ACTIVITY 16.1: Analyzing DepEd’s Philosophy of Education
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Date:
OBSERVE
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Determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values and
mandate on the K to 12 Curriculum Framework.
Study the DepEd Vision and Mission statements, Core values and Mandate.
Read the features of the K to 12 Curriculum based on the K to 12 Curriculum Framework and Guide and Sec 5 RA
10533.
Accomplish the table below by answering this question: Which philosophies are expressed?
Cite relevant statements to back up an identified philosophy of education. You are given an example.
Philosophies of Education
1. Essentialism- teach mastery of the
basics; curriculum is prescribed;
subject matter- centered there are
universal, objective values,; inculcate
values in subject matter.
Which philosophies are expressed in
the DepEd Vision, Mission,
Mandate? Give proof.
Essentialism- The core values of
maka- Diyos. maka-tao, makakalikasan and maka- bansa show
that DepEd believes in unchanging
values that need to inculcated.
2. Perennialism- teach those that
last, the classics; there are universal
values; inculcate these universal,
objective values
The Deped Mission in which
Students learn in a child-friendly,
gender-sensitive, safe, and
motivating environment shows that
DepEd applied Perennialism to their
DepEd Mission as they believes that
if the learners engage with this kind
of environment, it is possible that
they become afriendly and good
citizen of our country in the future
as they bring a good values that they
learned in schools.
3. Progressivism- very childThe DepEd vision in which, as a
centered; teach those that interest
learner-centered institution, the
the child; one learners by
DepEd continuously improves itself
experiental; values are subjective; no to better serve its stakeholders
inculcation of values since they are
shows that DepEd is progressivism.
subjective; instead teachers help
DepEd believes in learners learn by
students clarify their values.
doing as well as if we teach of what
they are interested.
4. Reconstructionism- school is agent The DepEd mission in which,
of change; schooling is preparing
administrator and staffs, as stewards
students for the social changes;
of the institution, ensure as enabling
teaching is involving the students in
and supportive environment for
discussions of moral delimmas.
effective learning to happen shows
that DepEd is reconstructionism.
DepEd believes in teaching is
involving the students in discussion
of moral dilemmas inorder to
understand the implications of one's
action.
5. Existentialism- Teachers teach
The DepEd mission in which,
Which philosophies are expressed in
the K to 12 Curriculum Framework
and Guide and Sec 5 of Ra 10533?
Give proof.
Essentialism- List of standards and
competencies that learners are
expected to attain is the subject
matter that students are expected to
learn.
- Essentialism
In K-12 Curriculum Framework which
is making the Curriculum Relevant to
learners (Contextualization and
Enhancement), Students needed to
acquire in-depthknowledge, skills,
values, and attitudes through
continuity and consistency across all
levels and subjects in order to bring a
good values and characteristic to
their future from what they are
learned in schools.
In RA No. 10533 Sec. 5 which is
Curriculum Development, The
curriculum shall be learner-centered,
inclusive and developmentally
appropriate; which it show that
Progressivism is applied in this law.
In K-12 Curriculum Framework which
is Making The Curriculum Relevant
To Learners (Contextualization And
Enhancement), it shows that there is
an application of Reconstructionism
in which there is a discussions on the
students about the issues such as
Disaster Risk Reduction (DRR),
Climate Change Adaptation, and
Information & Communication
Technology (ICT) are included in the
enhanced curriculum.
In K-12 Curriculum Framework which
learners to make a choice, to make
decisions and not merely to follow
the crowd; one who does not make a
choice and simply follow others do
not leave meaningful life
teachers facilitate learning and
constantly nurture every learner
shows that DepEd is existentialism.
DepEd believes that society should
not restrict an individual's life or
actions and these restrictions inhibit
free will and the development of
that person's potential.
is Gearing Up For The Future (Senior
High School) it shows that there is a
proof of Existentialism that use
which students may have a freedom
to choose a specialization based on
aptitude, interests, and school
capacity. The choice of career track
will define the content of the
subjects a student will take in Grades
11 and 12. SHS subjects fall under
either the Core Curriculum or specific
Tracks.
