Activity 1: Analyzing DepEd’s Philosophy of Education

Resource Teacher Bernard Cruz Teacher’s Signature__ ___School __LCNHS_______

Grade/Year Level __Junior HS____ Subject Area_________________ Date__________
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 K to 12 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 identical philosophy of education. You are given
an example.

Philosophies of Education Which philosophies are Which philosophies are

expressed in the DepEd expressed in the K to 12
Vision, Mission Statements, Curriculum Framework and
Core Values, and Mandate? Guide and Sec 5 of RA 10533?
Give proof. Give proof.
1.Essentialism- teach mastery Essentialism- The core values Essentialism- List of standards
of the basics; curriculum is of maka-Diyos, maka-tao, and competencies that
prescribed; subject makakalikasan and learners are expected to
mattercentered there are makabansa show that DepEd attain is the subject matter
universal, objective values; is essentialist. DepEd believes that students are expected to
inculcate values in subject in unchanging values that learn.
matter need to be inculcated. -Essentialist
2.Perennialism- teach those The Deped Mission in which In K- 12 Curriculum
that students learn in a child- Framework which is making
last, the classics; there are friendly, gender-sensitive, the curriculum relevant to
universal values; inculcate safe, and motivating learners (Contextualization
these universal values, environment shows that and enhancement). Students
objective values Deped applied Perennialism needed to acquire in-depth
to their Deped Mission as knowledge, skills, values and
they believes that if the attitudes through continuity
learners engage with this kind and consistency across all
of environment, it is possible levels and subjects in order to
that they become a friendly their future from what they
and good citizen of our are learned in schools.
country in the future as they
bring a good values that they
 learned in schools.
3.Progressivism- very The Deped vision in which, as In RA no.10533 Sec. 5 which is
childcentered; teach those a learner- centered curriculum development, the
that interest the child; one institution, the DepEd curriculum shall be learner-
learns by experience; learners continuously improve itself to centered, inclusive and
learn by doing so teacher better serve its stakeholders developmentally appropriate;
teacher’s teaching is shows that Deped is which it show that
experiential; values are progressivism. Deped believes progressivism is applied in the
subjective; no inculcation of I learners learn by doing as law
values since they are well if we teach of what they
subjective; instead teachers are interested.
help students clarify their
values
4.Reconstructionism- school is The Deped mission in which, In K-12 Curriculum
agent of change; schooling is administrator and staffs, as Framework which is making
preparing students for the stewards of the institution, the curriculum relevant to
social changes; teaching is the ensure as enabling and learners( contextualization
students in discussions of supportive environment for and enhancement), it shows
moral dilemmas effective learning to happen that there is an application of
shows that Deped is reconstructionism in which
Reconstructionism. Deped there is a discussion on the
believes in teaching in students about the issues
discussion of moral dilemmas such as Disaster Risk
inorder to understand the Reduction (DRR), Climate
implications of one’s action. Change Adaption, and
Information &
Communication Technology
(ICT) are included in the
enhanced curriculum.
5.Existentialism- Teachers The Deped mission in which In K-12 Curriculum
teach learners to make a teachers facilitate learning Framework which is Gearing
choice, to make decisions and and constantly nurture every for the future (Senior High
not merely to follow the learner shows that Deped is School) it is shows that there
crowd; one who does not existentialism. Deped believes is a proof of Existentialism
make a choice and so simply that society should not that use which students may
follow others do not leave restrict and individual’s life or have a freedom to choose a
meaningful life actions and these restrictions specialization based on
inhibit free will and the aptitude, interests, and school
development of that person’s capacity. The choice of career
potential. track will define the content
of the subjects a student will
take in grades 11 or 12. SHS
subjects fall under either the
Core curriculum or specific
 tracks.
6.Pragmatism- That which is The Deped vision in which, In K-12 Curriculum
useful, that which is practical enable them to realize their Framework which is making
