Teaching Profession Answer

An Exercise to Determine Your Educational Philosophy

Find out to which philosophy you adhere. To what extent does each statement apply to you?
Rate yourself 4 if you agree with the statement always, 3 if you agree but not always, 2 if you
agree sometimes and 1 if you don’t agree at all.
Test Your Understanding of the Philosophies
Test I. Directions: Answer each with a YES or NO. If your answer is NO, explain your answer in
a sentence.

● Essentialism
_____1. Do essentialists aim to teach students to reconstruct society?
No. They seek to instill in kids the traditional moral ideals and intellectual
understanding required to become model citizens.
_____2. Is the model citizen of the essentialist the citizen who contributes to the re-building
of society?
No. The model student is one who demonstrates mastery of fundamental skills
and adheres to established moral standards.
_____3. Do the essentialist teachers give up teaching the basics if the students are not
interested?
No. They teach even if the students are uninterested in the subject. They are
more concerned with the subject matter than with the students.
_____4. Do the essentialist teachers frown on long academic calendar and core
requirements?
No. They need long academic calendar and core requirements for mastery of
basic skills.

● Progressivism
_____1. Do the progressivist teachers look at education as a preparation for adult life?
No. They regard education as a way of life.
_____2. Are the students’ interests and needs considered in a progressivist curriculum?
Yes
_____3. Does the progressivist curriculum focus mainly on facts and concepts?
 No. They place a greater emphasis on problem-solving abilities.
_____4. Do the progressivist teachers strive to simulate in the classroom life in the outside
world?
Yes

●Perennialism
_____1. Are the perennialist teachers concerned with the students’s mastery of the
fundamental skills?
No. They are more interested in studying the Great Books.
_____2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
Yes
_____3. Is the perennialist curriculum geared towards specialization?
No. It focuses on general or liberal education.
_____4. Do the perennialist teachers sacrifice subject matter for the students’ interests?
No. The perennialist, like the essentialist, prioritizes subject matter.

●Existentialism
_____1. Is the existentialist teacher after students becoming specialist in order to contribute
to society?
No. They are more interested in assisting pupils in appreciating themselves as
distinct persons who accept responsibility for their thoughts, behaviors, and lives.
_____2. Is the existentialist concerned with the education of the whole person?
Yes
_____3. Is the course of study imposed on students in the existentialist classroom?
No. Students are given a choice.

_____4. Does the existentialist teacher make heavy use of the individualized approach?
Yes, to allow each student to learn at his own pace.
● Behaviorism
_____1. Are behaviorists concerned with the modification of students’ behavior?
Yes
_____2. Do behaviorist teachers spend their time teaching their students on how to respond
favorably to various environmental stimuli?
Yes
_____3. Do behaviorist teachers believe that they have control over some variables that
affect learning?
Yes
_____4. Do behaviorist teachers believe that students are a product of their environment?
Yes

● Linguistic Philosophy
_____1. Do linguistic philosophers promote the study of language?
Yes
_____2. Is the communication that linguistic philosophers encourage limited to verbal
language only?
No. Linguistic communication occurs in three (3) modes: verbal, nonverbal, and
paraverbal.
_____3. Do linguistic philosophers prefer the teacher who dominates discussion to save time
to a teacher who encourages dialogue?
No. Teachers are the one who facilitates dialogue among learners and between
him/her and his/her students.
_____4. Is the curriculum of the linguistic philosopher open to learning of as many languages
like Mother Tongue as possible?
Yes
● Constructivism
_____1. Does the constructivist agree to a teaching methodology of “telling”?
No. Constructivist applies the method of constructing.
_____2. Do constructivists believe that students can construct knowledge?
Yes
_____3. Do constructivists approve of teaching learners skill to learn?
Yes
_____4. Do constructivists believe that meaning can be imposed?
No. Knowledge isn't a thing that can be simply deposited into empty minds but
rather constructed by learners through active, mental process of development.

Test II. A. Directions: Test your mastery. You may need to research further in order to gain
mastery. The first exercise in this lesson may help. (An exercise to determine your philosophy
in life) To which PHILOSOPHY does each theory of man belong?

