I.

Learning Plan
LESSON 1 The Professional Teacher is Rich with Philosophical Heritage

Self-Assessment

Indicators Proficient Adequate Average No Knowledge

3 2 1 0
I understand the different /
philosophies of education
I can describe how the /
philosophies differ in their
concept of the learner and values,
objectives, curriculum and
teaching strategies.
I can distinguish the attributes /
that are expected of a
professional teacher in facilitating
learning.
I am aware of the legal /
mandates/practices of the
teaching profession.
I am familiar with the Philippine /
Professional Standards for
Teachers
Pre-activity
“Man is nothing else but what he makes of himself…”
Sartre
1. What is the gist of the quotation above? How does it affect you as an
individual?
Do you agree on Sartre’s passage? Use the Triple R (Read, React, and
Reflect) in answering the question.

 Read (R) (Specify the parts of the quotation) - “Man is nothing else but
what he makes of himself.” Since we are not created, we are not born with
an essence or intrinsic individual nature. We simply discover that we exist,
and we create ourselves by our own free choices. We are nothing except
what we make our of ourselves through our actions.
 React (R) ( Give your reaction ) - To quote Sartre: “Man is nothing else but
what he makes of himself.” By making decisions that, to the best of one’s
knowledge, benefit the individual, we give meaning to human existence.
We have nothing to appeal to but our own subjective intuition when
making decisions, so we have the authority to give those decisions
meaning. The anguish we feel about our decisions is a burden, but it does
not destroy meaning. Instead, it helps define the human struggle as just
that, a struggle. By having the ability to live an existence that is difficult and
requires us to make decisions without any guidance from a higher
authority, we can give our struggles purpose.
One could argue that, without a higher power who creates a universal code of
morals to aid people in making decisions, human existence would be completely
chaotic and devoid of meaning. However, it is the sense of responsibility for
Mankind that helps solve this dilemma. Since individuals make decisions that are
representative of their ideal image of Man, they are making decisions on behalf of
all Mankind. As a result, they are responsible for making decisions that are best
for themselves and humanity as a whole. Although an individual will always lack
confidence in their decisions, they will still make decisions that are best for all,
because they will make decisions that are best for themselves. For example, if a
person chooses to volunteer at a homeless shelter, that person is making a
decision that they believe the ideal person would make. 
Essentially, just by living our lives and making decisions, we are projecting
individual concepts of what Man should be. We are responsible for those
projections because we are representing ourselves (by presenting ourselves as
the ideal person) and representing all of Mankind (by projecting our beliefs of
what the ideal person should be). Our decisions may not directly impact Mankind
on a large scale, but they show our perception of the meaning of human
existence, and we are responsible for this perception. Since we have nothing to
appeal to but our own subjective intuition, and we are responsible for that
perception, our decisions have value and meaning.

Using Sartre’s belief that God does not exist and his argument that existence
precedes essence, we can derive meaning from the significance we place on
individual subjectivity. Rather than assuming life is meaningless without God, the
argument that existence precedes essence proves that humans give their own
lives meaning. Although we lack confidence because we do not have an all-
knowing authority to appeal to, we still use our perception of human existence to
form decisions, and we create meaning through those decisions. Since that
meaning is created by decisions we make within our own subjectivity, and that
same subjectivity is the only authority that an individual can appeal to, it stands to
reason human existence is not without meaning.

 Reflect (R) ( Insights gained applied to real life ) - "Man is nothing else but
what he makes of himself. Such is the first principle of existentialism." -
Jean Paul Sartre
This quote by Jean Paul Sartre highlights his idea about existentialism: a modern
stream of philosophy stating that essence precedes existence. In other words, we
are born without purpose to simply exist, and are, therefore, free to create our
own essence or purpose in life. Hence, "we are nothing but what we make of
ourselves" as we are free and in control to shape our own purpose in life.
Activity 1.1

