Activitie

s
in
Educ.
10
( The Teaching
Profession)
Submitted by :
Submitted to :
Jazter V. Antero Dr. Jerry M.
Emuy

Table of Content
My philosophy of Education --------------------

Lesson 1 Exercise. Test 1. ----------------------

Lesson 1 Exercise. Test 2. -----------------------

Lesson 1 Exercise. Test 3(A) -------------------

Lesson 1 Exercise. Test 3(B-C) ----------------

Lesson 1 Exercise. Test 3(E) -------------------

Lesson 1 Exercise. Test 3(D) -----------------

Lesson 1 Exercise. Test 3(F) -----------------

Lesson 1 Exercise. Test 3(G) ------------------

Lesson 1 Exercise. Test 3(H) ------------------

The mission and vision of Dep. Ed. ------------

The K–12 Basic Education Curriculum envision ---

Lesson 2 Activity 1. --------------------------

Lesson 2 Activity 3. --------------------------

Lesson 3 Activity(A) --------------------------

Lesson 3 Synapse Strengtheners --------------

My Philosophy of
Education

I believe that education is an individual, unique experience for

every student who enters a classroom. In order for children to benefit
from what schools offer, I believe that teachers must fully understand
the importance of their job. First, I believe that teachers must consider
teaching to be a lifestyle, not a mere forty-hour-a-week job, because
my goal for my students encompass much more than relaying out-of-
context facts to passive students. I will facilitate learning and growth
academically, personally and ethically by providing a quality education
to each individual in one’s classroom, I equip children with the tools
necessary for success in life.

I will establish a mutually respectful, honest rapport with

students, a relationship in which communication is of the highest
priority. Through this relationship, a fair, democratic environment
based on trust and caring can be established in the classroom, making
it possible to interact confidently and safely in an academic setting. I
will practice the ethical characteristics of equality, open, honest
communication and trust have been emphasized and put into action
without having to preach to students. Students deserve an educator’s
passion for both the subject at hand and learning as a whole. Teaching
and learning become a simultaneous journey for both the teacher and
students when student’s energy is aroused by teacher’s genuine
intensity for learning, because everyone is ready and willing to
participate in active learning.
Test Your Understanding of the Philosophies

A. Answer each with a YES or NO. If your answer is NO, explain your
answer in a sentence.

 Essentialism

1. No. They aim to transmit the traditional moral values and intellectual
knowledge that students need to become model citizens.
2. No. The model student is the one who show mastery of the basic skills
and that one who lives by traditional moral values.
3. No. They teach subject matter even if the students are not interested. They
are more subject matter-oriented than student-centered.
4. No. They need long academic calendar and core requirements for mastery of
basic skills.

 Progressivism

1. No. They look at education as life.

2 Yes.
3 No. They focus more on problem-solving skills.
4. Yes

 Perennialism

1. No. They are more concerned with the study of the Great Books.
2. Yes.
3. No. It is geared towards general or liberal education.
4. No. Like the essentialist, subject matter is foremost to the perennialist.

 Existentialism
1. No. They are more concerned in helping students appreciate themselves as
unique individuals who accept responsibility over the thoughts, actions and
life.
2. Yes.
3. No. Students are given a choice.
4. Yes, to allow each student to learn at his own pace.
  Behaviorism
1. Yes.
2. Yes.
3. Yes.
4. Yes.

 Linguistic Philosophy

1. Yes.
2. No. it encourages multilingual communicattion.
3. No. it aims to develop students ability in communication, it’s a exchange
dialogue between teacher and student.
4. Yes

 .Constructivism

1. No. They are using discovery approach.

2. Yes.
3. Yes.
4. No. Contructivism creates their own meaning.

II. Test Your Mastery. YOU MAY NEED TO RESEARCH FURTHER IN ORDER
TO GAIN MASTERY. The first exercise in this lesson (An Exercise to
Determine your life philosophy) may help.

To which philosophy does each theory of man belong?

A person:
1. Behavorism
2. Existentialism
3. Essentialism and perennialism
4. Behaviorism
5. Existentialism
 6. Behaviorism
7. Behaviorism
8. Perennialism
9. Essentialism and Perennialism
10. Existentialism
11. Progressesivsim
12. Linguistic Philosophy
13. Constructivism
14. Constructivism

III. Synapses Strengtheners

A. We are interested in what is true. Our teaching methodologist

are based on our quest for truth. Likewise, our teaching and
learning goals are based on what we value or what we cherish
as good. Identify what each philosophy considers as good,
valuable and true. Complete the Table given below. The first one
is done for you.

Philosophy Theory of Methodolog Theory of Goal of

Truth y to arrive at what is teaching-
the truth valuable/go learning
od

Progressivism The We must Values offer To help develop

universe relate to the from place students who
is real universe and to place, can adjust to a
and is in interact with from time to changing word
constant others time, from and live with
change intelligently, person to others in
scientifically person; harmony.
and what is
experimentall considered
y. good for
The one may not
curriculum for be good
stresses on for another
science and
experiential
learning such
as “hands
on-minds-on-
hearts-on”
learning
Linguistic The more We must Teachers To help develop
Philosophy language expose or teach students
one make them students to communication
speaks, experience speak as skills, to
the better sending and many as properly
the receiving they can. communicate
person (communicat with others
can e) messages using their
communic through the ability and
ate with use of eradicate
the world. verbal, non- misinterpretatio
verbal and n and
cue. miscommunicat
ion.

Constructivism Knowledg Students Interactive To help develop

e is must be classroom students sense
obtained provided with where there of independent,
and experiences is an to be equipped
construct which allow exchange of with learning
ed by them to ideas and skills for
students make among them to be able
through hypothesis, learners to construct
participati to and and give
ng manipulate teachers; meaning to the
actively in objects/appa makes the obtained
the ratus, student knowledge.
mental investigate, active giver
process imagine and of ideas.
of invent.
developm
ent.

Essentialism It focuses The teacher/ The teacher Teachers

on the it emphasize decides transmit the
academic mastery of what is traditional way
content subject most of teaching
for matter. important (moral values,
students for the intellectual
to learn students to knowledge) to
basic learn and students to
skills stresses a become
little someone..
emphasis
on student’s
interest

Existentialism Existence Teacher Self-paced To help

precedes teaches us to and self- students
 essence define our directed understand the
own essence learning. A substantiality of
by crafting great deal appreciating
an of individual themselves as
environment to openly a unique
which we are and individual
free to honestly (imbued with
choose our relate to responsibility,
own others thoughts,
preferred (Teacher- feelings and
way. Student) actions).

