LIMBO AROLF JOHN MICHAEL

OBSERVE, ANALYZE, REFLECT

Activity 16.1 Analyzing DepEd’s Philosophy of Education

Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature: ________ School: Batangas
Eastern Colleges

Grade/Year Level: Grade 9 Subject Area: Araling Panlipunan

Date: October 24, 2021

OBSERVE
● Determine prevailing philosophies of education based on DepEd Vision and Mission statements,
core values and mandate and on the K to 12 Curriculum Framework and Guide.
● Study the DepEd Vision and Mission statements, Core values, and Mandate.
● Read the features of the K to 12 Curriculum based on the Kto12 Curriculum Framework and
Guide and Sec 5 of RA 10533.
● Accomplish the Table below by answering this question: Which philosophies are expressed?
● Cite relevant statements to back up an identified philosophy of education. You are given an
example.

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 Which philosophies are
Which philosophies are
expressed in the K to 12
expressed in the DepEd
Philosophies of Curriculum Framework and
Vision, Mission Statements,
Education Guide and Sec 5 of RA 10533?
Core Values, Mandate? Give
Give proof.
proof.

1. Essentialism- Essentialism-The core values Essentialism-List of standards

teach mastery of maka-Diyos, maka-tao. and competencies that learners
of the basics, maka-kalikasan and maka- are expected to attain is the
the curriculum bansa show that DepEd is subject matter that students are
is prescribed; essentialist. DepEd believes in expected to learn.
subject matter- unchanging values that need to Essentialist
centered there be inculcated.
are universal,
objective
values,
inculcate values
in subject
matter

2. Perennialism- The Deped Mission in which In K-12 Curriculum

teach those that Students learn in a child- Framework which is making
last, the friendly, gender-sensitive, safe, the Curriculum Relevant to
classics; there and motivating environment learners (Contextualization and
are universal shows that DepEd applied Enhancement), Students
values; Perennialism to their DepEd needed to acquire in-
inculcate these Mission as they believes that if depthknowledge, skills, values,
universal, the learners engage with this and attitudes through
objective values kind of environment, it is continuity and consistency
possible that they become across all levels and subjects in
friendly and good citizen of order to bring a good values
our country in the future as and characteristic to their
they bring a good values that future from what they are
they learned in schools. learned in schools.

3. Progressivism - The DepEd vision in which, as In RA No. 10533 Sec. 5 which

very child- a learner-centered institution, is Curriculum Development,
centered; teach the DepEd continuously The curriculum shall be
those that improves itself to better serve learner-centered, inclusive and
interest the its stakeholders shows that developmentally appropriate;
child; one DepEd is progressivism. which it shows that
learns by DepEd believes in learners Progressivism is applied in this
experience: learning by doing as well as if law.
leamers learn we teach what they are
by doing so interested in.
teacher’s

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 teaching is
experiential;
values are
subjective; no
inculcation of
values since
they are
subjective:
instead teachers
help students
clarify their
values

4. Reconstructioni The DepEd mission in which In K-12 Curriculum

sm - school is administrators and staff, as Framework which is Making
an agent of stewards of the institution, The Curriculum Relevant To
change; ensure an enabling and Learners (Contextualization
schooling is supportive environment for And Enhancement), it shows
preparing effective learning to happen that there is an application of
students for the shows that DepEd is Reconstructionism in which
social changes: reconstructionism. DepEd there is a discussions on the
teaching is believes teaching involves the students about the issues such
involving the students in discussion of moral as Disaster Risk Reduction
students in dilemmas in order to (DRR), Climate Change
discussions of understand the implications of Adaptation, and Information &
moral dilemmas one's action. Communication Technology
(ICT) are included in the
enhanced curriculum.

5. Existentialism- The DepEd mission in which In the K-12 Curriculum

Teachers teach teachers facilitate learning and Framework which is Gearing
learners to constantly nurture every Up For The Future (Senior
make a choice, learner shows that DepEd is High School) it shows that
to make existentialism. DepEd believes there is a proof of
decisions, and that society should not restrict Existentialism that use which
not merely to an individual's life or actions students may have a freedom
follow the and these restrictions inhibit to choose a specialization
crowd; one who free will and the development based on aptitude, interests,
does not make a of that person's potential. and school capacity. The
choice and so choice of career track will
simply follows define the content of the
others do not subjects a student will take in
leave Grades 11 and 12. SHS
meaningful life subjects fall under either the
Core Curriculum or specific
Tracks.

