FIELD STUDY 1 LEARNING EPISODE

On Teacher’s

FS 1 16 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 the learner ought to live on
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 Outcomes

At the end of this Episode, I must be able to:
 Determine prevailing philosophies to education based on DepEd 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
philosophy’s education of the country. They state the standards and the outcomes of
education towards which all curricular activities and teaching-learning should be directed.

OBSERVE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education
Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS
Grade/Year Level: 12 Subject area: Philosophy Date: September 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.

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  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.

Philosophical Which philosophies are Which philosophies are

Education expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework
Core Values, Mandate? and Guide and Sec 5 of
Give proof. RA 10533?
Give proof
1. Essentialism- teach Essentialism- The core values Essentialism- List of
mastery of the basics; of maka-Diyos, maka-tao, standards and competencies
curriculum is maka-kalikasan, and maka- that learners are expected to
prescribed; subject bansa show that DepEd attain is the subject matter
matter- centered there believes in unchanging values that students are expected to
are universal, that need to be included. learn.
objective values; - Essentialist
inculcate values in
subject matter
2. Perennialism- teach The DepEd Mission in which In K-12 Curriculum
those that last, the students learn in a child- Framework which is
classics; there are friendly, gender-sensitive, making the Curriculum
universal values; safe, and motivating Relevant to learners
inculcate these environment shows that (Contextualization and
universal, objective DepEd Mission as they Enhancement). Students
values believe that if the learners needed to acquire in depth
engage with this kind of knowledge, skills, values
environment, it is possible and attitudes through
that they become friendly and continuity and consistency
good citizen of our country in across all levels and subject
the future as they bring a good in order to bring a good
value that they learned in values and characteristics to
schools. their future from what they
are learned in schools.
3. Progressivism- very The DepEd vision in which, In RA No. 10533 Sec. 5
child-centered; teach as a learner-centered which is Curriculum
those that interest the institution, the DepEd Development. The
child; one learns by continuously improves itself curriculum shall be learner-
experience; learners to better serves its centered, inclusive and
learn by doing so stakeholders shows that developmentally
teacher teacher’s DepEd is progressivism. appropriate: which it shows
teaching is DepEd believes in learners that Progressivism is
experiential; values learning by doing as well as if applied in this law.
are subjective; no we teach what they are
inculcation of values interested in.
since they are
subjective; instead,
teachers help students
clarify their values
4. Reconstructionism- The DepEd mission in which In K-12 Curriculum
school is agent of administrators and staff, as Framework which is
change; schooling is stewards of the institutions, Making. The Curriculum
preparing students ensure an enabling and Relevant to Learners
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 for the social supportive environment for (Contextualization and
changes; teaching is effective learning to happen Enhancement), it shows that
involving the shows that DepEd is there is an application of
students in reconstructionism. DepEd Reconstructionism in which
discussion of moral believes teaching involves the there is a discussion on the
dilemmas students in discussion of students about the issues
moral dilemmas in order to such as Disaster Risk
understand the implications of Reduction (DRR), Climate
one’s action. Change Adaption, and
Information &
Communication
Technology (ICT) are
included in the enhanced
curriculum.
5. Existentialism- The DepEd mission in which In K-12 Curriculum
Teachers teach teachers facilitate learning Framework which is
learners to make a and constantly nurture every Gearing Up for the future
choice, to make learner shows that DepEd is (Senior High School) it
decisions ad not existentialism. DepEd shows that there is a proof
merely to follow the believes that society should of Existentialism that use
crowd; one who does not restrict an individual’s life which students may have a
not make a choice and or actions and these freedom to choose a
so simply follow restrictions inhibit free will specialization based on
others do not leave and the development of the aptitude, interest, and
meaningful life. person’s potential. school capacity. The choice
of career track will take in
Grade 11 and 12 SHS
subjects fall under either the
Core Curriculum or specific
Tracks.
6. Pragmatism- that The DepEd Vision in which, In K-12 Curriculum
when is useful, that enables them to realize their Framework which is
which is practical full potential and contribute Making The curriculum
and that which works meaningfully to building the Relevant to Learner
is what is good; that nation, shows that DepEd (Contextualization And
which is efficient applied Pragmatism as they Enhancement), it shows also
and effective is that believe that teaching students that there is an application
which is good e.g. things that are practical for of Pragmatism as students
showing a video clip life encourages them to grow acquire in depth knowledge,
on mitosis is more into better people. skills, values and attitudes
efficient and more through continuity and
effective and consistency in order to
therefore more encourage them to grow
practical than teacher into better people across in
coming up with a all levels.
visual aid by
drawing mitosis on a
cartolina or
illustration board

