This document discusses different philosophical orientations that teachers can have in their profession: - It describes philosophies like idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and social reconstructionism. Each philosophy has a distinct aim of education, educational methods, curriculum features, roles of teachers and learners, and assessment approaches. - The document provides details on what each philosophy emphasizes, like idealism focusing on ideas and character development, realism prioritizing practical subjects, and pragmatism advocating learner-centered and experiential activities. - Comparing the advantages and disadvantages of the philosophies helps teachers determine their own philosophical perspective to guide their teaching approach

1. Philosophical
Orientations of
Teachers in their
Profession
Chapter 2
Educ 3

2. Let’s reflect
•“The only thing to be good
philosopher is the faculty of
wonder.” Jostein Gaarder

3. Ponder on these questions
•Why do I teach?
•What is worth teaching?
•How should I teach those
things that are wort knowing?

4. Ponder on these questions
•What is the aim of education?
•How should the atmosphere of the
school look like?
•What should be the content of the
curriculum?

5. What is philosophy?
• The original meaning of the word
philosophy comes from the Greek roots
philo- meaning "love" and -sophos, or
"wisdom.
• Philosophy in education refers to
“perspective” or “view” about something.

6. What is philosophy in education?
• Refers to a wide range of application of various
philosophical ideas and methods in addressing
educational issues, goals, problems and concerns.
• Promotes specific type of vision of education,
examine goals, definitions and meaning of
education.
• Reveals the perspectives of teachers about
teaching, learning, learners and knowledge which
influence teaching behavior.

7. Elements of education
•Teaching
•Learning
•Students
•Knowledge

8. Importance of philo. In Educ
• Essential in training pre-service and in-service
teachers.
• Guides teachers to plan their teaching.
• Helps teachers develop their own philosophical
perspective on education.

9. Traditional useful philosophies
in the teaching profession
•Realism and Idealism (teacher and
subject-centered)
•Progressivism and existentialism
(Learner-centered)

10. Idealism
• Ideas are the only reliable form of reality
because the physical world is always
changing.
• The root of idealism is IDEA and not IDEAL
as another construe ( a way or word of
action)

11. Aim of Idealism
• Knowledge is eternal.
• Teaching is the absorption of ideas
for personal discipline and character
development
• Literacy and good moral character

12. Methods of Idealism
• Holistic
• Deductive logic of instruction
• Teach from general to specifics
• Concepts are explained by the
teachers, then learners complete the
tasks.

13. Curriculum Features
•Centered on stimulation of
cognitive processes
•Focus is on content.

14. Roles of teachers & Learners
•Teachers are transmitters or
dispensers of knowledge
•Learners are passive receivers of
knowledge.
•Focus more on memorization.

15. Assessment
•Through qualitative methods
•Paper and pencil tests (essays,
journals, reflection paper, critic
papers, etc.)

16. Classroom atmosphere
•Basically authoritarian
•Discipline is punitive and
restrictive of freedom

17. Advantages
• Creates an orderly classroom
• Teachers have full control of learners’
behavior
• Content are taught on desired time.
• Essential topics are less likely to be
missed

18. Disadvantages
• Old fashioned philosophy
• Curriculum is difficult to change
• Development of the body is
secondary to the development of
the mind.
• Use “one size fits all” strategy

19. Realism
• Real world exists independently from any other
experience.
• World exist even when no human being is there
to perceive them.
• Truth is determined scientifically.
• Knowledge can be gained through senses and
from reasoning
• Human beings investigate and discover
unchanging realities of nature.

20. Aim of Realism
• Making learners understand the
world through inquiry, verifying
ideas in the physical world.
• Teaching things that are
essential and practical.

21. Educational Method
• Inductive process (Specific to general or
concrete to abstract) for the mastery of
facts.
• Examples (experimentation, drills and
exercises)
• Repetition of practice helps master the
concepts for real-life applications.

22. Curriculum Features
• Science and mathematics are the heart
of the curriculum.
• These subjects provide insights and
predictions about nature by making
calculation and measurement
• Vocational skills are given second
highest priority.

23. Role of teachers
• Teachers have the obligation to teach the
regularities and rhythm of nature for them to
comprehend universal law and the natural
order.
• Transmit knowledge free from personal
biases (Subjective teaching)

24. Roles of learners
• Train their senses in analyzing the physical
world.
• Trained themselves in determining truths
through scientific way and reasoning.
• Understand present practical life and
determine how they can be best fit is the
physical world.