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6. Pragmatism- The DepEd Vision in which, In K-12 Curriculum
That which is enables them to realize their Framework which is Making
useful, that full potential and contribute The Curriculum Relevant To
which is meaningfully to building the Learners (Contextualization
practical, and nation, shows that DepEd And Enhancement), it shows
that which applied Pragmatism as they also that there is an application
works is what is believe that teaching students of Pragmatism as students
good: that things that are practical for life acquire in-depth knowledge,
which is encourages them to grow into skills, values, and attitudes
efficient and better people. through continuity and
effective is that consistency in order to
which is good encourage them to grow into
e.g. showing a better people across in all
video clip on levels.
mitosis is more
efficient and
more effective
and therefore
more practical
than teacher
coming up with
a visual aid by
drawing
mistosis on a
cartolina or
illustration
board

7. Rationalism- The DepEd Core Values which In RA No. 10533 Sec. 5 which
emphasizes the is Maka-Diyos, Maka-tao, is Curriculum Development,
development of Makakalikasan and Makabansa there is a proof of application
the learners' is the proof that shows that of Rationalism in which the
reasoning DepEd applied Rationalism in curriculum shall be relevant,
powers; which they practicing only for responsive and research based
knowledge believing what is based on as students is acquired through
comes through reason and provides the reason without the aid of the
reason; a primary basis for knowledge senses.
teacher must
develop the
reasoning
power of the
learner

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8. Utilitarianism - The DepEd Vision which is In RA No. 10533 Sec. 5 which
what is good is We dream of Filipinos who is Curriculum Development,
that which is passionately love their country there is a proof of application
most useful shows that DepEd also uses of Utilitarianism in which The
(that which Utilitarianism which advocates curriculum shall be culture-
brings actions that foster happiness or sensitive in which the teacher
happiness) to pleasure and opposes actions 's approach offers no sense of
the greatest that cause unhappiness or what ought to constitute an
number of harm. It would aim for the education.
people betterment of society as a
whole when directed toward
making social, economic, or
political decisions.

9. Empiricism- The DepEd Vision which is In RA No. 10533 Sec. 5 which

source of Teachers facilitate learning and is Curriculum Development, it
knowledge is constantly nurture every shows that there is an
through the learner is an evidence that application of Empiricism in
senses, teacher DepEd use Empiricism where which The curriculum shall use
must involve teaching-learning of the pedagogical approaches that
the senses in students is based on the human are constructivist, inquiry-
teaching- senses wherein it shares the based, reflective, collaborative
learning view that there is no such thing and integrative; as teacher
as innate knowledge, and that involves the senses in
instead knowledge is derived teaching-learning of the
from experience. students to be able to gain
knowledge.

10. Behaviorism - The DepEd Vision which is In RA No. 10533 Sec. 5 which
behavior is Students learn in a child- is Curriculum Development, it
shaped friendly, gender-sensitive, safe, shows that there is a
deliberately by and motivating environment is Bahaviorism by which The
forces in the one also a proof that DepEd curriculum shall be learner-
environment applied Behaviorism in which centered, inclusive and
and that the the teacher provide a positive developmentally appropriate;
type of person reinforcement, or rewards at we teachers encourage students
and actions the end of the day for their to perform desired behaviour
desired can be good behaviour. Whenever as they giving reward for their
the product of students perform a desired good performance.
design; behavior, they will learn to
behavior is perform the behavior on their
determined by own
others, rather
than by person's
own free will; a
teacher must
carefully shape
desirable
behavior; drills
are commonly

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 used to enhance
learning.
rewards
reinforce
learning.

11. Constructivism The DepEd Mission which is In K-12 Curriculum

-Learners are Teachers facilitate learning and Framework, it shows that there
capable of constantly nurture every is a Constructivism in which it
constructing learner show also that DepEd encourage students to consider
knowledge and is using Constructivism as they this to share their valuable
meaning, help learners to construct knowledge and experiences as
teaching- knowledge rather than just the learner.
learning, passively take in information.
therefore, is As students experience the
constructing world and reflect upon those
knowledge and experiences, it helps to build
meaning, the their own representations and
teacher does not incorporate new information
just "Tell or into their pre-existing
dictate but asks knowledge.
leamers for the
knowledge they
construct and
meaning of the
lesson.

1. Other Philosophies

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Activity 16.2 Articulating My Personal Philosophy of Teaching

Resource Teacher: Mrs. Jhenine L. Ragaas Teacher’s SIgnature: ________ School: Batangas
Eastern Colleges

Philosophies of Education Teaching Behavior (State what the

teacher said, taught, or did).

