Chapter 1: Socially Responsible Teachers : Rich with Philosophical Heritage

Introduction
 Teachers need to be guided by a sound philosophy in the practice of their profession.
 Teachers plan lessons, interact with their students and evaluate their performance according to their
own personal view of teaching and learning.

What is Philosophy? What is philosophy of Education?

 PHILOSOPHY - can be defined as a set of
ideas that answer question about the nature PHILOSOPHY OF EDUCATION - is a set of
of reality and about the meaning of life.- related beliefs that influence what and how
 Originated from ancient Greek word “ students are taught. Formulating your own
 Philo” means love and “Sophie” means philosophy may not be easy since you are just
wisdom. beginning, but here are some questions you may
consider in framing your philosophical statement.
Greek thinkers divided into three branches:
1. Metaphysics - addresses reality, divided into  What is the purpose of education?
two categories:  What content and skills should schools
Ontology -existence or being. develop?
Cosmology-related with the nature and  How should schools teach the content of
origin of the universe the curriculum?
2. Epistemology- concerned with the nature of  What are the roles of the students and
knowledge. teachers in the teaching learning process?
3. Axiology-and its corollaries relate to values,  How should learning be assessed? In
divided into two categories: education, metaphysics refers to the
Ethics -relate to issues in morality and knowledge of most worth which is the
conduct curriculum. While epistemology is
Aesthetics -concerned with beauty concerned with the methods of teaching
or how teaching and learning are to be
delivered. Then, axiology relates to
behavior, civility, appreciation, and
expression.

PHILOSOPHICAL ROOTS OF EDUCATION

Three major philosophies are presented to help you formulate your own philosophy:
1. IDEALISM -contends that reality lies in our consciousness or our intellect.
 Idealists believe that perfect knowledge of the ideal resided outside humans as an Absolute or
as God.

Idealists Teachers:
1.1 believe that the schools are repositories of eternal truth which have organized the hierarchical
curriculum in education
1.2 believe that on top of this hierarchy are the most important subjects that cultivate abstract thinking
1.3 believe in the use of Socratic method
1.4 believe that thinking and learning are the processes of bringing latent ideas to consciousness and
logic is encouraged
1.5 believe that teachers should lead exemplary lives and be models for students to imitate
1.6 believe that the internet can make the great book accessible to all, but they insist that technology
should be the means rather than the end in transmitting knowledge

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of idealism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?
2.REALISM -advocates that reality is outside of our minds.-
 Realists believe that the objects we perceive exist independently of the mind.
Realists Teachers:
2.1 believe that their teachers should be equipped with a wide repertoire of methods in teaching to
achieve their goals
2.2 believe that their primary responsibility is to bring students’
ideas about the world into reality
2.3 believe that deductive and inductive logic, and the scientific method are reliable means to discover
knowledge
2.4 believe that the inclusion of non-academic activities interfere with the school’s primary purpose as a
center of disciplined academic inquiry
2.5 believe in the use of technology as an aid in learning

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of realism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

3.PRAGMATISM- evaluates the truth and meaning of ideas according to their physical consequences
and practical value.
 The function of education was to enhance human potential to be able to adapt to a constantly
changing world.

Pragmatist Teachers:
3.1 believe that education is an experimental process
3.2 believe that children should learn how to make difficult decisions by considering the consequences
of their actions to others.
3.3 believe that education should focus in real-life problems
3.4 believe that students should learn the process of problem-solving
3.5 believe in collaborative learning where students share their interests and problems
3.6 believe that interdisciplinary education is better than departmentalized curriculum in education
3.7 believe in taking risk in education to achieve their goal
3.8 believe in values-clarification rather than blindly accepting inherited values
3.9 believe that communication technologies such as e-mail and internet provide opportunities to share
ideas, insights, and experiences

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of pragmatism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

OTHER PHILOSOPHIES AND THEORIES

RELATED TO EDUCATION

Educational theories are rooted from philosophies. The five educational theories:

1. PERENNIALISM- Perennialists assert that the primary purpose of education is to bring students in
contact with the truth by cultivating their intellect and sense of rationality..
 Perennialists urge that students read the Great Books.

Perennialist Teachers:
1.1 believe that teachers are the intellectual and models for their students
1.2 believe that fundamental skills such as reading, writing, computation and research be developed
starting the elementary grades
1.3 believe that subjects with human concern like history, literature, drama, and art should be included
in the secondary school curriculum
1.4 believe that their role is to sharpen the students’
1.5 believe that electronic version of great books and other classics maybe viewed by larger audience
but this could notbe a substitute for reading the classics.