A person:
__________1. Is a product of his environment?
Behaviorism
__________2. Has no universal nature.
Existentialism
__________3. Has rational and moral powers.
Existentialism and Perennialism
__________4. Has no choice; he is determined by his environment.
Behaviorism
__________5. Can choose what he can become.
Existentialism
__________6. Is a complex combination of matter that responds to physical stimuli?
Behaviorism
__________7. Has no free will.
Behaviorism
__________8. Has the same essential nature with others.
Perennialism
__________9. Is a rational animal.
Existentialism and Perennialism
__________10. First exists then defines himself.
Existentialism
__________11. Is a social animal who learns well through an active interplay with others?
Progressivism
__________12. Is a communicating being.
Linguistic Philosophy
__________13. Is a maker of meaning?
Constructivism
__________14. Is a constructor of knowledge
Constructivism
 Philosophy Theory Methodology to Theory of what Goal of teaching
of Truth arrive at the is valuable/good learning
truth

The universe is real We must relate to Values differ To help develop

and is constant the universe and from place to students who can
change. interact with place, from time adjust to a changing
others to time, from world and live with
Progressivism intelligently, person to person; others in harmony.
scientifically and what is
experientially. The considered good
curriculum for one may not
stresses on science be good for
and experiential another.
learning such as
“hands on, minds
on” learning.
Essentialist Teachers Teachers decide Teachers teach “not
programs are emphasize what is most to radically reshape
academically mastery of subject important for society but rather to
Essentialism rigorous. The matter. students to learn. transmit the
emphasis is on traditional, moral
academic content for values and
students to learn the intellectual
basic skills. knowledge that
students need become
model citizen.
Existentialists focus Provide students Learning is self- To help the students
upon the actions of with vicarious paced, self- know themselves and
Existentialism historical experiences that directed. their place in society.
individuals. will help unleash Existentialist
their own focus on
creativity and self- individual.
expansion.
“ all human beings Let the students The perennialist Schools should
Perennialism possess the same use their reasoning teachers teach develop the students
essential nature”. skills. are lifted from rational and moral
the Great Books. powers.
Behaviorist are Teachers ought to Values are also Develop students
concern with arrange caught (catch), behavior.
Behaviorism shaping of students environmental not only taught
behavior, by condition so that (teach).
providing for a students can make
favorable the response to
 environment. stimuli.
B. With which philosophy do you associate the following quotations?
1.“Education is life not a preparation for life”,- Dewey ---
Progressivism
2.“Man is nothing else but what he makes of himself …” –Sartre ---
Existentialism
3.“Gripping and enduring interests frequently grow out of initial learning efforts that are not
appealing or attractive.” ---
Essentialism
4. Give me a dozen healthy infants, well informed, and my own specified world to bring them
up in and I’ll guarantee to tale anyone at random and train him to become any type of
specialist I might select ---doctor, lawyer, artist, merchant---chief; and yes, even beggar-man
and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his
ancestors.” Watson ---
Behaviorism
5.“Existence precedes essence.” Sartre ---
Existentialism
6.“Life is what you make it.” William Thackeray ---
Existentialism
7.“Listening in dialogue is listening more to meaning than to words… In true listening, we
reach behind the words; see through them, to find the person who is being revealed.
Listening is a search to find the treasure of the true person as revealed verbally and non-
verbally…” JohnPowell ---
Linguistic Philosophy
8. When a relationship is working the act of communicating seems to flow relatively
effortlessly…:- Chip Rose ---
Linguistic Philosophy
C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement ---

Essentialism
2. Conduct of National Achievement Test to test acquisition of elementary/secondary
learning competencies ---
Essentialism
3. Use of the Great Books ---
Perennialism
4. Use of rewards and incentives ---
Behaviorism
5. Us of simulation and problem-solving method ---
Progressivism
6. Leaners learning at their own pace ---
Existentialism
7. Mastery of the 3r’s – reading, writing and ‘arithmetic ---
Essentialism
8. The traditional approach to education ---
Essentialism
[Link] matter- centered teaching ---
Essentialism and Perennialism
10. Student-centered teaching ---
Progressivism and Existentialism
11. Authoritarian approach to teaching ---
Essentialism and Perennialism
12. Non-authoritarian approach to teaching ---
Progressivism, Existentialism
13. Making meaning of what is taught ---
Constructivism
14. Understanding message through verbal. Non-verbal and Para-verbal means---
Linguistic Philosophy
15. Asking learners to draw meaning from what they are taught ---
Constructivism

Activity 1 Analyze the given example in your small group, then answer the following questions

1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy?

It is the behaviorism, because the example mostly tackles on the behavior or

characteristics of each child.

2. What are the teacher’s concepts of the learner?

the teacher’s concepts of the learner are:

Every learner:

 Has a natural interest in learning and is capable of learning

 Is an embodied spirit
 Can be influenced but not totally his/her environment
 Is unique and so comparing a child to other children has no
basis
 Does not have an empathy mind, rather is full of ideas

3. Who, according to the Grade School Teacher’s philosophy is the good and educated person?

The educated are the ones who had an embodied spirit and goodones are the people
who has interest in learning and capable of learning.

4. What is the teacher’s concept on values?

The educated are the ones who had an embodied spirit and goodones are the people
who has interest in learning and capable of learning.
5. What does the teacher believe to be her primary task?

