UNIVERSITY OF ANTIQUE GRADUATE SCHOOL

Sibalom, Antique 2ND Semester, AY 2020-2021

College of Teacher Education Final Examination

EDUC 101: Philosophy of Education

FINAL EXAM

SUBMITTED BY:
CHARIS M. ALEJO

SUBMITTED TO:
AIDA M. RICARZE, Ph.D.
COURSE FACILUTATOR
______________________________________________________________________________

I. Write one to two (1-2) paragraphs on each topic below:

1. Discuss the essence and relevance of one (1) Eastern school of thought and one (1) Western
school of thought to the teaching-learning process. Give concrete situations. – 20 points
Answer:

Different places have their own distinct cultures and histories, which cannot be

denied. Generally speaking, there are two schools of thought in Western education:

conventional and modern. When comparing Eastern and Western countries, it becomes

clear that both have fundamental distinctions in how they grow and shape individuals in

terms of skills and attitudes. As a result, different cultures will have distinct ideologies,

resulting in diverse methods of doing things, particularly in terms of education.

Students who follow the Western educational philosophy appear to be active

learners in the classroom since the teaching and learning process emphasizes active

learners rather than teacher-centered instruction. It encourages students to participate

actively in discussing and contributing ideas, maximizing their role as students rather

than teachers in establishing effective learning and teaching environments. When

students are in a group discussion or working on an assignment, they are, for example,

strongly encouraged to think and express their opinions. The pupils must next display

their work to the full class. This allows children to participate not only in class, but also

outside of it, allowing them to be actively involved in the learning process.

On the other hand, Eastern education theory emphasizes the key outputs from the

teachers in the teaching and learning process. It means that teachers are totally
 responsible for the effectiveness of their classes by planning and arranging all of their

pupils' activities. The pupils, for example, are not instructed or expected to perform

anything, but the teachers provide all of the materials. Typically, students are simply

obliged to receive input from their teachers and are not required to conduct any study on

the themes that will be presented in the following session. Furthermore, pupils are neither

taught or encouraged to express their own opinions. In other circumstances, students are

not allowed to respond to the teacher's questions because the questions are designed to be

rhetorical questions that only the teacher can answer. One of the reasons why teachers

sometimes fail to implement numerous creative teaching tactics is because they place too

much emphasis on theory rather than practical application.

2. Name one (1) School of Philosophy (either Eastern or Western) that jibes with your own
Philosophy of Teaching? Explain fully. – 10 points
ANSWER:

We are not in the area of education to be special or to hold a higher position;

instead, we are here to touch lives, impart knowledge, and assist learners in becoming

better people. The development and learning processes of our students should be familiar

to us. We assist them in actively developing and modifying their own knowledge based

on previous learning and experiences through this way. Throughout my entire career as a

teacher. My teaching philosophy has turned out to be pragmatism. Education for me

should not be about delivering facts, but rather about life and growth.

Previously, and even now, throughout our online and via lectures and modules, I

frequently received abstract ideas that were unclear and difficult to grasp, resulting in our

inability to completely understand how to apply classroom learning to real-world

problems. I can easily prevent this by converting those principles into specific examples

that demonstrate how knowledge and abilities taught in class can be applied in real-life

situations. Yes, it might require more resources, but that’s what really makes a difference.

Real-world examples highlight the complexity and unpredictability of real-world issues;

they are extremely engaging, engage critical thinking, and encourage students to consider
 solutions rather than focusing solely on the difficulties they may or may not face. So,

afterwards, the learning experience will be optimized and the learners will have the

valuable insight to better use the obtained knowledge and have the experience to know

how to look for new solutions and opportunities.

It has a tremendous impact on education since it is a practical school of

philosophy. For pragmatism, education that promotes human well-being and growth is

real and true. If the educational process does not improve human happiness, then all

aspects of education are ineffective and must be changed to improve human happiness.

II. Comparative Synthesis. Make a matrix comparing the different Western Schools of
Philosophy, which you think are similar in their teachings and ideas using the specified bases
of comparison. You may use extra sheets, if needed. – 30 points

