SAMAR COLLEGE

Catbalogan City
W. Samar, Philippines 6700
(Tel. No. 055-543-8381

COLLEGE OF EDUCATION
A.Y. 2021-2022 – First Semester

Instructor : Michael M. Artizo, PhD.

Subject : Prof. Ed. 102 – The Teaching Profession
A.Y. 2021-2022 : First Semester

CHAPTER 1: YOU, THE TEACHER, AS A PERSON IN SOCIETY

Learning Objectives:
At the end of the chapter, students are expected to:

1. summarize at least seven (7) philosophies of education and draw their implications to
teaching-learning.
2. formulate their own philosophy of education
3. discuss and internalize the foundational principles of morality.
4. accept continuing values formation as an integral part of their personal and
professional life.
5. clarify if they truly value teaching.
6. explain teaching as vocation, mission and profession.
7. embrace teaching as a vocation, mission and profession.

Learning Concepts:

Lesson 1: Your Philosophical Heritage

Seven Philosophies in education

ESSENTIALISM
Why teach?
- Teachers teach for learners to acquire basic knowledge, skills and values.
- Transmit the traditional moral values and intellectual knowledge that students need to
become model citizens
What to teach?
- Basic skills or fundamental r’s – reading, ‘riting, ‘rithmetic and right conduct
- Curriculum includes the traditional discipline such as math, natural science, history,
foreign language and literature.
- Teachers and administrators decide what is more important for the students to learn
How to teach?
- Teachers emphasize mastery of subject matter. To gain mastery of basic skills,
teachers have to observe “core requirements, longer school days and longer academic
year.
- Teachers rely heavily on the use of prescribed textbooks, drill method, lecture
method, memorization and discipline.
-
PROGRESSIVISIM
Why teach?
- Teachers teach to develop learners into becoming enlightened and intelligent citizens
of a democratic society.
- Teachers teach learners to live life NOW not to prepare them to adult life.
What to teach?
- Need-based and relevant curriculum
- Concerned with teaching the learners the skills to cope with change.
 - Focus on teaching on the skills or processes in gathering and evaluating information
and in-problem solving.
- The subjects that are given emphasis are the natural and social sciences.
How to teach?
- Teachers employ experiential methods which means one learns by doing.
- Teachers heavily rely on problem-solving method (using scientific methods)
- Use of fieldtrips, thought-provoking games and puzzles.

PERENNIALISM
Why teach?
- Development of students’ rational and moral powers.
What to teach?
- Curriculum is universal one on the view that all human beings possess the same
essential nature.
- It is heavily on the humanities, on general education
- Less emphasis on vocational and technical education.
How to teach?
- Classrooms are “centered around teachers.”
- Apply creative techniques to be the most conducive in disciplining the students’
mind.
- Students engaged in Socratic dialogue or mutual inquiry sessions to develop an
understanding of history’s most timeless concepts.

EXISTENTIALISM
Why teach?
- Help students define their own essence by exposing them to various paths they take in
life and by creating an environment in which they freely choose their own preferred
way.
- Existentialist demands the education of the whole person not just the mind.
What to teach?
- Students are given a wide variety of options from which to choose. The humanities
are given tremendous emphasis to provide students with various experiences that will
help unleash their own creativity and self-expressions.
- Vocational Education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood.
- In teaching art, existentialism encourages individual creativity and imagination more
than copying and imitating established models.
How to teach?
- The methods focus on the individual. Learning is self-paced, self-directed. It includes
a great deal of individual contact with the teacher.
- To help students know themselves and their place in society, teachers employ values
clarification strategy