and that which works is what full potential and contribute the Curriculum relevant to
is good; that which is efficient meaningfully to building the learners (contextualization
and effective is that which is nation shows that Deped and Enhancement), it shows
good, e.g. showing a video applied pragmatism as they also that there is an
clip on mitosis is more believe that are practical for application of pragmatism as
efficient and more effective life are encourage them to students acquire in- depth
and therefore more practical grow into better people. knowledge through continuity
than teacher coming up with and consistency in order to
a visual aid by drawing encourage them to grow into
mistosis on a cartolina or better people across in all
illustration board levels.
7.Rationalism-emphasizes the The Deped core values which In RA No. 10533 Sec. 5 which
development of the learners’ is makadiyos, makatao, is curriculum development,
reasoning powers; knowledge makakalikasan and there is a proof of application
comes though reason; teacher makabansa is the proof that of the rationalism in which
must develop the reasoning shows that Deped applied the curriculum shall be
power of the learner rationalism in which they relevant, responsive and
practicing only for believing research based as students is
what is based on reason and acquired through reason
provides the primary basis for without the aid of the senses.
knowledge.
8.Utilitarianism- what is good The Deped vision which is we In RA No. 10533 Sec. 5 which
is that which is most useful dream of Filipinos who is curriculum development,
(that which brings happiness) passionately love their there is a proof of application
to the greatest number of country shows that Deped of the utilitarianism in which
peoples; applied Rationalism in which the curriculum shall be
they practicing only for culture-sensitive in which
believing what is based on teacher approach offers no
reason and provides the sense of what ought to
primary basis for knowledge. constitute an education.
9.Empiricism- source of The Deped vision which is In RA No. 10533 Sec. 5 which
knowledge is through the teachers facilitate learning is curriculum development, it
senses; teacher must involve and constantly nurture every shows that there is an
the senses in teaching- learner is an evidence that application of empiricism in
learning Deped use Empiricism where which the curriculum shall use
teaching- learning of the pedagogical approaches that
students is based on the that are constructivist,
human senses wherein is inquiry-based, reflective,
shares the view that there is collaborative and integrative;
no such thing as innate as teacher involves the sense
knowledge, and that instead in teaching- learning of the
 knowledge is derived from students to be able to gain
experience. knowledge.
10. Behaviorism- behavior is The Deped vision which is In RA No. 10533 Sec. 5 which
shaped deliberately by forces students learn in a child- is curriculum development, it
in the environment and that friendly, gender sensitive, shows that there is a
the type of person and actions safe, and motivating behaviorism by which the
desired can be the product of environment is one also a curriculum shall be learner-
design; behavior is proof that Deped applied centered, inclusive and
determined by others, rather behaviorism in which the developmentally appropriate;
than by person’s own free teacher provide a positive we teachers encourage
will; teacher must carefully reinforcement, or rewards at students to perform desired
shape desirable behavior; the end of the day for their behavior as they giving
drills are commonly used to good behavior. Whenever reward for their good
enhance learning, rewards students perform a desired performance.
reinforce learning. behavior, they will learn
perform the behavior on their
own.
11.Constructivism- Learners The Deped mission which is In K-12 curriculum framework,
are capable of constructing teacher facilitate learning and it shows that there is a
knowledge and meaning; constantly nurture every constructivism in which it
teaching-learning therefore is learner show also that Deped encourage students to
constructing knowledge and is using constructivism as they consider this to share their
meaning; teacher does not help learners to construct valuable knowledge and
just “tell” or dictate but asks knowledge rather than just experiences as the learners.
learners for knowledge they passively take in information.
construct and meaning of As students the world and
lesson reflect upon those
experiences, it helps to build
their own representations and
incorporate new information
into their pre- existing
knowledge.
12.Other Philosophies

