading, ‘riting, method and other methods that
radically shape society ‘rithmetic and right will enable them to cover as
but rather, to transmit conduct. much academic content as
the traditional values ⁻ The teachers and possible like the lecture method.
and intellectual administrators
knowledge that decide what is most - There is a heavy stress on
students need to important for the memorization and discipline.
become model students to learn - They are expected to be
citizens” and place little intellectual and moral models of
emphasis on their students.
students’ interest.
- They are seen as “fountain of
knowledge” and as “paragon of
virtue”

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PHILOSOPHY WHY TEACH
2. Progressivism - Progressivist teachers - The progressivists are
teach to develop
learners into becoming
enlightened and
intelligent citizens of a
democratic society.
- This group of teachers
teaches learners so they
may live life fully
NOW not to prepare - Progressivists accept
for adult life.
3. Perennialism - Perennialist teachers - The perennialist
believe that we are all
rational animals. Thus,
schools should develop
the students’ rational
and moral powers.
- According to Aristotle,
- It is not a specialist
if we neglect the
students’ reasoning
skills, we deprive them
of the ability to use
their higher faculties to
control their passions
and appetites.
4. Existentialism - The main concern of - In an existentialist
existentialism is “to
help students
understand and
appreciate themselves
as unique individuals
who accept complete - Provide students
responsibility for their
thoughts, feelings and
actions”
- The existentialist
teacher’s role is to help
students to define their
own essence by
exposing them to
various paths they take
in life.
3
WHAT TO TEACH HOW TO TEACH
- Progressivist teachers employ
identified with need- experiential methods for they
based and relevant believe that, “one learns by doing
curriculum --- a and book learning no substitute
curriculum that for actual experience” (John
“responds to students’ Dewey, most popular advocate
needs and that relates to of progressivism)
students’ personal lives - One experiential method that
and experiences.” progressivist teachers rely on is
the problem-solving method.
the impermanence of
life and the - Other “hands-on-minds-on-
inevitability of change. hearts-on” methodology that
For the progressivists, teachers use are field trips
everything else where students interact with
changes --- Change is nature and society
the only thing that does
not change.
⁻ The perennialist classrooms are
curriculum is a “centered around teachers”
universal one on the
- Teachers do not allow students’
view that all
interests and experiences to
human beings possess
substantially dictate what they
the same essential
teach
nature.
- Teachers apply whatever
curriculum but rather creative techniques and other
a general one with less tried and true methods which
emphasis on are believed to be most
vocational and conducive to disciplining the
technical education. students’ minds
- Students are engaged in
Socratic dialogues
- Existentialist methods focus
curriculum, on the individual.
students are given a - They help students know
wide variety way of themselves and their place in
options from which society.
to choose.
- Learning is self-paced and
with vicarious self-directed.
experiences that will
help unleash their
own creativity
and self-expression.
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PHILOSOPHY WHY TEACH WHAT TO TEACH
5. Behaviorism - Behaviorist schools - Behaviorist teachers
are concerned with
the modification and
shaping of students’
behavior by
providing a favorable
environment since
they believe that they
are a product of their
environment.
6. Linguistic - To develop the - Learners should be
Philosophy communication skills
of the learner
- To develop in the
learner the skill
to send messages
clearly and receive
messages correctly.
- Communication
7. Constructivism - To develop - The students are
intrinsically motivated
and independent
- They are taught
learners adequately
equipped with
learning skills for
them to construct
knowledge and make
meaning of them.
4
HOW TO TEACH
- Behaviorist teachers ought to
teach students to arrange environmental
respond favorably conditions so that students
to various stimuli in can make the responses to
the environment stimuli.
- Teachers ought to make the
stimuli clear and interesting
to capture and hold the
learners’ attention.
- They ought to provide
appropriate incentives to
reinforce positive responses
and weaken eliminate the
negative ones.
- Experiential is the most
taught to effective way to teach
communicate clearly language and
--- how to send communication.
clear, concise - The teacher makes the
messages and how classroom a place for the
to receive and interplay of minds and hearts.
correctly
understand - The teacher facilitates
messages sent dialogue among learners and
between his/her students.
takes place in three
(3) ways -- verbal,
non-verbal and
paraverbal.
- The teachers provide students
taught how to learn. with data or experiences that
allow them to hypothesize,
predict, manipulate
learning processes
objects, pose questions,
and skills such as
research, investigate, imagine
searching, critiquing
and invent.
and evaluating
information. - Knowledge is not a thing that
can be simply deposited by
the teacher into the empty
minds of the students. Rather,
knowledge is constructed by
the learners through an
active, mental processes of
development.
- Learners are the builders and
creators of meaning and
knowledge.
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We have a very rich philosophical heritage but only seven (7) philosophies were discussed here. As
what you have observed, the seven philosophies differ in their concepts of the learner and values, in why do
we teach (objectives), what should be taught (curriculum), and how should the curriculum be taught
(teaching strategies). However, there exist also some similarities among the philosophies.

