STUDENT NUMBER: G20-0012

DOCTOR OF EDUCATION – MAIN CAMPUS

EDD 500 SEMINAR IN PHILOSPHY OF PHILIPPINE EDUCATION

1. Choose 3 among the cited sources and discuss its incorporated philosophy.
a. The great philosophies of education that have stood the test of time
Five major philosophies of education will be discussed in this output. These philosophies are composed of essentialism, progressivism,
perennialism, existentialism, and behaviorism.
Answer:
1. Essentialism is a relatively conservative attitude to education that strives to teach students the knowledge of a society and
civilization through a core curriculum. This core curriculum involves such areas that include the study of the surrounding environment,
basic natural laws, and the disciplines that promote a happier, more educated living. Other non-traditional areas are also integrated as
well in moderation to balance the education. Essentialists' goals are to instill students with the "essentials" of academic
knowledge, patriotism, and character development through traditional (or back-to-basic) approaches. This is to promote reasoning,
train the mind, and ensure a common culture for all citizens. The role of the teacher as the leader of the classroom is a very important
tenet of Educational essentialism. The teacher is the center of the classroom, so they should be rigid and disciplinary. Establishing order
in the classroom is crucial for student learning; effective teaching cannot take place in a loud and disorganized environment. It is the
teacher's responsibility to keep order in the classroom. The teacher must interpret essentials of the learning process, take
the leadership position and set the tone of the classroom. These needs require an educator who is academically well-qualified with an
appreciation for learning and development. The teacher must control the students with distributions of rewards and penalties.
Essentialism tries to instill all students with the most essential or basic academic knowledge and skills and character development.
Essentialists believe that teachers should try to embed traditional moral values and virtues such as respect for authority, perseverance,
fidelity to duty, consideration for others, and practicality and intellectual knowledge that students need to become model citizens. The
foundation of essentialist curriculum is based on traditional disciplines such as math, natural science, history, foreign language, and
literature. Essentialists frown upon vocational courses. In the essentialist system, students are required to master a set body of
information and basic techniques for their grade level before they are promoted to the next higher grade. The content gradually moves
towards more complex skills and detailed knowledge. Essentialists argue that classrooms should be teacher-oriented. The teacher should
serve as an intellectual and moral role model for the students. The teachers or administrators decide what is most important for the
students to learn with little regard to the student interests. The teachers also focus on achievement test scores as a means of evaluating
progress. The essentialist classroom is centered on students being taught about the people, events, ideas, and institutions that have
shaped American society. Essentialists hope that when students leave school, they will not only possess basic knowledge and skills, but
they will also have disciplined, practical minds, capable of applying lessons learned in school in the real world. Essentialism is different
from what Dewey would like to see in the schools. Students in this system would sit in rows and be taught in masses. The students would
learn passively by sitting in their desks and listening to the teacher. An example of essentialism would be lecture based introduction
classes taught at universities. Students sit and take notes in a classroom which holds over one hundred students. They take introductory
level courses in order to introduce them to the content. After they have completed this course, they will take the next level course and
apply what they have learned previously. J. Scott Armstrong (2012).
Essentialism. This philosophy talks about acquiring basic knowledge and correct attitudes. This is known as a traditional philosophy
that deals with the inculcation of moral values to the students to become better citizens.
Essentialists believe that these values are needed to become better citizens. The theory emphasized the role of teachers in instilling
values to students. The theory abhors the notion of radical changes in society.
In terms of conveying knowledge to the students, essentialists suggest classroom instructions that are based on natural science
than using non-scientific disciplines like philosophy or religion (COHEN, 1978).
As mentioned by Cohen (1978), the subjects in the essentialist classroom are composed of Mathematics, Natural Science, History,
Foreign Language, and Literature. These subjects composed the curriculum of an essentialist institution.
2. Progressivism. Progressivists believe that education should focus on the whole child, rather than on the content or the teacher.
This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions
of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who
makes meaning through his or her individual experience in the physical and cultural context.
This Philosophy is introduced by John Dewey. The philosophy advocated the learning institutions to provide education that is
relevant to the needs of the students. Since this philosophy adheres to the teachings of John Dewey, it believes that the existence
of the physical universe is real and fundamental.
 In the progressivist’s curriculum, natural and social science are being considered. In the classroom, teachers exposed the
students to scientific discoveries, technological advancements, and social developments. Also, the theory inculcates that progress and
change are the foundation of learning. The curriculum emphasized the importance of participation of women and minorities in the
teaching and learning process.
Progressivists stated that education should be enjoyed by the students and should not be branded as fundamental requirements
for being adults in society. Aside from the basic subjects provided in the essentialist’s classroom, industrial arts and home economics are
also. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests
and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and
first hand. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from
the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the
way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with
students, student-selected topics are all aspects. Books are tools, rather than authority. Progressivists believe that individuality,
progress, and change are fundamental to one's education. Believing that people learn best from what they consider most relevant to
their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students. Progressivist teachers try
making school interesting and useful by planning lessons that provoke curiosity. In a progressivist school, students are actively learning.
The students interact with one another and develop social qualities such as cooperation and tolerance for different points of view. In
addition, students solve problems in the classroom similar to those they will encounter in their everyday lives. Progressivists believe that
education should be a process of ongoing growth, not just a preparation for becoming an adult. An obvious example of progressivism
would be our class. We are in groups a lot and we actively learn through discussion. We talk about how what we read can be
incorporated into our future teaching careers. Dr. Theodore takes into account the suggestions from the previous semester's students
and modifies his class accordingly.  Yamasaki, Yoko (2010)
3. Perennialism. The root cause of the philosophy is the teachings of Plato, Aristotle, and St.Thomas de Aquinas. Perennialists are
divided into two groups: the first group uses the religious way of teaching as spearheaded by St. Thomas de Aquinas and the second one
uses secular ways in teaching as proposed by Robert Hutchins and Mortimer Adler.
Perennialists are primarily concerned with the importance of mastery of the content and development of reasoning skills. The
old adage “the more things change, the more they stay the same” summarizes the perennialists’ perspective on education. Skills are still
developed in a sequential manner. For example, reading, writing, speaking, and listening are emphasized in the early grades to prepare
students in later grades to study literature, history, and philosophy. Perennialists believe that the focus of education should be the ideas
that have lasted over centuries. They believe the ideas are as relevant and meaningful today as when they were written. They
recommend that students learn from reading and analyzing the works by history's finest thinkers and writers. Essentialists believe that
when students study these works and ideas, they will appreciate learning. Similar top perennialism, essentialism aims to develop
students' intellectual and moral qualities.In a perennialist’s classroom, the teacher dictates what the students need to learn. The
interests of the students are set aside to develop students’ intellectual power. Teachers in this classroom setup apply the best technique
in teaching the students. The perennial’s curriculum is not flexible in the sense that it recommends a single curriculum for elementary
