EDUC 111 REVIEWER about educatiooon.pptx

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1. P hilosphy of Education Group 1

2. CONTENT A. W hat is Philosophy of Education 1. Definition and Nature 2. Philosophy and Education Western Philosophies Eastern Philosophies Idealism, Realism, Pragmatism Hinduism, Buddhism, Confucianism, Taoism, Zen Buddhism, Christian Philosophy, Saracen Philosophy

3. Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice. A  philosophy of education  refers to the examination of the goals, forms, methods and meaning of education.

4. What is Philosophy? The term has been derived from two Greek words - ‘ Philos ’ means love - ‘Sophia’ means wisdom Philosophy means love for knowledge or passion for learning.

5. It is the study of general and fundamental questions about existence, knowledge, values, reason, mind and language. Such questions are often posed as problems to be studied or resolved.

6. What is Education? A tool to discipline the Intellect Acquisition of Knowledge A preparation for Life D irection G rowth T ransmission of Culture

7. A set of values and beliefs about education that guide the professional behavior of educator. What is the purpose of education? The application of the fundamental principles of a philosophy of life to the work of education. It offers a definite set of aims and definite set of objectives. Educational Philosophy

8. Synthesized in the multifaceted development of personality. All around development consists of all aspects. Physical, mental, moral, social, emotional and spiritual. Aims of Philosophy of Education

9. Education consists in the development of all the capacities in the individual. Have a common concern and commitment about the nature of education that is required to uphold the dignity of human beings.

10. —Thomas (1968) “Education without philosophy is blind and philosophy without education is invalid”

11. W estern Philosophies

12. Idealism is a school of philosophy that emphasizes that “ideas or concepts are the essence of all that is worth know- ing ” Based on the writings of Plato, this school of philosophy encourages conscious reason- ing in the mind. Consequently, idealists believe that ideas should remain constant throughout the centuries. Idealism

13. Within an idealist educational philosophy, the curricular focus is on ideas rather than the student or specific content areas . Learning is also intrinsically motivated. Teaching methods used within idealism include: lecture, discussion, and Socratic dialogue. Essential to these teaching methods is posing questions that generate thoughts and spark connections.  Educational Implications of Idealism

14. 1. Questions for clarification How does this relate to our discussion? 2. Questions that probe assumptions What could we assume instead? 3. Questions that probe reasons and evidence What would be an example? 4. Questions about viewpoints and perspectives What is another way to look at it? 5. Questions that probe implications and consequences What are the consequences of that assumption? 6. Questions about the question What was the point of this question? Six types of Socratic questions:

15. Realism is a school of philosophy with origins in the work of Aristotle.  This philosophy emphasizes that “reality, knowledge, and value exist independent of the human mind”. Realists argue for the use of the senses and scientific investigation in order to discover truth.  Aristotle is known as the Father of Realism  and the Scientific Method .  Realism

16. Outcomes of this thinking in classrooms today include the appearance of standardized tests, serialized textbooks, and specialized curriculum. Teaching methods used in realism include: Demonstration Recitation Critical thinking Observation Experimentation Educational Implications of Realism

17. Pragmatism is “a process philosophy that stresses evolving and change rather than being”. Pragmatists believe that reality is constantly changing so we learn best through experience. According to pragmatists, the learner is constantly conversing and being changed by the environment with whom he or she is interacting. There is “no absolute and unchanging truth, but rather, truth is what works”. Pragmatism

18. Charles Sanders Peirce is one of the first pragmatic thinkers He introduced the pragmatic method in which students are supplied a procedure for constructing and clarifying meanings. John Dewey linked pragmatism to evolution by explaining that “human beings are creatures who have to adapt to one another and to their environment”

19. A pragmatist educational philosophy calls for teachers who can support students learning by promoting questioning and problem-solving during the natural course of lesson delivery. Teaching methods used in pragmatism include: Hands-on problem solving Experimenting Projects Cooperative Learning Educational Implications of Pragmatism

20. Eastern Philosophies

21. Hinduism is believed to be one of the oldest religions in the world.  Hindu culture is scriptures under its strict principles call the Vedic Dharma . It is every Hindus’ role to attain the four main aims of life moksha  ( libration ), karma  (pleasure),  artha   (wealth) and  dharma  (virtue). Hinduism

22. 3 Golden Rule Who is helping you, do not forget them. Who is loving you, do not hate them. Who is trusting you, do not cheat them. Sanatana Dharma is the original name of what is now popularly called Hinduism or Hindu Dharma. “The Eternal Teaching”, is a code of Ethics , a way of living through which one may achieved moksha (enlightenment, liberation).

