reviewer

2. Philosphy of Education
Group 1

3. CONTENT
A. What is Philosophy of Education
1. Definition and Nature
2. Philosophy and Education
Western Philosophies
Eastern Philosophies
 Idealism, Realism, Pragmatism
 Hinduism, Buddhism, Confucianism, Taoism, Zen Buddhism,
 Christian Philosophy, Saracen Philosophy

4.  Philosophy of education is the branch of applied or practical philosophy
concerned with the nature and aims of education and the philosophical
problems arising from educational theory and practice.
 A philosophy of education refers to the examination of the goals, forms,
methods and meaning of education.

5. What is Philosophy?
 The term has been derived from two Greek words
- ‘Philos’ means love
- ‘Sophia’ means wisdom
 Philosophy means love for knowledge or passion for
learning.

6.  It is the study of general and fundamental questions about
existence, knowledge, values, reason, mind and language.
 Such questions are often posed as problems to be studied or
resolved.

7. What is Education?
■ A tool to discipline the Intellect
■ Acquisition of Knowledge
■ A preparation for Life
■ Direction
■ Growth
■ Transmission of Culture

8. ● A set of values and beliefs about education that guide the professional
behavior of educator.
○ What is the purpose of education?
● The application of the fundamental principles of a philosophy of life to
the work of education.
● It offers a definite set of aims and definite set of objectives.
Educational Philosophy

9. ● Synthesized in the multifaceted development of personality.
● All around development consists of all aspects.
○ Physical, mental, moral, social, emotional and spiritual.
Aims of Philosophy of Education

10. ● Education consists in the development of all the capacities in the
individual.
● Have a common concern and commitment about the nature of
education that is required to uphold the dignity of human beings.

11. —Thomas (1968)
“Education without philosophy is blind and
philosophy without education is invalid”

12. Western
Philosophies

13. ● Idealism is a school of philosophy that emphasizes that “ideas or concepts
are the essence of all that is worth know- ing”
● Based on the writings of Plato, this school of philosophy encourages
conscious reason- ing in the mind.
● Consequently, idealists believe that ideas should remain constant
throughout the centuries.
Idealism

14. ● Within an idealist educational philosophy, the curricular focus is on ideas rather than
the student or specific content areas. Learning is also intrinsically motivated.
● Teaching methods used within idealism include: lecture, discussion, and Socratic
dialogue.
● Essential to these teaching methods is posing questions that generate thoughts and
spark connections.
Educational Implications of Idealism

15. 1. Questions for clarification How does this relate to our discussion?
2. Questions that probe assumptions What could we assume instead?
3. Questions that probe reasons and
evidence
What would be an example?
4. Questions about viewpoints and
perspectives
What is another way to look at it?
5. Questions that probe implications and
consequences
What are the consequences of that
assumption?
6. Questions about the question What was the point of this question?
Six types of Socratic questions:

16. ● Realism is a school of philosophy with origins in the work of Aristotle.
● This philosophy emphasizes that “reality, knowledge, and value exist
independent of the human mind”.
● Realists argue for the use of the senses and scientific investigation in order to
discover truth.
● Aristotle is known as the Father of Realism and the Scientific Method.
Realism

17. ● Outcomes of this thinking in classrooms today include the appearance of
standardized tests, serialized textbooks, and specialized curriculum.
● Teaching methods used in realism include:
○ Demonstration
○ Recitation
○ Critical thinking
○ Observation
○ Experimentation
Educational Implications of Realism

18. ● Pragmatism is “a process philosophy that stresses evolving and change rather than
being”.
● Pragmatists believe that reality is constantly changing so we learn best through
experience.
● According to pragmatists, the learner is constantly conversing and being changed by
the environment with whom he or she is interacting.
○ There is “no absolute and unchanging truth, but rather, truth is what works”.
Pragmatism

19. ● Charles Sanders Peirce is one of the first pragmatic thinkers
○ He introduced the pragmatic method in which students are supplied a
procedure for constructing and clarifying meanings.
● John Dewey linked pragmatism to evolution by explaining that “human beings
are creatures who have to adapt to one another and to their environment”

20. ● A pragmatist educational philosophy calls for teachers who can support students
learning by promoting questioning and problem-solving during the natural course of
lesson delivery.
● Teaching methods used in pragmatism include:
○ Hands-on problem solving
○ Experimenting
○ Projects
○ Cooperative Learning
Educational Implications of Pragmatism

