FIELD STUDY 1 LEARNING

EPISODE
On Teacher’s
7 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 that
learner ought to live in 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 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;
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 philosophies of education of the country. They state the standards and the
outcomes of education towards which all curricular activities and teaching-learning should be directed.

1
OBSERVE, ANALYZE, REFLECT
Activity 7.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date: _

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.
 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.

Philosophies of Education Which philosophies are expressed Which philosophies are expressed
in the DepEd Vision, Mission in the K to 12 Curriculum
Statements, Core Values, Framework and Guide and Sec 5
Mandate? of RA 10533? Give proof.
Give proof.
1. Essentialism — teach Essentialism – The core values of maka- Essentialism – List of standards and
mastery of the basics; Diyos, maka-tao, maka-kalikasan and competencies that learners are
curriculum is prescribed: maka-bansa show that DepEd is expected to attain is the subject
subject matter – centered essentialist. DepEd believes in matter that students are expected to
there are universal, unchanging values that need to be learn. – Essentialist
objective values; inculcate inculcated.
values in subject matter
2. Perennialism — teach The mandate to “provide a complete, The curriculum includes timeless
those that last, the classics; adequate, and integrated system of values and universal truths. For
there are universal values; education” highlights enduring principles example, understanding cultural
inculcate these universal, in education. heritage through Araling Panlipunan is
objective values perennialist.
3. Progressivism - very child- The DepEd Vision states, “Learners will The curriculum encourages experiential
centered; teach those that realize their full potential.” This learner- learning and activities such as science
interest the child; one centered approach reflects progressivism. experiments, which are progressivist in
learns by experience; approach.
learners learn by doing so
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 The vision to develop learners who RA 10533 emphasizes preparing
is agent of “participate actively in nation-building” learners for 21st-century challenges,
change; schooling shows that DepEd sees schools as agents encouraging discussions on social and
is preparing of societal change. moral issues, which aligns with
students for the social reconstructionism.
changes; teaching is
involving the students in
discussions of moral
dilemmas
5. Existentialism - Teachers The DepEd mission mentions The K to 12 Curriculum promotes
teach learners to make a "empowering learners to make informed decision-making and independent
choice, to make decisions decisions." This supports the problem-solving, which aligns with
and not merely to follow existentialist view of encouraging existentialist philosophy.
the crowd; one who does individual choice.
not make a choice and so
2
 simply follow others do not
leave meaningful life
6. Pragmatism - That which is DepEd emphasizes real-world The use of technology and practical
useful, that which is applications of learning, such as in TVL methods in teaching (e.g., ICT
practical and that which strands of senior high school, reflecting integration) demonstrates pragmatism
works is what is good; that pragmatism. in the K to 12 curriculum.
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 than teacher
coming up with a visual aid
by drawing mistosis on a
cartolina or illustration
board
7. Rationalism - emphasizes Developing critical thinking, as stated in RA 10533 highlights the importance of
the development of the DepEd’s mandate, reflects rationalism. reasoning skills in the curriculum, such
learners’ reasoning powers; as problem-solving in math and
knowledge comes though science.
reason; teacher must
develop the reasoning
power of the learner
8. Utilitarianism - what is The emphasis on education for nation- K to 12 outcomes aim to equip students
good is that which is most building and community development with skills for the workforce, bringing
useful (that which brings reflects utilitarianism, benefiting the practical benefits to many sectors of
happiness) to the greatest greatest number of people. society.
number of peoples;
9. Empiricism - source of Science education in the curriculum Practical activities in science and
knowledge is through the incorporates observation and technology subjects involve sensory
senses; teacher must experimentation, which reflect experiences, aligning with empiricism.
involve the senses in empiricism.
teaching-learning
10. Behaviorism – behavior is DepEd encourages discipline and shaping Drills and assessments, such as
shaped deliberately by positive behaviors, such as instilling repeated exercises in math and
forces in the environment respect and responsibility, which is language, are behaviorist methods seen
and that the type of person behaviorist. in the K to 12 curriculum.
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;
drills are commonly used to
enhance learning; rewards
reinforce learning
11. Constructivism – Learners The vision of learners who “develop The curriculum’s emphasis on inquiry-
are capable of constructing themselves fully” indicates based learning, such as project-based
knowledge and meaning; constructivism, as they build their own activities, aligns with constructivist
teaching-learning therefore knowledge and meaning. philosophy.
is constructing knowledge
and meaning; teacher does
not just “tell” or dictate but
asks learners for
knowledge they construct
and meaning of lesson
12. Other Philosophies

3
Activity 7.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: Teacher’s Signature: _ School: _

Grade/Year Level: Subject Area: Date:

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; The teacher ensured that students mastered basic
curriculum is prescribed; subject matter-centered; concepts by conducting drills and exercises on solving
there are universal, objective values; inculcate electrical circuit problems. He/she also emphasized
values; subject discipline and punctuality as universal values.

