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Unit 7: Philosophies of Education and

Formulating One’s Philosophy of
Education
Dr. Ruthell A. Moreno & Dr. Rene G. Laluma

Introduction:
Philosophy begins with wonder -Socrates
“We are heirs to a rich philosophical heritage” (Bilbao, Corpuz, Llagas, &
Salandanan, 2012, p. 3). There is indeed a collection of rich philosophical traditions and
beliefs that have been passed on to us from previous generations. We ask various
existential questions such as “who are we?” and “why are we here?”, and search for
answers to these questions. In school context, we ask questions such as “why do I
teach?”, and “how should I teach?” Each academic discipline (e.g. education, history,
politics, economics and even sciences) has its own philosophy or general guiding
principles and theoretical frame works. Every education student needs to be familiar

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with these philosophies. Educational practices in all parts of the world are influenced by
various philosophies of education. In this unit, we shall attempt to familiarize ourselves
with these philosophies, and try to formulate our own educational philosophy.

Lesson 1: Philosophical Heritage

Learning Outcomes

1. Identified the different philosophies applicable to the teaching profession;

2. Distinguished the seven educational philosophies; and
3. Formulated their philosophy of education

SPARKING

An Exercise to Determine Your Educational Philosophy

Let’s find out which philosophy you adhere. This questionnaire will help you
recognize and name your own educational philosophy. Respond to the given
statements on a scale from 1, "Strongly Disagree," to 5, "Strongly Agree." Check the
number of your choice/answer along with the question number for scoring.

Statement 1 2 3 4
1. There is no substitute for concrete experience in learning.
2. The focus of education should be the ideas that are as relevant
today as when they were first conceived.
3. Teachers must not force their students to learn the subject
matter if it does not interest them.
4. Schools must develop students’ capacity to reason by stressing
on the humanities.
5. In the classroom, students must be encouraged to interact
with one another to develop social virtues such as cooperation
and respect.

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6. Students should read and analyze the Great Books, the

creative works of history’s finest thinkers and writers.
7. Help students expand their knowledge by helping them apply
their previous experiences in solving new problems.
8. Our course of study should be general, not specialized; liberal,
not vocational; humanistic, not technical.
9. There is no universal, inborn human nature. We are born and
exist and then we ourselves freely determine our essence.
10. Human beings are shaped by their environment.
11. Schools should stress on the teaching of basic skills.
12. Change of environment can change a person.
13. Curriculum should emphasize on the traditional disciplines such
as math, natural science, history, grammar, literature.
14. Teacher cannot impose meaning; students make meaning of
what they are taught.
15. Schools should help individuals accept themselves as unique
individuals and accept responsibility for their thoughts, feelings
and actions.
16. Learners produce knowledge based on their experience.
17. For the learner to acquire the basic skills, s/he must go
through the rigor and discipline of serious study.
18. The teacher and the school head must prescribe what is most
important for the students to learn.
19. The truth shines in an atmosphere of genuine dialogue.
20. A learner must be allowed to learn at his/her own pace.
21. The learner is not a blank slate but brings past experiences
and cultural factors to the learning situation.
22. The classroom is not a place where teachers pour knowledge
into empty minds of students.
23. The learner must be taught how to communicate his ideas and
feelings.
24. To understand the message from his/her students, the teacher
must listen not only to what his/her students are saying but
also to what they are not saying.

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25. An individual is what s/he chooses to become, not dictated by

his/her environment.

Interpreting your Scores: If you have 2 answers of 2/4 in numbers:

1,3,5,7 _______ you are more of progressivist
2,4,6,8 _______ you are more of a perennialist
9,15,20,25 _______ you are more of an existentialist
10,12 _______ you are more of a behavioralist
11,13,17,18 _______ you are more of an essentialist
14,16,21,22 _______ you are more of a constructivist
19,23,24 _______ you are more of a linguistic philosopher

If you have 2 scores of 4 in several of the 7 clusters, you have an eclectic

philosophy which means you put the philosophies together. If your scores are less
than 4, this means that you are not very definite in your philosophy. Or if your scores
are less than 3 in most of the items, this means your philosophy is quite vague.

PROBING

 What have you learned about yourself in taking this assessment and thinking
about your educational philosophy?
 What does your philosophical orientation imply on how you will teach? Discuss.

Philosophy helps teachers to reflect on key issues and concepts in education,

usually through such questions as: What is knowledge? What is the nature of learning?
What should be learned? What is teaching? Philosophers think about the meaning of
things and interpretation of that meaning.

DEEPENING

After you have gotten an idea on the different philosophies, let us learn more
about them starting with the definition of philosophy.

