MODULE 8

CHAPTER 8
Lesson 1: Our Philosophical Heritage: Philosophies of Education

OVERVIEW
We are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies
of various thinkers who lived before us. These thinkers reflected on life in this planet.
They occupied themselves searching for answers to questions about human existence.
These existential questions come in different versions- "what is life?" "Who am I?" "Why
am I here?" or "what am I living for?" "What is reality?" "is the universe real?" "what is
good to do?" "how should I live life meaningfully?" and the like. In the school context,
these existential questions are: "why do I teach?" "what should I teach?" "how should I
teach?" "what is the nature of the learner?" "how do we learn?" etc. These questions are
philosophical questions. They are tackled in the subject, philosophies of education.

Learning out comes

 Explain at least seven Philosophies of Education
 Get Set

Direction: Read each question carefully and select the best answer from choice below

1. Which teaching philosophy emphasizes the importance of fostering critical thinking and
problem-solving skills in students?
a) Perennialism
b) Essentialism
c) Progressivism
d) Existentialism

2. According to the behaviorist teaching philosophy, learning is primarily influenced by:

a) Personal experiences
b) Social interactions
c) Environmental stimuli
d) Intrinsic motivation

3. The teaching philosophy that emphasizes the role of the teacher as a facilitator and
believes in student-centered learning is called:
a) Progressivism
b) Perennialism
c) Essentialism
d) Reconstructionism

4. Which teaching philosophy is associated with the belief that education should focus on
the development of the whole person – mind, body, and spirit?
 a) Pragmatism
b) Existentialism
c) Humanism
d) Reconstructionism

5. According to the perennialism philosophy, education should focus on:

a) Real-world problem-solving
b) Individual interests and needs
c) Eternal truths and timeless ideas
d) Social Justice and equality

6. The teaching philosophy that advocates for a curriculum centered around the basic
subjects such as reading, writing, and arithmetic is called:
a) Perennialism
b) Progressivism
c) Essentialism
d) Pragmatism

7. Which teaching philosophy is most closely associated with the belief that education
should prepare students for active participation in a democratic society?
a) Perennialism
b) Essentialism
c) Reconstructionism
d) Humanism

8. The teaching philosophy that focuses on preparing students for practical life skills and
vocational training is known as:
a) Progressivism
b) Pragmatism
c) Existentialism
d) Humanism
9. Which teaching philosophy emphasizes the importance of respecting and nurturing the
unique qualities and potential of each individual student?
a) Perennialism
b) Essentialism
c) Humanism
d) Existentialism

10. According to the existentialist teaching philosophy, the primary goal of education is to
help students:
a) Discover their own meaning and purpose in life
b) Excel in standardized tests
c) Acquire job-specific skills
d) Conform to societal norms

Read and Learn

“Philosophy is vital only when the questions are mine and so is the struggle towards
answers.”
-W. Luijpen
A philosophy of education is a statement of point-of-view, a generalized theory of
education which is recognized by teachers, parents, and learners. It evolves from the
understanding of one’s being.
The philosophy of education is defined in the 1987 Constitution, Article XIV:
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 education accessible to all:

THE TEACHER’S PHILOSOPHICAL HERITAGE: THE PHILOSOPHY OF EDUCATION

A philosophy of education is a statement of point-of-view, a generalized theory of education
which is recognized by teachers, parents, and learners. It evolves from the understanding of
one’s being. The philosophy of education is defined in the 1987 Constitution, Article XIV:

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 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 society2) Establish
and maintain a system of free public education in the elementary and high school levels.
Without limiting the national right of parents to rear their children, elementary education is
compulsory for all children of school age.

The Universal Declaration of Human Rights, adopted by the general assembly of the
United Nations is also a fertile source of educational direction. The part directly
concerned with education is Article 26, which is quoted as follows:
1.) Everyone has the right to education. Education shall be free, at least in the
elementary and this fundamental stage shall be compulsory. Technical and
professional education shall be made generally available and higher education
shall be equally accessible to all on the basis of merit.
2.) Education shall be directed to the full development of the human personality and
to the strengthening of respect for human rights and fundamental freedoms. It
shall promote understanding, tolerance, and friendship among nations, racial or
religious groups, and shall further the activities of the United Nations for the
maintenance of peace
4.) Encourage no-formal, informal, and indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly those that respond to the
community needs; and

5.) Provide adult citizens, the disabled, the out-of-school youths with training in civic
vocational efficiency, and other skills. The Universal Declaration of Human Rights, adopted
by the general assembly of the United Nations, is also a fertile source of educational
direction.
The part directly concerned with education is Article 26, which is quoted as follows:

1.) Everyone has the right to education. Education shall be free, at least in the elementary
and this fundamental stage shall be compulsory. Technical and professional education shall
be made generally available and higher education shall be equally accessible to all based on
merit.

