Sunday, December 23, 2012

My Philosophy of Education


Leonardo Z. Camboja Jr.                                           The Teaching Profession
BEE – 2                                                                   Olga C. Alonsabe, Ph.D.
November 28, 2012
My Philosophy of Education

“Bringing the education to the poorest of the poor is the essential key of development and prosperity among individual.” Leonardo Z. Camboja, Jr.

My Philosophy of Education as a Grade School Teacher
I believe that every child:
Ø  Has an innate learning that should be developed according their capabilities.
Ø  Every individual has its own talent and ability to unleash.
Ø  Attain his potential as a person.
Ø  Individual has its unique character or ability of learning especially those has exceptionalities.
I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the maximum by:
Ø  A good teacher should be open-minded, promoting respect and trust between teachers and students/pupil.
Ø  Being a teacher not to be judgmental in all his/her decision, rather used constructive commentary.
Ø  Perseverance and humility towards dealing the learners.
Ø  Teachers must be sensitive and observant during a class activity.
Ø  Learning is a process, the learner’s interest and perseverance to learn is to the very great extent.



Reflection Paper - Beliefs and attitudes


Leonardo Z. Camboja Jr.
BEE-2
December 15, 2012, MWF – 5:30 – 6:30 PM
Dr. Olga C. Alonsabe, Ph.D.
Reflection Paper – Beliefs and attitudes


Based on the survey, the community respondents agreed that:
Ø  Teachers sets moral standard of the community and should be a paragon of virtue.
Teaching profession is not easy to reach, is not easy to capture, and is not easy to be a stewards. Why? Molding an individual to be a teacher has lots of sacrifices and trials that you to be surmounted. As part of taking this path is the good reputation in the community, my wholesome images were I belong is my assets to the people around me. Teachers should uphold this moral value. Teacher is stewards,  a keepers of  parents children who entrusted while inside the classroom. Respect from your self is also a respect to the community especially the young children who are admiring our actions, imitating our actions. They keep on looking up for they believe I ‘am good person, good member of the family, good counselor, good friend and a good leader. Teacher is leader in their respective community; they are the one chosen being a judge of any competition set by their community, a president of a “Purok or Barrio”, an adviser of any organization. These kinds of opportunities rely of being a good person or trusted person in their locality. Young children admire of their teachers, that’s why I set myself to be an exemplar, e.g. the way I talk, the way I think and the way of my actions.

Ø  Men should be encouraged to enter the teaching profession,
If I count in my finger the numbers of male teachers in one school campus, it numbered in hands or in feet. Most of the time, I was visited Camaman-an Elementary School because I have a best friend, a teacher, I noticed that no male teacher I found inside the campus. I asked my friend, do you have a male co-teacher? She said 2. I said to myself, is that how crisis the male teacher nowadays? Where are they? Why most of the male students don’t have courage to take an education? For me, I love teaching. I amazed  watching teacher having their lectures. I proud being a male teacher. If there are few who are taking education but gays. Is education are for women only? I always encourage young people especially my acolytes to take education if not priesthood because I believe the nobility of being an educator. Taking priesthood if not successful there ending career will go to teaching. Teaching in philosophy, values education and other related field suited to their profession. I believe teaching is a vocation and a calling.





Reflection Paper - Gist


Leonardo Z. Camboja Jr.
BEE-2
December 10, 2012, MWF – 5:30 – 6:30 PM
Dr. Olga C. Alonsabe, Ph.D.
Reflection Paper – Gist

Instruction: Give the gist of each philosophy. Cite those thoughts with which you agree and also those with which you disagree. (Gist - that is intended, signified or essential part of the idea.)
Christians Philosophy
The basic tenets of Christian philosophy are rational because they are held by average, rational men and women. But surely Christianity must still run into an epistemological problem—how does the Christian “know” without clashing with science and experience? How can the knowledge we gain through faith in Biblical revelation compare to knowledge gained by a scientific investigation of the universe?

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:  It’s true, 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”.
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: 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.”

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.