Perennialism A The teachers Teachers The students

universal do not allow apply are involved in
one, its the students whatever session mutual
views that interest to technique inquiry to
all human substantially and what understand
beings dictate what they believe history’s most
possess they teach. as the most timeless
the same effective concepts.
essential
nature

Behavorism The Teachers are Values are To help develop

students responsible caught not students
behavior to arrange only taught characteristics,
are environment attitudes and
shaped al conditions behavior.
by
providing
a
favorable
environm
ent
B. With which philosophy do you associate the following
quotations?

1. “Education is life not a preparation for life” – Dewey

 Progressivism

2. “Man is nothing else but what makes himself…” – Sartre

 Existentialism

3. “Gripping and enduring interests frequently grow out of initial learning

efforts that are not appealing or attractive”
 Essentialism

4. “Give me a dozen healthy infants, well informed, and my own

specified world to bring them up in and I’ll guarantee to take anyone
at random and train him to become any type of specialist I might
select – doctor, lawyer, artist, merchant-chief; and yes, even beggar-
man and thief, regardless of his talents, penchants, tendencies,
abilities, vocations, and race of his ancestors” Watson
 Behaviorism

5. “Existence precedes essence” – Sartre

 Existentialism

6. “Life is what you make it” – William Thackeray

 Existentialism

7. “Listening in dialogue is listening more to meaning than to words… In

true, listening, we reach behind the words, see through them, to find
the person who is being revealed. Listening is a search to find the
treasure of the true person as revealed verbally and nonverbally…”
John Powell
 Linguistic Philosophy

8. “When a relationship is working, the act of communicating seems to

flow relatively effortlessly…” Chip Rose
 Linguistic Philosophy
C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement

 Essentialism
2. Conduct National Achievement Test to test acquisition of
elementary/secondary learning competencies
 Essentialism

3. Use of Great Books

 Perennialism

4. Use of rewards and incentives

 Behaviorism

5. Use of simulation and problem-solving method

 Progressivism

6. Learners learning at their own pace

 Existentialism

7. Mastery of 3r’s –reading – writing – rithmetic

 Essentialism

8. The traditional approach to education

 Essentialism

9. Subject matter – centered teaching

 Essentialism and Perennialism

10. Students-centered teaching

 Progressivism and Constructivism

11. Authoritarian approach to teaching

 Essentialism and Perennialism

12. Non-authoritarian approach to teaching

 Progressivism and Existentialism

13. Making meaning of what is taught

 Constructivism

14. Understanding message through verbal, non-verbal and

paraverbal means
 Linguistic Philosophy

15. Asking learners to draw meaning from what they are taught.
 Constructivism
D. Draw a symbol for each of the 7 philosophies. Explain your symbol.

Progressivism

Explanation:
State of matter symbolizes progressivism in the sense
they are both changing, solid-liquid-gas is to constant change of
world. Like state of matter, progressivism breaks down or extracts
things which are necessarily for change to happen. For example, If a
person tries to live with other community, he/she tries to change
his/her practice to understand and fit in that particular community.

Linguistic Philosophy

DELIVERED MESSAGE

Explanation:
Linguistic Philosophy develops our communication ability.
I symbolize this philosophy as delivered message in the sense that a
delivered message conveys complete thought of something you are
trying to emphasize, hence it relays the message. Vis-à-vis linguistic
philosophy, it (Linguistic Philosophy) develop and/or enables us to
relate message in a manner which is complete and completely
understandable.
Constructivism

BULB

Explanation:
Bulb symbolizes constructivism for the thought, it
generates light, vis-à-vis in constructivism students becomes
discoverer of things and the creator of knowledge which will give and
generates meaning.

Essentialism

TEXTBOOK

Explanation:
Essentialism in education centers academic ability of
students, a book or an old rusty book can be the best symbol of this
philosophy, it centers the teacher to just transmit values or attitude to
make student become someone, like textbooks it relays factual
information to the students, which make the ability to think of the
students become detrimental and stagnant.
Behaviorism

NATURE

Explanation:
Behaviorism enables the gradual change to a person with
the impact of its environment. Like nature, it changes every season,
depending on what season it may fall, it’s either spring, blossom,
autumn and fall season, like behaviorism a person will be molded
with the type of environment he/she is situated in.
Existentialism

HEART

Explanation:
Heart, Existentialism help us to develop and appreciate
ourselves, a heart is a great symbol to depict appreciation to one
selves, to generally love our own existence.

Perennialism

SAND

Explanation:
Perennialism views that all human beings possess the
same essential nature, sand will definitely fit in the said context, since
sand is countless and has the common nature, with that being said,
like people living in our current society it possess ginormous amount.
E. By means of a Venn Diagram give the:

Similarities between essentialism and perennialism

Similarities

 They are both based

on developing
intellectual powers. Perennialism
Essentialism
 Both into empowering
students moral

Differences between behaviorism and existentialism

Existentialism
emphasize the
Behaviorism is
existence of a
theory of behavior
Differences person developing
explained without
through acts of the
appeal to feeling or
will
thought
 Difference between the perennialism and essentialism
combined and progressivism

Progressivism
Essentialism and
Perennialism

Intellectual Focused Active Self Learning

Traditional Education Differences Contemporary
Composed of 3R’s Education

Students construct
knowledge

Similarities between linguistic philosophy and constructivism.

Similarities

Linguistic describes view that

Philosophical problems may be
Linguistic solved either by reforming
Constructivism
language. Constructivism
Philosophy explains how people might
acquire knowledge and learn
by experience.
F. You will be grouped into the seven philosophies. Explain how you will
react to the given situation. What advice will you give?

For the essentialist group – Students are not interested in the lesson

I will be shock. I will advice the teacher to change his/her

teaching style, and be more cheerful in teaching, a
motivated and enthusiastic one. He/she should first
evaluate why the students are no longer interested on
his/her lesson, because sometimes the factor of students
losing interest to the lesson is the lousy teaching
strategies applied by the teachers, after evaluating, if it’s
the strategies that is the lapses in the lesson then, he/she
should change the way he/she teach.

For perennialist group – Students want to become skilled in certain

field of specialization.

I will advice the teacher to look for someone who is

practically expert in the kind of specialization the student
want and use whatever available resources involved in the
process of specialization.

For progressivist group – Parents question students’ community

immersion for it poses certain risks.

I will call a meeting involving parents and students, firstly I

will explain the significance of the said immersion, since
immersion poses external school learning, I will explain
that learning is not confined in the four corners of the
classroom and since it is one of the requirements to the
students, it will be explicitly emphasize to the parents.

