“Teachers are agents through

which knowledge and skills are

communicated and rules of
conduct enforced.”
-John Dewey, Experience and
Education

MODULE 3
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 MODULE 3: Overview

Title: Philosophical Perspectives in Education

Description: This module makes the learners aware of the connections between the teaching and learning practices and the philosophies of education. Lesson 1 is focused on eleven
philosophies that have their way of answering the questions: 1. What is the nature of the learner? 2. How does each learner learn? 3. What are the valuable things to
teach? Lesson 2 illustrates the philosophical perspectives of the K to 12 Curriculum. Lesson 3 provides examples of how to express your Philosophy of teaching drawing
some inspiration and insights from the philosophies of education defined in Lessons 1 and 2.
Purpose: The module aims to provide you with a clear understanding of the concepts of philosophy and each of the philosophy's relevance to teaching and learning. Having obtained it,
crafting your philosophy of education is believed to be easy.
Key Words and Concepts: Behaviorism Constructivism, Essentialism, Existentialism, Linguistic Philosophy, Perennialism, Philosophy of Education, Pragmatism, Progressivism, and
Reconstructionism.
Requirements: At the end of Module 3, you are expected to submit the following:

1. Soliloquy (dialogue with oneself) of one’s understanding of the Philosophies of Teaching and Hypothetical Narratives
2. Philosophy Matching and Visual Presentation
3. Video on Personal Teaching Philosophy

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 After answering the pretest, you may proceed to Lesson 1.

LESSON 1
Learning Outcomes: Explain the meaning of the philosophies as they relate to teaching and learning and state personal insights.

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 (CO/PPST 7.1.1)
Topic: Philosophical Foundations of Education
Learning Tasks:
Activity: 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 Do Not Agree at all (Adapted from Bilbao, Corpus, Llagas, & Salandanan, 2018).

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 Statement 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant today as when they were first conceived,
3. Teachers must not force their students to learn the subject matter if it does not interest them.
4. Schools must develop students’ capacity to reason by stressing the humanities.
5. In the classroom, students must be encouraged to interact with one another to develop social virtues such as cooperation and respect.
6. Students should read and analyze the Great Books, the creative works of history’s finest thinkers and writers.
7. Teachers must help students expand their knowledge by helping them apply their previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal, not vocational; humanistic, not technical.
9. There is no universal, inborn human nature. We are born and exist and then we freely determine our essence.
10. Human beings are shaped by their environment.
11 Schools should stress the teaching of basic skills.
12. Change of environment can change a person.
13 The curriculum should emphasize the traditional disciplines such as math, natural science, history, grammar, and literature.
Statement 1 2 3 4
14. Teachers cannot impose meaning; learners make meaning of what they are taught.
15. Schools should help individuals accept themselves as unique individuals and accept responsibility for their thoughts, feelings, and
action.
16. Learners produce knowledge based on their experiences.
17. For the learner to acquire the basic skills, he/she must go through the rigor and discipline of serious study.
18. The teacher and the school head must prescribe what is most important for the students to learn.
19. The truth shines in an exchange of genuine dialogue.
20. A learner must be allowed to learn at his/her own pace.
21. The learner is not a blank slate but brings past experiences and cultural factors to the learning situation.
22. The classroom is not a place where teachers pour knowledge into the empty minds of students.

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 23. The learner must be taught how to communicate his ideas and feelings.
24. To understand the message from his/her students, the teacher must listen not only to what his/her students are saying but also to
what they are doing.
25. An individual is what he/she chooses to become not dictated by his/her environment.

Analysis: If you have 2 scores of 4 in several of the seven clusters, you have an eclectic philosophy which means that you put the philosophies together. If your
scores are less than 4, this means that you are not very definite in your philosophy. Or if your scores are less than 3 in most of the items, this means that your
philosophy is quite vague.

For the Score:

How does your rating relate to your understanding of the philosophies? State your answer in at least three sentences. The score is based on: Complete sentences
(3 points); Unity of ideas (2 points).
What are the other educational philosophies that you know? List down below and provide a brief explanation.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

Abstraction: Trace the unique aspect of each of the philosophies as they are presented in the tabulation below.

Why teach? How to teach?