23. Is a nontheistic religion or philosophy. It encompasses a variety of tradition, beliefs, and spiritual practices largely based on teachings attributed to Gautama Buddha . The word Buddha means “awakened one” or “the enlightened one”. Buddhism

24. Believes in Karma. Present existence of individual is the effect of past karma. Nirvana- state of great pleasure and peace which can be attained through wisdom goodness and knowledge. Nirvana - a condition of wanting nothing, a calmness, great insight and happiness. Buddha’s Theory

25. Educational Implication of Buddhism Understand the karma principle and cessation. To realize that the world is full of miseries. Understand 4 noble truths of life. Develop self determination, confidence and overcome passion.

26. Confucius is Latinized name for Kong-Tzu or K’ung Fu- tzu . “Treat others as you would like to be treated”. “What don’t you desire for yourself, don’t do to others”. “Family is the metaphor for society to develop Characterized as a system of social and ethical philosophy rather than religion. Confucianism

27. Affirmation of accepted values and norms of behavior in primary social institutions and basic human relationship. Conformity and acceptance of social roles. 5 Cardinal Virtues taught by Confucius Li – ritual propriety Zhi – Knowledge Xin – Integrity Ren – Humaneness Yi – Righteousness

28. Lao Tzu is the father of Taoism Attribute to the writing of Tao Te Ching Tao – the way or path Te – virtue Ching – laws He believed that “ simplicity” to be the key to truth and freedom. Taoism

29. To live with goodness, serenity and respect. Believed that the persons action should be influenced by instinct and conscience. It has something to do in nature. “When people see some things as beautiful, other things become ugly. When people see some things as good other things become bad”. – Tao Te Ching

30. The Taoist seeks to understand the naturalness of everything as it exists in the present. Advocates the teaching of non-action beyond words. Focus on universal, holistic, and peaceful principles such as living in harmony with nature and natural order. Educational Implications

31. “Zen” derived from chan which literally means meditation. It is the experience of living from moment to moment, in the here and now. Zazen is an attitude of spiritual awakening and can become the source of daily life flow. Zen Buddhism

32. Zen Buddhism is not a theory, an idea, or a piece of knowledge. It is not a belief, dogma or religion; but rather it is a practical experience. We cannot intellectually grasp Zen because human intelligence and wisdom are too limited.

33. Zen is very pragmatic and down to earth . Zen adhere to no specific philosophy or faith and has no dogma that its followers must accept or believe in Traditionally accept the concepts of karma and samasara .

34. Find the true insight that does not discriminate between failure and success Emphasizes the practice of meditation as the key ingredient to awakening ones inner nature, compassion and wisdom. Educational Implications

35. It relates knowledge systematically. Strives for coherence, the formation of the world. Method is to consult information from total experience. Christian Philosophy

36. The Biblical Base Bible is the primary source for all learning. Must be the vital part of the content of the curriculum and integrated with the subject matter. Purpose of Christian Philosophy of Education To develop biblical character in the lives of the students (virtue). To secure for students the appropriate wealth of knowledge of Christ.

37. Curriculum Must be academically sound and based upon truth , not on prejudiced or biased points of view. Should be lively and appropriate to the need of the learner, as well as to the needs of the community as a whole. Attain mastery of the subject within the context of a biblical world view .

38. Why it is necessary to teach ? To love the Lord God with all their hearts. Become an effective believer. Discipline students to develop Christian lifestyle characteristics . Help the students to articulate the hope that lies within him/her.

39. What to Teach? Virtue or moral maturity Knowledge or intellectual maturity Self-control or physical maturity Fortitude or emotional maturity Piety or spiritual maturity Kindness or social maturity

40. Directing of the process of human development toward God's objective for man. Godliness of character and action Solidify relationship and fellowship with God and prepared them as leaders of tomorrow. Educational Implications

41. 600 years after a birth of Christ Mohammad took its roots to Arabia The Europeans called the inhabitants of the Arabian regions of the Roman Empire as Saracens. They are also Arabs and Moors from Spain Saracen Philosophy

42. Curriculum All education began with religious education Qur’an was taught at all levels Calligraphy is especially revered among Islamic arts Education was the right for all

43. Aims Search for knowledge and application of scientific facts to the affairs of daily life. Science was studied for its usefulness in arts and crafts . Reading was studied as a necessity for progress. Medicine was stressed for the preservation of life. Astronomy was studied as an aid to geography and navigation.