For the behaviorist group – Teacher tells students from the areas this:
“If there’s a will, there’s a way. Poverty is not a hindrance to success”

I will advise to emphasize the said quotation, it is a great

quotation it sets up the mood the students to be more
motivated to do something, they become hopeful, because
if they want to attain something there is a way and there
will be no barrier to stop them attaining it
For existentialist group – A colleague ask you to decide for her for
fear that she may make the wrong decision.

I will advice her to do the decision making, because like the

poem Invictus “I am the master of my fate, I am the captain
of my soul” means he/she must not rely the decision in me,
for if consequences happens I am the one to blame, it
should be him/her to bear the decision in his/her hand not
to rely it to others.

For linguistic philosophy group – A teacher insists on his reasoning

and does not give a chance to an erring student to explain his/her
side.
“Even if we’re already a teacher we are still learning” I will
try to advice the teacher emphasizing this quotation, the
teacher should accept what side the students have, it
might be that she is incorrect and the students are correct,
we cannot deny the fact that sometimes students are
knowledgeable to teachers in some aspects. So basically I
will tell him/her to accept what query/erring your student
have, let them speak, to boost their confidence and
develop their ability in speaking, let them waiver their
thoughts, to convey their ideas and accepts what they are
trying to share.

For constructivist group – Teacher claims, he will be able to teach

more if he goes straight to his lecture.

Incorrect. I will really advice the teacher to scan or even

skim his/her copies of past subject related to this more
specifically with lesson planning . A lesson/lecture without
giving motivation, recalling past topic and connecting to
the present, is a lecture that is less meaningful. I will
advice the teacher to do some recapitulation of the topics
discussed and give motivation to the students for them to
analyze and ponder, and make their brains work. In doing
so, the teacher allows the students to think in a critical
manner which is helpful.
 G. Students will be asked to research further on the following:

JOHN DEWEY AND PROGRESSIVISM

John Dewey (1859–1952) was one of the United States’ best known
academics, philosophers and public intellectuals. From humble beginnings
in Vermont, he managed to achieve a PhD in philosophy and become a
professor at the University of Chicago. It his here that he began
experimenting with educational reform, establishing his famous ‘Laboratory
School’ in 1896 to develop and test ‘progressive’ methods of teaching. This
is where Dewey’s lifelong concerns with the social outcomes of education
began, and particularly his interest in the ways in which education could
enhance democracy

Dewey’s philosophy of education is known today as “Progressivism”. He

rejected the traditional confines of the public school classroom pedagogy
which usually involved rote learning, recalling facts, a prescribed daily
schedule and little or no freedom for students to learn by exploration and
inquiry. Dewey believed that experience was a better educator than the
teacher, but that teachers are necessary to provide and guide experiential
learning. “Progressivism” became synonymous with a child-centric
education.

Dewey believed that children learn best through interaction with their
environment and are capable, with adult guidance, to piece together their
worldview based solely on critical interaction with the physical evidence all
around them. But Dewey emphatically rejected a Theistic worldview. In fact,
Dewey was one of the major writers that contributed to the Humanist
Manifesto which he signed in 1933. Within this first edition of the Humanist
Manifesto was language that referred to Humanism as a “religion.” The 5th
of 15 Articles of Belief in the Humanist Manifesto I states, “Humanism
asserts that the nature of the universe depicted by modern science makes
unacceptable any supernatural or cosmic guarantees of human values.”
 JOHN WATSON AND BEHAVIORISM

John Broadus Watson (January 9, 1878 – September 25, 1958) was an

American psychologist who established the psychological
school of behaviorism. Watson promoted a change in psychology through
his address Psychology as the Behaviorist Views it, which was given
at Columbia Universityin 1913.[3] Through his behaviorist approach, Watson
conducted research on animal behavior, child rearing, and advertising. In
addition, he conducted the controversial "Little Albert" experiment and
the Kerplunk experiment. Watson popularized the use of the scientific
theory with behaviorism.[4] He was also editor of Psychological Review from
1910 to 1915.[5] A Review of General Psychology survey, published in 2002,
ranked Watson as the 17th most cited psychologist of the 20th century.

Behaviorism is the scientific study of human behavior. Its real goal is to

provide the basis for prediction and control of human beings: Given the
situation, to tell what the human being will do; given the man in action, to
be able to say why he is reacting in that way. (p. 2)

Later, in reflecting on the behaviorist movement, he wrote,

Behaviorism, as I tried to develop it in my lectures at Columbia in 1912 and

in my earliest writings, was an attempt to do one thing—to apply to the
experimental study of man the same kind of procedure and the same
language of description that many research men had found useful for so
many years in the study of animals lower than man. (Watson, 1930, p. v)

Watson’s initial research focused on animal subjects such as rats (1903),

rabbits (Watson & Watson, 1913), birds (e.g., 1907; 1908a; 1910), and
monkeys (1908b; 1909). But by the year 1919 he had been able to apply
the same experimental procedures to the study of man—the goal he had
established for himself in his 1913 article. This article has come to be
referred to as the Behaviorist Manifesto.
 WILLIAM HAGLEY AND ESSENTIALISM