and secondary education. Extracurricular activities are not allowed unless the school will offer courses for a second language.
Also, the perennialist’s curriculum enhances the capacity of the students to reason as individuals who think deeply, analytically,
flexibly, and imaginatively.
Perennialist classrooms are also centered on teachers in order to accomplish these goals. The teachers are not concerned about the
students' interests or experiences. They use tried and true teaching methods and techniques that are believed to be most beneficial to
disciplining students' minds. The perennialist curriculum is universal and is based on their view that all human beings possess the same
essential nature. Perennialists think it is important that individuals think deeply, analytically, flexibly, and imaginatively. They
emphasize that students should not be taught information that may soon be outdated or found to be incorrect. Perennialists disapprove
of teachers requiring students to absorb massive amounts of disconnected information. They recommend that schools spend more time
teaching about concepts and explaining they are meaningful to students. The only example I can think of would be a class about religion
or history. The instructor would use religious books and historical documents. Although perennialism may appear similar
to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist
curricula thus tend to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically
considered to be teacher-centered, as opposed to student-centered philosophies of education such as progressivism. Since the teachers
associated with perennialism are the authors of the Western masterpieces themselves, these teachers may be open to student criticism
through the associated Socratic method, which, if carried out as true dialogue, involves a balance between teacher activity and student
activity, with the teacher promoting discussion. The goal of a perennialist education is to teach students to think rationally and develop
minds that can think critically. A perennialist classroom aims to be a closely organized and well-disciplined environment, which
develops in students a lifelong quest for the truth. Perennialists believe that education should epitomize a prepared effort to make these
ideas available to students and to guide their thought processes toward the understanding and appreciation of the great works, works of
literature written by history’s finest thinkers that transcend time and never become outdated. Joseph, Sister Miriam (2002)
4. Existentialism. This Philosophy is connotated with Soren Kierkegaard and Friedrich Nietzsche. This philosophy respects the
concept of individualism but argued that traditional methods of teaching do not respect the rights of every individual.
For educators, existentialist want change in attitude about education. Instead of seeing it as something a learner is filled with,
measures against, or fitted into, they suggest that learners first be looked as individuals and that they be allowed to take a positive role
in the shaping of their education and life. For the existentialist, no two children are alike. They differ in background, personality traits,
interests, and desires they have acquired. Also, they wanted to see an end to the manipulation of the learners with teachers controlling
learners along predetermined behavioral path. In the education perspective, existentialist believes that most philosophies of the past
have asked out people to think deeply about thoughts and abstractions that had little or no relationship to everyday life. Scholastic
philosophy, in which thinkers debated such questions as how many angels could sit on ahead of a pin. The answers to such metaphysical
question provided nothing except perhaps some psychological satisfaction at winning a debate through argumentation. Existentialists
believe that in their philosophy, the individual is drawn in as a participant, ready to be filled with knowledge based on his ideas. Sartre
believes that “existence precedes essence” he added that if people have created ideas and practices that are harmful, then they could also
create ideas and practices that are beneficial. The philosophy rejected the existence of any source of information about metaphysics,
epistemology, and ethics but believed that individuals can determine the right and wrong notions in the world.
The existentialist’s classroom put the importance of understanding the subjects as the second priority but give the topmost
priority for students to understand the paths that they wanted to take. Moreover, the existentialists believed that education should not
only educate the mind but it should educate the person holistically. Also, in the existentialist’s curriculum, students are given chances to
choose the subjects that they want to take as anchored to their chosen paths.
Existentialist pose that an individual is always in transition, so that the moment people believe they know themselves is probably
the moment to begin the examination all over again. They also believe that a good education emphasize individuality. It attempts to
assist each of us is seeing ourselves with our fears, frustrations, and hope. Ginny (2012). Education from an existentialist perspective
places the primary emphasis on students’ directing their own learning. Students search for their own meaning and direction in life as
well as define what is true and what is false, what is pleasant and satisfying, what is unpleasant and dissatisfying, and what is right or
wrong. The goal of an existentialist education is to train students to develop their own unique understanding of life. An existentialist
classroom typically involves the teachers and school laying out what they feel is important and allowing the students to choose what they
study. All students work on different, self-selected assignments at their own pace. Teachers act as facilitators, directing students in
finding the most appropriate methods of study or materials, and are often seen as an additional resource, alongside books, computers,
television, newspapers, and other materials that are readily available to students.
5. Behaviorism. This philosophy is the opposite of existentialism. In existentialism, students are molded to shape their innermost
thoughts through free will but in behaviorism, students are taught to believe that they are shaped by their external environment.
The philosophy is influenced by the work of Ivan Pavlov and John Watson but B.F. Skinner is the driving force behind the
actualization of the theory of Behaviorism. So in a behaviorist’s classroom, teachers assert that learning can be derived from careful
scientific observation of the natural world.
At present, the practice of the teaching profession is littered with several controversies. The suitability of the different teaching
pedagogies and strategies are challenged by many experts in the academe. The School as an open system is thrown with various
feedbacks that challenged the efficacy of the curriculum implemented by the education gurus.
Well, the answers will be expressed in various forms but we need to understand that our philosophies will describe our
teaching styles.
Behaviorism can also be thought of as a form of classroom management. Behaviorists believe human beings are shaped entirely by their
external environment. If you alter a person's environment, you will alter his or her thoughts, feelings, and behavior. The system is based
on rewards and punishments. Behaviorists believe that if teachers provide positive reinforcement, or rewards, whenever students
perform a desired behavior, they will learn to perform the behavior on their own. The same concept applies to punishments.
Behaviorists think people act in response to internally or externally generated physical stimuli. They basically consider human nature to
be the product of one's environment. An example of behaviorism is when teachers reward their class or certain students with a party or
special treat at the end of the week for good behavior throughout the week. The same concept is used with punishments. The teacher can
take away certain privileges if the student misbehaves. In the classroom, the behavioral learning theory is key in understanding how to
motivate and help students. Information is transferred from teachers to learners from a response to the right stimulus. Students are a
passive participant in behavioral learning—teachers are giving them the information as an element of stimulus-response. Teachers use
behaviorism to show students how they should react and respond to certain stimuli. This needs to be done in a repetitive way, to
regularly remind students what behavior a teacher is looking for. Motivation plays an important role in behavioral learning. Positive
and negative reinforcement can be motivators for students. For example, a student who receives praise for a good test score is much
more likely to learn the answers effectively than a student who receives no praise for a good test score. The student who receives no
praise is experiencing negative reinforcement—their brain tells them that though they got a good grade, it didn’t really matter, so the
material of the test becomes unimportant to them. Conversely students who receive positive reinforcement see a direct correlation to
continuing excellence, completely based on that response to a positive stimulus. Araiba, Sho (June 2019)