44. Education was universal, not democratic and it is formal Elementary education was open to all boys and girls Higher education was open to rich and poor, wealthy has some advantages.

45. Content Most complete and most carefully organized curriculum in the elementary, secondary and higher levels. Subject matter in elementary : reading, writing, arithmetic, religion, grammar and science. Higher level subjects : Algebra, Geometry, Trigonometry, Physics, Chemistry, Geography, Astronomy, Anatomy, Pharmacy, Medicine, Surgery, Philology, History, Literature, Logic, Metaphysics and Law.

46. The knowledge and its application to culture are practiced. Development of individual initiative and social welfare-liberal education-liberal education in its truest sense.  Simple religion emphasizing a high degree of tolerance with faith. Education was universal, not democratic. Educational Implications

47. CONTEMPORARY PHILOSOPHIES

48. PERENNIALISM Perennial means “everlasting or lasting for many years”. The roots of perennialism lie in the philosophy of Plato and Aristotle. For perennialists ,The aim of education is to ensure that students acquire understanding about the great ideas of Western civilization. Teaching ideas that are everlasting. Why teach? To teach students to think rationally and develop mind that can think d\critically

49. What to teach? The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds are at their most essential level. Lessons are lifted from classic and greatest books Focus of education should be the ideas that have lasted over centuries How to teach? Teacher-centered Students are engaged in Socratic Dialogue

50. Central Idea We are all rational animals. Schools should, therefore, develop the students’ rational and moral powers. Utilizing the great books

51. ESSENTIALISM This philosophy contends that teachers teach learners to acquire basic knowledge , skills and values. Training the mind what is essentials. Why teach? It instill students with “essentials” of academic knowledge, enacting a back-to-basic approach

52. What to teach? The emphais is on academic content fo r students to learn the basic skills or the fundamental R’s Reading, writing (‘riting), arithmetic (‘rithmetic), right conduct How to teach? Emphasis on mastery of subject matter Observance of core requirements and longer academic year

53. Central Idea “Learning the essential like the R’s(Reading, writing and arithmetic)”

54. EXISTENTIALISM Individual's starting point is characterized by what has been called "the existential attitude“ Individuals have to take responsibility for their own actions and shape their own destinies The main concern is to “help the tudents understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions.” Why teach?

55. Students are given a wide variety of options from which to choose. Humanities are given emphasis. What to teach? How to teach? Methods focus on individual Learning is self-paced and self-directed

56. Existentialism S ӧ ren Kierkegaard Martin Heidegger Jean-Paul Sartre Albert Camus PROPONENTS: Existentialist Philosophers The father of existentialism Human existence is always individual in character, never social. “Life is not a problem to be solved, but a reality to be experienced.” His ideas have exerted influence on the development of contemporary European philosophy. “Every man is born as many men and dies as a single one.” An atheistic existentialist Arguably the best known philosopher of the twentieth century “Existence precedes essence.” Essence is created by existence; human nature is a product of existence Dealt over such questions as the meaning of life in the face of death. “I would rather live my life as if there is a God and die to find out there isn't, than live as if there isn't and to die to find out that there is.”

57. Central Idea “Having individual choice.” “Existence precedes essence”

58. PROGRESSIVISM Progressivism is a theory of education that is concerned with “learning by doing” and purports(claims to) that children learn best when pursuing their own interests and satisfying their own needs. Progessivists believe that people learn best from what they consider most relevant to their lives.

59. Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of democratic society. Why teach? What to teach? Curriculum that responds to students’ needs and that relates to students’ personal lives and experiences

60. PROGRESSIVISM John Dewey believed that people learn best from social interaction in the real world. He believed that book learning was no substitute for actually doing things.

61. Central Idea “Learning by doing.”

62. SOCIAL RECONSTRUTIONISM It is a philosophy of education that focuses on using education to eliminate social inequities. Prepares students for a future that is ever changing. Its focuses on educating students about issues going on in their society.