1.2.2 Formulating Your Philosophy of Education

You have been acquainted with various philosophies. With
which do you identify yourself? What is your personal philosophy
of education?
Y
our philosophy of
education is your
In formulating your philosophy of education, you will
articulate your thoughts on how you perceive the learner, on what “window” to the world
are the right values, on what and on how you must therefore teach. and your “compass” in
If you articulate your philosophy of education, you will find yourself
more consistent in your dealings with other people, in your actions life.
and decision.
What does a philosophy of education contain or include? It may include your concepts
about:
§ the human person, the learner in particular and the educated person
§ what is true and good and therefore must be taught
§ how a learner must be taught in order to come close to the truth

The task may not be easy at the start, so I am providing you here with a very short example of a
philosophy of education. Read it first. When you are done, you now try to think of your own. You can make
it. Just have the feel of being a committed teacher.

My Philosophy of Education as a Grade School Teacher

I believe that every child…

§ has a natural interest in learning and is capable of learning;
§ can be influenced but not totally by the environment;
§ is unique and so comparing a child to other children has no basis; and
§ does not have an empty mind, rather it is full of ideas and it is my task to draw out these
ideas.
I believe that there are unchanging values in changing times and these must be passed on to
every child by my modeling, value inculcation and value integration in my lessons.
I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to the maximum by:
§ Reaching out to all children without bias and prejudice towards the “least” of the
children
§ Helping every child master the basic skills of reading, communicating in oral and
written form, arithmetic and computer skills
§ Inculcating or integrating the unchanging values of respect, honesty, love and care for
others regardless of race, ethnicity, nationality, appearance and economic status in my
lessons
§ Strengthening the value formation of every child through “hands-on-minds-on-hearts-
on” experiences inside and outside the classroom.

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1.2.3 The Foundational Principles of Morality and You

“When you carry out acts of kindness, you get a wonderful feeling inside. It is as though
something inside your body responds and says, yes, this is how I ought to feel”
- Unknown

Someone once wrote of teachers: “Even on your worst day on the job, you are still some
children’s best hope”. Indeed, society expects much from you, the teacher. Henry Brooks Adams
said it succinctly: “A teacher affects eternity; he can never tell where his influence stops.”
For you to be able to cope with these expectations, you should be anchored on a bedrock
of foundation of moral and ethical principles. Let us begin this lesson by defining morality.

What is Morality?
As defined by Panizo (1964), as cited by Bilbao (2015), morality refers to “the quality of
human acts by which we call them right or wrong, good or bad or evil.” Your human action is
right when it conforms with the norm, rule or law of morality. Otherwise, it is said to be wrong.
Example: When Jerry gets the pencil of Mardy without the latter’s permission, Jerry’s action is wrong
because it is contrary to the norm, “stealing is wrong”.
A man’s action, habit or character is good when it is not lacking of what is natural to man,
i.e., when it is in accordance with man’s nature.
Example: It is not natural for man to behave like a beast because he is not a beast. Man is man and, unlike
the beast, man has intellect and free will. That intellect makes man capable of thinking, judging and reasoning.

What does Foundational Moral Principle mean?

The word principle comes from the Latin word “princeps” which means a 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.
A foundational moral principle is, therefore, the universal norm upon which all other
principles on the rightness or wrongness of an action are based. It is the source of morality.
Where is this foundational moral principle? It is contained in the natural law. Many
moralists, authors and philosophers may have referred to these foundational moral principles in
different terms.

What is the Natural Law?

It is the law “written in the hearts of men.” (Romans 2:15) For theists, it is “man’s share in
the Eternal Law of God.” (Panizo, 1964) St. Thomas defines it as the “light of natural reason,
whereby we discern what is good and what is evil… as imprint on us of the divine light...”
(Panizo, 1964). It is the law that says: “Do good and avoid evil.” THIS IS THE FUNDAMENTAL
OR FOUNDATIONAL MORAL PRINCIPLE.