Philosophies of Which philosophies are Which philosophies are

Education expressed in the DepEd expressed in the K to 12
Vision, Mission Statements,
Curriculum Framework
Core Values, Mandate? and Guide and Sec 5 of
Give proof. RA 10533?
Give proof.
7. Rationalism- The DepEd Core Values In RA No. 10533 Sec. 5
emphasizes the which is Maka-Diyos, Maka- which is Curriculum
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 development of the tao, Makakalikasan and Development, there is a
learners’ reasoning Makabansa is the proof that proof of application of
powers; knowledge shows that DepEd Rationalism in which the
comes through Rationalism in which they curriculum shall be
reason; teacher must practicing only for believing relevant5, responsive and
develop the what is based on reason and research based as students is
reasoning power of provides the primary basis for acquired through reason
the learner. the knowledge. without the aid of the
senses.
8. Utilitarianism- what The DepEd Vision which is In RA No. 10533 Sec. 5
is good is that which We dream of Filipinos who which is Curriculum
is most useful (that passionately love their Development, there is a
which brings country shows that DepEd proof of application of
happiness) to the also uses Utilitarianism which Rationalism in which the
greatest number of advocates actions that foster curriculum shall be relevant,
peoples; happiness or pleasure and responsive and research
opposes actions that cause based as students as
unhappiness or harm. acquired through reason
without the aid of the
senses.
9. Empiricism- source The DepEd Vision which is In RA No. 10533 Sec. 5
of knowledge is Teachers facilitate learning which is Curriculum
through the senses; and constantly nurture every Development, it shows that
teacher must involve learner is evidence that there is an application of
the senses in DepEd use Empiricism where Empiricism in which the
teaching learning teaching-learning of the curriculum shall use
students is based on the pedagogical approaches that
human senses wherein if are constructivist, inquiry-
shares the view that there is based reflective,
no such thing as innate collaborative and
knowledge, and that instead integrative; as teacher
knowledge is delivered from involve the senses in
experience. teaching-learning of the
students to be able to gain
knowledge.
10. Behaviorism- The DepEd Vision which is In RA No. 10533 Sec. 5
behavior is shaped students learn in a child which is Curriculum
deliberately by friendly, gender sensitive, Development, it shows that
forces in the safe and motivating there is a Behaviorism shall
environment and that environment is one also a be learner-centered,
the type of person proof that DepEd applied inclusive and
and actions desired Behaviorism in which the developmentally
can be the product of teacher provide a positive appropriate; we teachers
design; behavior is reinforcement or rewards at encourage students to
determined by the end of the day to their perform desired behavior as
others; rather than by behavior on their own. they giving reward for their
person’s own free good performance.
will; teacher must
carefully shape
desirable behavior;
drills are commonly
used to enhance
learning. Rewards
reinforce learning.
11. Constructivism- The DepEd Mission which is In K-12 Curriculum
learners are capable teachers facilitate learning Framework, it shows that
of constructing and constantly nurture every there is Constructivism in
knowledge and learner show also that DepEd which it encourage students
meaning; teaching- is using Constructivism as to consider this to share
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 learning therefore is they help learners to construct their valuable knowledge
constructing knowledge rather than just and experiences as the
knowledge and passively take in information. learner.
meaning; teacher does
not just “tell” or
dictate but asks
learners for
knowledge they
construct and
meaning of lesson
12. Other
Philosophies

Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: Marilou Navarro Teacher’s Signature: School: UCV-SHS
Grade/Year Level: 12 Subject area: Philosophy Date: September 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 class by observing what and how 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 teacher essentials?
curriculum is prescribed; subject matter-
centered there are universal, objective values; e.g. He/she saw to it that the students
inculcate values; subject 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 pupils
these universal, objective values to significantly influence what they
teach.
3. Progressivism- very child-centered; teach My cooperating teacher believes that
those that interest the child; one learns by one learns by that one learns by
experience; learners learn by doing so teacher doing.
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; My cooperating teacher encourages
schooling is preparing students for the social students to be the voice of others.
changes; teaching is involving the students in She’s explaining to the students that
discussion of moral dilemmas they must help the society for its
reformation.
5. Existentialism- Teachers teach learners to Since existentialism talks about
make a choice, to make decisions and not making decisions this has connection
merely to follow the crowd; one who does not to the topic of my cooperating teacher
make a choice and so simply follow others do which is consumers rights.
not leave meaningful life.
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 6. Pragmatism- that which is useful, that which Since pragmatism encouraged their
is practical and that which work is what is knowledge into real-life situations,
good; that is which is efficient and mor what my cooperating teacher was
effective and therefore more practical than trying to do is give real-life
teacher coming up with a visual and by dilemmas.
drawing mistosis on a cartolina or illustration
board
7. Rationalism- emphasizes the development of Since rationalism aims to develop the
the learners’ reasoning powers; knowledge learner's reasoning power what my
comes through reason; teacher must develop cooperating did was to supply
the reasoning power of the learner function tackles the relationship
between the price and quantity
supplied.
8. Utilitarianism- what is good is that which is My cooperating teacher ask students
most useful (that which brings happiness) to about things that they think will make
the greatest number of peoples; them happy when they talk about
consumer preferences.
9. Empiricism- source of knowledge is through My cooperating teacher let the
the senses; teacher must involve the senses in students observe their surroundings
teaching-learning and relate to the topic.
10. Behaviorism- behavior is shaped deliberately Every meeting I cooperate with
by forces in the environment and that the type always reminds the students to
of person and actions desired can be the participate and class. Every question
product of design; behavior is determined by is equivalent to a point. In that way
others, rather than by person’s own free will; students will engage to the discussion
teacher must carefully shape desirable actively.
behavior; drills are commonly used to
enhance learning, rewards reinforce learning.
11. Constructivism- learners are capable of At the end of the quarter my
constructing knowledge and meaning; cooperating teacher gave a final
teaching-learning therefore is constructing output.
knowledge and meaning; teacher does not just
“tell” or dictate but asks learners for
knowledge they construct and meaning of
lesson
12. Other Philosophies

Analyze

1. Based on your findings and observation 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 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.
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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 that they bring to the classroom.
I believe that I should teach the learners on how to grow and learn. I'm aware
that learner actively develop and modify their own knowledge based on earlier
learning and experiences by understanding that not all learners study in the same way.
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
My Philosophy of Teaching

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 My Philosophy of Teaching

I believe that the learners are unique, with their own

unique learning style and set of needs that they bring to the
classroom.
I believe that I should teach the learners on how to
grow and learn. I'm aware that learner actively develop and
modify their own knowledge based on earlier learning and
experiences by understanding that not all learners study in
the same way.
EVALUATE Performance Task
I believe that I should fulfil my goals as a teacher. By
Evaluate Your work Task Field Study 1, Episode 16 – On Teacher’s Philosophy of
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.

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Education

Learning Outcomes: 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*articulate my philosophy of teaching.

