DINAGTUAN, Eldielyn C. BEE 4-D
4:00-5:30 TTh The Teaching Profession
Lesson 2: Formulating Your Philosophy of Education
Activity 1: Analyze the given example in your small groups, then answer the following questions: 1. Which of the philosophies studied in Lesson 1 are reflected in the given philosophy? Existentialism, Behaviorism, Linguistic 2. What are the teacher’s concept/s of the learner? the teacher’s concept/s of the learner are: Every learner: has a natural interest in learning and is capable of learning is an embodied spirit can be influenced but not totally his/her environment is unique and so comparing a child to other children has no basis does not have an empathy mind, rather is full of ideas 3. Who, according to the Grade school teacher’s philosophy is the good and educated person? A good and educated person consistently practicing good values to serve as a model to every child. S/He strengthen the value formation of every child through “hands-on-minds-on-hearts-on” experiences inside and outside the classroom. 4. What is the teacher’s concept on values? There are unchanging values in changing times and these must be passed on to every child by modeling, value inculcation and value integration in their lesson. 5. What does the teacher believe to be her primary task? To facilitate the development of every child to the optimum and to the maximum. 6. Do her concepts of the learner and the educated person match with how he/she will go about his/her task of facilitating every child’s full development? Yes, because s/he is consistent on how s/he will go about his/her task of facilitating every child’s full development in accordance with his/ her belief or concepts about a learner. 7. You notice that the teacher’s thought on the learner, values and method of teaching begin with the phrase “I believe”. Will it make a difference if the Grade school teacher wrote his/her philosophy of education in paragraph from using the third person pronoun? Yes, because if she use third person pronoun, there wouldn’t be greater impact to the reader or a more personal relationship to the reader.
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass” in life? One’s philosophy of education said to be one’s “window” to the world or “compass” in life because this is how the person view the people, things or everything around him which can serve as his guide in dealing with his everyday life. Activity 2 1. Formulate your personal philosophy of education. Do it well for this will form part of your teaching portfolio which you will bring along with you when you apply for a teaching job. I believe that learning can and should be fun and that students who are active participants learn much more than those whose participation is largely passive. Teaching and learning involves an inherent contract. Students must agree to take responsibility for their learning in order to engage, and teachers must be willing to be engaged, as well. When students are so engaged, their learning is not solely dependent upon the rate of the delivery of lectures, so a mix and match of pace and teaching strategies designed to meet the needs of a range of learning skills need not be debilitating to the progress of any students. I welcome a group of students who are actively involved, thinking and questioning the material presented to them whether presented by me or by another student.
Activity 3
A. Reflect on your own philosophy using the following questions as guide: 1. With that educational philosophy:
how will you treat your student? - I will treat my students in the way they should be treated. In that case, I will try what I can to teach them and bring out the best of them.
how will you teach? - I believe that a teacher is not a giver of knowledge but rather a facilitator or a guide for the student. As a guide, it is my responsibility to find or create alternate presentations of the material that I feel help clarify key points and to design class contacts.
2. From which philosophies that you have studied and researched did you draw inspiration as you formulated your own philosophy of education? From my own experiences and experiences of others and from the good teachers I encountered and shared their insights of being an educator. 3. Does this education philosophy of yours make a difference in your life?
Yes, because it is my belief in life that can guide me in everything . 4. What if you do not have a formulated philosophy of education at all? I will be like a teacher that just teaches and doesn’t care, touch and empower life. A teacher with no purpose and direction at all. 5. Is your educational philosophy more of an abstract theory than a blueprint to daily living? No, because I saw teachers who treat a child in the way what I believe. So if they can be a good teacher, why couldn’t I? 6. Do you think your philosophy will change as you grow in knowledge? No, this philosophy will be enhance. It will branch out to a better philosophies.
Lesson 3: The Foundational Principles of Morality and You Test Your Understanding A. Direction: Answer the following with a Yes or No. If your answer is No, explain your answer in a sentence. No 1. Is morality for persons or animals? - animals have no morals No 2. Is the natural law learn only by the learner? - everyone at a right age have a sense of good or evil Yes 3. Did the primitive people have a sense of the natural law? No 4. Is an animalistic act of man moral? - an animalistic act can never be human and to be moral is to be human No 5. Is it right to judge a dog to be immoral if they defecates right there in your garden? - animals have no morals No 6. Is the foundational moral principle sensed only by the believer? - because even unbelievers have sense of good or evil because this natural law is written in every human heart No 7. Is the foundational moral principle very specific? - it is in a general statement Yes 8. Is the foundational moral principle the basics of more specific moral principles? Yes 9. Is the foundational moral principle so called because it is the basis of all moral principles?
