UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 1: You, the Teacher, as a Person in Society
WEEK: 2
SUB-TOPIC/S:
1.1. The Teacher’s Philosophical Heritage
1.2. Formulating Your Philosophy of Education
1.3. Society and You
1.4. The Foundational Principles of Morality and You
1.5. Values Formation and You
1.6. Teaching as Your Vocation, Mission and Profession

OVERVIEW OF THE TOPIC

Profession is the phenomenon of vital activity created by division of labor that social,
economic, and technological factors require. Profession of teaching is based upon a
specialization on a certain field, teaching skills, didactics, and some certain personal
characteristics that the profession requires. Teaching profession has originated from the
social and economic changes that have arisen in societies and can be described as “a
professional occupational group of education sector possessing social, cultural,
economic, scientific and technological dimensions” (Hotaman, 2010).

Teaching is considered the noblest of all professions; it is a process that facilitates learning
and designed to provide unique avenue to meet the educational needs of the individual
and of society. According to John Donne in his song “No Man Is an Island”: “No man
stands alone. We need one another.” Putting it in the context of the life of a teacher, we
would say: “No teacher is an island. No teacher stands alone.” Indeed, one cannot
become a teacher alone.

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 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 on 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.

In this lesson, you will be able to realize how one’s philosophy affects his/her way of
teaching and realize the demands it will exact from a teacher. You will also be

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introduced to the philosophies and theories of education. At the end of this module, you
are expected to develop a very sound teaching philosophy and evaluate your
philosophical heritage as a prospective teacher in the future.

LEARNING OUTCOMES
Students are expected to formulate a personal educational philosophy that would guide
teachers in their exercise of the teaching profession.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a. Identify the philosophical heritage of the teachers.
b. Appreciate the importance of teaching as a profession.
c. Enumerate the social institutions in relation to the teaching field.
d. Develop a web of teachers’ role and responsibilities in society.

ENGAGE
Instruction: Read the quotation below and share your view and perspective towards it.
Write on the space provided below.

“Our thoughts, values, and actions are somehow shaped by events and by
people with whom we come contact. We, in turn, help shape society – its
events, its people, and its destiny.”

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“We are heirs to a rich philosophical heritage. Passed to us are a number of

philosophies various thinkers who lived before us. These thinkers reflected
on life in this planet. They occupied themselves searching for answers to
questions about human existence.”

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 EXPLORE
I. Answer the question: How does your beliefs in learning will influence your beliefs in
teaching?
_____________________________________________________________________________________
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_____________________________________________________________________________________
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II. Instruction: Fill the web organizer below with the roles and responsibilities of teachers
in society.

Teacher

EXPLAIN

“To philosophize is so essentially human-and in a sense to philosophize means living a

truly human life.” J.Pieper

We are heirs to a rich philosophical heritage. Passed on to us are a number of

philosophies of various thinkers who lived before us. These thinkers reflected on life in this

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planet. They occupied themselves searching for answers to questions about human
existence. These essential questions come in different versions. “What is life?”, “Who am
I?”, “Why am I here?”, “What am I living for?”, “What is reality?”, “Is the universe real?”,
“What is good to do?”, “How should live life meaningfully?” And the like. In the school
context, these essential questions are: Why do I teach; How should I teach; What is the
nature of the learners; How do we learn?

Teachers need to be guided by a sound philosophy in the practice of their profession. It

is a way of thinking about the meaning of life and their profession. It is a statement that
outlines their view on education and how it is supposed to be delivered to the learners. It
is important that teachers and students understand one another’s philosophy to better
understand their behavior in class which is crucial to a healthy learning environment.

SEVEN PHILOSOPHIES OF EDUCATION

• ESSENTIALISM
Why Teach?
- This philosophy contends that teachers teach for 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 the fundamental
R’s-reading, writing, arithmetic, 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 were
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 a 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 on the use of
prescribed textbooks, and 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

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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 life 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 students’ needs and that relates to
students’ personal lives and experiences. Progressivists accept the
impermanence of life and the inevitability of change. For the progressivists,
everything else changes. 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 become
obsolete tomorrow, they would rather focus their teaching on the teaching
of 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 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 experiential 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 makes use of the scientific method. Other hands-on-minds-on-
hearts-on teaching methods used 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

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 general education. It is not a specialist 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 perrenialist 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 experience to substantially dictate
what they teach. They apply whatever creative techniques and others
tried and true methods which are believed to be most conducive to
disciplining the students’ minds.
- Students engaged 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 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 example, rather than emphasizing historical events, 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.

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 - To help students know themselves and their place in society, teachers
employ values clarification strategy. In the use of such strategy, teachers
remain nonjudgmental 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 only 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
controlled to get the desired responses from learners.
- Teachers ought to make the stimuli clear and interesting to capture and
hold the learners’ attentions. They ought to provide appropriate incentives
to reinforce positive responses and weaken or eliminate negative ones.

