Learning Episode 16: On Teacher’s Philosophy of Education
SPARK YOUR INTEREST
One thing asked of teacher applicants in the Department of Education is to write
their philosophy of education. This means that they have to write their concept of the
nature of the learner, how that learner learns and how that learner ought to live in order
to live life meaningfully. Based on these philosophical concepts, the teacher applicants
describe how they ought to relate to the learner, what to teach and how to teach so that
the learner learns and lives life happily and meaningfully.
TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to:
➢ determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate, the K to 12 Curriculum
Framework and Guide and RA 10533:
➢ cite teacher's teaching behaviors and the philosophies of education on which
these behaviors are founded; and
➢ articulate my philosophy of teaching.
REVISIT the Learning Essentials
We are beneficiaries of a rich philosophical heritage passed on to us by great
thinkers of the past and of the present. The way teachers relate to learners and the way
they teach are anchored on philosophies of education. Basic documents such as the
vision and mission statements, core values and mandate of the
Department of Education and the features of the K to 12 Curriculum as contained
in Section 3 of RA 10533 and the K to 12 Curriculum Guide are manifestations or
expressions of the philosophies of education of the country. They state the standards
and the outcomes of education towards which all curricular activities and teachinglearning should be directed.
OBSERVE, ANALYZE, REFLECT
1
Activity 16.1 Analyzing DepEd’s Philosophy of Education
Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature: ________
School: Batangas Eastern Colleges
Grade/Year Level: Grade 9 Subject Area: Araling Panlipunan
Date: October 24, 2021
OBSERVE
● Determine prevailing philosophies of education based on DepEd Vision and
Mission statements, core values and mandate and on the K to 12 Curriculum
Framework and Guide.
● Study the DepEd Vision and Mission statements, Core values, and Mandate.
● Read the features of the K to 12 Curriculum based on the Kto12 Curriculum
Framework and Guide and Sec 5 of 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.
2
Philosophies of Education
Which philosophies
are expressed in the
DepEd
Vision,
Mission Statements,
Core
Values,
Mandate?
Give
proof.
Which
philosophies
are
expressed in the K
to 12 Curriculum
Framework
and
Guide and Sec 5 of
RA 10533? Give
proof.
1. Essentialism-teach mastery of the
basics,
the
curriculum
is
prescribed; subject matter-centered
there are universal, objective
values, inculcate values in subject
matter
Essentialism-The
core values of makaDiyos,
maka-tao.
maka-kalikasan and
maka- bansa show
that
DepEd
is
essentialist.
DepEd
believes
in
unchanging
values
that need to be
inculcated.
Essentialism-List of
standards
and
competencies
that
learners
are
expected to attain is
the subject matter
that students are
expected to learn.
- Essentialist
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 friendly and
good citizen of our
country in the future
as they bring a good
In K-12 Curriculum
Framework which is
making
the
Curriculum Relevant
to
learners
(Contextualization
and Enhancement),
Students needed to
acquire
indepthknowledge,
skills, values, and
attitudes
through
continuity
and
consistency across
all
levels
and
subjects in order to
bring a good values
and characteristic to
3
values
that
they their future from
learned in schools.
what
they
are
learned in schools.
3.
Progressivism - very childcentered; teach those that interest
the child; one learns by experience:
leamers learn by doing so
teacher’s teaching is experiential;
values
are
subjective;
no
inculcation of values since they are
subjective: instead teachers help
students clarify their values
The DepEd vision in
which, as a learnercentered institution,
the
DepEd
continuously
improves itself to
better
serve
its
stakeholders shows
that
DepEd
is
progressivism. DepEd
believes in learners
learning by doing as
well as if we teach
what
they
are
interested in.
In RA No. 10533
Sec. 5 which is
Curriculum
Development, The
curriculum shall be
learner-centered,
inclusive
and
developmentally
appropriate; which it
shows
that
Progressivism
is
applied in this law.
4. Reconstructionism - school is an
agent of change; schooling is
preparing students for the social
changes: teaching is involving the
students in discussions of moral
dilemmas
The DepEd mission in
which administrators
and staff, as stewards
of
the
institution,
ensure an enabling
and
supportive
environment
for
effective learning to
happen shows that
DepEd
is
reconstructionism.
DepEd
believes
teaching involves the
students in discussion
of moral dilemmas in
order to understand
the implications of
one's action.
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
&
4
Communication
Technology (ICT) are
included
in
the
enhanced
curriculum.
