QUIRINO STATE UNIVERSITY

DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

LESSON 1
PHILOSOPHICAL HERITAGE

A. OBJECTIVES: At the end of the lesson, the students should be able to:

1. Differentiate/ identify the different philosophies

2. formulate a personal educational philosophy that would guide teachers in
their exercise of the teaching profession.

B. TOPIC GUIDE
1. Definition of philosophy, philosophy of education.
2. Branches of philosophy
3. Philosophical roots of education
4. Other philosophies and theories related to education

C. KEY TERMS:
1. philosophy
D. LECTURE DISCUSSION:
Introduction:
Teachers need to be guided by a sound philosophy in the practice of their
profession. It is a way of thinking about the meaning of life and their profession. IT
is a statement that outlines their view on education and how it is supposed to be
delivered to the learners.
Teachers plan lessons, interact with their students and evaluate their
performance according to their personal view of teaching and learning. This
depends on education. Their personality and values are reflected on their
philosophy and set their behavior in the classroom. Their philosophy of education
guides them in reflecting on the meaning of what they are doing as teachers- why
they are teaching it and how they are teaching it.
What is philosophy?
Philosophy can be defined as a set of ideas that answer question about the
nature of reality and about the meaning of life. Philosophy is the love for wisdom.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 1 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Three Branches of Philosophy:

1. Metaphysics addresses reality. It is divided into categories:
 Ontology examines issues related to nature, existence or being.
 Cosmology is related with the nature and origin of the universe (the
cosmos)
2. Epistemology is concerned with the nature of knowledge – how we come to
know about things, or how we acquire knowledge. We acquire knowledge.
We acquire knowledge through our senses, intuition, observation and logic,
and use of scientific method.
3. Axiology and its corollaries relate to value
 Ethics relate to issues in morality and conduct.
 Aesthetics is concerned with beauty.
What is philosophy of education?
Philosophy of education is a set of related beliefs that influence what and how
students are taught . Teacher’s philosophy of education guides their behavior or
performance in the classroom. The philosophy statement reflects their personality
and values.
PHILOSOPHICAL ROOTS OF EDUCATION
1. IDEALISM
Idealism contends that reality lies in our consciousness or our intellect.
Idealists believe that perfect knowledge of the ideal resided outside humans
as an Absolute God. They believe that the spiritual essence or soul is the
permanent element of human nature that gives them the power to think and
feel. They believe that the ideas that make-up reality have already existed
in the mind of the Absolute or God so that when we know something, it
means we have reached our conscious understanding of these ideas.

Idealism envisions schools that are intellectual centers of teaching and

learning, where teachers guide students to realize their intellectual potential
and appreciate the finest and enduring achievements of culture.

Idealist Teachers:
1.1. Believe that the schools are the repositories of eternal truth which
have organized the hierarchical curriculum in education.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 2 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

1.2. Believe that on top of this hierarchy are the most important subjects
that cultivate abstract thinking – philosophy, theology and
mathematics.
1.3. Believe in the use of Socratic method- asking probing questions to
stimulate consciousness of students in discovering knowledge.
1.4. Believe that thinking and learning are the process of bringing latent
ideas to consciousness and logic is encouraged in organizing their
lessons.
1.5. Believe that teachers should lead exemplary lives and be models for
students to imitate
1.6. Believe that the Internet can make the great book accessible to all, but
they insist that technology should be the means rather than the end in
transmitting knowledge.
2. REALISM
Realism advocates that reality is outside of our minds. They are not internal
to our minds as idealist claim. Realists believe that the objects we perceive
exist independently of the mind, that whether or not we perceive these
objects, they really exist in the world. Realists assert that the human mind
can know about the real world and that knowledge is a reliable guide to our
behavior.
For the realists, the purpose of education is to teach students about the
world in which they live. That the most accurate and efficient way of learning
is through the curriculum of organized and classified subject matter
discipline.