21. Eastern
Philosophies

22. ● Hinduism is believed to be one of the oldest religions in the world.
● Hindu culture is scriptures under its strict principles call the Vedic Dharma.
● It is every Hindus’ role to attain the four main aims of life
○ moksha (libration),
○ karma (pleasure),
○ artha (wealth) and
○ dharma (virtue).
Hinduism

23. ● 3 Golden Rule
○ Who is helping you, do not forget them.
○ Who is loving you, do not hate them.
○ Who is trusting you, do not cheat them.
● Sanatana Dharma is the original name of what is now popularly called Hinduism or
Hindu Dharma.
● “The Eternal Teaching”, is a code of Ethics, a way of living through which one may
achieved moksha (enlightenment, liberation).

24. ● Is a nontheistic religion or philosophy.
● It encompasses a variety of tradition, beliefs, and spiritual practices largely based
on teachings attributed to Gautama Buddha.
● The word Buddha means “awakened one” or “the enlightened one”.
Buddhism

25. ● Believes in Karma.
● Present existence of individual is the effect of past karma.
● Nirvana- state of great pleasure and peace which can be attained through wisdom
goodness and knowledge.
○ Nirvana- a condition of wanting nothing, a calmness, great insight and
happiness.
Buddha’s Theory

26. Educational Implication of Buddhism
● Understand the karma principle and cessation.
● To realize that the world is full of miseries.
● Understand 4 noble truths of life.
● Develop self determination, confidence and overcome passion.

27. ● Confucius is Latinized name for Kong-Tzu or K’ung Fu-tzu.
○ “Treat others as you would like to be treated”.
○ “What don’t you desire for yourself, don’t do to others”.
○ “Family is the metaphor for society to develop
● Characterized as a system of social and ethical philosophy rather than
religion.
Confucianism

28. ● Affirmation of accepted values and norms of behavior in primary social
institutions and basic human relationship.
● Conformity and acceptance of social roles.
● 5 Cardinal Virtues taught by Confucius
○ Li – ritual propriety
○ Zhi – Knowledge
○ Xin – Integrity
○ Ren – Humaneness
○ Yi – Righteousness

29. ● Lao Tzu is the father of Taoism
● Attribute to the writing of Tao Te Ching
○ Tao – the way or path
○ Te – virtue
○ Ching – laws
● He believed that “ simplicity” to be the key to truth and freedom.
Taoism

30. ● To live with goodness, serenity and respect.
● Believed that the persons action should be influenced by instinct and conscience.
● It has something to do in nature.
● “When people see some things as beautiful, other things become ugly. When
people see some things as good other things become bad”. –Tao Te Ching

31. ● The Taoist seeks to understand the naturalness of everything as it exists in the
present.
● Advocates the teaching of non-action beyond words.
● Focus on universal, holistic, and peaceful principles such as living in harmony with
nature and natural order.
Educational Implications

32. ● “Zen” derived from chan which literally means meditation.
● It is the experience of living from moment to moment, in the here and
now.
● Zazen is an attitude of spiritual awakening and can become the source of
daily life flow.
Zen Buddhism

33. ● Zen Buddhism is not a theory, an idea, or a piece of knowledge.
● It is not a belief, dogma or religion; but rather it is a practical experience.
● We cannot intellectually grasp Zen because human intelligence and
wisdom are too limited.

34. ● Zen is very pragmatic and down to earth.
● Zen adhere to no specific philosophy or faith and has no dogma that its
followers must accept or believe in
● Traditionally accept the concepts of karma and samasara.

35. ● Find the true insight that does not discriminate between failure and
success
● Emphasizes the practice of meditation as the key ingredient to awakening
ones inner nature, compassion and wisdom.
Educational Implications

36. ● It relates knowledge systematically.
● Strives for coherence, the formation of the world.
● Method is to consult information from total experience.
Christian Philosophy

37. ● The Biblical Base
○ Bible is the primary source for all learning.
○ Must be the vital part of the content of the curriculum and integrated with
the subject matter.
● Purpose of Christian Philosophy of Education
○ To develop biblical character in the lives of the students (virtue).
○ To secure for students the appropriate wealth of knowledge of Christ.

38. ● Curriculum
○ Must be academically sound and based upon truth, not on prejudiced or
biased points of view.
○ Should be lively and appropriate to the need of the learner, as well as to the
needs of the community as a whole.
○ Attain mastery of the subject within the context of a biblical world view.