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 follows
others do not leave meaningful life
The DepEd mission in
which
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.
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 a visual aid
by drawing mistosis on a cartolina
The DepEd Vision in
which, enables them
to realize their full
potential
and
contribute
meaningfully
to
building the nation,
shows that DepEd
applied Pragmatism
as they believe that
In
the
K-12
Curriculum
Framework which 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.
In
K-12
Curriculum
Framework which
is Making The
Curriculum
Relevant
To
Learners
(Contextualizatio
n
And
Enhancement), it
5
or illustration board
7. Rationalism-emphasizes
the
development of the learners'
reasoning
powers;
knowledge
comes through reason; a 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 people
teaching
students
things
that
are
practical
for
life
encourages them to
grow
into
better
people.
shows also that
there
is
an
application
of
Pragmatism as
students acquire
in-depth
knowledge, skills,
values,
and
attitudes through
continuity
and
consistency
in
order
to
encourage them
to
grow
into
better
people
across
in
all
levels.
The DepEd Core
Values which is
Maka-Diyos,
Maka-tao,
Makakalikasan
and Makabansa is
the
proof
that
shows that DepEd
applied
Rationalism
in
which
they
practicing only for
believing what is
based on reason
and provides the
primary basis for
knowledge
In RA No. 10533
Sec. 5 which is
Curriculum
Development,
there is a proof of
application
of
Rationalism
in
which
the
curriculum shall
be
relevant,
responsive and
research based
as students is
acquired through
reason
without
the aid of the
senses.
The DepEd Vision
which
is
We
dream of Filipinos
who passionately
love their country
shows that DepEd
also
uses
In RA No. 10533
Sec. 5 which is
Curriculum
Development,
there is a proof of
application
of
Utilitarianism in
6
Utilitarianism
which advocates
actions that foster
happiness
or
pleasure
and
opposes actions
that
cause
unhappiness
or
harm. It would aim
for the betterment
of society as a
whole
when
directed
toward
making
social,
economic,
or
political decisions.
9. Empiricism-source of knowledge is
through the senses, teacher must
involve the senses in teachinglearning
10. Behaviorism - behavior is shaped
deliberately by forces in the
environment and that the type of
person and actions desired can be
The DepEd Vision
which is Teachers
facilitate learning and
constantly
nurture
every learner is an
evidence that DepEd
use Empiricism where
teaching-learning of
the students is based
on the human senses
wherein it shares the
view that there is no
such thing as innate
knowledge, and that
instead knowledge is
derived
from
experience.
The DepEd Vision
which is Students
learn in a child-
which
The
curriculum shall
be
culturesensitive in which
the teacher 's
approach offers
no sense of what
ought
to
constitute
an
education.
In RA No. 10533
Sec. 5 which is
Curriculum
Development, it
shows that there
is an application
of Empiricism in
which
The
curriculum shall
use pedagogical
approaches that
are constructivist,
inquiry-based,
reflective,
collaborative and
integrative;
as
teacher involves
the senses in
teaching-learning
of the students to
be able to gain
knowledge.
In RA No. 10533
Sec. 5 which is
Curriculum
7
the product of design; behavior is
determined by others, rather than
by person's own free will; a teacher
must carefully shape desirable
behavior; drills are commonly used
to enhance learning. rewards
reinforce learning.
11. Constructivism
-Learners
are
capable of constructing knowledge
and meaning, teaching-learning,
therefore,
is
constructing
knowledge and meaning, the
teacher does not just "Tell or
dictate but asks leamers for the
knowledge they construct and
meaning of the lesson.
friendly, gendersensitive,
safe,
and
motivating
environment
is
one also a proof
that
DepEd
applied
Behaviorism
in
which the teacher
provide a positive
reinforcement, or
rewards at the end
of the day for their
good
behaviour.
Whenever
students perform a
desired behavior,
they will learn to
perform
the
behavior on their
own
Development, it
shows that there
is a Bahaviorism
by which The
curriculum shall
be
learnercentered,
inclusive
and
developmentally
appropriate; we
teachers
encourage
students
to
perform desired
behaviour
as
they
giving
reward for their
good
performance.
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
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.
8
representations
and
incorporate
new
information
into
their
preexisting
knowledge.
12. Other Philosophies
9
Activity 16.2 Articulating My Personal Philosophy of Teaching
Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature: ________
School: Batangas Eastern Colleges
Grade/Year Level: Grade 9 Subject Area: Araling Panlipunan Date: October 24, 2021
OBSERVE
● 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 a class by observing what and how a teacher teaches and relates to learners.
