The National Teachers College

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Submitted by: Triskal C. Buenaflor Date Submitted: November 20, 2013

Submitted to: Mrs. Aida Monterozo Subject: Teaching Profession

A. Philosophy Essentialism Theory of Truth Methodology to arrive at the Truth Theory of what is Valuable/Good Goal of Teaching Learning

Existensialism

Perennialism

Behaviorism

B. 1. similarities between essentialism and perennialism

2. differences between behaviorism and existensialism

3. differences between the perennialism and existensialism combined and progressivism

C. For the progressivist group Parents question students community immersion for it poses certain risks. Explain how you will react to the given situation. What advice you will give? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ D. John Dewey An American philosopher, psychologist, educational reformer and a well known public intellectual A major voice of progressive education and liberalism Known for his advocacy of democracy with two fundamental elements school and the civil society One of the primary figures associated with pragmatism One of the founders of functional psychology His Progressivism view John Dewey (1859 1952) agreed in part with Rousseau that education should not be separate from life itself that education should be childcentered, guided by a well trained teacher who is grounded in pedagogical and subject knowledge. He believed that structured experience matters and disciplinary modes of inquiry could allow the development of the mind, thus creating dialectic between the child and the curriculum that the teacher must manage. The teachers goal is to understand both the demands of the discipline and the needs of the child and then to provide learning experiences to enable the student to uncover the curriculum. Dewey believed that the ability of a person to learn was dependent on many things, one of which was the environment. His Behaviorism view Watson's behaviorism focused primarily on how people reacted to different situations and environments, rather than the mental state of that person.

John Watson An American psychologist who established the psychological school of behaviorism Watson conducted research on animal behavior, child rearing, and advertising

He conducted the controversial "Little Albert" experiment

William Bagley Americas most influential philosopher of teacher education He has become known as the father of Essentialism

Jean Paul Sartre A French philosopher, playwright, novelist, screenwriter, political activist, biographer, and literary critic One of the key figures in the philosophy of existentialism and phenomenology, and one of the leading figures in 20th-century French philosophy and Marxism He was awarded the 1964 Nobel Prize in Literature and refused it, saying that he always declined official honors and that "a writer should not allow himself to be turned into an institution".

Watson's behaviorist position: Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorist's total scheme of investigation. His Essentialism view Bagley argued against the conservative position that teachers were not in need of special training for their work. He believed that liberal arts material was important in teacher education. In April 1938, he published the Essentialist's Platform, in which he outlined three major points of essentialism. He described the right of students to a welleducated and culturally knowledgeable teacher. Secondly, he discussed the importance of teaching the ideals of community to each group of students. Lastly, Bagley wrote of the importance of accuracy, thoroughness and effort on part of the student in the classroom. His Existensialism view Sartre's primary idea is that people, as humans, are "condemned to be free". This theory relies upon his position that there is no creator, and is illustrated using the example of the paper cutter. Sartre said that human beings have no essence before their existence because there is no Creator. Thus: "existence precedes essence. This forms the basis for his assertion that since one cannot explain one's own actions and behavior by referencing any specific human nature, they are necessarily fully responsible for those actions. "We are left alone, without excuse." His Perennialism view Hutchins was a fierce proponent of using those select books, which have gained the reputation of being great books, as an educational tool. "The object of the educational system, taken as a whole, is not to produce hands for industry or to teach the young how to make a living. It is to

Robert Hutchins Became one of the most influential members of the school of secular perennialism.

produce responsible citizens". "It is not the object of a college to make its students good, because the college cannot do it; if it tries to do it, it will fail; it will weaken the agencies that should be discharging this responsibility, and it will not discharge its own responsibility."