Philosophy

What to teach?
Idealism To discover and develop an The curricular emphasis is Teaching methods focus on handling
individual’s abilities and full the subject matter of the ideas through lecture, discussion, and
Believes that ideas are the only true reality and the only thing worth moral excellence to better mind such as literature, Socratic dialogue. Introspection,
knowing. history, philosophy, and intuition, insight, and whole-part logic

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 Why teach? How to teach?
Philosophy

What to teach?
serve society. religion. are used to bring to consciousness the
forms or concepts. Character is
developed through imitating heroes or
role models.

Realism To exercise rational thought is Emphasizes the subject Teaching methods focus on mastery
the ultimate purpose of matter of the physical world of facts and basic skills through
Believes that reality exists independent of the human mind. The ultimate humankind. primarily science and demonstration and recitation.
reality is the world of physical objects. mathematics. Students must demonstrate the ability
to think critically and scientifically
The curriculum is using observation and
scientifically approached, experimentation. Character is
standardized, and distinct developed through training in the
discipline based. rules of conduct.

Pragmatism To prepare students for The curriculum emphasizes Teaching methods focus on hands-on
citizenship, daily living, and bringing the different problem solving, real-life experience,
Believes that reality is constantly changing and that we learn best through future career. disciplines together to focus experimenting, and projects often
applying our experiences and thoughts to problems, as they arise. on solving problems in an working as groups.
Practical and utilitarian. interdisciplinary way rather
than passing down
organized bodies of
knowledge to new students.

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 Why teach? How to teach?
Philosophy

What to teach?

Constructivism To develop intrinsically Teaching is focused on Teaching is facilitated through

motivated and independent learning processes; interactive engagements; dialogical
Learners actively construct their understanding of reality through learners equipped with searching and critiquing exchange; manipulating objects;
interaction with objects, events, and people in the environment, and learning skills to construct skills; drawing insights and conducting research; hypothesizing;
reflecting on their interactions. knowledge and make meaning reflections; evaluating exploring the imagination
out of them information; constructing
new knowledge using old
information

Essentialism To acquire basic knowledge, Teaching is focused on Teaching is facilitated with emphasis
skills, and values; to transmit rigorous academic on mastery of subject matter;
Believes that the core set of essential skills must be taught to all traditional moral values and programs; the 4 Rs: observance of long academic time; the
students. intellectual knowledge that reading, ‘riting, ’rithmetic, meeting of core requirements; reliance
students need to become right conduct; traditional on prescribed textbooks; use of drill,
model citizens. disciplines: math, natural lecture, and memorization skills.
science, history, foreign
language, and literature;
teachers design learning for
students and place little
emphasis on students’

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 Why teach? How to teach?
Philosophy

What to teach?
interests.

Progressivism To mold intelligent and Teaching is focused on a Teaching is done through experiential
enlightened citizens of a need-based curriculum - methods like nature tripping or
Focuses its educational stance toward experiential learning with a
democratic society prepared to responsive to student's museum visits; problem-solving;
fully live NOW rather than be needs and is related to “hands-on-minds-on-hearts-on”
prepared for their adult life student's personal life and methodology; thought-provoking
experiences; learning skills games and puzzles.
to cope with change; skills
focus on developing the whole child. on solving problems caused
by inevitable societal and
environmental changes.

Perennialism To develop students’ rational Teaching is heavy on the Teaching is “centered around
and moral powers humanities and general teachers.” The authority of teachers as
Advocates for seeking, teaching, and learning universal truths that span education; emphasis is on the major source of knowledge is
across historical periods. history with classic and acknowledged. Students are engaged
timeless concepts lifted in Socratic dialogue.
from the Great Books of
ancient, medieval, and

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 Why teach? How to teach?
Philosophy

What to teach?
modern times.

Existentialism To make students understand Teaching provides the Learning is self-paced and self-
and appreciate themselves as students a wide variety of directed where there is a values
Believes that the nature of reality is subjective and lies within the unique individuals who take options in their choice of clarification strategy. Students can be
individual. The physical world has no inherent meaning outside of human responsibility for their subject matter; creativity, allowed to work on their own and
existence. Individual choice and standards rather than external standards thoughts, feelings, and uniqueness, and self- expected to be responsible as they
are central. Existence comes before any definition of what we are. actions: a holistically molded expression are encouraged maximize self-learning opportunities.
learner in the performance of
learned skills rather than
imitating or copying from a
model.

