SAMAR COLLEGE

Catbalogan City
W. Samar, Philippines 6700
(Tel. No. 055-543-8381

COLLEGE OF EDUCATION
A.Y. 2021-2022 – First Semester

Instructor : Michael M. Artizo, PhD.

CHAPTER 1: YOU, THE TEACHER, AS A PERSON IN SOCIETY

Learning Objectives:
At the end of the chapter, students are expected to:

1. summarize at least seven (7) philosophies of education and draw their implications to
teaching-learning.
2. formulate their own philosophy of education
3. discuss and internalize the foundational principles of morality.
4. accept continuing values formation as an integral part of their personal and
professional life.
5. clarify if they truly value teaching.
6. explain teaching as vocation, mission and profession.
7. embrace teaching as a vocation, mission and profession.

Learning Concepts:

Lesson 2: Formulating Your Philosophy of Education

What does a philosophy of education contain of contain or include? It includes your

 the human person, the learner in particular and the educated person
 what is true and good and therefore must be taught.
 how a learner must be taught in order to come close to the truth

Here is an example:

My Philosophy of Education as a Grade School Teacher I believe the every child

 has a natural interest in learning and is capable of learning.

I believe that there are unchanging values in changing and these must be passed on to
every child by my modeling, value inculcating and value integration in my lesson.

I believe that my task as a teacher is to facilitate the development of every child to the
optimum and to the maximum by:
  reaching out to all children without bias and prejudice toward the “least” of the
children
 making every child feel good and confident about himself/herself through his/her
experiences of success in the classroom
 helping every child master the basic skills of reading, communicating in oral and
written form, arithmetic and computer skills
 teaching my subject matter with mastery so that every child will use his/her basic
skills to continue acquiring knowledge, skills and values for him/her to go beyond
basic literacy and basic numeracy
 inculcating or integrating the unchanging valued of respect, honesty, love and
care for others regardless of race, ethnicity, nationality, appearance and economic
atatus in my lessons
 consistently practicing these values to serve as model for every child
 strengthening the value formation of every child through “hands-on-minds-on-
hearts-on” experiences inside and outside the classroom
 providing every child activities meant to develop the body, the mind and the spirit

Activity 1:

1. Formulate your personal philosophy of education. Do it well for this will form part of
your teaching portfolio which you will form part of your portfolio which you will bring
along with you when you apply for a teaching job. Write it down here.

2. Share your philosophy of education with the class.

A. Reflect on your own philosophy using the following questions as guide:

1. With that educational philosophy:

 how will you treat your student?

 what will you teach?

 how will you teach?

2. From which philosophies that you have studies and researched did you draw inspiration
as you formulated your own philosophy of education?

3. Does this education philosophy of yours make a difference in your life?

4. What if you do not have a formulated philosophy of education at all?

5. Is your education philosophy more of an abstract theory than a blueprint to daily living?

6. Do you think your philosophy will change as you grow in knowledge?

What is morality?

Morality refers to “the quality of human acts by which we call them right or wrong, good or
evil.” (Panizo, 1964) Your human action is right when it conforms with the norms, rules, or law
pf morality. Otherwise it is said to be wrong.

Meaning of foundational moral principle

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.

What is the natural law? It is the law “written in the hearts of men”. (Roman 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 . . .” (Panizo, 1964) It is the law that says: “Do good and avoid evil.” THIS IS THE
FUNDAMENTAL OR FOUNDAMENTAL MORAL PRINCIPLE.

The natural law that says “do good and avoid evil” comes in different versions. Kung-fu-tsu said
the same when he taught: “Do not do to others what you do not like others to do to you.” This is
also the Golden rule of Christianity only that it is written in the positive form: “Do to others what
you like others do to you.” Immanuel Kant’s version is “Act in such a way that your maxim can
be the maxim for all.” For Christians, this Golden Rule is made more explicit through the Ten
Commandments and the Eight Beatitudes. These are summed up in the two great
commandments, “love God with all your heart, with all your mind, with all your strength” and
“love your neighbor as you love yourself.”

Teacher as a person of good moral character

“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 and values.”

When are you of good moral character? One Christian author describes four ways of
describing good moral character:

1) Being fully human – you have realized substantially your potential as a human person,
2) Being a loving person – you are caring in an unselfish and mature manner with yourself ,
other people and God,
3) Being virtuous person – you are acquired good habits and attitudes and you practice them
consistently in your daily life, and
4) Being a morally mature person – you have reached a level of development emotionally,
socially, mentally, spiritually appropriate to your developmental stage.
 Our act is moral when it is in accordance with our human nature. Our act is immoral when it
is contrary to our human nature. Our intellect and free will make us different from and above the
beast.

