Commented [J1]: Make your own title - something that

THE THREE SPHERES OF HUMAN EDUCATION represents your philosophy in teaching and in education, in general.
Formulating my Own Philosophy of Education Make it creative.

from learning, serving and caring

|by Jenerwin M. Columna, Write Program and major here.| Commented [J2]: You write your program and major here.

The box below requires that you make your own quotation
representing your philosophy - something that encapsulates your
entire experience and philosophy in education.

“Why should you be included in top the ten?”

My tongue, just as when I’m not certain of my presence in a

situation, went twisted and taut. My mind became a dried sponge,
accumulating nothing but air. That’s neither because I lost my
confidence before entering the closed-door interview room nor has
my body become anesthetized. It’s because I really didn’t have any
idea why I was there. I really didn’t know how it all started. I really
never knew what to say.

“Mr. Columna, why should you be one of the ten

outstanding students of the region, or what is the significance
of this search to you? Director Purita Licas of Philippine
Information Agency went on, trying to paraphrase the
question. I might already have appeared confused before
the panel judges. Paraphrasing a given question was
never an option for them, but I thanked God for bringing
me back to my senses - to the reality that I was in
front of five notable people in the region and was
being interviewed and rated for the search for ten
outstanding students in the region.

“To be or to be not included in the top ten

doesn’t matter. I just want to spark inspiration to my
fellows, that school is not just about training the mind to
learn, trying to accommodate every piece of information for intellectual development, but more
on convincing others to care igniting the flame of service, the core essence of our existence.”

I can still vividly recall my thoughts which made me realize why I was there. I was there Commented [J3]: This part is a short narrative a very
unforgettable experience you have that made you realized your
not for the recognition but to prove and share that entering school is not about reading books, beliefs, principles and philosophy in education or your existence in
it’s about serving and caring for others. general - much like a defining moment that led you to your beliefs.
Make it sure that this is an actual experience of yours, and has
contributed much to your own philosophy.
Commented [J4]: For the parts, please check my notes at the
The Premise end of the documents.

Completing my degree in education was not focused on academic matters like I Make your submission presentable. You may layout your submission
to look presentable and professional. Make this paper something
had been told and was supposed to as a DOST scholar. After finishing my first semester that would make me know you more as a person who has distinct
belief as to what education and all process in it should be.
in college, I had been told to just focus on academics- to graduate with the highest honor
possible. Some of my professors discouraged me from engaging in any significant
organization in school to maintain my academic standing. Simply nonconformist I was, I
just realized that I was already at the chief editor’s chair in the campus paper publication
and at a key seat in the student council in my second year in college. I was even told that
my journalism involvement would not throw any input to my development as a Physics
teacher, nor will it help me pass the licensure examination.

Yes, I did not listen. I experienced some academic bullying due to my irregular
presence in the class because of the extension works I was involved in. However, I can’t
also blame myself for continually doing my interests-for continuously attending to others’
needs over mine, and for incessantly finding my pleasure in leadership and journalism
works.

Unsurprisingly, I suffered a roller coaster ride towards completing my degree, but

none of those activities hindered me because I lived my student life in the most
pleasurable way I knew and that because I lived my student life to fulfill my interests.
Humbly, I graduated on top of my batch.

“To be or to be not included in the top ten doesn’t matter. I just want to spark
inspiration to my fellow students that school is not just about training the mind to
learn, trying to accommodate every piece of information for intellectual
development, but more on convincing it to care, igniting the flame of service, the
core essence of our existence.”

What I wanted to convey was actually the essence of schooling- that it is

not just about training the faculties of the mind- to just learn, but also training the heart to
care without depriving people their right to fulfill their interests, letting them grow robustly
in the fields they have chosen to journey on.

Nature of the School

I humbly consider school as a fertile ground for optimal growth of an individual.