Banking education. Freire criticized prevailing forms of education as reducing students to the status of passive objects to be acted upon by the teacher. In this traditional form of education it is the job of the teacher to deposit in the minds of the students, considered to be empty in an absolute ignorance, the bits of information that constitute knowledge. Teaching and learning as a process of inquiry in which the child must invent and reinvent the world.
Gist: 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. It is true according to the Childhood Council that at first 1-3 months in the school children do not teach lessons but observe, knowing their weaknesses, their talents etc. Let them used their fine and gross motor skills to unleash the individual capacities. Exploring social responsibility in preparation for task maturation. Child realizes their mistake in time of experiencing difficulties and hardship. The child actions are the basis of taking into the natural behavior, consequences will follows if is not good result. By allowing the child to do his/her will they can manifest their thought. Learning behind their actions, those actions they will learn.
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. The hypothetical boy, Émile, is to be raised in the countryside, which, Rousseau believes, is a more natural and healthy environment than the city, under the guardianship of a tutor who will guide him through various learning experiences arranged by the tutor. Today we would call this the disciplinary method of "natural consequences" since, like modern psychologists. Rousseau felt that children learn right and wrong through experiencing the consequences of their acts rather than through physical punishment. The tutor will make sure that no harm results to Émile through his learning experiences.
ROUSSEAU believes that: -Everything is good as it comes from nature -Child shouldn’t be taught the principles of truth and virtue -Child should be guarded against evil +ve education tends to form the mind prematurely and instruct the child about duties -ve education tends to perfect the organs that are the instruments of knowledge and endeavors to process the way for reasons, by the proper exercises of senses.
Gist:  Yes, it’s true that the “education tends to form the mind prematurely and instructs the child about duties.” Developing the mind of the children through standard teaching of good values; the child from 0-6 years old were the crucial stages that their mind should be filled-up with needed learning and moral values. Just like a pail of knowledge that was illustrated by Bruner in his constructivism theory. Nurturing child from conception until his birth is the great factor to produce a healthier and better child for better future in our society today. This is how our learning emphasized by our teaching towards our pupils. Training while the child is young is easy to bend when it comes to mistakes. Discipline can be manageable by their parents.
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.
Second, the rationalist might argue that there are some truths that, though not known innately, can be worked out independent of experience of the world. These might be truths of logic or mathematics, or ethical truths. We can know the law of the excluded middle, answers to sums, and the difference between right and wrong, without having to base that knowledge in experience.
Third, the rationalist might argue that there are some truths that, though grounded in part in experience, cannot be derived from experience alone. Aesthetic truths, and truths about causation, for instance, seem too many to be of this kind. Two people may observe the same object, yet reach contradictory views as to its beauty or ugliness. This shows that aesthetic qualities are not presented to us by our senses, but rather are overlaid onto experience by reason. Similarly, we do not observe causation, we merely see one event followed by another; it is the mind, not the world, that provides us with the idea that the former event causes the latter. 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. What do you observed your child during first day of school? Maybe a lots of sharing and testimonies rise-up; perhaps other would say, nice achievement for my child, many more experiences that the parents could not express happiness when in comes to child education. This time, all the senses are used in different activities that the teachers do during session, two hours is a great experience of the child while inside the classroom.

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.
In its most radical forms, empiricism holds that all of our knowledge is derived from the senses. This position leads naturally to the verifications principle that the meaning of statements is inextricably tied to the experiences that would confirm them. According to this principle, it is only if it is possible to empirically test a claim that the claim has meaning. As all of our information comes from our senses, it is impossible for us to talk about that which we have not experienced. Statements that are not tied to our experiences are therefore meaningless.
This principle, which was associated with a now unpopular position called logical positivism, renders religious and ethical claims literally nonsensical. No observations could confirm religious or ethical claims, therefore those claims are meaningless. Radical empiricism thus requires the abandonment of religious and ethical discourse and belief.
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 (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. Education is a real solution of our unchanging society to a better life without this realization until now we are behind; we are dreaming for unexpected things that might be happen and yet we do not do. We are always hoping for good but not in actions. 
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. Peace education is integrated by the college curriculum in order to learned the basic approach of how peace inculcate to the minds of every individual child within their classroom and adapt it to their respective community. This is the exact time to emphasize the important of peace education among the children because they are the future leaders of every small community which is the family and to the community at large.
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.  Reason goes straight to the idea. You “remember,” or intuitively recognize the truth, as Socrates suggested in the dialog Meno.
According to Plato, the phenomenal world strives to become ideal, perfect, and complete.  Ideals are, in that sense, a motivating force.  In fact, he identifies the ideal with God and perfect goodness.  God creates the world out of material (raw material, matter) and shapes it according to his “plan” or “blueprint” -- ideas or the ideal.  If the world is not perfect, it is not because of God or the ideals, but because the raw materials were not perfect.  I think you can see why the early Christian church made Plato an honorary Christian, even though he died three and a half centuries before Christ! Begins in wonder."
"...(I)f you ask what is the good of education in general, the answer is easy; that education makes good men, and that good men act nobly."
Gist: really true, 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. These people around us are our pattern to develop more good values even if you not educated or professional. Our parents taught us good manners and right characters when we are young, this will also our guide outside our home not even necessary to obtain high degree to be able to act nobly. What is important is we follow what is good for ourselves and good for our neighbors. Another thing I consider advantages of being educated are I know how to reflect, thinking the right and pleasant ways of handling situations, knows how weight decision making. In my upcoming years, if God allows me to be part of a noble profession as a teacher. I will let my experiences that I have learned inside and outside school will be my pattern to be good teacher. By participating parochial works will be my ladder into a better teacher someday.