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What is Philosophy?

Philosophy came from two Greek words, philo, meaning love, and sophos,
meaning wisdom. Etymologically, philosophy means "love of wisdom." It is a set of
ideas formulated to understand the basic truth about the nature of being and thinking.
It is a system of beliefs about reality, and the systematic and critical study of
fundamental questions that arise both in everyday life and through the practice of other
disciplines. In the general sense, philosophy is the sum of the individual’s fundamental
beliefs and convictions”. We have our beliefs or ideas about physical objects, our fellow
human beings, the meaning of life, death, God, right and wrong, etc. Philosophy is a
guide for living and helps us determine the course we take in life. Hence we can say
that all the aspects of human life are influenced and governed by the philosophical
consideration. Philosophers always ask questions concerning the nature of reality: Is
there an external world? Who are we? What is the meaning of life? Hence, philosophy
is the study of general and fundamental problems concerning matters such as
existence, knowledge, truth, beauty, law, justice, etc.

Educational Philosophy is a system of rationally supported assumptions and beliefs

about education. It is the application of principle of philosophy in the field of education
in order to solve various educational issues or problems.

Sources of One’s Educational Philosophy

1. People – the multitude of people encountered during the process of maturing have
a significant impact upon what ones comes to believe and upon what one becomes.
2. School - Experiences in school are molding forces as well.
3. Environment - The socio-cultural environment the individual lives and grows up in
is another source of one’s educational philosophy.

Functions/Importance of Philosophy of Education

1. It provides the teacher with a basis for making his decision concerning his work.
2. It helps the teacher develop a wide range of interests, attitudes, and values
concomitant to his professional life as a teacher.
3. It makes the teacher more aware of his own life and work, and makes him more
dynamic, discriminating, and critical and mentally alert.

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4. It saves time, money and effort.

5. Provide direction toward which all educational effort should be exerted.
6. Provide theories and hypothesis which may be tested for their effectiveness
and efficiency.
7. Provide norms or standards for evaluation purposes.

Branches of Philosophy
There are three major branches of philosophy. Each branch focuses on a different
aspect and is central to your teaching. The three branches and their sub-branches
are:

Metaphysics: What Epistemology: What is the Axiology: What

is the nature of nature of knowledge? How do we values should one
reality? come to know? It has to do with live by? It refers to
It is the systematic effective approaches to teaching set values
Branch analysis of the and learning. It recognizes the desirable to live by,
question of ultimate importance of education. anytime or place;
reality; fundamental divided into ethics
existence of reality and aesthetic

–Do you think –How would an anthropologist –Is morality

human beings are look at this classroom? A political defined by our
basically good or scientist? A biologist? actions, or by what
Educational evil? –How do we know what a child is in our hearts?
Examples –What are knows? –What values
conservative or should be taught in
liberal beliefs? character
education?
–Ontology Knowing based on: –Ethics
What issues are –Scientific Inquiry What is good and
Sub- related to nature, –Senses and Feelings evil, right and
branches existence, or –From authority or divinity wrong?
being? Is a child –Empiricism (experience) Is it ever right to
inherently evil or –Intuition take something

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good? How might –Reasoning or Logic that does not

your view determine What reasoning processes belong to you?
your classroom yield valid conclusions? It focuses –Aesthetics
management? on the formal structure of truth What is beautiful?
–Cosmology and argument. How do we
What is the nature –Deductive: reasoning recognize a great
and origin of the from the general to the piece of music?
cosmos or particular All children can learn. Art?
universe? Is the Bret is a fifth grader. He has a Can there be
world and universe learning disability. Can Bret beauty in
orderly or is it learn? destruction?
marked by chaos? –Inductive: reasoning
What would one or from the specific to the
the other mean for a general. After experimenting with
classroom? plant growth under varied
conditions, stu-dents conclude
plants need water and light

Think about it:

1. Why might the study of philosophy be particularly important to educators?
2. Which branch or branches of philosophy would you want to emphasize in your
Do classroom? Why?
3. you learn better deductively or inductively? Why do you think?
4. Can you think of other school-based examples for each of the branches and sub
branches?

Seven Philosophies of Education

Essentialism
The emphasis of essentialism is on intellectual and moral standards that schools
should teach. According to essentialists, there is a common core of knowledge that
needs to be transmitted to students in a systematic, disciplined way. The core of the
curriculum is essential knowledge and skills, and academic rigor. Unlike perennialists,
essentialists accept the idea that this core curriculum may change. Schooling should be
practical, preparing students to become valuable members of society. Education should
focus on facts or the objective reality out there, and "the basics," training students to

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read, write, speak, and compute clearly and logically. Schools should not try to set or
influence policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive instincts in check,
such as aggression or mindlessness.

