PORTFOLIO

IN
PHILOSOPHY OF
EDUCATION
Submitted by:
JOHN WALTER B. RONQUILLO

Submitted to:
Professor Romelyn T. Dacanay

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 INTRODUCTION

The content of this portfolio focuses about the philosophy of education that will help us to
formulate perception and principles to be knowledgeable and have a good values in life. It is a
collection of what I have learned including my own philosophical views in education that will
contribute to our education system. Also, it demonstrates my understanding, expertise and
disposition for effectively and efficiently to work as a teacher in a culturally and linguistic diverse
school. It has the issues concerning the rights of students and parents, good leadership and
governance, the correct way to interpret and perform moral schooling, and the essence of
perceived educational values. All activities explains comprehensively how the philosophy of
education deals with philosophical questions about the existence, goals and problems of
education.
This portfolio will serve as a source of information to improve the teaching styles of
teachers and will help to develop in guiding and counseling the learners in terms of psycho-social
needs and concerned matters.

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 TABLE OF CONTENTS
Page

1. Title Page------------------------------------------------------------------- 1
2. Introduction--------------------------------------------------------------- 2
3. Table of Contents--------------------------------------------------------- 3
4. Learning Activities------------------------------------------------------- 4
a. Activity #1-------------------------------------------------------------- 5-11
b. Activity #2-------------------------------------------------------------- 12-15
c. Activity #3-------------------------------------------------------------- 16-17
5. Reflection and Implication of the Course------------------------- 18

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LEARNING
ACTIVITIES

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Name: John Walter B. Ronquillo
Course Code: FEM 601
Course Description: Philosophy of Education
Instructor: Prof. Romelyn T. Dacanay
Date: January 11, 2021

ACTIVITY 1
Directions: Each of the questions or incomplete statements below is followed by
five suggested answers or completions. Select one that is best in each case. This
activity intent to assist your managerial resources and how it relates to your
educational philosophy. Choose only 2 situation to answer.

Note: Do not forget to cite all the references in each of the question that
you will use in explaining your answer.

Questions/incomplete statements or situation

1. According to a managerial grid model, the authoritarian leadership style is

characterized by
a. Low-level concern with people and low-level concern with production
b. Low-level concern with people and high-level concern with production
c. Equal concern with people and production
d. High-level concern with people and low-level concern with production
e. High-level concern with people and high-level concern with production

I. According to a managerial grid model, the authoritarian leadership style is

characterized by:
II. Low-level concern with people and high-level concern with
production
III. According to a managerial grid model, the authoritarian leadership style is
characterized by: Low-level concern with people and high-level
concern with production
Overview: Blake Mouton Managerial Grid, a common paradigm for
thinking of a leader’s “task versus person” orientation. Also known as the
Managerial Grid, or Leadership, the management theorists Robert Blake and
Jane Mouton developed in the early 1960s. It charts the degree of task-
centeredness of a manager of a leader versus his person-centeredness, and
describes five distinct combinations of the two and the types of leadership
that they create. The Blake Mouton Managerial Grid is based on two
behavioral dimensions: (a)Concern for People: this is the degree to which the
leader acknowledges the desires, preferences and areas of personal growth of
the team members while determining how best to achieve a mission; (b)
Concern for Results: this is the level to which the leader stresses specific goals,

