LYCEUM-NORTHWESTERN UNIVERSITY

Institute of Graduate and Professional Studies

Tapuac District, Dagupan City
Summer, 2022-2023

Subjects: Comparative Philosophies in Education

Professor: Dr. Thelma E. Royeca
Time: 1:00 – 4:00
Student: Chiquilyn S. Reyes

1. VISION, MISSION, GOALS AND OBJECTIVES OF LNU-IGPS

VISION

LNU will be a highly ranked internationally recognized private university, and a model of
integrated flexible learning, research innovation, and sustainable public engagement.

Simple Explanation: Based on my insights, this vision pertains to innovation and sustainable
development as learning objectives in higher education aligned to the skillset and experiences of
learning by doing. It encompasses the goal of having flexible learning pathways from theories to
practice which enables the students to prepare in an integrated work-based learning. It also aims to
produce world class research innovation or create a research powerhouse institution.

MISSION

LNU is committed to providing a learning environment that fosters the development of

globally competitive professionals who are compassionate, responsible and productive citizens.

Simple Explanation: The institution prepares highly qualified, caring, and effective students
to meet the needs of globalization which emphasizes equity, academic excellence, reflective practice,
curriculum integration, and advocacy.

VALUES

Excellence
Professionalism
Integrity
Creativity
Spirituality

OBJECTIVES
Lyceum-Northwestern University endeavors to pursue the following objectives:
1.Excellence in Teaching
Undergraduate and graduate education that meet high academic standards and enable students to
realize their full potentials; strong faculty leadership in teaching, research and public engagement;
quality innovative education that integrates research and public engagement with teaching.

2. Excellence in Research
Active research community that stimulates new ideas and discoveries that lead to innovations and new
technologies and strengthen University knowledge, skills and expertise.

3. Excellence in Public Engagement

Optimized institutional and individual contribution of knowledge, skills and expertise toward
contributing to the economic, social, cultural, and environment development of communities.

4. Excellence in Governance and Stewardship

Enhanced policies, systems, structures, and processes that promote and support the core mission of
the University.

Simple Explanation: To actualize the vision and mission, the institution would engage with their
students to:

 Truly listen to one another and see the world from different perspectives.
 Recognize how race, ethnicity, class, gender, family, and context shape human values and
experience.
 Understand the relationship between students’ academic achievement and their emotional
well-being.
 Demonstrate dexterity in their use of curriculum theory, pedagogy, and assessment practices.
 Create classroom environments that respect all students and meet the needs of all learners.
 Conduct research with students, educators and school communities to generate new
knowledge and strategies that contribute to the field.
 Critically analyze and thoughtfully engage in conversations around current educational
policies that impact teaching and learning in classrooms.
 Develop professional dispositions that help them to recognize and utilize the “funds of
knowledge” of culturally and linguistically diverse families and communities.
 Teach and lead in a wide range of local, state, regional, national, and international settings.

2. FIRST NAME ACRONYM IN RELATION TO MANAGEMENT AND ORGANIZATION

IN EDUCATION

C- urrent

H- olistic

I- ntegrated

Q- uick-minded/Quality

U- nique and unstoppable

I- nclusive

L- ucrative

Y- earning

N- urturing

3. FIRST NAME ACRONYM IN RELATION TO COMPARATIVE PHILOSOPHIES IN

EDUCATION.