Essentialism is the view that every entity has a set of attributes that are
necessary to its identity and function.[1] In early Western thought, Plato's
idealism held that all things have such an "essence"—an "idea" or "form".
In Categories, Aristotle similarly proposed that all objects have
a substance that, as George Lakoff put it, "make the thing what it is, and
without which it would be not that kind of thing".[2] The contrary view—non-
essentialism—denies the need to posit such an "essence'".
Essentialism has been controversial from its beginning. Plato, in
the Parmenides Dialogue, depicts Socrates questioning the notion,
suggesting that if we accept the idea that every beautiful thing or just action
partakes of an essence to be beautiful or just, we must also accept the
"existence of separate essences for hair, mud, and dirt" . [3] In biology and
other natural sciences, essentialism provided the rationale for taxonomy at
least until the time of Charles Darwin;[4] the role and importance of
essentialism in biology is still a matter of debate. [5] In gender studies, the
essentialist idea that men and women are fundamentally different continues
to be a matter of contention.
In Plato's philosophy (in particular, the Timaeus and the Philebus), things
were said to come into being by the action of a demiurge who works to
form chaos into ordered entities. Many definitions of essence hark back to
the ancient Greek hylomorphic understanding of the formation of the things.
According to that account, the structure and real existence of any thing can
be understood by analogy to an artefact produced by a craftsperson. The
craftsperson requires hyle (timber or wood) and a model, plan or idea in her
own mind, according to which the wood is worked to give it the indicated
contour or form (morphe). Aristotle was the first to use the
terms hyle and morphe. According to his explanation, all entities have two
aspects: "matter" and "form". It is the particular form imposed that gives
some matter its identity—its quiddity or "whatness" (i.e., its "what it is").
 JEAN PAUL SARTRE AND EXISTENTIALISM
Jean-Paul Charles Aymard Sartre (/ˈsɑːrtrə/, US also /ˈsɑːrt/;
[8]
French: [saʁtʁ]; 21 June 1905 – 15 April 1980) was a French philosopher,
playwright, novelist, screenwriter, political activist, biographer, and literary
critic. He was one of the key figures in the philosophy
of existentialism and phenomenology, and one of the leading figures
in 20th-century French philosophy and Marxism. His work has also
influenced sociology, critical theory, post-colonial theory, and literary
studies, and continues to influence these disciplines.
Existentialism (/ˌɛɡzɪˈstɛnʃəlɪzəm/)[1] is the philosophical study that begins
with the human subject—not merely the thinking subject, but the acting,
feeling, living human individual.[2] It is associated mainly with certain 19th
and 20th-century European philosophers who, despite profound doctrinal
differences,[3][4][5] shared the belief in that beginning of philosophical
thinking.
While the predominant value of existentialist thought is commonly
acknowledged to be freedom, its primary virtue is authenticity.[6] In the view
of the existentialist, the individual's starting point is characterized by what
has been called "the existential attitude", or a sense of disorientation,
confusion, or dread in the face of an apparently meaningless
or absurd world.[7] Many existentialists have also regarded traditional
systematic or academic philosophies, in both style and content, as too
abstract and remote from concrete human experience. [8][9]
The labels existentialism and existentialist are often seen as historical
conveniences inasmuch as they were first applied to many philosophers in
hindsight, long after they had died. In fact, while existentialism is generally
considered to have originated with Kierkegaard, the first prominent
existentialist philosopher to adopt the term as a self-description was Jean-
Paul Sartre. Sartre posits the idea that "what all existentialists have in
common is the fundamental doctrine that existence precedes essence", as
scholar Frederick Copleston explains.[22] According to philosopher Steven
Crowell, defining existentialism has been relatively difficult, and he argues
that it is better understood as a general approach used to reject certain
systematic philosophies rather than as a systematic philosophy itself.
[3]
Sartre himself, in a lecture delivered in 1945, described existentialism as
"the attempt to draw all the consequences from a position of
consistent atheism".
 ROBERT HUTCHINS AND PERENNIALISM
Robert Maynard Hutchins (January 17, 1899 – May 14, 1977), was an
American educational philosopher. He was president (1929–1945) and
chancellor (1945–1951) of the University of Chicago, and earlier dean of Yale
Law School (1927–1929). He was the husband of novelist Maude Hutchins.
Although his father and grandfather were both Presbyterian ministers,
Hutchins became one of the most influential members of the school of
secular perennialism.

Educational perennialism also infrequently referred to as Universal

Curriculum is a normative educational philosophy. Perennialists believe that
one should teach the things that are of everlasting pertinence to all people
everywhere, and that the emphasis should be on principles, not facts. Since
people are human, one should teach first about humans, rather than
machines or techniques, and about liberal, rather than vocational, topics.
Although perennialism may appear similar to essentialism, perennialism
focuses first on personal development, while essentialism focuses first on
essential skills. Essentialist curricula thus tend to be much more vocational
and fact-based, and far less liberal and principle-based. Both philosophies are
typically considered to be teacher-centered, as opposed to student-centered
philosophies of education such as progressivism. However, since the teachers
associated with perennialism are in a sense the authors of the Western
masterpieces[clarification needed] themselves, these teachers may be open to student
criticism through the associated Socratic method, which, if carried out as true
dialogue, involves a balance between teacher activity and student activity,
with the teacher promoting discussion.
The word perennial in secular perennialism suggests something that lasts an
indefinitely long time, recurs again and again, or is self-renewing. As promoted
primarily by Robert Hutchins and Mortimer Adler, a universal curriculum based
upon the common and essential nature of all human beings is recommended.
This form of perennialism comprises the humanist and scientific traditions.
Hutchins and Adler implemented these ideas with great success at
the University of Chicago, where they still strongly influence the curriculum in
the form of the undergraduate Common Core. Other notable figures in the
movement include Stringfellow Barr and Scott Buchanan (who together
initiated the Great Books program at St. John's College in Annapolis,
Maryland), Mark Van Doren, Alexander Meiklejohn, and Sir Richard
Livingstone, an English classicist with an American following.
 JURGEN HABERMAS, HANS GEORG GADAMER AND LINGUISTIC
PHILOSOPHY

Linguistic philosophy is a unique approach towards understanding

languages and philosophy. It is a methodical and analytical study of a
language to understand it better and includes the analyses of its structure,
meaning, development and evolution through times and its varied
interpretation accordingly. Linguistic philosophy believes and wants its
students to believe that solutions to philosophical problems can be found
by reformation of the language or a deeper and better comprehension of
the language. This discipline of study has gained popularity in the
20th century and mostly among American and British philosophers and
research scholars on philosophy.
Linguistics, going by the word, implies anything related to language and
philosophy is a subject that inculcates an attitude of logical reasoning and a
critical assay of the regular life activities, human nature, life, knowledge and
humanitarian ethics. The coming together of both is with an intention of
building a comprehensive grasp on a language and in turn the relevant
philosophies.
Now, there are two dimensions to it, as mentioned earlier, by reforming the
language which comes under “ideal language philosophy” and by
developing a better understanding of the language which is a part of
“ordinary language philosophy”. Ideal language philosophy is also known
as analytic philosophy or logical positivism. The perspective of both the
branches of study is same which is about linguistic analysis of philosophy
and reaching an eventual solution but the reason which makes them
unique and different from each other is the methodology applied for the
same. They also exhibit a subtle distinction in their goal or purpose.
Ideal language philosophy exercises the methods and principle of reforms
i.e. altering the language and refining it further that will make the analyses
of the philosophies easier whereas Ordinary language philosophy does not
disturb the language and respects the evolution it has gone through by
trying to understand it in its current form and dialect. It puts an effort to
clarify the misinterpretations of words and phrases and work towards
deciphering ordinary everyday language while Ideal language philosophy
does not concentrate and emphasize on the intricate details for the analysis
of a philosophy.
 H. Research Work – Research on the following philosophies. Those
marked with asterisk (*) are a must. Give the gist of each philosophy.
Cite those thoughts with which you agree and also those with which
you disagree.