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 operational performance and high productivity when determining how best to
achieve a task.
Low-level concern with people and high-level concern with
production or Produce-or-Perish Management- High Results/Low People
often known as “authoritarian” or “authority-compliance” administrators,
people in this group feel that their team members are merely a means to an
end. The needs of the team are always secondary to their productivity. This
style of boss is autocratic, has rigid codes of practice, policies and processes,
and can see punishment as a successful means to empower staff members.
This strategy can lead to incredible performances at first, but low team morale
and enthusiasm will inevitably impact people’s success, and this type of leader
will struggle to maintain high performance. The dictatorial ‘Authority-
Compliance’ Management style means that administrators rank high on
concern for production and low on concern for people. These types of
managers generally assume that subordinates’ desires are largely
unimportant. However, the dominant orientation should be productivity in
operations. To improve efficiency, administrators attempt to make
subordinates cooperate by making use of real incentives, such as cash
bonuses. Managers can also use their coercive authority to discipline
subordinates if goals are not met. This style is primarily based on MrGregor’s
Theory X, which notes that workers teachers typically have no motivation,
neglect obligations, and are often extrinsically motivated. This theory X
approaches motivation, which suggests that workers are naturally
unmotivated and hate working. A boss who thinks people are self-motivated
and eager to work is said to obey Theory Y.
In the 1960s, social psychologist Douglas McGregor developed two
opposing ideas that clarified how managers’ views on what motivates their
employees can influence their management style. He labelled these Theory X
(authoritarian) and Theory Y (participative).
Thus, if you assume that you team members hate their jobs and have no
incentive, then, according to McGregor, you’ll definitely employ an oppressive
form of management. This strategy is very “hands-on” and typically involves
micromanaging people’s jobs to see that it gets completed properly. This is
what McGregor called Theory X. On the other hand, if you agree that the
employees take pride in their job and see it as a challenge, then you’ll most
likely follow a participative management mode. For example, Principal Karen
is the school principal of Hillside National High School. He is very strict with
the time and attendance of her teachers. She always conducts a monthly
classroom observation to every teacher. She does not cover for late teachers
and won’t allow absences or excuses of teachers. She sets high standards for
her teachers but with no incentives. Her teachers are not happy at work.
Principal Karen is a produce-or-perish teacher.

IV. Explanation for the choosing the other cases:

a. Low-level concern with people and low-level concern with production or

Impoverished Management- Low Result/Low People or “indifferent “ boss
is often inefficient. With a poor respect for designing processes that get

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 the job done, and with no interest in creating a rewarding or inspiring
team atmosphere, his outcomes are invariably disorganization, frustration
and disharmony. They make a minimal effort to get the requisite work
done and to sustain interpersonal relationships. The reasons for this form
of management activity could be different. The biggest problem for an
impoverished administrator is always to not be held accountable for errors.
For Example, Ma’am Jerlyn is the school principal at a certain school. She
manages a school of nine teachers. Ma’am Jerlyn has no plan for
classroom observation, meeting, SLAC sessions and without a clear plan
about the Annual Improvement Plan and promotions of her teachers. She
also has no plan for employee satisfaction. She does not give compliments
or offer assistance to her teachers. As a result, her teachers are confused
about their roles and functions regarding to their jobs and find no joy in
coming to work. Ma’am Jerlyn is a impoverished leader.

b. Equal concern with people and production or Middle-of the-Road

Management- Medium Result/Medium People or “status quo” boss is
trying to reconcile outcomes and staff, but this approach is not as
successful as it may seem. By constant compromise, it does not encourage
high efficiency, nor does it truly satisfy people’s needs. The consequence is
that his team is likely to produce just average results. For example, Sir
Gaspar is the school principal at Maribong Elementary School. He directs
his teachers to do their jobs on time. He does not push them to extend
their roles and functions when they are not busy. He does not also offer
additional training or opportunities to attend seminars and workshops for
his subordinates. As a result, his teachers are neither satisfied nor
dissatisfied with their jobs, and their performance is average. Sir Gaspar is
a middle-of-the road leader.