Exercise # 1

1. Define or explain the following terms:

a. Metaphysics - Metaphysics is the branch of philosophy concerned
with the nature of existence, being and the world. Arguably,
metaphysics is the foundation of philosophy: Aristotle calls it "first
philosophy" (or sometimes just "wisdom"), and says it is the subject
that deals with "first causes and the principles of things".
b. Epistemology - Epistemology or theory of knowledge is the branch
of philosophy that studies the nature, origin, and scope of knowledge
and belief. The term "epistemology" is based on the Greek words,
"ἐπιστήμη or episteme" (knowledge or science) and "λόγος or logos"
(account/explanation); it was introduced into English by the Scottish
philosopher, James Frederick Ferrier.
c. Axiology – is the branch of philosophy dealing with quality or value
(Rosenthal, 1967).
o Axiology is a branch of philosophy, which deals with the study of
values and value judgments. Therefore axiology is also
called ‘Theory of Value’ which comprises a range of methods to
understanding how, why, and to what extent humans should value
things, whether the thing is a person, idea, object, or anything
else. Etymologically axiology derived from two Greek
words axios means worthy and logos means science. Thus axiology
is the philosophical study of goodness or value. Axiology primarily
concerned with classifying what things are good, and to what
extent, it also includes many other questions and problems about
the nature of value and its relation to other moral categories.  The
problems of axiology contain how values are experienced, the types
of values, the standards of values, and in what sense values can be
said to exist.
Ethics - Ethics is the branch of axiology, dealing with the nature and concepts of
morality, including the important problems of good, right, duty, virtue, and
choice. The term ethics itself originates from Greek word ethos which means
habit, custom, character or disposition. Moreover, the study of ethics attempts to
answer questions of morality by defining concepts such as right and wrong, virtue
and vice, good and evil, and justice and crime.
 It answers the question, “What do I do?” It is the study of right and
wrong in human endeavours. At a more fundamental level, it studies
the principles of living well and doing well as a human being and the
moral principles implicit in mores, religion, or philosophy.
d. Aesthetics - Aesthetics is the branch of axiology which philosophically
study the nature and expression of beauty and taste, as in the fine
arts. It includes what art composed of, as well as the reason behind
it. It studies methods of valuating art, and allows assessment of the
art.

Exercise # 2

Directions: Using the Venn diagram, distinguish clearly between philosophy,

education, and science. Why are they so closely related? Why is it important for a
teacher to have a philosophy of education?

2. Why is it important for a teacher to have a philosophy of education?

 A teaching philosophy is an integral part in learning about a candidate, their
willingness to reflect and change in response to the feedback from students and
peers, and their future ideas and goals for teaching and learning effectiveness .
Activity 1.2

Using the matrix below, describe how the philosophies differ in their concept of the learner and
values, objectives, curriculum and teaching strategies.