39. ● Why it is necessary to teach ?
○ To love the Lord God with all their hearts.
○ Become an effective believer.
○ Discipline students to develop Christian lifestyle characteristics.
○ Help the students to articulate the hope that lies within him/her.

40. ● What to Teach?
○ Virtue or moral maturity
○ Knowledge or intellectual maturity
○ Self-control or physical maturity
○ Fortitude or emotional maturity
○ Piety or spiritual maturity
○ Kindness or social maturity

41. ● Directing of the process of human development toward God's objective for man.
● Godliness of character and action
● Solidify relationship and fellowship with God and prepared them as leaders of
tomorrow.
Educational Implications

42. ● 600 years after a birth of Christ
● Mohammad took its roots to Arabia
● The Europeans called the inhabitants of the Arabian regions of the Roman Empire
as Saracens.
○ They are also Arabs and Moors from Spain
Saracen Philosophy

43. ● Curriculum
○ All education began with religious education
○ Qur’an was taught at all levels
○ Calligraphy is especially revered among Islamic arts
○ Education was the right for all

44. ● Aims
○ Search for knowledge and application of scientific facts to the affairs of daily
life.
○ Science was studied for its usefulness in arts and crafts.
○ Reading was studied as a necessity for progress.
○ Medicine was stressed for the preservation of life.
○ Astronomy was studied as an aid to geography and navigation.

45. ○ Education was universal, not democratic and it is formal
○ Elementary education was open to all boys and girls
○ Higher education was open to rich and poor, wealthy has some advantages.

46. ● Content
○ Most complete and most carefully organized curriculum in the elementary,
secondary and higher levels.
○ Subject matter in elementary: reading, writing, arithmetic, religion, grammar
and science.
○ Higher level subjects: Algebra, Geometry, Trigonometry, Physics, Chemistry,
Geography, Astronomy, Anatomy, Pharmacy, Medicine, Surgery, Philology,
History, Literature, Logic, Metaphysics and Law.

47. ● The knowledge and its application to culture are practiced.
● Development of individual initiative and social welfare-liberal education-liberal
education in its truest sense.
● Simple religion emphasizing a high degree of tolerance with faith.
● Education was universal, not democratic.
Educational Implications

48. CONTEMPORARY
PHILOSOPHIES

49. PERENNIALIS
M
 Perennial means “everlasting or lasting for many years”.
 The roots of perennialism lie in the philosophy of Plato and
Aristotle. For perennialists ,The aim of education is to ensure that
students acquire understanding about the great ideas of Western
civilization.
 Teaching ideas that are everlasting.
Why teach?
 To teach students to think rationally and develop mind that can
think dcritically

50. What to
teach?
 The focus is to teach ideas that are everlasting, to seek enduring truths
which are constant, not changing, as the natural and human worlds are at
their most essential level.
 Lessons are lifted from classic and greatest books
 Focus of education should be the ideas that have lasted over centuries
How to teach?
 Teacher-centered
 Students are engaged in Socratic Dialogue

51. Central Idea
• We are all rational animals. Schools
should, therefore, develop the students’
rational and moral powers.
• Utilizing the great books

52. ESSENTIALISM
 This philosophy contends that teachers teach learners to
acquire basic knowledge , skills and values.
 Training the mind what is essentials.
Why teach?
• It instill students with “essentials” of academic
knowledge, enacting a back-to-basic approach

53. What to teach?
 The emphais is on academic content fo r students to learn
the basic skills or the fundamental R’s
 Reading, writing (‘riting), arithmetic (‘rithmetic), right
conduct
How to teach?
 Emphasis on mastery of subject matter
 Observance of core requirements and longer academic year

54. Central Idea
“Learning the essential like the R’s(Reading,
writing and arithmetic)”

55. EXISTENTIALISM
 Individual's starting point is characterized by what has been called
"the existential attitude“
 Individuals have to take responsibility for their own actions and
shape their own destinies
 The main concern is to “help the tudents understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions.”
Why teach?

