Report - You As The Teacher in The Society

You, The Teacher as a
Person in Society
Chapter One
“Teachers…are the most
responsible and important
member of society because
their professional efforts
affect the fate of the earth”
– Helen Caldicott
Lesson 1 – Your Philosophical
Heritage
LEARNING OUTCOME:
It summarizes at least seven (7)

philosophies of education and
draw their implications to
teaching –learning.
SEVEN PHILOSOPHIES OF EDUCATION
1. ESSENTIALISM
2. PROGRESSIVISM
3. PERENNIALISM
4. EXISTENTIALISM
5. BEHAVIORISM
6. LINGUISTIC PHILOSOPHY
7. CONSTRUCTIVISM
ESSENTIALISM
 WHY TEACH?
This philosophy contends that teachers teach for

learners to acquire basic knowledge, skills and
values. They teach “ not to radically reshape
society but rather to transmit the traditional moral
values and intellectual knowledge that students
need to become model citizens”.
 .. Essentialism
 WHAT TO TEACH?
Essentialist programs are academically rigorous. It
emphasize on the academic content of the students
to learn the basic skills or the fundamental r’s –
reading, ‘riting, ‘rithmetic and right conduct as these
are essential to the acquisition of higher or more
complex skills needed in preparation for adult life.

..Essentialism
HOW TO TEACH?
 Essentialist teachers emphasize mastery of subject
matter. They are expected to be intellectual and moral
models of their students. They rely heavily on the use
of prescribed textbooks, the drill method and other
methods that will enable them to cover as much
academic content as possible like the lecture method.
ESSENTIALIST TEACHER
PROGRESSIVISM
 WHY TEACH?
Progressivist teachers teach to develop

learners into becoming enlightened and
intelligent citizens of a democratic
society. This group of teachers teaches
learners so they may live life fully now
not to prepare them for adult life.
..Progressivism
WHAT TO TEACH?
 Progressivist are identified with need based and relevant
curriculum. This is a curriculum that “responds to students’
needs and that relates to students’ personal lives and
experience. The subject that are given emphasis in
progressivist are the “natural and social sciences.
Progressivists accept the impermanence of life and the
inevitability of change. For the progressivists, everything else
changes. Change is the only thing that does not change.
Hence, progressivist teachers are more concerned with
teaching the learners the skills to cope with change.
..Progressivism
HOW TO TEACH?
Progressivist teachers employ experiential
methods. They believe that one learns by doing.
One experiential teaching method is the problem
solving method. Other “hands on minds on hearts
on” methodology that progressivist teachers use
are field trips which students interact with nature
or society.
PROGRESSIVISM
PERENNIALISM
 WHY TEACH?
Schools should therefore, develop the students

rational and moral power. According to Aristotle, if
we neglect the students’ reasoning skills, we
deprive them of the ability to use their higher
faculties to control their passions and appetites.
..Perennialism
 WHAT TO TEACH?
The perennialist curriculum is a universal one on the
view that human beings possess the same essential
nature. It is heavy on the humanities, on general
education. It is not a specialist curriculum but rather a
general one. What the perennialist teachers teach are
lifted from the Great Books.
..Perennialism
 HOW TO TEACH?
The perennialist classrooms are “centered around
teachers”. The teachers do not allow students’
interests or experiences to substantially dictate
what they teach. They apply whatever creative
techniques and other tried and true methods which
are believed to be most conducive to disciplining
the students’ mind.
PERENNIALIST TEACHER
Memorization
is the best
Subject centered and teacher

centered
They discipline
your mind through With strict
reading and rules
discussion
EXISTENTIALISM
 WHY TEACH?
It is to help the students understand and appreciate
themselves as unique individuals who accept
complete responsibility for their thoughts, feelings,
and actions. The existentialist role is to help
students define their own essence by exposing them
to various paths they take in life and by creating an
environment in which they freely choose their own
preferred way
WHAT TO TEACH?
In an existentialist curriculum, students are given a wide variety of

options from which to choose. Students are afforded great latitude in their
choice of subject matter. The humanities, however, are given tremendous
emphasis” to provide students with vicarious experiences that will help
unleash their own creativity and self expression. For example, rather than
emphasizing historical events, existentialists focus upon the actions of
historical individuals, each of whom provides possible models for the
students’ own behavior. Moreover, vocational education is regarded more as
a means of teaching students about themselves and their potential than of
earning a livelihood. In teaching art, existentialism encourages individual
creativity and imagination more than copying and imitating established
models
 HOW TO TEACH?
 Existentialist methods focus on the individual. Learning
is self-paced, self directed. It includes a great deal of
individual contact with the teacher, who relates to each
student openly and honestly. To help students know
themselves and their place in society, teachers employ
values clarification strategy. In the use of such strategy,
teachers remain non judgmental and take care not to
impose their values on their students since values are
personal.
EXISTENTIALISM
Self-expression is a key component of