2. Perennialism — teach those that last, the classics; The teacher introduced classic theories in electrical
there are universal values; inculcate these engineering, emphasizing their timeless relevance, such
universal, obejctive values as Ohm’s Law and Kirchhoff’s Law. The teacher
highlighted the enduring value of these concepts for
understanding modern applications.

3. Progressivism - very child-centered; teach those The teacher engaged students in a hands-on activity
that interest the child; one learns by experience; where they built simple circuits using a breadboard.
learners learn by doing so teacher teacher’s Students explored the activity freely, and the teacher
teaching is experiential; values are subjective; no facilitated by asking guiding questions rather than
inculcation of values since they are subjective; prescribing steps.
instead teachers help students clarify their values
4. Reconstructionism - school is agent of change; The teacher encouraged students to discuss how
schooling is preparing students for the social electrical circuits can help address real-life energy
changes; teaching is involving the students in efficiency issues, connecting their lessons to global
discussions of moral dilemmas challenges like sustainable energy.

5. Existentialism - Teachers teach learners to make a During class, the teacher asked students to make
choice, to make decisions and not merely to follow decisions on how to design their circuit projects. The
the crowd; one who does not make a choice and so teacher emphasized that their designs should reflect
simply follow others do not leave meaningful life their individual creativity and practical problem-
solving.

6. Pragmatism - That which is useful, that which is The teacher demonstrated the use of a multimeter to
practical and that which works is what is good; that measure voltage, showing its practical application in
which is efficient and effective is that which is testing circuits. He/she encouraged the use of efficient
good. e.g. showing a video clip on mitosis is more tools and resources that would save time and effort.
efficient and more effective and therefore more
practical than teacher coming up with a visual aid
by drawing mistosis on a cartolina or illustration
board
7. Rationalism - emphasizes the development of the The teacher posed critical thinking questions, such as,
learners’ reasoning powers; knowledge comes “What happens to the current if we increase the
though reason; teacher must develop the reasoning resistance in a series circuit?” He/she guided students
power of the learner to reason out the answers rather than providing them
directly.
4
 8. Utilitarianism - what is good is that which is most The teacher emphasized the importance of learning
useful (that which brings happiness) to the greatest electrical skills that could be applied in everyday
number of peoples; situations, like fixing appliances, benefiting many
people in the community.

9. Empiricism - source of knowledge is through the The teacher asked students to observe how light bulbs
senses; teacher must involve the senses in responded to different wiring setups, encouraging
teaching-learning them to use their senses to analyze and understand
electrical behavior.

10. Behaviorism – behavior is shaped deliberately by The teacher used a reward system, such as giving
forces in the environment and that the type of points for completing tasks on time, to encourage
person and actions desired can be the product of participation. He/she also conducted repetitive drills to
design; behavior is determined by others, rather reinforce accurate calculation of electrical values.
than by person’s own free will; teacher must
carefully shape desirable behavior; drills are
commonly used to enhance learning; rewards
reinforce learning
11. Constructivism – Learners are capable of The teacher encouraged students to construct their
constructing knowledge and meaning; teaching- understanding of circuits by asking them to explain the
learning therefore is constructing knowledge and function of each component in their projects. Instead
meaning; teacher does not just “tell” or dictate but of giving answers, the teacher asked probing questions
asks learners for knowledge they construct and like, “What do you think would happen if this
meaning of lesson component were removed?”
12. Other Philosophies

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?

Essentialism and progressivism are dominant in Philippine basic schools. Essentialism is evident because schools
focus on teaching basic knowledge and skills, such as literacy, numeracy, and discipline, which are foundational
for learning. Progressivism is also practiced, as many teachers use hands-on activities and experiential learning to
make lessons more engaging and relevant to students' lives.

2. If there is one philosophy that schools and teacher should give more attention to, what should that be and why?

Schools and teachers should give more attention to constructivism because it encourages students to take an active
role in their learning by constructing their own understanding and meaning. This approach helps develop critical
thinking, creativity, and problem-solving skills, which are essential for success in real-world situations. By focusing
on constructivism, students can become more independent and prepared for future challenges.

5
 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

Teaching is more than just transferring knowledge it is about inspiring, guiding, and nurturing learners to become
the best versions of themselves. As an educator, I believe that my role goes beyond the classroom, shaping not just
the minds but also the values and attitudes of the students I teach. My philosophy of teaching reflects my commitment
to empowering learners, building meaningful relationships, and contributing to a collaborative school community.