56.  Students are given a wide variety of options from
which to choose. Humanities are given
emphasis.
What to
teach?
How to teach?
 Methods focus on individual
 Learning is self-paced and self-directed

57. Existentialism
Sӧren Kierkegaard Martin Heidegger Jean-Paul Sartre Albert Camus
PROPONENTS: Existentialist Philosophers
• The father of
existentialism
• Human existence is
always individual in
character, never social.
“Life is not a problem to
be solved, but a reality to
be experienced.”
• His ideas have
exerted influence on
the development of
contemporary
European
philosophy.
“Every man is born as
many men and dies as a
single one.”
• An atheistic
existentialist
• Arguably the best
known philosopher of
the twentieth century
“Existence precedes
essence.” Essence is
created by existence;
human nature is a product
of existence
• Dealt over such questions
as the meaning of life in
the face of death.
“I would rather live my life as
if there is a God and die to
find out there isn't, than live
as if there isn't and to die to
find out that there is.”

58. Central Idea
“Having individual choice.”
“Existence precedes essence”

59. PROGRESSIVISM
 Progressivism is a theory of education that is concerned with
“learning by doing” and purports(claims to) that children learn
best when pursuing their own interests and satisfying their
own needs. Progessivists believe that people learn best from
what they consider most relevant to their lives.

60.  Progressivist teachers teach to develop learners into becoming
enlightened and intelligent citizens of democratic society.
Why teach?
What to
teach?
 Curriculum that responds to students’ needs and that relates to
students’ personal lives and experiences

61. PROGRESSIVISM
 John Dewey believed that people learn
best from social interaction in the real
world.
 He believed that book learning was no
substitute for actually doing things.

62. Central Idea
“Learning by doing.”

63. SOCIAL RECONSTRUTIONI
 It is a philosophy of education that focuses on using
education to eliminate social inequities.
 Prepares students for a future that is ever changing.
 Its focuses on educating students about issues going on in
their society.

64. SOCIAL RECONSTRUTIONI
 It inform students, give them the skills they need to be able
to take action with what they learn, encourage them to
improve society and guide them in improving society.
 Reconstructionist believe that students learn more,
remember it longer, and apply it to new situations better if
they learn through experience, rather than trough being
told something.

65. Central Idea
“Having social reform.”

66. POST-MODERN PHILOSOPHIES
 Postmodernism is one of the leading contemporary
philosophical orientations. It is especially influential
in academic fields such as literary criticism and
educational foundations.

67. Metaphysics – Postmodernists reject the
grand philosophical systems purported to
explain reality as an architecture of the
universe, and the metaphysical
assumption that an ultimate ground of
being, a transcendent cosmic reality,
exists above and beyond the physical
world.
Epistemology – Postmodernism argues
against traditional philosophies’
epistemological claims that we know
objects as they correspond to reality.
Postmodernists suggest that rather than
looking outside of the human experience
and history for truth, they advise us to
look within the human past and present
to see how claims to truth have
originated, been constructed and
expressed
Axiology – The postmodernists rejection of
metaphysical systems and the analytical tools
they use examine the language of dominant
and suppressed groups reveal much about
their views of ethics and aesthetics.
Postmodernists reject the Idealist, Realist, and
Thomist metaphysical claims that there are
universal and eternal values that prescribe
and proscribe ethical and moral actions..
POST-MODERN PHILOSOPHIES AS PHILOSPHY
OF EDUCATION

68. PRINCIPLES AND
PHILOSOPHY OF
PHILIPPINE
EDUCATION

69. Article II. Declaration of Principles and State
Policies Principles
Section 17
The State shall give priority to education, science and
technology, arts, culture, and sports to foster patriotism and
nationalism, accelerate social progress, and promote total
human liberation and development.

70. Article XIV. Education, Science and Technology,
Arts, Culture, and Sports
Section 1
The State shall protect and promote the right of all
citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to
all.

71. Section 2
The State shall.
1. Establish, maintain, and support a complete, adequate, and integrated system
of education relevant to the needs of the people and society,
2. Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear
their children, elementary education is compulsory for all children of school
age.
3. Establish and maintain a system of scholarship grants, student loan programs,
subsidies, and other incentives which shall be available to deserving students
in both public and private schools, especially to the underprivileged,
4. Encourage non-formal, informal, and indigenous learning systems, as well as
self-learning, independent, and out-of-school study programs particularly
those that respond to community needs; and
5. Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.

