Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

COLLEGE OF TEACHER EDUCATION

Bayombong Campus

DEGREE BSED, BPE, BTTE COURSE NO. PROF ED 3

PROGRAM
SPECIALIZATION All majors COURSE The Teaching Profession
TITLE
YEAR LEVEL 4 TIME FRAME 12hr WK NO. 13 - IM 7
s 16 NO.

I. Chapter VII: YOU, THE TEACHER, AS A PERSON IN SOCIETY

“Teachers…are the most responsible and important member of society because their professional efforts affect the
fate of the earth.” – Helen Caldicott

II. LESSON TITLE

Lesson 1: Your Philosophical Heritage: Philosophies of Education
Lesson 2: Formulating Your Philosophy of Education
Lesson 3: The Foundational principle of Morality and You
Lesson 4: Values Formation and You
Lesson 5: Teaching as Your Vocation, Mission and profession

III. LESSON OVERVIEW

We don’t live in a vacuum. 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 by people with whom we come in contact. We,
in turn, help shape society – its events, its people, and its destiny.

John Donne said it in his song “No man is and Island”: “No man stands alone…we need
one another…” In the context of your life as a teacher, we would say: “NO teacher is an island.
No teacher stands alone. Think of the many people who are helping you now become a teacher
in the near future. In fact, soon you will be called “teacher” in relation to a student, in the same
manner that your student will be called “student” in relation to you as teacher.

In this chapter, you will be made to realize that the significant role that you will play in the
society. This is perhaps one reason why many a time the teacher is blamed for the many ills in
society. You will also come to realize the demands it will exact from you for much is expected
of you, the teacher. It is, therefore, no joke to become one.

While teaching has many demands it also has its share of rewards. Great teachers recite
a litany of these rewards most of which are invisible to the eyes but are the most essential.

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 life
and your philosophy of education serve as your “window” to the world and “compass” in the sea
of life. Embedded in your personal philosophy are your principles and values that will determine
how you regard people, how you look at life as a whole. They govern and direct your lifestyle,
your thoughts, decisions, actions and your relationships with people and things.

Lesson 1 is focused on at least seven philosophies of education. Each philosophy has

its own answer to questions like “what is the nature of the learner,” how does he /she learn,
what should I teach him/ her. It also includes activities that would deepen one’s understanding
of the different educational philosophies that will guide would – be teachers in their journey as
professionals.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

Lesson 2 is focused on the formulation of your own Philosophy of Education. It is then

expected that you have to formulate your own philosophy at the end of the lesson.

Lesson 3 talks about the Foundational principles of Morality and You. Is this lesson
important to you as a teacher? For you to cope with the challenges of the teaching profession,
it is vital that you are anchored on a bedrock foundation of moral and ethical principles.

Lesson 4 emphasizes that values formation is based on the premise that there are
transcendent values where Filipinos, if not all, believe in a transcendental being. Are values true
to all? How important are values for teachers and students?

Lesson 5 talks about the differences of teaching as a vocation, mission and profession.
In this lesson you will have a realization of what teaching really is – A vocation, mission or a
profession?

Activities were also given after the discussion of the lessons to tickle your mind as
regards your view of the lessons presented. Make sure that you answer the activities
intellectually honest.

IV. DESIRED LEARNING OUTCOMES

At the end of the lesson, you are expected to:
a. summarize at least seven (7) philosophies of education and draw their implications to
teaching – learning
b. formulate one’s own philosophy of teaching
c. discuss and internalize the foundational principle of morality.
d. clarify if you truly value teaching
e. explain teaching as a vocation, mission and profession

V. LESSON CONTENT

Lesson 1: Lesson 1: Your Philosophical Heritage: Philosophies of Education

To philosophize is so essentially human – and in a sense to philosophize means living a truly human life. _ J.Pieper

Activity: Let’s
An Exercise to determine your Educational Philosophy
do these

Directions: Find out to which philosophy you adhere. To what extent does each stamen 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 by putting a check mark on the column for
each of the statements.

Note: Answer the given activity first before turning to the next page. Thank you

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

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

on the humanities.
5 In the classroom, students must be encouraged to interact with
one another to develop social virtues such as cooperation
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 ourselves freely determine our essence.
10 Human beings are shaped by their environment.
11 Schools should stress on the teaching of basic skills.
12 Change of environment can change a person.
13 Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, literature.
14 Teacher cannot impose meaning; students 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 actions.
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 atmosphere 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
empty minds of students.
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 not saying.
25 An individual is what he/she chooses to become not dictated by
his/her environment.

Interpretation: If you have 2 answers of 2/4 in number:

1, 3,5,7 - you are more of a progressivist
2,4,6,8 - you are more of a perennialist
9,15,20,25 - you are more of an existentialist
10, 12 - you are more of a behaviorist
11,13,17,18 - you are more of an essentialist
14,16,21,22 - you are more of a constructivist
19,23,24 - you are more of a linguistic philosopher

LET’S ANALYZE

If you have 2 scores of 4 in several of the clusters, you have an eclectic philosophy
which means 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 your philosophy is quite vague. So, to what Philosophy do you adhere?
____________________ 😊

After you have gotten an idea on the philosophies you learn, let us know more about
each of them.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

SEVEN PHILOSOPHIES OF EDUCATION

 ESSENTIALISM

 Why teach. This philosophy contends that teachers teach learners to acquire basic
knowledge, skills and values. Teachers teach “not to radically reshape society” but rather “to
transmit the traditional moral values and intellectual knowledge that students need to become
model citizens.”