B. Philosophies of Education of the Great educational thinkers

Many famous thinkers are associated with the Philosophy of Education and they are the following:
Philosopher Educational Philosophy Importance to Education
Socrates Introduced the Socratic Method of This is important in Education since education should
questioning began a tradition in which encourage all students and persons, to the greatest extent
reasoning and the search for reasons that possible, the pursuit of the life of reason.
might justify beliefs, judgments, and
actions was (and remains) fundamental
Plato Plato that a fundamental task of He envisions that different groups of students would receive
education is that of helping students to different sorts of education, depending on their abilities,
value reason and to be reasonable, which interests, and stations in life. This can be observed in the K-
for him involved valuing wisdom above 12 Curriculum in which senior high school students are
pleasure, honor, and other less-worthy trained under different tracks and strands that may train them
pursuits to different directions in life such as trabaho, negosyo, or
kolehiyo.
John Dewey Proposed that education should be I see this principle as very important in developing the child
tailored to the individual child holistically as well as in teaching them using differentiated
learning instruction that may be suitable to the student's
individual needs.
Aristotle He took the highest aim of education to He is the one who said that educating the mind without
be the fostering of good judgment or educating the heart is not education at all. His philosophy is
wisdom, but he was more optimistic than very important at present in developing the child holistically.
Plato about the ability of the typical The students should not only learn the hard skills but also
student to achieve it. He also emphasized the soft skills which composed the correct attitude and
the fostering of moral virtue and the values needed to become life-long learners.
 development of character; his emphasis
on virtue and his insistence that virtues
develop in the context of community-
guided practice—and that the rights and
interests of individual citizens do not
always outweigh those of the community
—are reflected in contemporary interest
in “virtue theory” in ethics and
“communitarianism” in political
philosophy
Jean Jacques He insisted that formal education, likeUnlike Plato, Rousseau also prescribed fundamentally
Rosseau society itself, is inevitably corrupting; he
distinct educations for boys and girls, and in doing so he
argued that education should enable theraised issues concerning gender and its place in education
“natural” and “free” development of that are of central concern today. Dewey emphasized the
children, a view that eventually led to the
educational centrality of experience and held that experience
modern movement known as “open is genuinely educational only when it leads to “growth.” But
education.” These ideas are in some ways
the idea that the aim of education is growth has proved to be
reflected in 20th-century a problematic and controversial one, and even the meaning
“progressivism,” a movement often (but of the slogan is unclear. Dewey also emphasized the
not always accurately) associated with importance of the student’s own interests in determining
Dewey. appropriate educational activities and ends-in-view; in this
respect he is usually seen as a proponent of “child-centered”
education, though he also stressed the importance of
students’ understanding of traditional subject matter. While
these Deweyan themes are strongly reminiscent of Rousseau,
Dewey placed them in a far more sophisticated—albeit
philosophically contentious—context. He emphasized the
central importance of education for the health of democratic
social and political institutions, and he developed his
educational and political views from a foundation of
systematic metaphysics and epistemology
Thomas Aquinas He said that God is the central aim of His philosophy can be reflected in the core values of the
 education and He is at once our Teacher. Department of Education which is composed of Makatao,
This does not mean that human beings Makakalikasan, Makabayan at MakaDiyos. These core
cannot teach each other, but it shapes values are among the soft skills that should be learned by the
what we understand by knowledge and Filipino students to become good citizens of the country.
what we mean when we say that someone
has learnt
Augustine He said that human race as a compact The philosophy of St Augustine is important in present day
mass, a collective body, is responsible in education since it values the importance of unity and
its unity and solidarity. solidarity in achieving a good society. His beliefs can be
observed in teaching Edukasyon sa Pagpapakatao to further
enriched the humanism fiber of every learners in our
country.
Thomas Hobbes Thomas Hobbes, an English philosopher His concepts are also taught in our present education system
in the 17th century, was best known for particularly in ESP where solidarity between man are
his book 'Leviathan' (1651) and his emphasized.
political views on society.
He said that humans could thrive in
harmony while avoiding the perils and
fear of societal conflict.
René Descartes He is usually regarded as the founder of In term of Descartes’ contribution to education, we say that
modern philosophy. His belief in the the value of analytic skills is one of his main contributions in
certainty of knowledge or 'truth' - the education. This skill is being developed in the learners of our
'Cartesian belief' - was the basis for his time but sad to say only students are good in analysis. That
method of analytic reasoning - the is why the Department of Education has mandated the
'Cartesian method' - which he claimed integration of topics which are significant for their daily
was a function of the 'soul' - 'Cartesian existence for them to develop
doctrine'. He viewed the universe as a
machine designed by divine reason or
'God' - the 'Cartesian dogma’.
John Locke Locke believed the purpose of education He is famous with his philosophy that a learners’ mind is a
was to produce an individual with a tabula rasa, a blank slate that can be filled with new
sound mind in a sound body so as to knowledge that can be enriched through the years.
 better serve his country. Locke thought His philosophy supports vocational skills and how may these
that the content of education ought to skills help to support other people in the society.
depend upon one's station in life. The
common man only required moral, social,
and vocational knowledge
David Hume Hume advocated more for what today is He values the importance of first hand experience in
known as a psychological basis of human reinforcing knowledge of the learners.
nature and experience-based learning or
experience-based knowledge. He argued
that reason alone cannot possibly be
responsible for human knowledge,
however it is complementary and assists
inductive reasoning and causality
Immanuel Kant Kant sees a person as an existence who Kant says that we should educate children according to their
needs education. Kant defends that natural destiny or vocation. He assumes, in other words, that
between the existence only person needs the human individual, and the species as a whole, has a
education to develop gradually for purpose to fulfil that is naturally pre-given
perfection and he others person separates
from animate and lifeless existence in
different ways. For him there are
differences between person and animal.
John Stuart Mill John Stuart Mill was a strong proponent John Stuart Mill emphasized the understanding of educated
of mandatory education. But he was a people, so he thinks these people need to be given more
vigorous opponent of trying to push votes than those who are uneducated. Since then, he has
students into public schools. The key to promoted education, especially political education, to make
his opposition is the key to many people's people wiser when choosing their representatives.
support of pushing students into public
schools: having students attend public
schools is a way to get greater conformity
Karl Marx Marxist approach to education is broadly According to Traditional Marxists, school teaches children
constructivist, and emphasizes activity, to passively obey authority and it reproduces and legitimates
collaboration and critique, rather than class inequality. Traditional Marxists see the education
 passive absorption of knowledge, system as working in the interests of ruling class elites
emulation of elders and conformism; it is
student-centered rather than teacher
centered, but recognizes that education
cannot transcend the problems and
capabilities of the society in which it is
located
Bertrand Russell According to Russell, education is a In this context, Russell emphasized the importance of role of
process of self-development. But self- education in developing the child, he put emphasis that love
development is possible only in and is found in schools but this is sometimes forgotten by his/her
through society. Every individual has a parents. Also Russell explains children as learners and
social self. Russell pleaded for education children as future citizens of one’s nation.
for good and creative citizenship