72. PERSONAL
PHILOSOPHY
OF TEACHING

73. What is Teaching
Philosophy?
 Teaching Philosophy-is a systematic and critical
rationale that focuses on the important components
defining effective teaching and their impact on
student learning
 Quite personal
 A representation of who and what you are

74. Importance of a Personal
Philosophy of Teaching
 Your philosophy of education is your “window” to the
world and “compass” in life.
 Conveys your teaching values, beliefs, and goals to a
broader audience.
 Provides evidence of your teaching effectiveness.
 Identify ways you can grow and improve.

75. How to write a Personal
Philosophy of Teaching?
 Make your Teaching Statement brief and well written.
While Teaching Statements are probably longer at the
tenure level (i.e. 3-5 pages or more), for hiring purposes
they are typically 1-2 pages in length.
 Use a narrative, first-person approach. This allows the
Teaching Statement to be both personal and reflective.

76. How to write a Personal
Philosophy of Teaching?
 Make it specific rather than abstract. Ground your ideas
in 1-2 concrete examples, whether experienced or
anticipated. This will help the reader to better visualize you
in the classroom.
 Be discipline-specific. Do not ignore your research.
Explain how you advance your field through teaching.

77. How to write a Personal
Philosophy of Teaching?
 Avoid jargon and technical terms, as they can be off-
putting to some readers.
 Try not to simply repeat what is in your CV. Teaching
Statements are not exhaustive documents and should be
used to complement other materials for the hiring or
tenure processes.

78. How to write a Personal
Philosophy of Teaching?
 Be sincere and unique. Avoid clichés, especially ones about
how much passion you have for teaching.
 Be humble. Mention students in an enthusiastic, not
condescending way, and illustrate your willingness to learn
from your students and colleagues.
 Revise. Teaching is an evolving, reflective process, and
Teaching Statements can be adapted and changed as necessary.

79. MORALITY AND THE
FOUNDATIONAL MORAL
PRINCIPLE

80. SUB TOPIC Part 1
WHAT IS MORALITY?
Refers to the quality of human acts by which we call
them right or wrong, good or evil. (Panizo, 1964)

81. SUB TOPIC Part 1
MEANING OF FOUNDATIONAL
MORAL PRINCIPLE
 The word principle came from the Latin word, “princeps” which means
“a source or beginning.”
 A principle is, that on which something is based, founded, originated
or initiated.
 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.

82. SUB TOPIC Part 1
MEANING OF FOUNDATIONAL
MORAL PRINCIPLE
 The word principle came from the Latin word, “princeps” which means
“a source or beginning.”
 A principle is, that on which something is based, founded, originated
or initiated.
 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.

83. SUB TOPIC Part 1
WHERE IS THIS FOUNDATIONAL MORAL
PRINCIPLE?
 It is contained in the natural law.
 Many moralists, authors, and philosophers may have
referred to this foundation moral principle in different
terms.
 May be acceptable to believers and non- believers alike to
refer to it as natural law.

84. SUB TOPIC Part 1
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.”

85. SUB TOPIC Part 1

86. SUB TOPIC Part 1
PANIZO, 1964
“Writings, customs, and monuments of the past,
present generations point out to this conclusion: that
all people on earth, no matter how savage and
illiterate, have recognized a supreme law of divine
origin commanding good and forbidding evil.”

87. SUB TOPIC Part 1
The natural law that says “do good and
avoid evil” comes in different versions.

88. SUB TOPIC Part 1
“Do not do to others what you do not like others to
do to you.”
– Kung Fu Tsu
“Do to others what you want them to do to you.”
- Golden Rule of
Christianity
“Act in such a way that your maxim can be the maxim
for all.”
- Immanuel
Kant

89. SUB TOPIC Part 1
RELIGIOUS VIEWS ON MORALITY
CHIRISTIANS, BUDDHISTS, ISLAMIC KORANS, AND MUSLIMS

90. SUB TOPIC Part 1
CHRISTIAN’S PERSPECTIVE:
“Do to others what you want them to do to you.”

91. SUB TOPIC Part 1
BUDDHISTS’ PERSPECTIVE:
“Hatred does not cease by hatred; hatred ceases only by love.”

92. SUB TOPIC Part 1
ISLAMIC PERSPECTIVE:
Based on the Islamic Quran

93. SUB TOPIC Part 1
Muslims’ PERSPECTIVE:
The Five Pillars of Islam

94. SUB TOPIC Part 1
TEACHER, AS A PERSON OF GOOD
MORAL CHARACTER
 According to the preamble of our Code of Ethics as
professional teachers…
“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 profession,
they strictly adhere to, observe and practice this set of ethical
and moral principles, standard values.”

