MODULE 2 SIGNIFICANT ROLE OF TEACHERS IN

PHILOSOPHY DEFINED IDEALISM

Philosophy means perspective or Act as sages on the stage serving
view about something as dispensers of knowledge
Define learners learning starting
from what they should learn, how
Philosophy of education defined they learned and when should they
wide range of application of various learn it
philosophical ideas and methods in Primary duty is to pass on the
addressing educational issues, knowledge as they stand closer to
problems and concerns. the ideal being who is a possessor
Educators are committed to be of wisdom and good character
familiar to all the major educational ROLE OF LEARNERS
philosophies
Primary role is to receive ideas
Act as passive receivers of
PHILOSOPHY OF EDUCATION IN THE knowledge because teachers
TEACHING PROFESSION perceive them like empty
1. Philosophy of education is very receptacles waiting to be filled up
essential in the training of future with information
teachers and in-service teachers. Follow the art of questioning,
2. Philosophy of education is the reflection and creativity of their
guide to teachers to plan their teachers because they are
teaching. perceived as models of knowledge.
3. Philosophy of education helps LEARNING ASSESSMENT
teachers to develop their own
philosophical perspective on Usually performed in a subjective
education way and in a qualitative method
Essays, critic papers, reflection
paper and the like are examples of
TRADITIONAL and OLDEST PHILOSOPHIES evaluative measures
Learning assessment is done
1. Idealism through rigid testing by the
 The root word of idealism is idea teachers.
 reality is not physically rather it
is essentially mental or mentally CLASSROOM ATMOSPHERE
constructed Classroom climate is basically
 truth lies in the realm of ideas authoritarian
 Nothing is real and eternal Classroom discipline and control is
except the ideas that exist in the often times punitive and restrictive
mind. of freedom of learners to choose
 the absorption of ideas as well and explore
as personal discipline that Teachers craft the rules and they
guarantees the development of take responsibility for all
one’s character paperwork and instructional
 Socratic method and lecture learning
discussion to be more useful and Learners do not participate in
effective than in any other choosing the topics for discussion,
methods. including the means and the
 Curriculum: centered on the schedule to learn them.
stimulation of cognitive process.
 ADVANTAGES
 Creates an orderly classroom since Preferred assessment tools for
learners are not allowed to manage realism are standardized testing
their own learning, time and where teachers obtain test result
activities that can prove learners are
Teachers have full control of the learning the materials
behavior of learners because they Competency testing is done
have absolute command of through experimentation,
instructional activities investigatory projects,
Accomplished subject content demonstration aand closed-test or
within the desired time frame having one answer like a multiple
Essential topics are less likely to be choice test, labeling diagrams and
missed because discussions are solving mathematical problems
appropriately paced Evaluate learners learning using
quantitative means

CLASSROOM ATMOSPHERE
DISADVANTAGE
Classroom provides less freedom
Old fashioned philosophy because for learners to make choices on
of its emphasis on preserving what to learn, when to learn and
classical ideas that reflect pass how to learn
tradition Realist classroom is also filled with
Curriculum is difficult to change or pictures, maps, projects,
undertake innovation experiments and other outputs of
Development of the body is teaching and learning activities
secondary in mind provided or performed.

ADVANTAGES
2. Realism
Proposes an education that is
ROLE OF TEACHERS scientific, technical and vocational
Focus of realism is a great
Teachers have the obligations to advantage because learners ought
teach the regularities and rhythm to master competencies that are
of nature useful, practical and beneficial in
Transmit knowledge free from their lives
personal biases and subjective Prepares learners in their career
views because they use objective equipping them to become
criteria in teaching competitive in the work
ROLE OF LEARNERS environment