Saturday, December 22, 2012

Reflection Paper - Ten years from now as an educator


Leonardo Z. Camboja Jr.
BEE-2
December 13, 2012, MWF – 5:30 – 6:30 PM
Dr. Olga C. Alonsabe, Ph.D.
Reflection Paper – Ten Years from now as an Educator


Teaching is a vocation, a calling to impart knowledge or skill to the young. Calling means a passion, devotion, and a love of children. Teaching is a passion because we could not teach someone if we do not have courage, enthusiasm and perseverance. Teaching is a devotion because without our sincerity, affection towards the children, humility, and sacrifices we could not reach the ideal learning of the children in the future. Teaching another person is a love because we share our knowledge to someone needed it. Sharing of ability and talent are the gifts of God to us. All these positive values are essentials to those who are aspiring and those in their profession because these are the measurement of being an effective teacher. Now I’m in a 2nd year of Bachelor of Elementary Education which is my second course. Every time I saw a teacher, I always dream for myself that someday I’ll be one of them. I love nurturing children’s welfare, lead them into a good pathways of a better people.

                Teaching is my passion; I love lectures, giving good insight and a model to them. Joining the teaching profession is nobility, I’m influencing people lives and gives great demand for untiring dedication and continuing education. My perspective mission to reach one decade of my chosen field, it requires a great challenge and enthusiasm and vigor. Teacher accomplishment is equivalent to whole transformation of the learners. I want to be a light of the learner because teaching is fun.

Reflection Paper - My Philosophy of Education


Leonardo Z. Camboja Jr.                                                     The Teaching Profession
BEE – 2                                                                            Olga C. Alonsabe, Ph.D.
November 28, 2012
My Philosophy of Education

My Philosophy of Education as a Grade School Teacher
I believe that every child:
Ø  Has an innate learning that should be developed according their capabilities.
Ø  Every individual has its own talent and ability to unleash.
Ø  Attain his potential as a person.
Ø  Individual has its unique character or ability of learning especially those has exceptionalities.
I believe that my task as a teacher is to facilitate the development of every child to the optimum and to the maximum by:
Ø  A good teacher should be open-minded, promoting respect and trust between teachers and students/pupil.
Ø  Being a teacher not to be judgmental in all his/her decision, rather used constructive commentary.
Ø  Perseverance and humility towards dealing the learners.
Ø  Teachers must be sensitive and observant during a class activity.
Ø  Learning is a process, the learner’s interest and perseverance to learn is to the very great extent.



Monday, December 10, 2012

Five Philosophies of Education


Leonardo Z. Camboja Jr.                                                             The Teaching Profession
BEE – 2                                                                                                 Olga C. Alonsabe, Ph.D.
December 3, 2012
Philosophies of Education
John Dewey - Progressivism
John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners must adapt to each other and to their environment. Schools should emphasize the subject matter of social experience. All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character development is based on making group decisions in light of consequences.
For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers.
John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority.
JohnB. Watson - Behaviorism
Watson coined the term "Behaviorism" in 1913. Behaviorism assumes that behavior is observable and can be correlated with other observable events. Thus, there are events that precede and follow behavior. Behaviorism's goal is to explain relationships between antecedent conditions (stimuli), behavior (responses), and consequences (reward, punishment, or neutral effect). His theory was more concerned with effects of stimuli. He derived much of his thinking from Pavlov's animal studies (classical conditioning). This is also referred to as "learning through stimulus substitution," a reference to the substitution of one stimulus for another. For example, the ringing of a bell eventually produced the same response as food for Pavlov's dogs.
Aspects of Watson's theory:
• He opposed mentalistic concepts
• He used contiguity to explain learning
• He considered emotion to be just another example of classical conditioning
• He rejected the notion of individual differences
• He thought complex behaviors came about through combinations of identifiable reflexes
• He was a chief proponent of "nurture" and believed that all human differences were the result of learning
• He believed that practice strengthens learning