Bases for Ism #1 Ism #2 Ism #3

Comparison (Perennialism) (Pragmatism) (Behaviorism)
Outstanding Ideas are relevant and “Education is not preparation for If you tell me, I will listen.
tagline, if there meaningful!! life; education is life itself.” If you show me, I will see.
is any ― John Dewey But if you let me experience, I
will learn.
-Lao-Tse 500 B.C
Ideas on Focused on the curriculum Education is preparation for life. Learning is an active, social
Education and nature need. The idea of practical learning is process
Develop power of thought, that education should apply to the Dynamic interaction between
internalize truths that are real world. task, instructor and learner
universal and constant and Collaboration among learners
to ensure that students
acquire understanding about
the great ideas of Western
civilization.
Ideas on what a Perennialism is a teacher- Teacher as a helper, guide and  To create a collaborative
teacher is centered philosophy, in philosopher. The chief function problem-solving
which the teacher is less of a pragmatic teacher is to environment where
concerned with student suggest problems to his pupil and students become active
interest and more concerned to stimulate them to find by participants in their own
with transferring knowledge themselves the solution which learning.
from older generations to will work. The teacher   A teacher acts as a
younger generations. must provide opportunities for facilitator of learning
the natural development of innate rather than an instructor.
qualities if the children. His main  Teacher makes sure
task is to suggest he/she understands the
problem to his student/pupils and students' preexisting
to guide them to find out he conceptions, and guides
solutions. the activity to address
them and then build on
them 
Ideas on what a Perennialism stimulate Want experiences to make the In the former scenario the
student is students in how to think learning real for the students. learner plays a passive role and
critically and thoughtfully; Pragmatists believe that learners in the latter scenario the learner
cultivating the rational mind. should apply their knowledge to plays an active role in the
real situations through learning process.
 experimental inquiry This
prepares students for citizenship,
daily living, and future careers.
Methods and Teacher-centered lecture  Gives importance to child Student-centered teaching
Strategies of  Coaching than books or teachers. methods and techniques which
Teaching  Mentoring  Avoids outdated and rigid contrast with traditional
 lecturing method of learning. education, whereby knowledge
 Methods include: is simply passively transmitted
 Learning by by teachers to students.
Doing -Provision
of real-life
situation
 Project method
(real and
purposeful tasks)
 Discussion,
questioning and
inquiry

III. Critical Analysis. Choose one (1) current issue or problem and discuss fully. – 20 points

Answer:
Basic Education/K to 12 and Higher Education in the New Normal

Its adaptability allows people to learn at their own speed while preparing for the future. It

is appropriate in the midst of the COVID-19 pandemic since it assures that students can continue

their education at home. We are confronted with a new normal scenario in a new normal

schooling, and we are still unprepared to face the changes; not a single brain cell believes that

this will occur. Every year, we look forward to the advancement and improvement of education;

but, last year, this covid-19 was existed, forcing everyone to put in extra work in embracing and

executing the obstacles. Teacher-student-parents Collaborations are possible. Parents have a

significant responsibility since they never imagined that they would play such a significant role

in transmitting knowledge to their children. Nonetheless, as parents and instructors, we never

failed to fulfill the responsibilities.

Because we are not all prepared from the start, it is natural that we will confront obstacles

in our educational paths. We started in October, and many of us are having trouble adjusting to

the new learning environment. In the new normal, a teacher's role in the teaching and learning

process depends heavily on the modality used. In comparison to a typical classroom setting, the

position is increased. Even if they work from home, teachers must be available at all times in the

new normal and including also the statement on the flow of the learning delivery mode in the
new normal situation and the basic education institutions include to have an option on the

teaching and learning modality.

We have Asynchronous Learning, which is self-paced learning where students learn at

their own pace, Synchronous Learning, which is real-time online learning with live interaction

between teacher and students via specific online platforms, and Blended Learning, which

combines asynchronous and synchronous learning but issues exist, the Mental Health of our

pupils. And I don't imagine I'll ever have to deal with this problem. One of my students became

depressed as a result of this situation in May of 2021, and we never expected this to happen. We

teachers do our best to impart and maintain learnings even when students are at home, but

unfortunately, some parents are preoccupied with earning a living and fail to supervise their

children at home. As we can see, there is an increase in suicide behavior. There is a lack of

proper teacher-learner-parent orientation. However, we continue to do our best to maintain a

healthy balance in their lives. Let us work together to rescue our lovely students' mental health

by avoiding what we called pressure and expectation and instead being considerate. In this

scenario, it is not just the students who undo go, but also the teachers.

Nonetheless, our colleagues, family, friends, and school will assist everyone in surviving

and confronting the problems, and one day we will be able to state that we, as teachers have

faced and overcome adversity.

Prepared by:

AIDA M. RICARZE, Ph.D.

Professor-Facilitator

GUIDELINES ON THE FINAL EXAMINATION:

1. Answer the questions briefly but completely. Use good, correct, and short sentences.

2. You are given four (4) weeks to answer the examination questions. Due date for submission is 17
July 2021.

3. Please send your examination outputs to my email:

aida.ricarze@antiquespride.edu.ph