C. Philosophy of Education of Filipino Thinkers

Filipino Thinkers Educational Philosophy Importance to Education
Jose Rizal The mission of education is to  Since Education is the foundation of society and a
elevate the country to the highest prerequisite for social progress, Rizal claimed that
seat of glory and to develop the only through education could the country be saved
people’s mentality from domination.
 Rizal’s philosophy of education, therefore, centers
on the provision of proper motivation in order to
bolster the great social forces that make education a
success, to create in the youth an innate desire to
cultivate his intelligence and give him life eternal.
  He believed in the importance of the school as a
social organization.
 According to him, the school must train the citizens
in the three phases of life: 1. Moral 2. Intellectual 3.
Physical
 The school should prepare the individual to live
efficiently both as individual and as a member of
the community to which he belongs.
Dr. Camilo Osias School has an important role in the  Dr. Osias believed that education should secure for
development of dynamic nationalism every person the fullest measure of freedom,
and internationalism in relation to efficiency, and happiness.
democracy in the education of the  Efficiency, he demands that one must be able to
youth.” cooperate with the other members of the society to
“High educational institutions should promote common good.
do more to turn out graduates who  He also advocated that the educational system must
can think logically, scientifically and contribute towards the achievement of the goals of
creatively.” education by inculcating their minds and hearts of
“Our education should instill love the youth the value of preserving the patrimony of
for work, spirit of tolerance, respect the country promoting the general welfare of the
for law, love for peace and practice people.
of thrift.”  Dr. Osias’ suggestions to Philippine schools:
 Preserve the solidarity of Filipino;
 Maintain the unity of the Philippines;
 Work out a proper equilibrium in economic
order;
 Develop social justice;
 Observe the merit system in government
service;
 promote peace and national defense
 Uphold the inalienable rights of life, property,
liberty, and happiness;
 Keep in their prestige majesty the fundamental
 freedom, especially freedom of speech, freedom
of press, freedom of peace and assembly, and
freedom of worship;
 Conserve the principle of equality;
 Hold high the ideals of religion;
 Keep over aloft the torch of education, and
 Make democracy a living and functional reality.
Rafael Palma Palma advocated “academic  “The teacher is not supposed to dramatize. He has
freedom”. no right to impose on his students his theories or
personal belief. He is expected to stimulate free
discussion, leaving to his students the choice of the
system of thought which best satisfies their reason.”
 “The primary purpose of education, according to
Palma, is to develop the individual to his highest
efficiency so that he can be of use to himself and to
the community. Such concept is based on the
philosophy of altruism and is closely allied to
citizenship.”
 “Education must produce individuals who are both
useful to themselves and to society.”
 He prepared himself well for any task that awaited
him. Into any undertaking, he always put the best of
his energies and, to use his own expression, "made
the failure of any work which I undertake my own
failure, its success my own success."
Jorge Bocobo He stressed that Filipino culture and He pointed out the importance
tradition should be the bases of
education in the Philippines.
According to him, the educational
concept is closely related to
nationalism and love of country.
He also stressed that education in
 this country should prepare the child
for the democratic way of life.
“To my humble way of thinking
education(college) has for its
supreme and overshadowing aim the
formulation of a sound and noble
outlook of life.”

Apolinario Mabini “Thou shalt cultivate the special gifts He imparts the role of education to self-actualization.
which had been granted thee,
working and studying according to
thy ability, never leaving the path of
righteousness and justice in order to
attain thine own perfection.”

T H Pardo de Tabera “Our education should instill love for Discuss that education should instill softskills to the
work, spirit of tolerance, respect for Filipino learners
law, love for peace and practice of
thrift.”
Francisco Benitez Combat the four major evils that He emphasized the importance to walk one’s talk and The
plague our country: poverty, function of our school is neither to fit the individual for the
illiteracy, disease and civic inertia - past which is dead and gone, nor to prepare him for a
Teaching by example and sharing, remote future which is problematic, rather it is to train the
yet always bearing a blessing individual so that he will be a member of the world as it
is.”
Francisca Tirona Benitez She believed that every Filipina A precursor of gender equality
should aspire to be: one who has
successfully combined the art of
homemaking and the pursuit of a
career and still be of service to the
community
 Lourdes Quisumbing “Believes that education must She pointed out the importance of attitudes and values in
strengthen the dignity of the learner strengthening the moral fibers of Filipino learners
as a human person. As such, the
various dimensions of man’s
personhood has to be fully developed
by the school system through an
effective and systematized values
education”