Behaviorism To modify and shape students’ Teaching is focused on Teachers provide clear and interesting
behavior by providing a making learners respond to stimuli to capture and hold the
Behavior is shaped deliberately by forces in the environment and the type favorable environment various environmental learners’ interest; appropriate
of person and actions desired can be the product of design. stimuli. incentives are provided to reinforce
positive responses and weaken

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 Why teach? How to teach?
Philosophy

What to teach?
negative ones.

Linguistic Philosophy To produce articulate learners Teaching is centered on the Learning is experiential by making
with the skill to send knowledge of verbal, learners experience sending and
Is the view that many or all philosophical problems can be solved (or messages clearly and receive nonverbal, and paraverbal receiving messages through verbal,
dissolved) by paying closer attention to language, either by reforming messages correctly, with the communication; use of non-verbal, and para-verbal manners.
language or by understanding the everyday language that we presently ability to express ideas and correct, precise, A classroom is a place for an interplay
use better. meaning that they obtain from grammatical, coherent, and of minds and hearts. Dialogue is
experience. accurate language. And the facilitated among learners.
more languages one
speaks, the better he/she
can communicate with the
world.

Application: Group Task. Answer each item from the Task Panes.
Task Pane 1: “Read My Mind.” Fill the cartoon teacher’s thought bubbles as regards being believers of the philosophy on the platform.

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Idealism Realism Pragmatism Humanism

 Task Pane II. “Beyond the Literal” Answer each with a YES or NO. If your answer is NO, provide a one-sentence reason.

Essentialism
_____ 1. The essentialists give much importance to teaching reading, writing, and Math.
_____ 2. Is the essentialist model citizen the one who skillfully adapts to societal change?
_____ 3. Do the essentialist teachers give up teaching the basics if the students are not interested?
_____ 4. Do the essentialist teachers favor a long academic calendar and compliance with core requirements?

Progressivism
_____ 5. Do the progressivist teachers look at education as the person’s weapon for life’s challenges?
_____ 6. Are the students’ critical thinking skills developed in a progressivist curriculum?
_____ 7. Does the progressivist curriculum focus mainly on facts and concepts?
_____ 8. Is life outside the classroom simulated in the progressivist learning environment?

Perennialism
_____ 9. Is mastery of fundamental skills the major concern of the perennialist teachers?

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_____ 10. Does the perennialist curriculum consider the wisdom of ancient, medieval, and modern times?
_____ 11. Is choosing a specialization one of the aims of the perennialist curriculum?
_____ 12. Do the perennialist teachers sacrifice subject matter for the sake of students’ interests?

Existentialism
_____ 13. Is specialization inherent in the existentialist curriculum?
_____ 14. Is the existentialist concerned with the education of the whole person?
_____ 15. Are learning options provided in the existentialist classroom?
_____ 16. Is Differentiated Instruction (DI) adherent to the existentialist teaching style/method?

Behaviorism
_____ 17. Do behaviorists agree on the great influence of the environment on students’ behavior?
_____ 18. Do behaviorist teachers give importance to various environmental stimuli?
_____ 19. Do behaviorist teachers believe they have control over some variables that affect learning?
_____ 20. Are reinforcements a product of behaviorist teaching principles?

Linguistic Philosophy
_____ 21. Does linguistic philosophy promote the study and use of language?
_____ 22. Is the communication that linguistic philosophers encourage inclusive of nonverbal communication?
_____ 23. Does linguistic philosophy favor the teachers who dominate discussion over the teachers who encourage dialogue?

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 _____ 24. Is the curriculum of the linguistic philosophy open to the learning of as many languages, like Mother Tongue, as possible?

Constructivism
_____ 25. Does the constructivist agree to a teaching methodology of “telling”?
_____ 26. Do constructivists believe that students can construct knowledge?
_____ 27. Do constructivists approve of teaching learners the skill to learn?
_____ 28. Do constructivists believe that meaning can be imposed?

Task Pane III. Column A are quotations that tell the core ideas of some philosophical schools of thought, while Column B are the philosophies. Match Column A with Column B by
writing the letter of the correct answer.
Read this.

