MODULE: PROFED01- THE TEACHING PROFESSION

At the end of this module, learners will be able to:

1. Impart an adequate knowledge of the subject matter;

2. Equip the prospective teachers with necessary pedagogic skills;
3. Understand the relationship of Philosophy and Education.

Teachers truly are the backbone of society. They are role models to
children, offer guidance and dedication and give young people the power of
education.
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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 undending 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
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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.
Undending 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.
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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
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 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
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 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
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- 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)
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-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
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- 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
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 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:
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- 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.
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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.
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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
MODULE: PROFED01- THE TEACHING PROFESSION

Please click the link below for the Course Overview:

 https://www.youtube.com/watch?v=IAkvpQmkgBQ
 https://www.youtube.com/watch?v=2wYVrPPpzrQ
 https://www.youtube.com/watch?v=HYV9BqnC4X4

 https://www.uopeople.edu/blog/the-importance-of-teachers/
 https://oregonstate.edu/instruct/ed416/PP1.html#:~:text=Your%
20educational%20philosophy%20is%20your,about%20the%20nat
ure%20of%20learning.&text=Sources%20for%20your%20educatio
nal%20philosophy,and%20awareness%20of%20philosophical%20a
pproaches.