Yes 10. Are the Ten Commandments for Christians more specific moral principles of the foundational moral principle? No 11. Is the natural law literally engraved in every human heart? - not literally, for human have a the sense of good or evil Yes 12. Are The Five Pillars of Islam reflective of the natural law? Yes 13. Is the Buddhist Eightfold Path in accordance with the natural law? Yes 14. Are the Golden Rule for Christians basically the same with Kung-fu-tsu’s Reciprocity rule? Synapse Strengthens
A. Direction: Answer the following in a sentence or two.
1. To be moral is to be human. What does this mean? - This means that any act that is moral makes a person more of being a human which what is intended to be.
2. Why is morality only for persons? - Morality is only for persons because only humans are with intellect and will where they can think, reason out, analyze and has free will which they are given the privilege to choose by their own.
3. What do the following tell about the natural law? Ancient philosophers and dramatics had already mentioned the natural law. Sophocles, for instance, in the drama of Antigone’ spoke of the “ unwritten statutes of heaven which are not of today or yesterday but from all time an no man knows when they were first put forth.” Ciero wrote: “ True law is right reason in agreement with nature; it is of universal application, unchanging and everlasting…” “ Lawless licensed of promiscuity is not common among primitive people. According to Fr. Vanoverberg, a Belgian anthropologist of the CICM congregation, the Negritos of Northern Luzon have excellent moral standards especially with regard to honesty and sexual matters although their power of abstractionist so low that they can be hardly count beyond 5.” (Panizo, 1964)
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The quotes tell that the natural law is written in every heart of a person. They are unchanging amidst changing times. This is true to all and no one knows when it was installed to us. This natural law will never be taken to us.
B. Journal Entity
1. “Do good; avoid evil” is the foundational moral principle. List at least 5 good things that you have to do as a teacher and 5 evil things you have to avoid doing.
5 GOOD THINGS TO DO:
1. Display Understanding 2. Being honest 3. Maintain Just 4. Extend my patience 5.Hold on my temper and watch my words
5 EVIL THINGS TO AVOID:
1. Being Judgmental 2. Involving in any form of Corruption 3. Favoritism 4. Harassment (Physical Abuse) 5. Bad / Unpleasant Words
2. The Golden rule for Christians is: “Do to others what you would like others do to you.” Give a concrete application of it as you relate it to a learner, to a fellow teacher, parents, community, and to your superiors. I will show love to anyone as much as I can. In every little things I can do to show love, I won’t hesitate. By simply smiling amidst negative thoughts, I would like to display. Being positive when everything goes wrong. D. By means of a song, a poem or an acrostic (on the word MORALITY), show the importance of morality.
M- makes a person moral O- opportunity is given to a person to think twice before doing an action R- rationalized a person to reason out logically A- appreciate good things around L- let love conquer hatred I- imposes the natural in our heart T- to do good and avoid evil Y- you are accountable of your actions
Lesson 4: Values Formation and You Test your Understanding 1. Do we have such a thing as unchanging values in these changing times?
Yes 2. What do we mean when we say transcendent values are independent of time, space, and people? Transcendent values do not depend on the period of history and place when and where people live/d. They are values true to all time in all places and for all people. 3. Should values be taught? Why? Yes, because they have a cognitive domain that concerns with the understanding of values. 4. What are the three dimensions of value and value formation? Explain each. Cognitive - concerned with the rational understanding of the value, ho it should be lived and why it should be taught. Affective - it is where the development of feeling for the value take place Behavioral – the outward manifestation of the value 5. Value formation is training of the intellect and the will. What does this training consist of? Training of the intellect consist of training in conception, judging and reasoning. Training of the will is strengthening the will to desire and act upon that which is valued. 6. What is the effect of good habit (virtue) and bad habit (vice) on the will? Virtue strengthens the will while vice weakens it. 7. Which is the lowest value in Scheler’s value hierarchy? Highest? The lowest value in Scheler’s value hierarchy is pleasure values whhile the highest are the values of the Holy. 8. Based in Scheler’s hierarchy of values, what is a life well lived? A life well lived is one that observes subordination of values in accordance with Scheler’s hierarchy of values. 9. According to advocates of value clarification, how can you test if a value is really your value? I can test my value by asking the following questions: - Did I choose it freely? - Did I choose it from among the alternatives? - Did I choose it after thoughtful consideration of the consequences of it? - Do I cherish it? - Do I affirm it publicly? - Do I act on it? - Do I act on it repeatedly/ habitually? Synapse Strengtheners 1. Present Scheler’s hierarchy of values by means of an appropriate graphic organizer. Each level of values must be explained and must be given an example.