D. Article XIV of the 1987 Philippine Constitution

The article XIV of the 1987 Philippine Constitution talks about Education, Science and Technology, Arts, Culture and Sports. It is composed
of 19 sections with specific provision for education in the land.
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.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society;
(2) 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;
(3) 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;
(4) 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
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.
Section 3. (1) All educational institutions shall include the study of the Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes
in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote
vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in public
elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to
which the children or wards belong, without additional cost to the Government.
Section 4.(1) The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by citizens of the
Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in citizens of the Philippines.
No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one-third of the enrollment
in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their dependents and,
unless otherwise provided by law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for educational purposes
shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions, subject to the limitations
provided by law, including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly, and exclusively for
educational purposes shall be exempt from tax.
Section 5. (1) the State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development
of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission and academic
requirements.
(4) The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-academic personnel shall enjoy
the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job satisfaction and fulfillment.
LANGUAGE
Section 6. The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of existing
Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain the use of
Filipino as a medium of official communication and as language of instruction in the educational system.
Section 7. For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided by
law, English.
The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional languages, Arabic, and
Spanish.
Section 9. The Congress shall establish a national language commission composed of representatives of various regions and disciplines which
shall undertake, coordinate, and promote researches for the development, propagation, and preservation of Filipino and other languages.

SCIENCE AND TECHNOLOGY

Section 10. Science and technology are essential for national development and progress. The State shall give priority to research and
development, invention, innovation, and their utilization; and to science and technology education, training, and services. It shall support
indigenous, appropriate, and self-reliant scientific and technological capabilities, and their application to the country’s productive systems and
national life.
Section 11. The Congress may provide for incentives, including tax deductions, to encourage private participation in programs of basic and
applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science students, researchers,
scientists, inventors, technologists, and specially gifted citizens.
Section 12. The State shall regulate the transfer and promote the adaptation of technology from all sources for the national benefit. It shall
encourage the widest participation of private groups, local governments, and community-based organizations in the generation and utilization of
science and technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted citizens to their intellectual
property and creations, particularly when beneficial to the people, for such period as may be provided by law.
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of
unity in diversity in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the nation’s historical and
cultural heritage and resources, as well as artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and shall be under the protection of the
State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve and develop their cultures,
traditions, and institutions. It shall consider these rights in the formulation of national plans and policies.
Section 18. (1) The State shall ensure equal access to cultural opportunities through the educational system, public or private cultural entities,
scholarships, grants and other incentives, and community cultural centers, and other public venues.
(2) The State shall encourage and support researches and studies on the arts and culture.
SPORTS
Section 19. (1) The State shall promote physical education and encourage sports programs, league competitions, and amateur sports, including
training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs and other
sectors.

Explanation:
The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on the principle of
unity in diversity in a climate of free artistic and intellectual expression. The article XIV of the 1987 Philippine Constitution deals with
the rights to quality education of every Filipino Learners. It stipulates that a quality, equitable and accessible education should be
enjoyed by Filipino learners from all walks of life. Free basic education should be enjoyed by every Filipino learner in the land. Also,
this article states that studying the Philippine Constitution should be included in the Philippine Education Curriculum. Aside from that,
scholarship grants should be given to deserving Filipino students who do not have the capacity to study due to poverty. Moreover, this
article specified that the highest budget should be allocated for education. In terms of the medium of instruction, the teachers should use
the language or dialects understood best by the learners. Furthermore, this article encourages the students to participates in the studies
related to Science and Technology that develops the knowledge and scientific skills of the Filipino learners as well as with Arts and
Culture that teachers our students about our cultural heritage and participate in Sports that prepares Filipino learners to international
competitions, to foster self-discipline, teamwork, and excellence for the development of a healthy and alert citizenry.
(https://www.officialgazette.gov.ph/)