Philosophies of Education
Teaching Behavior (State what
the teacher said, taught, or did).
1. Essentialism-teach mastery of the basics: In what way was the teacher
curriculum is prescribed; subject matter- essentialist?
centered there are universal, objective values;
e.g. He/she saw to it that the
inculcate values; subject
students
mastered
basic
concepts and skills.
He/she inculcated values.
2. Perennialism-teach those that last, the The teachers do not allow the
classics, there are universal values; inculcate interests or experiences of the
these universal, objective values
pupils to significantly influence
what they teach. They use
whatever systematic solution and
tried-and-true procedures they
believe are most effective in
training the minds of the
students.
3. Progressivism-very child-centered; teach those My cooperating teacher believes
that interest the child; one learns by that one learns by doing. What
experience, learners learn by doing so my teacher did was by having
10
teacher’s teaching is experiential; values are
subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
virtual field trips since students
are not allowed to go out.
Teachers also stimulate students
through
thought-provoking
games and puzzles.
4. Reconstructionism - school is an agent of
change; schooling is preparing students for the
social changes, teaching is involving the
students in discussions of moral dilemmas
My
cooperating
teacher
encourages students to be the
voice of others. She’s explaining
to the students that they must
help
the
society
for
its
reformation.
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 follows others do
not leave meaningful life
Since existentialism talks about
making decisions this has
connection to the topic of my
cooperating teacher which is
consumers rights. She teaches
students that it is in their hands
whether they will report those
vendors
who
cheats
their
customers.
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 a visual aid by drawing mitosis on a
cartolina or illustration board
Since pragmatism encouraged
students to apply their knowledge
into real-life situations, what my
cooperating teacher was trying to
do is give real-life dilemmas.
What students will do is to give
solutions to every scenario.
7. Rationalism - emphasizes the development of
the learners' reasoning powers; knowledge
comes through reason; a teacher must develop
the reasoning power of the learner
Since rationalism aims to develop
the learner's reasoning power,
what my cooperating did was to
give mathematical equations
about supply function. Supply
function tackles the relationship
between the price and quantity
supplied.
8.
Utilitarianism - what is good is that which is My cooperating teachers ask
11
most useful (that which brings happiness) to students about things that they
the greatest number of peoples;
think will make them happy when
they
talk
about
consumer
preferences.
9. Empiricism - the source of knowledge is My cooperating teacher let the
through the senses; a teacher must involve the students
observe
their
senses in teaching-learning
surroundings and relate to the
topic.
10. Behaviorism-behavior is shaped deliberately
by forces in the environment and that the type
of person and actions desired can be the
product of design, behavior is determined by
others, rather than by person's own free will;
the teacher must carefully shape desirable
behavior, drills are commonly used to enhance
learning, rewards reinforce learning.
Every meeting I cooperate with
always reminds the students to
participate and class. Every
question is equivalent to a point.
In that way students will engage
to the discussion actively/
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 asks learners for the
knowledge they construct and meaning of the
lesson
At the end of the quarter my
cooperating teacher gave a final
output. What the students will do
is to create a calamity plan. What
are their plans, how they will
generate funds and what agency
will they ask for help.
12. Other Philosophies
ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which
philosophies of education are dominant in Philippine basic schools? Why do you
say so?
- The most dominant philosophy of education in the Philippines are
progressivism, existentialism and reconstructionism. Based on what I have
observed in my entire school life, students are having meaningful learning
when they are actively involved in learning activities that they have interest
in. Actual and experiential learning are important and will develop
individual learner’s creativity and imagination. Students are given the
freedom to learn, to exist and find the essence of life.
2. If there is one philosophy that schools and teachers should give more attention
12
to, what should that be and why?
- One of the philosophies that schools and teachers should give more
attention to is Perennialism. Students should be taught that they must
always value their learning. They must not forget but instead use it as an
edge to face the present and succeed in the future.
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 learners are unique, with their own unique learning style and set of
needs and gifts that they bring to the classroom. As a teacher, it is my obligation to
expound on their talents and to create an environment that promotes maximum learning
while also meeting each child's unique requirements.
I believe that I should teach the learners on how to grow and learn. I'm aware that kids
actively develop and modify their own knowledge based on earlier learning and
experiences by understanding that not all pupils study in the same way or at the same
pace. As a teacher, I feel it is my obligation to effectively diagnose pupils' interests,
abilities, and prior knowledge. Then I have to devise learning activities that will both
challenge and enable each learner to think and progress.
