1.1.1.1 Vocation comes from the Latin word “vocare” which means to call.
1.1.1.2 In vocation someone calls and another responds. And often God is referred to as the caller and man responds.
1.1.1.3 In the context of teaching, God is calling us to teach and we respond by preparing ourselves and eventually respond by actually going out to teach.
1.1.1.4 As years go by we strengthen our vocation as the bond between the one who calls and the who responds grow stronger.
1.1.2 Teaching as Mission
1.1.2.1 The word mission comes from the word “misio” which means “to send”
1.1.2.2 We are called to be teachers and we are sent to the world to teach in order to accomplish the mission.
1.1.2.3 Our fidelity to the mission includes our seriousness in the preparation stage. We have to prepare really well during our pre-service years.
1.1.2.4 Our fidelity to the mission includes our commitment to a continuous professional development. In education, we take the best only as a mere substitute for something better.
1.1.2.5 The key elements that show teaching as a job are (1) if you are doing simply because your are paid for it, (2) if you quit because your boss or colleague criticize you, (3) if you teach because it does not interfere with your other activities, (4) if you quit because no one praises or thank you for what you do, (5) if you do not find what you do as exciting, and (6) if our concern is just success.
1.1.2.6 The key elements that show teaching as a mission are (1) If you are not doing it only for the pay but also for service, (2) if you keep on teaching out of love, (3) If you are committed to teaching even if you let go of other activities, (4) if you go on teaching even if nobody recognizes your efforts, (5) if you are excited with what you do, and (6) if our concern is success and faithfulness.
1.1.2.7 Each one of us is unique and we contribute to the mission in a manner that nobody else can.
1.1.2.8 Our mission is to make our children more humane above all.
1.1.3 Teaching as a Profession.1.1.2.1 The word mission comes from the word “misio” which means “to send”
1.1.2.2 We are called to be teachers and we are sent to the world to teach in order to accomplish the mission.
1.1.2.3 Our fidelity to the mission includes our seriousness in the preparation stage. We have to prepare really well during our pre-service years.
1.1.2.4 Our fidelity to the mission includes our commitment to a continuous professional development. In education, we take the best only as a mere substitute for something better.
1.1.2.5 The key elements that show teaching as a job are (1) if you are doing simply because your are paid for it, (2) if you quit because your boss or colleague criticize you, (3) if you teach because it does not interfere with your other activities, (4) if you quit because no one praises or thank you for what you do, (5) if you do not find what you do as exciting, and (6) if our concern is just success.
1.1.2.6 The key elements that show teaching as a mission are (1) If you are not doing it only for the pay but also for service, (2) if you keep on teaching out of love, (3) If you are committed to teaching even if you let go of other activities, (4) if you go on teaching even if nobody recognizes your efforts, (5) if you are excited with what you do, and (6) if our concern is success and faithfulness.
1.1.2.7 Each one of us is unique and we contribute to the mission in a manner that nobody else can.
1.1.2.8 Our mission is to make our children more humane above all.
1.1.3.1 In the English language the term profession has the following elements (1) has long and arduous years of preparation, (2) one strives for excellence, (3) dedication to the public interest, and (4) commitment to moral and ethical values.
1.1.3.2 Another key element in the teaching profession is the continuing professional education. We cannot give what we do not have. In order to give more, we need to have more.
1.1.3.3 Through teaching, “we touch the hearts of people and open the minds of children”. (Dr. Josette T. Biyo, the first Asian teacher to win the Intel Excellence in Teaching Award in an International Competition)
1.2 Morality and Teaching
1.2.1 What is morality?1.2.1.1 Morality refers to the quality of human acts by which we call them right or wrong, good or evil?