C- ultivation of Intellect

H- uman compassion

I- mpressive quality

Q- uest of

knowledge

U- nstoppable endeavor

I- nspiring individual

L- earning discipline

Y- earnful desire

N- urturing mind

Seven Philosophies of Education

1. Essentialism

· Why Teach – this philosophy contends that teachers teach for learners to acquire basic
knowledge, skills and values. Teachers teach “not to radically reshape society but rather to
transmit the traditional moral values and intellectual knowledge that students need to become
model citizen.”
· What to Teach? – Essentialist program are academically rigorous. The emphasis is on
academic content for student to learn the basic skill or the fundamental r’s – reading, writing,
arithmetic, right conduct – as these are essential to the acquisition of higher or more complex
skills needed in preparation for adult life. The essentialist curriculum includes the “traditional
disciplines such as math, natural science, history, foreign language, and literature. Essentialist
frown upon vocational courses. Or other courses with watered down academic content. The
teachers and administrator decide what is most important for the student to learn and place
little emphasis on student interests, particularly when they divert time and attention from the
academic curriculum.”
· How to Teach – Essentialist teachers emphasize mastery of subject matter. They are
expected to be intellectual and moral models of their students. They are seen as “fountain” of
information and as ‘Paragon of virtue”, if ever there is such a person, to gain mastery of basic
skills, teachers have to observe “core requirements, longer school day, a longer academic
year”

2. Progressivism

· Why Teach – progressivist teachers 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 them for adult life.
· What to teach – the progressivists are identified with need – based and relevant curriculum.
This is a curriculum that “responds to students” needs and that relates to students’ personal
lives and experiences.”
Progressivists accept the impermanence of life and inevitability of change. For the
progressivists, everything else changes. Change is the only thing that does not change. Hence,
progressivists teachers are more concerned with teaching facts or bits of information that are
true today but become obsolete tomorrow, they would rather focus their teaching on the
teaching of skills or processes in gathering and evaluating information and in problem –
solving. The subjects that are given emphasis in progressivist’s schools are the “natural and
Social sciences. Teachers expose students to many new scientific, technological, and social
development, reflecting the progressivists option that progress and change are fundamental.
How to Teach
Progressivist teachers employ experiential methods. They believe that one learns by doing.
For John Dewey, the most popular advocate of progressivism, book learning is no substitute
for actual experience. One experiential teaching method that progressivist teachers heavily
rely on is the problem-solving method. This makes use of the scientific method. Other hands-
on-minds-on-hearts-on teaching methods used are field trips during which students interact
with nature or society. Teachers also stimulate students through thought-provoking games
and puzzles.

3. Perennialism

· Why Teach – We are all rational animals. Schools should, therefore, develop the students’
rational and moral powers. According to Aristotle, if we neglect the students’ reasoning
skills, we deprive them of the ability to use their higher faculties to control their passions and
appetites.
· What to Teach – the Perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. It is heavy on the humanities, on general education.
It is not a specialist curriculum but rather a general one. There is less emphasis on vocational
and technical education. Philosopher Mortimer Adler claims that the “Great Books of ancient
and medieval as well as modern times are a repository of knowledge and wisdom, a tradition
of culture which must initiate each generation”. What the Perennialist teachers teach are lifted
from the Great Books.
· How to Teach – the Perennialist classroom are “centered around Teacher”. The teachers do
not allow the students’ interest or experiences to substantially dictate what they teach. They
apply whatever creative techniques and other tried and true methods which are believed to be
most conducive to disciplining the students’ minds. Students engaged in Socratic dialogues,
or mutual inquiry sessions to develop an understanding of history’s most timeless concepts.”

4. Existentialism

· Why Teach – the main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their
thoughts, feelings and actions” Since existence precedes essence “the existentialist teacher’s
role is to help students define their own essence by exposing them to various paths they take
in life and by creating an environment in which they freely choose their own preferred way.
Since feeling is not divorced from reason in decision making, the existentialist demands the
education of the whole person, not just the mind.”
· What to Teach – “In an existentialist curriculum, students are given a wide variety of
options from which to choose.” Students are afforded great latitude in their choice of subject
matter. The humanities, however are given tremendous emphasis to “provide students with
vicarious experiences that will help unleash their own creativity and self-expression. For
example, rather than emphasizing historical events, existentialist focus upon the actions of
historical individuals, each of whom provide possible models for the students’ own behavior.
· How to Teach – existentialist methods focus on the individual. Learning is self-paced, self-
directed. It includes a great deal of individual contact with the teacher, who relates to each
student openly and honestly. To help students known themselves and their place in society,
teachers employ values clarification strategy. In the use of such strategy, teachers remain
non-judgmental and take care not to impose their values on their students since values are
persona.

