Activity 16.
1 Analysing DepEd’s philosophy of Education
Philosophies of Education Which philosophies are e Which philosophies are e
xpressed in the DepEd Vi xpressed in the K to 12C
sion, Mission Statement urriculum Framework an
s, Core Values, Mandate? d Guide and Sec 5 of RA
Give proof 10533? Give proof.
2. perennialism- teach those t The DepEd mission in which In K- 12 Curriculum Framewo
hat last, the classics; there ar students learn in a child-frie rk making the Curriculum Re
e universal values; inculcate t ndly, gender-sensitive, safe, levant levels and subjects to
hese universal, objective valu and motivating environment carry good values and chara
es shows that DepEd applied P cteristic from what the learn
erennialism. Thus, DepEd Mi er learned in school to their
ssion believes that if the lea future
rners engage with this kind
of environment, it is possibl
e that they become a friendl
y and good citizen of our co
untry in the future as they b
ring a good values that they
learned in schools.
3. Progressivism- very child-c Any proof of progressivism? In RA No. 10533 Sec. 5 whic
entered; teach those that int The DepEd vision in which, a h is curriculum developmen
erest the child; one learns by s a learner-centered instituti t, The curriculum shall be le
experience; learners learn by on, the DepEd continuously i arner-centered, inclusive an
doing so teacher teacher’s te mproves itself to better serv d developmentally appropria
aching is experiential; values e its stakeholders and that’s te; which it shows that Progr
are subjective; no inculcation make the DepEd progressivi essivism is applied in this la
of values since they are subje sm. In DepEd, learners lear w.
ctive; instead teachers help s n by doing as well as if teac
tudents clarify their values. her teaches of what they ar
e interested.
4. Reconstruction – school is Any proof of reconstructionis in K-12 Curriculum Framewo
agent of change; schooling is m? rk it manifests that applicati
preparing students for the so The mission of DepEd in whi on of Reconstructionism wh
cial changes; teaching is invo ch, administrator and staffs erein there lies a discussion
lving the students in discussi as servant of the institution with the students regarding
ons of moral dilemmas ensures an enabling and sup the issues such as Disaster
portive environment for effe Risk Reduction(DRR), Climat
ctive learning to happen, th e Change Adaptation, and In
at’s make the DepEd as reco formation& Communication
nstructionism. The DepEd, i Technology(ICT) of the enha
n teaching "the involving of nced curriculum.
the students in discussing m
oral dilemmas in order to un
derstand the implicators of
one's action".
5. Existentialism –Teachers te Any proof of Existentialism? In K- 12 curriculum Framewo
ach learners to make a choic The DepEd mission in which rk which The Future (Senior
e, to make decisions and not teachers facilitate learning a High School) it shows that th
merely to follow the crowd; o nd constantly nurture every ere is a proof of Existentialis
ne who does not make a choi learner shows that DepEd is m that use which students
ce and so simply follow other existentialism. They believe may have a freedom to choo
s do not leave meaningful lif that society should not restri se a specialization based on
e. ct an individual's life or actio aptitude, interests, and scho
ns and these restrictions inh ol capacity. The choice of ca
ibit free will and the develop reer track will define the con
ment of that person's potent tent of the subjects a studen
ial. t will take in Grades 11 and
12. SHS subjects fall under e
ither the Core Curriculum or
specific Tracks.
6. Pragmatism -that which is Any proof of Pragmatism? The curriculum is relevant to
useful, that which is practical The DepEd Vision proves tha learners; it also shows the u
and that which works what is t DepEd used Pragmatism b se of pragmatism as student
good; that which is efficient a ecause they believe teachin s learn in-depth knowledge,
nd effective is that which is g g students things useful for l skills, values, and attitudes t
ood e.g showing a video clip ife encourages them to grow hrough continuity and consi
on mitosis is more efficient a into better people. stency so as to encourage t
nd more effective and therefo hem to grow into better peo
re more practical that teache ple at all levels
r coming up with a visual aid
by drawing mitosis on a carto
lina or illustration board.