1.2.1.2 Human act is right when it conforms to the norm, rule, or law of morality.
1.2.1.3 A human being has intellect that makes him or her capability to think, judge, and reason.
1.2.1.4 A human being has free will that gives him or her to ability to choose.
1.2.1.5 Other forms of animals follow their instincts, which is contrary to what human beings do.
1.2.2 Meaning of foundational moral principle
1.2.2.1 The word principle comes from the Latin word “princeps” which means a beginning or a source.
1.2.2.2 Foundational moral principle is the universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.
1.2.2.3 Foundational moral principle is the “natural law”.
1.2.2.4 Natural law is the human beings predisposition to “do good and avoid evil”.
1.2.3 Teacher as a person of good moral
character1.2.2.1 The word principle comes from the Latin word “princeps” which means a beginning or a source.
1.2.2.2 Foundational moral principle is the universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.
1.2.2.3 Foundational moral principle is the “natural law”.
1.2.2.4 Natural law is the human beings predisposition to “do good and avoid evil”.
1.2.3.1 Human nature means doing good and avoiding evil.
1.2.3.2 If a human being acts in accordance with human nature then his or her action is moral.
1.2.3.3 If a human being acts not in accordance with human nature then his or her action is immoral.
1.2.3.4 Good moral character consists of (1) being truly human, (2) being a loving person, (3) being a virtuous person, and (4) being a morally mature person.
1.2.3.5 Being truly human means, you have realized substantially your potential as a human person.
1.2.3.6 Being a loving person, means you are caring in an unselfish and mature manner with yourself, other people and God.
1.2.3.7 Being a virtuous person, means you have acquired good habits and attitudes and you practice them consistently in your life.
1.2.3.8 Being a morally mature person, means you have reached a level of development emotionally, socially, mentally, spiritually appropriate to your developmental stage.
1.3.1.1 If values are only caught, then there is no point in teaching them at all.
1.3.1.2 Teaching values through examples is powerful and yet, it can even be more effective if teaching go along with it.
1.3.1.3 Teaching values however, while showing a contrary example is not effective at all.
1.3.2 Values have cognitive, affective and behavioural dimensions
1.3.2.1 We need to (the what) understand the value that we need to acquire.
1.3.2.2 We need to know the reasons why to adhere to such values.
1.3.2.3 We need to know how these values are translated in daily living.
1.3.2.4 As a consequence of knowing the what, why, and how of values and along with the predisposition to “do good and avoid evil” in every human being, one should feel passionate about the value.
1.3.2.5 Values should be finally manifest itself in the behaviour of the human being.
1.3.2.6 Values in the lives teaching come in three aspects, (1) cognitive, (2) affective, and (3) behavioural.
1.3.3 Value formation in training of intellect and will
1.3.3.1 In essence values formation is the training of the intellect and will.
1.3.3.2 It is the intellect that determines whether something is good or bad and then presents it to the will.
1.3.3.3 The will acts on it if it is good and will not act on it if something is present as bad.
1.3.3.4 The functions of the intellect are (1) formation of ideas, (2) judgment, and (3) reasoning.
1.3.3.5 These three areas have to be developed by the intellect so that values are perceived as they are and not corrupted.
1.3.3.6 The will has to be developed so that it will be strong enough to act on the good and to avoid the bad.
1.3.4 Virtuous and vicious life and their effect on the will
1.3.4.1 Virtue is a habit to continuously do good things and avoid bad things even in the presence of obstacles and difficulties.
1.3.4.2 Vice is a habit to continuously do bad things and avoid good things both in the absence or presence of obstacles and difficulties.
1.3.4.3 A virtuous life strengthens you to live by the right values and live a life of abundance and joy.
1.3.4.4 A vicious life leads you to perdition and misery.
1.3.4.5 Max Scheler’s hierarchy of values are (1) pleasure values, (2) vital values, (3) spiritual values, and (4) values of the Holy, with the last as being the highest.
1.3.4.6 Pleasure value is the preference the pleasant over the unpleasant and the preference on the agreeable over the disagreeable.
1.3.4.6 Vital values are values pertaining to the well being either the individual or the community and values of vital feeling.
1.3.4.7 Spiritual values are independent of the whole sphere of the body and of the environment. They are grasped in spiritual acts of preferring to love over to hate.