63. SOCIAL RECONSTRUTIONISM It inform students, give them the skills they need to be able to take action with what they learn, encourage them to improve society and guide them in improving society. Reconstructionist believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience, rather than trough being told something.

64. Central Idea “Having social reform.”

65. POST-MODERN PHILOSOPHIES Postmodernism is one of the leading contemporary philosophical orientations. It is especially influential in academic fields such as literary criticism and educational foundations.

66. Metaphysics – Postmodernists reject the grand philosophical systems purported to explain reality as an architecture of the universe, and the metaphysical assumption that an ultimate ground of being, a transcendent cosmic reality, exists above and beyond the physical world. Epistemology – Postmodernism argues against traditional philosophies’ epistemological claims that we know objects as they correspond to reality. Postmodernists suggest that rather than looking outside of the human experience and history for truth, they advise us to look within the human past and present to see how claims to truth have originated, been constructed and expressed Axiology – The postmodernists rejection of metaphysical systems and the analytical tools they use examine the language of dominant and suppressed groups reveal much about their views of ethics and aesthetics. Postmodernists reject the Idealist, Realist, and Thomist metaphysical claims that there are universal and eternal values that prescribe and proscribe ethical and moral actions.. POST-MODERN PHILOSOPHIES AS PHILOSPHY OF EDUCATION

67. PRINCIPLES AND PHILOSOPHY OF PHILIPPINE EDUCATION

68. Article II. Declaration of Principles and State Policies Principles Section 17 The State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.

69. Article XIV. Education, Science and Technology, Arts, Culture, and Sports Section 1 The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.

70. Section 2 The State shall. Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society, Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age. Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged, Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.

71. PERSONAL PHILOSOPHY OF TEACHING

72. What is Teaching Philosophy? Teaching Philosophy -is a systematic and critical rationale that focuses on the important components defining effective teaching and their impact on student learning Quite personal A representation of who and what you are

73. Importance of a Personal Philosophy of Teaching Your philosophy of education is your “window” to the world and “compass” in life. Conveys your teaching values, beliefs, and goals to a broader audience. Provides evidence of your teaching effectiveness. Identify ways you can grow and improve.

74. How to write a Personal Philosophy of Teaching? Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length. Use a narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.

75. How to write a Personal Philosophy of Teaching? Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom. Be discipline-specific. Do not ignore your research. Explain how you advance your field through teaching.

76. How to write a Personal Philosophy of Teaching? Avoid jargon and technical terms, as they can be off-putting to some readers. Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.

77. How to write a Personal Philosophy of Teaching? Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching. Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues. Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

78. MORALITY AND THE FOUNDATIONAL MORAL PRINCIPLE

79. SUB TOPIC Part 1 WHAT IS MORALITY? Refers to the quality of human acts by which we call them right or wrong, good or evil. ( Panizo , 1964)

80. SUB TOPIC Part 1 MEANING OF FOUNDATIONAL MORAL PRINCIPLE The word principle came from the Latin word, “princeps” which means “a source or beginning.” A principle is, that on which something is based, founded, originated or initiated. A foundational moral principle is, therefore, the universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.

81. SUB TOPIC Part 1 MEANING OF FOUNDATIONAL MORAL PRINCIPLE The word principle came from the Latin word, “princeps” which means “a source or beginning.” A principle is, that on which something is based, founded, originated or initiated. A foundational moral principle is, therefore, the universal norm upon which all other principles on the rightness or wrongness of an action are based. It is the source of morality.

82. SUB TOPIC Part 1 WHERE IS THIS FOUNDATIONAL MORAL PRINCIPLE? It is contained in the natural law. Many moralists, authors, and philosophers may have referred to this foundation moral principle in different terms. May be acceptable to believers and non- believers alike to refer to it as natural law.

83. SUB TOPIC Part 1 WHAT IS THE NATURAL LAW? “It is the law written in the hearts of men.” (Romans 2:15) For theists, it is “man’s share in the Eternal Law of God…” ( Panizo , 1964) St. Thomas defines it as “the light of natural reason, whereby we discern what is good and what is evil… an imprint on us of the divine light…” ( Panizo , 1964) It is the law that says: “Do good and avoid evil.” 

84. SUB TOPIC Part 1

85. SUB TOPIC Part 1 PANIZO, 1964  “Writings, customs, and monuments of the past, present generations point out to this conclusion: that all people on earth, no matter how savage and illiterate, have recognized a supreme law of divine origin commanding good and forbidding evil.”