 What to teach. Essentialist programs are academically rigorous. The emphasis is on

academic content for students to learn the basic skills or fundamental r’s – reading, writing, right
conduct – as these are essential to the acquisition of higher or more complex skills needed in
preparation for adult life. The essentialist curriculum includes the “traditional disciplines such as
math, natural science, history, foreign language, and literature. Essentialists frown upon
vocational courses…or other courses with “watered down” academic content ...The teachers
and administrators decide what is most important for the students to learn and place little
emphasis on student interests, particularly when they divert time and attention from the
academic curriculum.”

 How to teach. Essentialist teachers emphasize mastery of subject matter. They are
expected to be intellectual and moral models of their students. They are seen as “fountain” of
information and as “paragon of virtue”, if ever there is such person. To gain mastery of basic
skills, teachers have to observe “core requirements, longer school day, a longer academic
year…”

With mastery of academic content as primary focus, teachers rely heavily on the use of
prescribed textbook, the drill method and other methods that will enable them to cover as much
academic content as possible like the lecture method. There is a heavy stress on memorization
and discipline.

 PROGRESSIVISM

 Why teach. Progressivist teachers teach to develop learners into becoming enlightened
and intelligent citizens of a democratic society. This group of teachers teaches learners so they
may live fully NOW not to prepare them for adult life.

 What to teach. The progressivists are identified with need- based and relevant
curriculum. This is a curriculum that “responds to student’s needs and that relates to students’
personal lives and experiences.”

Progressivists accept the impermanence of life and the inevitability of change. Change is
the only thing that does not change. Hence, progressivist teachers are more concerned with
teaching the learners the skills to cope with change. Instead of occupying themselves with
teaching facts or bits of information that are true today but obsolete tomorrow, they would rather
focus their teaching on the skills or processes in gathering and evaluating information and in
problem – solving.

The subjects that are given emphasis in progressivist schools are the natural and social
sciences. Teachers expose students to many new scientific, technological, and social

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

developments, reflecting the progressivist notion that progress and change are fundamental…In
addition, students solve problems in the classroom similar to those they will encounter outside
of the schoolhouse.”

 How to teach. Progressivist teachers employ experimental methods. They believe that
one learns by doing. For John Dewey, the most popular advocate of progressivism, book
learning is no substitute for actual experience. One experiential teaching method that
progressivist teachers heavily rely on is the problem – solving method. This problem – solving
method makes use of the scientific method. (You will learn more of this in your Principles and
Strategies of teaching)

Other “hands-on-minds-on-hearts-on” teaching methodology that progressivist teachers

use are field trips during which students interact with nature or society. Teachers also stimulate
students through thought – provoking games, and puzzles.

 PERENNIALISM

 Why teach. we are all rational animals. Schools should, therefore, develop the students’
rational and moral powers. According to Aristotle. If we neglect the students’ reasoning skills,
we deprive them of the ability to use their higher faculties to control their passions and
appetites.

 What to teach. The perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. It is heavy on the humanities, on general education.
It is not a specialized curriculum but rather a general one. There is less emphasis on vocational
and technical education. Philosopher Mortimer Adler claims that the “Great Books of ancient
and medieval as well as modern times are repository of knowledge and wisdom, a tradition of
culture which must initiate each generation”. What the perennialist teachers teach are lifted from
the Great books.

 How to teach. The perennialist classrooms are “centered around teachers”. The
teachers do not allow the students’ interests or experiences to substantially dictate what they
teach. They apply whatever creative techniques and other tried and true methods which are
believed to be most conducive in Socratic Dialogues, or mutual inquiry sessions to develop an
understanding of history’s most timeless concepts.

 EXISTENTIALISM

 Why teach. The main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete responsibility for their
thoughts, feelings and actions”. Since “existence precedes essence”, the existentialist teacher’s
role is to help students define their own essence by exposing them to various paths they take in
life and by exposing them to various paths they take in life and by creating an environment in
which they freely choose their own preferred way. Since feeling is not divorced from reason in
decision making, the existentialist demands the education of the whole person, not just the
mind.”

 What to teach. “In an existentialist curriculum, students are given a wide variety of
options from which to choose.” Students are afforded great latitude in their choice of subject
matter. The humanities, however, are given tremendous emphasis to “provide students with
vicarious experiences that will help unleash their own creativity and self – expression. For

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

example, rather than emphasizing historical vents, existentialists focus upon the actions of
historical individuals, each of whom provides possible models for the students’ own behavior.
Moreover, vocational education is regarded more as a means of teaching students about
themselves and their potential than of earning a livelihood. In teaching art, existentialism
encourages individual creativity and imagination more than copying and imitating established
models.”

 How to teach. “Existentialist methods focus on the individual. Learning is self – paced,
self – directed. It includes a great deal of individual contact with the teacher, who relates to each
student openly and honestly. To help students know themselves and their place in society,
teachers employ values clarification strategy. In the use of such strategy, teachers remain non –
judgmental and take care not to impose their values on their students since values are
personal.”

 BEHAVIORISM

 Why teach. Behaviorist schools are concerned with the modification and shaping of
students’ behavior by providing for a favorable environment, since they believe that they are a
product of their environment. They are after students who exhibit desirable behavior in society.

 What to teach. Because behaviorists look at “people and other animals … as complex
combinations of matter that act in response to internally or externally generated physical
stimuli”, behaviorist teachers teach students to respond favorably to various stimuli in the
environment.