95. SUB TOPIC Part 1
4 WAYS OF DESCRIBING GOOD MORAL
CHARACTER
As described by one Christian author
1. Being fully human – you have realized substantially your
potential as human person.
2. Being a loving person – you are caring in an unselfish and
mature manner with yourself, other people and God.

96. SUB TOPIC Part 1
4 WAYS OF DESCRIBING GOOD MORAL
CHARACTER
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

97. TEACHERS AS PERSONS OF
GOOD MORAL CHARACTERS

98. SUB TOPIC Part 1
COMMUNICATES
KNOWLEDGE
Teachershouldhaveknowledgeof
whattheyareteachingandthe
abilitytosharethatknowledge.

99. SUB TOPIC Part 1
FLEXIBILITY
Theteacherneedsflexibilityin
teachingstyleandmethod.

100. SUB TOPIC Part 1
SENSE OF DETACHMENT
Ateachershouldnever
personalizestudent'sinability to
copeinaclassroomsetting.By
personalizingthestudent's
problemstheyendupresenting
thestudent.

101. SUB TOPIC Part 1
CREATIVITY AND HUMOR
Creativityisamustforteachers.
Keepingastudent'sattention
especiallyinkindergarten.

102. SUB TOPIC Part 1
LISTENER
Theabilitytolistenisnotonly
important forteachersto
evaluatestudentprogress,butto
helptargetpotentialproblems.

103. SUB TOPIC Part 1
PATIENCE
-Persistencealliedwitha
determinationtohelpothers
learn.
-Givesstudentstime tolearn.

104. SUB TOPIC Part 1
GOOD EXAMPLE
Ateacherneedstosetagood
examplefortheirstudents.This
takesacertainamountofgood
moralcharacter.

105. VALUE FORMATION
SUBTOPICS OF THE REPORT
COGNITIVE, AFFECTIVE AND
PSYCHOMOTOR DIMENSIONS
TRAINING THE INTELLECT
AND WILL
MAX SCHELER’S HIERACHY OF
VALUES
VALUES HIERACHY

106. CONTENTS
Cognitive, Affective,
Psychomotor
1 Values Hierarchy
4
Training the Intellect and
Will
2
Max Scheler's Heirarchy
of Values
3

107. SUB TOPIC Part 1
TOBEMORALISTOBEHUMAN.LIVINGRIGHT
VALUESHUMANIZES

108. SUB TOPIC Part 1
AREVALUESCANBETAUGHTAND
CAUGHT?

109. SUB TOPIC Part 1
VALUESCANBETAUGHT

110. SUB TOPIC Part 1
VALUESCANBECAUGHT

111. SUB TOPIC Part 1
COGNITIVE, AFFECTIVE AND
PSYCHOMOTOR DIMENSIONS
The cognitive domain refers to knowledge
attainment and mental/intellectual processes. The
affective domain characterizes the emotional arena
reflected by learners' beliefs, values and interests.
The psychomotor domain reflects learning behavior
achievedthrough neuromuscularmotoractivities

112. SUB TOPIC Part 1
COGNITIVE, AFFECTIVE AND PSYCHOMOTOR
DIMENSIONS

113. SUB TOPIC Part 1
COGNITIVE, AFFECTIVE AND PSYCHOMOTOR
DIMENSIONS

114. SUB TOPIC Part 1
TRAINING OF THE INTELLECT
AND WILL
• YourIntellectdiscernsavalueandpresentsitto
thewillasaright orwrongvalue.
• Yourwillwillstoacton therightvalueandwills
toavoidthewrongvaluepresentedbyyour
intellect.

115. SUB TOPIC Part 1
As described by St. Thomas Aquinas,
“ The intellect proposes and the will disposes”

116. SUB TOPIC Part 1
Itisclear that“nothingiswilledunlessitfirstknown”,Thoughtmust
precede the deliberation ofthewill.Anobjectiswilled asitisknownby
theintellect andproposedtothewillasdesirable andgood.Hencethe “
formalandadequateobjectofthewillisgoodasapprehendedbythe
intellect”,
(William Kelly, 1965)

117. SUB TOPIC Part 1
Itis,therefore,necessarythatyoudevelop yourintellect inits3
functionsnamely;
√FormationofIdeas
√Judgment
√Reasoning

118. SUB TOPIC Part 1
MAX SCHELER’S HIERACHY OF
VALUES
Scheler'shierarchyofvalues,thehighestvaluesare
thosethatdirectlypertaintotheSupremeBeing
whilethelowestvaluesarethosethatpertaintothe
sensualpleasures.Weactandlivewellif westickto
Scheler'shierarchyofvaluesgivegreater
preferencetothehighervalues.

