Module 1:

You, The Teacher, as a Person in Society

Lesson 1: Your Philosophical Heritage
Lesson 2: Formulating Your Philosophy of Education
Lesson 3: The Foundational Principles of Morality and You
Lesson 4: Values Formation and You
Lesson 5: Teaching as Your Vocation, Mission, and Profession

Lesson 1: Your Philosophical Heritage

Activity
Direction:
Determine your dominant educational philophy/ies by answering a short survey. Read each
statement thoroughly. Rate yourself 4 if you strongly agree with the statement, 3 if you only
agree about it, 2 if you disagree about the statement, and 1 if you strongly disagree with its idea.
Please check the box that corresponds to the number of your rating per statement.
STATEMENT 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant
today as when they are first conceived.
3. Teachers must not force their students to learn the subject matter
if it does not interest them.
4. Schools must develop the student’s capacity to reason by stressing
on the humanities.
5. In the classroom, students must be encouraged to interact with one
another to develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, and the
creative works of history’s finest thinkers and writers.
7. Teachers must help students expand their knowledge by helping
them apply their previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal, not
vocational; and humanistic; not technical.
9. There is no universal, inborn human nature. We are born, exist,
and then freely determine our essence.
10. Human beings are shaped by their environment.
 11. Schools should stress on the teaching of basic skills.

12. Change of environment can change a person.

13. Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, and literature.
14. Teacher cannot impose meaning; students make meaning of
what they are taught.
15. Schools should help learners accept themselves as unique
individuals and accept responsibility for their thoughts, feelings, and
actions.
16. Learners produce knowledge based on their experiences.
17. For the learner to acquire the basic skills, s/he must go through
the rigor and discipline of serious study.
18. The teacher and the school head must prescribe what is most
important for the students to learn.
19. Truth shines in an atmosphere of genuine dialogue.

20. A learner must be allowed to learn at his/her own pace.

21. The learner is not a blank slate but brings past experiences and
cultural factors to the learning situation.
22. The classroom is not a place where teachers pour knowledge into
the minds of students.
23. The learner must be taught how to communicate his ideas and
feelings.
24. To understand the message from his/her students, the teacher
must listen not only to what his/her students are saying but also to
what they are not saying.
25. An individual is what s/he chooses to become not dictated by
his/her environment.
Interpreting Scores: If you have 2 answers of 2/4 in numbers:
1,3,5,7 – you are more of a progressivist
2,4,6,8 – you are more of a perennialist
9,15,20,25 – you are more of an existentialist
10,12 – you are more of a behaviorist
11,13,17,18 – you are more of an essentialist
14,16,21,22 – you are more of a constructivist
19,23,24 – you are more of a linguistic philosopher
If you have 2 scores of 4 in several of the seven clusters, you have an eclectic philosophy which
means you put the philosophies together. If your scores are less than four, this means that you
are not very definite in your philosophy. Or if your scores are less than 3 in most of the items,
this means that your philosophy is uncertain.
Analysis
Direction: Based on the survey you accomplished, reflect and discuss the following questions:

1. What is your realization after answering the survey?

2. Based on the result, what is/are the educational philosophy/ies that you often adhere to?

3. Do you agree with the survey result? Why or why not?

Abstraction
EDUCATIONAL WHY TEACH? WHAT TO TEACH? HOW TO TEACH?
PHILOSOPHY
 Development of 4Rs
Essentialism  Teachers (reading, writing,  Emphasize
teach to arithmetic, and right mastery of
Focus: “transmit conduct) subject matter
 Mastery of traditional  Act as a role
academic values and  Traditional disciplines model at all
content. knowledge such as math, natural times
for students sciences, history, foreign  Be an intelligent
 Frequent to become language, and literature. and morally
memorization model upright
and discipline. citizens.” professional
 Teachers and
 Also, they administrators decide
 Use of lecture
teach for what is most important
and drill
method / students to for students to learn
master the
basic
knowledge,
skills, and
attitudes.
Progressivism  Teachers teach  Skills to cope  Teaching
learners to live with change, scientific method
Focus: life to the full attain progress, in solving
• Need-based NOW and and survive the problems related
and relevant not to prepare for demands of to learning and
curriculum to adult life. living. life.
learners.
 Moreover,  Ability for  Adoption of
• Hands-on they teach problem solving, thought
mind-on students to scientific method, provoking games
hearts-on become and critical and puzzles
teaching enlightened thinking.
method and  Application of
intelligent  New scientific, experiential
democratic technological, learning by John
citizens and social Dewey
developments