 How to teach. Behaviorist teachers “ought to arrange environmental conditions so that

students can make the responses to stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have to be controlled to get the desired
responses from the learners…Teachers ought to make the stimuli clear and interesting to
capture and hold the learner’s attention. They ought to provide appropriate incentives to
reinforce positive responses and weaken or eliminate negative ones,” (Trespeces, 1995)

 LINGUISTIC PHILOSOPHY

 Why teach. To develop the communication skills of the learner because the ability to
articulate, to voice out the meaning and values of things that one obtains from his/her
experience of life and the world is the very essence of man. It is through his/her ability to
express himself/herself clearly. To get his/her ideas across, to make known to others the values
that he/she has imbibed, the beauty that he/she has seen, the ugliness that he/she rejects and
the truth that he/she has discovered. Teachers teach to develop in the learner the skill to send
message clearly and receive messages correctly.

 What to teach. Learners should be taught to communicate clearly – how to send clear,
concise message and how to receive and correctly understand messages sent. Communication
takes place in three (3) ways, verbal, nonverbal and paraverbal. Verbal component refers to the
content of our message, the choice and arrangement of our words. This can be oral or written.
Nonverbal component refers to the message we send through our body language while
paraverbal component refers to how we say what we say – the ton, pacing and volume of our
voices.

There is a need to teach learners to use language that is correct, precise, grammatical,
coherent, accurate so that they are able to communicate clearly and precisely their thoughts

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INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

and feelings. There is a need to help students expand their vocabularies to enhance their
communication skills. There is need to teach the learners how to communicate clearly through
non – verbal means and consistently through paraverbal means.

There is a need to caution the learners of the verbal and non – verbal barriers to
communication.

Teach them to speak as many languages as you can. The more languages one speaks,
the better he/she can communicate with the world. A multilingual has an edge over the
monolingual or bilingual.

 How to teach. The most effective way to teach language and communication is the
experiential way. Make them experience sending and receiving messages through verbal,
nonverbal and paraverbal manner. Teacher should make the classroom a place for the interplay
of minds and hearts. The teacher facilitates dialogue among learners and between him/her and
his/her students because in the exchange of words there is also an exchange of ideas.

 CONSTRUCTIVISM

 Why teach. Constructivism sees to develop intrinsically motivated and independent

learners adequately equipped with learning skills for them to be able to construct knowledge
and make meaning of them.

 What to teach. The learners are taught how to learn. They are taught learning processes
and skills such as searching, critiquing and evaluating information, relating these pieces of
information, reflecting on the same, making meaning out of them, drawing insights, posing
questions, researching and constructing new knowledge out of these bits of information learned.

 How to teach. In the constructivist classroom, the teacher provides students with data or
experiences that allow them to hypothesize, predict, manipulate objects, pose questions,
research, investigate, imagine, and invent. The constructivist classroom is interactive. It
promotes dialogical exchange of ideas among learners and between teacher and learners. The
teacher’s role is to facilitate this process.

Knowledge isn’t a thing that can be simply deposited by the teacher into the empty
minds of the learners. Rather, knowledge is constructed by learners through an active, mental
process of development; learners are the builders and creators of meaning and knowledge.
Their minds are not empty. Instead, their minds are full of ideas waiting to be “midwifed” by the
teacher with his/her skillful facilitating skills.

Lesson 2: Formulating Your Philosophy of Education

Philosophy is vital only when the questions are mine and so is the struggle towards answers. _ W. Luijpen

You have been acquainted with the various philosophies. With which philosophy do you
identify yourself? What is your personal philosophy of education? You are expected to formulate
it in this second lesson.
Your philosophy of education is your “window” to the world and “compass” in life. Hence,
it may be good to put that philosophy of education in writing. You surely have one just as
everybody has only that sometimes it is not well articulated. Your philosophy of education is
reflected in your dealings with students, colleagues, parents and administrators. Your attitude

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

towards problems and life as a whole has an underlying philosophy. In this lesson, you will
articulate your thoughts on how you perceive the learner on what are the right values, on what
and how you must therefore teach. If you articulate your philosophy of education, you will find
yourself more consistent in your dealings with other people, in your actions and decisions.
What does a philosophy of education contain or include? It includes your concept about:
- The human person, the learner in particular and the educated person
- What is true and good and therefore must be taught.
- How a learner must be taught in order to come close to the truth

Here is an example:

My Philosophy of Education as a Grade School 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, so comparing a child to other children has no basis
 Does not have an empty mind, rather is full of ideas and it is my task to draw out these ideas.

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 lesson.

I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the
maximum by:
 Reaching out to all children without bias and prejudice towards the “least” of the children.
 Making every child feel good and confident about himself/herself through his/her experiences of
success in the classroom.
 Helping every child master the basic skills of reading, communicating in oral and written form,
arithmetic and computer skills.
 Teaching my subject matter with mastery so that every child will use his/her basic skills to continue
acquiring knowledge, skills and values for him/her to go beyond basic literacy and basic 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 for every child.
 Strengthening the value formation of every child through ‘hands-on-minds-on-hearts-on experience
inside and outside the classroom.
 Providing every child activities meant to develop the body, the mind and the spirit.

Lesson 3: The Foundational Principles of Morality and You

“When you carry out acts of kindness you get a wonderful feeling inside. It is as though something inside
your body responds and says, yes, this is how I ought to feel. _Unknown

Someone once wrote of teachers: “Even on your worst day on the job, you are still some
children’s best hope.” Do you agree? Why? Indeed, society expects too much from you, the
teacher. Henry Brooks Adams said it succinctly: “A teacher affects eternity; he can never tell
where his influence stops.”

