Module 3

3
Philosophy of Education
and Personal Philosophy
of Teaching

In this Module
1. What is Philosophy of Education?

2. Some Philosophies of Education

3. Principles and Philosophy of Philippine Education

A. Art. II, Sec.17 (1987 Phil. Constitution)
B. Art. XIV, Sec. 1-2 (1987 Phil. Constitution

4. Personal Philosophy of Teaching

A. Importance of a personal philosophy of
teaching.
B. How to write a personal philosophy of teaching?

Advancement in society is the upshot of education. Educational practices, aims

and goals are primarily based from the different philosophy of life. From the given
context, it is then understood that philosophy and education are interrelated with each
other. This module will bring you to an understanding on some aspects of philosophy.
At the end of this module you are expected to:
1. Acquire a full understanding of philosophy and its relationship to education.
2. Determine the legal bases of the principles and philosophy of Philippine
Education
3. Exhibit understanding on the importance of personal philosophy of teaching.

Are you ready? Then start the lesson now!

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 Lesson
What is Philosophy of Education?
1

At the end of the session, you are expected to:

1. Discuss the meaning of philosophy
2. Explain the relationship between philosophy and education
Introduction
It has been said that perspective and behavior of an individual is often influenced
by a specific philosophy he or she believes in. In this lesson you will be introduced to the
basic definition and common types of philosophies utilized in education.

MINUTE PAPER
REFLECTION

Direction:. Write a short reflection about the statement below: Share your answer
with a partner.

“Education without philosophy is blind and

philosophy without education is invalid”
-Thomas, 1968

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 Analysis

Guide Questions:
1. What does the word “philosophy” mean” as used in the passage given above?
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2. What common understanding do you have regarding the terms philosophy and
education ?
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3. As a pre-service teacher, how does your understanding of philosophy influence your
teaching perspective?
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Abstraction: Let Us Build On!

Definition of Philosophy
• Comes from the Greek word phílosophía, meaning ‘the love of wisdom’. It is
about the study of knowledge and metacognition.
• It is also about how one live, about right and wrong (ethics), things that exist
and its nature (Metaphysics), genuine knowledge (epistemology) and
principles of reasoning (logic) (Wikipedia)
• It is also about fundamental nature of the world, human knowledge and
human conduct (The Philosophy Pages)
But you may wonder how is philosophy connected with education? Why include it
in our discussion? Let us take a look on the difference between these three conceptions of
philosophy and its relationship to educational practice.

Conceptions of Philosophy Definition

referred to as a kind response to a
Philosophy as Wisdom
question or situation

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 Categorized into two: personal
reflections on broad questions, and
prophetic wisdom.
Based on personal accounts or
experiences
Referred to as an organized body of
opinion
Can be used as a basis for action in an
organization or educational institution.
Provides idea on how to create
Philosophy as Ideology
structure and control in the
organization.
Individual insights and understanding
may be used to justify policies and
procedures..
Considered idea as tentative.
On some point, ideas are accepted as
true but eventually may change due to
available evidences or proofs.
May allow questioning to proceed.
Philosophy as Critical Inquiry
Individuals are given the option to
follow certain procedures that do not
impede or create the unbiased result.
Often served educators by adopting the
procedure particularly in a very diverse
society where so many wisdoms and
ideologies are available.
How is philosophy related to education?

In a more specific context, philosophy as critical inquiry allows an educator to come up with
more logical decisions and choices. This is based on the premise that an inquiry is not restricted
to what is absolute, but instead, decisions are made, taking into consideration several options.

From the above concept, it was emphasized that for an educator to come up with a better
decision, he/she must:
• Select fairly from available options to strengthen practice;
• Ensure that selection of ideas is practical and impartial; and
• Select techniques that are practical and fair to address problems in school.
.

PHILOSOPHY AND EDUCATION: What's The Connection?

