CHAPTER 1: THE TEACHER AND SOCIETY

Philosophical Background

Teachers are heirs to a rich philosophical heritage. Passed on to us are a

number of philosophies of various thinkers who believed before us. These
thinkers reflected on life in this planet. They occupied themselves by
searching for answers to questions about human existence.

Five Philosophies of Education

 Essentialism: Main Proponent-William Bagley

 Progressivism: “Education is nor preparation for life” Main Proponent-John
Dewey
 Perennialism: Main proponent- Robert Hutchins
 Existentialism: Existence precede essence” Main proponent- Jean Paul
Sarte
 Behaviorism: Main Proponent-John Watson

Introduction

Man by nature is curious. He wants to know the “whatness, whyness, and

howness” of the things around him. It is in the exploring of things that he
finds fulfillment for the numerous complexities that confront him. The
eagerness to look for more answers or find solution to manifolds problems
that beset him leads him to the unending journey of seeking for truth. Truly,
this manifests the true desire of man which is to know. It affirms not only his
essence, his rationality. It is also a fulfillment of his purpose to keep the truth
and pass it from one generation to another so as to preserve humanity.

Ideas flow from the human mind eternally. It is in the ideas that the truth lies.
Unending as the ideas are, the more the need for a man to harness and
cultivates it to perfection. Ideas that are not nourished and protected will not
just prevent man in possessing the truth but it will also deprive him a taste of
his rationality. Hence, ideas must and should be at all times shine in luster of
naturalness, profound by simplicity and contain true and real meaning.

The truth in the ideas must be preserved in as much as man wants to

preserve the gift of knowledge and wisdom that it brings. And delicate as it is,
it should be protected from all forms of deterioration and artificialities.
Presented it maybe in various ways, the real meaning must be conveyed at all
times. It is Philosophizing that the ideas can be best presented and conveyed.
This can be best enhanced through proper education. Since then philosophy
and education complement and work hand-in-hand in the acquisition of
knowledge and the preservation of Truth. True enough, one can say then that
Philosophy is knowledge and Education is the most essential tool of
philosophy in the search for wisdom and truth.
Man and Philosophy

The ultimate aim of man is to possess for the Truth. The process ends not in
the search but in the possession of the truth. It is in his capacity to think, to
rationalize that the responsibility of philosophizing is realized. It is but proper
then to have a closer look on the man and a glimpse of what philosophy is, so
that we can fully understand the meaning of our search for the truth and the
desire to possess it.

Definition of Man

The quest for the truth is the ultimate goal of man. There is no way but up, the
goal is to achieve it. Thus, man is defined vertically as Rational Animal.
Innate in man is the desire to be with his fellow beings. It is in his relationship
with others that fulfillment of another dimension of his rationality is achieved.

Time and time, it has been proven that man cannot live by himself alone. The
need to share himself with others-share his innermost thoughts,
feelings,experiences and unravel the kind of person he is-is a must fully
realize the aspect of being political animal. Hence , the aim to develop a
relationship not only with him spreads to other beings. Here he develops
friendship, camaraderie, companionship with other fellow beings. He grows
and finds fulfillment with them. This, man is defined horizontally as a SOCIAL
or POLITICAL ANIMAL.

Being rational and social or political animal are not enough to realize the value
of man. Another aspect must also be present, functionality. Man is created for
a certain reason or purpose. He has a role to perform in order to preserve him
and all other beings. He is the steward of the world. In this regard, man should
work. Hence man is defines as a Working Animal.

Relationship of Philosophy and Education

While philosophy establishes the fundamental principles (concepts, theories,

learning). It is Education that carries out these principle. Furthermore, it is
Philosophy that provides the goal or aims while Education is the instrument in
realizing these goals. Philosophy and Education complement each other. Both
of them spouse theory and practice. The absence of one of the one will make
a man insufficient and aimless.

Philosophy of Education
Naturalism
 Rooted from Ancient Philosopher such as Thales, Anaximander,
Anaximenes
 Denies everything that has supernatural significance dogmas/revelations-
for all can only be found through nature
 Preserves the natural goodness of man
 Truth can only be found nature
 Advocates: J.J. Russeau, John Lock, Montaigne
 On Education
  Naturalism stands for democratic and universal way everyone must
be educated in the same manner.
 Education is in accordance to human development and growth
 Emphasis is given more on the physical development informal
exercise-and hygiene of the person rather of the 3R’s
 Aims to unfold the child’s potential not to prepare him for a definite
vocation or social position-but to prepare him to adapt to the changing
times and needs. Consequently, ones conduct is governed by impulse,
instinct and experience.
 It puts the child at the center of educational process and prepares him
to experience life as it is.