Popularizing Behaviorism
John B. Watson is generally given credit for creating and popularizing the term behaviorism with the publication of his seminal 1913 article "Psychology as the Behaviorist Views It." In the article, Watson argued that psychology had failed in its quest to become a natural science, largely due to a focus on consciousness and other unseen phenomena. Rather than study these unverifiable ideas, Watson urged the careful scientific study of observable behavior. His view of behaviorism was a reaction to introspection, where each researcher served as his or her own research subject, and the study of consciousness by Freud and others, which Watson believed to be highly subjective and unscientific.
William Bagley - Essentialism
The essentialists offered several basic educational principles. First, they recognized the right of an immature student to the guidance of a well-educated, caring, and cultured teacher. Second, they proposed that an effective democracy demanded a democratic culture in which teachers impart the ideals of community to each succeeding generation of children. Third, they called for a specific program of studies that required thoroughness, accuracy, persistence, and good workmanship on the part of pupils. Bagley's basic point with his role in the founding of essentialism was that the currently dominant theories of education were feeble and insufficient. He wanted these dominant theories complemented, and perhaps replaced, with a philosophy that was strong, virile, and positive. He did not, however, want to destroy completely the dominant theories that he was critiquing. Throughout his life, he supported both the academic disciplines and certain basic tenets of Progressive education.
Jean Paul Sartre - Existentialism
Sartre's 1946 lecture L'Existentialisme est un humanisme ("Existentialism is a Humanism") offers a convenient summary of his basic views. The most fundamental doctrine of existentialism is the claim that—for human beings at least—existence precedes essence. As an atheism, Sartre demands that we completely abandon the traditional notion of human beings as the carefully designed artifacts of a divine creator. There is no abstract nature that one is destined to fill. Instead, each of us simply is in the world; what we will be is then entirely up to us. Being human just means having the capacity to create one's own essence in time.

Robert Maynard Hutchins - Perennialism
An education which consisted of the liberal arts as understood through great books and of great books understood  through the liberal arts...It must follow that if we want to educate our students for freedom, we must educate them in the liberal arts and in the great books.
.   Hutchins believed in order to educate students for freedom, that they must be educated in the liberal arts.  This belief gave way to the Chicago College Plan which consisted of a strict liberal arts curriculum at the University of Chicago.  He viewed the liberal arts as indispensable for preparing for life.  To Hutchins, teaching everyone to think, and to think well, was the ultimate in democratic education.
.  His educational reform helped to define perennialism.  For it was Hutchins, the ultimate perennialist and idealist, who said, * Education implies teaching.  Teaching implies knowledge as truth.  The truth is everywhere the same.  Hence, education should be everywhere the same.













Reflection Paper - Existentialism


Leonardo Z. Camboja Jr.
BEE-2
November 21, 2012, MWF – 5:30 – 6:30 PM
Dr. Olga C. Alonsabe, Ph.D.
Reflection Paper – Existentialism
During our class, our topic is about educational philosophy. At first we have an activity, by evaluating ourselves to determined what kind of teacher we in the future. Based on that activity, we can determined ourselves if we are progressivist, essentialist, existentialist, perennialist and behaviorist teacher. After that, wedivided into 5 groups. Our teacher facilitated the activity to defend our result and explainwhy? It was very interesting for me to hear every group sharing their thought and understanding of every philosophy of education.
According to the 2 Greeks Philosophers Aristotle and Plato: We should not accept anyone else's predetermined philosophical system; rather, we must take responsibility for deciding who we are. The focus is on freedom, the development of authentic individuals, as we make meaning of our lives. The individual person has its choices, he/she knows what’s the best for themselves. Our decision can lead us to determine the positive output of our undertakings in our lives. 
French philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young persons realize for the first time that choice is theirs, that they are responsible for themselves. Their question becomes "Who am I and what should I do? In related to education, the subject matter of existentialist classrooms should be a matter of personal choice. Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self actualization. They start with the student, rather than on curriculum content.
I realized the role of the teachers in dealing with children in the classrooms must be observant and realistic in making approach of each individual pupil. Letting individual to be more expressive themselves to obtain such learning they want to. Guiding them to correct pathways in order discover their potentials who they are as a person in the community.
As an existentialist teacher someday, I will be an open minded; assists their individual needs of learning. I will encourages individual creativity and remain non-judgemental.