E. Research Work. 1. Christian Philosophy 2. Rationalism

3. Empiricism

4. Pragmatism

5. (Social) Reconstructionism

Is the view that "regards reason as the chief source and test of knowledge" or "any view appealing to reason as a source of knowledge or justification. Rationalism is defined as a methodology or a theory "in which the criterion of the truth is not sensory but intellectual and deductive. Rationalists have such a high confidence in reason that proof and physical evidence are unnecessary to ascertain truth in other words, "there are significant ways in which our concepts and knowledge are gained independently of sense experience. Is a theory of knowledge which states that knowledge comes only or primarily from sensory experience. Empiricism emphasizes the role of experience and evidence, especially sensory experience, in the formation of ideas, over the notion of innate ideas or traditions Is a rejection of the idea that the function of thought is to describe, represent, or mirror reality. Pragmatists develop their philosophy around the idea that the function of thought is as an instrument or tool for prediction, action, and problem solving. Pragmatists contend that most philosophical topicssuch as the nature of knowledge, language, concepts, meaning, belief, and science are all best viewed in terms of their practical uses and successes rather than in terms of representative accuracy. Social reconstructionists emphasize that education can change the world for the better. Social reconstructionism in education encourages teachers to guide a meaningful dialogue among students, but not to tell children how to think or what to believe. Teachers are facilitators of discussion; their role is to get students invested in societys issues while encouraging analysis and suggesting new perspectives.

6. Confucianism

7. Hindu Philosophy

8. Buddhist Philosophy

9. Paolo Freires Philosophy

10. Socratess Philosophy

11. Platos Philosophy

The core of Confucianism is humanism. Confucianism focuses on the practical, especially the importance of the family, and not a belief in gods or the afterlife. Human beings are teachable, improvable and perfectible through personal and communal endeavor especially self-cultivation and selfcreation. Hindu philosophy is not a static doctrine, but a growing tradition rich in diverse philosophical perspectives. All Hindu philosophers are not in agreement on whether there is anything like liberation. Hindu philosophers are not in agreement as to whether God is a person. In epistemology, the Buddha seeks a middle way between the extremes of dogmatism and skepticism, emphasizing personal experience, a pragmatic attitude, and the use of critical thinking toward all types of knowledge. In ethics, the Buddha proposes a threefold understanding of action: mental, verbal, and bodily. In metaphysics, the Buddha argues that there are no self-caused entities, and that everything dependently arises from or upon something else. Paulo Freire contributed a philosophy of education that came not only from the more classical approaches stemming from Plato, but also from modern Marxist and anti-colonialist thinkers. Freire champions that education should allow the oppressed to regain their sense of humanity, in turn overcoming their condition. Nevertheless, he also acknowledges that in order for this to occur, the oppressed individual must play a role in their liberation. Freire is best known for his attack on what he called the "banking" concept of education, in which the student was viewed as an empty account to be filled by the teacher. He notes that "it transforms students into receiving objects. It attempts to control thinking and action, leads men and women to adjust to the world, and inhibits their creative power". Socrates' important contribution to Western thought is his dialectic method of inquiry, known as the Socratic Method or method of "elenchus". To solve a problem, it would be broken down into a series of questions, the answers to which gradually distill the answer a person would seek. Plato's educational philosophy was grounded in his vision of the ideal Republic, wherein the individual

12. Rousseaus Philosophy

13. Stoic Philosophy

14. Epicureanism

was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Rousseau held that there was one developmental process common to all humans. This was an intrinsic, natural process, of which the primary behavioral manifestation was curiosity. Rousseau wrote in his book Emile that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. Rousseau advocated an educational method which consisted of removing the child from societyfor example, to a country homeand alternately conditioning him through changes to his environment and setting traps and puzzles for him to solve or overcome. The Stoics taught that destructive emotions resulted from errors in judgment, and that a sage, or person of "moral and intellectual perfection," would not suffer such emotions. Stoics presented their philosophy as a way of life, and they thought that the best indication of an individual's philosophy was not what a person said but how they behaved. Epicurus believed that what he called "pleasure" is the greatest good, but the way to attain such pleasure is to live modestly and to gain knowledge of the workings of the world and the limits of one's desires.

F.

The DepEd Vision

We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders.

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and complete basic education where: - Students learn in a child-friendly, gender-sensitive, safe, and motivating environment - Teachers facilitate learning and constantly nurture every learner - Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for

effective learning to happen - Family, community, and other stakeholders are actively engaged and share responsibility for developing life-long learners