SemEd Presentation

8/21/2019 SemEd Presentation

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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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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


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


Emphasis on the

Natural Science &Social Science

Expose students tomany new scientific,technological &social developments


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PERENNIALISM


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


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


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


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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