2.) Education shall be directed to the full development of the human personality and to the
strengthening of respect for human rights and fundamental freedoms. It shall promote
understanding, tolerance, and friendship among nations, racial or religious groups, and shall
further the activities of the United Nations for the maintenance of peace.

3.) Parents have prior right to choose the kind of education that shall be given to the
children.
On the other hand, the objectives of the United Nations Educational,
Scientific and Cultural Organization (UNESCO) are stated in the four pillars of
educations: (1) learning to know, (2) learning to do, (3) learning to live together, (4)
learning to be.
“Learning to know” is combining sufficiently broad, general knowledge with the opportunity
to work in-depth on a small number of subjects. This also means learning to learn so as to
benefit from the opportunities that education provides throughout life. In “learning to do,”
one acquires not only an occupational skill but also the competence to deal with many
situations and work in teams. It also means learning to do in the context of young people’s
various social and work experiences, which may be informal—because of the local or
national context—or formal—involving courses, alternating study and work. One “learns to
live together” by developing an understanding of other people and an appreciation of
interdependence, carrying out joint projects and learning to manage conflicts in a spirit of
respect for the values of pluralism, mutual understanding, and peace.

One “learns to be” to better develop one’s personality and be able to act with ever greater
autonomy, judgment, and personal responsibility. In this connection, education must not
disregard aspects of enhancing the qualities of the individual: memory, reasoning, aesthetic
sense, physical capacities, and communication skills. Based on the four pillars of education,
what is important is the holistic growth of the learner—intellectual, emotional, social,
physical, and spiritual—for him to be able to transform into a useful member of society, one
who not only understands the alphabet but also knows how to be a good, peace-loving, law-
abiding citizen, and a patriotic Filipino. Traditionally, early schooling aims to teach a student
how to read and write a-b-c and how to count 1-2-3. But one must note that the most
important goal of education is that of enabling the learner to live a full, self-fulfilled life, just
as how God the Creator of life, meant it to be.

Seven philosophies of education

- Constructivism

Why teach. Constructivism seems 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. These 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. In the constructivist classroom, the teacher provides students with
data or experiences that allow them to hypothesize, predict, manipulate
objects, pose questions, research, investigate, imagine, and invent. The
constructivist classroom is interactive. It promotes dialogical exchange of
ideas among learners and between teacher and learners. The teacher’s role is
to facilitate this process.
 Knowledge isn’t a thing that can be simply deposited by the teacher into the
empty minds of learners. Rather, knowledge is constructed by learners
through an active, mental process of development; learners are the builders
and creators of meaning and knowledge. Their minds are not empty. Instead,
their minds are full of ideas waiting to be “midwifed” by the teacher with
his/her skillful facilitating skills.

- Essentialism

Why teach. This philosophy contends that

teachers teach learners to acquire basic
knowledge, skills, and values. Teachers teach
“not to radically reshape society” but rather
“to transmit the traditional moral values and
intellectual knowledge that students need to
become model citizens.”

What to teach. Essentialist programs are academically rigorous. The emphasis is on

academic content for students to learn the basic skills or the fundamental r’s – reading,
‘writing, ‘arithmetic, right conduct – as these are essential to the acquisition of higher or
more complex skills in preparation for adult life. The essentialist curriculum includes the
“traditional disciplines such as math, natural science, history, foreign language, and
literature. Essentialists frown upon vocational courses…” or other courses with watered
down academic content…. The teachers and administrators decide what is to learn and
place little emphasis on student interest, particularly when they divert time and
attention from the academic curriculum.

How to teach. Essentialist teachers emphasize mastery of subject matter. They are expected to
be intellectual and moral models. They are seen as “fountain” of information and as
“paragon of virtue,” if ever there is such a person. To gain mastery of basic skills
teachers must observe “core requirements, longer school day, longer academic year….”
 With mastery of academic context as primary focus, teachers rely heavily on the use of
prescribed textbooks, drill method, lecture method and others that will enable them to
cover as much academic content as possible like the lecture method. This is a heavy
stress on memorization and discipline.

- Progressivism

Why teach. Progressivist teachers teach to

develop learners into becoming enlightened
and intelligent citizens of a democratic society.
This group of teachers teaches learners so they
may live life fully NOW not to prepare them for
adult life.

What to teach. The progressivists are identified

with need based and relevant curriculum. This
is a curriculum that “responds to students’
needs and that relates to students’ personal
lives and experiences.”