*Christian Philosophy

Christian philosophy does not reject reason or tests for truth. Christianity
says the New Testament is true because its truths can be tested. Christians
do not ask non-believers to put their faith in a revelation of old wives’ tales
or fables, but instead to consider certain historical evidences that reason
itself can employ as an attorney building a case uses evidences in the law
to determine questions of fact. Christian epistemology is based on special
revelation, which in turn is based on history, the law of evidence, and the
science of archaeology.

Gist: Agree, that Christians philosophy does not rely on what has the
biblical scholar wrote about our faith existence but base on facts presented
supported by evidences gathered through researches. Our faith was
ascended by our ancestors and parent. We are nurtures by our good
actions. Christian doctrine emphasizes the true faith by embracing good
deeds to other people as an image and likeness of Jesus Christ. We can
do these all things in loving His people without racial discrimination “loving
someone loves Jesus”.

RATIONALISM
Rationalism holds, in contrast to empiricism, that it is reason, not
experience that is most important for our acquisition of knowledge. There
are three distinct types of knowledge that the rationalist might put forward
as supporting his view and undermining that of the empiricist.
First, the rationalist might argue that we possess at least some innate
knowledge. We are not born, as the empiricist John Locke thought, with
minds like blanks slates onto which experience writes items of knowledge.
Rather, even before we experience the world there are some things that we
know. We at least possess some basic instincts; arguably, we also possess
some innate concepts, such as a faculty for language.
Gist: “Education tends to perfect the organs that are the instrument of
knowledge and endeavors to process the way for reason, by the proper
exercises of senses.” Sending the child to school would the process to
acquired knowledge in order to complete their learning and adding more
patterned structure that would enhance.
 EMPIRICISM
Empiricism is the theory that experience is of primary importance in giving
us knowledge of the world. Whatever we learn, according to empiricists, we
learn through perception. Knowledge without experience, with the possible
exception of trivial semantic and logical truths, is impossible.
Classical empiricism is characterized by a rejection of innate, in-born
knowledge or concepts. John Locke, well known as an empiricist, wrote of
the mind being a tabula rasa, a “blank slate”, when we enter the world. At
birth we know nothing; it is only subsequently that the mind is furnished
with information by experience.
Gist: According to John Locke, the mind being a tabula rasa, a “blank
tablet”, when we enter the world. At birth we know nothing; it is only
subsequently that the mind is furnished with information by experience.
Agree. Why? Because after getting birth the mother that’s the time the
mother implanted gradually the mind of the child by caring and nurturing
until they grow. Experiences of the child are at hand of the mother with the
help of the family
PRAGMATISM

Pragmatism (Experientialism)
For pragmatists, only those things that are experienced or observed are
real. In this late 19th century American philosophy, the focus is on the
reality of experience. Unlike the Realists and Rationalists, Pragmatists
believe that reality is constantly changing and that we learn best through
applying our experiences and thoughts to problems, as they arise. The
universe is dynamic and evolving, a "becoming" view of the world. There is
no absolute and unchanging truth, but rather, truth is what works.
Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-
1914), who believed that thought must produce action, rather than linger in
the mind and lead to indecisiveness
Gist: that’s true, the earth is evolved and a lot of changes from population
rise-up, technology based products, pollution everywhere, climate change,
waste disposal problems, crimes and many more that the earth has. And
because of this experiences people’s mind depend of the reality,
materialistic in ways.
 RECONSTRUCTIONISM

Reconstructionism Theory
Social Reconstructionism is a philosophy that emphasizes the addressing
of social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education. Theodore Brameld (1904-
1987) was the founder of social Reconstructionism, in reaction against the
realities of World War II. He recognized the potential for either human
annihilation through technology and human cruelty or the capacity to create
a beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of preparing
people for creating this new social order.
Gist: I agree, the theory of George Counts: recognized that education was
the means of preparing people for creating this new social order. Education
is the vital means of social transformation; it caters all walk in life. Bringing
the people to the world of education that transmit knowledge about peace
and social justice we can reach peaceful community.

*CONFUCIANISM

Confucianism
Confucius said heaven and the afterlife were beyond human capacity to
understand, and one should therefore concentrate instead on doing the
right thing in this life. The earliest records from his students indicate that he
did not provide many moral precepts; rather he taught an attitude toward
one's fellow humans of respect, particularly respect for one's parents,
teachers, and elders. He also encouraged his students to learn from
everyone they encountered and to honor others' cultural norms.

Gist: Agree. Confucianism taught good values towards other people,

human respect especially the elders and parent. Integrating this philosophy
in teaching will be a great help for children to be a productive person
someday. Our parents are the good example of the children to learn the
good values. It can be applied this principle, the Golden rule: “Do not do
others what you do not like others to do to you.”
 HINDU PHILOSOPHY

Hindu philosophy refers to philosophies, world views, and

teachings [1] that emerged in ancient India. These include six systems
(ṣaḍdarśana)
– Sankhya, Yoga, Nyaya, Vaisheshika, Mimamsa and Vedanta.[2] These are
also called the Astika (orthodox) philosophical traditions and are those that
accept the Vedas as an authoritative, important source of knowledge. [3][note 1]
[note 2]
Ancient and medieval India was also the source of philosophies that
share philosophical concepts but rejected the Vedas, and these have been
called nāstika (heterodox or non-orthodox) Indian philosophies. [2][3] Nāstika
Indian philosophies include Buddhism, Jainism, Cārvāka, Ājīvika, and
others.[6]

Gist: Agree. Hindus believe in the doctrines of samsara (the continuous

cycle of life, death, and reincarnation) and karma (the universal law of
cause and effect). One of the key thoughts of Hinduism is “atman,” or the
belief in soul. This philosophy holds that living creatures have a soul, and
they're all part of the supreme soul.