E. Batas Pambansa 232 of the Education Act of 1982

This law establishes the basic policy and objectives for education. It establishes the rights, duties and obligations of those in the
education community (e.g. parents, students, teachers, principals, non-academic staff etc.) This was an act providing for the
establishment and maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern
both formal and non- formal system in public and private schools in all levels of the entire educational system. This law states that the
state should provide a complete education for Filipino learners. It stipulates the role of the teachers and the parents in educating their
children. Also, it stipulates the provision for the establishment and maintenance of an integrated system of education. In accordance
with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the
entire educational system. In addition, this law implies the role of the teachers and provides the latest and more specific provision on
rights, duties and parents relation to education. The provisions under Rule 11 and 111 of the law enhance further the promotion of
discipline in the educational communities. The State shall promote the right of every individual to relevant quality education, regardless
of sex, age, creed, socio-economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. Promoting
the rule of law through education also helps learners acquire the knowledge, skills, values and attitudes they need to contribute
constructively to society. It allows them to positively shape public institutions and their policies, thereby encouraging non-violent and
peaceful avenues of civic engagement. (Batas Pambansa 232 of the Education Act of 1982)
F. Prevailing Social, Economic, Political, and Cultural Pattern of great magnitude that have great impact upon society
 The socioeconomic, political, and cultural aspect have great effect in molding the society. Education plays vital role in improving
the social, economic, political and culture of a nation. If we will scrutinize our society problems arise due to lack of focus on the
education of the nation. To unravel the net differences between the social and cultural specialists and the technocrats, we controlled for the
field of study, the level of education and background factors. Taking these control factors into consideration, the social and cultural specialists
differentiate themselves substantially from the technocrats in their socio-political and especially economic preferences and behaviour. With
respect to their cultural preferences and behaviour, they do not differ significantly from the technocrats. The Human Capital Theory
emphasizes how education increases the productivity and efficiency of workers by increasing the level of cognitive stock of economically
productive human capability, which is a product of innate abilities and investment in human being. Poverty result because the people of
the land have lower education, not enough to become productive members of the working force of the country that have better great
chances of having improved lives. In terms of the political aspect, learned populace cannot be easily deceive by dirty political figures
who hide in their sheep’s clothing. In terms of culture, through education the culture and heritage of a nation can be preserved. If we
look back in the history, Germany and Japan had risen from the debris of war due to the improvement of the education of the people in
their respective countries.
3. Give some varied concepts of education which may embody educational philosophy…
A. The principal goal of education is to create men who are capable of doing new things, not simply repeating what other generations have
done-men who are creative, inventive and discoverers-Jean Piaget
It is essential to understand the formation of the child’s mental mechanisms in order to acquire their nature and their
functioning in adult life. His pedagogical theorizing was based on psychology, logic, and biology. This is reflected in how he
defines thinking, and how it is conditioned by genetics and built through social cultural stimuli. A person receives information in
an active way, however unconscious and passive the processing of it may seem. This concept of education pushes man to become
inventive, and innovative in venturing to the unknown to become known in order for men to thrive and spearhead changes in the
society. Most often, innovators are misunderstood but when the populace have seen the importance of these new ideas, they embraced
the innovations gradually. Our present educational system, encourages teachers and students to venture in research since the outputs
may be a key to solve some education blights at our time.

B. It is not only the preparation of life but life itself-John Dewey

When one only views education as a temporary thing they miss the big picture , and fail to grasp the what life truly is. We can and
should all learn from each other, that no one person is ever higher in the world of education. We all have a unique perspective and take on
things, and teachers should allow us to discover and interpret for ourselves. Education is a lifelong learning process. Learning happens all
the time, not only in a pre-designated place called the school. It happens in the home, between home and school too. The home’s and
school’s mission therefore is to provide a learning environment and opportunities to the children as the learners. Our role as a school is
to provide the children and perhaps also the community with stability, optimism, confidence and progress. Our role is to ensure that the
education we provide empowers our children.Education do not prepare man to live but it is the essence of why man’s breath. The
learning by doing principle of John Dewey taught man to understand that education is a life-long process that molds man to become a
better person and a citizen of one’s country. It is through education that you can change the face of the world. It very important to
mankind because it is used to mitigate most of the challenges faced in life. The knowledge that is attained through education helps open
doors to a lot of opportunities for better prospects in career growth.
C. Education is to be understood as means of overcoming the handicaps, achieving greater equality, and acquiring wealth and status for all-
Sargent, 1994
Education has always been seen as a fundamentally optimistic human endeavour characterised by aspirations for progress and
betterment. It is understood by many to be a means of overcoming handicaps, achieving greater equality and acquiring wealth and