Major Philosophies Comparison Matrix

Philosophy Objectives Curriculum Teaching Strategies
( Why do we (What should be (How should the
teach?) taught?) curriculum be
taught?)
Essentialism Essentialism Essentialists believe Essentialism in
tries to instill that teachers education asserts
all students should try to embed that common and
with the most traditional moral essential ideas and
essential or values and virtues skills belonging to a
basic such as respect for certain culture
academic authority, should be taught to
knowledge perseverance, all citizens at the
and skills and fidelity to duty, same level at
character consideration for especially primary
development. others, and school level. To do
practicality and this, the teacher's
intellectual authority in the
knowledge that classroom is
students need to emphasised and the
become model subject matter is the
citizens. centre of the
curriculum.
Progressivism Proponents of Progressivists Progressivists believe
progressive believe that education
education that individuality, should focus on the
believe that, progress, and whole child, rather
under this change are than on the content
model, stude fundamental to or the teacher. This
 nts are more one's education. educational
likely to Believing that philosophy stresses
develop a people learn best that students should
love of from what they test ideas by active
education consider most experimentation.
and become relevant to their Learning is rooted in
lifelong lives, progressivists the questions of
learners. center their learners that arise
Students use curricula on the through experiencing
critical needs, experiences, the world.
thinking skills interests, and
outside the abilities of students.
classroom as
they evaluate
and
reevaluate
their
perspectives
on real-world
topics and
issues.
Perennialism This is a Perennialism values Perennialists believe
subject- knowledge that that the focus of
centered transcends time. education should be
philosophy. This is a subject- the ideas that have
The goal of a centered lasted over centuries.
perennialist philosophy. The They believe the
educator is to goal of a ideas are as relevant
teach perennialist and meaningful
students to educator is to teach today as when they
think students to think were written. They
rationally and rationally and recommend that
develop develop minds that students learn
minds that can think critically. from reading and
can think analyzing the works
critically. A by history's finest
perennialist thinkers and writers.
 classroom
aims to be a
closely
organized and
well-
disciplined
environment,
which
develops in
students a
lifelong quest
for the truth.
Existentialism Existentialist Existentialists Existential curriculum
education believe that every content is focused on
could happen individual is unique individuals and
in a variety of and education must relationships:
classroom cater to the relationships
settings: a individual between learners,
round differences. learner-teacher
conference Therefore, the relationships, and
table, an objective of even the learners’
empty room, education is to relationships with
under a tree. enable every historical individuals,
Because the individual to who demonstrate
teacher is a develop his unique possible actions and
facilitator of qualities, to choices for the
learning and harness his learner to model
self- potentialities and their own life after.
reflection, cultivate his The primary aim of
rather than a individualities. the curriculum is to
didactic help learners develop
authority, a their own values and
setting that understand
places themselves within
learners and their own cultural
teacher on an context: rather than
equal footing being dense with
 is ideal. A facts to learn, an
circular existential curriculum
arrangement includes activities
of learners that will help
and teachers learners explore and
promotes express their own
discussion values and identities.
and ensures
that
everybody in
the classroom
can be a
participant.
Because
providing
exposure to
different
experiences is
a key part of
the teacher’s
role, an
existentially-
designed
class might
travel to
different
locations.

Behaviorism Behaviorism Behaviorism focuses Behaviorists believe

is key for on the idea that all that if teachers
educators behaviors are provide positive
because it learned through reinforcement, or
impacts how interaction with the rewards, whenever
students environment. This students perform a
react and learning theory desired behavior,
behave in the states that they will learn to
classroom, behaviors are perform the
 and suggests learned from the behavior on their
that teachers environment, and own. The same
can directly says that innate or concept applies to
influence inherited factors punishments.
how their have very little Behaviorists think
students influence on people act in
behave behavior. response to
internally or
externally generated
physical stimuli.
Constructivism Constructivis A productive, A traditional
m promotes constructivist approach to teaching
social and classroom, then, focuses on delivering
communicati consists of learner- information to
on skills by centered, active students, yet
creating a instruction. In such constructivism
classroom a classroom, the argues that you
environment teacher provides cannot directly
that students with impart this
emphasizes experiences that information. Only an
collaboration allow them to experience can
and exchange hypothesize, facilitate students to
of ideas. predict, manipulate construct their own
Students objects, pose knowledge.
must learn questions, research, Therefore, the goal
how to investigate, of teaching is to
articulate imagine, and invent. design these
their ideas experiences.
clearly as well
as to
collaborate
on tasks
effectively by
sharing in
group
projects.
Social Social Reconstructionists For social
Reconstruction Reconstructin not only aim reconstructionists
ism ism is an to educate a and critical theorists,
effective generation of curriculum focuses
philosophy problem solvers, on student
because it but also try to experience and
values identify and correct taking social action
alteration in many noteworthy on real problems,
curriculum, social problems that such as violence,
actively face our nation, hunger, international
involves with diverse targets terrorism, inflation,
students, and including racism, and inequality.
promotes pollution,
change in homelessness,
society. As a poverty, and
Social violence.
Reconstructio
nist the
teacher
chooses his or
her way of
teaching with
their students
in mind.

Questions:

1. As you prepare to develop your own philosophy of education, what elements of idealism,
realism, pragmatism, essentialism and progressivism that you would like to include in your
philosophy of education? Which of these elements would you like to incorporate into your own
philosophy?
2. Do you believe on the premise that one’s philosophy of education is the “window” or “compass”
in one’s life? Explain your standpoint.