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For you to be able to cope with these expectations, you should be anchored on a
bedrock foundation of moral and ethical principles. Let us begin this lesson by defining what
morality is.

Morality
It refers to “the quality of human acts by which we call them right or wrong, good or evil.
(Panizo, 1964) Your human action is right when it conforms to the norm, rule, or law of morality.
Otherwise it is said to be wrong. For instance, when Juan gets the pencil of Pedro without the
latter’s permission, Juan’s action is wrong because it is contrary to the norm, “stealing is
wrong”. A man’s action, habit or character is good when it is not lacking of what is natural to
man that is it is in accordance with man’s nature. For instance, it is not natural for man to
behave like a beast because he is not a beast, he is a man and unlike the beast, he has intellect
and free will. That intellect makes him capable of thinking, judging and reasoning. His free will
gives him the ability to choose. Unlike the beasts, he is not bound by instincts.

Foundational Moral Principle

The word principle comes from the Latin word princeps which means a beginning, a
source. A principle is that on which something is based, founded, originated and initiated. It is
likened to the foundation of a building upon which all other parts stand. If we speak of light, the
principle is the sun because the sun is the body from which the light of this world originates. A
foundational moral principle is, therefore, the universal norm upon which all other principles on
the rightness or wrongness of an action are based. It is the source of morality.
Where is this foundational moral principle? It is contained in the natural law. Many
moralists, authors, and philosophers may have referred to this foundational moral principle in
different means. But it may be acceptable to all believers and non-believers alike refer to it as
natural law.
What is the natural law? It is the law “written in the hearts of men.” (Romans 2:15) For
theists, it is “ man’s share in the Eternal Law of God . . .”St. Thomas defines it as” the light of
natural reason, whereby we discern what is good and what is evil . . .an imprint on us of the
divine light . it is the law that say: “Do good and avoid evil.” This is the fundamental or
foundational moral principle.
All men and women, regardless of race and belief, have a sense of this foundational
moral principle. It is ingrained in man’s nature. “It is built into the design of human nature and
woven into the fabric of the normal human mind.” We are inclined to do what we recognize as
good and avoid that which we recognize as evil.

Teacher as a person of good moral character

As laid down in the preamble of the Code of Ethics of Professional Teachers, teachers
are duly licensed professionals who possess dignity and reputation with high moral values as
well as technical and professional competence. In the practice of their profession, they strictly
adhere to, observe and practice this set of ethical and moral principles, standards and values.”
From the above preamble, the words moral values are mentioned twice, to accentuate on the
good moral character expected of you, the teacher. When are you of good moral character?
One Christian author describes four ways of describing good moral character: 1) being fully
human – you have realized substantially your potential as a human person, 2) being a loving
person – you are caring in an unselfish and mature manner with yourself, other people and God,
3) being a virtuous person – you have acquired good habits and attitudes and you practice them
consistently in your daily life, and 4) being morally mature person – you have reached a level of
development emotionally, socially, mentally, spiritually appropriate to your developmental stage.
The foundational moral principle is “Do good and avoid evil”. This is contained in the
natural law. The natural law is engraved in the heart of every man and woman. We have in us
the sense to do the good that we ought to do and to avoid the evil that we ought to avoid. This

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foundational moral principle of doing good and avoiding evil is expressed in many other ways by
different people. The famous Chinese philosopher, Kung-fu-tzu taught the same principle when
he said: “Do not do to others what you do not like others do to you.” Immanuel Kant taught the
same: “Act in such a way that your rule can be the principle of all.” The Buddhists abide by the
same moral principle in their Eightfold path. They do good when they “1) strive to know the truth;
2) resolve to resist evil; 3) say nothing to hurt others; 4) respect life, morality, and property; 5)
engage in a job that does not injure others; 6) strive to free their mind of evil; 7) control their
feelings and thoughts, and 8) practice proper forms of concentration.” The Muslims have this
foundational moral principle laid down in their Koran and the Five Pillars. For the Christians, the
Bible shows the way to the good life – the Ten Commandments and the Eight Beatitudes. The
Ten Commandments and the Eight Beatitudes are summarized in the two great commandments
of love for God and love for neighbor.

Lesson 4: Values Formation and You

Education in values means the cultivation of affectivity, leading the educand through exposure to
an experience of value and of the valuable._ R. Aquino

As mentioned in lesson 3, to be moral is to be human. Living by the right values

humanizes. The question that you may raise at this point is: Is there such a right thing,
unchanging and universal value?
Is a right value for me also a right value for you? Are the values that we, Filipinos,
consider as right also considered by the Japanese, Americans or the Spaniards as right values?
Or are values dependent on time, place and culture? What do you think? 😊
There are two varied answers to the question, depending on the camp where you
belong. If you belong to the idealist group, there are unchanging and universal values. The
values of love, care and concern for our fellowmen are values for all people regardless of time
and space. They remain unchanged amidst changing times. These are called Transcendent
values, transcendent because they are beyond changing times, beyond space and people. They
remain to be a value even if no one values them. They are accepted as value everywhere. On
the other hand, the relativists claim that there are no universal and unchanging values. They
assert that values are dependent on time and place. The values that our forefathers believed in
are not necessarily the right values for the present. What the British consider as values are not
necessarily considered values by Filipinos.
In this lesson, our discussion on values formation is based on the premise that there are
transcendent values. Most Filipinos, if not all believe in a transcendent being.