5. Behaviorism

· Why Teach – Behaviorist school are concerned with the modification and shaping of
students’ behavior by providing for a favorable environment, since they believe that they are
a product of their environment. They are after students’ who exhibit desirable behavior in
society.
· What to Teach – Because behaviorists look at “people and other animals… as complex
combinations of matter that act only in response to internally or externally generated physical
stimuli”, behaviorist teachers teach students to respond favorably to various stimuli in the
environment.
· How to Teach – behaviorists teachers “ought to arrange environmental conditions so that
students can make the responses to stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have to be controlled to get the
desired responses from the learners. 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 or eliminate negatives ones.” (Trespeces, 1995)

6. Linguistic Philosophy
· Why Teach – to develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from his/her
experiences of life and the world is the very essence of man. It is through his/her ability to
express himself/herself clearly, to get his/her ideas across, to make known to others the
values that he/she has imbibed, the beauty that he/she has seen, the ugliness that he rejects
and the truth that he/she has discovered. Teachers in the learner the skill to send messages
clearly and receive messages correctly.
· What to Teach – Learners should be taught to communicate clearly – how to send clear –
concise messages and how to receive and correctly understand messages sent.
Communication takes place in three (3) ways – verbal nonverbal, and para verbal. Verbal
component refers to the content of our message, the choice and arrangement of our words.
This can be oral or written. Nonverbal component refers to the message we send through our
body languages while para verbal component refers to how we say what we say – the tone,
pacing and volume of our voices.
There is need to teach learners to use language that is correct, precise, grammatical, coherent,
and accurate so that they are able to communicate clearly and precisely their thoughts and
feelings. There is need to help students expand their vocabularies to enhance their
communication skills. There is need to teach the learners how to communicate clearly
through non-verbal means and consistently though para-verbal means.
· How to Teach – the most effective way to teach language and communication is the
experiential way. Make them experience sending and receiving messages through verbal,
non-verbal and para verbal manner. Teacher should make the classroom a place for the
interplay of minds and hearts. The teacher facilities dialogue among learners and between
him/her and his/her students because in the exchange of words there is also an exchange of
ideas.

7. Constructivism

· Why Teach – to develop intrinsically motivated and independent learners adequately

equipped with learning skills for them to be able to construct knowledge and make meaning
of them.
· What to Teach – the learners are taught how to learn. They are taught learning processes
and skill such as searching, critiquing and evaluating information, relating these pieces of
information, reflecting on the same, making meaning out of them, drawing insights, posing
questions, researching and constructing new knowledge out of these bits of information
learned.
· How to Teach – in the constructivist classroom, the teacher provides students with data or
experiences that allow them to hypothesize, predict, manipulate objects, pose questions,
research, investigate, imagine, and invent. The constructivist classroom is interactive. It
promotes dialogical exchange of ideas among learners and between teachers and learners.
The teacher’s role is to facilitate this process.

An Exercise to Determine Your Educational Philosophy

Statement Rating
1 2 3 4
1. There is no substitute for concrete experience
in learning ____ ____ ____ ____
2. The focus of education should be the ideas 1 2 3 4
that are as relevant today as when they were
first conceived. ____ ____ ____ ____

3. Teachers must not force their students to 1 2 3 4

learn the subject matter if it does not interest
them. ____ ____ ____ ____

4. Schools must develop students’ capacity to 1 2 3 4

reason by stressing on the humanities.
____ ____ ____ ____

5. In the classroom, students must be 1 2 3 4

encouraged to interact with one another to
develop social virtues such as cooperation and ____ ____ ____ ____
respect.
6. Students should read and analyze the Great 1 2 3 4
Books, the creative works of history’s finest
thinkers and writers. ____ ____ ____ ____

7. Help students expand their knowledge by 1 2 3 4

helping them apply their previous experiences in
solving new problems. ____ ____ ____ ____

8. Our course of study should be general, not 1 2 3 4

specialized; liberal. Not vocational; humanistic,
not technical. ____ ____ ____ ____

9. There is no universal, inborn human nature. 1 2 3 4

We are born and exist and then we ourselves
freely determine our essence. ____ ____ ____ ____