86. SUB TOPIC Part 1 The natural law that says “ do good and avoid evil” comes in different versions.

87. SUB TOPIC Part 1 “Do not do to others what you do not like others to do to you.” – Kung Fu Tsu “Do to others what you want them to do to you.” - Golden Rule of Christianity “Act in such a way that your maxim can be the maxim for all.” - Immanuel Kant

88. SUB TOPIC Part 1 RELIGIOUS VIEWS ON MORALITY CHIRISTIANS, BUDDHISTS, ISLAMIC KORANS, AND MUSLIMS

89. SUB TOPIC Part 1 CHRISTIAN’S PERSPECTIVE: “Do to others what you want them to do to you.”

90. SUB TOPIC Part 1 BUDDHISTS’ PERSPECTIVE: “Hatred does not cease by hatred; hatred ceases only by love.”

91. SUB TOPIC Part 1 ISLAMIC PERSPECTIVE: Based on the Islamic Quran

92. SUB TOPIC Part 1 Muslims’ PERSPECTIVE: The Five Pillars of Islam

93. SUB TOPIC Part 1 TEACHER, AS A PERSON OF GOOD MORAL CHARACTER According to the preamble of our Code of Ethics as professional teachers… “Teachers are duly licensed professionals who possess dignity and reputation with high moral values as well as technical and professional competence. In the practice of their profession, they strictly adhere to, observe and practice this set of ethical and moral principles, standard values.”

94. SUB TOPIC Part 1 4 WAYS OF DESCRIBING GOOD MORAL CHARACTER As described by one Christian author Being fully human – you have realized substantially your potential as human person. 2. Being a loving person – you are caring in an unselfish and mature manner with yourself, other people and God.

95. SUB TOPIC Part 1 4 WAYS OF DESCRIBING GOOD MORAL CHARACTER 3. Being a virtuous person – you have acquired good habits and attitudes and you practice them consistently in your daily life. 4. Being a morally mature person – you have reached a level of development emotionally, socially, mentally, spiritually appropriate to your developmental stage. -Cosgrave, William, rev. ed. 2004,78-79

96. TEACHERS AS PERSONS OF GOOD MORAL CHARACTERS

97. SUB TOPIC Part 1 1 COMMUNICATES KNOWLEDGE Teacher should have knowledge of what they are teaching and the ability to share that knowledge.

98. SUB TOPIC Part 1 2 FLEXIBILITY The teacher needs flexibility in teaching style and method.

99. SUB TOPIC Part 1 3 SENSE OF DETACHMENT A teacher should never personalize student's inability to cope in a classroom setting. By personalizing the student's problems they end up resenting the student.

100. SUB TOPIC Part 1 4 CREATIVITY AND HUMOR Creativity is a must for teachers. Keeping a student's attention especially in kindergarten.

101. SUB TOPIC Part 1 5 LISTENER The ability to listen is not only important for teachers to evaluate student progress, but to help target potential problems.

102. SUB TOPIC Part 1 6 PATIENCE -Persistence allied with a determination to help others learn. - Gives students time to learn .

103. SUB TOPIC Part 1 7 GOOD EXAMPLE A teacher needs to set a good example for their students. This takes a certain amount of good moral character.

104. VALUE FORMATION SUBTOPICS OF THE REPORT 1 2 3 4 COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS TRAINING THE INTELLECT AND WILL MAX SCHELER’S HIERACHY OF VALUES VALUES HIERACHY

105. CONTENTS Cognitive, Affective, Psychomotor 1 Values Hierarchy 4 Training the Intellect and Will 2 Max Scheler's Heirarchy of Values 3

106. SUB TOPIC Part 1 TO BE MORAL IS TO BE HUMAN. LIVING RIGHT VALUES HUMANIZES

107. SUB TOPIC Part 1 ARE VALUES CAN BE TAUGHT AND CAUGHT?

108. SUB TOPIC Part 1 VALUES CAN BE TAUGHT

109. SUB TOPIC Part 1 VALUES CAN BE CAUGHT

110. SUB TOPIC Part 1 1 COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS The cognitive domain refers to knowledge attainment and mental/intellectual processes. The affective domain characterizes the emotional arena reflected by learners' beliefs, values and interests. The psychomotor domain reflects learning behavior achieved through neuromuscular motor activities

111. SUB TOPIC Part 1 COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

112. SUB TOPIC Part 1 COGNITIVE, AFFECTIVE AND PSYCHOMOTOR DIMENSIONS

113. SUB TOPIC Part 1 2 TRAINING OF THE INTELLECT AND WILL Your Intellect discerns a value and presents it to the will as a right or wrong value. Your will wills to act on the right value and wills to avoid the wrong value presented by your intellect.