Values are caught and Taught

Almost essential questions we have to tackle is: “Are values caught or taught? Our
position is that values are both taught and caught. If they are not taught because they are
merely caught, then there is no point in proceeding to write and discuss your values formation
as a teacher. Value are also caught. We may not be able to hear our father’s advice “Do not
smoke” because what he does (he himself smoke) speaks louder than what he says. The living
examples of good men and women at home, school and society have far greater influence on
our value formation than those well – prepared lectures on values excellently delivered by
experts who may sound like “empty gongs and clanging cymbals.”

Dimensions of Values
Values have a cognitive dimension. We must understand the value we want to acquire.
We need to know why we have to value such. This is the heart of conversion and values
formation. We need to know how to live by that value. These are the concepts that ought to be
taught.

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Values are in the affective domain of objective. In themselves, they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be honest.
One has to feel something towards honesty, be moved towards honesty as preferable to
dishonesty (Aquino, 1990).

Value also have behavioral dimension. In fact, living by the value is the true test if we
really value a value like honesty.

Value Formation includes formation in the cognitive, affective and behavioral aspects
Your value formation as teachers will necessarily include the three dimensions. You
have to grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of
value experiences in life (Aquino, 1990). You have to be open and attentive to your value
lessons in Ethics and for those in sectarian schools, Ethics and Religious Education. Take
active part in value sessions like fellowships, recollections organized by your church group or
associations. Since values are caught, help also yourself by reading the biographies of heroes,
great teachers and Saints (for the Catholics) and other inspirational books. (It is observed that
less and less teachers read printed materials other than their textbooks). Your
Lessons in history, religion and literature are replete with opportunities for inspiring ideals.
Associate with model teachers. If possible, avoid the “yeast” of those who will not exert a very
good influence. Take the sound advice from Desiderata: “Avoid loud and aggressive persons;
they are vexations to the spirit.” Join community immersions where you can be exposed to
people from various walks of life. These will broaden your horizon, increase your tolerance level,
and sensitize you to life values. These will help you to “fly high” and “see far” to borrow the
words of Richard Bach in his book, Jonathan Livingstone seagull.

Value formation is a training of the intellect and will

Your value formation in essence is a training of your intellect and will, your cognitive and
rational appetitive powers, respectively. Your intellect discerns a value and presents it to the
will as a right or wrong value. Your will wills to act on the right value and will to avoid the wrong
value presented by your intellect. As described by St. Thomas Aquinas. “The intellect proposes
and the will disposes.”
It is clear that “nothing is willed unless it is first known.” Thought must precede the
deliberation of the will. An object is willed as it is known by the intellect and proposed to the will
as desirable and good. Hence, the formal and adequate object of the will is good as
apprehended by the intellect (William Kelly, 1965). These statements underscore the
importance of training of your intellect. Your intellect must clearly present a positive value to the
will not as one, that is apparently positive but in the final analysis is a negative value. In short,
your intellect must be enlightened by what is true.
It is, therefore, necessary that you develop your intellect in its three functions: “formation
of ideas, judgment and reasoning (William Kelly, 1965). It is also equally necessary that you
develop your will so you will be strong enough to act on the good and avoid the bad that your
intellect presents.

How can your will be trained to desire strongly the desirable and act on it? William Kelly
explains it very simple:
Training of the will must be essentially self – training. The habit of yielding
to impulse results in the enfeeblement of self – control. The power of
inhibiting urgent desires, of concentrating attention on more remote good,
of reinforcing the higher but less urgent motives undergoes a kind of

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atrophy, atrophy through disuse. Habitually yielding to any vice, while it

does not lessen man’s responsibility, does diminish his ability to rest
temptation. Likewise, the more frequently man restraints impulse, checks
inclination, persists against temptation, and steadily aims at virtuous
living, the more does he increase his self – control, and therefore, his
freedom. To have a string will means to have control of the will, to be able
to direct it despite all contrary impulses.

Value Clarification
After introducing transcendent values, let me introduce you to the process of value
clarification. In a pluralistic society, we can’t help but face the value confusion and value
contradictions of our times. When we do not know what we really value or when we are not
clear on what we really value, we end up lukewarm or uncommitted to a value. The advocates
of value clarification assert that we must clarify what we really value. The term value is reserved
for those “individual beliefs, attitudes and activities…that satisfy the following criteria: (1) freely
chosen; (2) chosen from among alternatives; (3) chosen after due reflection; (4) prized and
cherished; (5) publicly affirmed; (6) incorporated into actual behavior; and (7) acted upon
repeatedly in one’s life.
This means that if you value honesty you have chosen it freely from among alternatives
and after considering its consequences. You prize it and you are proud of t and so you are not
ashamed for others to know that you value it. You practice and live by honesty and have made it
your habit and live honestly.

Lesson 5: Teaching as Your Vocation, Mission and Profession

“One looks back with appreciation to the brilliant teachers, but with gratitude to those
who touched our human feeling…” _ Carl Jung

Etymology of the word “vocation”

Vocation comes from the Latin word “vocare” which means to call. If there is a call, there
must be a caller and someone who is called. There must also be a response. For Christians, the
Caller is God himself. For our brother and sister Muslims, Allah. Believers in the Supreme being
will look at this voiceless call have a vertical dimension. For non-believers, the call is also
experienced but this may be viewed solely along a horizontal dimension. It is like man calling
another man, never a Superior being calling man.

Teaching as your vocation

Perhaps you never dreamt to become a teacher! But here you are now preparing to
become one! How did it happen? From the eyes of those who believe, it was God who called
you here for you to teach, just as God called Abraham, Moses, and Mary, of the Bible. Like you,
these Biblical figures did not also understand the events surrounding their call. But in their great
faith, they answered YES. The fact that you are in the College of Teacher Education signifies
that you positively responded to the call to teach. Right? May this YES response remain a YES
and become even firmer through the years. Can you believe it? Better believe it!