c. High-level concern with people and low-level concern with production or

Country Club Management- High People/Low Results or
“accommodating” type of manager is more concerned with the wishes and
feelings of its staff members. He believes that they will work hard as long
as they are comfortable and safe. The effect appears to be a work
environment that is very comfortable and enjoyable, but where
productivity suffers because there is lack of direction and power. Leaders
of this approach pay a lot of attention to the protection, well-being and
unity of their subordinates. They strongly believe that being attentive to
the desires of subordinates will eventually improve efficiency, and
everyone will be happier and fulfilled. As a result, the resulting work
environment is generally very pleasant and easy-going, but not quite
effective. Individual subordinates who are more task-oriented will
perceive this management style as stressful. For example, Ma’am Almira is
a school head of Taratak Elementary School. She is very concerned about
how employees feel. She often covers shifts to cover for late or absent
teachers. She doesn’t want to overwork her teachers. Her subordinates are
very happy at work. In fact, her teachers even gave her a mug with the
words ‘World Best Principal’ printed on it. Ma’am Almira is a country club
leader.
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 d. High-level concern with people and high-level concern with production or
Team Management- High Production/High People, according to the Blake
Mouton paradigm, team management is the powerful form of relationship.
It represents a leader who is passionate about his work and who is doing
the best he can for the people with whom he works. Team or “sound”
members are committed to the priorities and purpose of their
organisation, inspire people to report to them, and work tirelessly to get
people to stretch themselves to achieve better results. Around the same
time, though, they are inspirational figures who look after their terms.
Someone guided by a team manager is appreciated and motivated, and is
committed to achieving his goals. Team managers give preference to both
the production needs of the company and the needs of the employees.
They do this by ensuring that their team members recognize the intent of
the organization and by including them in the assessment of development
requirements. When people are committed to and interested in the growth
of the organization, their desires and their development needs overlap.
This generates an atmosphere built on confidence and respect, leading to a
high degree of happiness, inspiration and excellent performance. Team
managers are likely to follow a Theory Y motivational approach. Team
management is always the most successful approach, although there are
circumstances that call for more commitment to one region than to the
other. For example, if the organization is in the midst of restructuring or
other major transition, it might be appropriate to put greater focus on
people than on development, to lead them and to reassure them during
potentially challenging times. For example, Ma’am Ivy is a school
principal at Baglos Elementary School. She has a staff of 15 teachers.
Ma’am Ivy conducts a classroom observation once a month. She sets high
standards for her teachers and rewards them with incentives and
certificates for having high remarks. She always asks her teachers if they
have eaten breakfast and lunch before working. She even gives teachers
breaks throughout the day. But the classes must start and finish on time.
She accomplishes this by setting production goals and works to be sure all
their needs are met. Ma’am Ivy is a team leader.

V. References:
Blake, R, and Mouton, J. (1964). The Managerial Grid: The Key to Leadership
Excellence. Houston: Gulf Publishing Co.
https://www.mindtools.com/pages/article/newLDR_73.htm
https://www.mindtools.com/pages/article/newLDR_74.htm
https://www.mindtools.com/pages/article/energizing-work-
environment.htm
https://www.mindtools.com/pages/article/building-positive-team.htm
https://www.business-to-you.com/blake-mouton-managerial-grid/
https://study.com/academy/lesson/the-blake-mouton-managerial-grid-five-
leadership-styles.html

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2. One of the best strategies for managing conflict in the organization that
involves calls for the direct verbalizing of the conflict at hand
is___________________
a. Avoidance
b. Smoothing
c. Compromise
d. Confrontation
e. Collaboration

I. One of the best strategies for managing conflict in the organization that
involves calls for the direct verbalizing of the conflict at hand is
II. Confrontation
III. One of the best strategies for managing conflict in the organization that
involves calls for the direct verbalizing of the conflict at hand is
Confrontation
Overview: Conflict Management is the process by which conflicts are
settled, where negative effects are reduced and positive consequences are
prioritized. The key management ability includes using various strategies
based on the situation, persuasion and imaginative thinking. With
adequate controlled confrontation, an organization is able to mitigate
relationship problems, maximize customer loyalty, and achieve better
market results. The Thomas-Kilmann Paradigm describes five distinct
approaches to settling conflict. The Thomas-Kilmann model describes two
dimensions that individuals fall into when selecting a dispute resolution
strategy: assertiveness and cooperativeness. Assertiveness includes taking
care to fulfill your own needs, while cooperativeness involves taking action
to meet the needs of learners. Different groups use different dispute
resolution approaches, and most people have one or more normal, chosen
conflict resolution techniques that they use on a daily basis. The
individual’s inclination towards particular dispute solving methods may
be statistically measured.
Conflict “confrontation,” is often called competitiveness. It refers to
direct expression of one’s view (thoughts and feelings) of the conflict
situation and an invitation for the other party to express his/her thoughts
and views about the dispute. Confrontation involves describing behavior
and one’s reactions to that behavior, clarifying and exploring issues in the
conflict, the natures of strength of the parties, interest, needs, and
concerns and disclosure of relevant feelings. It is said that some people see
confrontation as an opportunity to win. Though they are not interested in
compromising, collaborating or preventing disputes. They deserve to get
their way, and not be afraid to voice their thoughts. They are assertive and
cooperative. As tension builds, staff will end up taking a competitive
approach to dispute solving, and the issue is escalating. For example,
Principal Yap asks for an invitation in his private office to Teacher John
about issues and concerns about him after their meeting, he directly
expresses his thoughts about the conflict that arises in a professional
manner. Principal Yap uses ‘I’ statements to avoid accusing someone
else’s.