Realist Teachers:
2.1. Believe that teachers should be equipped with a wide repertoire of
methods in teaching to achieve their goals.
2.2. Believe that their primary responsibility is to bring students’ ideas
about the world into reality
2.3. Believe that deductive and inductive logic, and the scientific method
are reliable means to discover knowledge.
2.4. Believe that the inclusion of non-academic activities interfere with the
school’s primary purpose as a center of disciplined academic inquiry.
2.5. Believe in the use of technology as an aid in learning; they recommend
computer program to be as “realistic” and effective as possible.
3. PRAGMATISM
Pragmatism evaluates the truth and meaning of ideas according to their
physical consequences and practical value. It emphasizes the need to test
the validity of these ideas by acting on them. The best way to validate ideas

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 3 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

empirically is by using the scientific method. For pragmatists, if something

works, it is true.
John Dewey, a pragmatist, related education as preparation for life. He
believed that the function of education was to enhance human potential to
be able to a constantly changing world. Students should be trained to
construct knowledge as they interact in the world. Pragmatists believe that
students should be encouraged to do researches and apply them to the
solution of a problem.
Pragmatist Teachers:
3.1. Believe that education is an experimental process- a method of solving
problems that challenges people as they interact with the world.
3.2. Believe that children should learn how to make difficult decisions by
considering the consequences of their actions on others.
3.3. Believe that education should focus in real – life problems to be
prepared to live fully and effectively in society.
3.4. Believe that students should learn the process of problem-solving
rather than by being passive learners as knowledge is being
transmitted to them.
3.5. Believe in collaborative learning where students share their interests
and problems.
3.6. Believe that interdisciplinary education is better than departmentalized
OTHER PHILOSOPHIES AND THEORIES RELATED TO EDUCATION
Educational theories are rooted from philosophies. They examine the roles and
functions of schools, curriculum, teaching, and learning. Five educational theories
are presented on the pages that follow for you to analyze and consider in
developing your own philosophy.
1. PERENNIALISM
Perennialists assert that the primary purpose of education is to bring students in
contact with the truth by cultivating their intellect and sense of rationality or
reasoning power. They contend that there are principles that students need to
learn like the universality of truth, the importance of rationality and the power of
aesthetics. They also propose the study of religion to encourage ethical behavior.
Perrenialists urge that students read the Great books – works by history’s finest
thinkers and writers and develop their understanding of the concepts about human
knowledge. They oppose the inclusion of non-academic subjects in the curriculum
because they defeat the primary purpose of the school which is to develop students

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 4 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

intellectually. They endorse subject-matter curriculum loaded with cognitive

subjects that develop rationality and morality.
Perennialist Teachers:
1.1. Believe that teachers are the intellectual mentors and models for their
students
1.2. Believe that fundamental skills such as reading, writing, computation and
research be developed starting the elementary grades to prepare them for
lifelong learning.
1.3. Believe that subjects with human concern like history, literature, drama, and
art should be included in the secondary school curriculum.
1.4. Believe that their role is to sharpen the student’s intellectual powers and
enhance their moral qualities
1.5. Believe that electronic version of great books and other classics maybe
viewed by larger audience but this could not be a substitute for reading the
classics.

2. ESSENTIALISM
Essentialism a teacher-centered philosophy that adheres to the belief that the
basic skills of literacy(reading and writing) and numeracy (arithmetic) as well as
subject-matter knowledge should be developed in schools. Subjects such as
history, mathematics, science, languages, and literature are essential subjects
for secondary education. They believe that these basic essential subject-matter
need to be mastered to be able to function effectively in society. These skills
will prepare them to be competent and skilled individuals for the competitive
global village.

Essentialists argue that schools and teachers must be committed to their

primary academic function- to teach students with knowledge and skills that will
prepare them to function effectively and efficiently in a democratic society.

Essentialists favor a subject-matter curriculum which should be cumulative

and sequentially arranged, starting with low order thinking skills to more
complex higher order level.

Essentialists do not favor innovative or process-learning approaches like

constructivism, which allows students to construct knowledge based on past
knowledge experiences. They adhere more on teacher-directed instruction
because they believe teachers are trained professionals who should guide and
direct the learning of students.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 5 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

Essentialists Teachers:
2.1. Believe that teachers have authority to discipline students
2.2. Believe that teachers should have mastery of the knowledge and skills they
teach
2.3. Believe in the use of deductive method of teaching
2.4. Believe that students should learn the “essentials”
2.5. Believe that only when the students have mastered the required
competencies can they be promoted to the higher level.
2.6. Believe that test scores are the basis for evaluating students’ progress

3. Progressivism
Progressivists belong to a reform movement that opposed the traditional
education. They were against: 1)authoritarian teachers, 2) book-based
instruction, 3)rote memorization, and 4) authoritarian classroom management.
Progressivists contend that although knowledge may come from varied
sources, the best way to learn is by actively exploring/or by engaging in direct
experiences. They believe that the school should be a laboratory for
experimentation. They organize schools around the concerns, curiously and
real-world experiences of the learners. They advocate using the project method
and problem-solving which promotes democratic learning communities in the
classroom.