How Do I understand the Philosophies?

 Directions: The questions presented below could only be answered by Yes or No.
If you select No, explain why you choose the answer.
1. Does teaching methodology of “telling” employed by the constructivist?
No. Constructivist applies the method of constructing.
2. Is the study of language being promoted by linguistic philosophers? Yes
3. Do behaviourist teachers believe that the environment greatly influence
the life of the students? Yes
4. Does the perennialist teachers give more importance on students’ interest
than the subject matter? No. Like the essentialist, subject matter is
foremost to the perennialist.
5. Is modification of students’ behaviour the main concern of the
behaviourist? Yes
6. Are facts and concepts the main focus of progressivist curriculum? No. They
focus more on problem-solving skills.
7. Do the essentialist teachers leave teaching the essentials if the students are
inattentive? No. They teach subject matter even if the students are not
interested. They are more subject matter-oriented than student-centered.
8. Is mastery of the essential skills the main concern of the perennialist
teachers? No. They are more concerned with the study of the Great
Books.
9. Do essentialist aim to teach students to reconstruct society?  No. They aim
to transmit the traditional moral values and intellectual knowledge that
students need to become model citizens.
10. Does the progressivist curriculum considers the needs and interest of
students? Yes

Analysis
1. The K to 12 Basic Education Curriculum envisions a Grade 12 graduate who is:
 Holistically developed – The K to 12 Basic Education Curriculum is geared
towards the development of holistically developed Filipino with 21st
century skills who is ready for employment, entrepreneurship, middle
level skills development and higher education upon graduation.
adopting mother tongue-based multilingual education (MTB MLE).
 With 21 st century skills
 Ready for:
o Employment
o Entrepreneurship
 o Middle level skill development
o Higher education

On which philosophies of education is the K to 12 Basic Education Curriculum

anchored? Explain your answer/s
The evident ones are Constructivism, Progressivism, and Reconstructionism.
Constructivism K-12 uses the spiral progression, that is, as the learning
progresses, more and more details are introduced. The concepts are taught
early then re-taught in succeeding years with increased sophistication and
complexity.
2. Complete the analytical web of Educational Theories below.

How Similar?
Pragmatism, Progressivism, Social Reconstructionism aims to
teachone how to think so that one can adjust to an ever
changing world. These 3 Educational Philosophies also aim to
improve and reconstruct our society.

Pragmatism Progressivism
Social
Reconstructionism

How Different?
Pragmatism method is about problem solving while Progressivism is about
learning by doing and Social Reconstructionism talks About education for
change and social reform.
 My Philosophy of Education
 