Teaching as your mission

Teaching is also a mission. The word mission comes from the Latin word “mission”
which means “to send”. You are called to be a teacher and you are sent into the world to
accomplish a mission, to teach. Websters defines mission as a “task assigned”. You are sent to
accomplish an assigned task.
Teaching is your mission means it is the task entrusted to you in this world. If it is your
assigned task then naturally you’ve got to prepare yourself for it. From now on you cannot take
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your studies for granted. Your four years of pre – service preparation will equip you with the
knowledge, skills and attitude to become an effective teacher. However, never commit the
mistake of culminating your mission preparation at the end of the four-year pre -service
education. You have embarked in a mission that calls for a continuing professional education.
As the saying goes “once a teacher, forever a student.”
Flowing from your uniqueness, you are expected to contribute to the betterment of this
world in your won unique way. Your unique and most significant contribution to the
humanization of life on earth is in the field where you are prepared for – teaching.
What exactly is the mission to teach? Is it merely to teach the child the fundamental
skills or basic r’s of reading, ‘riting, ‘rithmetic and right conduct? Is it to help the child master the
basic skills so s/he can continue acquiring higher – level skills in order to become a productive
member of society? Is it to deposit facts and other information into the ‘empty minds” of students
to be withdrawn during quizzes and tests? Or is it to “midwife the birth of ideas latent in the
minds of students? Is it to facilitate the maximum development of his/her potential not only for
himself/herself but also for others? In the words of Alfred North Whitehead, is it to help the child
become “the man of culture and expertise”? or is it “to provide opportunities for the child’s
growth and to remove hampering influences” as Bertrand Russell put it?
Recall the various philosophies in Lesson 1 and you can add more to those enumerated.
To teach is to do all of these and more! To teach is to influence every child entrusted in your
care to become better and happier because life becomes more meaningful. To teach is to help
the child becomes more human.
A letter given by a private school principal to her teachers on the first day of a new
school year may make crystal clear for you your humanizing mission in teaching:
Dear Teacher:
I am a survivor of a concentration camp.
My eyes saw what no man should witness:
- Gas chambers built by learned engineers.
- Children poisoned by educated physicians.
- Infants killed by trained nurses.
- Woman and babies shot and burned by high school and college
graduates.
So, I am suspicious of education.
My request is: Help your students become human.
Your efforts must never produce learned monsters. Skilled
psychopaths, and Eichmann’s.

Reading, writing. Arithmetic are important only if they serve to

make our children more human.

“Mission accomplished.” This is what a soldier tells his superior after he has
accomplished his assigned mission. Can we say the same when we meet our “Superior” face to
face?
Some teachers regard teaching as just a job. Others see it as their mission. What’s the
difference? Read Teaching: Mission an and/or Job?

Teaching: Mission and/or Job

If you are doing it only because you are paid for it, it’s a job; if you are doing it not only for
the pay but also for service, it’s a mission.
If you quit because your boss or colleagues criticized you, it’s a job; if you keep on teaching
out of love, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job
If you are committed to teaching even if it means letting go of other activities, it’s your
mission.
If you quit because no one praise or thank you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
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It’s only
educational purposes hard andto
notget excited about
for commercial a teaching job; it’s almost impossible not to get excited about a
distribution,”
mission.
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If our concern is success, it’s a job; if our concern is success plus faithfulness, it’s a mission.
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The elements of a profession

Teaching like engineering, nursing, accounting and the like is a profession. A teacher,
like an engineer, a nurse and an accountant, is a professional. What are the distinguishing
marks of a professional teacher? Former Chairperson of the professional Regulation
Commission, Hon. Hermogenes P. Pobre in his pithy address in a national convention of
educators remarked: “The term professional is one of the most exalted in the English
Language, denoting as it does, long and arduous years of preparation, a striving for excellence,
a dedication to the public interest, and commitment to moral and ethical values.”

Teaching as your profession

Why does a profession require “long and arduous years of preparation” and “a striving
for excellence”? because at the end goal of a profession is service and as we have heard many
times “we cannot give what we do not have.” We can give more if we have more. His holiness
Pope Paul VI affirmed this thought when he said: “Do more, have more in order to be more.” For
us to be able to give more, continuing professional education is a must. For us teachers,
continuing professional education is explicit in our professionalization law and our Code of
professional Ethics.
Our service to the public as a professional turn out to be dedicated and committed only
when our moral, ethical and religious values serve as our bedrock foundation. The same moral,
ethical and religious convictions inspire us to embrace continuing professional education.
If you take teaching as your profession, this means that you must be willing to go
through a long period of preparation and a continuous professional development. You must
strive for excellence, commit yourself to moral, ethical and religious values and dedicate
yourself to public service.

The “pwede na” mentality and excellence

The ‘striving for excellence” as another element of a profession us to our “pwede na”
mentality, which is inimical to excellence. This mentality is expressed in other ways like
“talagang ganyan yan”, wla tayog magaw”, - all indicators of defeatism, and resignation to
mediocrity. If we stick to this complacent mentality, excellence eludes us. In the world of work
whether here or abroad, only the best and the brightest make it.
The mortality rate in the Licensure Examination for Teachers for the past ten (10) years
is a glaring evidence that excellence is very much wanting of our teacher graduates. If we
remain to our calling and mission as professional teacher. We have no choice but to take the
endless and the “less traveled road” to excellence.

