LEARNING EPISODE 16 On Teacher’s Philosophy of Education
Activity 16.1 Analyzing DepEd’s Philosophy of Education
Philosophies of Education
2. Perennialism – teach those
that last, the classics; there
are
universal
values;
inculcate
the
universal,
objective values
3.
Progressivism
verychild-centered;
teach
those that interest the child;
one learns by experience;
learners learn by doing so
teacher teacher’s teaching is
experiential;
values
are
subjective; no inculcation of
values
since
they
are
subjective; instead teachers
help students clarify their
values.
4.
Reconstructionism school is agent of change;
schooling
is
preparing
students for the social
changes;
teaching
is
involving the students in
discussions
of
moral
dilemmas
Which philosophies are
expressed in the DepEd
vision, mission statements,
core values, and mandate?
Give proof.
The
Department
of
Education (DepEd) aims to
create
an
educational
environment that is childfriendly, sensitive to gender,
safe, and inspiring. This
approach,
known
as
Perennialism, is designed to
cultivate the development of
students who will become
friendly and responsible
citizens in the future. By
instilling positive values in
school, DepEd hopes to
equip students with the
necessary
qualities
to
contribute positively to our
country transcending.
The progressive nature of the
DepEd is evident through its
learner-centered
approach
and
continuous
selfimprovement to meet the
needs of its stakeholders.
DepEd
recognizes
the
importance
of
active
learning, where learners
engage
in
hands-on
experiences and explore
subjects that spark their
interest,
while
also
emphasizing the value of
teaching others
DepEd’s
Mission:
“Administrators and staff, as
stewards of the institution,
ensure an enabling and
supportive environment for
effective
learning
to
happen.” exemplifies the
principles
of
Reconstructionism
within
DepEd. The belief is that
teaching involves engaging
students
in
discussions
Which philosophies are
expressed in the k to 12
curriculum framework and
guide and sec 5 of RA
10533? Give proof.
To ensure that the K-12
Curriculum
Framework
promotes positive values and
desirable traits, students are
required
to
gain
comprehensive knowledge,
skills, values, and attitudes.
This entails maintaining a
sense of continuity and
consistency across all levels
and
subjects,
enabling
students to develop a wellrounded set of qualities
throughout their educational
journey.
In curriculum development,
it is essential for the
curriculum to prioritize the
needs and interests of
learners, promote inclusivity,
and
align
with
their
developmental stage. This
highlights the application of
Progressivism
in
the
implementation of this law.
The implementation of the
Curriculum
Relevant
to
Learners (Contextualization
and Enhancement) reflects
the
utilization
of
Reconstructionism,
where
students
engage
in
meaningful
discussions
about relevant issues.
5. Existentialism - teachers
teach learners to make
choice, to make decisions
and not merely to follow the
crowd; one who does not
make choice and so simply
follow others do not leave
meaningful life
6. Pragmatism -that which is
useful, that which is practical
and that which works 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
that teacher coming up with
a visual aid by drawing
mitosis on a cartolina or
illustration board.
7. Rationalism - emphasizes
the development of the
learners’ reasoning powers;
knowledge comes through
reason; teacher must develop
the reasoning power of the
learner
8.
Utilitarianism - what is
surrounding
moral
dilemmas to help them
comprehend
the
repercussions
of
their
actions.
In the DepEd mission,
teachers play a crucial role in
facilitating learning and
continuously nurturing each
learner, thereby showcasing
the
principles
of
Existentialism within DepEd.
DepEd holds the belief that
societal constraints should
not restrict an individual's
life or actions, as such
limitations hinder free will
and the realization of their
full potential.
The DepEd Vision, which
“enables them to realize their
full
potential
and
meaningfully contribute to
the
nation's
building,”
exemplifies the pragmatism
as it focuses on enabling
students to fulfill their
maximum potential and
make
meaningful
contributions to the nation's
development.
DepEd
believes in the importance of
teaching students’ practical
skills and knowledge that
are applicable to real-life
situations, fostering their
growth as individuals.
The presence of the DepEd
Core Values, namely MakaDiyos,
Maka-tao,
Makakalikasan,
and
Makabansa,
serves
as
evidence
of
DepEd's
adherence to Rationalism.