In life it is important to understand who you are as a person, what you believe
in and what you hold to be real. These values are important because they dictate what
you do in your life as well as how you act and react to situations that you may face.
This concept holds no less importance or value in the profession of teaching. Who you
are as a person and what you believe in controls what you will be like as a teacher.
Your philosophy as a teacher is important because it leads to, among other aspects,
exactly how you present yourself, your material and how you develop you students.
Figuring out what precisely your personal philosophy is helps you to understand what
kind of teacher you want to be.
            For the most part there are six main areas of educational philosophy that
teachers can fall into. Sometimes a teacher can have one main philosophy that he or
she feels suits them perfectly. It is also possible that a teacher may combine two
philosophies that they may feel contour better to their beliefs. These six main areas of
educational philosophy are perennialism, essentialism, behaviorism, progressivism,
reconstructionism, and existentialism. These philosophical areas evolved and
broadened from the four classical views of philosophy to shape to the different styles
of teachers in today’s schools. Those classical views were idealism, realism,
pragmatism and existentialism. These classical philosophies evolved as a result of the
changing landscapes of teaching. They had adapted to form the six areas we have
come to understand today.
            When trying to understand what type of philosophy it is you as a teacher want
to categorize and substantially implicate into your teaching, it is important to first find
out who you are as a person. What is important to you in life, how you learn best, how
you think others learn best and what is real to you are all important questions to ask
yourself. For me, I feel I fall into two main philosophies, progressivism and
existentialism. Progressivism being the philosophy that says ideas should be tested to
find their truths. This philosophy also says the value of questions from students are
very important because it leads to learning. Progressivism involves both cross
discipline learning and problem solving in its instruction. It states that learning occurs
best when students are involved and experiencing ideas for themselves. In relation
existentialism says that Self-actualization, or knowing who you are before you can
learn, is very important. Free will, free choice and the expression of ones own feelings
are also all important aspects of existentialism. I feel like I fall into these two
categories for a number of reasons. I have always thought of myself as a free thinker
and someone who likes to incorporate a lot of different aspects and experiences into
what I do. I enjoy studying those things that I find interesting and engaging. In my
classroom I would encourage my students to speak out on their interests, concerns,
ideas and comments. As a teacher I would try and find out what it is my students
enjoy and feel is important. I would in turn use that information to balance my lessons
and curriculum. I would also try to incorporate different subjects into my teaching as
well, i.e. history into a philosophy class and visa versa. I would do this to illustrate
how a diverse education is important. I feel this way because when you understand
different aspects of learning or disciplines it is much easier to relate to and compare
certain subjects. This side of my personality I feel is suited well by both existentialism
and progressivism. Both categories have aspects of my feelings and beliefs on the
abovementioned topics. Another aspect I feel that has driven me to my philosophical
beliefs is my own experience in the classroom. I have always felt I have learned much
better when I was given the chance to experience and question for myself the material
I was being taught. When I am lectured to I certainly retain the material but it is not
always easily retrieved when I need it. On the other hand when I experiment,
experience, or am involved in someway to what is being taught, I seem to retain the
information much better. As a teacher I would like to present my students with a
variety of activities that would stimulate them to learn in a different manner than they
might be used to. I would want them to be active participants in the classroom and in
the work I would be doing with them. I would encourage them to question both what
they were being taught, and myself as well as to have the desire to find out more. I
think this would create a stimulus that may help them to retain the subject matter in a
way they could relate to. These are the reasons I believe I feel so strongly about
progressivism as a philosophy of education. I have found that I also believe that the
involvement of my philosophies will encourage my students to be more engaged in
what they are learning. I feel as if the two philosophies together create excited
students who are willing to accept learning and teaching alike. I think that engagement
would definitely direct them to participate actively in classroom activities and
discussions. I feel that if students have this type of engagement it would make schools
and learning both fun and enjoyable for both students and teachers.
            Of course aside from my desired two philosophies there are areas of the others
I also find appealing. Just because I fall into two main categories does not mean there
are aspects of the others I do not find appealing or applicable. Some of these aspects I
find useful are that perennialists believe there are everlasting truths in education.
Those are the underlying themes that are always constant in learning. I think this is
true. Another aspect I can relate to is the concept that behaviorists stress organization.
I feel an organized person has a much more clear view of what he or she has to
accomplish, whether that be a teacher or student. If you can see what needs to be done
it is much easier to complete. A final example of my margins of philosophy is how
reconstructionalists preach engagement of change. Change can sometimes be a very
good thing. Whether it be changing the landscape of society or changing how
something is presented in class. Sometimes switching things up can benefit everyone.
But just because I feel these concepts are admirable does not change my true
philosophies. As a person and a teacher it is important to make the distinction between
what you just agree with and what you truly feel is vital to your life and teaching. It is
important to know what you are passionate about. I agree with the fore-mentioned
aspects of educational philosophy but I truly feel that progressivism and existentialism
suite me much better as a perspective teacher.
            As a someday-teacher I feel that if I practice the beliefs of progressivism and
existentialism I will be successful. The results of the two philosophies combined, I
feel, will create the ideal learning environment for both the instructor and the student.
I feel as if my personality, beliefs and overall attitude reflect on the philosophies I
have chosen. I also think that my demeanor and attitude will work congruently with
those philosophies to make for the best learning situations. This will in turn hopefully
result in a successful teaching career as well as successful students.