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of perennialism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

2. ESSENTIALISM -is a teacher-centered philosophy that adheres to the belief that the basic skills of
literacy and numeracy as well as subject-matter knowledge should be developed in schools.
 Essentialists argue that schools and teachers must be committed to their primary academic
function.-essentialists favor a subject-matter curriculum.-also do not favor innovative or process

Essentialists Teachers:
2.1 believe that teachers have authority to discipline student
2.2 believe that teachers should have mastery
2.3 believe in the use of deductive method of teaching
2.4 believe that students should learn the “essentials”
2.5 believe that only when the students have
2.6 mastered the required competencies
2.7 believe that test scores are the basis for evaluating students’ progress

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of essentialism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

3.PROGRESSIVISM- Belongs to a reform movement that opposed the traditional education. They were
against in:
1. Authoritarian teachers
2. Book-based instruction
3. Rote memorization
4. Authoritarian classroom management- progressivists contend that knowledge may come from
varied sources

Progressivist Teachers:
3.1 believe that teachers should possess a repertoire of learning activities to be used in the teaching-
learning process
3.2 believe that the child should be free to develop naturally
3.3 believe that interest motivated by direct experience stimulates learning
3.4 believe that the teacher is a facilitator of learning
3.5 believe that there should be close cooperation between the home and the school
3.6 believe that students’ needs, interest, and readiness should be considered

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of progressivism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?
4. SOCIAL RECONSTRUCTIONISM- this is theory rooted on progressivism.-considered as the more
socially-oriented progressivists.
 Social reconstructionists believe that people are responsible for their social conditions.

Social Reconstructionist Teachers:

4.1 believe that the school is the ideal place to begin alleviating social problems
4.2 believe in using project method and problem-solving method in teaching
4.3 believe that research is an effective means in solving problems of society
4.4 believe that the intellectual, emotional, and personal needs of the students should be considered in
the learning process
4.5 believe that teachers must model democratic principles

Reflect:
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of reconstructionalism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

5. EXISTENTIALISM -is a philosophy that emphasizes the subjectivity of human experience.

 Existentialist, Jean-Paul Sartre often quoted the phrase “Existence precedes essence”

Existentialist Teachers:
5.1 believe that the purpose of education is to awaken our consciousness about to our freedom
5.2 believe that students should be trained to philosophize, to question, and to participate in dialogues
about the meaning of life.
5.3 believe that self-expression, creativity, self-awareness, and self-responsibility should be developed
in the students
5.4 believe that open classrooms maximize freedom of choice
5.5 believe in self-directed instruction
5.6 believe that students should decide what they want to learn and when to learn it

Reflect
As you prepare to create your own philosophy of education, consider these questions:
1. What elements of existentialism do you agree with? Why?
2. Which of these elements would you incorporate into your own philosophy?

“The roots of education is bitter, but the fruits are sweet.”

Thank you for listening!
 Chapter 2: Socially Responsible Teachers: Active Members of Social Institution

The teacher’s role to society is both essential and significant. Having the greatest influence over the
students and the community , they are expected to play the lead roles in the building of an intelligence
and responsible citizenry.

A. Personal Qualities
 Good personality  Friendly
 Honest  Respected
 Enthusiastic  Dedicated
 Caring  Creative
 Role Model  Flexibility

B. Attitude of Professional Teachers are Manifested in Terms of:

 Empathy towards students
 Commitment and dedication to the profession
 Reflective practitioner
 Passion for teaching

The Teacher as a Professional

Criteria of Professional Teachers:
 Professional Academic Preparation
 Licensure and Commitment to the Service
 Public Service and Altruism
 Legal Practice of the Profession
 Adherence to Professional Ethics
 Membership in Professional Organization

Teachers are Active Members of Social Institution

A. Family –
B. Education
 21st Century Teachers are expected to prepare students to be lifelong learners..
 a. help the students succeed in the knowledge society:
o * Academic achievement
o * Communication skills
o * Creative and critical thinking
o * Social problem solving
o * Workplace skills
 The teacher is expected to create a community of learners who will become independent and
problem solvers
 b. Prepare students to be functioning members of society
 c. teach virtues such as punctuality, truth, hard work, honesty, hygiene, patriotism, love and
sincerity
 Act as the bridge between the school and the community
 Identify pressing issues and provide enlightenment to society
 The 21st century Education demands opportunities for the students to develop intellectually,
ethically, and aesthetically..
a. Academic
b. Vocational
c. Social and civic
d. Personal
C. Religion (Church)
 The church is an institutional  Social control
organization of religious believers  Emotional support
following a body of doctrine or dogma.  D. Government
 Function of religion
 Social cohesion
 Chapter 3: Socially Responsible Teachers –Moral and Ethical
Code Ethics for Professional Teachers

Board for Professional Teachers

Resolution No. 435
Series of 1997
Pursuant to the provision of the Paragraph (e), Article II, of RA No. 7836, otherwise known as
the “Philippine Teachers Professionalization Act of 1994” and Paragraph (a), Section 6, P.D. No. 233,
as amended, the Board of Professional Teachers hereby adopts and promulgates the “Code of Ethics
for Professional Teachers”

Preamble
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 noble profession, they
strictly adhere to, observe and practice this set of ethical and moral principles, standards and values.