Perrenialism  Teachers teach  Emphasis on general  Observance of

to develop the education and teacher centered
Focus: students’ humanities. approach in
• Not a rational and teaching.
specialist moral powers.  Timeless wisdom
curriculum, and knowledge from  Application of
but a  They enhance the Great Books. Socratic methods
general one the students’ and inquiry
• Ideas from reasoning skills  Less highlights on approach to
the great for them to technical and teaching learning
control their vocational process.
thinkers in
passions and education
history
appetites  Discipline on
students’ minds
 Existentialism  Teachers teach  Skill for  Teach students
students to independent to have self-
Focus: “understand and decision-making. paced or self-
appreciate Ability to freely directed
 Promotes that themselves as create better if learning.
“existence unique individuals not best choices.
precedes essence” who accept  Teach for self-
complete  Capabilities for discovery of
responsibility for individual learners’ role in
 Total education their feelings, imagination, self- society and their
and not just of the thoughts, and expression, and distinct values.
mind. actions.” creativity Ideal
behaviors among  Teach without a
 Learner-centered  Teach them to historical judgmental
approach highlight the characters. mind toward
purpose of one’s learners
life

Behaviorism  To modify the  Skill to  Arrange

unpleasant appropriately environmental
Focus: behavior of respond to conditions for
 Shaping learners learners and shape various stimuli in students to
to have desirable them into the surroundings. make responses
behaviors something to stimuli.
pleasant.  Ability to imitate
desirable  Reinforce the
 Teach them to characteristics of students’
expose students other. positive
under favorable responses and
environment that  Knowledge weaken/elimin
develops their that their actions may ate the negative
wellbeing. have either reward or ones.
punishment
 Control the
physical setup
in the class

Linguistic  Teach to develop  Effective verbal,  Make the

Philosophy the communication nonverbal, and classroom a
skill of learners as para-verbal venue for an
Focus: the very essence of communication active
man. interplay of
 Creative self-
expression and  Awareness of minds and
 Teach students to communication hearts.
effective
 communication send clear barriers.
skills development messages and  Promote
receive correct  Capability to exchange of
information express one’s self ideas and
into two or more healthy
languages Speak dialogues in
out on issues or the class.
concerns
 Develop their
knowledge
on language
and its
expression
Constructivism  Teach students  Construction of  Project-based
how to learn, relearn, knowledge. learning (PBL)
Focus: and unlearn with
• Metacognition meaning.  Reflective  Investigative
• Independent  Teach them to thinking and approach to
learning develop creative thinking teaching using
• Creative intrinsically scientific tasks.
thinking motivated and  Objectivity and
independent critical thinking  Midwife the
learners learners’ ideas
 Information by facilitating
accuracy dialogues

Application
Direction: Complete the matrix below with the needed details. In just three statements,
summarize the highlights of each educational philosophy based on what you have learned. No
plagiarism please.

PHILOSOPHY OF MY REALIZATION
 EDUCATION
1. Constructivism

2. Essentialism

3. Behaviorism

4. Linguistic
Philosophy

5. Existentialism

6. Progressivism

7. Perrenialism

Assessment

Direction: Fill out the table below with answers based on your actual observation or experience.

EDUCATIONAL RELATED SCHOOL

TEACHING IMPLICATION
PHILOSOPHY PROGRAMS/ACTIVITES
 1. Existentialism

2. Behaviorism

3. Progressivism

4. Linguistic
Philosophy

5. Constructivism

6. Perrenialism

7. Essentialism

Lesson 2 ( tan aw sa pdf sa module web)

Assessment

Direction:
Formulate your own philosophy of education showing your beliefs about a learner, your profession
as a teacher, and your role in the society. Kindly use the following page.