6. Pragmatism- That which is useful, The DepEd Vision in which, enable
In K-12 Curriculum Framework which
that which is practical and which
them to realize their full potential
is Making The Curriculum Relevant
work is what is good; that which is
and contribute meaningfully to
To Learners (Contextualization And
efficient and effective is that which is building the nation shows that
Enhancement), it shows also that
good. E.g. showing a video clip on
DepEd applied Pragmatism as they
there is an application of Pragmatism
mitosis is more efficient and more
believe that teaching students a
as students acquire in-depth
effective and therefore more
things that are practical for life are
knowledge, skills, values, and
practical than teacher coming up
encourage them to grow into better attitudes through continuity and
with a visual aid by drawing mitosis
people.
consistency in order to encourage
on a cartolina or illustration board.
them to grow into better people
across in all levels.
7. Rationalism- emphasizes the
The DepEd Core Values which is
In RA No. 10533 Sec. 5 which is
development of the learners’
Maka-Diyos, Maka-tao,
Curriculum Development, there is a
reasoning powers; knowledge comes Makakalikasan and Makabansa is the proof of application of the
though reason; teacher must
proof that shows that DepEd applied Rationalism in which the curriculum
develop the reasoning power of the
Rationalism in which they practicing shall be relevant, responsive and
learner
only for believing what is based on
research based as students is
reason and provides the primary
acquired through reason without the
basis for knowledge
aid of the senses.
8. Utilitarianism- what is good is
The DepEd Vision which is We dream In RA No. 10533 Sec. 5 which is
that which is most useful ( that
of Filipinos who passionately love
Curriculum Development, there is a
which brings happiness) to the
their country shows that DepEd are
proof of application of the
greatest number of peoples;
also use Utilitarianism which it
Utilitarianism in which The
advocates actions that foster
curriculum shall be culture-sensitive
happiness or pleasure and opposes
in which teacher approach offers no
actions that cause unhappiness or
sense of what ought to constitute an
harm. It would be aims for the
educations.
betterment of society as a whole
when directed toward making social,
economic, or political decisions.
9. Empiricism- source of knowledge
The DepEd Vision which is Teachers
In RA No. 10533 Sec. 5 which is
is through the senses; teacher must
facilitate learning and constantly
Curriculum Development, it shows
involve the senses in teachingnurture every learner is an evidence that there is an application of
learning
that DepEd use Empiricism where
Empiricism in which The curriculum
teaching-learning of the students is
shall use pedagogical approaches
based on the human senses wherein that are constructivist, inquiry-based,
it shares the view that there is no
reflective, collaborative and
such thing as innate knowledge, and integrative; as teacher involves the
that instead knowledge is derived
senses in teaching-learning of the
from experience.
students to be able to gain
knowledge.
10. Behaviorism- behavior is shaped The DepEd Vision which is Students
In RA No. 10533 Sec. 5 which is
deliberately by forces in the
learn in a child-friendly, genderCurriculum Development, it shows
environment nad that the type of
sensitive, safe, and motivating
that there is a Bahaviorism by which
person and actions dsired can be the environment is one also a proof that The curriculum shall be learnerproduct of design; behavior is
DepEd applied Behaviorism in which centered, inclusive and
determined by others, rather than
the teacher provide a positive
developmentally appropriate; we
by person’s own free will; teacher
reinforcement, or rewards at the
teachers encourage students to
must carefully shape desirable
end of the day for their good
perform desired behaviour as they
behavior; drills are commonly used
behaviour. Whenever students
giving reward for their good
to enhance learning., rewards
perform a desired behavior, they will performance.
reinforce learning.
learn to perform the behavior on
11. Constructivism- learner are
capable of constructing knowledge
and meaning; teaching- learning
therefore is constructing knowledge
and meaning; teacher does not just
‘tell’ or dictate but ask learners for
knowledge they construct and
meaning of lesson
their own
The DepEd Mission which is
Teachers facilitate learning and
constantly nurture every learner
show also that DepEd is using
Constructivism as they help learners
to construct knowledge rather than
just passively take in information. As
students experience the world and
reflect upon those experiences, it
helps to build their own
representations and incorporate
new information into their preexisting knowledge.
In K-12 Curriculum Framework, it
shows that there is a Constructivism
in which it encourage students to
consider this to share their valuable
knowledge and experiences as the
learner.