• LINGUISTIC PHILOSOPHY
Why Teach?
- To develop the communication skills of the learner because the ability to
articulate, to voice out the meanings and values of things that one obtains
from his experience of life and the world is the very essence of man. It is
through his ability to express himself clearly, to get his ideas across, to make
known to others the values that he has imbibed, the beauty that he has
seen, the ugliness that he rejects and the truth that she has discovered.
- Teachers teach to develop in the learner the skill to send messages clearly
and receive messages correctly.
What to Teach?
- Learners should be taught to communicate clearly-how to send clear,
concise messages and how to receive and correctly understand messages
sent.
- Communication takes place in three ways- verbal, non-verbal and
paraverbal. Verbal component refers to the content of our message, the
choice and arrangement of our word. This can be oral or written. Non-
verbal component refers to the message we send through our body
language while paraverbal component refers to how we say what we say-

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 the tone, pacing and volume of our voices. There is a need to teach
learners to use language that is correct, precise, grammatical, coherent,
and accurate so that they are able to communicate clearly and precisely
their thoughts and feelings.
- There is 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
para- verbal means. There is 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 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, non-verbal and para verbal manner.
- Teacher should make the classroom a place for the interplay of minds and
hearts. The teacher facilitates dialogue among learners and between him
students because in the exchange of words, there is also an exchange of
ideas.

• CONSTRUCTIVISM
Why Teach?
- 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 “midwife” by the

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 teacher with his skillful facilitating skills.

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 various philosophies. With which 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 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 on 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 learners, 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
a. 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 environment
• is unique and 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
b. I believe that there are unchanging values in changing times and these must
be passed on to every child by my modeling, value inculcation and value
integration in my lessons.
c. 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 him thru his experiences
of success in the classroom.

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 • 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
basic skills to continue acquiring knowledge, skills, and values for him 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 thru “hands-on-minds on
hearts-on” experiences inside and outside the classroom
• Providing every child activities meant to develop the body, the mind and
the spirit.

What is morality?
- As defined by one textbook author, morality 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 with 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, i.e., when it is in accordance with man’s nature. For
instance, it is not natural for man to behave like a beast. He is man and
unlike the beast, he has theintellect and the free will. That intellect makes
him capable thinking, judging and reasoning. His free will gives him the
ability to choose. Unlike the beast, he is not bound by instincts. It is natural
occurrence for beasts when a male dog meets a female dog on the street
and mate right there and then as they are not free but bound by their
instinct, like sexual instinct.
- But it is contrary to man’s nature when a man and a woman do as the dogs
do. To do so is to go down to the level of the beast.

Meaning of foundational moral principle

What is meant by 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 originate.
- 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.

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Where is this foundational moral principle?
- It is contained in the natural law. Many moralists, authors and philosophers
may have referred to this fundamental moral principle in different terms. But
it may be acceptable to all believers and non believers alike to 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.( Panizo, 1964)
- 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. (Panizo,
1964)
- It is the law that says: 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 a 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.
- Panizo says: “Writings, customs and monuments of past and present
generations point out to this conclusion: that all peoples on earth, no matter
how savage and illiterate, have recognized a supreme law of divine origin
commanding good and forbidding evil.”
- The same thing was said by the Chinese philosopher, Mencius, long ago: All
men have a mind which cannot bear (to see the suffering of others. If now
men suddenly see a child about to fall into a well, they will without
exception experience a feeling of alarm and distress. From this case we
may perceive that he who lacks the feeling of commiseration is not a man,
that he who lacks a feeling of shame and dislike is not a man, he who lacks
a feeling of modesty and yielding is not a man and that he who lacks a
sense of right and wrong is not a man. Man has these four beginnings.
(FungYulan 1948,69-70)
- The natural law that says “Do good and avoid evil” comes in different
versions. Kung-fu-tsu said the same when he taught: Do not do unto others
what you do not like others do unto you.”
- This is also the Golden Rule of Christianity only that is written in the positive
form: “Do to others what you like others do to you”.
- Immanuel Kant’s version is Act in such a way that your maxim can be the
maxim for all.”
- For Christians, this Golden Rule is made more explicit through the Ten
Commandments and the Eight Beatitudes. These are summed up in the two
great commandments, “love God with all your heart, with your entire mind,

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 with all your strength” and “love your neighbor as you love yourself.” The
Buddhists state this through the eightfold path.
- For the Buddhists, they go 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.” (World Book Encyclopedia,
1998)
- Buddha thought that hatred does not cease by hatred; hatred ceases only
by love.” The Islamic Koran “forbids lying, stealing, adultery, and murder” It
also teaches “honor for parents, kindness to slaves, protection for the
orphaned and the widowed, and charity to the poor. It teaches the virtues
of faith in God, patience, kindness, honesty, industry, honor, courage, and
generosity. It condemns mistrust, impatience and cruelty.” (World Book
Encyclopedia,1998).
- Furthermore, the Muslims abide by The Five Pillars of Islam: 1. Prayer; 2. Self-
purification by fasting; 3. Fasting; 4. Almsgiving; and 5. Pilgrimage to Mecca
for those who can afford.
Teacher as a person of good moral character
As a laid down in the preamble of our Code of Ethics of Professional
teachers, “teachers are duly licensed professionals who posses 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, standard 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.
4) being a morally mature person- you have reached a level of development
emotionally, socially, mentally, spiritually appropriate to your developmental
stage (Cosgrave, William, rev. ed.2004, 78-79).