Progressivists accept the impermanence of life and the inevitability of change. For the
progressivists, everything else changes. Change is the only that does not change. Hence,
progressivist teachers are more concerned with teaching learners the skills to cope with
change. Instead of occupying themselves with teaching facts or bits of information that are
true today but become obsolete tomorrow, they would rather focus their teaching on skills
or processes in gathering and evaluating information and in problem solving.

The subjects that are given emphasis are the “natural and social sciences.” Teachers expose
students to new scientific, technological, and social developments, reflecting the
progressivist notion that progress and change are fundamental. In addition, students solve
problems in the classroom like those they will encounter outside the schoolhouse.

How to Teach. Progressivist teachers apply experiential methods. They believe

that one learns by doing. For John Dewey, the most popular advocate of
 progressivism, book learning is no substitute for actual experience. One
essential teaching method that progressive teachers heavily rely on is the
problem-solving method. This problem-solving method make use of the
scientific method.

Other “hands-on-minds-on-hearts-on” teaching methodology that

progressivist teachers use are field trips during which students interact with
nature and society. Teachers also stimulate students through thought-
provoking games, and puzzles.

- Existentialism

Why teach. The main concept of the existentialists is “to help

understand and appreciate themselves as unique
individuals who accept responsibility for their thoughts,
feelings and actions.” Since ‘existence precedes essence’,
the existentialist teacher role is to 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. Since feeling is not
divorced from reason in decision making, the existentialist
demands the education of the whole person, “not just the
mind.”

What to teach. “In an existentialist curriculum, students are given a wide variety of
options from which to choose.” Students are afforded great latitude in their
choice of subject matter. The humanities, however, are given tremendous
emphasis to “provide students with vicarious experiences that will help
unleash their own creativity and self-expression. For example, rather than
emphasizing historical individuals, each of whom provide possible models for
the students’ own behavior…. Moreover, 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 encourage
 individual creativity and imagination more than copying and imitating
established models.”

How to teach. “Existentialist methods focus on the individual. Learning is self-paced, self-
directed. In includes a great deal of contact with the teacher, who relates to
each student openly and honestly. To help students know themselves and
their place in society, teachers employ values clarification strategy. In the use
of such strategy, teachers remain nonjudgmental and take care not to impose
their values on their students since values are personal.”

- Behaviorism

Why teach. Behaviorist schools are concerned with the modification

and shaping of students’ behavior by providing for a
favorable environment, since they believe they are a
product of their environment. They are after students
who exhibit desirable behavior in society.

What to teach. Because behaviorist look at “people and other

animals … as complex combinations of matter that act
only in response to internally or externally generated
stimuli,” behaviorist teachers teach students to respond
favorably to various stimuli in the environment.

How to teach. Behaviorist teachers “ought to arrange environmental conditions so that

students can make the response to stimuli. Physical variable like light,
temperature, arrangement of furniture, size and quantity of visual aids have
to be controlled to get the desired responses from the learners… Teacher’s
ought to make the stimuli clear and interesting to capture and hold the
learners attention. They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.” (Trespeces, 1995)

- Linguistic philosophy
 Why teach. To develop the communication
skills of the learner because the ability to
articulate, to voice out the meaning and values
of things that one obtains from his/her
experience of life and the world is the very
essence of man. It is through his/her ability to
express himself/herself clearly, to get his/her
ideas across, to make known to others the
values that he/she has imbibed, the beauty
that he/she has seen, the ugliness that he/she
rejects and the truth that he/she has recovered. Teachers teach to develop in the learner
the skill 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, non-verbal and
paraverbal. Verbal component refers to the content of our message, the choice
and arrangement of our words. This can be oral or written. Non-verbal
component refers to the message we sent through our body language while
paraverbal component refers to how we say what we say –the tone, pacing, and
volume of our voices.
There is a need to teach learners language that is correct, precise,
grammatical, coherent, accurate so that they can communicate clearly and
precisely their thoughts and feelings. There is a need to help students expand
their vocabulary to enhance their communication skills. There is a need to
teach the learners how to communicate clearly through non-verbal means and
consistently through paraverbal means.
There is a need to caution the learners of the verbal and non-verbal barriers to
communication. Teach them to speak as many languages as you can. The more
languages one speaks, the better he/she can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.
 How to teach. The most effective way to teach language and communication is the
experiential way. Make them experience sending and receiving messages
through verbal, non-verbal and paraverbal manner. Teachers should make the
classroom a place for the interplay of minds and hearts. The teacher facilitates
dialogue among learners and between him/her and his/her students because
in the exchange of words there is also an exchange of ideas.

Try this!

Read each item carefully. Write only the letter of the correct answer for each question. Use
a separate sheet for your answers.