119. SUB TOPIC Part 1
MAX SCHELER
(August22,1874–May19,1928)
 HewasaGermanPhilosophersknownfor
hisworkinphenomenology, ethicsand
philosophical anthropology.
 HeistheforemostexponentofAxiology.

120. SUB TOPIC Part 1
Axiology–defineasthephilosophicalscienceofvalues.
“Actrevealtheperson’svaluepreferences.Likeprismthat
reflectstheinvisiblespectrumofcolors,aperson’sactmanifest
hisinvisibleorderofvalues.”(PhilosophyToday,1989).

121. SUB TOPIC Part 1
MAXSCHELERPRESENTED THEFOLLOWINGFIVEPRINCIPLESINDECIDINGTHE
RANKOFVALUES:
1.Timelessness
• Thelongerthevaluelast,thehigheritis.
2.Indivisibility
• Theharderitistoincreasethequalityofthevalueasitscarrierenlarges,the
higherthevalueis.

122. SUB TOPIC Part 1
MAXSCHELERPRESENTED THEFOLLOWINGFIVEPRINCIPLESINDECIDINGTHE
RANKOFVALUES:
3. Independence
• Thehighervaluebecomesthebaseforthelowervalue.
4.DepthofSatisfaction
• Thedeeperthesatisfactionconnectedtothevalueis, thehigherthevalueis.

123. SUB TOPIC Part 1
MAXSCHELERPRESENTED THEFOLLOWINGFIVEPRINCIPLESINDECIDINGTHE
RANKOFVALUES:
5.Absoluteness
• Thelessthesenseofthevalueisrelatedtotheexistenceofitscarrier,the
higherthevalueis.

124. SUB TOPIC Part 1
MAXSCHELER'SHIERARCHYOFVALUES

125. SUB TOPIC Part 1
PLEASURE VALUES
• Thepleasantagainsttheunpleasant.
• Theagreeableagainstthedisagreeable.

126. SUB TOPIC Part 1
VITAL VALUES
• Valuespertainingtothewell-beingeitherofthe
individualorofthecommunitysuchasemployment,
health,property,friendship,morality,etc.
• Thisisthevirtuevalues.

127. SUB TOPIC Part 1
SPIRITUAL VALUES
• Thevalueofminds.
• Refertothediscoveryofmeaningandpurposein
lifeanddemonstratingvaluesthroughbehaviors.
• Thewisdomvalues.

128. SUB TOPIC Part 1
KINDS OF SPIRITUAL VALUES
1. AESTHETICVALUES
thevaluesofbeautifulandugly
2.ValuesofJustice
 thevaluesofjustandunjust.
3.Values offullcognitionoftruth
 thevalueofdoing somethingthatisgoodtoourselvesandtoothers.

129. SUB TOPIC Part 1
VALUES OF HOLY
• Refertothesacredandhollowedbeliefs,some
thingswhicharetheobjectsofworshipand
veneration.
• Thisisthetranscendentvalues.
• Beliefs,adorationandbliss.

130. SUB TOPIC Part 1
VALUES HEIRACHY
TheHierarchyofvaluesIsarangeof higherand
lowervalues inwhich themoralandideological
orderoflifeisestablished.
Thehierarchyofvalues requiresthatthehuman
beinghasaveryclearandfilteredsystemoftheir
values,sincetothemisthepersonalandsocial
direction.

131. SUB TOPIC Part 1
CHARACTERISTICS OF VALUES
Person-whodeterminesthemostimportantvalues
according totheirneeds,interests,aspirations,
training,theirpersonalandsocialconditions.

132. SUB TOPIC Part 1
CHARACTERISTICS OF VALUES
Element-arethequalitiesofvalue,whichhastodo
withpersonalpreference.

133. SUB TOPIC Part 1
CHARACTERISTICS OF VALUES
Elementthatinfluences-isthesituationin
whichthepersonlives,sinceitisdeterminantinthe
positionandpreferenceofitshierarchy

134. THE FIVE
PILLARS OF
EDUCATION

135. How could we create
educational environments that
are able to provide learning
opportunities that are
authentic, relevant, integrative
and more relevant for the 21st
Century?