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IV. Explanation for the choosing the other cases:

a. Avoidance is not my answer for the reason that according to study

avoiding the conflict are people who use this technique are often
attempting to ignore or sidestep the dispute, hoping that it will settle
itself or dissipate. This means turning away and avoiding the
confrontation altogether doing nothing that could be viewed as
shaking the boat. This sounds secure to the user but does not fix the
problem. The problem can also escalate if it’s left unaddressed. It is
said that in the team environment, one person can take up the slack of
a co-worker who prevents confrontation, which can lead to anger and
resentment. Thus, when everyone on the team has a policy of ignoring
things, productivity is low when a challenge occurs and no one wants
to step up to the task. It’s convenient for someone who bends toward
this type of dispute resolution to satisfy other people’s desires, so
they’d rather agree with someone to settle the conflict. However, their
needs are not being addressed this way, which can create issues along
the route. For example, Teacher Ann and May have been collaborating
on creating the new set of modules in science 5 for weeks. The deadline
is looming and they are increasingly unable to agree on changes. The
deadline is pushed back and they are both given the day to work on
other projects. The space to take a break from each other, as well as the
extra time to complete their project, allows them to cool down and
resume in a more collaborative mindset.

b. Smoothing or also known as “accommodating” is not my answer in

view of the fact that this tactic to settle a dispute basically means
taking action to address the concerns or requests of the other side at
the cost of your own wishes or desires. In other words, team members
who are not necessarily reluctant to speak about disagreement may
never have any requests of their own. Instead, they bend over to satisfy
the needs of the other party to work out the conflict. This technique for
conflict resolution approach would not allow all points of view or facts
to be taken to the table. Accommodating people will inevitably hold
back their anger or downplay their emotions. With time, this will allow
resentment to build up, and it adds to an illusion in the assertive co-
workers that they can somehow get their way. Furthermore,
accommodating individuals should be allowed to state their needs
during conflict mediation sessions in order to progress forward
cooperation. They’re being cooperative but not assertive. For example,
in a school meeting, new designs for logos are being discussed. Teacher
Belle is adamant that choice A is the best choice. Teacher Aileen thinks
that choice B is slightly better, but decides to let Teacher Belle choose
the design, to avoid arguing about the two choices that she thinks are
both fine.

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 c. Compromising is not my answer because this technique includes
seeking an appropriate compromise that two would partially, but not
entirely, meet the interests of all parties concerned. The goal of a
compromised conflict resolution approach is to pursue solutions that
are considered fair. Everyone’s working together, so nobody’s going to
get their way. Instead, each member makes a sacrifice to guarantee
that everyone gets a small consolation prize. Compromise sounds
excellent at the start, but a rational compromise is not necessarily a
successful solution. Moreover, this conflict resolution approach is
already too competition- driven and lacks a crucial point. This is where
teamwork comes into play. For example, Teacher Sharon and Dariz are
in charge of the school-based feeding program for this school year.
Teacher Sharon wants to hire a full-time cook person to prepare all the
needed ingredients for scheduled food every week, while Teacher Dariz
wants to increase the number of targeted respondents. A compromise
is reached by hiring a cook person to work part-time with the
remainder of the budget being spent on extra respondents.

d. Collaborating is not my answer because it includes seeking

compromise that completely addresses the interest of all parties
concerned. Collaboration maximizes the assertiveness and cooperation
of each team member. Everyone speaks to their minds, and after full
vision has been painted, the team works together to do what is
required to fulfill everyone’s needs to the fullest possible degree. They
all leave happy. Conflicts are often triggered by misunderstanding and
poor communication. When everybody on the team is able to fulfill
their needs and help meet the needs of others, a genuinely
collaborative atmosphere is born. Therefore, collaborating is the
approach used where individuals are both assertive and cooperative.
For example, Teacher Marjelyn and Aimee are creating new
worksheets for English 5 for a summative exam. They are having
difficulty, as Teacher Marjelyn wants to focus on a specific learning
competency. Teacher Aimee wants to focus on a different learning
competency. To reach a solution, they sit down, talk through each
competency, why it is (or isn’t) important, and finally reach a solution,
incorporating a mix set of competency and some new ones they
realized were important as they negotiated.