I believe that I should fulfil my goals as a teacher. By creating a strong relationship with
my students, their parents, to people and to the community. Teachers must work with
other school stakeholders to develop and build a school culture in which students can
grow while improving their learning abilities.
SHOW Your Learning Artifacts
Accomplished Observation Sheets
Philosophies of Education
Teaching Behavior (State what
13
the teacher said, taught, or did).
13. Essentialism-teach mastery of the basics: In what way was the teacher
curriculum is prescribed; subject matter- essentialist?
centered there are universal, objective values;
e.g. He/she saw to it that the
inculcate values; subject
students
mastered
basic
concepts and skills.
He/she inculcated values.
14. Perennialism-teach those that last, the The teachers do not allow the
classics, there are universal values; inculcate interests or experiences of the
these universal, objective values
pupils to significantly influence
what they teach. They use
whatever systematic solution and
tried-and-true procedures they
believe are most effective in
training the minds of the
students.
15. Progressivism-very child-centered; teach those
that interest the child; one learns by
experience, learners learn by doing so
teacher’s teaching is experiential; values are
subjective; no inculcation of values since they
are subjective; instead teachers help students
clarify their values
My cooperating teacher believes
that one learns by doing. What
my teacher did was by having
virtual field trips since students
are not allowed to go out.
Teachers also stimulate students
through
thought-provoking
games and puzzles.
16. Reconstructionism - school is an agent of
change; schooling is preparing students for the
social changes, teaching is involving the
students in discussions of moral dilemmas
My
cooperating
teacher
encourages students to be the
voice of others. She’s explaining
to the students that they must
help
the
society
for
its
reformation.
17. 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 follows others do
not leave meaningful life
Since existentialism talks about
making decisions this has
connection to the topic of my
cooperating teacher which is
consumers rights. She teaches
14
students that it is in their hands
whether they will report those
vendors
who
cheats
their
customers.
18. 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 a visual aid by drawing mitosis on a
cartolina or illustration board
Since pragmatism encouraged
students to apply their knowledge
into real-life situations, what my
cooperating teacher was trying to
do is give real-life dilemmas.
What students will do is to give
solutions to every scenario.
19. Rationalism - emphasizes the development of
the learners' reasoning powers; knowledge
comes through reason; a teacher must develop
the reasoning power of the learner
Since rationalism aims to develop
the learner's reasoning power,
what my cooperating did was to
give mathematical equations
about supply function. Supply
function tackles the relationship
between the price and quantity
supplied.
20. Utilitarianism - what is good is that which is My cooperating teachers ask
most useful (that which brings happiness) to students about things that they
the greatest number of peoples;
think will make them happy when
they
talk
about
consumer
preferences.
21. Empiricism - the source of knowledge is My cooperating teacher let the
through the senses; a teacher must involve the students
observe
their
senses in teaching-learning
surroundings and relate to the
topic.
22. Behaviorism-behavior is shaped deliberately
by forces in the environment and that the type
of person and actions desired can be the
product of design, behavior is determined by
others, rather than by person's own free will;
the teacher must carefully shape desirable
behavior, drills are commonly used to enhance
learning, rewards reinforce learning.
Every meeting I cooperate with
always reminds the students to
participate and class. Every
question is equivalent to a point.
In that way students will engage
to the discussion actively/
15
23. 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 asks learners for the
knowledge they construct and meaning of the
lesson
At the end of the quarter my
cooperating teacher gave a final
output. What the students will do
is to create a calamity plan. What
are their plans, how they will
generate funds and what agency
will they ask for help.
24. Other Philosophies
My Philosophy of Teaching
- I believe that the learners are unique, with their own unique learning style and set
of needs and gifts that they bring to the classroom. As a teacher, it is my
obligation to expound on their talents and to create an environment that
promotes maximum learning while also meeting each child's unique
requirements.
-
I believe that I should teach the learners on how to grow and learn. I'm aware
that kids actively develop and modify their own knowledge based on earlier
learning and experiences by understanding that not all pupils study in the same
way or at the same pace. As a teacher, I feel it is my obligation to effectively
diagnose pupils' interests, abilities, and prior knowledge. Then I have to devise
learning activities that will both challenge and enable each learner to think and
progress.
-
I believe that I should fulfil my goals as a teacher. By creating a strong
relationship with my students, their parents, to people and to the community.
Teachers must work with other school stakeholders to develop and build a school
culture in which students can grow while improving their learning abilities.
16