BEHAVIORISM
Why teach?
- Concerned with the modification and shaping of students’ behavior by providing for a
favorable environment.
What to teach?
- Behaviorist teachers teach students to respond favorably to various stimuli in the
environment.
How to teach?
- Teachers ought to arrange environmental conditions so that students can make the
responses to stimuli
- Teachers ought to make the stimuli clear and interesting to capture and hold the
learners’ attention.
- Teachers ought to provide appropriate incentives to reinforce positive responses and
weaken or eliminate negative ones.
LINGUISTIC PHILOSOPHY
Why teach?
- Teachers teach to develop in the learners the skills to send messages clearly and
receive messages correctly.
What to teach?
- Learners should be taught to communicate clearly – how to send clear, concise
messages and how to receive and correctly understand messages sent.
Communication takes place in three (3) ways – Verbal (messages in words),
Nonverbal (body language) and Paraverbal (tone, pacing ad volume of voices)
- Teach the students to speak as many languages as they can. The more languages one
speaks, the better he/she can communicate with the world.
How to teach?
- They teach the language and communication in experiential way.
- Teachers facilitate dialogue among learners and between him/her and his/her students
because in the exchange of words there is also an exchange of ideas.

CONSTRUCTIVISIM
Why teach?
- Constructivist sees to develop intrinsically motivated and independent learners
adequately equipped with learning skills for them to be able to construct knowledge
and make meaning of them.
What to teach?
- Learners are taught how to learn. They are taught learning processes and skills such
as searching, critiquing and evaluating information, relating these pieces of
information, reflecting on the same, making meaning out of them, drawing insights,
posing questions, researching and constructing new knowledge out of these bits of
information learned.
How to teach?
- Teachers provide data or experiences that allow the students to hypothesize, research,
investigate, imagine and invent.
- Constructivist classroom is interactive.
- The teachers’ role is to facilitate the processes of learning.

Activities/Exercises:

Activity 1:

Direction: Answer each with a YES or NO. if your answer is NO, explain your answer in a
sentence.

________ Do essentialist aim to teach students to reconstruct society?

________ Do the essentialist teachers frown on long academic calendar and core requirements?
________ Are the students’ interests and needs considered in a progressivist curriculum?
________ Do the progressivist teachers look at education as a preparation of adult life?
________ Is the perennialist curriculum geared towards specialization?
________ Are the perennialist teachers concerned with the students’ mastery of the fundamental
skills?
________ Is the existentialist teachers after students becoming specialists in order to contribute
to
society?
________ Does the existentialist teacher make heavy use of the individualized approach?
________ Do behaviorist teachers believe that students are product of their environment?
________ Do behaviorist teachers believe they have control over some variables that affect
learning?
________ Do linguistic philosophers promote the study of language?
________ Is the communication that linguistic philosophers encourage limited to verbal
language
only?
________ Is the curriculum of the linguistic philosopher open to the learning of as many
languages,
like Mother Tongue as possible?
________ Does the constructivist agree to a teaching methodology of “telling”?
________ Do constructivist believe that students can construct knowledge?

Activity 2: (You may need to research further in order to gain additional inputs and
mastery
as well)
Direction: Identify which philosophy is each program/practice anchored.

PROGRAM/PRACTICE PHILOSOPHY IN EDUCATION

Back-to-the Basics Movement
Conduct of National Achievement Test to test
acquisition of elementary/secondary learning
competencies
Use of the Great Books
Use of Rewards and Incentives
Use of simulation and problem-solving
Learners learning at their own pace
Mastery of 3 r’s – reading, writing and
‘rithmetic
The traditional approach to education
Subject mattered-centered teaching
Student-centered teaching
Authoritarian approach to teaching
Non-authoritarian approach to teaching
Making meaning of what is taught
Understanding messages through verbal,
nonverbal and paraverbal means
Asking learners to draw meaning from what
they are taught

Assessment/Evaluation:

Directions: Based on the discussion about the seven philosophies, cite classroom situation or
personal classroom experience during your elementary and secondary education to each of them.
Infer at least two (2) advantages and disadvantages if these philosophies will be applied by
teachers.

CLASSROOM
PHILOSOPHIES ADVANTAGES DISADVANTAGES
SITUATION
Essentialism
Progressivism
Perennialism
Existentialism
Behaviorism
Linguistic Philosophy
Constructivism

Direction: Answer the given question.

Of the seven philosophies, which do you think the philosophies (choose only two) that best apply
to your work as teacher someday? Why?

Submitted by:
___________________________
Student