Rationalism emphasizes the
reliance on reason as the
primary
foundation
for
knowledge,
and
the
incorporation of these values
reflects the rational and
logical approach taken by
DepEd in shaping education.
DepEd’s Vision: “We dream
The proof of Existentialism is
evident in the provision that
allows students to select a
specialization based on their
aptitude, interests, and the
school's capacity. This means
that the subjects a student
will study in Grades 11 and
12 will be determined by the
career path they choose.
The curriculum’s relevance
to learners exemplifies the
application of Pragmatism,
as
it
emphasizes
the
acquisition of comprehensive
knowledge, skills, values,
and attitudes throughout all
levels. This approach aims to
foster personal growth and
development in students,
encouraging them to become
better individuals.
Curriculum
Development
serves
as
a
practical
application of Rationalism,
where the curriculum is
required to be pertinent,
adaptable, and grounded in
research.
This
approach
acknowledges that students
acquire knowledge primarily
through
reasoning,
independent
of
sensory
experiences.
Curriculum Development
good is that which is most
useful (that which brings
happiness) to the greatest
number of people
of Filipinos who passionately
love their country” that
aspires us to fervently love
our country exemplifies the
application of Utilitarianism
within DepEd. Utilitarianism
promotes
actions
that
generate
happiness
or
pleasure while discouraging
actions
that
result
in
unhappiness or harm.
9. Empiricism - source of
DepEd’s Mission “Teachers
knowledge is through the
facilitate
learning
and
senses; teacher must involve constantly nurture each
the senses in teachinglearner”
showcases
the
learning
application of Empiricism
within DepEd. Empiricism is
grounded in the belief that
the teaching and learning
process relies on human
senses and that there is no
inherent knowledge. Instead,
knowledge
is
acquired
through
firsthand
experiences
and
observations.
10. Behaviorism - behavior
The
presence
Deped’s
is shaped deliberately by
Mission
of
“students
forces in the environment
learning in a child-friendly,
and that the type of person
gender-sensitive, safe, and
and actions desired can be
motivating
environment”
the product of design;
serves as an indication that
behavior is determined by
DepEd
employs
others, rather than by
Behaviorism.
Behaviorism
person’s own free will;
involves the use of positive
teacher must carefully shape reinforcement,
such
as
desirable behavior; drill are
rewards or recognition given
commonly used to enhance
by teachers at the end of the
learning. Rewards reinforce
day, to encourage and
learning.
reinforce good behavior in
students.
11. Constructivism -learners DepEd’s Mission “Teachers
are capable of constructing
facilitate
learning
and
knowledge and meaning;
constantly nurture every
teaching-learning therefore is learner” demonstrates the
constructing knowledge and DepEd's
adherence
to
meaning; teacher does not
Constructivism.
DepEd
just “tell” or dictate but asks recognizes the importance of
learners for knowledge they
assisting learners in actively
construct and meaning of
constructing
knowledge
lesson.
rather
than
passively
receiving information.
exemplifies the
implementation of
Utilitarianism as it
necessitates the
consideration of cultural
sensitivity and emphasizes
an inclusive teacher
approach that does not limit
the definition of education.
The utilization of Empiricism
is evident in Curriculum
Development, where the
curriculum incorporates
constructivist, inquiry-based,
reflective, collaborative, and
integrative pedagogical
approaches.
The
implementation
of
Curriculum
Development
showcases the utilization of
Behaviorism,
as
the
curriculum is designed to be
learner-centered, inclusive,
and
developmentally
appropriate. Teachers within
this framework encourage
students to exhibit desired
behavior
by
providing
rewards
or
positive
reinforcement
for
good
performance.
The
presence
of
Constructivism is evident in
the
encouragement
for
students to share their
valuable knowledge and
experiences as learners. This
approach emphasizes the
active
involvement
of
students in contributing their
insights to the learning
process.
Activity 16.2 Articulating My Personal Philosophy of Teaching
OBSERVE
Philosophies of Education
1. Essentialism - prescteach mastery of
the basics; curriculum is prescribed;
subject matter - centered there are
universal, objectives values; inculcate
values in subject matter
2.