7. Rationalism - emphasizes t Any proof of Rationalism? The Curriculum Developmen
he development of the learne Maka-Diyos, Maka-tao, Mak t manifests how Rationalism
rs’ reasoning powers; knowle akalikasan, and Makabansa is applied. In this sense, the
dge comes through reason; t are the DepEd Core Values. curriculum should be releva
eacher must develop the reas This is evidence that DepEd, nt, responsive, and researc
oning power of the learner in actuality, is a proponent o h-based. And this is so beca
f Rationalism because it onl use a student learns through
y accepts what is anchored reason only and not by the h
on reason. Furthermore, Rati elp of one's senses.
onalism serves as the groun
dwork for basic knowledge.
8. Utilitarianism - what is goo Any proof of Utilitarianism? Curriculum Development is
d is that which is most useful We dream of Filipinos who p one example of Utilitarianis
(that which brings happiness) assionately love their countr m, the curriculum must be c
to the greatest number of pe y, which still somehow hints ulturally sensitive, and the t
ople; that even DepEd employs Ut eacher approach gives no se
ilitarianism, which encourag nse of what constitutes an e
es acts that bring happiness ducation.
or pleasure, and rejects acts
that bring unhappiness or p
ain.
9. Empiricism - source of kno Any proof of Empiricism? Curriculum Development sh
wledge is through the senses; Teachers promote learning a ows use of Empiricism in whi
teacher must involve the sen nd repeatedly develop each ch the curriculum shall use c
ses in teaching-learning learner. This indeed shows t onstructivist, inquiry-based,
hat DepEd utilizes Empiricis reflective, collaborative and
m. In this concept, teaching- integrative pedagogies
learning of the students are
based on human senses, an
d likewise, shares the viewp
oint that no innate knowledg
e does exist and that knowle
dge is acquired upon experi
encing things
10. Behaviorism - behavior is Any proof of Behaviorism? Curriculum Development ex
shaped deliberately by forces That is, students learn in a c emplifies that there is a Bah
in the environment and that t hild-friendly, gender-sensitiv aviorism in which the curric
he type of person and actions e, safe, and motivating envir ulum shall be learner-center
desired can be the product of onment which shows that D ed, inclusive, and developm
design; behavior is determine epEd utilizedBehaviorism, e entally appropriate; we teac
d by is determined by others, nding the day with rewards, hers encourage students to
rather than by person’s own f for good behavior. perform desired behavior by
ree will; teacher must carefull rewarding good performanc
y shape desirable behavior; d e
rill are commonly used to enh
ance learning. Rewards reinfo
rce learning
11. Constructivism -learners Any proof of Constructivism? This influences Constructivis
are capable of constructing k The teachers promote learni m, that instructs the student
nowledge and meaning; teac ng and always support the l s to come forth with essenti
hing-learning therefore is con earner, meaning that DepEd al knowledge and experienc
structing knowledge and mea uses Constructivism in that i es they would have as learn
ning; teacher does not just “t t helps in the acquisition of ers.
ell” or dictate but asks learne knowledge through creating
rs for knowledge they constru rather than mere absorption
ct and meaning of lesson. by the learner.
12. other philosopies
Philosophies of Education Teaching Behaviour (State what the t
eacher said, taught, or did).
[Link]-teach mastery of the basic In what way was teacher essentialist?
s; curriculum is prescribed; subject matter-
centered there are universal, objective val e.g. He/She saw to it that the students ma
ues; inculcate values in subject. stered basic concepts and skills.
He/She inculcated values.
[Link]-teach those that last, the cl The teachers do not let the interests or ex
assics; there are universal values; inculcat perience of the students dictate what they
e these universal, objective values. teach. They apply whatever creative techn
iques which are believed to be most discip
lining the students' minds.
[Link]-very child-centered; teach The teacher believes that one learns by do
those that interest the child; one learns by ing. Other, hands-on-minds-on-hearts-on t
experience; learners learn by doing so tea eaching methods used are fieldtrips during
cher teacher’s teaching is experiential; val which students interact with nature or soci
ues are subjective; no inculcation of value ety
s since they are subjective; instead teache
rs help students clarify their values.