Progressivism
In progressivism, there is a belief that education should focus on the whole
child, rather than on the content or the teacher. According to progressivists, learning is
active, not passive, and is rooted in the questions of learners that arise through
experiencing the world. The learner is a problem solver and thinker who tests ideas by
active experimentation, and makes meaning through his or her individual experience in
the physical and cultural context. Effective teachers provide experiences so that
students can learn by doing. Curriculum content is derived from student interests and
questions. The scientific method is used by progressivist educators so that students can
study matter and events systematically and first hand. The emphasis is on process-how
one comes to know. John Dewey was the foremost proponent of progressivism. Shared
decision making, planning of teachers with students, student-selected topics are all
aspects. Books are tools, rather than authority.

Perennialism
According to Perennialists, the aim of education is to ensure that students gain
understandings about the great ideas of Western civilization. These ideas have the
potential for solving problems. The focus is to teach ideas that are everlasting, to seek
enduring truths which are constant, not changing, as the natural and human worlds at
their most essential level, do not change. Humans are rational beings, and therefore, it
is important to develop their minds. Cultivation of the intellect is the highest priority in
a worthwhile education. The demanding curriculum focuses on attaining cultural
literacy, stressing students' growth in enduring disciplines. The accomplishments of
humankind are emphasized– the great works of literature and art, the laws or principles
of science.

Existentialism
Existentialists view the nature of reality as subjective, and lie within the
individual. The physical world has no innate meaning outside of human existence.
Central to this philosophy are the individual choice and individual standards instead of

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external standards. Existence comes before any definition of what we are. We,
individuals, define ourselves in relationship to that existence by the choices we make.
We must take responsibility for deciding who we are rather than accepting anyone
else's predetermined philosophical system. The emphasis is given to freedom, the
development of authentic individuals, as we make meaning of our lives. Soren
Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the
founder of existentialism.
According to existentialists, the subject matter of classrooms should be a matter
of personal choice. Teachers view the individual as an entity within a social context in
which the learner must confront others' views to clarify his or her own. Character
development emphasizes individual responsibility for decisions. Real answers come
from within the individual, not from outside authority. Existentialists focus on creating
opportunities for self-direction and self-actualization. They start with the student, rather
than on curriculum content.

Behaviorism
In behaviorism, there is a belief that behavior is shaped deliberately by forces in
the environment and that the type of person and actions desired can be the product of
design. That is, behavior is determined by others, rather than by our own free will. By
carefully shaping desirable behavior, morality and information is learned. Learners will
acquire and remember responses that lead to satisfying aftereffects. Repetition of a
meaningful connection results in learning. If the student is ready for the connection,
learning is enhanced; if not, learning is inhibited. Motivation to learn is the satisfying
aftereffect, or reinforcement. Behaviorism stresses scientific information and
observation.
Learning occurs as a result of responses to stimuli in the environment that are
reinforced by adults and others, as well as from feedback from actions on objects. The
teacher can help students learn by conditioning them through identifying the desired
behaviors in measurable, observable terms, recording these behaviors and their
frequencies, identifying appropriate reinforcers for each desired behavior, and providing
the reinforce as soon as the student displays the behavior.

Linguistic Philosophy
Linguistic philosophers teach to develop the communication skills of the learner
because the ability to articulate, to voice out the meaning and values of things that one

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obtains from his/ her experience of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get his/her ideas across, to
make known to others the values that he/she has imbibed, the beauty that he/she has
seen, the ugliness that he rejects and the truth that he/she has discovered. Teachers
teach to develop in the learner the skill to send messages clearly and receive messages
correctly. Lcamers 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 (3) ways verbal, nonverbal, and para-verbal.
Verbal component refers to the content of our message, the choice and arrangement of
our words. This can be oral or written. Non-verbal component refers to the message
we send through our body language while para-verbal component refers to how we say
what we say the tone, pacing and volume of our voices. There is need to teach learners
to use language that is correct, precise, grammatical, coherent, accurate so that they
are able to communicate clearly and precisely their thoughts and feelings. There is
need to help students expand their vocabularies to enhance their communication skills.
There is need to teach the learners how to communicate clearly through non-verbal
means and consistently though para-verbal means. There is need to caution the
learners of the verbal and non-verbal barriers t0 communication. Teach them to speak
as many languages as you can. The more languages one speaks, the better he/she can
communicate with the world. A multilingual has an edge over the monolingual or
bilingual.
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/her and his/her students because in the exchange of words there is also an
exchange of ideas.