I believe that the learner is a unique individual with their own strengths, challenges, and potential. Every student
deserves an inclusive environment where they feel valued, supported, and inspired to achieve their goals. I believe
that I should teach the learners practical knowledge and life skills that prepare them for the real world. This means
incorporating hands-on, experiential learning methods, fostering critical thinking, and encouraging curiosity through
engaging lessons.
I also believe that teaching is not just about delivering content but about building strong relationships with those in
the school community. I strive to relate to my learners with empathy and patience, understanding their needs and
providing guidance tailored to their abilities. With my colleagues and superiors, I aim to maintain professionalism,
open communication, and a shared commitment to improving education. I recognize the importance of collaborating
with parents and other stakeholders to create a supportive environment for the learners' overall growth and success.

In summary, my philosophy of teaching is rooted in the belief that education is a collaborative effort that shapes
individuals and communities. By creating a learner-centered environment, using meaningful teaching strategies, and
fostering positive relationships, I aim to prepare students for both academic and life challenges. Teaching is a lifelong
journey of learning and growth, and I am committed to continuously improving to make a lasting impact on my
students and the community I serve.

SHOW Your Learning Artifacts

Accomplished Observation Sheets

6
 My Philosophy of Teaching

As a student observing schools and preparing to become a teacher, I have come to understand that teaching is not just
about delivering lessons but about shaping lives. My philosophy of teaching is grounded in my belief that every learner
has the potential to succeed when given the right opportunities, guidance, and environment. My goal is to create a
classroom where learning is meaningful, engaging, and transformative for all students.

I believe that the learner is at the center of education, and my role as a teacher is to guide and inspire them to reach
their full potential. I aim to teach not just academic knowledge but also life skills, values, and attitudes that will help
students succeed beyond the classroom. My teaching will be student-centered, using a variety of approaches like hands-
on activities, collaborative learning, and problem-solving tasks to cater to different learning styles and abilities.
I also believe in the importance of relationships within the school community. I will approach my learners with patience
and understanding, creating a safe and inclusive environment where they feel respected and encouraged. With my
colleagues and superiors, I will foster teamwork and professionalism, while maintaining open communication with
parents and other stakeholders to ensure that students receive the support, they need at home and in school.

My teaching philosophy is rooted in my desire to make a positive impact on my students’ lives and equip them for
the future. By combining empathy, effective teaching strategies, and strong collaboration with the school community, I
aim to create a classroom where learners are motivated to grow academically, socially, and emotionally. As a future
teacher, I will continue to learn and evolve to meet the needs of my students and contribute to their success.

7
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 7 – On Teacher’s Philosophy of 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; and *articulate my philosophy of teaching.

Name of FS Student: Date Submitted:

Year and Section: Course:

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/ tasks questions/tasks observation questions/ tasks
completely answered/ not answered/ not answered/ not answered/accomplished.
accomplished. accomplished. accomplished.

Analysis All questions were All questions were

Questions were not Four (4) or more
answered completely; answered completely;
answered completely; observation questions were
answers are with depth and answers are clearly
answers are not clearly not answered; 1
are thoroughly grounded connected to theories;
connected to theories; answers not connected
on theories; grammar and grammar and spelling are
one to theories; more than
spelling are free from error. free from errors.
(1) to three four (4) grammatical/
(3) spelling errors.
grammatical/spelling
errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and shallow; Unclear and shallow;
supported by what supported by what somewhat supported by rarely supported by
were observed and were observed and what were observed what were observed and
analyzed. analyzed. and analyzed. analyzed.

Learning Artifacts Portfolio is reflected Portfolio is reflected on Portfolio is not Portfolio is not reflected on
on in the context of the in the context of the reflected on in the in th;e context of the
learning outcomes; learning outcomes. context of the learning learning outcomes; not
Complete, well- Complete; well outcomes.. Complete; complete; not organized,
organized, highly organized, very relevant not organized. Relevant not relevant.
relevant to the learning to the learningoutcome. to the learning
outcome outcome.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after the
deadline

COMMENT/S Rating:
Over-all Score (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

Signature of FS Teacher above Printed Name Date

8
 LINK Theory to Practice

1. In its vision and mission statements, DepEd wants to develop learners ...” 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. Pragmatism

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, is 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 Valentines’ Day. The lesson is a part of human digestive system - the stomach. Students 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 essentialist in the sense that she sticks 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 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 perennialist.
II. It believes in universal, objective, unchanging values.
III. It is reconstructionist.
A. I only C. II and III
B. I and III D. I, II and III

7. For a lesson on developing classifying skills, instead of making students bring objects to classify, teacher considers it
most practical to simply use the students’ 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
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