Teaching and a life of meaning

Want to give your life meaning? Want to live a purpose – driven life? Spend it
passionately in teaching, the most noble profession. Consider what Dr. Josette T. Biyo, the first

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Asian teacher to win the Intel Excellence in Teaching Award in an international competition, said
in a speech delivered before a selected group of teachers, superintendents, DepEd officials and
consultants, to wit:
Teaching may not be a lucrative position. It cannot
guarantee financial security. It even means investing your
personal time, energy, and resources. Sometimes, it means
disappointments, heartaches, and pains. But touching the
hearts of people and opening the minds of children can
give you joy and contentment which money could not buy.
These are the moments I teach for. These are the moments
I live for.

VI. LEARNING ACTIVITIES

 Lesson 1: Your Philosophical Heritage

 Self – Check 1: Test Your Understanding of the Philosophies

Answer each with 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?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

_____2. Is the model citizen of the essentialist the citizen who contributes to the re-building of
society?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_____3. Do the essentialist teachers give up teaching the basics if the students are not
interested?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_____4. Do the essentialist teachers frown on long academic calendar and core requirements?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Progressivism
_____ 1. Do the progressivist teachers look at the education as a preparation for adult life?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______2. Are the students’ interest and needs considered in a progressivist curriculum?

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____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______3. Does the progressivist curriculum focus mainly on facts and concepts?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______ 4. Do the progressivist teachers strive to stimulate in the classroom life in the outside
world?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Perennialism

______ 1. Are the perennialist teachers concerned with the students’ mastery of the
fundamental skills?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______ 2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_____ 3. Is the perennialsit curriculum geared towards specialization?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______4. Do the perennialist teachers sacrifice subject matter for the sake of students’
interests?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Existentialism
_____ 1. Is the existentialist teacher after students becoming specialists in order to contribute to
society?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_____ 2. Is the existentialist concerned with the education of the whole person?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

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______3. Is the course of study imposed on students in the existentialist classroom?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______4. Does the existentialist teacher make heavy use of the individualized approach?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Behaviorism
______ 1. Are behaviorists concerned with the modification of student’s behavior?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______ 2. Do behaviorist teachers spend their time teaching students on how to respond
favorably to various environmental stimuli?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

______ 3. Do behaviorist teachers believe they have control over some variables that affect
learning?
____________________________________________________________________________
____________________________________________________________________________
_________________________________________________________

_______4. Do behaviorist teachers believe that students are a product of their environment?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Linguistic Philosophy
_______ 1. Do linguistic philosophers promote the study of language?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_______ 2. Is the communication that linguistic philosophers encourage limited to verbal

language only?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_______ 3. Do linguistic philosophers prefer the teacher who dominates discussion to save time
to a teacher who encourages dialogue?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

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_______ 4. Is the curriculum of the linguistic philosopher open to the learning of as many
languages, like Mother Tongue, as possible?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

 Constructivism
_______ 1. Does the constructivist agree to a teaching methodology of “telling”?
____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_______ 2. Do constructivists believe that students can construct knowledge?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_______ 3. Do constructivists approve of teaching learners the skill to learn?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

_______ 4. Do constructivists believe that meaning can be imposed?

____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________

II. TEST YOUR MEMORY: You may need to research further in order to gain mastery. The
first exercise in this lesson (An Exercise to Determine Your Life Philosophy) may help.

Directions: To which philosophy does each theory of man belong?

A person :
___________________ 1. is a product of his environment.
___________________ 2. has no universal nature.
___________________ 3. has rational and moral powers.
___________________ 4. has no choice; he is determined by his environment.
___________________ 5. can choose what he can become.
___________________ 6. is a complex combination of matter that responds to physical stimuli.
___________________ 7. has no free will
___________________ 8. has the same essential nature with others.
___________________ 9. is a rational animal.
___________________ 10. first exists then defines him/herself.

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___________________ 11. is a social animal who learns well through an active interplay with
others.
___________________ 12. is a communicating being.
___________________ 13. is a maker of meaning.
___________________ 14. a constructor of knowledge.

Cut - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Name __________________________________ Date of Submission _____________

Year and Section ________________________ Modality of Learning ____________
Module No. 1

VI.LEARNING ACTIVITIES
Reminder: Module 7 (including the accomplishment of the learning activities) will last for four (4)
weeks . Make sure that you answer the different activities INTELLECTUALLY HONEST and
SCHOLARLY. Proper citation is needed whenever you wish to cite information from sources and
other readings other than the modules to support insights or answers as regards the questions
presented in this part of the module.

III. SYNAPSE STRENGTHENERS (Research Work)

We are interested in what is true. Our teaching methodologies are based on our quest
for truth. Likewise, our teaching – learning goals are based on what we value or what we
cherish as good. Identify what each philosophy considers as good and valuable and true.
Complete the given table given below. The first one is done for you.
Philosophy Theory of Methodology to Theory of what Goal of
Truth arrive at truth is teaching –
valuable/good learning
Progressivism The Universe is We must relate to Values differ from To help develop
real and is in the universe and place to place, students who
constant change interact with from time to time. can adjust to a
others intelligently, From person to changing world
scientifically and person; what is and live with
experientially. The considered good others in
curriculum for one may not be harmony.
stresses on good for another.
science and
experiential
learning such as
“hands-on-minds-
on-hearts-on”
learning.
Linguistic
Philosophy

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Constructivism

Essentialism

Existentialism

Perennialism

Behaviorism

A. With which philosophy do you associate the following quotations? Write your
answer before the number.(Single Response Activity)
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1. “Education is life not a preparation for life”. _Dewey