Constructivism
According to constructivists, the learner actively constructs his or her own
understandings of reality through interaction with objects, events, and people in the
environment, and reflecting on these interactions.
For learning to occur, an event, object, or experience must conflict with what
the learner already knows. Therefore, the learner's previous experiences determine
what can be learned. Motivation to learn is experiencing conflict with what one knows,

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which causes an imbalance, which triggers a quest to restore the equilibrium. When
something new is presented, the learner must modify these structures in order to deal
with the new information. This process, called equilibration, is the balancing between
what is assimilated (the new) and accommodation, the change in structure. The child
goes through four distinct stages or levels in his or her understandings of the world.
To better understand the Seven Philosophies of Education, study carefully the
matrix that follows. It presents to you in a nutshell their salient features.

7 Philosophies of
Why to teach What to teach How to teach
Education
 To develop  Learning processes  Provide students
intrinsically and skills such as with data or
motivated and searching , experiences that
independent critiquing and allow them to
learners evaluating hypothesize,
adequately information, relating predict,
equipped with these pieces of manipulate
learning skills information, objects, pose
reflecting on the questions,
same, making research,
meaning out of investigate,
Constructivism them, drawing imagine and
insights, posing invent.
questions,  The
researching and constructivist
constructing classroom is
knowledge out of interactive
this bits of  Knowledge is
information learned. constructed by
learners through
an active,
mental process
of development;

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 Learner are the

builders and
creators of
meaning and
knowledge
 For learners to  Academically  Emphasize
acquire basic rigorous mastery of
knowledge,  Learn basic skills or subject matter
skills, and values fundamental r’s-  Teachers are
 “Not to radically reading, ‘rithmetic, seen as the
reshape society right conduct- these “fountain” of
but rather to are essential to the information and
transmit the acquisition of higher as “paragon of
traditional moral or more complex virtue”
Essentialism values and skills needed in  Teachers have
intellectual preparation for to observe “
knowledge that adult life. core
students need to  Includes the requirements,
become model traditional longer school
citizens” disciplines day, and a
 Decide what is the longer academic
most important for year”
students to learn  Use prescribed
text books
 Requires a
heavy stress on
memorization
and discipline
 To develop  Need-based and  Teachers
learners into relevant curriculum employ
becoming  Responds to experiential
enlightened and students’ needs and methods.
intelligent that relates to  They believe
citizens of a students’ personal that one learns

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democratic lives and by doing

society experiences.  “hands-on-
 Teaches learner  Change is the only minds-on-
so they may live thing that does not hearts-on”
Progressivism life fully NOW change teaching
not to prepare  Teachers are more methodology
them for adult concerned with that
life teaching the progressivist
learners the skills to teachers use are
cope with change field trips and
experiments
 Stimulate
students
through
thought-
provoking
games and
puzzles
 Develop the  There is less  Perennialist
students’ rational emphasis on classrooms are “
and moral vocational and centered around
powers. technical education teachers”
 According to  The “Great Books  Teachers do not
Aristotle , if we Of Ancient And allow students’
neglect the Medieval as well as interest and
students’ modern times are experiences to
reasoning sills, respiratory of substantially
we deprive them knowledge and dictate what
Perennialism of the ability to wisdom, a tradition they teach
use their higher of culture which  Apply whatever
faculties to must initiate each creative
control their generation” techniques
passions and  What the perenialist which are
appetites teacher teach are believed to be

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lifted from the the most

Great Books conducive to
disciplining
students’ minds.
 Students
engaged in
Socratic
dialogues, or
mutual inquiry
sessions to
develop an
understanding
of history’s most
timeless concept
 To help students  Students are given  Focus on the
understand and a wide variety of individual.
appreciate options from which Learning is self-
themselves as to choose paced and self-
unique  Provide students directed.
individuals who with vicarious  To help students
accept complete experiences that know
responsibility for will help unleash themselves and
their thoughts, their own creativity their place in
Existentialism feelings, and and self-expression society
actions. 
 Help students
define their own
essence by
exposing them
to various paths
they take in life
and by creating
an environment
in which they

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freely choose
their own
preferred way.
 Demands the
education of the
whole person,
“not just the
mind”
 Concerned with  Teaches students to  Ought to
the modification respond favorable arrange
and shaping of to various stimuli in environmental
students’ the environment conditions so
behavior by that students
providing for a can make the
favorable response to
environment. stimuli
 They believe  Teachers ought
that they are a to make the
Behaviorism product of their stimuli clear and
environment interesting to
 They are before capture and hold
students who the learners’
exhibit desirable attention
behavior in  Ought to
society provide
appropriate
incentives to
reinforce
positive
responses and
weaken or
eliminate
negative ones