25. Learning assessment
• Standardized testing
• Competency testing (experimentation,
demonstration, investigatory projects,
closed-test, problem-solving, multiple-
choice tests etc)

26. Classroom Atmosphere
• Subject-centered philosophy
• Less freedom for learners to make choices
on what to learn.
• Classrooms are filled with pictures, maps,
projects, experiments, and other outputs of
teaching.

27. Advantages
• Proposes an education that is scientific,
technical and vocational
• Mastery of competencies for useful and
practical applications in life
• Education becomes economic motor of
the state in addressing society’s needs.

28. Disadvantages
• Failure to account the whole person
• Neglects the importance of ideals and values.
• Gives emphasis on a very objective, precise,
and measurable approach to teaching which is
a demerit because knowledge is not always
objective rather it is also subjective.

29. Pragmatism
• Philosophy of action, practice or thing to
accomplish
• Ideas and action must go together in the
search for knowledge.
• There is no fix or absolute and permanent
truth.

30. Aim of education
• Learners are expected to learn through their
own experiences.
• Reconstruction of learners experiences.

31. Educational method
• Individualized instruction.
• Structured activities
• Experimental
• Creative and constructive projects
• Field trips
• Learner-centered activities.

32. Curriculum features
• Personalized kind of curriculum based on
learners’ needs and interests.
• Learner centered curriculum
• Focused more on the process of teaching
rather than the content.
• Advocates changes in curriculum

33. Roles of teachers
• Act as facilitators, guides, advisers and fellow
travelers of knowledge with the learners.
• Challenger and inquiry leaders inside the
classroom

34. Roles of Learners
• Learners are the center of the educative
process.
• All learning takes place within them,
• They are active participants in learning.
• They are learning by doing.

35. Assessment
• Practical application of content learned
• Journals, simulations, portfolios, games, filed
works and On-the-job training

36. Classroom Atmosphere
• Classroom is learner-friendly and democratic.
• Collaborative classroom

37. Advantages
• Teaches the learners to think and act in a
practical way.
• The teachers serve as facilitators of learning.
• It puts emphasis on social democratic
education.
• Social reforms are the heart of teaching.

38. Disadvantages
• Lacks fix aims to give learners stability and
direction.
• Its emphasis on personal experience as basis
of learning.

39. Existentialism
• Reality is subjected within an individual.
• Reality rests on how individuals perceive
things through their own lenses.
• What is real is dependent on the perceivers.

40. Aim of Existentialism
• Reality is the result of one’s choices,
experiences, and views about the world.
• Learners are given voices to participate in
directing their activities and their own learning
process.
• Provide learners with a wide array of
alternatives because they are unique and free-
choosing individuals.

41. Educational Method
• Journals, portfolio, reflection papers, and
modular instructions.

42. Perennialism
• Rooted from idealism and cousin of
essentialism. It is subject and teacher-
centered.
• This mean everlasting, persisting, and
enduring over time.
• Ideas are everlasting despite changes in the
environment.
• There is only one ultimate truth, everything is
constant irrespective of time.

43. Aim of Education
• Its aim is to develop the highest
distinguishing characteristic of
human which is Reasoning.
• Learners are taught to think and
reason out correctly.

44. Features
• Curriculum is constant basically
using great books or Classics
(Literature, philosophy and arts)
• Subject matter are hierarchically
arranged

45. Roles of Teachers
• Have active roles over learners.
• Teachers are the transmitters of
knowledge.
• They correct fallacies and errors
• Evaluate the quality of over-all
discussion and individual contributions.

46. Roles of Learners
• Learners are taught to become
recipients of pre-given knowledge.
• They receive information like empty
vessels or empty containers.
• They take passive and receptive role in
the class.

47. Assessment
• Reading, writing, recitation, and
computation are emphasized
• Focused on periodic testing.
• Learner’s performance is compared to
other learners.

48. Classroom atmosphere
• Teacher-dominated classroom
• Has rigid classroom management
focusing the development of learners’
academic mind.

49. Essentialism
• Advocates that the function of education
is for enculturation-the passing on of
culture from one generation to the next.
• It concentrates of learners’ KSAs

50. Progressivism
• Rooted from Pragmatism and
existentialism.
• Progress is always associated with
change.
• There could be no progress if there were
no changes.

51. Social Reconstructionism
• Rooted from Pragmatism and
existentialism.
• It is an expansion of progressivism.
• Education combines study and action to
solve social problems.