3.
4.
5.
6.
7.
8.
Teaching behavior state what the teacher
said, taught or did)
In what way was teacher essentialist?
E.g he/she saw it that the students mastered
basic concepts and skills.
He/she included values.
Perennialism - teach those that last, the The teacher guarantees that her students
classics; there are universal values;
possess the ability to effectively read, write,
inculcate the universal, objective values communicate, and understand.
Progressivism - very child-centered;
teach those that interest the child; one
The teacher facilitates icebreaker activities that
learns by experience; learners learn by
showcase the skills and abilities of students,
doing so teacher teacher’s teaching is
while also giving them the opportunity to
experiential; values are subjective; no
participate in extracurricular activities if they
inculcation of values since they are
choose to do so.
subjective; instead teachers help
students clarify their values.
Reconstructionism - school is agent of The teacher guarantees that students actively
change; schooling is preparing
engage in school drills like fire and earthquake
students for the social changes;
drills, while also granting them the freedom to
teaching is involving the students
develop action plans or essays addressing realindiscussions of moral dilemmas
life challenges.
Existentialism - teachers teach learners The teacher challenges students with thoughtto make choice, to make decisions and
provoking questions that require higher-order
not merely to follow the crowd; one
thinking skills (HOTS). Additionally, she
who does not makechoice and so
encourages students to exercise their creativity
simply follow others do not leave
by allowing them to independently design
meaningful life
their own salads and appetizers.
Pragmatism -that which is useful, that
which is practical and that which
works what is good; that which is
The teacher utilizes a range of strategies to
efficient and effective is that which is
assess their effectiveness in educating the
good e.g showing a video clip on
students. One such strategy involves
mitosis is more efficient and more
employing visually engaging materials that
effective and therefore more practical
successfully grab the learners' attention.
that teacher coming up with a visual
aid by drawing mitosis on a cartolina
or illustration board.
Rationalism - emphasizes the
The teacher actively seeks the students'
development of the learners’ reasoning perspectives on the subject being discussed,
powers; knowledge comes through
while also fostering an environment where
reason; teacher must develop the
students are encouraged to provide
reasoning power of the learner
justifications for their responses.
Utilitarianism - what is good is that
The teacher involves the students in
which is most useful (that which brings establishing classroom rules and selects
happiness) to the greatest number of
classroom officers through a combination of
people
voting and class selection. The teacher ensures
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 actions 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;
drill are commonly used to enhance
learning. Rewards reinforce learning.
11. Constructivism -learners are capable of
constructing knowledge and meaning;
teaching-learning therefore is
constructing knowledgeand meaning;
teacher does not just“tell” or dictate
but asks learners forknowledge they
construct and meaning of lesson.
that the students actively participate in
creating the classroom rules and that the
selection of classroom officers is done through
a democratic process involving voting and
class consensus.
The teacher incorporates visual aids to
enhance the delivery of the lesson, while also
providing opportunities for students to
experiment with the actual presentation of
appetizers, salads, and salad dressings.
The teacher formulates classroom guidelines;
implements verbal pauses for students, serves
as a role model for positive behavior, and
provides reinforcement for students' actions.
The teacher fosters an inclusive learning
environment where students are encouraged
to freely express their own experiences,
knowledge, and perspectives, while being
gently guided towards the correct answers. In
certain situations and questions, the teacher
embraces a multitude of responses,
recognizing the value of diverse viewpoints.
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?
Throughout the years in Philippine education, a range of philosophies have been
employed at various levels of learning, starting from pre-school and extending to
college. These five fundamental philosophies include essentialism, perennialism,
progressivism, existentialism, and behaviorism.
Essentialism emphasizes the importance of essential knowledge and skills that
are considered fundamental and necessary for students to succeed in society. It focuses
on core subjects and aims to instill discipline, order, and rigorous academic standards.
Essentialism emphasizes traditional methods of teaching and seeks to transmit
established cultural values.
Perennialism is rooted in the belief that education should focus on enduring
concepts and universal truths. It aims to cultivate the intellectual and moral qualities of
students by emphasizing the study of great works of literature, philosophy, and history.