1.3.4.8 Values of the Holy are those that appear only in regard to objects intentionally given as “absolute objects” and attributed to the Supreme Being.
1.3.4.9 Examples of pleasure values are (1) sensual feelings and (2) experiences of pleasure or the absence of pain.
1.3.4.10 Examples of vital values are (1) health, (2) vitality, (3) capability, and (4) excellence.
1.3.4.11 Examples of spiritual value are (1) aesthetic values as the preference to beauty over ugliness, (2) values as preference to good over wrong, and (3) values of pure knowledge.
1.3.4.12 Examples of values of the Holy are (1) belief, (2) adoration, and (3) bliss.
1.3.4.13 The criteria that comprise genuine value are (1) freely chosen, (2) chosen from among alternatives, (3) chosen after due reflection, (4) prized and cherished, (5) publicly affirmed, (6) incorporated into actual behaviour, and (7) acted upon repeatedly in one’s life.
1.4.2 Essentialism
1.4.2.1 Why do essentialists teach?
1.4.2.1.1 The reason for teaching is to transmit the traditional moral values and knowledge that students need to become model citizens.
1.4.2.2 What are characteristics of an essentialist program?
1.4.2.2.1 Essentialist programs are academically rigorous.
1.4.2.2.2 The emphasis on content for students to learn basic skills.
1.4.2.2.3 The curriculum includes traditional disciplines such as math, natural science, history, foreign language, and literature.
1.4.2.2.4 Essentialist frown upon vocational courses or other courses with watered down academic content.
1.4.2.2.5 Teachers are administrators what is important for students to learn.
1.4.2.3 How does an essentialist teach?
1.4.2.3.1 Essentialist teachers emphasize mastery of subject matter.
1.4.2.3.2 Teachers are considered as fountain of information and as paragon of virtue.
1.4.2.3.3 There is emphasis on the use of prescribed text books and drills.
1.4.2.3.4 There is heavy stress on memorization and discipline.
1.4.3 Progressivism
1.4.3.1 Why do progressivists teach?
1.4.3.1.1 The reason for teaching is to develop learners into becoming enlightened and intelligent citizens of democratic society.