V. References:

https://climb.pcc.edu/blog/what-are-the-five-conflict-resolution-strategies
https://climb.pcc.edu/blog/how-to-handle-conflict-in-the-workplace
https://smallbusiness.chron.com/5-conflict-management-strategies-16131.html
https://theparticipationcompany.com/2016/06/5-conflict-resolution-strategies/
https://www.valamis.com/hub/conflict-management-styles#accommodating
https://oregonstate.edu/instruct/comm440-540/confront.htm

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Name: John Walter B. Ronquillo
Course Code: FEM 601
Course Description: Philosophy of Education
Instructor: Prof. Romelyn T. Dacanay
Date: January 19, 2021

ACTIVITY 2
I. Formulate your personal philosophy of education

My ideology is focused on the idea that schooling is a vital tool that

will give children the basic skills required to live a healthy life as confident
and educated people. I have decided to become a teacher and have a
positive impact on children's lives and involve them in meaningful
thought and learning. I believe that teaching is a deeply satisfying career
that helps me to improve the lives of students and to successfully provide
them with the skills and behaviors required to develop their character and
achieve achievement. It’s my mission to instill a love of life-long learning
and to ensure that my students are capable of succeeding in today's world.
Throughout my career in education, I have worked hard to
establish close ties with my learners. I assume that the ideal relationship
between student and teacher is one founded on open, truthful
communication and mutual respect. Elementary school learners deserve a
learning environment that is healthy and appropriate. Where they know
that their feedback and participation is welcomed and needed.
I make sure that my classroom and program to be the best it can be
for students to pursue greatness in school and in themselves. Since
reading and writing about so many amazing teachers and thinkers in front
of me. I have determined that the theory I will adopt and replicate in my
teaching career will be the student-centered philosophy of progressivism.
My teaching method focuses on student-centered learning, and I include
the best approaches and techniques to direct and educate students. When
I teach, I integrate complete class dialogue groups, differential teaching,
real-world implementations, and cooperative learning methods to provide
students with the resources they need to develop critical thinking skills.
I am integrating interactive activities, technologies and
manipulative to improve comprehension and the acquisition of learning
resources. In addition, through social encounters, perceptions and
contemplation on new abilities, students can extend their previous
knowledge to new experiences. In this respect, my teaching style is
versatile, continually changing if needed to respond to the needs of
students—not the other way around. I am a very passionate, active
classroom leader with a strong sense of humor, and every day I bring
those values to school with me. I strongly believe that if the teacher is
motivated and involved, the students will be as well.

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 Another goal is to leave students with a good view of school, and to
know like they have a teacher who has always got their best interests in
mind. I hope my students can never stop challenging the world around
them, continue to enjoy learning throughout their lives, and be mindful of
themselves and others. I want students to believe that they had a
committed and professional teacher who brought curiosity and creativity
to the educational process. As Yeats said, "Education is not the filling of a
pail, but the lighting of a fire." The opportunity to ignite a spark in
students' learning is what fuels my passion for teaching.
Students must know like they matter and that their opinions are
taken into account; thus, it is vital that teachers, parents and the school
community work together to build a positive and collaborative learning
environment.
Ubiquitous my primary aim as a teacher is to provide students with
high-quality learning that addresses the unique needs of each student.
Build an engaging and equitable learning atmosphere in which students
feel safe and secure.

II. Reflect on your own philosophy using the following questions:

a. How will you treat your students?

Answer: My objective as a teacher is to build a healthy, supportive
and accepting atmosphere for students to learn and develop as both
musicians and members of society. As a teacher, I always ensure to
listen to my learners and their needs, interest and abilities and to focus
my lessons around what would be most useful to them. To train my
learners by teaching them how to communicate with others, take
guidance, trust others, and engage in what they enjoy. My goal is to
make sure that every child I meet knows that they matter and that they
have something wonderful to add. I support young people, the talents
and abilities that they have inside themselves and to find the desire
and inner strength necessary to conquer the difficulties and barriers
that life throws at them in order to achieve their full potential and
fulfill their goals. In my class, I always encourage my pupils to
participate in their education by being actively involved and having
feedback on what they want to partner up with.

b. What will you teach?