BUDDHIST PHILOSOPHY

Buddhist philosophy refers to the philosophical investigations and

systems of inquiry that developed among various Buddhist
schools in India following the parinirvana (i.e. death) of the Buddha and
later spread throughout Asia. The Buddhist path combines both
philosophical reasoning and meditation.[2] The Buddhist traditions present a
multitude of Buddhist paths to liberation, and Buddhist thinkers in India and
subsequently in East Asia have covered topics as varied
as phenomenology, ethics, ontology, epistemology, logic and philosophy of
time in their analysis of these paths.
Early Buddhism was based on empirical evidence gained by the sense
organs (ayatana)[3] and the Buddha seems to have retained
a skeptical distance from certain metaphysical questions, refusing to
answer them because they were not conducive to liberation but led instead
to further speculation. A recurrent theme in Buddhist philosophy has been
the reification of concepts, and the subsequent return to the
Buddhist Middle Way.[4][5]
Particular points of Buddhist philosophy have often been the subject of
disputes between different schools of Buddhism. These elaborations and
disputes gave rise to various schools in early Buddhism of Abhidharma,
and to the Mahayana traditions such
as Prajñāpāramitā, Madhyamaka, Buddha-nature and Yogācāra.
Gist: Agree. The Buddhist path combines both philosophical reasoning
and meditation.
 *PAOLO FREIRE’S PHILOSOPHY
Paolo Freire’s Philosophy
Freire's revolutionary pedagogy starts from a deep love for, and humility
before, poor and oppressed people and a respect for their "common
sense," which constitutes knowledge no less important than the scientific
knowledge of the professional. Freire conceived of authentic teaching as
enacting a clear authority, rather than being authoritarian. The teacher, in
his conception, is not neutral, but intervenes in the educational situation in
order to help the student to overcome those aspects of his or her social
constructs that are paralyzing, and to learn to think critically. In a similar
fashion, Freire validated and affirmed the experiences of the oppressed
without automatically legitimizing or validating their content.
Gist: Agree. Freire’s philosophy focus on teacher behavior to their children
on how to collaborate the empty minds of the children. The role of the
teachers is to deposit lessons to the minds of the young children.
Considered to empty is an absolute ignorance.

SOCRATE’S PHILOSOPHY

Socrates believed that philosophy should achieve practical results for the
greater well-being of society. He attempted to establish an ethical system
based on human reason rather than theological doctrine.

Socrates pointed out that human choice was motivated by the desire for
happiness. Ultimate wisdom comes from knowing oneself. The more a
person knows, the greater his or her ability to reason and make choices
that will bring true happiness.

Socrates believed that this translated into politics with the best form of
government being neither a tyranny nor a democracy. Instead, government
worked best when ruled by individuals who had the greatest ability,
knowledge and virtue, and possessed a complete understanding of
themselves.

GIST: Disagree. Socrate’s Method/Philosophy is centered in human

reasoning alone, which is no convenient, since the basis of the said
philosophy is only human’s comprehension, disregarding theological
doctrine is like disregarding what things are needed to be followed.
 PLATO’S PHILOSOPHY
Plato’s Philosophy
Ideas are available to us through thought, while phenomena are available
to us through our senses. So, naturally, thought is a vastly superior means
to get to the truth. This is what makes Plato a rationalist, as opposed to an
empiricist, in epistemology.
Senses can only give you information about the ever-changing and
imperfect world of phenomena, and so can only provide you with
implications about ultimate reality, not reality itself.
Gist: Agree, differentiate people those educated and none there are aspect
to be consider why? Because there are some people educated but they are
not; attitudes and behaviors are something to learn in our day-to-day
activities, our social relationship to our family members, our neighbors, and
our officemate.

ROUSSEAU’S PHILOSOPHY

Rousseau’s philosophy
Education is not concerned with particular techniques of imparting
information and concepts, but rather with developing the pupil’s character
and moral sense, so that he may learn to practice self-mastery and remain
virtuous even in the unnatural and imperfect society in which he will have to
live.
Gist: Yes, it’s true that the “education tends to form the mind prematurely
and instructs the child about duties.”

STOIC PHILOSOPHY

Stoicism is an ancient Greek philosophy (developed by Zeno of

Citium around 300 B.C.as a refinement of Cynicism) which teaches the
development of self-control and fortitude as a means of
overcoming destructive emotions. It does not seek
to extinguish emotions completely, but rather seeks to transform them by
a resolute Asceticism (a voluntary abstinence from worldly pleasures),
which enables a person to develop clear judgment, inner
calm and freedom from suffering(which it considers the ultimate goal).

Gist: Agree. Since stoicism aims to alter oneself but not ultimately
destroying it, there will be just some changes on the aspects of the beings.
 EPICUREANISM

Epicureanism is a system of philosophy based on the teachings

of Epicurus, founded around 307 B.C. It teaches that the greatest good is
to seek modest pleasures in order to attain a state
of tranquillity, freedom from fear ("ataraxia") and absence from bodily
pain ("aponia"). This combination of states is held to
constitute happiness in its highest form, and so Epicureanism can be
considered a form of Hedonism, although it differs in its conception of
happiness as the absence of pain, and in its advocacy of a simple life.

Gist: Agree. If want to seek something that can make us happy, let us do
appreciate little things, by doing so, we can genuinely obtain happiness in
ourselves.

PHILOSOPHICAL ANALYSIS

Throughout its development as an intellectual discipline the Western

philosophical tradition has been analytic in focus as well as practice. An
analytic discipline is one that engages in analysis or that analyzes. To
'analyze' here means to separate into constituent components or elements,
i.e., to determine the essential features or characteristics that define the
phenomena or concepts in question.
Analysis is then a critical and reductive process-reductive in that it
reduces phenomena or concepts to their most basic components and
critical in the sense that the process is rigorous, systematic and rational.
Critical also suggests the analysis tries, in some sense, to discover the
truth about the phenomena or concept in question. The principal focus in
philosophical analysis is on ideas and concepts.
Since good philosophical analysis depends upon the abilities to give
precise definitions to concepts and to formulate, isolate and criticize logical
arguments, the principle analytic tools in philosophical investigations are

Gist: Agree. A reflected person/s is/are more likely to think critically, to ask
themselves about the something they wanted to figure out. Critical analysis
of something which is significant to what he/she wanted to discover will be
realized.
 PHENOMENOLOGY

Phenomenology is the study of structures of consciousness as experienced

from the first-person point of view. The central structure of an experience is
its intentionality, its being directed toward something, as it is an experience
of or about some object. An experience is directed toward an object by
virtue of its content or meaning (which represents the object) together with
appropriate enabling conditions.
Phenomenology as a discipline is distinct from but related to other key
disciplines in philosophy, such as ontology, epistemology, logic, and ethics.
Phenomenology has been practiced in various guises for centuries, but it
came into its own in the early 20th century in the works of Husserl,
Heidegger, Sartre, Merleau-Ponty and others. Phenomenological issues of
intentionality, consciousness, qualia, and first-person perspective have
been prominent in recent philosophy of mind.
GIST: Agree. First person point of view is really the basis of one’s
philosophy of mind.

LOGICAL POSITIVISM

Logical positivism, also called logical empiricism, a philosophical

movement that arose in Vienna in the 1920s and was characterized by the
view that scientific knowledge is the only kind of factual knowledge and that
all traditional metaphysical doctrines are to be rejected as meaningless. A
brief treatment of logical positivism follows. For full
treatment, see positivism: Logical positivism and logical empiricism.