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Teacher as a person of good moral character
The role of the teachers is to educate. They create and control the learning process. They
encourage participation and interaction of students in the acquisition of knowledge, skills, and
values needed to prepare them for their roles in society.
To achieve their objectives, teachers need to manage the classroom effectively. This calls
for the teachers’ skills in establishing healthy relationship with the students. They need to
explore the rights, duties and moral principles embodied in the Ethical Standards for Teachers to
maintain their trust and respect. This calls for their awareness and commitment to the moral and
ethical dimensions of teaching embodied with the Code of Ethics for Professional Teachers.

Below is the Preamble of our Code of Ethics of Professional Teachers:

PREAMBLE
“Teachers are duly licensed professionals who possess dignity and reputation with high
moral values as well as technical and professional competence. In the practice of their profession,
they strictly adhere to, observe and practice this set of ethical and moral principles, standard and
values.”

From the above preamble, the words moral values are mentioned twice, to accentuate on
the good moral character expected of you, the teacher.
As a teacher, you are expected to be a person of good moral character. According to a
Christian author, you are a person of good moral character when you are:
1. humane – being fully human means you have realized substantially your potential as a
_________person;
2. loving – you are caring in an unselfish and mature manner with yourself, other people
_________and God
3. virtuous– you have acquired good habits and attitudes and you practice them consistently
_________in your daily life; and
4. mature – being a morally mature person means you have reached a level of development
_________emotionally, spiritually, appropriate to your developmental stage.

1.2.4 Values Formation and You

“Education in values means the cultivation of affectivity, leading the educand through exposure to
an experience of value and of the valuable.”
- R. Aquino

In this lesson, our discussion on values formation is based on the premise that there
are transcendent values – these are unchanging and universal values like the values of love,
care and concern for our fellowmen are values for all people regardless of time and space.
They remain unchanged amidst changing times. They are accepted as value everywhere.
It is also premised on the principle that values are both caught and taught.

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Values have Cognitive, Affective and Behavioral Dimensions

1) Values have cognitive dimension. We must understand the

value that we want to acquire. We need to know why we have
to value such. This is the heart of conversation and values
formation. We need to know how to live by that value.
2) Values are in the affective domain of objectives. For instance,
“it is not enough that to know what honesty is or why one
should be honest. One has to feel something towards honesty,
be moved towards honesty as preferable to dishonesty.”
(Aquino 1990, as cited by Bilbao, et al., 2015).

3) Values have a behavioral dimension. Living by the value is

the true acid test if we really value a value like honesty.

Max Scheler’s Hierarchy of Values

VALUES OF THE HOLY– appear only in regard to objects intentionally given as “absolute objects”
- transcendent values
* belief
*adoration
*bliss

SPIRITUAL VALUES – values independent of the whole sphere of the body and of the environment;
- grasped in spiritual acts of preferring, loving and hating
* aesthetic values: beauty against ugliness
* values of right and wrong
* values of pure knowledge

VITAL VALUES – values pertaining to the well-being either of the individual or of the community
*health
*vitality
-values of vitality
*capability
*excellence
PLEASURE VALUES – the pleasant against the unpleasant
– the agreeable against the disagreeable
*sensual feelings
*experiences of pleasure or pain

Based on Scheler’s hierarchy of values, the highest values are those that directly pertain to
the Supreme Being while the lowest values are those than pertain to sensual pleasures. You live
well if you do not distort the hierarchy of values.

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Value Formation is a training of the intellect and will
Your value formation in essence is a training of the intellect and will. According to Thomas
Aquinas, “The intellect proposes and the will disposes.” It is therefore, necessary that you develop your
intellect in its three functions, namely: “formation of ideas, judgment and reasoning”. (Kelly, 1965 as cited
by Bilbao, 2015). The intellect must be enlightened by what is true, just and right.
On the other hand, it is also equally necessary that you develop your will so you will be strong
enough to act on the good and avoid the bad that your intellect presents.

Values Clarification
When we do not know what we really value or when we are not clear on what we really
value, we end up lukewarm or uncommitted to a value. The advocates of value clarification assert
that we must clarify what we really value. The term “value” is reserved for those “individual
beliefs, attitudes and activities … that satisfy the following criteria:
1) freely chosen;
2) chosen from among alternatives;
3) chosen from after due reflection;
4) prized and cherished;
5) publicly affirmed;
6) incorporated into actual behavior; and
7) acted upon repeatedly in one’s life.