existentialist education.
BEHAVIORISM
 WHY TEACH?
Behaviorist schools are concerned with the
modification and shaping of students’ behavior
by providing for a favorable environment, since
they believe that they are a product of their
environment. They are after students who
exhibit desirable behavior in society.
…Behaviorism
WHAT TO TEACH?
Because behaviorists look at “ people and other
animals as complex combinations of matter that
act only in response to internally or externally
generated physical stimuli, behaviorist teachers
teach students to respond favorably to various
stimuli in the environment.
..Behaviorism
 HOW TO TEACH?
 Behaviorist teachers ought to arrange environmental

conditions so that students can make the responses to
stimuli. Physical variables like light, temperature,
arrangement of furniture, size and quantity of visual aids have
controlled to get the desired responses from learners.
Teachers ought to make the stimuli clear and interesting to
capture and hold the learners’ attentions. They ought to
provide appropriate incentives to reinforce positive responses
and weaken or eliminate negative ones.
BEHAVIORIST
LINGUISTIC PHILOSOPHY
 Why Teach?
To develop the communication skills of the learner because the

ability to articulate, to voice out the meanings and values of things
that one obtains from his experience of life and the world is the
very essence of man. It is through his ability to express himself
clearly, to get his ideas across, to make known to others the values
that he has imbibed, the beauty that he has seen, the ugliness that
he rejects and the truth that he has discovered. Teachers teach to
develop in the learner the skill to send messages clearly and
receive messages correctly.
…LINGUISTIC PHILOSOPHY
 What to Teach?
Learners should be taught to communicate clearly-how to

send clear, concise messages and how to receive and
correctly understand messages sent. Communication takes
place in three ways; verbal, non verbal and paraverbal.
• Verbal component refers to the content of our message,

the choice and arrangement of our word. This can be oral
or written.
• Non verbal component refers to the message we send

through our body language
• Paraverbal component refers to how we say what we say-

the tone, pacing and volume of our voices.
…LINGUISTIC PHILOSOPHY
How to Teach?
The most effective way to teach language and

communication is the experiential way. Make them
experience sending and receiving messages through
verbal, non verbal and para verbal manner. Teacher
should make the classroom a place for the interplay of
minds and hearts. The teacher facilitates dialogue
among learners and between him students because in
the exchange of words, there is also an exchange of
ideas.
CONSTRUCTIVISM
Why Teach?
To develop intrinsically motivated and independent learners adequately
equipped with learning skills for them to be able to construct knowledge
and make meaning of them.
 What to Teach?
The learners are taught how to learn. They are taught learning processes
and skills such as searching, critiquing and evaluating information,
relating these pieces of information, reflecting on the same, making
meaning out of them, drawing insights, posing questions, researching
and constructing new knowledge out of these bits of information learned.
How to Teach?
In the constructivist classroom, the teacher provides students

with data or experiences that allow them to hypothesize, predict,
manipulate objects, pose questions, research, investigate,
imagine and invent. The constructivist classroom is interactive.
It promotes dialogical exchange of ideas among learners and
between teacher and learners. The teacher’s role is to facilitate
this process.

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You, The Teacher as a

It summarizes at least seven (7)

This philosophy contends that teachers teach for

Essentialist programs are academically rigorous. It

emphasize on the academic content of the students

to learn the basic skills or the fundamental r’s –

reading, ‘riting, ‘rithmetic and right conduct as these

are essential to the acquisition of higher or more

complex skills needed in preparation for adult life.

Progressivist teachers teach to develop

Schools should therefore, develop the students

Subject centered and teacher

In an existentialist curriculum, students are given a wide variety of

Self-expression is a key component of

 Behaviorist teachers ought to arrange environmental

To develop the communication skills of the learner because the

Learners should be taught to communicate clearly-how to

• Verbal component refers to the content of our message,

• Non verbal component refers to the message we send

• Paraverbal component refers to how we say what we say-

The most effective way to teach language and

In the constructivist classroom, the teacher provides students

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