Philosophies in Education Reviewer PDF

**UNIT I: PHILOSOPHIES IN EDUCATION** **PHILOSOPHY --** means love of wisdom. **THERE ARE SIX MAJOR DIVISIONS OF PHILOSOPHY:** 1. **METAPHYSICS** -- the study of beings and Being 2. **EPISTEMOLOGY** -- the study of the validity of human knowledge 3. **ETHICS** - the study of the morality of...

**UNIT I: PHILOSOPHIES IN EDUCATION** **PHILOSOPHY --** means love of wisdom. **THERE ARE SIX MAJOR DIVISIONS OF PHILOSOPHY:** 1. **METAPHYSICS** -- the study of beings and Being 2. **EPISTEMOLOGY** -- the study of the validity of human knowledge 3. **ETHICS** - the study of the morality of human act 4. **LOGIC** -- the study of correct reasoning 5. **COSMOLOGY** -- the science of the universe 6. **THEODICY** --the philosophical study of God **BASIC PHILOSOPHIES IN EDUCATION** **IDEALISM** - It is a traditional philosophy asserting that because the physical world is always changing, ideas are only reliable from reality. **REALISM** - Meaning making happens through empirically proven facts because reality is made up of natural laws and facts. **PRAGMATISM** - Pragmatists reject the idea of absolute, unchanging truth. Instead, it asserts that truth is what works. Thus, the teaching-learning process in a pragmatist classroom focuses on learning how to learn, direct experiences, problem solving, and integration. **EXISTENTIALISM** - Existentialists suggest that humanity is not part of an orderly universe. Rather, individuals create their own realities. Its primary emphasis is on the individual thus teaching learners and not teaching subjects. **MAJOR WESTERN PHILOSOPHIES** **PERENNIALISM** - Perennial means 'everlasting'. Teachers teach using this philosophy to develop the learners' rational and moral power. **ESSENTIALISM** - It focuses on back to basic movements resulting to focus on the logical sequencing of the curriculum and longer days in the school calendar. Teachers who practice this philosophy are often labeled as perfectionists, disciplinarians, masters of the subject matter, paragons of virtue, bookish, and Walking Encyclopedias. **PROGRESSIVISM** - Progressivist teaches learners to live fully by employing experiential methods. It is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. **HUMANISM** - Humans are known to be rational animals, meaning we are distinguished from other living things because we have intellect, free-will, and conscience. In educational humanism, it is believed that we humans have innate potentials and goodness. **RATIONALISM** - From the root word 'rational,' this school of philosophy subscribes to knowledge and reason as sources of judgment. In order to determine the acceptability of things, everything must be analyzed through human reason. **NATURALISM** - It springs from the idea that all phenomena can be explained in terms of natural causes and laws. In naturalism, all basic truths are considered as truths of the nature. **MAJOR EASTERN PHILOSOPHIES** **HINDUISM** - This philosophy originated from India. It subscribes to two major phenomena namely karma and nirvana. **Karma** is known to be a chain of causes and consequences. ***Karma*** deals with the complications of life, it is the total opposite of *nirvana* for it deals with liberation from life permanently. **BUDDHISM** - Founded by **Gautama Siddharta** Buddha, it is known to be a philosophy of letting go and liberation. - Buddhism teaches us to let ourselves stop holding on the causes of human suffering such as our neverending desires, expectations, and ego. **CONFUCIANISM** - *"Do not do unto others what you don't want others do unto you,"* also known as '**The Golden Rule**,' was coined by one of the world's highly regarded Chinese philosopher, **Confucius**. - His teachings about ethics and societal management are recorded in The Analects. He greatly influenced the world making others thought of his way of life as a religion due to its relevance even in the present time. **TAOISM** - Founded by **Lao Tzu**, Taoism is a belief that all things and changes in the world are based on The Way or *TaoTeChing* which is the source of all being and ultimate reality. - Living life in The Way or *Tao* means you have to go with the flow. As humans, we always want to plan our lives and this against *Taoism*. **ISLAM** - Islam means "believing in or surrendering to God to achieve peace and security in life." The religion was known to be revealed by Allah to the ***Prophet Muhammad*** who is esteemed by our Muslim brothers and sisters as the last and greatest prophet of Islam. *Muhammad* means "**praiseworthy**." **UNIT II: UNDERSTANDING ETHICS, MORALITY, AND VALUES IN RELATION TO THE CODE OF ETHICS FOR TEACHERS** **ETHICS AND MORALITY** - These words are sometimes used interchangeably. **ETHICS** - is concerned with rules of behavior based on ideas about what is morally good and bad, or it is an area of study that deals with ideas about what is proper and improper behavior. **MORALITY** - From the **Latin word** "***mōrālis***" which is synonymous with the words manner, character, proper behavior\'. What is good and right. **WHAT IS THE RELEVANCE OF ETHICS IN EDUCATION?