Idealism
 Ideas are the only true reality, the ultimate truths for matter is nothing but
just a mere representation of ideas.
 Emphasis is given on knowledge obtained by speculation and reasoning
for its central tenet is that ideas are the only thing worth knowing for.
 Focus is on conscious reasoning of the mind in order to attain truth. This
includes the activities pertinent to the human mind such as introspection
and intuition and the use of logic.
 Advocates: Socrates, Plato
 On Education.

 Its aim is to discover the full potentials in child and cultivates it in order
to prepare him for a better position in the society and for him to serve
the society better.
 Emphasis is given on subjects-philosophy, literature, religion and
history that will develop and enhance the mind of a child.
 Methods used in teaching include lecture, discussion and the Socratic
dialogue.
 Character development is through emulation of examples and heroes.

Realism
 Concerns with the actualities of life, what is real.
 Ultimate reality is the world of physical objects. Hence, reality is
independent of the human mind.
- Objective existence of the world and beings in it
- Knowability of these objects as they are in themselves
 Advocates: Aristotle, St. Thomas and Jonathan Herbart
 On Education:
- The most effective way to find about reality is to study it through
organized, separate and systematically arranged matter- emphasis is
on subject matter concerning Science and Mathematics
- Methods used in teaching include recitation, experimentation and
demonstration
- Character development is through training in the rules of conduct.
Existentialism
 Rooted from the dehumanization of man by technology and reaction to the
traditional Philosophy of Kant and Hegel
 Defining feature is “ existence precede essence”
- Man conceives and makes of himself
 Known as the Philosophy of Subjectivity
- Proclaims man’s freedom in the accomplishment of his destiny
 Conceives philosophy as something that is human life and the choice that
each person has to make.
 Advocates: Soren Kierkegaard, Jean Paul Sarte
 On Education:
- Subject matter is a personal choice
- Learning is based on the willingness of the student to choose and
give meaning to the subject
- Emphasis is given on the students rather than on curriculum content
- Students should not be treated as objects measured or standardized
- Methods are geared on giving opportunities for the students for self
actualization and self direction.
- Character development is through the personality of every individual
in making a decision.

Essentialism
 Rooted in idealism and realism and arose in response to progressive
education
 Defining feature is ”essence precedes existence”
 Refers to the traditional or back to basic approach in education
 Concerns with the fundamental of education skill and knowledge without
which a person can’t either be efficient individually or socially
 Advocates: William Bagley, James Koerner, H.G. Rickover, Paul
Copperman
 On Education:
-schooling is practical for this will prepare students to become
competent and valuable members of the society.
- Focuses on the “basics”-reading, writing, speaking and the ability to
compute (arithmetic)
- Subjects that are given emphasis include geography, grammar,
reading, history, mathematics, art and hygiene
-Stresses the values of hard work, perseverance, discipline, and
respect to authorities to students.
-Students should be taught to think logically and systematically-
grasping not just the parts but the whole (entirely)
-Methods of teaching centers on giving regular assignments, drills,
recitation, frequent testing and evaluations.

Pragmatism
 What is experienced and observed is true. Hence, what is useful is true.
 Synonymous to functionality and practicality
 Focuses more on praxis’
 Thought must produce actions (realization) rather than continue lying
inside the mind and leading into uncertainty
 Advocates: Charles Sanders Peicer, John Dewey
 On Education:
- Involves students to work in groups
- Methods of teaching include experimentation, project making and
problem solving
- Stresses on the application of what have learned rather than the
transfer of the organized body of knowledge.

Perennialism
 The word itself means” eternal”, ageless, everlasting,
unchanged’
 Influenced by the philosophy of realism
 Truth is universal and does not depend on circumstances of place, time
and person.
 To learn means to acquire understanding of great works of civilizations
 Advocates: Robert Hutchins, Mortimer Adler
 On Education:
- Some ideas in the past are still taught because they are significant
- Curriculum should contain cognitive subjects that cultivate rationally,
morality, aesthetic and religious principles. This includes history,
language, mathematics, logic, literature, humanities and science.
- Curriculum must be based on recurrent themes of human life for it
views education as recurring process based on eternal truths
- The teacher must have the mastery of the subject matter and
authority in exercising it.
- Aims for education of the rational person- to develop man’s power of
thought
- The central aim of this philosophy

Humanism
 Rooted in the economic and political changes during the Renaissence
period
 Has three main lines of growth:
-intellectual (includes Education
-Aesthetic
-Scientific
 Divisions:
1. Individualistic Humanism
- Making the most out one’s life
- Living life to the fullest
- Stresses on individual freedom, culture and development
2. Social Humanism
- Aims for social rather than individual happiness
- Includes social reforms and improvement of social relationships
 Advocates: Da Feltre, Erasmus, Pestalozzi
 On Education:
- Education is a process and should not be taken abruptly. The
unfolding of human character proceeds with the unfolding f nature
- The learner should be in control of his destiny
- Concern is more on methods which include theme writing rather than
 of oral discussions, drills and exercises, playing.
- Asserts the importance of playing in the curriculum
- Emphasizes motivations and the use of praise and rewards
- Curriculum includes subjects concerning literary appreciation,
physical education, social training in manners and development