1. According to the passage, which article of the Universal Declaration of Human Rights
emphasizes the right to education?
A) Article 14
B) Article 26
C) Article 2
D) Article 4

2. Which philosophy of education focuses on developing intrinsically motivated and

independent learners?
A) Essentialism
B) Progressivism
C) Constructivism
D) Behaviorism

3. Which philosophy emphasizes the transmission of traditional moral values and

intellectual knowledge?
A) Progressivism
B) Existentialism
C) Linguistic Philosophy
D) Essentialism

4. According to the passage, what is the main concept of existentialist philosophy in

education?
A) Development of communication skills
B) Acquisition of basic knowledge and skills
C) Helping students define their own essence
D) Modifying and shaping students' behavior

5. In which philosophy of education is the teacher's role seen as facilitating learners in

constructing knowledge?
A) Constructivism
B) Progressivism
C) Essentialism
D) Behaviorism

6. Which article of the Universal Declaration of Human Rights emphasizes the promotion of
understanding, tolerance, and friendship among nations?
A) Article 26
B) Article 14
C) Article 2
D) Article 4

7. According to the passage, what is the primary focus of the progressivist curriculum?
A) Mastery of subject matter
B) Development of communication skills
C) Problem-solving and coping with change
D) Transmission of traditional values
8. Which philosophy of education believes in the importance of clear communication
through verbal, non-verbal, and paraverbal means?
A) Constructivism
B) Behaviorism
C) Existentialism
D) Linguistic Philosophy

9. Which organization's objectives are stated in the four pillars of education: learning to
know, learning to do, learning to live together, and learning to be?
A) United Nations Educational, Scientific and Cultural Organization (UNESCO)
B) United Nations (UN)
C) Department of Education (DepEd)
D) World Health Organization (WHO)

10. Which philosophy of education emphasizes the development of the whole person,
including intellectual, emotional, social, physical, and spiritual aspects?
A) Essentialism
B) Linguistic Philosophy
C) Existentialism
D) Progressivism

Do This
Directions: Read the passage carefully, which discusses various philosophies of education
and their implications. Then, answer the following fill-in-the-blank questions based on the
provided information. Choose the most appropriate word or phrase to complete each
sentence from the words in the box.

point-of-view underprivileged compulsory

learning to be them subject matter

lives actions desirable

paraverbal

1. Philosophy of education is a statement of __________, a generalized theory of education

which is recognized by teachers, parents, and learners.

2. The philosophy of education is defined in the 1987 Constitution, Article XIV, which
outlines the State's responsibility to protect and promote the right of all citizens to quality
education at all levels and make education accessible to all, especially to the __________.

3. According to Article 26 of the Universal Declaration of Human Rights, everyone has the
right to education, which should be free and __________.

4. UNESCO's objectives are stated in the four pillars of education: (1) learning to know, (2)
learning to do, (3) learning to live together, and (4) __________.

5. In constructivism, learners are taught how to learn and develop into intrinsically
motivated and independent learners, equipped with learning skills to construct knowledge,
and make meaning out of __________.
6. Essentialism focuses on transmitting traditional moral values and intellectual knowledge
to students, emphasizing academic content and mastery of __________.

7. Progressivism aims to develop enlightened and intelligent citizens of a democratic society

by providing a curriculum that responds to students' needs and personal __________.

8. Existentialism emphasizes helping students understand and appreciate themselves as

unique individuals who accept responsibility for their thoughts, feelings, and __________.

9. Behaviorism focuses on modifying and shaping students' behavior by providing a

favorable environment and reinforcing __________ responses.

10. Linguistic philosophy emphasizes developing learners' communication skills to send and
receive messages clearly through verbal, non-verbal, and __________ means.

LOOK BACK AND SHARE YOUR THOUGHTS

ANSWER THIS!
1. How do you think our philosophical heritage has influenced the development of
different philosophies of education?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. How do you see the intersection between our philosophical heritage and the
philosophies of education in terms of promoting critical thinking and fostering a
well-rounded education?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. In your opinion, which philosophical ideas from our heritage have had the most
significant impact on modern educational theories and practices?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

REFERENCE:
https://www.studocu.com/ph/document/isabela-state-university/bachelor-of-technology-
livelihood-education/chapter-1-lesson-1-your-philosophical-heritage/12333515

https://www.slideshare.net/MegVictorIICamora/our-philosophical-heritagepptx
ANSWE KEY

GET SET TRY THIS

1. C 1. C
2. A 2. D
3. C 3. C
4. C 4. A
5. C 5. A
6. C 6. C
7. C 7. A
8. B 8. D
9. C 9. A
10. A 10. D

DO THIS

1. point-of-view
2. underprivileged
3. compulsory
4. learning to be
5. them
6. subject matter
7. lives
8. actions
9. desirable
10.paraverbal
1.