Column A Column B

_____ 1. Man is nothing else but what he makes of himself. A. Behaviorism

_____ 2. Education is not a preparation for life but is life itself. B. Constructivism
_____ 3. What is ultimately real is not the object itself but the idea behind it. C. Essentialism
_____ 4. Often, it’s not we who shape words, but the words we use that shape us. D. Existentialism
_____ 5. The natural desire to learn is a key to successful academic performance. E. Humanism
_____ 6. We cannot educate the citizens of tomorrow based on the requirements of yesterday. F. Idealism
_____ 7. It is not about how to get more things done; it’s about how to get the right things done. G. Linguistic Philosophy

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 _____ 8. Good judgment comes from experience and often experience comes from bad judgment. H. Perennialism
_____ 9. A failure is not always a mistake; it may simply be the best one done under the circumstances. I. Pragmatism
_____10. Because humans are the only creatures endowed with the ability to think, their purpose is to use this ability. J. Progressivism
_____ 11. If you tell somebody something, you have forever robbed them of the opportunity to discover it for themselves. K. Realism
L. Reconstructionism

Task Pane IV. Hypothetical Narratives. Directions. Choose ONE item from those that are provided – one that you associate yourself with to your philosophical inclination. Then,
provide your short narrative about it in one paragraph with 4-5 sentences only. Be guided by the following rubric: Organization of Ideas – 5; Relevance of Content –
5.

A. As an essentialist, what will you do if students are not interested in the lesson?
B. As a perennialist, what will you advise to students who belittle General Education subjects?
C. As a progressivist, how will you communicatively handle parents who question the importance of community immersion as they worry much about the safety of their
children?
D. As a behaviorist, convey to students who come from economically challenged families that “if there’s a will there’s a way” and that “poverty is not a hindrance to
success”.
E. As an existentialist, what will you tell a colleague who asks you to decide for her as she may make the wrong decision?
F. As a constructivist, advise a fellow teacher who does not accept the meanings of lessons derived by his students and insists on his meaning as the only one acceptable.
G. As an advocate of linguistic philosophy, share your insights on a teaching practice wherein students are made to listen to the teacher’s discussion the whole teaching
time, depriving the learners of the chance to engage in an interactive class discussion.

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After completing Task Pane, I - IV, you may proceed to Lesson 2.

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 Lesson 2
Learning Outcome: Illustrate the philosophical perspectives applied to the current basic education curriculum. (CO/PPST 7.1.1)
Learning Topic: Philosophical Foundations of the K-12 Curriculum
Learning Tasks:
Activity: Watch and learn. Watch the videos on the K to 12 Education Program and find out salient features, approaches, and philosophical foundations of other K to
12 Curriculum. The links are found below:
https://www.youtube.com/watch?v=Fcz62-1wd6s
https://www.youtube.com/watch?v=PAGigmkZZBM&t=1407s

Analysis: Answer the following questions.

1. What are the aspects covered by the video? ____________________________________________________________

2. Was the chosen philosophy clearly expounded? __________________________________________________________
3. What do you like on the chosen format and design? _______________________________________________________
4. Can you feel the student’s commitment? ________________________________________________________________
5. What specific details tell this? ________________________________________________________________________

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Abstraction: K-12 is a curriculum aimed at providing sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

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 Teaching Approaches in the K to 12 Curriculum

1. Learner-centered. Teachers should consider the nature, innate abilities, and learning skills and styles, developmental stage, multiple intelligences, needs and concerns,
interests, feelings, and the family background of the learners.
2. Inclusive. No student is excluded from the learning circle. Everyone is in. No favoritism, no outcast, no promdi, and teacher is for all students. “If you are inclusive in
approach, you are truly learner-centered”
3. Developmentally appropriate. Tasks are within the developmental stages of the learners. From simple to complex, respective of the grade level. “Observing developmental
appropriateness is another way of expressing learner-centeredness.”
4. Responsive and relevant. Connect the lessons to the student’s daily experiences. Make teaching meaningful. No to meaningless “mile-wide-inch-deep teaching”. No to
“teaching-to-the-test”.
5. Research-based. Integrate research findings in your lessons. Make the lesson more interesting, updated, more convincing, and persuasive.
6. Culture-sensitive. Respect for cultural diversity Learners has varied cultural experiences. Don’t judge one culture as superior to the other. Be less judgmental, more
understanding, and empathetic with the students.
7. Contextualized and global. Put the lesson in context. Contextualized teaching means exerting effort to extend learning beyond the classroom into relevant contexts in the
real world. Indigenize and localize the lessons.
8. Constructivist. Students learn by building upon their prior knowledge (schema).
9. Inquiry-based and reflective. Students must begin to formulate questions, risk answers, probing for relationships, making their discoveries, reflecting on their findings, and
act as researchers and writers.
10. Collaborative. Students work together to learn together. Emphasize group tasks, solving a problem, completing a task, and creating a product.