114. SUB TOPIC Part 1 As described by St. Thomas Aquinas , “ The intellect proposes and the will disposes ”

115. SUB TOPIC Part 1 It is clear that “ nothing is willed unless it first known ” , Thought must precede the deliberation of the will. An object is willed as it is known by the intellect and proposed to the will as desirable and good. Hence the “ formal and adequate object of the will is good as apprehended by the intellect”, ( William Kelly, 1965)

116. SUB TOPIC Part 1 It is, therefore, necessary that you develop your intellect in its 3 functions namely; √ Formation of Ideas √ Judgment √ Reasoning

117. SUB TOPIC Part 1 3 MAX SCHELER’S HIERACHY OF VALUES Scheler's hierarchy of values, the highest values are those that directly pertain to the Supreme Being while the lowest values are those that pertain to the sensual pleasures. We act and live well if we stick to Scheler's hierarchy of values  give greater preference to the higher values .

118. SUB TOPIC Part 1 MAX SCHELER ( August 22, 1874 – May 19, 1928) He was a German Philosophers known for his work in phenomenology, ethics and philosophical anthropology. He is the foremost exponent of Axiology.

119. SUB TOPIC Part 1 Axiology – define as the philosophical science of values. “ Act reveal the person’s value preferences. Like prism that reflects the invisible spectrum of colors, a person’s act manifest his invisible order of values.” ( Philosophy Today, 1989).

120. SUB TOPIC Part 1 MAX SCHELER PRESENTED THE FOLLOWING FIVE PRINCIPLES IN DECIDING THE RANK OF VALUES: 1. Timelessness The longer the value last, the higher it is. 2. Indivisibility The harder it is to increase the quality of the value as its carrier enlarges, the higher the value is.

121. SUB TOPIC Part 1 MAX SCHELER PRESENTED THE FOLLOWING FIVE PRINCIPLES IN DECIDING THE RANK OF VALUES: 3. Independence The higher value becomes the base for the lower value. 4. Depth of Satisfaction The deeper the satisfaction connected to the value is, the higher the value is.

122. SUB TOPIC Part 1 MAX SCHELER PRESENTED THE FOLLOWING FIVE PRINCIPLES IN DECIDING THE RANK OF VALUES: 5. Absoluteness The less the sense of the value is related to the existence of its carrier, the higher the value is.

123. SUB TOPIC Part 1 MAX SCHELER'S HIERARCHY OF VALUES

124. SUB TOPIC Part 1 PLEASURE VALUES The pleasant against the unpleasant. The agreeable against the disagreeable.

125. SUB TOPIC Part 1 VITAL VALUES Values pertaining to the well-being either of the individual or of the community such as employment, health, property, friendship, morality, etc. This is the virtue values .

126. SUB TOPIC Part 1 SPIRITUAL VALUES The value of minds. Refer to the discovery of meaning and purpose in life and demonstrating values through behaviors. The wisdom values.

127. SUB TOPIC Part 1 KINDS OF SPIRITUAL VALUES AESTHETIC VALUES th e values of beautiful and ugly 2. Values of Justice the values of just and unjust. 3. Values of full cognition of truth the value of doing something that is good to ourselves and to others.

128. SUB TOPIC Part 1 VALUES OF HOLY Refer to the sacred and hollowed beliefs, some things which are the objects of worship and veneration. This is the transcendent values. Beliefs, adoration and bliss.

129. SUB TOPIC Part 1 4 VALUES HEIRACHY The Hierarchy of values Is a range of higher and lower values in which the moral and ideological order of life is established. The hierarchy of values requires that the human being has a very clear and filtered system of their values, since to them is the personal and social direction.

130. SUB TOPIC Part 1 CHARACTERISTICS OF VALUES Person - who determines the most important values according to their needs, interests, aspirations, training, their personal and social conditions.