1.

2. Perennialism-teach those that last, the classics, The teachers do not allow the
there are universal values; inculcate these interests or experiences of the pupils
universal, objective values to significantly influence what they
teach. They use whatever systematic
solution and tried-and-true
procedures they believe are most
effective in training the minds of the
students.

3. Progressivism-very child-centered; teach those My cooperating teacher believes that

that interest the child; one learns by experience, one learns by doing. What my teacher
learners learn by doing so teacher’s teaching is did was by having virtual field trips
since students are not allowed to go
experiential; values are subjective; no inculcation
out. Teachers also stimulate students
of values since they are subjective; instead through thought-provoking games
teachers help students clarify their values and puzzles.

4. Reconstructionism - school is an agent of change; My cooperating teacher encourages

schooling is preparing students for the social students to be the voice of others.
changes, teaching is involving the students in She’s explaining to the students that
they must help the society for its
discussions of moral dilemmas
reformation.

5. Existentialism - Teachers teach learners to make a Since existentialism talks about

choice, to make decisions, and not merely to making decisions this has connection
follow the crowd; one who does not make a choice to the topic of my cooperating
teacher which is consumers rights.
and so simply follows others do not leave
She teaches students that it is in their
meaningful life hands whether they will report those
vendors who cheats their customers.

6. Pragmatism - That which is useful, that which is Since pragmatism encouraged

practical, and that which works is what is good; students to apply their knowledge
that which is efficient and effective is that which is into real-life situations, what my
cooperating teacher was trying to do
good, e.g. showing a video clip on mitosis is more
is give real-life dilemmas. What
efficient and more effective and therefore more students will do is to give solutions to
practical than teacher coming up with a visual aid every scenario.
by drawing mitosis on a cartolina or illustration

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 board

7. Rationalism - emphasizes the development of the Since rationalism aims to develop the
learners' reasoning powers; knowledge comes learner's reasoning power, what my
through reason; a teacher must develop the cooperating did was to give
mathematical equations about supply
reasoning power of the learner
function. Supply function tackles the
relationship between the price and
quantity supplied.

8. Utilitarianism - what is good is that which is most My cooperating teachers ask students
useful (that which brings happiness) to the greatest about things that they think will make
number of peoples; them happy when they talk about
consumer preferences.

9. Empiricism - the source of knowledge is through My cooperating teacher let the

the senses; a teacher must involve the senses in students observe their surroundings
teaching-learning and relate to the topic.

10. Behaviorism-behavior is shaped deliberately by Every meeting I cooperate with

forces in the environment and that the type of always reminds the students to
person and actions desired can be the product of participate and class. Every question
is equivalent to a point. In that way
design, behavior is determined by others, rather
students will engage to the discussion
than by person's own free will; the teacher must actively/
carefully shape desirable behavior, drills are
commonly used to enhance learning, rewards
reinforce learning.

11. Constructivism- learners are capable of At the end of the quarter my

constructing knowledge and meaning: teaching- cooperating teacher gave a final
learning, therefore, is constructing knowledge and output. What the students will do is
to create a calamity plan. What are
meaning: teacher does not just "tell" or dictate but
their plans, how they will generate
asks learners for the knowledge they construct and funds and what agency will they ask
meaning of the lesson for help.

12. Other Philosophies

ANALYZE

The most dominant philosophy of education in the Philippines are

progressivism, existentialism and reconstructionism. Based on what I have
observed in my entire school life, students are having meaningful learning when
they are actively involved in learning activities that they have interest in. Actual
and experiential learning are important and will develop individual learner’s
creativity and imagination. Students are given the freedom to learn, to exist and
find the essence of life.

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 One of the philosophies that schools and teachers should give more
attention to is Perennialism. Students should be taught that they must always
value their learning. They must not forget but instead use it as an edge to face the
present and succeed in the future.

REFLECT

What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach, and how you should relate to others in school with the learners, your colleagues, your
superiors, and all other stakeholders. Write them down. This is your title, "My Philosophy of Teaching."

My Philosophy of Teaching
I think that each student is unique, having a particular learning style,
requirements, and abilities that they bring to the classroom. It is my responsibility as a
teacher to highlight their abilities and to foster a learning environment that meets each
child's particular needs.
I think I should instruct the students on how to develop and learn. Knowing that
not all students learn in the same manner or at the same rate allows me to be aware of
how children actively acquire and adjust their own knowledge depending on prior
information and experiences. I believe it is my duty as a teacher to accurately diagnose
the interests, skills, and prior knowledge of my students. The next step is for me to design
educational activities that will both challenge and allow each learner to advance.
I believe that I should fulfil my goals as a teacher. By creating a strong
relationship with my students, their parents, to people and to the community. Teachers
must work with other school stakeholders to develop and build a school culture in which
students can grow while improving their learning abilities.