Trainthe senses in analyzing the DISADVANTAGES

physical world Failure to take into account the
Learners are trained in determining whole person in the learning
truth using the scientific way and process
they argue by scientific reasoning Neglects the importance of ideals
Have good mastery of scientific and values which can be best
skills such as gathering, organizing learned from history, arts language
and systemizing information to philosophy and literature
gain knowledge of the physical It de-emphasizes feelings,
world socialization and other personal
LEARNING ASSESSMENT factors in learning since everything
is viewed rationally and empirically
 Realists emphasis on a very Includes experimental methods,
objective, precise, and measurable creative and constructive
approach to teaching is seen as a projects’field trips
demerit because knowledge is not Laboratory work and learner
always objective rather it is also activtiies
subjective depending on who Role playing, internships or on-the-
perceives it. job training, group projects and
 field studies
3. Pragmatism
Philosophy of action because it Curriculum Features
springs from the Greek word Tailored from the experience of the
pragma which means action, learners by considering their needs
practice, to do, or to accomplish and interest
Its basic assumption is that ideas Focused on the process (how to’s)
and actions must go hand in hand of learning rather than content ofr
as this is the ideal process of the subject matter
knowledge Taught the rudiments of learning
Rejects the idea of knowledge and instead of what they discover and
truth as unchanging and absolute learn about the subject matter
as espoused by idealism and itself
realism Advocates for change in the
Asserts that there is no fix, curriculum as it opposes the
absolute and permanent truth traditional textbook based
Human beings do not live in a knowledge
finished world, but they live in an
on going, moving and a growing Significant Role of Teachers
world
Teachers acts as facilitator, guides,
Aim of education advisers, fellow travelers of
knowledge with the learners
Learners are expected to learn best They guide and suggest when the
through their own experiences, learners need assistance.
particularly when they apply the Serve as challenger and inquiry
ideas in adapting to changes and in leaders inside the classroom
resolving the problems they Present realistic and interesting
encounter in life problems, which they are expected
The airm of pragmatic education is to solve
the reconstruction of the learners They work as a team, solve
experiences problems, make decisions and
Ordinary and natural life communicate effectively using
experiences have to be reflected, higher ordered thinking skills
enriched and reconstructed to
solve one’s concerns in life and to Role of the learners
create knowledge as well
Learners are the center of the
Educational Methods educative process and learning
takes place within them
Learners best learn from Active participants in the search of
experience more practical knowledge
Pragmatic teachers prefer using Learners are taught that there is no
individualized instruction and absolute and permanent truth
structured activities than lecture Learners understand that what is
type real is that which is observed
 learning is not enough to learn
Learning Assessment because it is quite impossible to
obtain knowledge through direct
Pragmatic teachers are convinced experiences only. As a matter of
that when knowledge is applied to fact, not all direct experiences are
real life, there is a deeper educational. There is still a need to
understanding of concepts through marry personal experience and
the act of doing and personal formal education to acquire
experience. knowledge.
The preferred assessment tools of
pragmatism include journals, 4. Existentialism
simulations, individual portfolios, Existentialism argues that reality is
games, field works, and On-the-Job subjective within the individual.
Training because they help Reality rests on how individuals
integrate the learners' personal perceive things through their own
experiences and the course lenses. What is real is dependent
material. on the perceivers because human
beings do not have the same
ADVANTAGES experience of something.
A pragmatic education teaches the Everything that human beings
learners to think and act in a consider as a reality is through
practical way. their own lens. Human beings
The teachers serve only as control how they view the world
facilitators of learning. therefore, they control their reality.
The methods they use are suitable Personally defined existence is the
to the developmental needs and key concept to the philosophical
experiences of the learners treatise of existentialism.
emphasizing process rather than It asserts that learners have the
the subject content right to define themselves because
its emphasis on social and they are not passive receivers of
democratic education. knowledge and of tradition.
Pragmatic ideas are bent to change Learners are rather active
the society through social reform participants in it. While they accept
because the ultimate purpose of established traditions, they do not
this philosophy is to solve human blindly accept it because they have
problems. the ability to discern and choose
When social reform becomes the those that are worth keeping and
heart of teaching, learners develop discarding. They exercise their
practical attitude that allows the discernment and mature judgment
development of human values and by critically analyzing and
purposeful creativity. evaluating things that are
presented to them.
DISADVANTAGES
Aim of Education
pragmatism lacks fix aims to give reality is the result of one's
learners stability and direction. This choices, experiences, and views
occurs because there is laxity of about the world.
discipline observed by pragmatic They must be given the chance to
teachers. make academic decisions on what,
Its emphasis on personal how, and how they learn.
experience as the basis of learning. They are given the 'voice' or
Critics assert that personal participation in directing their
experience as a foundation of
 activities and their own learning less emphasis on math, science,
process. and other natural sciences because
The purpose of education is to these disciplines provide less
provide learners with a wide array opportunity in promoting self-
of alternatives because they are awareness and self-discovery.
unique and free choosing
individuals.
develop learners to become Significant Role of Teachers
responsible individuals because
they are made up of intellect and Existentialist teachers present the
emotion. principles. theories, concepts, and
perspectives worden prescribing to
their learners their own personal
Educational Methods positions on them.
The methods used in existentialist They encourage their learners to
education are those that provide examine critically these principles
learners with assistance in their theories, and perspectives as they
journey toward self-realization are very essential in gurangan in
through journals, portfolio, their choices.
reflection papers, and modular This implies that the primary role of
instructions. existentialist teachers is to provide
These methods are essential in learners with options and choices.
allowing learners to have superior An effective existentialist teacher is
ability to reason, reflect, obtain one who helps learners discover
independent thoughts, and be and develop their personal values
motivated to continual growth. even if these values run contrary to
Existentialist educational method established traditions.
also ensures that learning is self-
paced with the learners having
more personal decisions in their 2 CATEGORIES OF TRADITIONAL
learning while the teachers take PHILOSOPHIES
the role of a facilitator and guide in 1. A Content-centered educational
the learning. philosophy
 Highlights that
education is concerned
Curriculum Features with transmitting
knowledge and fitting
The center of the existentialist into learners and
curriculum is on humanities, societal conditions.
psychology, philosophy, and the  Values, interests, and
arts. experiences becomes
promotes self-actualization by secondary to these
joining sports activities. engaging social goals
in a diverse, personal, and spiritual  Subject focused
life, taking leadership positions, curriculum
and other academic and non- 2. The learner centered
academic undertakings. Philosophy
Arts, music, dance and the like, are  nature of the learners
very much encouraged because taugh
they develop creative imagination  Curriculum is fluid and
more than showing and imitating open ended based on
established models. the learner’s interests,
 motivations, abilities Morality of Teaching and Ethics of
and choices. Teaching
 individual learner is
emphasized instead of Morality of Teaching
force-fitting him/her to  refers to the teachers personal
social conditions and the values or general principles of right
attainment of social and wrong
goals  subjective personal behavior based
on personal belief, conviction or
religious perspective
 concerned with the personal
conduct of teachers