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 11. Integrative. Subjects are brought together so that students can grasp a more authentic understanding of a subject matter under study.
12. Spiral progression. The same concepts from one grade level to the next in increasing complexity.
13. MTB-MLE- based. Mother Tongue-based Multilingual Education. Teaching is done in more than one language beginning with the Mother Tongue of the first language of the
learner.

One popular quotation attributed to the learner-centeredness nature of K-12 and the present teaching-learning set-up says: “The teacher is not a sage on the stage but a
guide at the side.” This implies the facilitating role of the teacher instead of his/her traditional attribute as the main source of information. Thus, the philosophies that K-12 adhere to
are those leaning towards the 6th feature of K-12: nurturing the Holistically Developed Filipino for College and Livelihood Readiness. These philosophies are Constructivism,
Progressivism, and Social Reconstructionism.

(Google.com)
(Google.com)

Progressivism focuses on the whole child, rather than It is focused on teaching the whole child. That is, teaching students to
on the content or the teacher. This be good citizens and not just good learners. For example, a unit that
philosophy stresses that students should test ideas by explores issues like human rights or why voting is important can be
active experimentation. Learning is rooted in the designed with literature that teaches students values, like honesty and
questions of learners that arise through experiencing justice. In this way, children learn how to be good citizens beyond facts
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the world. and figures. Moreover, children are taught on the context of the
community, not isolated from others in the real world. In progressive
education, children often collaborate on projects and learn from one
 As cited from Press Reader (2016), Social
Reconstructionism is a philosophy that
emphasizes the addressing of social problems
and a quest to create a better society. The
goals of K-12 highlight social reform, from a
10-year basic education to a 12-year plan. K-
12 curriculum allows the student to experience
and take social action on real problems,
community-based learning, and bringing the
world into the classroom.

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(Google.com)

Application: Group task for 3-5 members. Identify the one (1) philosophical school of thought from which the major approaches implemented in the K to 12 Curriculum
is anchored and then make a short video or PowerPoint presentation on one (1) of the approaches.

Choose the philosophy from this box. You may choose more than one (1) philosophy for every approach.
A. Behaviorism E. Humanism I. Progressivism
B. Constructivism F. Idealism J. Perennialism
C. Essentialism G. Linguistic philosophy K. Realism
D. Existentialism H. Pragmatism L. Social Reconstructionism

1. Learner-centered-behaviorism, humanism,
ii. Inclusive
iii. Developmentally appropriate
iv. Responsive and relevant
v. Research-based
vi. Culture-sensitive
vii. Contextualized and global
viii. Constructivist
ix. Inquiry-based
x. Reflective
xi. Collaborative
xii. Mother tongue-based
xiii. Spiral Progression

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 Your short video or PowerPoint presentation will be rated based on the rubric below. Use this as a guide to obtain a high rating.

Rubric for the Short Video/PowerPoint Presentation

Name: _________________________ Program/Year/Section: _______________________ Date of Submission: _____________

Criteria Description Excellent Proficient Adequate Inadequate Very

(5) (4) (3) (2) Inadequate
(1)
Content The visual communication is complete, correct,
appropriate, and insightful.
Organization The form and content are integrated creatively into a
completely unified design.
Impact The design communicates a distinct and powerful
. message through mood, emotional appeal, and visual
attractiveness
Mechanics Correctness of spelling, punctuation, or grammar in text
and graphics.

Remarks: ______________________________________________ Raw Score _____ X100/20 = Rating ______ Rated by: _______________

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After submitting the short video/PowerPoint presentation, you may now proceed to Lesson 3.

