Vision Mission

The Camarines Norte State College

CNSC as a Premier Higher shall provide higher and advance
studies in the field of education,
Education Institution in the Bicol
arts and sciences, economics,
Region. health, engineering, management,
finance, accounting, business and
public administration, fisheries,
agriculture, natural resources
Republic of the Philippines development and management and
CAMARINES NORTE STATE COLLEGE ladderized courses. It shall also
respond to research extension and
College of Education production services adherent to
progressive leadership towards to
Daet, Camarines Norte sustainable development.

I. Rationale/Situationer

Education is vital to the pace of the social, political and economic

development of any nation, so effective teaching is very essential. Effective
teaching is important because teaching is based on helping children progress from
one level to another in a more sociable interactive environment and to get the
approach right to get students to be independent learners (Muijus and Reynolds,
2005). Effectiveness does not mean being perfect or giving a wonderful
performance, but bringing out the best in students.

Traditional method relies mainly on textbooks while the modern method relies
on hands-on materials approach. In traditional method, presentation of materials
starts with the parts, then moves on to the whole while in the modern approach,
presentation of materials starts with the whole, then moves to the parts. Traditional
method emphasizes on basis skills while modern method emphasizes on big ideas.
With traditional method of teaching, assessment is seen as a separate activity and
occurs through testing while with modern method of teaching, assessment is seen
as an activity integrated with teaching and learning, and occurs through portfolios
and observation (Brooks and Brooks,
1999).

Teaching methods are best articulated by answering the questions "What is

the purpose of education?" and "What are the best ways of achieving these
purposes?" for much of pre-history, education methods were largely informal, and
consisted of children imitating or modeling the behaviour of that of their elders,
learning through observation and play. In this sense, the children are the students,
and the elder is the teacher', a teacher creates the course materials to be taught and
then enforces it. Pedagogy is a different way by which a teacher can teach. It is the
art or science of being a teacher, generally referring to strategies of instruction or
style of instruction. Resources that help teachers teach better are typically, a
lesson plan, or practical skill involving learning and thinking skills. A curriculum is
often set by the Government with precise standards. These standards can
change frequently, depending on what the government states.

Traditional method of teaching is when a teacher directs students to learn

through memorization and recitation techniques thereby not developing their critical
thinking problem solving and decision making skills (Sunal et al 1994) while modern
or constructivist approach to teaching involves a more interacting, student-based of
teaching. Here, the students learn through group participation.

Now, the problem that I'll be presenting is that, how will the students
be motivated and learn to value what they have learned if the teachers will just focus
on primitive way of teaching?

If the strategy to be used is hands-on and practical experience, the students

would be able to learn important communicative and collaborative skills through
group work, learn to direct their own learning, ask questions and complete
tasks independently and will be more interested in learning activities when they can
interact with one another and participate actively.

To learn is to experience a certain thing. Why do students get easily bored

inside the classroom? Most of the learners nowadays are lacking in motivation to
learn. Their attention are easily get divided that causes them to do off task activities.
Students of todays generation are searching for something new in education, they
are looking for an interesting activities that will catch their attention and will
encourage and motivate them to learn. Most of the time, when they are listening in
their teacher's discussion and lecture, they tend to focus in it but the problem is if the
strategy of the teacher is too traditional, their burning desire to learn will loss.

The 21st century learners are exposed in practicalities of life. They are now
part of the progressing world for they are no belong in technology age. Many are
exposed in internet that enable them to learn without the teacher teaching them. This
is the reason why they don't easily believe about the facts that teacher is telling them.

There are several philosophers who proved that in order for them to learn,
they must first experience it. These kind of students won't give importance to the
ideas given to them unless they experience it because as what was William James,
an American philosopher and psychologist said, Ideas become true just so far as
they help us to get into satisfactory relations with other parts of our experience.
Why? Because they can be considered as a pragmatist students who focus or give
emphasis to action rather than ideas. For them, ideas alone is not enough and not
workable, they need an evidence that will prove if that's really true and that proof is
the experience. Because what's workable is true, on the

contrary, if it doesn't work, it can't be considered as true. "What may be true

today may not be true tomorrow. " It simply says that even truth can be changed, this
is the reason why we must adapt ourselves in changes everyday and we should not
focus on learning or teaching the traditional only.

John Dewey is often seen as the proponent of learning by doing rather than
learning by passively receiving. He believed that each child was active,
inquisitive and wanted to explore. How to capitalise on these drives?
 Dewey set up the Laboratory School that was allied to the University of
Chicago. Children there were encouraged to learn through experience, clarify the key
points and apply the lessons to get practical results. Experiential learning in youth
work One of the earliest explicit references to experiential learning in youth work
appears in Mark Smiths Creators Not Consumers (1980) where he characterises
youth work as encompassing this educational practice. Learning by doing (or
experiential learning) is based on three assumptions, that: 1. people learn best
when they are personally involved in the learning experience; 2. knowledge has
to be discovered by the individual if it is to have any significant meaning to them or
make a difference in their behaviour; and 3. a persons commitment to learning is
highest when they are free to set their own learning objectives and are able to
actively pursue them within a given framework (Smith,
1980: 16). Smith (1988) as well as Jeffs and Smith( 2005), Blacker (2001)and
Young Philosophy.

IV. Philosophical Support

The child could freely realize his capacities only in an unobstructed

environment.

The child learns best through direct personal experience. In the primary stage
of education these experiences should revolve around games and occupations
analogous to the activities through which mankind satisfies its basic material needs
for food, clothing, shelter and protection. The city child is far removed from the
processes of production: food comes from the store in cans and packages, clothing is
made in distant factories, water comes from the faucet.