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 To develop  Learners should be  the most

communication taught to effective way to
skills of the communicate teach language
learner clearly – how to and
 Teachers teach send clear, concise communication
to develop in the messages and how is the
learner skill to to receive and experiential way.
send messages correctly  Make them
clearly and understand the experience
receive message sent. sending and
messages  Communication receiving
correctly takes in three ways- messages
verbal, non-verbal, through verbal,
para-verbal. non-verbal and
 There is need to para-verbal
teach learners to manner
Linguistic use language that is  Teachers should
philosophy correct, precise, make the
grammatical, classroom a
coherent, accurate place for
so that they are interplay of
able to minds and
communicate hearts
clearly and precise  The teachers
their thoughts and facilitates
feelings dialogue among
 Expand their learners and
vocabularies to between her and
enhance their his/her students
communication because in the
skills exchange of
 teach them to words there is
speak as many an exchange of
language as you ideas

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can

APPLYING

1. Think about your own beliefs. In writing, discuss which of the philosophies are
closest to yours? Why? In what ways?
2. Fill out this table for each of the seven (7) philosophies discussed:

Aims of
Education
Curriculum

Methods of
Teaching
Role of
Teachers

Role of School

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References:
 Ancient Eastern Philosophy: On the Ancient Wisdom of Buddhism, Hinduism, Taoism
& Confucianism. (n.d.). https://www.spaceandmotion.com/buddhism-hinduism-
taoism-confucianism.htm
 Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching
Profession.Quezon City: Lorimar Publishing Co., Inc.
 Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2015). The Teaching
Profession.Quezon City: Lorimar Publishing Co., Inc.
 Cohen, L. (n.d.). Educational Philosophies Self-Assessment Scoring Guide.OSU -
School of Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/scoringguide.html
 Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU - School of
Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/selfassessment.html
 Cohen, L. (n.d.). Educational Philosophies. OSU - School of Education. Retrieved
August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP3.html
 Cohen, L. (n.d.). Four General or World Philosophies. OSU - School of Education.
Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP2.html
 Cohen, L. (n.d.). Philosophical Perspectives in Education. OSU - School of Education.
Retrieved August 10, 2020 from https://oregonstate.edu/instruct/ed416/PP1.html.
 Cohen, L. (n.d.). Philosophy and Education Continuum Chart. OSU - School of
Education. Retrieved August 10, 2020 from
https://oregonstate.edu/instruct/ed416/chart3.html

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Lesson 2: Formulating One’s Philosophy

Learning Outcomes

1. Formulated one’s philosophy of education

SPARKING

This activity requires visualizing teaching as having six aspects. Each of these
facets is explored using the questions below.

The Teaching Cube

Direction: The teacher creates a cube called “The Teaching Cube”. Each of the six
sides of the cube will be labeled with the following words: Learn, Act, Difference,
Values, Setting, and Enjoy. The cube will be turn or rolled over, and a student’s name
will be randomly called. Each labeled side has a corresponding question. The student
whose name was called will answer the question associated with the side on top.
The following are the questions:

 LEARN: What motivates you to learn about this subject? Why would you
motivate others similarly?
 ACT: Why do you value certain characteristics in teachers and then express
those in your own teaching?
 DIFFERENCE: Why does what you do in your teaching make a difference in the
lives of others?
 VALVES: What values do you impart to your students and why?
 SETTING: Why do you develop the learning environment(s) and the relationship
with students?
 ENJOY: What are your favorite statements to make about teaching?

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[Note: Use of a cube of questions to write reflectively is described by Axelrod & Cooper
(1993).] Source: Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of Teaching
Philosophy. In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 113)

PROBING

 Can teaching be examined using these questions of the cube? What other
questions might be asked to examine the ''why" and ''ways" of teaching?
Answers to these questions, and the "cube" questions, may provide information
to be considered for inclusion in the statement of teaching or educational
philosophy.