Holy Values
Spiritual Values
Vital Values Pleasure Values Pleasure values- the pleasant against the unpleasant; the agreeable against disagreeable eg. sensual feelings, experience against pleasure or pain Vital values- Values pertaining to the well-being either of the individual or of the community eg. health, vitality, capability, excellence Spiritual Values- values independent of the whole sphere of the body and of the environment, grasped in spiritual acts of preferring, loving and hating. eg. aesthetic values, values of right and wrong, values of pure knowledge. Values of the Holy- appears only in regard to objects intentionally; given as “absolute objects” eg. belief, adoration, bliss 2. In the modern parable “The Little Prince” written by Antonic Exupery, the Little Prince in his visit to one planet, met an alcoholic. The following was their conversation: Little Prince: “What are you doing?” The alcoholic: “I am drinking!” Little Prince: “Why are you drinking?” Alcoholic: “To forget!” Little Prince: “To forget what?” Alcoholic: “that I am a drunkard!” Based on the above conversation, is the alcoholic (or any alcoholic for that matter) happy for being one? What lessons can you learn from the life of an alcoholic or of a gambler? No, the alcoholic is not happy for being one. Negative deeds are not the solution for another negative problem. 3. In his book “Morality and You”, James Finley wrote:…”look at modern advertisements. Commercials for deodorants, mouthwashes, skin blemish removers and other cosmetics have a basic assumption that man is a creature who must be physically attractive to have much worth in the eyes of his fellowman. They try to sell… the following concept of a person: to have a good breath and white teeth is to be a good person; to have bad breath is to be socially undesirable.” Reflect if this thought on man as sold by the media in a very subtle manner has in a way influenced your value orientation. Yes at some point, especially when I was young. But I realized that those things are just pleasing others and we must reminded that we are here on earth to please God and not others.
Basically it is for personal hygiene, but if it is more than that to the extent of being so conscious about yourself and obsess of it, something’s wrong.
For Research
Which Filipino values pose obstacles to your value formation? How do they block your value formation? “Utang na loob” – because of it I’m feel obliged to do a favor that I’m hesitant of doing “Filipino Hospitality” - I used to welcome visitors I hate to have because of their unpleasant purpose
Are there times when the will refuses to act on what the intellect presents as good? How does a person feel? Yes, it feels confusing and unfulfilled.
The atheist denies God’s existence. Will he lack the values of the Holy, the highest level of value according to Scheler? How will this affect his/ her way of life? Yes, because the highest level pertains to a supreme being and the atheist doesn’t believe in a supreme being. He will not be guilty of wrong deeds because he/she doesn’t believe on a supreme being. At the end, he will realize what he did and strike by his conscience.
Journal Entry 1. Read the Following and in the context of value formation, write down your response/ action plan to each as a proof that you accept continuing personal value formation.
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Take care of your thoughts, they become your actions; take care of your actions, they become your habit; take care of your habits, they become your character, take care of your character, it becomes your destiny! What you think is who you are that leads you to your destiny.
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What does it profit a man if he gains the whole world buy loses his “soul”? This world is not our home. Invest our treasures in heaven and not on hearth.
…store up treasures in heaven neither moth nor decay destroys, nor thieves break in and steal. For where your treasure is, there also will your heart be”. (Matthew 7:20) Real treasures are not found here on earth but it is in heaven.
Try not to become a man of success but rather try to become a man of value.” –Albert Einstein A man of success with no values is nothing. “It is only with the heart that one can see rightly; what is essential is invisible to the eye”. –The Little Prince by Antoine Exupery
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What you see is not what you need. “Focused in what you cannot see!”
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“Di baleng mahirap, basta’t may dangal.” Magtiyaga sa hirap, mas maganda ang isang tagumpay na nagmula sa malinis na kalooban.
2. It is observed that beginning teachers somewhat lack emotional stability. What are some of its causes? What should you do to counteract it? Write your answers here. - Beginning teachers lack experience and still on the process of adjustment. They need more trainings for confidence. Passion and acceptance of the profession is also important to deal with the teacher’s instability. Guidance of co-teachers and openness of the teacher’s struggle is helpful to cope up with it.
Lesson 5: Teaching as Your Vocation, Mission and Profession Synapse Strengthens A. An exercise on Metaphor/Simile --- Compare teaching as avocation/mission/profession to something by completing this statement: TEACHING IS LIKE… C. Research on:
The other elements of profession. Does the teaching profession fulfill all the elements? The meaning of Eichmann as used in the Letter to Teacher found in this lesson. The logos of professional teachers, the Philippine Association for Teacher Education, the Department of Education, Commission on Higher Education. Display them in class. Give their symbolism. Is there anything common among the logos?