Perennialism values critical thinking, encourages dialogue and reflection, and seeks to
foster a deep understanding of timeless ideas.
Progressivism, on the other hand, places importance on individual experiences,
student-centered learning, and active participation. It advocates for hands-on learning,
problem-solving, and collaboration among students. Progressivism aims to promote
creativity, social interaction, and practical skills to prepare students for active
engagement in a rapidly changing world.
Existentialism in education emphasizes individual freedom, self-awareness, and
personal responsibility. It encourages students to reflect on their existence, values, and
choices. Existentialist educators strive to create a supportive and open learning
environment that promotes self-discovery, critical thinking, and authentic personal
growth.
Behaviorism, as a philosophy of education, focuses on observable behaviors and
external stimuli. It emphasizes the role of conditioning and reinforcement in shaping
behavior and learning. Behaviorist approaches involve structured teaching methods,
rewards, and positive reinforcement to guide student behavior and promote learning
outcomes.
These five philosophies have been utilized in Philippine education at different
times and in varying degrees, reflecting the diverse approaches and goals of educators.
The selection and application of these philosophies depend on the educational context,
the prevailing pedagogical trends, and the specific needs and values of the students and
society.
2. If there is one philosophy that schools and teachers should give more attention to, what
should that be and why?
Although essentialism promotes a teacher-centered approach to learning, I personally
support the philosophy of essentialism in education due to its focus on gradually
advancing students' skills and knowledge. Essentialism seeks to impart fundamental
academic information, specific abilities, and character development to all students.
Essentialism places importance on the role of the teacher in guiding students' learning
experiences. While some educational approaches may prioritize student-centered
learning, essentialism recognizes the value of structured instruction and a curriculum
that builds upon foundational concepts. This approach ensures that students receive a
solid grounding in essential subjects before moving on to more complex ideas.
In addition to academic knowledge, essentialism also emphasizes the development of
students' character. It recognizes the importance of teaching values, ethics, and good
citizenship alongside academic content. By fostering these qualities, essentialism aims to
prepare students to become well-rounded individuals capable of making positive
contributions to society.
Overall, my preference for essentialism stems from its systematic approach to education.
By gradually progressing students through increasingly challenging material,
essentialism equips them with a strong foundation and the necessary skills to navigate
the complexities of the world. Furthermore, by integrating character development into
the curriculum, essentialism helps shape students into responsible and morally upright
individuals.
REFLECT
My Philosophy of Teaching
As an educator, I firmly believe in recognizing and respecting the diverse learning needs and
progress of my students. I understand that each individual learns in their unique way and at
their own pace. It is my responsibility to accommodate these differences and foster an
environment that supports their learning process.
To facilitate effective learning, I believe in guiding students to construct and transform their
own knowledge. Rather than merely transmitting information, I aim to encourage critical
thinking and problem-solving skills. I strive to empower students to apply their past
experiences and prior learning to construct new understanding.
One aspect I consider crucial in teaching is connecting the classroom to the real world. I believe
in the significance of demonstrating the practical applications of the concepts being taught. By
relating academic content to real-world examples and scenarios, students can better appreciate
the relevance and importance of their learning.
Additionally, I understand my role as a teacher includes being an effective diagnostician of
students' interests, abilities, and prior knowledge. By gaining insight into their individual
profiles, I can tailor my instructional strategies to suit their needs. I am committed to designing
learning experiences that challenge and engage every student, fostering their intellectual
growth and development.
In conclusion, my philosophy of teaching centers around acknowledging and embracing the
diversity in students' learning styles and progress. By promoting student agency, connecting
learning to real-life contexts, and being attentive to their individual needs, I aim to create a
dynamic and inclusive learning environment.
Summary:
These may be of help: the learning progress of the students
I believe that the learner does not all learn in the same way or at the same rate. They have their
own differences towards the learning process and that should I have to respect and
understand.
I believe that I should teach the learners to construct and transform their own knowledge
through the application of their past experiences and prior learning.
By teaching and introducing what the real world is.
I believe that I have a responsibility as a teacher to be an effective diagnostician of students’
interests, abilities, and prior knowledge. I must then plan learning experiences that will both
challenge and allow every student to think and grow.