MODULE 4 Ethics of Teaching

Moral and Ethical Dimension of Teaching  refers to the application of

principles of right and wrong in the
 Requires teachers to become moral professional practice
exemplars in and out the school  concerned with the professional
 Teachers reflect on their own and shared conduct of teachers
personal values and morals and
determine wether these are Virtue, Morals, Value and Character
consistent with the moral and Virtue
ethical demands of teaching  socially desired quality of a person
 Play a central and critical role in like
teachers personal and professional cleanliness,frugality,patience,brave
life ry and loyalty
 Teachers moral position governs,  society or space specific as it is
to great extent how they instruct, generally accepted hehavior of
relate and assess their learners people in agiven society
Difference Between Morals and Ethics Morals
Moral  much more serious than virtue and
 Concerned with one’s own has ethical bearing
principles of right and wrong  failure to follow morals leads to a
 Subjective and internally formed as heavier punishment to include
part of the habt or developed permanent exclusion from the
because of one’s belief in group
something being right and wrong Value
Ethics  perceived worth of something or
 Set of moral principles or values something that one holds
externally prescribed or accepted important
by a group (professional teachers, Character
doctors or engineers etc.)
 Conformance with established  something that an individual
standards of behavior possesses which is developed out
 Code of ethics of Professional of his/her virtue, morals and values
Teachers is known as ethics of the  something distinct to an individual
teaching profession which is the even when no one is watching
source of ethical principles that him/her
lays the code of the profession
  end goal of teaching is to educate expected to model, inspire and
for character even morally obliged to inculcate
moral virtues of conduct to their
Moral and Ethical Sense in Teaching learners
Knowledge 3. Teachers have the moral authority of
 means being conscious of one does Practice