12. Other philosophies
ACTIVITY 16.2: ARTICULATING MY PERSONAL PHILOSOPHY OF TEACHING
Resource Teacher:
Teacher’s Signature:
School:
Grade/Year Level:
Subject Area:
Dtae:
OBSERVE
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Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
Accomplish this Observation Sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by observing what and how
teacher and relates to learners.
Philosophies of Education
Teaching Behavior (state what the teacher said taught or
1. Essentialism- teach mastery of the basics; curriculum is
prescribed; subject matter- centered there are universal,
objective values; inculcate values; subject
2. Perennialism- teach those that last, the classic; there are
universal values; inculcate these universal, objective values
3. Progressivism- very child- centered; teach those that
interest the child; one learns by experience; learners learn
by doing so teacher teacher’s teaching is experiential;
values since they are subjective; instead teacher help
students clarify their values
did).
In what way was teacher essentialist?
e.g He/She saw to it that the students mastered basic
concepts and skills
He/She inculcated values.
The teachers do not allow the students’ interests or
experience to substantially dictate what they teach. They
apply whatever creative techniques and others 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.”
The teacher believe that one learns by doing. One
experiential teaching method that progressivist teachers
heavily rely on is the problem-solving 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 thoughtprovoking games and puzzles.
4. Reconstructionalism- school is agent of change,
schooling is preparing students for the social changes,
teaching is involving the students in discussions of moral
dilemmas
5. Existentialism- Teachers teach learners to make a
choice. To make decisions and not merely to follow the
crowd; one who does not make a choice and so simply
follow others do not leave meaningful life
Existentialist methods focus on the individual. Learning is
self-paced, selfdirected. It includes a great deal of
individual contact with the teacher, who relates to each
student openly and honestly. To help students know
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
personal.
6. Pragmatism- That which is useful, that which is practical
and that which works is what is good; that which is
efficient and effective is that which is good e.g. showing a
video clip on mitosis is more efficient and more effective
and therefore more practical than teacher coming up with
visual aid by drawing mitosis on a cartolina or illustration
board
7. Rationalism- emphasizes the development of the
learners’ reasoning powers; knowledge comes though
reason; teacher must develop the reasoning power of the
learner
8. Utilitarianism- what is good is that which is most useful
(that which brings happiness) to the greatest number of
peoples;
9. Empiricism- source of knowledge is through the senses;
teacher must involve the senses in teaching learning
10. Behaviorism- behavior is shaped deliberately by forces
in the environment and that the type of person and action
desired can be the product of design; behavior is
determined by others, rather than by person’s own free
will; teacher must carefully shape desirable behavior, drills
are commonly used to enhance learning, rewards reinforce
learning
Behaviorist 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 controlled to get the desired responses from
learners. Teachers ought to make the stimuli clear and
interesting to capture and hold the learners’ attentions.
They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.
11. Constructivism- Learners are capable of constructing
knowledge and meaning; teaching learning therefore is
constructing knowledge and meaning; teacher does not
just “tell” or dictate but ask learners for knowledge they
construct and meaning of lesson
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
teacher and learners. The teacher’s role is to facilitate this
process. Knowledge isn’t a thing that can be simply
deposited by the teacher into the empty minds of the
learners. Rather, knowledge is constructed by learners
through an active, mental process of development;
learners are the builders and creators of meaning and
knowledge. Their minds are not empty. Instead, their
minds are full of ideas waiting to be “midwife” by the
teacher with his skillful facilitating skills
12. Other philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies of education are
domain in Philippine basic schools? Why do you say so?
2. If there is one philosophy that schools and teachers should give more attention to, what should that be and why?
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach, how you should teach
and how you should relate to others in school- with the learners, your colleagues, your superiors and all other
stakeholders. Write them down. This is your title, “My Philosophy of Teaching.”
My philosophy of Teaching
These may be of help:
I believe that the learner……… (Concept of the learner)
I believe that I should teach the learners… (What)
By… (How)
I belive that I….(how should you relate to learners, colleagues, superior, parents and other stakeholders)
SHOW YOUR LEARNING ARTIFACTS
Accomplished Observation Sheets
My Philosophy of Teaching