** - Education is tasked to build a nation by producing not only intellectually capacitated but emotionally and logically, ethically principled citizen. **FOUNDATIONAL MORAL PRINCIPLE** **Foundation** - means something like an idea, a principle, or a fact, that provides support for something or based upon. Thus, a ***foundational moral principle*** is the universal norm upon which all other principles that determine the rightness or wrongness of action are based. **It is the source of morality** (Bilbao, et. al., 2012). **VALUES FORMATION** - The values and ethics imbibed in all of us since childhood guide our conduct. **THE TOPOGRAPHY OF VALUES -** In other instances, one must have studied the Maslow\'s Hierarchy of Needs. Likewise, another interesting ladder shows the Scheler\'s Topography of Values or Hierarchy of Values. According to the **hierarchy** drawn by Scheler, an objective ranking of values, is described as a ranking of the \"**lower**\" to more **superficial type of values practices**. The ranking of value types from lowest to highest is as follows: **pleasure, utility, vitality, culture, and holiness**. 1. **The values of Holiness** -- The holy and unholy appear only with objects about the Absolute. 2. **7 CR**. - spiritual values - The values of the beautiful and ugly or the whole realm of aesthetic values. - The values of right and wrong as the basis for all legislation - The values of pure cognition of truth 3. **Values of Life or Vital Values** -- modality ranges from the noble and vulgar 4. **Sensible Values --** The series of values of this lowest modality ranges from the agreeable to the disagreeable. I. **It is chosen freely** - It is not forced. It is the individual\'s personal choice. It is what he or she wants to be the guiding principles in his or her life. II. **It must be chosen from among other alternatives** -- If there are no alternatives, there is no freedom of choice. III. **It must be chosen after considering the consequences** -- there should be a careful study of the consequences of each alternative. IV. **It must be performed** - A value must be carried out. If it is not acted upon, it is only a belief and idea. V. **It becomes a pattern of life** -- If values are habitually performed, it becomes life patterns. Thus, influence every aspect of the person\'s life VI. **It is cherished** -- It is something that a person feels positive about. As the person grows, she or he derives increasingly greater contentment and satisfaction from her value choice/s. VII. **It is publicly affirmed** - It must be shared and tell others about it. It must not be denied when confronted by others. **It enhances person\'s total growth** --If the value has been affirmed, it follows that the value will contribute and enhance the person\'s total personality development. Values allows a person to understand one's principles in life and help one to realize the need to change it if it is not important. One is motivated to pursue his or her own values if he/she knows what he/she wants, (Turner, 2001). **TEACHING AS ONE'S VISION, MISSION, VOCATION, AND PROFESSION** Teachers utilize practices and strategies that empower positive self-concept in students. The direct, **open and active interaction between teacher and student** is the one of the most important elements in teaching. **TEACHING AS ONE\'S VISION** - Vision is a long-term preference or motivation of what one wants to be and what one is willing to do in achieving the said desire. The vision focuses on the **development of the self, the profession, the students, and the society.** **TEACHING AS ONE\'S MISSION** - The term came from the Latin word *\"misio\"* which means \"to send.\" Mission refers to any **task or undertaking that is assigned, or self-imposed to achieve vision.** **TEACHING AS A VOCATION** - From the Latin word *\"vocare\"* vocation means ***\"to call.