©1999 Edward G. Rozycki

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The Relationship between Philosophy and Education
• Philosophy defines the end of life and affords guidance and supervision for education to
accomplish the goal. Through the help of several philosophers, success in education is
achieved.
• Philosophy influences all aspects of education and will continue to influence educational
practices..
• Great Philosophers are great educators of their time. Plato, Confucius Socrates, Locke,
Comenius, Rousseau, Froebel, Dewey, and other Great Philosophers contributed a lot to
education. Their philosophies were made as the basis for educational planning. They also
employed education to transform ideas and insights into practice.
(PHILOSOPHY AND EDUCATION dineshphilosophy@gmail.com,
9419021657)

Application: Let’s Apply

A. Using the balance chart below, illustrate the relationship between philosophy
and education. Provide a brief explanation below the illustration.

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B. Today I learned that

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Closure

CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.

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 Lesson
2 Philosophies of Education

At the end of the session, you are expected to:

1. Determine how to utilize the given philosophies in the classroom.

Sentence Prompts

Direction: Complete the sentence below. Share your answer with a partner.
One important thing I know about philosophy is
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Analysis

Guide Questions
1. What common understanding do you have about philosophy?
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2. Do you agree that philosophy is related to education? Why?
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3. How does your understanding about philosophy influence your teaching-learning
practices?
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Abstraction: Let Us Build On!

Let us try to look at the some philosophies of education:

Philosophy Why Teach How to teach What to Teach

• develop learners • use of • skills or
into becoming experiential processes to
progressive and methods cope with
rational citizens • use of actual change.
Progressivism
experience • skills in
• utilize problem evaluating
solving method information and
problem solving
• Develop the • Lesson and • Uses a general
students’ rational activities are curriculum not a
and moral focused around specialist
Perennialism powers. the teachers. • Stressed on
• Use of Socratic humanities and
dialogues or general
debate to allow education.

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 students to • Lessons are
understand picked up from
concepts. the great books
• Allow students to • Method focuses • Students are
acknowledge their on the individual. given a wide
individual unique • Learning is self- variety of
characteristics paced, self- options from
• Allow students to directed. which to choose.
discover their • Use of values • Arts is used to
own essence. clarification to develop the
Existentialism • Allows technique to fully creativity,
development of know themselves. imagination and
the whole being self-expression
not just the mind.. of students.
• Vocational
education is used
to teach students
about their
potential.
• Allows reform of • Classroom • Teachers guide
behaviour by conditions are students to
providing a good arranged to allow provide a
environment students to positive response
• After for students respond to a to specific
who show good particular stimuli. stimuli in the
behaviour in the • Physical factors classroom.
society. such as light,
Behaviorism ventilation,
visual aids,
classroom
arrangement are
controlled in
order to get the
necessary
response form
students. .
• Strengthen • Utilized • Trained to
communication experiential communicate
skills of students learning in clearly including
• Develop skills to teaching sending and
Linguistic send messages language and receiving
Philosophy clearly and communication. messages
interpret • Use dialogue as a correctly.
messages means to • Practice the use
correctly. exchange words of language in a
and ideas. correct, precise.

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 . Grammatical,
coherent and
accurate manner.
• Assist students
to expand
vocabularies to
enhance
communication
skills
• Teach students
the appropriate
use of non-
verbal
communication.
• Introduce as
many languages
as possible.
• Produce a self- • Activities are • Learners are
motivated and provided to give taught skills such
independent students an as searching,
learners equipped opportunity to critiquing, and
with learning hypothesize, evaluating
skills that allow predict, information,
them to construct manipulate reflecting,
new knowledge objects, relating and
and meaning. investigate, making meaning.
imagine and • Drawing
invent. insights, posing
• Utilize questions,
Constructivism
interactive researching,
strategies that constructing new
promote knowledge are
exchange of ideas also encouraged
among learners, among students.
teachers and
learners and
learners and
content.
• Teachers are
facilitators of the
activities.
• Learners are • Mastery of the • Mastery of the
taught to develop subject matter fundamental r’s
Essentialism basic knowledge, • Use of prescribed –reading, ‘riting,
skills and values. textbooks, drill ‘rithmetic and
• Teachers teach method and other right conduct.