Article I: Scope and Limitations

Section 1 – The Philippine Constitution provides that all educational institutions shall offer
quality education for all Filipino citizens, a vision that requires professionally competent
teachers committed to its full realization. The provision of this code shall apply, therefore,
to all teachers in all schools in the Philippines.

Section 2 – This Code covers all public and private school teachers in all educational
institutions the preschool, primary, elementary, and secondary levels whether academic,
vocational, special or non-formal. The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing supervisory and/or administrative
functions in all schools at the aforesaid levels, whether on full-time or part time basis.

Article II: The Teacher and the State

Section 1 - The schools are the nurseries of the future citizens of the state, each teacher is a
trustee of the cultural and educational heritage as well as to elevate national morality,
promote national pride, cultivate love of country, instill allegiance to the Constitution and
respect to all duly constituted authorities, and promote obedience to the laws of the state.

Section 2 - Every teacher or school official shall actively help carry out the declared policies of
the state, and shall take an oath to this effect.

Section 3 - In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally, and morally fit.

Section 4 - Every teacher shall possess and actualize a full commitment and devotion to duty.

Section 5 - A teacher shall not engage in the promotion of any political, religious and other
partisan interest, and shall not, directly or indirectly, solicit, require, collect or receive any
money or service or other valuable material from any person or identity for such purpose.

Section 6 - Every teacher shall vote and shall exercise all other constitutional rights and
responsibilities.

Section 7 - A teacher shall not use his position or official authority or influence to coerce any
other person to follow any political course of action.

Section 8 - Every teacher shall enjoy academic freedom and shall have the privilege of
 expounding the product of his researches and investigations, provided that, if the result
are inimical to the declared policies of the State, they shall be drawn to the proper
authorities for appropriate remedial action.

Article III: The Teacher and the Community

Section 1 – A teacher is a facilitator of learning and of the development of the youth, he shall,
therefore, render the best service by providing an environment conducive to such and
growth

Section 2 – Every teacher shall provide leadership and initiative to actively participate in
communicate movements for moral, social, education, economic, and civic betterment.

Section 3 – Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain from such activities as gambling,
smoking, drunkenness and other excesses, much less illicit relations.

Section 4 – Every teacher shall live for and with the community, and shall, therefore, study
and understand local customs and traditions in order to have a sympathetic attitude,
therefore, refrain from disparaging the community.

Section 5 – every teacher shall help the school to keep the people in the community informed
about the school’s work and accomplishment as well as its needs and problems.

Section 6 – every teacher is an intellectual leader in the community, especially in the barangay,
and shall welcome the opportunity to provide such leadership when needed to extend
counseling services, as appropriate, and to actively be involved in matters affecting the
welfare of the people.

Section 7 – Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
Individually or collectively.

Section 8 – A teacher possess freedom to attend church and worship as appropriate, but shall
not use his positions and influence to proselyte others.

Article IV: The Teacher and the Profession

Section 1 – Every teacher shall actively help ensure that teaching is the noblest profession,
and shall manifest genuine enthusiasm and pride in teacher as a noble calling.

Section 2 – Every teacher shall uphold the highest possible standards of quality education,
and shall make the best preparation for the career of teaching, and shall be at his best at
all times in the practice of his profession.

Section 3 – Every teacher shall participate in the continuing professional education (CPE)
program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and the
strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.
Section 4 – Every teacher shall help, if duly authorized to seek support for the school, but
shall not make improper misrepresentations through personal advertisements and other
questionable means.

Section 5 – Every teacher shall use the teaching profession in a manner that makes it a
dignified means of earning a decent living.
Article V: The Teacher and the Teaching Community
Section 1 – Teacher shall, at all time, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in other, self-sacrifice for the common good, and feel cooperation
with colleagues. When the best interest of the learners, the school, or the profession is
at stake in any controversy, teachers shall support one another.

Section 2 – A teacher is not entitled to claim credit for work not for his own, and shall give due
credit for the work of others which he may use.

Section 3- Before leaving the position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.

Section 4- A teacher shall hold inviolate all confidential information concerning associates and
the school, and school not divulge to anyone documents which has not been officially
released, or remove records from files without permission.

Section 5 – It shall be the responsibility of every teacher to seek correctives for what may
appear to be an unprofessional and unethical conduct of any associate. However, this
may be done only if there is incontrovertible evidence for such conduct.

Section 6 – A teacher may submit to he proper authorities any justifiable criticism against an
associates, preferably in writing, without violating any right of the individual concerned.

Section 7 – A teacher may apply for the position for which he is qualified, provided further, that
all qualified candidates are given the opportunity to be considered.

ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN THE PROFESSIONS

Section 1. Every teacher shall make it his duties to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.

Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such
under oath to competent authority.

Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated
but are opposed by immediate superiors, in which case, the teacher shall appeal directly
to the appropriate higher authority..

Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within
acceptable democratic possesses. In doing so. they shall avoid jeopardizing the interest
and the welfare of learners whose right to learn must be respected.

Section 5. Every teacher has a right to invoke the principle that appointments, promotions, and
transfer of teachers are made only on the basis of merit and needed in the interest of the
service.

Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his contract,
assuming full knowledge of employment terms and conditions.

ARTICLE VII – SCHOOL OFFICIALS TEACHERS AND OTHER PERSONNEL

Section 1. All school officials shall at all times show professional courtesy, helpfulness and
 sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlighten directions.

Section 2. School officials, teachers, and other school personnel shall consider it their
cooperative responsibility to formulate policies or introduce important changes in the
system at all levels.

Section 3. School officials shall encourage and attend the professional growth of all teachers
under them such as recommending them for promotion, giving them due recognition for
meritorious performance, and allowing them to participate in conferences in training
programs.

Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other
subordinates except for cause.

Section 5. School authorities concern shall ensure that public school teachers are employed in
accordance with pertinent civil service rules, and private school teachers are issued
contracts specifying the terms and conditions of their work: provided that they are given,
if qualified, subsequent permanent tenure, in accordance with existing laws.

ARTICLE VIII – THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles, such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In case
of any complaint, teachers concerned shall immediately take appropriate actions, of
serving due process.

Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.

Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against a

learner.

Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in
their behalf in exchange for requested concessions, especially if undeserved.

Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials
other what is authorized for such service.

Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of
academic performance.

Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal,
gossip and preferential treatment of the learner.

Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.

Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving
learner’s problems and difficulties.
ARTICLE IX – THE TEACHERS AND PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.

Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him exercising utmost candor and tact in pointing out
learners deficiencies and in seeking parent’s cooperation for the proper guidance and
improvement of the learners.

Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and shall
discourage unfair criticism.

ARTICLE X – THE TEACHER AND BUSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.

Section 2. A teacher shall maintain a good reputation with respect to the financial matters such
as in the settlement of his debts and loans in arranging satisfactorily his private financial
affairs.

Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested in
any commercial venture which furnish textbooks and other school commodities in the
purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal: provided they shall be
in accordance with the existing regulations: provided, further, that members of duly
recognized teachers cooperatives may participate in the distribution and sale of such
commodities.

ARTICLE XI – THE TEACHER AS A PERSON

Section 1. A teacher is, above all. a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.

Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.

Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.

Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.

ARTICLE XII – DISCIPLINARY ACTIONS

Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
his Certification of Registration and License as a Professional Teacher, suspension from
the practice of teaching profession, reprimand or cancellation of his temporary/special
permit under causes specified in Sec. 23. Article HI or R.A. No. 7836. and under Rule
31. Article VIII. of the Rules and Regulations Implementing R.A. 7836.

ARTICLE XIII – EFFECTIVITY

Section 1. This Code shall take effect upon approval by the Professional Regulation
Commission and after sixty (60) days following it’s publication in the official Gazette or
any newspaper of general circulation, whichever is earlier.

RELATED LAWS IN EDUCATION DEPARTMENT

Republic Act 7836: Philippine Teachers Professionalization Act of 1994 -An act to
strengthen the regulation and supervision of the practice of teaching in the Philippines
and prescribing a licensure examination for teachers and for other purposes.

REPUBLIC ACT NO. 7722- An act creating the Commission on Higher Education, appropriating
funds therefore and for other purposes (1994)

REPUBLIC ACT No. 4670 June 18, 1966-The Magna Carta for public school teachers. Act
to promote and improve the social and economic status of public school teachers, their
living and working conditions, their terms of employment and career prospects in order
that they may compare favorably with existing opportunities in other walks of life, attract
and retain in the teaching profession more people with the proper qualifications

Education Act No. 74 -A highly centralized public school system was installed in 1901 by the
Philippine Commission by virtue of Act No. 74. The implementation of this Act created a
heavy shortage of teachers so the Philippine Commission authorized the Secretary of
Public Instruction to bring to the Philippines 600 teachers from the U.S.A. They were the
Thomasite

The Educational Decree of 1863 was an effort by Spain to reform the Philippine colonial
education system. The Decree established a complete system of education in the
archipelago--it required two elementary schools in each municipality (one for girls and
one for boys), standardized the curriculum, and established normal schools, thus making
systematized education available to the masses.

Presidential Decree No. 6-A –known as the Educational Development Decree of 1972

Presidential Decree No. 1006- it is a statute that covers professionalization of teachers

REPUBLIC ACT No. 7796-the creation of Technical Education and Skills Development
Authority