DEEPENING

We have discussed that philosophy is the sum of the individual’s fundamental

beliefs and convictions. We have our various beliefs or ideas about ourselves, other
people, and the things around us. Philosophy is our guide which helps us determine the
course we take, and the decisions we make. We have been acquainted with the various
philosophies and we may have realized that some of these philosophies were already
practiced or observed in our lives. We can say that our life is influenced and governed
by a philosophy or a set of philosophical ideas. As we prepare ourselves to become
effective teachers, we see the importance of having our own philosophical guide which
will serve as our “compass” and help us navigate our way into the teaching world.
Hence, it may be good to formulate our own educational philosophy and put it into
writing. Every educator benefits from creating a philosophical teaching statement.
Teachers and pre-service teachers alike can grow by thinking upon, summarizing, and
defining their personal beliefs in how they best teach. This reflective process of creating
a philosophical statement should be revisited over and over again because people
change and their values evolve. Teachers should remember this statement is always a
work in progress.
Each person is different; the same goes with his/her philosophy. Having a
philosophy statement will remind us of how we should make our decisions and how we
should live our lives. The same is true with having a teaching philosophy statement. It
will guide us in our actions and decisions as we practice our teaching profession.

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What is a teaching philosophy statement?

A teaching philosophy statement is a narrative that includes one’s beliefs of
teaching and learning, describing how to teach and justifying why one teaches that
way. A teaching philosophy documents a teacher’s beliefs, values, and approaches, and
communicates his/her goals and corresponding actions in the classroom. Writing a
teaching philosophy statement provides an opportunity to demonstrate being reflective
and purposeful about your teaching. “Well-defined teaching philosophy is essential to
creating and maintaining a campus culture supportive of teaching” (Goodyear, &
Allchin, 1998). Formulating an individual teaching philosophy provides the basis by
which to “clarify goals, to guide behavior, to seed scholarly dialogue on teaching, and
to organize evaluation” (Goodyear, & Allchin, 1998).

Roles of Statements of Teaching Philosophy

Source: Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of Teaching
Philosophy.
In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 103-122)

A. For Teachers/Professors
A statement of teaching philosophy:
 It helps teachers assess and examine themselves, clarify and document values
and vision, and articulate the goals they wish to achieve in teaching. The
process of formulating and writing the teaching philosophy helps the teacher
clarify the "why" of teaching as a foundation for the "what" and "how." Ideally,
a statement of teaching philosophy describes one's identity as a teacher and
provides a focus or theme for teaching activities (Lang, 1996; O'Neil & Wright,
1997).
 It defines the role of teaching in relation to other professional responsibilities.
The statement can help individuals monitor their commitments and integrate
their professional responsibilities of teaching, research, and service.
 The statement guides behavior by codifying a set of principles by which to act.
It provides a rationale, justification, or benchmark for one's actions.
 When shared with colleagues, the statement can serve as an opportunity for
professional dialogue, growth, and development. A well-defined teaching
philosophy provides stability, continuity, and guidance. It helps teachers remain

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focused on their teaching goals while appreciating the personal and

professional rewards of teaching. Moreover, a teacher may also feel more
confident about unexpected curriculum change when they perceive clearly what
they teach and why.
B. For Administrators
The school’s administrators are responsible for guiding the faculty's professional
growth and achievement, and managing a diverse faculty to achieve the university's
mission and vision. Teachers, on the other hand, help shape the school with their own
ambitions, values, philosophies, attitudes, and ethical beliefs. Administrators may ask
teachers to relate their individual teaching ideologies to the school’s mission statement.
This allows each teacher to define his or her individuality in terms of benefit for the
school community.
Administrators may encourage faculty to write statements of teaching
philosophy as one means of supporting the culture of teaching. Mandating statements
of teaching philosophy can reflect an institution's focus on the importance of good
teaching. Once an institution defines how teachers are to share their teaching
philosophies and approaches, administrators can also better support and reward the
efforts of the faculty (Seldin, 1993, as cited in Goodyear, & Allchin, 1998). It is through
the statement of teaching philosophy that the administrator learns about the “changing
needs and expectations of students and faculty” (Seldin, 1993 as cited in Goodyear, &
Allchin, 1998, p. 109). Hence, the content of the philosophy statements can influence
an administration as it pursues its educational mission.

C. For the Students

Ideally, teachers share their philosophies and expectations with their students.
Students, on the other hand, should understand what a professor is doing and why
(Cerbin, 1996; Way, 1993 as cited in Goodyear, & Allchin, 1998). Knowing the teacher’s
philosophy and expectation, students may engage more productively in the learning
environment while also knowing how to learn and succeed in the subject. Most
teachers exhibit implicitly their teaching philosophies and these are evident to students
through syllabi, assignments, approaches to teaching and learning, classroom
environment, and student-teacher relationships (Zubizarreta, 1995 as cited in
Goodyear, & Allchin, 1998). The aim of sharing a teaching philosophy statement is to
respect and support students by being explicit.