Logical positivism differs from earlier forms

of empiricism and positivism (e.g., that of David Hume and Ernst Mach) in
holding that the ultimate basis of knowledge rests upon public experimental
verification or confirmation rather than upon personal experience. It differs
from the philosophies of Auguste Comte and John Stuart Mill in holding
that metaphysical doctrines are not false but meaningless—that the “great
unanswerable questions” about substance, causality, freedom, and God
are unanswerable just because they are not genuine questions at all. This
last is a thesis about language, not about nature, and is based upon a
general account of meaning and of meaninglessness. All
genuine philosophy (according to the group that came to be called
the Vienna Circle) is a critique of language, and (according to some of its
leading members) its result is to show the unity of science—that all genuine
knowledge about nature can be expressed in a single language common to
all the sciences.
GIST: Disagree. Not only scientific knowledge should be the basis as
the only kind of factual knowledge since, abstract exists.
I. One of you will volunteer/be assigned to obtain the vision and mission
statement of the Department of Education and present the same in
class. Which philosophies of educations are reflected in the DepEd
vision-mission statement?

DepED Mission
Epicureanism • Primary purpose of this philosophy was to attain
happy and tranquil life. All societies are based solely on an
agreement of men not to harm each other— a mutual advantage.
Goodness: Such an existence in the company of a few like-minded
friends will provide the reassurance and good fellowship necessary
for peace of mind, ataraxia.

Plato’s Philosophy • Motivation and interest plays a vital role in

learning. He was against the use of force of education. The educator
is considered to have great importance, thus he is the constant guide
of the students.

DepED Vision
Rousseau’s Philosophy
• We prepare the child to live life by attainment of fullest natural
growth leading to balanced, harmonious and useful life.
The focus of Émile is upon the individual tuition of a boy/young man
in line with the principles of ‘natural education’ Make the citizen good
by training’,
Jean- Jacques Rousseau writes, ‘and everything else will follow’. and
contribute meaningfully to building the nation.”
Plato’s Philosophy
• This aim, on the other hand, doesn’t focus on personal growth but
the service of the state, which is a guarantor of the happiness of its
citizens, for as long as they allow it to be the embodiment of justice.
 J. The K to 12 Basic Education Curriculum envisions a Grade 12
graduate who is:
 Holistically developed
 With 21st century skills
 Ready for:
 Employment
 Entrepreneurship
 Middle level skills development
 Higher Education
On which philosophies of education is the K to 12 Basic Education
Curriculum anchored? Explain your answer/s

Constructivism
The concepts are taught early then re-taught in succeeding years with
increased sophistication and complexity. Learners continuously
reflect on their experiences while developing the needed abilities and
skills to achieve this kind learning. Constructivism encourages
different activities where students can reflect, discuss with their
teacher or with their peers their outcomes, understand it, then learn it.

Progressivism
Since our curriculum aims to develop learners who are armed with
sufficient competencies which could be achieved by actively applying
and utilizing it in real world, actively testing ideas or concepts
learned. Progressivism is applied in our current curriculum because
students are to experience the world; it is therefore active and not
passive in nature.

Reconstructionism
With the advent of the k12 curriculum, the traditional understanding
that a 10-years basic education is sufficient has been changed to
improve human conditions. K-12 curriculum allows the student to
experience and take social action on real problems. Community-
based learning and bringing the world into the classroom are
strategies used.
 Activity 1

Analyze the given example in your small groups, then answer the
following questions:

1. Which of the philosophies studied in Lesson 1 are reflected

in the given philosophy?

 Existentialism, Behaviorism, Linguistic Philosophy

2. What are the teacher’s concept/s of the learner?

 has a natural interest in learning and is capable of

learning
 is an embodied spirit
 can be influenced but not totally his/her
environment
 is unique and so comparing a child to other
children has no basis
 does not have an empathy mind, rather is full of
ideas

3. Who, according to the Grade School teacher’s philosophy is

the good and educated person?

 A good and educated person consistently

practicing good values to serve as a model to
every child. S/He strengthen the value formation of
every child through “hands-on-minds-on-hearts-
on” experiences inside and outside the classroom.

4. What is the teacher’s concept on values?

 There are unchanging values in changing times
and these must be passed on to every child by
modeling, value inculcation and value integration
in their lesson.
5. What does the teacher believe to be her primary task?
 To facilitate the development of every child to the optimum
and to the maximum

6. Do her concepts of the learner and the educated person match with how
he/she will go about his/her task of facilitating every child’s full
development?
 Yes, because s/he is consistent on how s/he will go about
his/her task of facilitating every child’s full development in
accordance with his/ her belief or concepts about a learner.

7. You notice that the teacher’s thought pm the learner, values and method
of teaching begin with the phrases “I believe”. Will it make a difference if
the Grade school teacher wrote his/her philosophy of education in
paragraph form using the third person pronoun?
 Yes, because if she use third person pronoun, there wouldn’t
be greater impact to the reader or a more personal
relationship to the reader.

8. Why is one’s philosophy of education said to be one’s “window” to the

world or “compass” in life?
 One’s philosophy of education said to be one’s “window” to
the world or “compass” in life because this is how the person
view the people, things or everything around him which can
serve as his guide in dealing with his everyday life.
Activity 2

1. Formula your personal philosophy of education. Do it well for this will

form part of your teaching portfolio which you will bring along with you
when you apply for a teaching job. Write it down here.

 I believe that learning can and should be fun and that

students who are active participants learn much more than

those whose participation is largely passive. Teaching and

learning involves an inherent contract. Students must agree

to take responsibility for their learning in order to engage,

and teachers must be willing to be engaged, as well. When

students are so engaged, their learning is not solely

dependent upon the rate of the delivery of lectures, so a mix

and match of pace and teaching strategies designed to meet

the needs of a range of learning skills need not be

debilitating to the progress of any students. I welcome a

group of students who are actively involved, thinking and

questioning the material presented to them whether

presented by me or by another student

2. Share you philosophy of education with the class.

Activity 3

A. Reflect on your own philosophy using the following question as

guide:

1. With that educational philosophy:

 how will you treat your student?
i. I will treat my students in the way they should
be treated. In that case, I will try what I can to
teach them and bring out the best of them.

 what will you teach?

i. The lesson to be taught.

 how will you teach?

i. I believe that a teacher is not a giver of
knowledge but rather a facilitator or a guide
for the student. As a guide, it is my
responsibility to find or create alternate
presentations of the material that I feel help
clarify key points and to design class
contacts.

2. From which philosophies that you have studied and

researched did you draw inspiration as you formulated your
own philosophy of education?