social status. Education is perceived as a place where children can develop according to their unique needs and potential. It is also
perceived as one of the best means of achieving greater social equality. Many would say that the purpose of education should be to
develop every individual to their full potential and give them a chance to achieve as much in life as their natural abilities allow. Few
would argue that any education system accomplishes this goal perfectly. Some take a particularly negative view, arguing that the
education system is designed with the intention of causing the social reproduction of inequality. Mandela said that education is the most
powerful tool to change the world. Indeed! it helps in molding better person who are not only functionally literate but also packed with
good values and attitude. As supported with the Human Capital Theory, investing in education will bring a better return meaning those
who finished education have better chances of finding better jobs with higher salary pays as compared to those who did not study. Also,
those who studied have better chances for being known in the society due to their efforts and possible contributions in education and the
community.
D. Educating the mind without educating the heart is not education at all-Aristotle
The objective of education is enlightenment. Enlightenment can be achieved only by educating both the mind as well as the heart.
According to Aristotle, educating humans goes much beyond the cognitive aspect of learning. In order to ensure complete and
holistic development, our education should be backed by values like empathy, compassion, rationality, etc. Values such as humanity,
accountability, Integrity, confidence, courage must be imparted as a part of education. Education is not just confined to a defined set
of syllabus or knowledge of certain fields or having degrees and diplomas. A person can be highly versed with many subjects and still
 come up very short in integrity and character. A truly educated person is one who understands the purpose of creation. He works
with intelligence for the benefit of everyone.
This is indeed timely since the education curriculum deals in producing quality learners packed with hard skills and soft skills. As a
teacher, it is a must that we should help our learners to become better persons who achieved the skills to be on par with the demands of
the global market but they should also have correct attitude and unfortunately due to the present set up we equip the students with hard
skills but failed in honing them to become better persons with correct orientation and values and life.
E. The objective of education is to prepare young to educate themselves all throughout their lives-Robert Hutchins 1899-1977
Traditional education focuses on teaching, not learning. It incorrectly assumes that for every ounce of teaching there is an ounce of learning
by those who are taught. However, most of what we learn before, during, and after attending schools is learned without its being taught to us. A
child learns such fundamental things as how to walk, talk, eat, dress, and so on without being taught these things. Adults learn most of what
they use at work or at leisure while at work or leisure. Most of what is taught in classroom settings is forgotten, and much or what is
remembered is irrelevant. When those who have taught others are asked who in the classes learned most, virtually all of them say, “The
teacher.” It is apparent to those who have taught that teaching is a better way to learn than being taught. Teaching enables the teacher to
discover what one thinks about the subject being taught. Schools are upside down: Students should be teaching and faculty learning. The
educational philosophy of Hutchins can be considered as one of the philosophical underpinnings of life long learning. Because the
present time demands learners who are knowledgeable with the contents of the books but illiterate with the technical knowhows in life. I
adhere with his principle for I believe that learners who can outwit the challenges in life are not those book-wise learners but those who
are street-wise. For living in the D-VUCAD world which is characterized with changes, need learners who can go along with these
changes and thrive despite the extreme situations that one can possibly experience in the present time or the near future.
4. Summarize by only discussing the salient parts of the philosophy of Philippine Education
Eras in Salient Point Contribution to present education system
Philippine
Education
Pre-Filipino At this time, Filipino boys are trained by their fathers Learning Life skills are taught during this time as well as the
Philosophy to learn skills needed to provide food and protect their correct values and attitude to become better citizens. The
families while girls are trained by their mothers on existence of Baybayin denotes that ancient Filipinos are not
how to do domestic tasks to take good care of their illiterate before the Spaniards has conquered the land. Also, the
family. educators during this time are the Katalonan and the Babaylan.
 The ancient filipino system of writing known as
Baybayin is used.
Spanish Style This is characterized with the use of belief in God Their teachings can be observed in one of the core values of
Philosophy through religion because Religion is part of the education which MAKADIOS. The Spanish teaching
curriculum. incorporates the belief in GOD as part of being a better person
and better citizen of the land.
Basic Reading and Writing using Latin are taught to
boys during this time. Boys during this time are taught by the Friars on the basic skills
such as reading and writing. But the illustrados or the wealthy
The Philippine Education System starts during the Filipinos are the ones with the chance to study during this era.
Spanish Era when the Spanish Cortez promulgated the
education decree of 1863 The Educational Decree of But through the virtue od The Education Decree in 1863 boys
1863 created a free public education system in the and girls have chances to study but again this chance is only
Philippines that was run by the government. It was the availed by wealthy filipino families.
first such education system in Asia. The decree
mandated the establishment of at least one primary
school for boys and one for girls in each town under
the responsibility of the municipal government, as well
as the establishment of a normal school for male
teachers under the supervision of the Jesuits. Primary
education was free and available to every Filipino,
regardless of race or social class.

