Property and Resources Management

1. Chapter 1: Review of
Philosophy and
Objectives of Education

2. CHAPTER OVERVIEW
This chapter will provide the students with knowledge
of the fundamental principles of property and
resources management in considerations of the laws
and statutes that prevail in the country affecting the
decision-making in the schools. This knowledge will
then help pre-service education students to improve
their organizational agility, better their decision-
making and problem solving, increase their rate of
innovation all in providing plans for the school, and
share this acquired expertise to others and to
organizations that they may get connected with today
and in the future.

3. Objectives:
● Understand the logic behind and the aims
of education.
● Relate how educational philosophy can
help meet the problems that confront the
schools.
● Discern that teacher’s total philosophy
cannot be separated from his philosophy of
education.

4. The Teacher and the Profession
● Pre-service education
Teachers will have to face up to what it
means to live and to teach in a society that
gives individual freedom to hold different beliefs
and values.
● Professional life
Searching your own lives and knowing
more about yourself. The most critical part being
a professional teacher is the examination of
ideas related to his life of work. How to fulfill life

5. The Teacher and the Profession
● Pre-service education
Teachers will have to face up to what it
means to live and to teach in a society that
gives individual freedom to hold different beliefs
and values.
● Professional life
Searching your own lives and knowing
more about yourself. The most critical part being
a professional teacher is the examination of
ideas related to his life of work. How to fulfill life

6. The Teacher and the Profession
● Professional career
The critical examination of ideas should
continue through a teacher’s professional career.
As they gain experience and knowledge
increases, teachers should know how to integrate
such knowledge with their basic beliefs and
values.
● Philosophy in life and education
Integrate philosophy in life and in education

7. “Teacher’s philosophy cannot
be separated from his
philosophy of education,
learning theories, and methods
of teaching.”

8. Let’s discuss it!
Teacher’s Philosophy in education
● how he thinks about his work
and the way he performs his
function as a teacher are derived
from what he believes about the
nature of the world, knowledge,
and values

9. Let’s discuss it!
Teacher’s Philosophy in education
● In philosophical terms, his world-view
lies in the realm of the metaphysical,
his knowledge-view in the
epistemological, and his values in the
axiological. These are the three
branches of philosophy which teachers
consciously or unconsciously deal with
in their work.

10. 01
EPISTEMOLOGY
BRANCHES OF PHILOSOPHY
02
METAPHYSICS
03
AXIOLOGY

11. EPISTIMOLOGY
● - deals with the nature of
knowledge and knowing and
closely related to methods of
teaching and learning.

12. 3 KINDS OF EPISTIMOLOGY
1. Conceptual- ideas formed in
mind.
2. Perceptual- Knowledge
gained through senses.
3. Intuitive- cognition of things
independent from reason,
inference or cause.

13. Question that may be
answered by epistemology:
-What is knowledge?
-How do we acquire
knowledge?

14. The word “epistemology” is
derived from the Greek word
“episteme” which means
knowledge and “logos” which
means “the study of”

15. Metaphysics
deals with the nature of reality
and existence.

16. The word metaphysics is derived
from Greek word “meta” which
means beyond and “physikon”
which means nature from which the
word physics was derived, a
science that deals with matter,
energy, force, natural laws and
processes

17. nature of mind, self, consciousness, and
the nature of religion such as the
existence of God: the destiny of the
universe and immortality of the soul.
Aside from the nature of reality and
universe, it also examines time, space,
cause and chance.

18. Questions answered by Metaphysics:
What is the nature of reality?
What is man and what is his place in the
universe?
What is his purpose?

19. Axiology
Deals with the purposes and
values. Includes Ethics and
Aethetics.

20. Ethics- Study of what is right and what is
wrong; good and beauty
Aesthetics- Deals with beauty and
ugliness.
Questions about religious, political or
economic values are concern of
axiology.

21. It analyzes the origin, types and
characteristics, criteria, knowledge
and values. It includes human
conduct, the nature and justification
of social structures and political
systems and the nature of art and
its meaning of human experiences.

22. Teacher and his Philosophy of
education
● Committed teacher tries to work out her
own philosophy of education, clarifies his
beliefs and ideals to make his teaching
meaningful to himself and to his students.
● Without a philosophy of education, teacher
will be easily swayed by fads in education.

23. Teacher and his Philosophy of
education
● A teacher’s life and work
involve making choices and
decisions, the teacher cannot
avoid having a philosophy.

24. Changing Philosophical
Orientation in Education
2

25. Social
Changes
Political Economical
Transformed
people’s way of
life.

26. The Progress in the scientific and
technological fields cannot now be
stopped; hence, education will be
faced with problems which will
require the educational system to
adjust to the changes taking place
in the country and the world today.

27. ● The education before the Americans
was idealistic.
● Education was based on the
philosophy of idealism that what is
based on a superhuman source,
which is obtained by mental activity.

28. Pragmatic Philosophy in education
● the pragmatic approach tends to be
favored more than the “idealistic”
treatment of educational matters.
Pragmatism stresses the functional
and the Practical Increasing attention
is given to educational issues of a
concrete and pragmatic nature.

29. Pragmatism and Idealism in education
Personal concrete experiences and activities are utilized
in the educational process. Notwithstanding the de-
emphasis on the theoretical, however, the theory of
mental powers still influences the thinking of many
Filipino educators today. The development of the powers
of the mind, such as memory, reasoning, and imagination
is emphasized through intellectual exercise. The mental
laws are observed in the process of learning.

30. Educational
Aims

31. It gives direction to the educative process.
Before one makes a change in curriculum or plans a new
building or adds new personnel of staff, he must ask
himself “What are his objectives?” Unless he determines
them he might be overwhelmed by the number of options
which confronts him. Even without changes, it is
necessary to be conscious of what tradition or custom are
carrying the educational process.

32. The function that aims to perform.
Aims not only give direction to education but should
motivate it as well. Aims are values and if they wanted, it
should induce the learner to release energies necessary
to accomplish. Remember that aims that direct but do not
activate is only 50% effective.

33. It provides criterion for evaluating the education
process.
Whether we are examining students or accrediting high
school or colleges, he must have reference to initial
objectives. To find the institution or students wanting in
some achievement that never been sought as a goal in
the first place would be unjust indeed. There is a
possibility that the aim is unworthy one.

34. Thank you!