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 Lesson 3
Learning Outcome: Create a video on one’s philosophy of teaching that is learner centered. (CO/PPST 7.1.1)
Learning Topic: Formulating a Personal Teaching Philosophy
Learning Tasks:
Activity: Watch and do the lift.
1. Watch the short video of a student’s output and take note of the details in terms of scope, focus, design, and “commitment”. Click the link: ________ to watch the video
of Ms. Jean Rose T. Estabillo and James Clark Y. Guillina.

2. “Do the Lift.” Pick the related ideas drawn from Social Reconstructionism that compare with the ideas in the video. The number of smileys inside Mind B tells the
number of ideas to lift from Mind A.

Analysis: After watching the video, answer the following questions:

1. What are the aspects covered by the video? ____________________________________________________________

2. Was the chosen philosophy clearly expounded? __________________________________________________________
3. What do you like on the chosen format and design? _______________________________________________________
4. Can you feel the student’s commitment? ________________________________________________________________
5. What specific details tell this? ________________________________________________________________________

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 Abstraction: Go over the details below to get a wider understanding of the philosophies of teaching as they are connected to your becoming a teacher soon.

Teachers need to be guided by a sound philosophy in the practice of their profession. It is a way of thinking about the meaning of life and their profession. It is a statement that
outlines their view on education and how it is supposed to be delivered to the learners. Teachers plan lessons, interact with their students, and evaluate their performance according
to their personal view of teaching and learning. All these depend on their philosophy of education. Their personality and values are reflected in their philosophy and set their behavior
in the classroom. Their philosophy of education guides them in reflecting on the meaning of what they are doing as teachers – why they are teaching it and how they are teaching it
(Lim, Caubic, Casihan (2014)).
According to Corpuz (2018), your philosophy of education is your “window” to the world and “compass” in life. Your philosophy of education is reflected in
your dealings with students, colleagues, parents, and administrators. Your attitude towards problems and life has an underlying philosophy. As a future
teacher, you have tremendous power. You can make a difference in the life of the young student and your philosophy of education becomes your
direction on what you should do to be an agent of change. Further, your philosophy of education is your concept of the learner, of what must be taught,
and how the concept must be taught. These thoughts are the basis of your action and decisions when you prepare to teach and when you teach.
For example, a teacher says that she adheres to the behaviorist philosophy because she accepts that the learner can be influenced by the
environment but her cognitivist thinking prods her to model desirable values so that the negative environmental influences may be transformed through it.
Moreover, her essentialist orientation tells her to draw the child’s mastery of the basic skills in reading, oral and written communication, math, and computer skills. And most
importantly, the teacher incorporates the progressivists’ belief of learning by doing and looking at the whole world as a wide classroom where the learners apply the skills in life.
These are how one’s philosophy of education governs one’s practice as a teacher. Teachers must be clarified of the philosophy that they advocate to better understand their
behavior in class which is crucial to a healthy learning environment. If a teacher takes his/her philosophy seriously, it is assumed that wisdom is achieved in the conduct of the
profession (Lim, Caubic, Casihan, 2014).

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Application: Individual Task. Formulate your own philosophy of teaching guided by the foregoing insights and using the video (3-5 minutes) given at the initial part of this
discussion as model. Be guided by the rubric presented below.
Rubrics for the Video on Personal Teaching Philosophy
Name: _________________________ Program/Year/Section: _______________________ Date of Submission: _____________
Criteria Excellent (4) Good (3) Fair (2) Needs to Improve (1)
Title It is very creatively worded It is creatively worded and It is worded in a basic It has misuse of words.
with a very catchy catchy. manner.
element.
Conceptual Understanding The concepts are very The concepts are The concepts are The concepts are not
clearly connected to the connected to the theme of connected to the theme of connected to the theme of
theme of the output the output. the output. the output
Reflective Insight Chosen philosophy is very Chosen philosophy is Chosen philosophy slightly Chosen philosophy does
reflective of one’s ideal reflective of one’s ideal reflects one’s ideal way of not reflect one’s ideal way
way of teaching. way of teaching. teaching. of teaching.
Relevance of Images Incorporated images are Incorporated images are Incorporated images are Incorporated images are
very relevant. relevant. quite relevant. not relevant.

Remarks: ______________________________________________ Raw Score _____ X100/16 = Rating ______ Rated by: _______________

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After submitting your Philosophy of Teaching, review the 3 lessons on this module, and then answer the posttest.

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