136. UNESCO'S Education for Sustainable
Development Initiative (2012) presented a
conceptual framework for ongoing, lifelong
learning . This model organizes learning into the
following five pillars:
•Learning to Know
•Learning to DO
•Learning to Live Together
•Learning to BE
•Learning to Transform Oneself
and Society

137. Learning to Know – the development of skills and
knowledge needed to function in this world e.g. formal
acquisition of literacy, numeracy, critical thinking and
general knowledge.Knowledge, values and skills for
respecting and searching for knowledge and wisdom:
• learn to learn
• acquire a taste for learning throughout life
• develop critical thinking
• acquire tools for understanding the world
• understand sustainability concepts and issues

138. Education for Sustainable Development:
• recognizes the evolving nature of the
concept of sustainability.
• reflects the ever growing needs of
societies.
• acknowledges that fulfilling local needs
often has international effects and
consequences.
• addresses content, context, global issues
and local priorities.

139. Learning to DO– the acquisition of applied skills
linked to professional success. Knowledge, values and
skills for active engagement in productive employment
and recreation:
• be an actor as well as a thinker
• understand and act on global and local sustainable
development issues
• acquire technical and professional training
• apply learned knowledge in daily life
• be able to act creatively and responsibly in one’s
environment.

164. Education for Sustainable
Development:
• is locally relevant and culturally
appropriate.
• must become a concrete reality for all our
daily decisions and actions.
• is about helping build a sustainable and
safe world for everyone.

165. Learning to Live Together – the development of social skills
and values such as respect and concern for others, and the
appreciation of cultural diversity.Knowledge , values and skills for
international, intercultural and community cooperation and
peace:
• participate and co-operate with others in increasingly
pluralistic, multi-cultural societies
• develop an understanding of other people and their histories,
traditions, beliefs, values and cultures
• tolerate, respect, welcome, embrace, and even celebrate
difference and diversity in people
• respond constructively to the cultural diversity and economic
disparity found around the world
• be able to cope with situations of tension, exclusion, conflict,
violence, and terrorism

166. Education for Sustainable
Development:
• is interdisciplinary. No one discipline can
claim ESD for its own, but all disciplines can
contribute to it.
• builds civil capacity for community-based
decision-making, social tolerance,
environmental stewardship, adaptable
workforce and quality of life

167. Learning to BE – the learning that contributes to a person’s mind,
body, and spirit. Skills include creativity and personal discovery,
acquired through reading, the Internet, and activities such as sports
and arts. Knowledge, values and skills for personal and family well-
being:
• see oneself as the main actor in defining positive outcomes for
the future
• encourage discovery and experimentation
• acquire universally shared values
• develop one’s personality, self-identity, self-knowledge and self-
fulfilment
• be able to act with greater autonomy, judgment and personal
responsibility

168. Education for Sustainable
Development:
• builds on the principles and values that
underlie sustainable development.
• deals with the well-being of all three
realms of sustainability – environment,
society, and economy.
• contributes to a person’s complete
development: mind and body, intelligence,
sensitivity, aesthetic appreciation and
spirituality.

169. Learning to Transform Oneself and Society – when individuals
and groups gain knowledge, develop skills, and acquire new values as a
result of learning, they are equipped with tools and mindsets for
creating lasting change in organizations, communities, and societies.
Learning to transform one self and society. Knowledge, values and skills
for transforming attitudes and lifestyles.
• work toward a gender neutral, non-discriminatory society
• develop the ability and will to integrate sustainable lifestyles for
ourselves and others
• promote behaviours and practices that minimize our ecological
footprint on the world around us
• be respectful of the Earth and life in all its diversity.
• act to achieve social solidarity
• promote democracy in a society where peace prevails

170. Education for Sustainable Development:
• integrates the values inherent in sustainable
development into all aspects of learning
• encourages changes in behaviour to create a more
viable and fairer society for everyone
• teaches people to reflect critically on their own
communities
• empowers people to assume responsibility for
creating and enjoying a sustainable future.

171. ✓These five pillars are linked
together by a social constructivist
approach to individual learning and
a social constructionist approach to
the development of learning
communities that significantly
influences how students learn and
how faculty and staff support their
learning .