\"*** Vocation is a **strong feeling or discernment** for a particular career or occupation like teaching and priesthood. - Teaching is a calling and its excellence depends on the manifestation of intellectual and moral goodness. **TEACHING AS ONE\'S PROFESSION** - According to **Dr. Hermogenes P. Pobre,** "Profession is one of the most exalted words in the English language, denoting long and arduous years of preparation, a striving for excellence, a dedication to the public **interest and strong adherence to moral and standard ethical values.**" - The end goal of the profession is to be able **to serve more and for teachers to be able to do that**, continuing professional education is a must. In doing so, **moral, ethical and religious values serve as bedrock** foundation of the teaching profession. **THE CODE OF ETHICS FOR PROFESSIONAL TEACHERS** - Teaching is the procedure that aims to **improve and develop learning** of new knowledge, skills and attributes and connecting these two previous cognitions designed to provide unique service to meet the educational needs of the **individual and gives importance to the development** of values which guides students in their social relationships. **PREAMBLE** - Teachers are duly **licensed professionals who possesses dignity and reputation** with high values as well as technical and professional competence in the practice of their noble profession, and they strictly adhere to, observe, and practice this et of ethical and moral principles, standards, and values. **ARTICLE I: SCOPE AND LIMITATIONS** **SECTION 1:** This code shall apply to **ALL TEACHERS in schools in the Philippines.** **SECTION 2.** Covered **ALL PUBLIC and PRIVATE school TEACHERS** in all educational institutions at the pre-school, primary, elementary, and secondary levels whether academic, vocational, special, technical, or non-formal. Teacher refers to industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions **in all school 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.** **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, or any partisan interest, and shall not, directly and indirectly, solicit require, collect, **or received any money or service or other valuable materials from any person or entity 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 privilege of expounding** the product of his researches and investigations; provided that, if the results are inimical to the declared policies of the State, they shall be brought to the proper authorities for appropriate remedial action. **ARTICLE II: THE TEACHER AND THE COMMUNITY** **SECTION 1**. A teacher: \- is a facilitator of **learning and of the development** of the youth; **SECTION 2**. A teacher: **SECTION 3**. A teacher: - Shall merit a reasonable social recognition; - Shall behave with honor and dignity at all times; - Refrain from such activities as gambling, smoking, drunkenness, and other excesses, much less illicit relations. **SECTION 4**. The teacher: - Shall live for and with the community; - Shall study and understand local customs and traditions in order to have sympathetic attitude; - Refrain from disparaging the community. **SECTION 5.** The teacher: - Shall help the school keep the people in the community informed about the school work and accomplishments as well as its needs and problems. **SECTION 6**. The teacher: - Is intellectual leader in the community; - Shall welcome the opportunity to provide such leadership when needed; - Extends counselling, 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 the people, individually and collectively. **SECTION 8**. A teacher possess freedom to attend church and worships as appropriate, but shall not use his position and influence to proselyte others. **ARTICLE IV: THE TEACHER AND THE PROFESSION** **SECTION 1.** Every teacher shall actively ensure that teaching is the noblest profession, and shall manifest genuine enthusiasm and pride in teaching as a noble calling. **SECTION 2**. Uphold the highest possible standards of quality education, shall make the best preparations for the career of teaching, and shall be at his best at all times and in the practice of his profession. **SECTION 3.** 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 strengthen his competence, virtues, and productivity in order to be nationally and internationally competitive. **SECTION 4.** Help, if duly authorized, to seek support from the school, but shall not make improper misrepresentations through personal advertisements and other questionable means. **SECTION 5**. Use the teaching profession in a manner that makes it dignified means for earning a decent living. *\"But you, take courage! Do not let your hands be weak, for your work shall be rewarded.\"* - ***2 Chronicles 15:7***