1.4.3.1.2 Teachers influence learners to live fully the present and not to prepare them for adult life.
1.4.3.2 What do the progressivists teach?
1.4.3.2.1 Progressivist follows the need-based and relevant curriculum.
1.4.3.2.2 Progressivist teachers are concerned with teaching the learners to cope with change.
1.4.3.2.3 Progressivists teach skills and processes in gathering and evaluating information and in problem solving.
1.4.3.2.4 Students are exposed to new scientific, technological, and social developments.
1.4.3.2.5 Students solve problems in the classroom similar to those they will encounter in the real world.
1.4.3.3 How does progressivist teach?
1.4.3.3.1 Progressivist teachers use experiential methods and students learn by doing.
1.4.3.3.2 Progressivists make use of problem solving method with scientific method.
1.4.3.3.3 Students are exposed to field trips during which they interact with nature and society.
1.4.3.3.4 Teachers also stimulate students through thought-provoking games and puzzles.
1.4.4 Perennialism
1.4.4.1 Why do perennialists teach?
1.4.4.1.1 Schools should develop the individual’s rational and moral powers.
1.4.4.2 What do perennialists teach?
1.4.4.2.1 Perennialist’s curriculum is universal based on the idea that everyone shares essential nature.
1.4.4.2.2 There is less emphasis on vocational and technical education.
1.4.4.2.3 Perennialist teachers lift their subject matter from Great Books.
1.4.4.3 How do perennialists teach?
1.4.4.3.1 Teachers do not allow the students’ interest and experiences to dictate what they teach.
1.4.4.3.2 The intention of teaching is to discipline the students’ mind.
1.4.4.3.3 Students engage in mutual inquiry sessions to develop an understanding of history’s most timeless concepts.
1.4.5 Existentialism
1.4.5.1 Why do existentialists teach?
1.4.5.1.1 Existentialists teach in order to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions.
1.4.5.1.2 Help students define their own essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their preferred way.
1.4.5.1.3 Existentialists insist the education of the entire being.
1.4.5.2 What do existentialists teach?
1.4.5.2.1 In an existentialist curriculum, students are given a wide variety of options to choose from.
1.4.5.2.2 There is emphasis on stories of individuals from students to take on as models.
1.4.5.2.3 Vocational programs are regarded as means of students for self-discovery and for earning a livelihood.
1.4.5.2.4 There is emphasis on creativity and imagination rather than copying and imitating.
1.4.5.3 How do existentialists teach?
1.4.5.3.1 Learning is self-paced and self-directed.
1.4.5.3.2 In order for students to know themselves and their place in society, teachers employ values clarification strategy.
1.4.6 Behaviourism
1.4.6.1 Why do behaviourists teach?
1.4.6.1.1 The concern is to modify and shape students’ behaviour by providing a favourable environment.
1.4.6.1.2 Behaviourists believe that behaviour is a product of an environment.
1.4.6.2 What do behaviourists teach?
1.4.6.2.1 Behaviourists teach students to respond favourably to the stimuli provided in the environment.
1.4.6.3 How do behaviourists teach?
1.4.6.3.1 Teachers arrange environmental conditions in order to allow students to respond favourably.
1.4.6.3.2 Physical variables like light, temperature, arrangement of furniture, size and quantity of visual aims have to be controlled.
1.4.6.3.3 Teachers should provide appropriate incentives to reinforce positive responses and weaken or eliminate negative responses.
1.4.7 Linguistic philosophy
1.4.7.1 Why do proponents of linguistic philosophy teach?
1.4.7.1.1 The proponents of linguist philosophy teach in order to develop the communication ability of the learner.
1.4.7.1.2 They believe that the act of articulating the meaning and values derived from experiences is the very essence of man.
1.4.7.2 Why do proponents of linguistic philosophy teach?
1.4.7.2.1 Learners must be taught to communicate clearly.
1.4.7.2.2 The forms of communication are (1) verbal, (2) nonverbal, and (3) paraverbal.
1.4.7.2.3 Verbal component refers to the content of our message and the choice and arrangement of words. They may be in the oral or in the written form.
1.4.7.2.4 The nonverbal refer to the message we send through our body language.
1.4.7.2.5 Paraverbal components refer to how we say what we say – the tone, the pacing, and the volume of our voices.
1.4.7.2.6 Students are taught to use language that is consistent with grammatical rules, correct, precise, coherent, and accurate.
1.4.7.2.7 Students are taught of the barriers of verbal and nonverbal communication.
1.4.7.2.8 Students should learn to speak as many languages as possible.
1.4.7.3 Why do proponents of linguistic philosophy teach?
1.4.7.3.1 Make students experience sending and receiving verbal, nonverbal, and paraverbal messages.
1.4.7.3.2 Teachers should excel in facilitating dialogues in the class.
1.4.8 Constructivism
1.4.8.1 Why do constructivists teach?
1.4.8.1.1 Constructivists teach in order to develop intrinsically motivated and independent learners.
1.4.8.1.2 Students should be equipped with learning skills so that they can construct knowledge and make meaning of them.
1.4.8.2 What do constructivists teach?
1.4.8.2.1 The learning skills that students should learn are (1) searching, critiquing, and evaluating information, (2) relating and reflecting on gathered information, (3) make meaning out of information by drawing insights and posing questions, and (4) researching and constructing new information out of learned information.
1.4.8.3 How do constructivists teach?
1.4.8.3.1 Constructivists provide students with experiences so that they can (1) hypothesize, (2) predict, (3) manipulate objects, (4) pose questions, (5) research, (6) investigate, (7) imagine, and (8) invent.
1.4.8.3.2 Teachers facilitate the exchange of ideas from learners to learners and from learners to teacher.
1.4.8.3.3 Learners construct knowledge and the teachers’ job is to this process happen.
End
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