 From my own experiences and experiences of

others and from the good teachers I encountered
and shared their insights of being an educator.
3. Does this education philosophy of yours make a difference in your life?
 Yes, because it is my belief in life that can guide me in
everything

4. What if you do not have a formulated philosophy of education at all?

 I will be like a teacher that just teaches and doesn’t care,

touch and empower life. A teacher with no purpose and
direction at all.

5. Is your educational philosophy more of abstract theory that a blueprint to

daily living?

 No, because I saw teachers who treat a child in the way what I
believe. So if they can be a good teacher, why couldn’t I?

6. Do you think your philosophy will change as you grow in knowledge?

 No, this philosophy will be enhance. It will branch out to a

better philosophies

Test your Understanding

A. Direction: Answer the following with a YES or NO. if answer

is NO, explain your answer in a sentence.

NO 1. Is morality for person or animals?

Humans only, since humans are rational being.

NO 2. is the natural law known only by the learned?

 Even persons without education have a sense to do
good and to avoid evil

YES 3. Did the primitive people have a sense of the natural law?

NO 4. is an animalistic act of man moral?

With the use of Brute force, it is an act of
inhumane/not moral
NO 5. is it right to judge a dog to be immoral if it defecates right
there in your garden?
Dog is an animal and animals doing have the ability
of being rational.

NO 6. is the foundational moral principle sensed only by believers?

All people non-believers or believers alike has the
sense to do good and to avoid evil.

NO 7. is the foundational moral principle very specific?

It is a general statement.

YES 8. is the foundational moral principle basis of more specific

moral principles?

YES 9. is the foundational moral principle so called because it is the

basis of all moral
principles?

YES 10. Are the Ten Commandments for Christians more specific
moral principle of
foundational moral principle?

NO 11. is the natural law literally engraved in every human heart?

It is not written literally.
 YES 12. Are the Five Pillars of Islam reflective of the natural law?

YES 13. Is the Buddhist’s Eightfold path in accordance with the

natural law?

YES 14. Are the Golden rule for Christians basically the same with
Kung-Fu-tsu’s Reciprocity rule?

Synapses Strengtheners

A. Direction: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?

 This means when you choose to do righteous things

whether it results good or bad consequence one’s
moral behavior conforms human’s rightful act.

2. Why is morality only for person?

 For the simple explanation that a person is a rational

being, person/human is free and has the ability to act
in their will.

3. What do the following tell you about the natural law?

Ancient philosophers and dramatists had mentioned the

natural law Sophocles, for instance, in the drama Antigone, spoke of
the “unwritten” statues of heaven which are not of today or yesterday
but from all time and no man knows when they were first put forth”

Cicero wrote: “True law is right reason in agreement with nature; it is

of universal applications, unchanging and everlasting…”

“Lawless license or promiscuity is not common among primitive

people according to Fr. Vanovernerg, a Belgian anthropologist of the
 CICM congregation, the Negritos of Northern Luzon have excellent
moral standards especially with regard to honesty and sexual matters
although their power of abstraction is so low they can hardly count 5”.
(Panizzo, 1964)

 This means that we have the duties to averts

ourselves from wrongdoings by the laws of
prohibition. It is an absolute law so we must not repel
and abolish it.

B. Journal Entry

1. “Do good, avoid evil” is the foundational moral principle. List at

least 5 good things you have to do as a teacher and 5 evil things
you have to avoid doing.
 5 Good Things to do
o Being a good model to students
o Respecting fellow teachers
o Being just
o Being Honest
o Hold Anger
 5 Evil Things To Avoid
o Being Judgemental
o Favoritism
o Harassment
o Unpleasant Words
o Bias

2. The Golden Rule of Christians is “Do to other what you would like
other to do to you”. Give a concrete application of the Golden Rule
as you relate to a learner, to fellow teacher, to a parent or any
member of the community and to your superiors.

Eg. Speak well of your fellow teacher just as you want your fellow
teacher to speak well to you”

 I will show love to anyone as much as I can. In every

little things I can do to show love, I won’t hesitate. By
simply smiling thinking positively amidst negative
 thoughts, I would like to display. Being optimist
when everything goes wrong.

C. Research on the following

1. What do the following statements imply about the role of religion in

the moral formation of man?
 “If God did not exist, then everything would be permitted.”
Dostoyevsky
 Dostoyevsky recognize that religion was a tool for
keeping something in line by convincing them that
they (humans) are going to pay if they do this
which are unnecessary. He emphasizes that
humans has the freedom to do anything if God did
not exist.

2. There is no doubt that man can organize the world without God,
but in the final analysis he can only organize it against man” –
Pope Paul VI
 The essence of the idea is that man is made with
God’s image and likeness, so without recognition to
HIM and HIS attributes (Faith, Love, Hope) we humans
will never be defined as human.

3. How does conscience relate to morality?

 Your actions will be morally good guided by
conscience and your senses will do the right thing.
Conscience is your inborn ability to detect what is
right and wrong, in literal “conscious” that will drive
you to morality (doing what is right and avoiding evil)

4. Are man-made laws part of the natural law? What about the Code
of Ethics for Professional Teachers?
 Man made laws are sometimes an outgrowth of
natural or physical laws. Think about just about any
traffic law. These laws are governed by the laws of
Physics. Why should a car slow down for a curve?
The laws of Physics tell you why. The Professional
Code of Ethics are not laws in the same sense, but
teachers abide by them 1) because they show them
the correct way to treat those who are their "clients"
and 2) because they do not want to be banned from
my profession.
5. Do laws limit our freedom?
 Laws do limit our freedoms, but that will always be
necessary until there is only one person left on earth.
There is a saying that goes "Your freedom ends
where my nose begins." In other words, until you
interfere with my rights and freedoms.

6. What is meant by the statement “ The Sabbath is made for man

and not man for the Sabbath”
 The Sabbath is made for man not man for the Sabbath
means that things that might not be usually be acceptable
may be so under certain circumstances. The saying
originated when Jesus' disciples were rolling ripe grain
stalks between their fingers to get the wheat out and eat it
because they were hungry. They were not breaking a law,
but the Pharisees were upset about it because to them
the disciples were "working" on the Sabbath. Jesus
answered with this saying and reminded them that if
some of their livestock fell in a hole, the Pharisees would
get them out even if it was the Sabbath and even if they
were having to "work" to do so.
D. By means of a song, a poem or an acrostic (on the word MORALITY)
show the importance of morality.

ACROSTIC POEM

Meaningful it is,

Obtaining a kind of privilege there is

Realizing what is its importance

Actively doing what is right, even without a person’s glance.

Learning to distinguish what is right and evil

In order to do something not against his will

To practice doing what is right

Youth of today, let’s exercise MORALITY with might.