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What does a teaching philosophy or educational philosophy include? Source:

Adapted from Goodyear, G. E., & Allchin, D. (1998). Statements of Teaching
Philosophy. In M. Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 110)
The important question to be answered in a statement of philosophy is: ''Why
do I teach?" Other series of ''what" questions include the following:
• What motivates me to learn about this subject?
• What are the opportunities and constraints under which I learn and others
learn?
• What do I expect to be the outcomes of my teaching?
• What is the student-teacher relationship I strive to achieve?
• How do I know when I have taught successfully?
• What habits, attitudes, or methods mark my most successful teaching
achievements?
• What values do I impart to my students?
• What code of ethics guides me?
• What theme(s) pervade(s) my teaching?

Once the teacher answers these questions, he/she can integrate the content to
answer the ''why" question. Generally, a statement of teaching or educational
philosophy should provide a personal portrait of the teacher's view of teaching.

At the very least, teaching or educational philosophy statements should address

these foundational questions:
 Why do you teach?
 What do you teach?
 How do you teach?
 How do you measure your own effectiveness?

Contents of Statements of Teaching/Educational Philosophy Source: Adapted

from Goodyear, G. E., & Allchin, D. (1998). Statements of Teaching Philosophy. In M.
Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 114-117)
There is no required content for delivery statements of teaching philosophy
because these statements are personal expressions. The following serve as guide into
the contents of a teaching or educational philosophy:

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1. Integration of Responsibilities
Ideally, integration of responsibilities and consequent learning benefits are
included in a statement of teaching philosophy. “Students perceive effective teachers as
ones who have knowledge of the subject matter, as well as the ability to communicate
that knowledge clearly and enthusiastically” (Bemoff, 1992 as cited in Goodyear, &
Allchin, 1998, p. 115). The statement may describe expertise and modes of teaching
and learning in the context of a discipline or learning institution (Braskamp & Ory,
1994).

2. Relationships

The relationships the teacher develops and maintains are important to

successful teaching. “Student-teacher relationships need to be developed to create the
desired teaching and learning environment” (Goodyear, & Allchin, 1998, p. 115).
Showing concern, interest in, and respect for students are necessary to effective
teaching (Bemoff, 1992). In writing a philosophy statement, the teacher may describe
how he/she creates and maintains positive relationships with students.

3. Learning Environment

When writing a philosophy statement, the teacher may include the manner in
which he/she creates an environment favorable to learning. The teacher may state the
classroom modifications he/she plans to use to the support learning.

4. Values Imparted

Teaching is a value-laden activity and it is important for the teacher to

communicate his or her expectations to students. The teacher delineates expectations
of students congruent with his or her teaching philosophy. These expectations are
usually implicitly stated in the content of the syllabus. A statement of teaching or
educational philosophy is a thoughtful presentation of selected and prioritized values.

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5. Methods, Strategies, and Innovation

The teacher may include his or her choice of teaching strategies and techniques in his
or her teaching or educational philosophy statement.

6. Outcome

The teaching or educational philosophy statement may include the teacher’s

goals or aims for himself or herself, and his or her students. These goals may include
making a difference in the lives of students; or meeting expectations of growth and
change.

Sample Educational Philosophy Statements

(Sample #1 My Philosophy Statement on Education. Adopted from Cohen, L. (n.d.).
Educational Philosophies Self-Assessment. OSU - School of Education. Retrieved August 10,
2020 fromhttps://oregonstate.edu/instruct/ed416/sample.html )

I believe that each child is a unique individual who needs a secure,

caring, and stimulating atmosphere in which to grow and mature emotionally,
intellectually, physically, and socially. It is my desire as an educator to help
students meet their fullest potential in these areas by providing an environment
that is safe, supports risk-taking, and invites a sharing of ideas. There are three
elements that I believe are conducive to establishing such an environment, (1)
the teacher acting as a guide, (2) allowing the child's natural curiosity to direct
his/her learning, and (3) promoting respect for all things and all people.

When the teacher's role is to guide, providing access to information

rather than acting as the primary source of information, the students' search for
knowledge is met as they learn to find answers to their questions. For students
to construct knowledge, they need the opportunity to discover for themselves
and practice skills in authentic situations. Providing students access to hands-on
activities and allowing adequate time and space to use materials that reinforce
the lesson being studied creates an opportunity for individual discovery and
construction of knowledge to occur.