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 students related method • Subjects includes
traditional moral that will allow math, natural
values and students to science, history,
intellectual master academic foreign language
knowledge content. and literature.
necessary to • Schools observe
become assets of longer school
the community. days and longer
academic year.
. • Technique used
is memorization
and discipline

Application: Let’s Apply

Direction:

A. Using the table below indicate how you can utilize the philosophy in the classroom

Philosophy How to utilize the philosophy in the classroom

Progressivism

Perennialism

Existentialism

Behaviourism

Linguistic Philosophy

Constructivism

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 Essentialism

B. Today I learned that

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Closure

CONGRATULATIONS!!!!!
You may now proceed to the next
lesson.

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 Lesson Principle and Philosophy of Philippine
3 Education

1. Demonstrate understanding on the principle, philosophy and laws behind the Philippine
Educational System.
2. Determine how these laws shaped and guided the establishment of the Philippine
educational system.

Introduction

Theories and principles which are also identified as philosophies play a very significant
role in every aspect of human life which must be put into practiced. Otherwise, they will only
serve as something relevant for library purposes. Hence, philosophies must be for and emerge
from experience.

Concept Web

Direction: Choose a partner and discuss the meaning of the statement “Philippine Education”
using the concept web below. You may write anything related to the statement and can add
additional shapes and lines if needed.

Philippine
Educational
System

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 Analysis : Let us Analyze

Guide Questions:
1. Based on the activity above, what do you mean by Philippine Educational System?
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2. What do you think are the principles that guided officials in the establishment of the
Philippine Educational System?
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 Abstraction: Let Us Build On!

Principle and Philosophy of Philippine Education

1987 PHILIPPINE CONSTITUTION (Article II, Section 17) - Declaration of Principles and
State Policies

The State shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and promote total human
liberation and development.

1987 PHILIPPINE CONSTITUTION (Article XIV, Section 1-2) - Education, Science and
Technology, Arts, Culture, and Sports

Section 1. The State shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education
relevant to the needs of the people and society;

(2) Establish and maintain a system of free public education in the elementary and high school
levels. Without limiting the natural right of parents to rear their children, elementary education
is compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and
other incentives which shall be available to deserving students in both public and private
schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to community
needs; and

(5) Provide adult citizens, the disabled and out-of-school youth with training in civics,
vocational efficiency, and other skills.

Section 3. (1) All educational institutions shall include the study of the Constitution as part of the
curricula

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human
rights, appreciation of the role of national heroes in the historical development of the country,

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teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific
and technological knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be
taught to their children or wards in public elementary and high schools within the regular class
hours by instructors designated or approved by the religious authorities of the religion to which
the children or wards belong, without additional cost to the Government.

Section 4.(1) The State recognizes the complementary roles of public and private institutions in
the educational system and shall exercise reasonable supervision and regulation of all
educational institutions.

(2) Educational institutions, other than those established by religious groups and mission
boards, shall be owned solely by citizens of the Philippines or corporations or associations at
least sixty per centum of the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all educational institutions.

The control and administration of educational institutions shall be vested in citizens of the
Philippines.

No educational institution shall be established exclusively for aliens and no group of aliens shall
comprise more than one-third of the enrollment in any school. The provisions of this subsection
shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually,
directly, and exclusively for educational purposes shall be exempt from taxes and duties. Upon
the dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be

entitled to such exemptions, subject to the limitations provided by law, including restrictions on
dividends and provisions for reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions
used actually, directly, and exclusively for educational purposes shall be exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs and conditions and
shall encourage local planning in the development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable,
and equitable admission and academic requirements.
(4) The State shall enhance the right of teachers to professional advancement. Non-teaching
academic and non-academic personnel shall enjoy the protection of the State.

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(5) The State shall assign the highest budgetary priority to education and ensure that teaching
will attract and retain its rightful share of the best available talents through adequate
remuneration and other means of job satisfaction and fulfillment.