2. “Man is nothing else but what he makes of himself…” _ Sartre
3. “Gripping and enduring interests frequently grow out of initial learning efforts that are
not appealing or attractive.”
4. “Give me a dozen healthy infants, well – informed, and my own specified world to
bring them up in and I’ll guarantee to take 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 ancestor.” _ Watson
5. “Existence precedes essence.” Sartre
6. “Life is what you make it.: _ William Thackeray
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 nonverbally…” _ John Powell
8. “When a relationship is working, the act of communicating seems to flow relatively
effortlessly…” _Chip Rose
B. Upon which philosophy/ies is each program /practice anchored? Write your answer
before the number (single response activity)
1. Back-to-the Basics movement
2. Conduct of National Achievement Test to test
3. Use of Great Books
4. Use of Rewards and incentives
5. Use of simulations and problem-solving method
6. Learners learning at their own pace.
7. Mastery of the 3 r’s – reading, writing, ‘rithmetic
8. The traditional approach to education
9. Subject matter – centered teaching
10. Student – centered teaching
11. Authoritarian approach to teaching
12. Non – authoritarian approach to teaching
13. Making meaning of what is taught
14. Understanding message through verbal, non-verbal and paraverbal means
15. Asking learners to draw meaning from what they are taught

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 Lesson 2: Formulating Your Philosophy of Education

 formulate / write your philosophy of teaching

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Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

 Lesson 3: The Foundational principles of Morality and You

 By means of a poem or an acrostic show the importance of morality in education.

 Lesson 4: Values Formation and You

Reaction Paper:
1. In the modern parable “The Little Prince” written by Antoine Exupery, the Little prince
in his visit to one planet, met an alcoholic. The following was their conversation
Little Prince: “What are you doing?”
The Alcoholic: “I am drinking.”
Little prince: “Why are you drinking?”
Alcoholic: “To forget!”
Little Prince: “To forget what?”
Alcoholic: “That I am a drunkard!”

Based on the above conversation, is the alcoholic (or any alcoholic for that matter)
happy for being one. What lessons can you learn from the life of an alcoholic and how
does that convo relate to the lesson on Values formation.

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

2. In his book “Morality and You”, James Finely wrote:…”look at the modern
advertisements. Commercials for deodorants, mouthwashes, skin blemish removers
and other cosmetics have a basic assumption that man is a creature who must be
physically attractive to have much worth in the eyes of his fellowmen. They try to
sell…the following concept to a person; to have bad breath is to be socially
undesirable.” Reflect if this thought of man as sold by the media in a very subtle
manner has in a way influenced your value orientation.

 Lesson 5: Teaching as Your Vocation, Mission and Profession

 Write a reflection paper to prove that teaching is the noblest profession.

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educational purposes only and not for commercial distribution,”

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

VII. ASSIGNMENT

Research Work

 Lesson 1:
 Research on the following philosophies. Give a gist of each philosophy. Cite
those thoughts with which you agree and also those which you disagree.
a. Realism
b. Reconstructionism
c. Stoic Philosophy

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

 Lesson 3
 How does conscience relate to morality?

 Lesson 4
 Which Filipino values pose obstacles to your value formation? How do they block
your value formation?

 In the context of value formation, write down your response/action plan as a

proof that you accept continuing personal value formation – “Di baleng mahirap,
basta’t may dangal”

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educational purposes only and not for commercial distribution,”

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

 Lesson 5
 Read any research related to teaching as the noblest of all professions then give the:
a. Research Title
b. Research methodology
c. Findings
d. Conclusion
e. Reference

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 Republic of the Philippines
NUEVA VIZCAYA STATE UNIVERSITY
Bayombong, Nueva Vizcaya
INSTRUCTIONAL MODULE
IM No.: PROFED2-1STSEM-2021-2022

Answer key : Self Check 1

Essentialism
1.No, they aim to transmit the traditional moral values and intellectual knowledge that students need to
become model citizens.
2. No, the model student is the one who shows mastery of basic skills and that one who lives by
traditional moral values.
3.No. they teach subject matter even if the students are not interested. They are more subject matter –
centered than student – centered.
4.No, they need long academic calendar and core requirements for mastery of basic skills.

Progressivism
1.No, they look at education as life.
2. Yes
3.No, they focus more on problem – solving skills.
4. Yes

Perennialism
1.No, they are more concerned with the study of the Great Books. If ever, they are interested in the
fundamental skills; it is because these skills are needed to study the Great Books.
2.Yes
3.No, it is geared towards general or liberal education.
4.No, like the essentialist, subject matter is foremost to perennialist.

Existentialism
1.No, they are more concerned in helping students appreciate themselves as unique individuals who
accept responsibility over their thoughts, actions and life.
2. Yes
3. No, students are given a choice.
4Yes, to allow each student learn at his own pace.

Behaviorism Linguistic Philosophy Constructivism

1. Yes 1. Yes 1.No
2. Yes 2. No 2.Yes
3. Yes 3. No 3.Yes
4. Yes 4. Yes 4.No

VIII. REFERENCES

Bilbao, P. et. Al (2018). The Teaching Profession. Fourth Edition. Lorimar Publishing, Inc. 776
Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila
Bilbao, P. et. Al (2015). The Teaching Profession. Third Edition. Lorimar Publishing, Inc. 776
Aurora Blvd., cor. Boston Street, Cubao, Quezon City, Metro Manila

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educational purposes only and not for commercial distribution,”

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