Is to facilitate the development of every child

6. Do her concepts of the learner and the educated person match with how he will go about his task of
facilitating every child’s full development?

Yes, because s/he is consistent on how s/he will go about his/her task of facilitating
every child’s full development in accordance with his/her belief or concept about learner.

7. You notice that the teacher’s thought on the learner, values and method of teaching begin with the
phrase” I believe. Will it make a difference if the grade school teacher wrote his philosophy of
education in paragraph form using the third person pronoun?

Yes, because if s/he used third person pronoun, there wouldn’t be greater impact to the
reader or a more personal relationship to the teacher.

8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life

One’s philosophy of education said to be one’s “window” to the world or

“compass” in life because this is how the person view the people, things or everything around
him which can serves as his guide in dealing with his everyday life.

Activity 2 Formulate your own personal philosophy of education. Do it well for this will form
part of your teaching portfolio which you will bring along with you when you apply for a
teaching job. Write it down here. Share it with the class after writing.

My Own Philosophy of Education

Every learner, in my opinion, is unique. Learners differ in terms of their ability,

interests, family history, values, and attitude.
Because life never stops teaching, I believe that learning never ends.
I feel that teaching is a lifetime passion and commitment.
Activity 3 A. Reflect on your own philosophy using the following questions as guide

1. with that educational philosophy:

-how will you treat your student?

My teaching philosophy consists in having an individual approach to each and every

learner. I will treat them with respect, because I believe in the saying Respect Begets
Respect. I will be fair. I will treat my students as my own child.

-what will you teach?

My teaching philosophy is to always relate the lessons to the real world. Children find
it easier to comprehend and understand the lesson when they can see an application in the
actual world, or at least a relevant analogy. Furthermore, their motivation improves once
they realize that what we're talking about isn't simply a theory and that they can apply it to
their lives.

-how will you teach?

I will prepare well for the lessons, I will always choose the most fitting teaching
method, and I will do my best to make the lessons engaging for the students–which helps a
lot with their motivation, which eventually helps with their results.

2. From which philosophies that you have studied and researched did you draw inspiration as
you formulated your own philosophy of education?
Pragmatism (Experientialism)
For pragmatists, only what is experienced or witnessed is real. The emphasis is on
experience's actuality. Pragmatists, in contrast to Realists and Rationalists, believe that reality is
continually changing and that we learn best by applying our experiences and thinking to
situations as they arise. The universe is dynamic and developing, a "becoming" worldview.
Truth is not absolute and constant; rather, truth is what works.

3. Does this education philosophy of yours make a difference in your life?

Yes. because it helps me to understand what kind of a teacher I want to be.
4. What if you do not have a formulated philosophy of education at all?
I wouldn't know what to teach or how to teach it because I know that
educational philosophy can provide for what is taught and how it is taught.

5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?
No, because educational philosophy will always be they even if you are old. It’s
the idea that one’s education is never over. Its not just for the young.

6. Do you think your philosophy will change as you grow in knowledge?

I think yes because as I grew older and as knowledge increase the more I
understand. Because the more challenges I adapt my personal philosophies change. Just
for example how I approach a situation from the way I did yesterday. Sometimes
knowledge causes me to change what to do to be much better than yesterday. That just
means I have grown and learned new things.

B. Print your philosophy of education and include it in your teaching portfolio

(to be done by you)
Test your Understanding
A. Directions: Answer the following with YES or NO. If your answer is NO,
explain your answer in asentence.

1. Is morality for persons and animals?

No. It is only for persons because only persons have intellect and will.

2. Is the natural law known only by learned?

No. Even the unschooled have a sense to do good and to avoid evil.

3. Did the primitive people have a sense of natural law?

Yes
4. Is an animalistic act of man moral?
No. To be moral is to be human. Any act that brings down man to the level
of the brute like any animalistic act is, therefore, not moral.
5. Is it right to judge the dog to be immoral if it defecates right on your garden?
No. Morality applies only to persons and not to animals because animals
have no choice. They are bound by their instincts.
6. Is the foundational moral principle sensed only by believers?
No. Even unbelievers have a sense to do good and avoid evil because this
natural law is written in every man’s heart.
7. Is the foundational moral principle very specific?
No. It is a general statement. “Do good and avoid evil.”