131. SUB TOPIC Part 1 CHARACTERISTICS OF VALUES Element - are the qualities of value, which has to do with personal preference.

132. SUB TOPIC Part 1 CHARACTERISTICS OF VALUES Element that influences - is the situation in which the person lives, since it is determinant in the position and preference of its hierarchy

133. THE FIVE PILLARS OF EDUCATION

134. How could we create educational environments that are able to provide learning opportunities that are authentic, relevant, integrative and more relevant for the 21st Century?

135. UNESCO'S Education for Sustainable Development Initiative (2012) presented a conceptual framework for ongoing, lifelong learning . This model organizes learning into the following five pillars: •Learning to Know •Learning to DO •Learning to Live Together •Learning to BE •Learning to Transform Oneself and Society

136. Learning to Know – the development of skills and knowledge needed to function in this world e.g. formal acquisition of literacy, numeracy, critical thinking and general knowledge.Knowledge, values and skills for respecting and searching for knowledge and wisdom: • learn to learn • acquire a taste for learning throughout life • develop critical thinking • acquire tools for understanding the world • understand sustainability concepts and issues

137. Education for Sustainable Development: • recognizes the evolving nature of the concept of sustainability. • reflects the ever growing needs of societies. • acknowledges that fulfilling local needs often has international effects and consequences. • addresses content, context, global issues and local priorities.

138. Learning to DO – the acquisition of applied skills linked to professional success. Knowledge, values and skills for active engagement in productive employment and recreation: • be an actor as well as a thinker • understand and act on global and local sustainable development issues • acquire technical and professional training • apply learned knowledge in daily life • be able to act creatively and responsibly in one’s environment.

139. Education for Sustainable Development: • is locally relevant and culturally appropriate. • must become a concrete reality for all our daily decisions and actions. • is about helping build a sustainable and safe world for everyone.

140. Learning to Live Together – the development of social skills and values such as respect and concern for others, and the appreciation of cultural diversity.Knowledge , values and skills for international, intercultural and community cooperation and peace: • participate and co-operate with others in increasingly pluralistic, multi-cultural societies • develop an understanding of other people and their histories, traditions, beliefs, values and cultures • tolerate, respect, welcome, embrace, and even celebrate difference and diversity in people • respond constructively to the cultural diversity and economic disparity found around the world • be able to cope with situations of tension, exclusion, conflict, violence, and terrorism

141. Education for Sustainable Development : • is interdisciplinary. No one discipline can claim ESD for its own, but all disciplines can contribute to it. • builds civil capacity for community-based decision-making, social tolerance, environmental stewardship, adaptable workforce and quality of life

142. Learning to BE – the learning that contributes to a person’s mind, body, and spirit. Skills include creativity and personal discovery, acquired through reading, the Internet, and activities such as sports and arts. Knowledge, values and skills for personal and family well-being: • see oneself as the main actor in defining positive outcomes for the future • encourage discovery and experimentation • acquire universally shared values • develop one’s personality, self-identity, self-knowledge and self-fulfilment • be able to act with greater autonomy, judgment and personal responsibility

143. Education for Sustainable Development: • builds on the principles and values that underlie sustainable development. • deals with the well-being of all three realms of sustainability – environment, society, and economy. • contributes to a person’s complete development: mind and body, intelligence, sensitivity, aesthetic appreciation and spirituality.

144. Learning to Transform Oneself and Society – when individuals and groups gain knowledge, develop skills, and acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting change in organizations, communities, and societies. Learning to transform one self and society. Knowledge, values and skills for transforming attitudes and lifestyles. • work toward a gender neutral, non-discriminatory society • develop the ability and will to integrate sustainable lifestyles for ourselves and others • promote behaviours and practices that minimize our ecological footprint on the world around us • be respectful of the Earth and life in all its diversity. • act to achieve social solidarity • promote democracy in a society where peace prevails

145. Education for Sustainable Development : • integrates the values inherent in sustainable development into all aspects of learning • encourages changes in behaviour to create a more viable and fairer society for everyone • teaches people to reflect critically on their own communities • empowers people to assume responsibility for creating and enjoying a sustainable future.

146. ✓These five pillars are linked together by a social constructivist approach to individual learning and a social constructionist approach to the development of learning communities that significantly influences how students learn and how faculty and staff support their learning .