In short, you are on the right track when you strive to develop your potential, you
love and care for yourself and make this love flow to others, you lead a virtuous

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life, and as you advance in age you also advance in your emotional, social,
intellectual, and spiritual life.

The foundational moral principle is “Do good; 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 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 unto others what you do not like others do to you.” Immanuel Kant
taught the same: Act in such a way that same moral principle in their Eightfold
Path. 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.

Our act is moral when it is in accordance with our human nature. Our act is
immoral when it is contrary to our human nature. Our intellect and free will make
us different from and above the beast.

As a teacher, you are expected to be a person of good moral character. You

are a person of good moral character when you are:
1. Human
2. Loving
3. Virtuous
4. Mature

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 feelings.” Carl Jung

Etymology of the word “VOCATION”

Vocation comes from the Latin word “vocare” which means a call. Based
on the etymology of the word, vocation, therefore, means a 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 to 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 a man calling another man, never a
Superior being calling man.

Teaching as your vocation

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 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
believed, 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. Mary said: “Behold the handmaid of the Lord. Be it done to me
according to your word”. (Of course, it is difficult explaining your call to teach as
God’s call for one who, in the first place, denies God’s existence, for this is a
matter of faith.)
The fact that you are now in the Collage 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!

Etymology of the word “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. The Webster’s New Collegiate
Dictionary defines mission as a task assigned. You are sent to accomplish an
assigned task.

Teaching as your mission

Teaching is your mission means it is the task entrusted to you in this world. If
it is your assigned task, then you’ve got to prepare yourself for it. From now on,
you cannot take 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.” More is said of continuing
professional education in the Code of Ethics for Professional Teachers in Chapter
5).

ELABORATE

I. Directions: Test your mastery. You may need to research further in order to gain
mastery. The first exercise in this lesson may help. (an exercise to determine your
philosophy in life)

To which PHILOSOPHY does each theory of man belong?

A person:

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__________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 himself.

__________11. Is a social animal who learns well through an active interplay with others.

II. Directions: With which philosophy do you associate the following quotations?

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 will 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 ancestors. – Watson

5. Existence precedes essence. – Sartre

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III. Instruction: Complete the analytical web below.

Pragmatism Progressivism Social

Reconstructionism

How Alike?

Pragmatism Progressivism Social

Reconstructionism

How Different?

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 EVALUATE

Instruction: Now that you have analyzed the important philosophies and theories on
education, develop your own philosophies of education stating what you think the
purpose of education is; how subjects should be taught; what do you need to know
about the students to be able to teach them. Include your idea of a good teacher.
Formulate which you think will be your guiding light in your future career.

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 RUBRIC FOR EVALUATION SCORE
3 – The 2 – The 1 – The 0.5 – The 0–
explanation is explanation is explanation is explanation is not Has no
RELEVANCE

directly relevant relevant to the quite relevant to clear and has a explanation
to the topic. Every topic. Most of the the topic. Only few very rough
detail points details contribute of the details transition of idea.
toward the topic. to the contribute to the The details are
development of development of not relevant to
the topic. the topic. the topic.
3 – The 2 – The 1 – The 0.5 – The 0–
ARGUMENT
EVIDENCE/

explanation shows explanation explanation shows explanation Has no

at least 9 shows at least 6 at 3 to 5 shows at most 2 explanation
correct/valid to 8 correct/valid correct/valid correct/valid
evidences to evidences to evidences to evidences to
support his/her support his/her support his/her support his/her
answer. answer. answer. answer.
2 – The 1.5 – The 1 – The 0.5 – The 0–
explanation is explanation is explanation is explanation is not Has no
CLARITY

clear, has a very clear, has a good somewhat clear clear and has a explanation
good flow of transition, most of and has a rough very rough
discussion, every the details are transition from one transition of
detail is connected to idea to another. ideas.
connected to each other.
each other.
2 – The 1.5 – The 1 – The 1.5 – The 0–
TECHNI-

explanation has explanation has 1 explanation has 3 explanation has Has no

CALITY

no error in to 2 errors in to 4 errors in at least 5 errors in explanation

grammar, spelling, grammar, grammar, spelling, grammar,
and punctuations. spelling, and and punctuations. spelling, and
punctuations. punctuations.
OVERALL SCORE:

REFERENCES

Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC

Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications

Lourdes S. Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.

ADDITIONAL
MATERIALS

You, The Teacher as a Person in a Society:

https://mylearningviews.wordpress.com/2015/09/05/you-the-teacher-as-a-person-in-
society/#:~:text=Teachers%20are%20one%20of%20the,learner%20of%20their%20own%20
nature.

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Teaching as a Vocation, Mission, and profession by Jerry Buela (2020)
https://www.youtube.com/watch?v=6jHFl2xVXqo

PREPARED BY:

Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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