[Link]-school is agent of cha We have to prepare the students, because
nge; schooling is preparing students for th we have to prepare them and we need to t
e social changes; teaching is involving the each them how to prepare to change the
students in discussions of moral dilemma word and to help students, know themselv
s. es and their place in society, teachers em
ploy values clarification strategy. In the us
e of such strategy, teachers remain non-ju
dgmental and take care not to impose thei
r values on their students since values are
personal.
[Link]-Teachers teach learners to Learning is self-paced, self directed. It incl
make a choice, to make decisions and not udes a great deal of individual contact wit
merely to follow the crowd; one who does h the teacher, who relates to each student
not make a choice and so simply follow ot openly and honestly
hers do not leave meaningful life.
[Link]-That which is useful, that w We have to use the effective or efficient d
hich is practical and that which works is w evices to teach well students because it ca
hat is good; e.g. showing a video clip on m n help students learn information faster an
itosis is more efficient and more effective d better. Of course, it is important to use d
and therefore more practical than teacher evices properly without any distractions a
coming up with a visual aid by drawing mit nd to implement technology into schools
osis on a cartolina or illustration board. with contact with students.
[Link]-emphasizes the developme In my own words Rationalism is the idea th
nt of the learners’ reasoning powers; know at the human faculty of reason, or reasoni
ledge comes through reason; teacher mus ng, is a source of knowledge or proof and
t develop the reasoning power of the learn a rationalist philosopher believe that all kn
er. owledge can be understood through a pro
cess of reasoning, without any outside sou
rce.
[Link]-what is good is that which utilitarianism states that the right choice i
is most useful (that which brings happines s the one that will bring about the greatest
s) to the greatest number of peoples; good for the greatest number.
[Link]-source of knowledge is throu We only think about the primary 5 senses
gh the senses; teacher must involve the s seeing, touching, smelling, hearing, and ta
enses in teaching-learning. You are agree t sting. But our inner lives certainly reveal a
hat our source of knowledge is through se t least three more. And certainly the feelin
nses in teaching-learning. gs of the heart seem to be in play too, whi
ch helps point us toward who to love, what
to desire, and who to trust. Those are very
important tasks. Indeed, without all of the
m, the human race and human civilization
would be less than what they are.
[Link]-behavior is shaped deliber they are more powerful than others on the
ately by forces in the environment and tha social ladder, like parents or bosses. Such
t the type of person and actions desired ca a thing is completely absurd to require a p
n be the product of design; behaviour is d erson think for you, so what other explana
etermined by others, rather than by perso tion can there be? It's just power-tripping.
n’s own free will; teacher must carefully sh
ape desirable behaviour; drills are commo
nly used to enhance learning rewards reinf
orce learning.
[Link]-Learners are capable of constructivism remains an important learn
constructing knowledge and meaning; tea ing theory for which educators often rely i
ching-learning therefore is constructing kn n teaching their students. Constructivism
owledge and meaning; teacher does not ju presupposes that a man is an active build
st “tell” or dictate but asks learners for kn er or maker of his very knowledge, and re
owledge they construct and meaning of le ality is constructed by your experiences as
sson. a learner.
[Link] Philosophies
My Philosophy of Teaching
Education should help in the mental as well as emotional growth of the child. Learners m
ust be given the liberty to think. The students do not require a teacher who will snatch a
way their free will. The children should not at all be made to surrender to something in w
hich they do not believe in faith. They must possess some thought process of their own.
The best philosophical approach toward the education of a child is progressivism. Where
I differ is by not being a strict teacher. I will be more of a facilitator. My classroom will be
one of control, not one with a strict code of order. A teacher ordering students around giv
es them less respect. If you keep them in line without being too controlling, they are bett
er listeners. I will make a form of democracy whereby everyone will have a say in their e
ducational curriculum. There should be room for students to input what they perceive the
ir education is implementing. If they do not like something you are doing, then you shoul
d take the time and listen to their idea. I will not act as if I am more intelligent than they
are. Teachers should stand on the same level with everyone else, and receive as much as
they offer.