Answer: I always want to instill the duty and accountability of pupils;
Teach them to be critical thinkers, innovative and bold thinkers; to ask
questions to develop problem solving and communication skills.

c. How will you teach?

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 Answer: I always make sure to used different instruction methods
considering the learning styles, needs, interest, abilities and skills of all
my learners; involving students actively; using instructional
technology; and students’ access to real world technology. As a teacher
I should act as a trainer and facilitator; promoting lifelong learning;
expressing my passion to understand; improving scientific literacy;
prove that innovation and enjoyment are part of learning. To evaluate
the effectiveness of my approach I should have a reflective practice;
authentic assessment; and communicate with students and parents

III. From which philosophies that you have studied and researched did you
draw inspiration as you formulated your own philosophy of education?
Answer: In my path to become an educator, there were people who
helped me build a new theory of education. When I was a student teacher
at Sta. Monica Elementary School, I had the chance to collaborate with
Ma’am Lean Conde, a great and loving seasoned teacher. She was an
influential mentor, and she showed me how to build interesting,
important, and successful lessons. It was under her supervision that she
learned how to be flexible, open to improvement, and to connect
effectively with both parents and teachers. She offered a good support and
motivational system, as well as honest, constructive input so that I could
improve and develop in my career. Today, as a teacher, I aspire to model
her values and professionalism in the classroom.
The philosophy statements of my views and opinions on education
and preparation established over the span of a few years of teaching.
School is one of the most critical (when it comes to growth and
development, supplying children with the basic skills required to move
forward as a confident and educated person of society. Education is the
mechanism by which we ensure that our society continues to evolve. It is
up to educators to create creative and creative ways of helping children to
excel in the future.
From 'Teachers, Schools and Culture, David Sadker and Karen
Zittleman,' the student-centered philosophy of Progressivism is
represented as a teacher and a classroom that organizes education around
interests, curiosity and real-world experiences of students (Sadker and
Zittleman. pg. 167). I had to read books and essays on John Dewey and his
approach to classroom education, and I've already been going in his
direction.
I've always liked his approach to education as a chance to explore
how to incorporate past knowledge in a whole new way (Sadker and
Zittleman. pg. 167). I'm going to follow Dewey's scientific approach to
solve problems using the following 5 steps. (1) to become conscious of the
problem, (2) to define it. (3) suggest multiple theories to solve the
dilemma, (4) exarnate the implications of each hypothesis. (5) test the
most likely solution (Sadker and Zittleman. pg. 167).

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IV. References
Sadker. D. M.. & Zittkman K.R. (2016). Teachers schools and society: a
brief introduction to education (4 ed.). New York. NY: McGraw-Hill
Education Print.
https://www.slideshare.net/SarahOrr4/philosophy-of-education-essay-
70238988

15
 Name: John Walter B. Ronquillo
Course Code: FEM 601
Course Description: Philosophy of Education
Instructor: Prof. Romelyn T. Dacanay
Date: January 28, 2021

Reflection
Pandemic has brought so many changes in our lives, particularly our
educational system. However, here in our country education continues despite so
many challenges along the way. Meanwhile, our country banned the face-to-face
classes due to this noisome pestilence and goes on through utilizing different
educational platform such as Google Classroom, Zoom, Facebook,
Messenger, Youtube and the like to host the new mode of learning in a so-
called “The New Normal Education”. These modes of learning are blended and
distance learning. Under blended learning, students are taught using various means
including using online, radio, television, and printed materials.

​ As an educator, I have to adopt the new normal setting to cater the needs of
my learner. I have to reflect on my teaching approaches and educational
philosophies to address the challenges amidst this pandemic to provide appropriate
learning opportunities to achieve quality education. As we go on to this new normal
setting, I have reflected on the relevance of some philosophies in education to our
present situation namely; realism and naturalism.

a. Realism- is the belief that we should study logic, critical thinking, and the scientific
method to teach students to perceive and understand reality. One of the advantages
brought by this new normal setting is it provide teachers the freedom to spend more
time on topics that students are interested in with the flexibility to deeply explore
connections between various disciplines. This is what realism promoting because
realists believe that a teacher needs to find out the interest of a child to teach
accordingly. Realism also put great importance on character building and the use of
technology. We are all aware that technology nowadays is of great importance in the
teaching and learning process. That’s why teachers should be experts in utilizing
technologies. Teachers should also be about the subject matter. Teachers in a new
normal education are realists at some point because we the teachers serve as guide
to learners. We just don’t feed the learning, we let our learners experience and
discover it on their own. We provide learning realistic opportunities that will allow
them to solve problems independently and to think critically and scientifically about
the reality of the world because realists believed that education should be realistic
which can promote human welfare and success.