LANGUAGE

Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further
developed and enriched on the basis of existing Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government shall
take steps to initiate and sustain the use of Filipino as a medium of official communication and
as language of instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the
Philippines are Filipino and, until otherwise provided by law, English.
The regional languages are the auxiliary official languages in the regions and shall serve as
auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated
into major regional languages, Arabic, and Spanish.
Section 9. The Congress shall establish a national language commission composed of
representatives of various regions and disciplines which shall undertake, coordinate, and
promote researches for the development, propagation, and preservation of Filipino and other
languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and progress. The
State shall give priority to research and development, invention, innovation, and their
utilization; and to science and technology education, training, and services. It shall support
indigenous, appropriate, and self-reliant scientific and technological capabilities, and their
application to the country’s productive systems and national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage
private participation in programs of basic and applied scientific research. Scholarships, grants-
in-aid, or other forms of incentives shall be provided to deserving science students, researchers,
scientists, inventors, technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of technology from
all sources for the national benefit. It shall encourage the widest participation of private groups,
local governments, and community-based organizations in the generation and utilization of
science and technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists,
and other gifted citizens to their intellectual property and creations, particularly when beneficial
to the people, for such period as may be provided by law.

ARTS AND CULTURE

Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a
Filipino national culture based on the principle of unity in diversity in a climate of free artistic
and intellectual expression.

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Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve,
promote, and popularize the nation’s historical and cultural heritage and resources, as well as
artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the
nation and shall be under the protection of the State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural
communities to preserve and develop their cultures, traditions, and institutions. It shall consider
these rights in the formulation of national plans and policies.
Section 18. (1) The State shall ensure equal access to cultural opportunities through the
educational system, public or private cultural entities, scholarships, grants and other incentives,
and community cultural centers, and other public venues.
(2) The State shall encourage and support researches and studies on the arts and culture.

SPORTS
Section 19. (1) The State shall promote physical education and encourage sports programs,
league competitions, and amateur sports, including training for international competitions, to
foster self-discipline, teamwork, and excellence for the development of a healthy and alert
citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in
cooperation with athletic clubs and other sectors.
Do this: Write three key terms from what you have learned about the topic, two ideas you would
like to learn more about and one concept that you think you have mastered.

3 Key Terms I Learned Two Ideas I would like to One concept that I have
Learn More Mastered

Application: Let us Apply

A. Direction: Look for a partner and answer the following abbreviated case
scenario related to the practice of the teaching profession.

1. After the inspection, it was found that Spring Valley College was duly controlled and
administered by a foreign owner. It was also noted that 80% of the stocks was owned
by the foreigner. The Filipino counterpart was summoned to the office of the City
Mayor after the complaint was filed by the inspecting team emphasizing that the
operation is a violation of the law. Is the complaint of the inspecting team valid?
What provisions in the Article XIV of the Philippine constitutions supports the claim
of the inspecting team?

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2. Mr. Juan Dela Cruz filed a complaint against the Vienna Elementary School since her
daughter was forced by the class adviser to attend religion classes even if it is
against their religious practice. The class adviser emphasize that non-attendance to
the religion class would mean failure on the part of the pupil. Is the claim of the class
adviser valid? What provisions in the Article XIV supports the complaint of Mr. Juan
Dela Cruz?
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B. Today I learned that

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CONGRATULATIONS!!!!!
You may now proceed to lesson 4.

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 Lesson Personal Philosophy of Teaching
4

1. Describe the importance of a personal philosophy of teaching and how this affects the
teaching-learning process.
2. Formulate a personal philosophy of teaching and apply it to different teaching-learning
situations.

Introduction

A personal teaching philosophy is a very essential element every teacher must possess.
Acquiring a philosophy directs and guides a teacher’s teaching practices in the classroom as well
as how they perceive teaching and learning and the students around them.
Let's suppose you become a teacher and have not examined your philosophy. How will you
proceed? Will you focus on the textbooks? Use study guides? Have students fill out worksheets
or answer questions/solve problems at the end of a chapter? Will you lecture? Will you test for
memorization?