As a teacher, you are expected to be a person of good moral character. You are a person of
good moral character when you are 1) human, 2) loving, 3) virtuous, and 4) mature.

Activity 1:

Direction: Answer the following with a YES or NO.

_____ 1. Is morality for persons and animals?

_____ 2. Is the natural law known only by the learned?

_____ 3. Did the primitive people have a sense of the natural law?

_____ 4. Is an animalistic act of man moral?

_____ 5. Is it right to judge a dog to be immoral if it defecates right there in your garden?

_____ 6. Is the foundational moral principle sensed only by believers?

_____ 7. Is the foundational moral principle very specific?

_____ 8. Is the foundational moral principle the basis of more specific moral principles?

_____ 9. Is the foundational moral principles so called because it is the basis of all moral

principles?

_____ 10. Are the Ten Commandments for Christians more specific moral principles of the

foundational moral principle?

_____ 11. Is the natural law literacy engraved in every human heart?

_____ 12. Are The Five Pillars of Islam reflective of the natural law?

_____ 13. Is the Buddhist’s Eightfold Path in accordance with natural law?

_____ 14. Are the Golden rule of Christians basically the same with Kung-fu-tsu’s Reciprocity

rule?

Activity 2:

Direction: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?

2. Why is morality only for persons?

A. Journal Entry

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.

2. The Golden Rule for Christians is: “Do to others what you would like others to do to
you.” Give a concrete application of the Golden Rule as you relate to a learner, to a
fellow teacher, to a parent or any member of the community and to your superiors.

3. How does conscience relate to morality?

4. By mean of a song, a poem or an acrostic (on the word MORALITY), show the
importance of morality.
Lesson 4: Values Formation and You

There are two varied answers to the question, depending on the camp where you belong.
If you belong to the idealist group, there are unchanging and universal values. The values of
love, care and concern for our fellowmen are values for all people regardless of time and space.
They remain unchanged amidst changing times. These are called transcendent values,
transcendent because they are beyond changing times, beyond space and people They remain to
be a value even if no one values them. They are accepted as value everywhere. On the other
hand, the relativists claim that there are no universal and unchanging values. They assert that
values are dependent on time and place. The values that our forefathers believed in are not
necessarily the right values for the present. What the British consider as values are not
necessarily values by Filipinos.

In this Lesson, our discussion on values formation is based on the premise that there are
transcendent values. Most Filipinos, if not all, believe in a transcendent being whom we call by
different names Bathala, Apo Dios, Kabunian, Allah, and the like.

Values are taught and caught

Are values caught or taught? Our position is that values are both taught and caught. If
they are not taught because they are merely caught, then there is even no point in proceeding to
write and discuss your values formation as a teacher here! Values are also caught. We may not
be able to hear our father’s advice “Do not smoke” because what he does (he himself smokes)
speaks louder than what he says. The living examples of good men and women at home, school
have far greater influence on our value formation that those well-prepared lectures on values
excellently delivered by experts who may sound like “empty gongs and clanging cymbals.”

Values have cognitive, affective and behavioral dimensions

Values have cognitive dimension. We must understand the values that we want to
acquire. We need to know why we have to value such. This is the heart of conversion and values
formation we need to know to live by that value. These are the concepts that ought to be taught.

Values are in the effective domain of objectives. In themselves they have an affective
dimension. For instance, “it is not enough to know what honesty is or why one should be honest.
One has to feel something toward honesty, be moved toward honesty as preferable to
dishonesty.” (Aquino, 1990)

Values also have a behavioral dimension. In fact, living by the value is the true acid test
if we really value like honesty.

Values formation includes formation in the cognitive, affective and behavioral aspects

Your values formation as teachers will necessarily include the three dimension. You have
to grow in knowledge and in wisdom and in your “sensitivity and openness to the variety of
value experiences in life.” (Aquino, 1990) you have to be open and attentive to your value
lessons in Ethics and for those in sectarian schools, Ethics and Religious Education. Take active
part in values sessions like fellowship, recollections organized by your church group or
association. Since values are also caught, help yourself by reading the biographies of heroes,
great teachers and saints (for the Catholics) and other inspirational books. (It is observed that less
and less teachers read printed materials other than their textbooks.) Your lesson in history,
religion, and literature replete with opportunities for inspiring ideals. Associate with model
teachers. If possible, avoid the “yeast” of those who will not exert a very good influence. Take
the sound advice from Desiderata: “Avoid loud and aggressive persons; they are vexation to the
spirit.” Join community immersion where you can be exposed to people from various walks of
life. These will broaden your horizon, increase your tolerance level, and sanitize you to life
values. These will help you to “fly high” and “see far” to borrow the words of Richard Bach in
his book, Jonathan Livingstone Seagull.
Submitted by:

___________________________
Student