Progressivism
 Contrasted the traditional view of essentialism and perinnialism
 Emphasizes change and growth
 Stresses that man is a social animal who learns well through active
interplay with others
 Learning is based from the questions of one’s experience of the world.
Hence, it is the learner himself if who thinks, solves and gives meaning
through his individual experience.
 Proponent: John Dewey
 On Education:
- Focuses on the child as a whole rather than of the content or the
teacher
- Curriculum content comes from the questions and interests of the
students
- Emphasis is given on the validation of ideas by students through
active experimentation
- Methods of teaching include discussions, interaction (teacher with
students) and group dynamics
- Opposes the extreme reliance on bookish method of instruction,
learning through memorization, the use of fear and punishment and
the four (4) walled philosophy of education

Nationalism
 Rapid rise was in the 18th century
 Center of ideology is the concept of national sovereignty
 Aims for the preservation and glorification of the State
 Emphasis is on the development of loyalty, patriotism, national feeling and
responsible citizenship
 Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi
 On Education:
- The most important development was the creation of common
language
- Stresses on the teaching of the principles of democracy and duties of
citizenship
- Stimulates the development of the state which includes the control
and support of public school system
- Curriculum includes the teaching of grammar, geography and history
- Method of teaching gives emphasis on the content regarding on
nature studies, physical exercises and play activities.

Constructivism
 A philosophy of learning which asserts that reality does exist outside of
human conceptions. It is the individual that construct reality by reflecting
on his own experience and gives meaning to it.
 Learning is the process of adjusting one’s mental modes to accommodate
new experience

Reconstructivism
 A philosophy that aims to awaken the consciousness of individual about
the social issues, concerns and problems that comfort him. This should
involve him to look for solutions and engage in addressing this social
concerns and issues
 Primary goal is to achieve the elusive Social Change.
 Advocates: Theodore Brameld, George Counts, Paulo Friere
 On Education:
- Schools should originate policies and progress that will bring social
reforms and others
- Teachers should be an instrument to encourage and lead students in
program of social reforms
- Curriculum emphasis on social reforms as the aim of education. It
focuses on student experience and taking social actions on real
problems.
- Method of teachings include the problem oriented type ( students are
encouraged to critically examine cultural heritage), group discussions,
inquiry, dialogues, interactions and community-based learning.
- The classroom will serve as a laboratory in experimenting school
practices bringing the world into the classroom.

Behaviorism
 Rooted in the work of Russian experimental psychologist Ivan Pavlov and
American psychologist John Watson in the early 1990’s
 Asserts that human beings are shaped entirely by their external
environment
 The only reality is the physical world
 Man by nature is neither good nor bad but a product of his environment.
Hence, an autonomous acting man is but an illusion since it negates the
faculty of freewill
 Advocates: John Watson, B.F. Skinner

Other’s ISM’s

 Utilitarianism
- Actions are geared toward the greatest total amount of happiness that
one can achieved

 Rationalism
- Source of knowledge is the mind, independent of the senses
Empriricism
- Source of knowledge is the sense-based experience

 Experimentalism
- Form empiricism and asserts that they only reliable form of
knowledge is gained through scientific experiments
 Hedonism
- Pleasure is the only good thing to the person
- Used as a justification in evaluating action by giving emphasis on
’how much’ pleasure can be achieved and how little pain that the
action entails

 Epicurianism
- Considers as a form of ancient hedonism, it identifies pleasure with
tranquility and reduction of desire
- Epicurus claimed that the highest pleasure consists of a simple and
moderate life.

Moral Principles of Teachers

Morality refers to the quality of human acts by which we call them right or
wrong, good or evil.
 “Do good and avoid evil” ( Fundamental Moral Principle)
 “Do not do unto others what you do not like others do to you” (Kung-
fu.tzu)
 Act in such a way that your rule can be the principle of all (Immanuel
Kant)
 Eight Fold Path (Buddists)
 Koran and Five Pillars ( Muslims)
 Ten commandments and Beautitudes ( Christian)
As teachers, we are expected to be a person of good moral character as
exempliefied by being human, loving, virtues; and mature.

Teachers values Formation

Values are taught and caught.
Values have cognitive, affective and behavioral dimensions
Value formation includes formation in the cognitive, affective and behavioral
aspects
Value formation is training of the intellect and will

Max Scheler’s Hierarchy of Values

Pleasure Values
Vital Values
Spiritual Values
Values of the Holy