One Minute Paper

Direction: For one minute, think of one teacher you know whose philosophy of teaching
is really good. Why do you say that his/her philosophy is good?
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 Analysis: Let us analyze

Guide Questions:
1. How does the philosophy of the teacher influence his/her practice of the teaching
profession?
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2. Do you agree that having a personal philosophy of teaching is important? Why?
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3. As a future teacher, how does your personal philosophy of teaching affects instructional
planning?
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 Abstraction: Let Us Build On!

Importance of a Personal Philosophy of Teaching

A personal teaching and learning philosophy is regarded as one of the most desirable
attributes in pre-service teachers. It encompasses what teachers believe and value about teaching,
as well as how students learn best. This has great importance, because it is from this personal
philosophy that pre-service teachers will base their decisions. A personal teaching philosophy is
developed throughout a pre-service teacher’s studies, career and teaching experiences and is best
evident in pedagogical practice. It is dynamic, as the result of new and diverse experiences,
especially in pre-service training, as undergraduate students are exposed to different schools,
students, teachers and learning environments through professional experience.

Teaching Philosophy Template

- Your concept of learning
What do you mean by learning? What happens in a successful learning situation? Note
what constitutes "learning" or "mastery" in your discipline.

-Your concept of teaching

What are your values, beliefs, and aspirations as a teacher? Do you wish to encourage
mastery, competency, transformational learning, lifelong learning, general transference of skills,
critical thinking? What does a perfect teaching situation look like to you and why? How are the
values and beliefs realized in classroom activities? You may discuss course materials, lesson
plans, activities, assignments, and assessment instruments.

- Your goals for students

What skills should students obtain as a result of your teaching? Think about your ideal
student and what the outcomes of your teaching would be in terms of this student's knowledge or
behavior. Address the goals you have for specific classes or curricula and that rational behind
them (i.e., critical thinking, writing, or problem solving).

- Your teaching methods

What methods will you consider to reach these goals and objectives? What are your
beliefs regarding learning theory and specific strategies you would use, such as case studies,
group work, simulations, and interactive lectures? You might also want to include any new ideas
or strategies you want to try.

- Your interaction with students

What are you attitudes towards advising and mentoring students? How would an observer
see you interact with students? Why do you want to work with students?

- Assessing learning
How will you assess student growth and learning? What are your beliefs about grading?
Do you grade students on a percentage scale (criterion referenced) or on a curve (norm

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referenced)? What different types of assessment will you use (i.e. traditional tests, projects,
portfolios, presentations) and why?

- Professional growth
How will you continue growing as a teacher? What goals do you have for yourself and
how will you reach them? How have your attitudes towards teaching and learning changed over
time? How will you use student evaluations to improve your teaching? How might you learn new
skills? How do you know when you've taught effectively?

Do this: Write a one-sentence summary of the topic “Personal Philosophy of Teaching”.

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Application
A. Formulate your own personal philosophy of teaching. Discuss on how you are
going to utilize and/or apply the philosophy in the teaching learning process.
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 B. Today I learned that
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Closure
CONGRATULATIONS! You have just completed module 3.

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 Module Summary

This module was designed to provide students an opportunity to understand

philosophy and its relationship to education. The activities, analysis, abstraction and
application included throughout the module afford students a chance to make sense on
the importance of philosophy in the educational practice. Legal bases were also
introduced to further understanding of students on the value of philosophy of education.
Students were also given the opportunity to write their own personal philosophy of
teaching

References:

Lourdes Lim, Rosalina A. Caubic,and Luvimi L. Casihan. The Teaching Profession.Adriana

Publishing Co., Inc.Manila, Philippines: 2014.

PHILOSOPHY AND EDUCATION dineshphilosophy@gmail.com, 9419021657

THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES .... Retrieved from
https://www.officialgazette.gov.ph/constitutions/the-1987-constitution-of-the-republic-of-the-
philippines/the-1987-constitution-of-the-republic-of-the-philippines-article-xiv/

Writing Your Teaching Philosophy | Center for Educational .... Retrieved from
https://cei.umn.edu/writing-your-teaching-philosophy

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