b. Naturalism- is the idea or belief that only natural laws and forces operate in the
universe. It is believed that naturalism in education stands for the doctrine
of “follow nature” in education. It stands for complete freedom to be given to the
child in learning. One thing that the pandemic has brought and reminded us is to

16
have the skills of flexibility, adaptability and empathy to face the unknown. These
skills are of great importance to Naturalists. Rousseau is one of the influential
philosophers who is naturalists. He believes that if every child allowed to
develop naturally without constraints imposed on them by society, they will develop
towards their fullest potential. He is against the system of conventional and formal
education. He believed that education does not mean teaching knowledge, it’s
the development of the child’s natural powers and abilities. If we are to look closely
to this school of thought, we are probably also naturalists at some point in this new
normal because we are not now employing conventional education, we don’t have
books in hand to feed and bombard our students with so much information in a face-
to-face setting. We are providing tasks to our learners for them to observe and learn
independently. Naturalism also emphasized the importance of understanding
natural laws and responding to natural events that are beyond our control for us to
survive and to have a happy and successful life.

“Honesty is the Best Policy.” Honesty is one of the virtue that everyone needs to do
or to have. It affects learning experiences of pupils. For example, in simply asking
them if they have their assignment and if they don't have just ask them in a nice way
and they will tell you the truth and you will discover the reason why they don't have
and what was the reason and this honesty will open you help your pupil and it will
greatly affect teaching learning Process. Honesty in simplest way help us to become
aware of everything, opens us to become more responsible and lastly it will help us
to become more committed with our career and for our pupils for them to be build
themselves.

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REFLECTION

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 Reflection and Implication of the Course

Philosophy has taught me to think objectively of some of the finest subjects of human
thought. Philosophy is a really thought-provoking course that I have grown to admire. I appreciate
how we've studied thinkers whose philosophies sound so simple to you when you understand
them. The Major teaches you to look beyond the cage, which was helpful. This course made me
understand that every decision and every choice I make is so important. One of the many
profound lessons that philosophy has taught me is that you are what you love, and what you spend
your time doing is what you actually become. This is important to me because it also helps you
think about your beliefs and how they match (or don't) with your acts. I am so grateful for what
I've learned about ethics and the skills I've been able to build here to objectively assess how to live
my life and my responsibilities towards others. I feel like my character has really improved into
my junior year, and I'm glad about it. A student of philosophy which is the teachers also learns to
appreciate wisdom and never stops searching for knowledge. This is the kind of education that
never stops giving.
Awareness of the classification of logical fallacies and the principles that describe legitimate
logical maneuvers has made me a better philosopher and a better speaker and listener in my
everyday life. I have accumulated a sufficient range of different methods for my tool belt to
examine claims and logic constructs. I feel well qualified to finish most of the analyzes I'm tasked
with. My academic interest has been magnified by the content we study in this courses. I found
that any class I really enjoyed was mainly because of the way the professor presented the subject,
and how engaging or fascinating it was. Also, as a teacher learning philosophy, I have been able to
think, speak and address the unavoidable problems that emerge in our lives. In addition, it has
made it easier for me to be more prepared with mental skills to start cultivating innovative
responses to such daunting problems.
Philosophy has encouraged me to dream larger, deeper, and more nuanced. I look around,
and I see the origins of the theories I've heard about and how they interact with my life and those
around me. I have been able to think seriously about my place in the world and what my job is.
The philosophy course is profoundly imbued with principles that encourage the schooling of the
entire individual so that they can be a global citizen.
One of the key purposes of philosophy is to decide what it takes to pursue a decent life, and
this also involves a life of academic endeavor. Awareness has been, in a way, a reflection of
meaning in my life. I used to think of school as a responsibility, but after studying philosophy, I
became a lover of education and reality. Thus , all this conclude that this course shaped me to
become more affective and efficient teacher in my chosen field.

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