The school has to give children, not only an insight into the social importance
of such activities, but above all the opportunities to practice them in play form. This
leads naturally into the problem or project method which has come to be identified
with the essence of the progressive procedure.

Children soak up knowledge and retain it for use when they are
spontaneously induced to look into matters of compelling interest to themselves.
They progress fastest in learning, not through being mechanically drilled in
prefabricated material, but by doing work, experimenting with things, changing them
in purposive ways.

Occasionally children need to be alone and on their own. But in the main they
will learn more by doing things together. By choosing what their group would like to
do, planning their work, helping one another do it, trying out various ways and means
of performing the tasks, involved and discovering what will forward the project,
comparing and appraising the results, the youngsters would best develop their latent
powers, their skill, understanding, self-reliance and cooperative habits.
 The questions and answers arising from such joint enterprises would expand
the childs horizon by linking his immediate activities with the larger life of the
community. Small children of six or seven who take up weaving, for example, can be
stimulated to inquire into the cultivation of cotton, its processes of manufacture, the
history of spinning devices. Such lines of inquiry emerging from their own interests
and occupations would open windows upon the past, introduce them naturally to
history, geography, science and invention, and establish vivid connections between
what they are doing in school and the basic activities of human existence.

Participation in meaningful projects, learning by doing, encouraging problems

and solving them, not only facilitates the acquisition and retention of knowledge but
fosters the right character traits: unselfishness, helpfulness, critical intelligence,
individual initiative, etc. Learning is more than assimilating; it is the development of
habits which enable the growing person to deal effectively and most intelligently with
his environment. And where that environment is in rapid flux, as in modern society,
the elasticity which promotes readjustment to what is new is the most necessary of
habits.

Dewey aimed to integrate the school with society, and the processes of
learning with the actual problems of life, by a thoroughgoing application of the
principles and practices of democracy. The school system would be open to all on a
completely free and equal basis without any restrictions or segregation on account of
color, race, creed, national origin, sex or social status. Group activity under self-
direction and self-government would make the classroom a miniature republic where
equality and consideration for all would prevail.

This type of education would have the most beneficial social consequences. It
would tend to erase unjust distinctions and prejudices. It would equip children with
the qualities and capacities required to cope with the problems of a fast-
changing world. It would produce alert, balanced, critical- minded individuals who
would continue to grow in intellectual and moral stature after graduation.

V. Conclusion

If Pragmatism and Progressivism support my own mission of the school which

is related to this two philosophies, I think that it will be a successful philosophy.
Why? Because the aim of education in pragmatism is to develop the power of
effective experiencing. The pupil must be enabled to cope with the indeterminacies of
life. Even the specific objectives should be focused, clear, concrete, practicable and
oriented towards human welfare. Natural development should be taken to notice.
This refers to the development of bodily organs and the maintenance of health and
vigor. It also includes the development of physical skills that would be useful in
games and play and other such activities. Individual differences should also be
entertained during this training. Social efficiency is another aim of education. Its
function is to habituate an individual to social control, to develop a willingness to
subordinate his natural urges to social desires.
 In progressivism, this is the philosophical orientation based on the belief that
life is evolving in a positive direction, people should focus on the child's interests and
deeds. In 1919, the Progressive Education Association was formed to devote itself to
implementing progressivist ideals into schools. The group believed that this would
lead to an improvement in society. Progressivist disagreed with autocratic teaching
methods, which are teaching styles that revolve around books, recitations, and
memorization.

Based on the aims of both pragmatism and progressivism, I now conclude

that these two will really help a lot in proving that 'direct or practical experience'

can contribute to the student's in acquiring learning. As what I have remembered

about 'direct experience', it is stated there that the learner learns more when they are
actually experiencing the thing. Ninety (90) percent of their learnings is from
'direct experience' while the remaining ten (10) percent is from lectures and
discussions. I believe that the students won't give value to a certain thing unless they
got exposed into it.

It is very evident that an individual learns from their previous experiences.

There's a saying that, ''Experience is the best teacher.'' If the students will be
exposed in practical situations and problem solving inside the classroom, they will get
used into it and can easily apply it in real life situation.

With the help of these two philosophies; the pragmatism and

progressivism, the mission of my proposed philosophy which is, a student- centered
curriculum that aims to develop the learners capacity not just to unravel problems
intellectually but to apply it in practical situation. It should also strive to produce
Filipino students who can easily adopt in ever changing and progressing world,
furthermore, can compete and survive in all aspects of life will be achieved.

II. Own Educational Philosophy

After presenting the problem or the situation that I have noticed in education
system nowadays which are, students lack of motivation to learn due to primitive or
traditional way of teaching and lack of giving importance to what they have learned.
In accordance with these problems, I came-up with my own educational philosophy
but specifically, I created my own mission of the school as presented below:

Mission:

A student-centered curriculum that aims to develop the learners capacity not

just to unravel problems intellectually but to apply it in practical situation. It should
also strive to produce Filipino students who can easily adopt in ever changing and
progressing world, furthermore, can compete and survive in all aspects of life will be
achieved.

I believe that with a good implementation and management in a certain

school, this mission will be attained.
References:

http://deweycenter.siu.edu/index.html

http://www.thepositiveencourager.global/john-deweys-approach-to-doing-

positive-work/

http://cogprints.org/637/1/LearnbyDoing_Schank.html

http://youthandpolicy.org/wp-content/uploads/2013/07/ord-yandp108.pdf

https://www.marxists.org/archive/novack/works/1960/x03.htm

http://education.cu-portland.edu/blog/classroom-resources/which-is-best-

teacher-centered-or-student-centered-education/

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methods-1.1418127

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educational-philosophy.html