1 2 3 4
10. Human beings are shaped by their
environment. ____ ____ ____ ____

1 2 3 4
11. Schools should stress on the teaching of
basic skills. ____ ____ ____ ____

1 2 3 4
12. Change of environment can change a person
____ ____ ____ ____

13. Curriculum should emphasize on the 1 2 3 4

traditional disciplines such as math, natural
science, history, grammar, literature. ____ ____ ____ ____
14. Teacher cannot impose meaning; students 1 2 3 4
make meaning of what they are thought.
____ ____ ____ ____
15. Schools should help individuals accept 1 2 3 4
themselves as unique individuals and accept
responsibility for their thoughts, feelings and ____ ____ ____ ____
actions.
16. Learners produce knowledge based on their 1 2 3 4
experiences.
____ ____ ____ ____
17. For the learner to acquire the basic skills, 1 2 3 4
s/he must go through the rigor and discipline of
serious study. ____ ____ ____ ____
18. The teacher and the school head must 1 2 3 4
prescribe what is most important for the
students to learn. ____ ____ ____ ____

19. The truth shines in an atmosphere of 1 2 3 4

genuine dialogue.
____ ____ ____ ____
20. A learner must be allowed to learn at his/her 1 2 3 4
own pace.
____ ____ ____ ____
21. The learner in not a blank slate but brings 1 2 3 4
past experiences and cultural factors to the
learning situation. ____ ____ ____ ____

22. The classroom is not a place where teachers 1 2 3 4

pour knowledge into empty minds of students.
____ ____ ____ ____

23. The learner must be taught how to 1 2 3 4

communicate his ideas and feelings.
____ ____ ____ ____

24. To understand the message from his/her

students, the teacher must listen not only to 1 2 3 4
what his/her students are saying but also to what
____ ____ ____ ____
they are not saying.

25. An individual is what s/he chooses to 1 2 3 4

become not dictated by his/her environment.
____ ____ ____ ____

Interpreting your Scores: If you have 2 answers of 2/4 in numbers:

 1,3,5,7 _____________________ you are more of 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 7 clusters, you have an eclectic philosophy which
means you put the philosophies together. If your scores are less than 4, 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
your philosophy is quite vague.

LYCEUM-NORTHWESTERN UNIVERSITY
Institute of Graduate and Professional Studies
Tapuac District, Dagupan City
Summer, 2022-2023

Subjects: Comparative Philosophies in Education

Professor: Dr. Thelma E. Royeca
Time: 1:00 – 4:00
Student: Chiquilyn S. Reyes
CHAPTER 2: THE NATURE OF PHILOSOPHY AS AN AUTONOMOUS BRANCH OF
KNOWLEDGE
 Reflection
Summer 2023 is…

Let’s face it: no one likes teaching or taking summer courses. Not only does the weather
make you want to spend all of your time outside, but the sheer pace of summer courses is
just exhausting. With that in mind, and considering that I just finished learning one, I
thought that I would use this reflection write-up as an opportunity to reflect back on my
experiences and talk about what worked and what didn’t, in the hopes that we might all
learn a thing or two.

To give you a little bit of background into my particular situation, I could say that all
summer courses come with their challenges. The demands of a fast-paced course is really
heavy on students just like us who are teaching in the Department of Education without any
summer vacation, since there isn’t any breathing room, my solution was a combination of
divide-and-conquer, with some hands-on learning.

The first thing that I did was manage my time cautiously by performing my tasks in my
workplace earlier and do the tasks which should be accomplished in my doctoral studies.
This is an approach that I employ in all of my courses, and it always works well.

I find it tiring yet fulfilling because I am gaining new knowledge which could help in my field
of endeavor. I would like to take this opportunity to extend my utmost gratitude to my
Professor in Comparative Philosophies in Education, Dr. Thelma E. Royeca for all of the
wisdom she had imparted unto us and always keeps us on track without missing any lesson
should be tackled. Lastly, I really enjoyed being with the company of my new colleagues
and inspire each other in pursuing our goals in life and for professional growth and
development.