Freedom  Teachers instruct, guide, counsel

and discipline learners because
 having choices and making free they assume adult and matured
decisions role in the classroom
 As content area expert, they
Voluntariness decide and determine the learning
 carrying out deliberately or of the learners
purposely one’s choice based on  They show expertise and
their judgement competence in their subject matter
because this is something they
Moral Dimensions of Teaching have acquired from their formal
and though training in college.
Ethical Dimensions of Teaching according They determine the right
to Sanger thing that learners must
1. Teachers as moral agents do and the essential
knowledge they need to
 agent means someone who makes transmit to them
things happen
 teachers make the character KINDS OF AUTHORITY OF TEACHERS
development of learners happen. 1. Being an authority in the
 Teachers carry in the classroom classroom
their values orientation and belief  Ability to direct action
system which they acquired from within the classroom
their homes and families  Emanates from the
 No teacher can say that he/she is professional authority of
ethical in school and not ethical at teachers as teachers or
home and other places surrogate parents of minor
2. Teachers have moral Purpose children
 Learners perform the
 Purpose means goal, reason, and instructions of their
intention teachers not because they
 Educational mission of teaching are right, but because they
which is developing and are their teachers or second
transforming learners to become parents.
the best persons in inherently 2. Being in authority in the classroom
moral  Refers to the teachers
 Unlike any other profession, the status as the possessor and
society places higher moral transmitter of values and
expectations and trust to teachers forms of knowledge.
than other professionals because of Sometimes referred to as
the formative mission of teaching knowledge or content
and the vulnerability of the authority
youngsters  Teachers are not just
 Teachers are not called only to authority figures, but they
practice virtuously,but they are are also authorized to pass
 on some forms of c. Teachers who show respect
legitimated knowledge to to their learners, colleagues,
the youngsters because school authorities and
they assume expertise in parents manifest the true
the subject they teach. spirit of social justice and
the dignity of their
ESSENTIAL VALUES IN TEACHING profession.
1. Care d. Respect is the glue that
a. Includes compassion and binds good relationship and
acceptance for the this holds true ina teacher-
uniqueness of the learners learner relationship
and developing their 4. Integrity
potentials based in their a. Means consistency of
differences teacher’s character in and
b. Learners who feel cared by out of school in their
their teachers become more personal and public life
understanding and b. It is doing the right thing
compassionate to others with or without anyone
c. The care that teachers give present
and the intimate c. Doing what is right, even if
relationship they build with the other option is easy and
the learners are the things more beneficial
that count most in the 5. Fairness
teaching profession a. The absence of bias,
2. Trust prejudices and
a. Showing confidence which discrimination
removes apprehension and b. Teachers must treat
fear of something or learners fairly and
someone judiciously despite social
b. Teaching profession is diversity
founded on trust. c. They must not judge them
c. Teachers professional for who they are rather they
relationship with their must be treated as human
superiors, collegues, beings possessing equal
learners, parents and the rights and dignity
public is based on trust 6. Responsibility
d. Teachers who demonstrate a. Taking accountability for
trust in their profession are one’s action and making
open, secured and honest in possible the fulfillment of
dealing with others one’s duties
3. Respect b. Responsible teachers are
a. Is showing high regard and those who come well
value for the worth of prepared in class and take
someone or something the obligation to deliver the
b. Teachers are entrusted to expectations of their
care for the youngsters, and profession,colleagues,school
are expected to respect the leaders, learners, parents
dignity of thir learners and and other stakeholders
consider their emotional c. Take accountability for the
well-being and cognitive positive and negative
development. consequences of their
 actions because this is a
result of their choices

TEACHING MORALLY and TEACHING

MORALITY

Teaching morally

 means instructing in a manner that

is consistent with general notions
of what is good or right, conducting
oneself in a way that has moral
value
 epitomizes a good person or
righteous person, living the values,
morals and ethics he/she teaches

Teaching morality

 conveying and downloading to

learners what is good and what is
right
 advocating and promoting
awareness of what is right and
wrong