Such is a place where there should be no restrictions imposed putting away a person's
interest from the landscape of education. It is a place where one can freely express his
interests without many academic and paperwork restrictions created by a pre-determined
curriculum. It is a place for the development of the three faculties of a learner- the mind
to learn continuously, the hands to serve incessantly and the heart to care sincerely.
These three spheres allow the child to explore outside the box of documented plans of
action in the classroom, outside the boundaries of his interest to see and appreciate the
beauty behind the different things in the world, and to explore settings outside the corners
of the school. A school is not a place to where a teacher teaches what to learn but how
to learn continuously.

Nature of the Learner

Like an existentialist sees, a learner is an independent thinker connected to a wider

web of society. His development proceeds to expose him to different situations, real-life
experiences, and managerial undertakings without dictating him to focus on a “specific
something” that does not interest him. He needs to see how he can improve the
surroundings he moves around as upheld by social reconstructionists. He should then be
taught to work on his individual progress to document his personal growth and
development, but at the same time, he should be exposed to cooperative and
collaborative works to fit himself in a situation where his inputs are given enough
consideration for the accomplishment and improvement of a collective work. These
individual and collaborative works enable him to grow personally and socially.

The Teacher and the Teaching Pedagogy

The teacher is “a guide by the side‟ and not “a sage in the stage‟. A midwife of the
birth of the child’s potentials, the teacher should endeavor to bring out the learner's
knowledge and experiences, and support the decision of the child to grow in his interest.
The teacher should not dictate what is best for the child; instead, he should let the child
discover what is best for him by exposing him to real-life issues and concerns to develop
his awareness about his world. He should never discourage a learner from entering a
new world of interest even if this world will confront him with many problems. He should
facilitate him towards acquiring awareness of the problems for him to develop solutions
for these problems. It should be inculcated in him that his efforts greatly impact solving
societal issues that affect him.

The teacher should exercise problem-based instruction and individual and

collaborative works to meet these demands. The marriage of the three provides the
scaffold for the learner to develop his problem-solving skills, personal growth efforts and
sympathy with others. Knowledge acquired is of no worth without application on real-life
problems, on his self-development, and on social betterment.

Content of the Curriculum

The curriculum should emphasize understanding oneself, Social and Natural

Sciences, with language playing a very significant role in delivering information.
I am greatly convinced by the content of the curriculum as suggested by
existentialists. The curriculum should “emphasize the social sciences and humanities to
provide students with vicarious experiences that will help unleash their creativity and self-
expression.”

Therefore, The curriculum should free the learners to find modes of self-
expression, experiment with different presented materials, and express their insights and
emotions, letting them release their potential and work for their own interests in education.

The curriculum, however, should not slice the parcel where the function of sciences
towards inquiry is written. Science plays a significant role in learning how to learn by
suggesting methods of inquiry. In this era of knowledge explosion, science should be
attached to any endeavor, especially in problem-solving and in recommending solutions
to an existing dilemma.

The role of language, on the other hand, should also be given equal importance
like the sciences. This is because I consider communication a basic aspect of
understanding a problem, especially in communicating possible solutions to these
overarching dilemmas. It is in language where the connection of oneself to society is
being developed, and where understanding others emanates from.

End Goal of Education

With all these claims, education's end goal is to let people understand themselves-
their abilities and incapacities. Let them learn for themselves and for a greater aim-
serving and caring others.
As social reconstructionists and progressivists view it, education by merely feeding
the mind for personal gain is useless and futile without compassion and desire to share it
to others. Ultimately, education is therefore measured through serving and caring others
for the future of the society at large.

[Note: This is just an example write-up for your philosophy in education. Important
parts are the premise, where you explain where your ideals are rooted from including
the experience/s that let/s you realize your goal in studying, or your view about
schooling; nature of the school, where you try to describe what should a school be
like; nature of the learner, where you characterize the learners and how they should
be treated; nature of the teacher, where you can state the kind of teacher you want
to have in a school; the teaching pedagogical practices, where you describe how
should the instructional process be done/conducted; content of the curriculum;
where you describe the most important considerations to provide the best curricular
experiences possible for the learners; and, the end goal of education, where you
generally present your view how should education be viewed and the kind of
product/completers/graduates it harvests.]