Progressivist Teachers:
3.1. Believe that teachers should possess a repertoire of learning activities to be
used in the teaching-learning process like problem-solving, field trips,
creative artistic expression and projects.
3.2. Believe that the child should be free to develop naturally
3.3. Believe that interest motivated by direct experiences stimulates learning
3.4. Believe that the teacher is a facilitator of learning
3.5. Believe that there should be close cooperation between the home and the
school
3.6. Believe that students’ needs, interest, and readiness should be considered in
constructing the curriculum.

4. SOCIAL RECONSTRUCTIONISM
This theory rooted on progressivism. In fact, social reconstructionists were
considered as the more socially-oriented progressivists. They sought to make
schools the center of larger social reforms. They contended that schools need

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 6 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

to investigate and work to solve social, political, and economic problems and
eventually create a new society.
Social reconstructionists believe that people are responsible for their social
conditions. They have the power to take control of their lives, improve their human
conditions, and build a just and good society. Education, therefore, should prepare
the students to meet the demands of society.

Reconstructionist Teachers:
4.1. Believe that the school is the ideal place to begin alleviating social problems
4.2. Believe in using project method and problem-solving method in teaching
4.3. Believe that research is an effective means in solving problems of society
4.4. Believe that the intellectual, emotional, and personal needs of the students
should be considered in the learning process
4.5. Believe that teachers must model democratic principles

5. EXISTENTIALISM
Existentialism is a philosophy that emphasizes the subjectivity of human
experience. It is more a process of philosophizing than it is a philosophy.
Existentialism asserts that the purpose of education is to help students find
meaning and directions in their lives.

Existentialist author, Jean-Paul Sarte often quoted the phrase “ Existence

precedes essence,” meaning we owe our existence to nature but we define
ourselves through our action. We create our own essence by making our
personal choices. When we are thrust into choice-making situations, we are
what we choose to be. We must take responsibility for our choices.

Existentialists maintain that we create our own definition and make our own
essence by making personal choices in our lives.

Existentialist Teachers:
5.1. Believe that the purpose of education is to awaken our consciousness about
our freedom to choose and to create our own self-awareness that contributes
to our identify
5.2. Believe that students should be trained to philosophize, to question, and to
participate in dialogues about the meaning of life
5.3. Believe that self-expression, creativity, self-awareness, and self-responsibility
should be developed in the students

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 7 of 8
 QUIRINO STATE UNIVERSITY
DIFFUN CAMPUS
Diffun, 3401 Quirino

COLLEGE OF TEACHER EDUCATION

5.4. Believe that open classrooms maximize freedom of choice

5.5. Believe in self-directed instruction
5.6. Believe that students should decide what they want to learn and when to
learn it.
Given all these, educational philosophies play a vital role in teaching-learning
process. It is notable to identify the philosophy to be utilized in teaching. As a
teacher, you need to consider the trend of education in this era. The main focus of
education this time is more on output. Hence, performance task and outcomes-
based should be prioritized. Indeed, the outputs of the learners are the reflections
of the teachers. On one hand, the methods to be used should be align with the
nature of every subject matter. Along with, the evaluation must be done through
performance task. Being a global teacher, you always begin in the end in the mind
when you are preparing your learning plan, Daily Lesson Log (DLL) or any syllabi.
Therefore, a teacher needs to plan effectively by integrating the philosophies
related to education. Teacher considers the aims, methods or process, evaluation
and performance task relevant to the different philosophies.

E. REFERENCES:
1. Lim, L, Caubic, R, Casihan, L. The Teaching Profession. Adriana Publishing
Co. Inc. Manila. 2014.
2. Martin, Matronillo. The Teaching Profession in the Millenial Context. St.
Andrew Publishing House. Quezon City, Philippines, 2019.

VISION MISSION
The leading center for academic and technological excellence Develop competent and morally upright professionals and generate
and prime catalyst for a progressive and sustainable Quirino appropriate knowledge and technologies to meet the needs of Quirino
Province and Southern Cagayan Valley. Province and Southern Cagayan Valley.

“Molding Minds, Shaping Future”

Page 8 of 8