Activity 2: Articulating My Personal Philosophy of Teaching Resource

Teacher _Bernard Cruz___________ Teacher’s Signature __ ________School LCNHS

Grade/Year Level Junior HS Subject Area_________________ Date_______

OBSERVE:
 Observe how a teacher relates to every learner and how he/she proceeds with her teaching
  Accomplish this Observation Sheet. Here are philosophies of education. Find out which
philosophies were manifested in class by observing what and how teacher teaches and relates
to learners.
Philosophies 0f Education Teaching Behavior (State what the teacher
said, taught or did)
1.Essentialism- teach mastery of the basics; In what way was teacher essentialist? e.g.
curriculum is prescribed; subject matter- He/she saw to it that the students mastered
centered there are universal, objective values; basic concepts and skills. He/she inculcated
inculcate values; subject values.
2.Perennialism- teach those that last, the The teachers do not allow the students
classics; there are universal values; inculcate interest or experience to substantially dictate
these universal, objective values what they teach. They apply whatever creative
techniques and others tried and true methods
which are believed to be most conducive to
disciplining the students’ minds. Students
engaged in Socratic dialogues or mutual
inquiry sessions to develop an understanding
of history’s most timeless concepts’.
3.Progressivism- very child-centered; teach The teacher believes that one learns by doing.
those that interest the child; one learns by One experiential teaching method that
experience; learners learn by doing so teacher progressivism teachers heavily rely on is the
teacher’s teaching is experiential; values are problem-solving method. Other hands-on-
subjective; no inculcation of values since they minds-on-hearts-on teaching methods use is
are subjective; instead teachers help students field trips during which student’s interacted
clarify their values which nature or society. Teachers also
stimulate students through thoughts
provoking games and puzzles.
4.Reconstructivism- school is agent of change;
schooling is preparing students for the social
changes; teaching is involving the students in
discussions of moral dilemmas
5. Existentialism- Teachers teach learners to Existentialist methods focus on the individual.
make a choice, to make decisions and not Learning is self-paced and self-directed, it
merely to follow the crowd; one who does not includes a great deal of individual contact with
make a choice and so simply follow other do the teacher, who relates to each student
not leave meaningful life openly and honesty. To help students know
themselves and their place in society, teachers
employ values clarification strategy. In the use
of such strategy, teachers remain in non-
judgmental and take care not to impose their
values on their students since values are
personal.
6.Pragmatism-That which is useful, that which
is practical and that which works is what is
good; that which is efficient and effective is
that which is good, e.g. showing a video clip
on mitosis is more efficient and more effective
and therefore more practical than than
teacher coming up with a visual aid by drawing
mistosis on a cartolina or illustration board
7.Rationalism- emphasizes the development
of the learners’ reasoning powers; knowledge
comes though reason; teacher must develop
the reasoning power of the learner
8.Utilitarianism- what is good is that which is
most useful (that which brings happiness) to
the greatest number of peoples;
9.Empiricism – source of knowledge is through
the senses; teacher must involve the senses in
teaching-learning
10.Behaviorism – behavior is shaped Behaviorist teachers ought to arrange
deliberately by forces in the environment andenvironmental conditions so that students can
that the type of person and actions desired make the responses to stimuli. Physical
can be the product of design; behavior is variables like light, temperature, arrangement
determined by others; rather than by person’sof furniture, size of visual aids have controlled
own free will; teacher must carefully shape to get the desired responses from learners.
desirable behavior; drills are commonly used Teachers ought to make the stimuli clear and
to enhance learning, rewards reinforce interesting to capture and hold the learners’
learning. attentions. They ought to provide appropriate
incentives to reinforce positive responses and
weaken or eliminate negative ones.
11.Constructivism- Learners are capable of Teacher provides students with data or
constructing knowledge and meaning; experiences that allow them to hypothesize,
teachinglearning therefore is constructing predict, manipulate objects, pose questions,
knowledge and meaning; teacher does not just research, investigate, imagine and invent. The
“tell” or dictate but asks learners for constructivist classroom is interactive. It
knowledge they construct and meaning of promotes dialogical exchange of ideas among
lesson learners and between teacher and learners.
The teacher’s role is to facilitate this process.
Knowledge isn’t thing that can be simply
deposited by the teacher into the empty mind
of the learners, rather, knowledge is
constructed by learners through an active,
mental process of development, and learners
are the builders and creators of meaning and
knowledge. Their minds are not empty,
 instead, their minds are full of ideas waiting be
“midwife” by the teacher with his skillful
facilitating skills.
12.Other Philosophies

ANALYZE:

Which philosophies of education are dominant in Philippine basic schools? Why do you say so?

-Philosophy in basic education is envisioned to reinforce the attempts of the K to 12

Program to develop among students the “capacity to engage in autonomous, creative and

critical thinking, and the capacity and willingness to transform others and one”. The best types

of philosophies of education are the Essentialism is currently the leading style of public

education in the United States. It is the teaching of basic skills that have proven over time to be

needed in our country.