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PHILOSOPHY OF
EDUCATION
Apolonia, Baje E.
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YOU, THE TEACHER, AS A
PERSON IN SOCIETY
We live in a society. We are part of society. Our
society influences us to the extent that we allow
ourselves to be influenced by it. Our thoughts, values,
and actions are somehow shaped by events and people
with whom we come in contact. We, in turn, help shapesociety its events, its people, and it destiny.
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Teachers as the most responsible & important
member of society because their professional efforts
affect the fate of the earth. unknown source
In the context of your life as a teacher, we would say:
No teacher is an island. No teacher stands alone.
Indeed you cant become a teacher alone. Think of the
many people who are helping you now become a teacher
in the near future.
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Your influence on your students and on other people
with whom you work and live depends a great deal
on your philosophy as a person and as a teacher.
Your philosophy of education serve as your window
to the world and your philosophy of teaching serve
as your compass in the sea of life
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YOUR PHILOSOPHICAL
HERITAGE
To philosophize is so essentially human
and in a sense to philosophize means living a
truly human life. J. Pieper.
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We are heirs to a rich philosophical heritage.
Passed on to us are a number of philosophies of
various thinkers who lived before us. These
thinkers reflected on life in this planet. They
occupied themselves searching for answers to
questions about human existence.
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EXISTENTIAL QUESTIONS
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Is the
universe real?
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What
isgood
todo?
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How should I live my life
meaningfully?
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IN SCHOOL CONTEXT
Why do I teach?
What should I teach?
How should I teach?
What is the nature of the lesseons?
How do we learn?
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FIVE PHILOSOPHIES
OF EDUCATION
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Why Teach? What to Teach? How to Teach?
For learners toacquire basicknowledge, skills andvalues
To transmit thetraditional moralvalues and intellectualknowledge thatstudents need tobecome modelcitizens
Academicallyrigorous
Academic content forstudents learn basicskills or thefundamental rs reading ritingrithmetic and rightconduct
Traditional principlessuch as math, naturalscience, history,foreign language and
literature
Emphasize masteryof subject matter
Expected to beintellectual and moralmodels of theirstudents
Seen as fountain ofinformation andparagon of virtue
ESSENTIALISM
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Why Teach? What to Teach? How to Teach?
Frown upon
vocational courses Teachers decide what
is important forstudents to learn andplace a little emphasison students interests
Teachers have to
observe corerequirements longerschool days, longeracademic year
Rely heavily on theuse of prescribed
textbooks
ESSENTIALISM
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PROGRESSIVISM
Why Teach? What to Teach? How to Teach?
To develop learners
to becomingenlightened andintelligent citizens ofa democratic society
Teach learners sothey may live life
fully NOW not toprepare them foradult life
Identified with need-
based & relevantcurriculum. Acurriculum thatresponds to students
personal needs andexperiences
Teaching learners to
cope with change Focus on the
teaching skills orprogress in gatheringand evaluatinginformation and in
problem solving
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PROGRESSIVISM
Why Teach? What to Teach? How to Teach?
Emphasis on the
Natural Science &Social Science
Expose students tomany new scientific,technological &social developments
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PERENNIALISM
Why Teach? What to Teach? How to Teach?
Develop students
rational & moralpowers
If we neglect the
students reasoning
skills, we deprivethem of the ability to
use their higherfacilities to controltheir passions &appetites (Aristotle)
All human beingspossess the sameessential nature
Heavy on humanities& general educationbut not a specialistcurriculum but a
general one Less emphasis on
vocational & technicaleducation
Centered aroundteachers
Do not allow thestudents interest to
substantially dictatewhat they teach.
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PERENNIALISMWhy Teach? What to Teach? How to Teach?
Teach what are liftedfrom the great bookswhich are repository
of knowledge andwisdom. (MortimerAdler)
Apply whatevercreative techniquesand other tried & true
methods which arebelieved to be mostconductive todisciplining students
minds Students engaged in
Socratic dialogues ormutual inquirysessions to developan understanding ofhistorys most
timeless concepts.
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EXISTENTIALISM
Why Teach? What to Teach? How to Teach?
Help studentsunderstand &appreciate themselvesas unique individualswho accept completeresponsibility fortheir thoughts,
feelings & actions Help students define
their own essence byexposing them tovarious paths theytake in life
Students are givenvariety of options
from which tochoose.
Humanities are giventremendous emphasis
Focus upon the actionof historicalindividuals, each ofwhom providespossible models forthe students own
behavior
Focus on theindividual
Learning is self-paced& self-directed
Includes great deal ofindividual contactwith the teacher
Teachers employvalues clarificationstrategy
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EXISTENTIALISM
Why Teach? What to Teach? How to Teach?
Education of the
whole person
Vocational education
is regarded more as ameans of teachingstudents aboutthemselves
Encouragesindividual creativity
and imagination
Teachers remain
non-judgmental andtake care not toimpose their valueson their studentssince values arepersonal
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BEHAVIORISM
Why Teach? What to Teach? How to Teach?
Concerned with the
modification andshaping of students
behavior by providingfor a favorableenvironment sincethey believe that they
are a product of theirenvironment.
They are afterstudents who exhibitsdesirable behavior insociety
They look at people
and other animals ascomplexcombinations ofmatter that act only inresponse to internallyor externally
generated stimuli Teach students to
respond favorably tovarious stimuli in theenvironment
Ought to arrange
environmentalconditions so thatstudents can make theresponses to stimuli.Physical variable likelight, temperature,
arrangement offurniture, size andquantity of visual aidshave to be controlledto get the desiredresponses from the
learners
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BEHAVIORISMWhy Teach? What to Teach? How to Teach?
Teachers ought tomake stimuli clear
and interesting tocapture and hold thelearners attention
Ought to provideappropriate incentivesto reinforce positive
responses andweaken or eliminatenegative ones
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FORMULATING YOURPHILOSOPHY OF
EDUCATION
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Your philosophy of education is reflected in
your dealings with students, colleagues, parents
and administrators. Your attitude towards
problems and life as a whole has an underlying
philosophy.
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W H A T D O E S A P H I L O S O P H Y O F E D U C AT I O NC O N T A I N O R I N C L U D E ?
My Philosophy of Education as a GradeSchool Teacher
I believe that every child Has a natural interest in learning and is
capable of learning Is an embodied spirit Can be influenced but not totally by
his/her environment Is unique and so comparing a child to
other children has no basis
The humanperson, the learnerin particular andthe educatedperson
Here is anexample
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I believe that there are unchanging values in
changing times and these must be passed on to
every child by my modeling, value inculcation
and value integration in my lessons
What is true &good andtherefore must betaught
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I believe that my task as a teacher is to facilitate thedevelopment of every child to the optimum and to the maximum
by: Reaching out to all children without bias and prejudicetowards the least of the children Making every child feel good and confident about him/herself through his/her experiences of success in the classroom Helping every child master the basic skills of reading,communicating in written and oral form, arithmetic andcomputer skills
Teaching my subject matter with mastery so that every childwill use his/her basic skills to continue acquiring knowledge,skills and values for him/her to go beyond basic literacy andbasic numeracy Inculcating or integrating the unchanging values of respect,honesty, love and care for others regardless of race , ethnicity,nationality, appearance and economic status in my lessons Consistently practicing these values to serve as model forevery child
Strengthening the value formation of every child throughhands-on-minds-on experiences inside and outside theclassroom Providing every child activities meant to develop the body,mind and the spirit
How a learner mustbe taught in orderto come close to thetruth
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