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Equally important to self-discovery is having the opportunity to study

things that are meaningful and relevant to one's life and interests. Developing a
curriculum around student interests fosters intrinsic motivation and stimulates
the passion to learn. One way to take learning in a direction relevant to student
interest is to invite student dialogue about the lessons and units of study. Given
the opportunity for input, students generate ideas and set goals that make for
much richer activities than I could have created or imagined myself. When
students have ownership in the curriculum, they are motivated to work hard
and master the skills necessary to reach their goals.
Helping students to develop a deep love and respect for themselves, others,
and their environment occurs through an open sharing of ideas and a judicious
approach to discipline. When the voice of each student is heard, and
environment evolves where students feel free to express themselves. Class
meetings are one way to encourage such dialogue. I believe children have
greater respect for their teachers, their peers, and the lessons presented when
they feel safe and sure of what is expected of them. In setting fair and
consistent rules initially and stating the importance of every activity, students
are shown respect for their presence and time. In turn they learn to respect
themselves, others, and their environment.
For myself, teaching provides an opportunity for continual learning and
growth. One of my hopes as an educator is to instill a love of learning in my
students, as I share my own passion for learning with them. I feel there is a
need for compassionate, strong, and dedicated individuals who are excited
about working with children. In our competitive society it is important for
students to not only receive a solid education, but to work with someone who is
aware of and sensitive to their individual needs. I am such a person and will
always strive to be the best educator that I can be.

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Sample 2: (Sample #2 Philosophy Statement

Adopted from Cohen, L. (n.d.). Educational Philosophies Self-Assessment. OSU - School
of Education. Retrieved August 10, 2020
fromhttps://oregonstate.edu/instruct/ed416/sample.html)

I believe the children are our future...

I believe each and every child has the potential to bring something unique and
special to the world. I will help children to develop their potential by believing in
them as capable individuals. I will assist children in discovering who they are, so
they can express their own opinions and nurture their own ideas. I have a vision
of a world where people learn to respect, accept, and embrace the differences
between us, as the core of what makes life so fascinating.

Teach them well and let them lead the way...

Every classroom presents a unique community of learners that varies not only in
abilities, but also in learning styles. My role as a teacher is to give children the
tools with which to cultivate their own gardens of knowledge. To accomplish
this goal, I will teach to the needs of each child so that all learners can feel
capable and successful. I will present curriculum that involves the interests of
the children and makes learning relevant to life. I will incorporate themes,
integrated units, projects, group work, individual work, and hands-on learning in
order to make children active learners. Finally, I will tie learning into the world
community to help children become caring and active members of society.

Show them all the beauty they possess inside. Give them a sense of
pride...
My classroom will be a caring, safe, and equitable environment where each child
can blossom and grow. I will allow children to become responsible members of
our classroom community by using strategies such as class meetings, positive
discipline, and democratic principles. In showing children how to become
responsible for themselves as well as their own learning, I am giving them the
tools to become successful in life, to believe in themselves, and to love
themselves.

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Let the children's laughter remind us how we used to be...

Teaching is a lifelong learning process of learning about new philosophies and
new strategies, learning from the parents and community, learning from
colleagues, and especially learning from the children. Children have taught me
to open my mind and my heart to the joys, the innocence, and the diversity of
ideas in the world. Because of this, I will never forget how to smile with the
new, cherish the old, and laugh with the children.

Summary
Statements of teaching or educational philosophy encourage personal reflection
in a process that can create professional growth and achievement, as the teachers
examine whether their actions inside and outside the classroom match their beliefs
about teaching. Reflecting and articulating beliefs or philosophy through writing is a
process that takes time and commitment.

APPLYING

Writing a Philosophy Statement

1. Write your teaching or educational philosophy. This is not what others believe,
but your own beliefs so don’t copy the work of others. Submit it to the teacher
and share it to at least one of your classmates.
2. Analyze the teaching or educational philosophy statement of one of your
classmates. Which philosophies discussed in lesson 1 are reflected in the given
philosophy statement? Discuss how these philosophies are reflected in the
statement.

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References:
 Bilbao, P., Corpuz, B., Llagas, A., & Salandanan, G. (2018). The Teaching
Profession.Quezon City: Lorimar Publishing Co., Inc.
 Goodyear, G. E., & Allchin, D. (1998). Statements of teaching philosophy. In M.
Kaplan (Ed.), To Improve the Academy, Vol. 17 (pp. 103-122). Stillwater, OK: New
Fonnns Press and the Professional and Organizational Development Network in
Higher Education.
 Philosophy lessons, examples and activities. (n.d.). Retrieved August 10, 2020 from
http://www.livingphilosophy.org.uk/teaching-philosophy/index.htm
 What is a Teaching Philosophy Statement and Why Do I Need it? (n.d.). Teaching
Careers and Professional Development. Retrieved August 10, 2020 from
https://resilienteducator.com/teaching-careers/what-is-a-teaching-philosophy-
statement-and-why-do-i-need-it/

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