MY PHILOSOPHY OF EDUCATION

LESSON 2: FORMULATING A PHILOSOPHY OF EDUCATION

Activity

Direction:
Read carefully the sample philosophy of education written by a grade school teacher. Observe
the components and highlights of this academic work.

MY PHILOSOPHY OF EDUCATION

I believe that every child…

• has a natural interest in learning.
• is an embodied spirit.
• can be influenced but not totally by his/her environment.
• is unique, so comparing one to other children has no basis.
• does not have an empty mind, but rather full of ideas; and it is my task to draw these
ideas out.

I believe that there are unchanging values in changing times, and these must be passed on to
every child with my modeling, values inculcation, and values integration in my lessons.

I believe that my task as a teacher is to facilitate the development of every child to the
optimum level by:

• reaching out to all children without bias and prejudice towards the “least” of the
children.
• making every child feel good and confident about himself/herself through
experiences of success in the classroom.
• helping every child master the basic skills of reading, written and oral
communication, arithmetic, and computer skills.
• teaching my subject matter with mastery so that every child will use his/her basic
skills to continue acquiring knowledge, skills, and values for him/her to go beyond
basic literacy and numeracy.
• 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.
• consistently practicing these values to serve as role model for every child
• strengthening the value formation of every child through “hands-on-minds-onhearts-
on” experiences inside and outside the classroom.
• providing every child activities meant to develop the body, mind, and spirit.

Analysis

Direction: Analyze the sample philosophy of education and answer the following questions:

1. Which philosophies studied in Lesson 1 are present in the given philosophy above?
 2. Do her concepts of the learner and educated person match with how she will go about her
task of facilitating every child’s full development?

3. What does the teacher believe to be her primary task?

Application

Direction: Ask at least two in-service (already employed) teachers via online or offline about
their beliefs on how to properly teach a learner, what values must a learner possess, and what
teaching methods work well for them. Compare and contrast their philosophy using the diagram.
Keep your answers concise.

Teacher A Teacher B

Similarities

Lesson 3: The Foundational Principles of Morality and You

Activity

Direction:
Recall at least three teachers you encountered in your whole life that you consider as role models
in terms of character and competence. Describe how their behaviors have inspired you.
 Teacher A Teacher B Teacher C

Analysis

Direction: Based on the narrative you have written about these teachers, please answer the
following questions.

1. What qualities do you admire and would like to adopt from Teacher A?

2. What qualities do you admire and would like to adopt from Teacher B?

3. What qualities do you admire and would like to adopt from Teacher C?

Application

Direction: Fill out the cluster map below with the important concepts you have learned about
our lesson. Feel free to associate these concepts to any words, ideas, or notions that relate to it.
Assessment
Direction: Discuss your own viewpoint on how to apply the moral principle in your life as a future
professional.

“Do good and avoid evil” is the foundational moral principle. Discuss at least five good things
that you have to do as a teacher and five evil things you have to avoid doing.

Lesson 4: Values Formation and You

Activity
Direction:
Write a short-response essay to the following question. Answer in five sentences only.

 Which Filipino traits pose obstacles to your values formation? In what way do they hinder
your character development?

Analysis

Direction: After assessing your unique traits a while ago, kindly answer the following questions:

1.Are you content with your present personality as a person? Why or why not?

2.Do you welcome the idea of becoming a role to others? In what way?

Application

Direction: Think of three values that you think you still need to clarify for your future career.

Reasons: Reasons: Reasons:

Lesson 5: Teaching as Your Vocation, Mission, and Profession

Activity

Direction:
Draw a simple poster or cartoon on how you view the teaching profession nowadays.

Analysis

Direction: After your drawing session, kindly clarify if the ideas or symbols used in the poster
clarify if you value the teaching profession. Write in five sentences only.

Application

Direction: Write a short reaction about the following passage. Clarify in your writing if you value
teaching or not based on your reflection.
 Lifted from the speech delivered by Dr. Josette T. Biyo, the first Asian to win the Intel
Excellence in Teaching Award in an international competition.

“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.”

Assessment

Direction: Explain in concise statements your views on teaching as a vocation, mission, and profession.

CONCEPT EXPLANATION
 Teaching as a VOCATION

Teaching as a MISSION

Teaching as a PROFESSION