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(The Teaching Profession)

I.

TEACHING PROFESSION AS A VOCATION

The teaching profession as a vocation, we could say that it is a paid employment or work. The teacher or an educator facilitate during the class as part in the learning process between the students and a teacher. We can say that there are some teachers that we can call as a sophist meaning they work continuously as long as they teach the students for the sake of their salary and other benefits. Although this kind of teaching includes career counseling, occupation discernment towards the conversation is similar with the profession but it cannot fulfill within the learning process, in style of teaching, code of conduct, values, implementation of rules and regulations, facilitating of the subject matter, and imparting of knowledge and wisdom unlike with the true dedicated teaching. AS A PROFESSION Teaching is really a noble profession. Every one of us, including our nations Presidents is the product of teaching. The teacher is the one who molds a child into what he will be on the future. A child is being taught on how to read and how to write, how to deal with others and how to deal with himself. The knowledge of the teacher is being shared or transferred or imparted to the child from science, technology, arts and values. And when the child is ready to pursue for a higher degree of education and specialization, it is still the teacher who is guiding the child for him to attain his dreams and expectations. No other profession is greater than teaching. Without teacher: There will be no Engineers who will plan, design and manage the construction of buildings, roads, bridges, communication facilities and other mechanical infrastructure; There will be no doctors, scientists, politicians, etc. Everything will not exist without the teacher and the teaching process. AS A MISSION In teaching profession, the teachers are having their missions when it comes to their profession as a better and effective teaching to learners. Their mission is to teach students by imparting their knowledge, wisdom, teaching values and implementing rules and regulations with their own techniques, discussion of method, teaching and management skills, and their own heart in pedagogy. Teachers can be act as a second parent to students, and as a teacher theyre care for their students condition. II. FIVE PHILIOSOPHIES OF EDUCATION A. Essentialism This is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly and rigorously. In this

philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach. Essentialism ensures that the accumulated wisdom of our civilization as taught in the traditional academic disciplines is passed on from teacher to student. Such disciplines might include Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. Moreover, this traditional approach is meant to train the mind, promote reasoning, and ensure a common culture. Explanation In this philosophy which is educational essentialism, the interaction between the teacher and students, that every young individual should learn things traditionally in school carefully and rigorously so their adaptation through new knowledge of the things around their environment is simplified and uncomplicated. This philosophy had its goal to inspire students traditionally with the importance of loyalty to its own origin, enhancing of his own mindset, and in development of their essentials skills. B. Progressivism Educational progressivism is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. This is a set of reformist educational philosophies and methods that emphasize individual instruction, informality in the classroom, and the use of group discussions and laboratories as instructional techniques. The term "progressive" was engaged to distinguish this education from the traditional curriculum of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by socioeconomic level. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common: Emphasis on learning by doing hands-on projects, expeditionary learning, experiential learning Integrated curriculum focused on thematic units Strong emphasis on problem solving and critical thinking Group work and development of social skills Understanding and action as the goals of learning as opposed to rote knowledge Collaborative and cooperative learning projects Education for social responsibility and democracy Integration of community service and service learning projects into the daily curriculum Selection of subject content by looking forward to ask what skills will be needed in future society De-emphasis on textbooks in favor of varied learning resources Emphasis on life-long learning and social skills Assessment by evaluation of childs projects and productions

Explanation This philosophy emphasizes that in education, the students can learn things and gain experiences through alternative assessment, socializing with others through group activities and acquiring new knowledge by doing some education materials. Everything around the environment is part of human life so it can affect the developmental characteristics of an individual that changes through the years which is inevitably indeed. C. Perennialism Perennialism is not rooted in any particular time or place. Perennialism is open to the notion that universal spiritual forms--such as those posited by Plato or by theological philosophers--are equally real. Perennialists philosophers, despite a variety of minute distinctions, generally feel that they are advocates of the True Philosophy and with it the True Philosophy of Education. They are often unwilling to concede the possible validity of different interpretations of the same data. Perennialists believe that one should teach the things that one deems to be of everlasting importance to all people everywhere. They believe that the most important topics develop a person. Since details of fact change constantly, these cannot be the most important. Therefore, one should teach principles, not facts. Since people are human, one should teach first about humans, not machines or techniques. Since people are people first, and workers second if at all, one should teach liberal topics first, not vocational topics. A particular strategy with modern perennialists is to teach scientific reasoning, not facts. They may illustrate the reasoning with original accounts of famous experiments. This gives the students a human side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and false steps of real science. Explanation The philosophy of educational perennialism is focusing on personal development by the means of oppositional discussion as the teachers do apply such creative techniques and true methods that are conducive in the discipline of every student. Also this philosophy suggest oppositional discussion in order develop a historically oriented understanding of concepts. D. Existensialism Educational Existentialism represents a protest against the rationalism of traditional philosophy, against misleading notions of the bourgeois culture, and the dehumanising values of industrial civilization. Since alienation, loneliness and self-strangement constitute threats to human personality in the modern world, existential thought has viewed as its cardinal concerns a quest for subjective truth, a reaction against the negation of Being and a perennial search for freedom. Explanation This philosophical presence in education, which is existentialism, the students are having their freedom to choose from variety of option. Their decision was based in their views, feelings to

understand and appreciate themselves that affects their development through times. They are free to create by themselves rather than imitating others do to develop as whole person. E. Behaviorism A school of psychology that confines itself to the study of observable and quantifiable aspects of behavior and excludes subjective phenomena, such as emotions or motives. Also called behavioral psychology. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. For behaviorism, learning is the acquisition of new behavior through conditioning. There are two types of possible conditioning:

1) Classical conditioning, where the behavior becomes a reflex response to


stimulus as in the case of Pavlov's Dogs. Pavlov was interested in studying reflexes, when he saw that the dogs drooled without the proper stimulus. Although no food was in sight, their saliva still dribbled. It turned out that the dogs were reacting to lab coats. Every time the dogs were served food, the person who served the food was wearing a lab coat. Therefore, the dogs reacted as if food was on its way whenever they saw a lab coat.In a series of experiments, Pavlov then tried to figure out how these phenomena were linked. For example, he struck a bell when the dogs were fed. If the bell was sounded in close association with their meal, the dogs learned to associate the sound of the bell with food. After a while, at the mere sound of the bell, they responded by drooling.

2) Operant conditioning where there is reinforcement of the behavior by a


reward or a punishment. The theory of operant conditioning was developed by B.F. Skinner and is known as Radical Behaviorism. The word operant refers to the way in which behavior operates on the environment. Briefly, a behavior may result either in reinforcement, which increases the likelihood of the behavior recurring, or punishment, which decreases the likelihood of the behavior recurring. It is important to note that, a punishment is not considered to be applicable if it does not result in the reduction of the behavior, and so the terms punishment and reinforcement are determined as a result of the actions. Within this framework, behaviorists are particularly interested in measurable changes in behavior. Explanation This philosophy focuses in molding the behavior of a student when it comes to responding to the event happens on their environment that also part of the whole development of a person. The teachers are the one giving incentives to students to avoid the negative response within the environment.