8. Is the foundational moral principle the basis of moral specific principle?

Yes
9. Is the foundational moral principle so called because it is the basis of all moral
principles?
Yes
10. Are the Ten Commandments for Christians more specific moral principles of
the foundational moral principle?
Yes
11. Is the natural law literally engraved in every human heart?
No, not literally. But it is written or engraved in every human heart in the
sense that every man has a sense of the principle “Do good and avoid evil.”
12. Are The Five Pillars of Islam reflective of the natural law?
Yes
13. Is the Buddhist’s Eightfold Path in accordance with the natural law?
Yes
14. Are the Golden rule for Christians basically the same with Kung-fu- tsu’s
Reciprocity rule?
Yes

B. Directions: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?
This means that one’s moral behavior conforms to a human’s rightful act. Morality
happens when you choose to do righteous things whether it results to good or bad
consequence
2. Why is morality only for persons?

Morality is only for persons because only the human beings can act in accordance
of morality.

Human beings are considered as the highest form of living beings. This is because:

 there are certain traits or characteristics of human beings which the other beings do not
possess.
 And one of these traits or characteristics is to act morally.
 Undeniably, other beings like animals and plants do not have the capacity to think,
hence, cannot discern which is morally good or not.
 If they do not have the capacity to think, then they cannot decide also to move in
accordance of morality.

3. What do the following tell you about the natural law? Ancient philosophers and dramatists
had already mentioned the natural law. Sophocles, for instance, in the drama Antigone,
spoke of the “unwritten statutes of heaven which are not of today or yesterday but from all
time and no man knows when they were first put forth.” Cicero wrote: “True law is right
reason in agreement with nature; it is of universal application, unchanging and everlasting.”
“Lawless license or promiscuity is not common among primitive peoples. According to Fr.
Vanoverberg, a Belgian anthropologist of the CICM congregation, the Negritos of Northern
Luzon have excellent moral standards especially with regard to honesty and sexual matters
although their power of abstraction is so low that they can hardly count beyond 5. ( Panizo,
1964

Natural law is "inscribed in the heart of every man," and this applies
to both men and women. One does not need to be educated to understand
natural law.
C. Journal Entry
1. “Do good; avoid evil” is the foundational moral principle. List at least 5 good things
that you have to do as a teacher and 5 evil things you have to avoid doing.
Five Good Things
1. Teacher should always guide their students.
2. Teachers see their students as their own children.
3. It is the duty of the teacher to give good education to their students.
4. Teacher should not judge their students.
5. Teachers do not tolerate their students.

Five Evil Things To Avoid

1. Avoid comparing the students.
2. Avoid favoritism.
3. Avoid criticism to the students.
4. Avoid bullying.
5. Avoid being judgmental not only for student but also for their co-teachers.

2. The Golden Rule for Christians is : Do to others what you would like others do to
you. “Give a concrete application of the Golden Rule as you relate to a learner, to a
fellow teacher, to a parent or any member of the community and to your superiors,
members of the community and to your superiors. e.g. Speak well of your fellow
teacher just as you want your fellow teacher to speak well of you .

As a teacher, we need to show respect and be a good example to everyone

–to your students, fellow teachers, parents and to the society. Because we are the
molder of the nation. We build citizens of the future. We must serve as a good
example for them.

Test your Understanding:

1. Do we have such a thing as unchanging values in these changing times?
Indeed, the value that says we should push aside our personal
emotions and feelings since others claim change is constant and we
live in an unpredictable world.
2. What do we mean when we say transcendent values are independent
of time, space, and people?
Transcendental values are not affected by the time and place
in history in which humans live/d. They are not influenced by
people's race, nationality, or culture. These are universal values that
apply to all periods, locations, and people.
3. Should values be taught? Why?
Yes, because they have cognitive domain.
4. What are the three dimensions of value and value formation? Explain
each.
Cognitive, affective and behavioral dimensions –
The cognitive aspect of value formation is concerned with the
rational understanding of the value, how it should be lived and why it
should be taught. The affective aspect has something to do with the
development of feeling for the value. The behavioral aspect is the
outward manifestation of the value.
5. Value formation is training of the intellect and the will. What does the
training consist of?
 Educating the intellect entails instruction in conception,
evaluating, and reasoning. Will training is the process of
strengthening one's desire for and action on what one values.

6. What is the effect of good habit (virtue) and bad habit (vice) on thee
will?
Virtue strengthens the will while vice weakens it
7. Which is the lowest value in Scheler’s value hierarchy? Highest?
The pleasure values are at the bottom of Scheler's hierarchy,
while the Holy values are at the top.
8. Based on Scheler’s hierarchy of values, what is a life well lived?
A well-lived life is one in which values are subordinated in
accordance with Scheler's hierarchy of values.
9. According to advocates of value clarification, how can you test if a
value is really your value
I can test if a value is really my value by asking the following
questions:
1. Did I choose freely?
2. Did I choose it from among alternatives?
3. Did I choose it after thoughtful consideration of the consequences
of your choice?
4. Do I cherish it?
5. Do I affirm it publicly?
6. Do I act on it?7. Do I act on it repeatedly/habitually?