Name of FS Student: MIKEE GALLA Date Submitted

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/ questions/ Observation questions/tasks
observation completely answered/ tasks not tasks not not
sheet accomplished answered/ answered/ answered/
accomplished accomplished accomplished

Analysis All questions were All questions were Questions were not Four (4) or more observation
answered answered completely; answered completely; questions were not answered;
completely; answers are clearly answers are not clearly answers not connected to
answers are with depth connected to theories; connected to theories; theories; more than four (4)
and are thoroughly grammar and spelling one (1) to three grammatical/spelling errors.
grounded on theories; are free from errors. grammatical/spelling
grammar and
errors
spelling are free
from error
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow.
supported supported by what shallow; somewhat rarely supported by what
By what were were observed and supported by what were were observed and analyzed
observed and analyzed. observed
analyzed. and analyzed
Learning Portfolio is reflected Portfolio is reflected Portfolio is not reflected Portfolio is not reflected on
Artifacts on in the context of the on in the context of the on in the context of the in the context of the learning
learning outcomes; learning outcomes. learning outcomes; outcomes; not complete; not
complete, well- Complete; not complete; not organized, not relevant
organized; highly organized. relevant to organized. relevant to
relevant to the learning the learning outcome the learning outcome
outcome
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2) days or
deadline deadline the deadline more after the deadline

Comments Over-all Score Rating:

(Based on transmulation)

TRANSMUTATION OF SCORE TO GRADE/TRADING

Score 2 19-18 17 16 15 14 13-12 11 10 9-8 7-below
0
Grad 1 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.00 5.00
e .
0
9 96 93 90 87 84 81 78 75 72 71-below
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Year & Section: SS4 Course: BSED

Signature of FS Teacher above Printed Name Date

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LINK Theory to Practice

1. In its vision and mission statements, DepEd wants to develop learner….” Whose
values and competencies enable them to realize their full potential …. “On which
philosophy of education is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmaticism
2. Based on the DepEd’s mission statement, “quality basic education means that students
learn in a child-friendly, gender-sensitive, safe, and motivating environment”. This
implies that DepEd believes that environment affects learning. Which philosophy of
education is this?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
3. Field Study 1 which is primarily observation of classes and teachers, based on which
philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. Behaviorism
4. The inclusion of logic and critical thinking as subjects in the curriculum is an
offshoot of which philosophy?
A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivism
5. It’s Valentine’s Day. The lesson is a part of human digestive system- the stomach.
Student’s bargain with teacher and so ask if they can discuss the heart in place of the
stomach. Teacher responds “Let’s talk about the stomach which is the lesson for today
then go to the heart when we are done with stomach. Based on philosophies of
education, which is TRUE of teacher?
A. Is essentials in the sense that she sticked to the subject matter for the day and
progressivist since she also considered student’s interest
B. Is pragmatic because it was practical to give a way to students request even if she
prepared for the day’s lesson
C. Is utilitarianist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements, and core values imply about
Philippine educational system.
I. It is highly essentialist and perrenialist.
II. It believes in universal, objective, unchanging values.
III. It I reconstructionist.
A. I only C. II and III
B. I and III D. I, II and III
7. For lesson on developing classifying skills, instead of making students bring objects
to classify, teacher considers it most practical to simply use the student’s body parts like
kinds of ear lobes, kinds of hair line or a lesson on classifying. On which philosophy is
teacher’s practice anchored?
A. Pragmatism C. Utilitarianism
B. Progressivism D. Empiricism
8. The history of curriculum development in the Philippines shows reduction of units in
the humanities but an increase in the natural and physical sciences. On which thought is
this action based?
A. Perennialism C. Utilitarianism
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 B. Progressivism D. Empiricism
9. There are a number of laws in the Philippines requiring the teaching of subject matter
such as taxation and agrarian reform, etc. this proves that schools must bring about
reform in society. On which philosophy of education is this based?
A. Perennialism C. Empiricism
B. Progressivism D. Reconstructionism
10. Teacher makes use of moral dilemmas to enable students to make a stand in moral
issues. Which word CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist

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