This means that if you value honesty, you have chosen it freely among alternatives and
after considering its consequences. You prize it and you are proud of it and so you are not
ashamed for others to know that you value it. You practice and live by honesty and have made
it your habit to act and live honestly.

1.2.5 Teaching as Your Vocation, Mission and Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched
our human feelings ….”
- Carl Jung

Teaching as a Vocation
The word vocation comes from the Latin word “vocare” which means “a call”. If
there is call, there must be a caller and someone who is called. There must also be a
response.
Try to look at your situation now, perhaps, you never dreamt to become a teacher
but here you are now preparing to become one! How did it happen? From the eyes of
those who believe, it was God who called you here to become a teacher. The fact that you
are still in the College of Education signifies that you positively responded to the call to
teach. Right? May this YES response remain a YES and become even firmer through the
years.

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Teaching as a Mission
Teaching is also a mission. The word mission comes from the Latin word “misio” which
means “to send”. You are called to be a teacher and you are sent into the world to accomplish a
mission --- to teach. The Webster New Collegiate Dictionary defines mission as “task assigned”.
Therefore, you are sent to accomplish an assigned task.
Teaching as a mission means it is the task entrusted to you in this world. If it is your
assigned task, then you need to prepare yourself for it. From now on, you cannot take your
studies for granted! Your four years of pre-service preparation will equip you with the
knowledge, skills and attitude needed to become an effective teacher. However, preparation for
your mission does not end after you got your baccalaureate degree, you have to embark in a
mission that calls for continuing professional education -- attending seminars, trainings,
conferences and pursuing graduate up to post-graduate studies. As the saying goes, “Once a
teacher, forever a student”.
So, what exactly is the mission to teach? It is to influence the life of every child entrusted
in your care to become better, happier and more meaningful. To teach is to help the child become
more human.
“Mission accomplished!” This is what the soldier tells his superior after he has accomplished
his assigned mission. Can we say the same when we meet our “Superior” face-to-face?

Teaching as a Profession
Teaching like engineering, nursing, accounting and the like is a profession. A teacher, like
an engineer, a nurse and an accountant, is a professional.

What are the distinguishing marks of a professional teacher?

Former Chairperson of the Professional Regulation Commission (PRC), Hon. Hermogenes
P. Pobre, in his pithy address in a national convention remarked:
“The term professional is one of the most exalted in the English language, denoting as it does,
long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and
commitment to moral and ethical values.”
Why does a profession require “long and arduous preparation” and “a striving for excellence”?
Because the end goal of a profession is service and we have heard many times, “We cannot
give what we do not have.” We can give more if we have more. His Holiness Pope Paul VI
affirmed this thought when he said: “Do more, have more in order to be more!” For us to be able
to give more, continuing professional education is a must.
Therefore, if you take teaching as your profession, this means that you must be willing to
go through a long period of preparation and continuing professional development. You must
strive for excellence, commit yourself to moral, ethical, and religious values and dedicate yourself
to public service.

How do you view teaching now? Has it changed after knowing the three terms? Or you still
view it simply as a job? Okay, let’s try to analyze the difference between “job and mission”
through the poem found on the next page.

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Teaching: Mission and/or Job? *

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.

*Adapted from Ministry or Job by Anna Sandberg

Teaching and a Life Meaning

Do you want to give your life a meaning? Want to life a purpose-driven life? Spend it
passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first
Asian teacher to win the Intel Excellence in Teaching Award in international competition, said in
a speech delivered before a selected group of teachers, superintendents, DepEd officials and
consultants, to wit:

"Teaching may not be a lucrative position. It

cannot guarantee financial security. It even means
investing your personal, time, energy, and resources.
Sometimes it means disappointments, heartaches, and
pains. But touching the hearts of people and opening the
minds of children can give you joy and contentment
which money could not buy. These are the moments I
teach for. These are the moments I live for"

Again, so much is expected from us, teachers. May you be guided always by the
lessons you have learned in this unit. You can make it! You can be a great teacher! I
believe in you 😊
%
$
#
"

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1.3 References
§ Bilbao, P.B., Corpuz, B.B., Llagas, A.T., & Salandanan, G.G. (2015). The Teaching
___Profession. Lorimar Publishing, Inc.
§ Brown University. (2021). Philosophy: What and Why. https://www.brown.edu/academics
§ Pawilen, G.T. (2019). Teaching Profession Passion and Mission. Rex Book Store

1.4 Acknowledgment
The images, tables, figures and information contained in this module were taken
from the references cited above.

C. M. D. Hamo-ay