SHOW Your Learning Artifacts

Accomplished Observation Sheets

Philosophies of Education Teaching Behavior (State what the

teacher said, taught, or did).

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13. Perennialism-teach those that last, the classics, there are The teachers do not allow the interests
universal values; inculcate these universal, objective or experiences of the pupils to
values significantly influence what they teach.
They use whatever systematic solution
and tried-and-true procedures they
believe are most effective in training the
minds of the students.

14. Progressivism-very child-centered; teach those that My cooperating teacher believes that
interest the child; one learns by experience, learners one learns by doing. What my teacher
learn by doing so teacher’s teaching is experiential; did was by having virtual field trips
values are subjective; no inculcation of values since they since students are not allowed to go out.
are subjective; instead teachers help students clarify Teachers also stimulate students
their values through thought-provoking games and
puzzles.

15. Reconstructionism - school is an agent of change; My cooperating teacher encourages

schooling is preparing students for the social changes, students to be the voice of others. She’s
teaching is involving the students in discussions of explaining to the students that they must
moral dilemmas help the society for its reformation.

16. Existentialism - Teachers teach learners to make a Since existentialism talks about making
choice, to make decisions, and not merely to follow the decisions this has connection to the
crowd; one who does not make a choice and so simply topic of my cooperating teacher which
follows others do not leave meaningful life is consumers rights. She teaches
students that it is in their hands whether
they will report those vendors who
cheats their customers.

17. Pragmatism - That which is useful, that which is Since pragmatism encouraged students
practical, and that which works is what is good; that to apply their knowledge into real-life
which is efficient and effective is that which is good, situations, what my cooperating teacher
e.g. showing a video clip on mitosis is more efficient was trying to do is give real-life
and more effective and therefore more practical than dilemmas. What students will do is to
teacher coming up with a visual aid by drawing mitosis give solutions to every scenario.
on a cartolina or illustration board

18. Rationalism - emphasizes the development of the Since rationalism aims to develop the
learners' reasoning powers; knowledge comes through learner's reasoning power, what my
reason; a teacher must develop the reasoning power of cooperating did was to give
the learner mathematical equations about supply
function. Supply function tackles the
relationship between the price and
quantity supplied.

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19. Utilitarianism - what is good is that which is most My cooperating teachers ask students
useful (that which brings happiness) to the greatest about things that they think will make
number of peoples; them happy when they talk about
consumer preferences.

20. Empiricism - the source of knowledge is through the My cooperating teacher let the students
senses; a teacher must involve the senses in teaching- observe their surroundings and relate to
learning the topic.

21. Behaviorism-behavior is shaped deliberately by forces Every meeting I cooperate with always
in the environment and that the type of person and reminds the students to participate and
actions desired can be the product of design, behavior is class. Every question is equivalent to a
determined by others, rather than by person's own free point. In that way students will engage
will; the teacher must carefully shape desirable to the discussion actively/
behavior, drills are commonly used to enhance learning,
rewards reinforce learning.

22. Constructivism- learners are capable of constructing At the end of the quarter my
knowledge and meaning: teaching-learning, therefore, is cooperating teacher gave a final output.
constructing knowledge and meaning: teacher does not What the students will do is to create a
just "tell" or dictate but asks learners for the knowledge calamity plan. What are their plans, how
they construct and meaning of the lesson they will generate funds and what
agency will they ask for help.

23. Other Philosophies

My Philosophy of Teaching
I believe that the learners are unique, with their own unique learning style and set of
needs and gifts that they bring to the classroom. As a teacher, it is my obligation to expound on
their talents and to create an environment that promotes maximum learning while also meeting
each child's unique requirements.
I believe that I should teach the learners on how to grow and learn. I'm aware that kids
actively develop and modify their own knowledge based on earlier learning and experiences by
understanding that not all pupils study in the same way or at the same pace. As a teacher, I feel it
is my obligation to effectively diagnose pupils' interests, abilities, and prior knowledge. Then I
have to devise learning activities that will both challenge and enable each learner to think and
progress.
I believe that I should fulfil my goals as a teacher. By creating a strong relationship with
my students, their parents, to people and to the community. Teachers must work with other
school stakeholders to develop and build a school culture in which students can grow while
improving their learning abilities.

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