Philosophy The defeat of Spain following the Spanish-American Public education would be free and obligatory in all school but
Under the War led to the short-lived independence movement, this do not materialized due to the war between the Filipinos
revolutionary which established the insurgent First Philippine and the americans
republic Republic. The schools maintained by Spain for more
than three centuries were closed briefly, but were
reopened on August 29, 1898 by the Secretary of
Interior. The Burgos Institute (the country's first law
school), the Academia Militar (the country's first
 military academy), and the Literary University of the
Philippines were established.
Article 23 of theMalolos Constitution mandated that
public education would be free and obligatory in all
schools of the nation under the First Philippine
Republic.
Education At this time free elementary and secondary education The use of English as medium of instruction is one of the
Philosophy under are brought by the American colonizers. contributions of americans to the education system. Also, the
American Higher education is also encouraged during this time. public school system which is available for both rich and poor
Regime Filipinos is established during this era.
The emergence of high school education in the Philippines,
however, did not happen until 1910. It was borne out of the rise
in big businesses and technological advances in factories and
the emergence of electrification, which required skilled
workers. In order to meet this new job demand, high schools
were created and the curriculum focused on practical job skills
that would better prepare students for professional white collar
or skilled blue collar work. This proved to be beneficial for
both the employer and the employee; the investment in human
capital caused employees to become more efficient, which
lowered costs for the employer, and skilled employees received
a higher wage than employees with just primary educational
attainment

Philosophy of Executive Order of No 134 in 1936: President Quezon The most important contribution during this time is the law
Education designated Tagalog as the basis of a national language enacted by Pres. Manuel Quezon designating Tagalog as the
During 2. Education Act of 1940 National language. Aside from the compulsory basic education
Commonwealth a. 7 years to 6 years of elementary education is mandated during time.
b. school age entrance - 7 years old
c. national support for elementary education
d. compulsory attendance of primary children in grade
1
 e. double-single sessions in the primary grade
f. single class for intermediate
Philosophy of With the Americans out of the picture, the Japanese If Spaniards imbibe lavishness or extravagance to Filipinos,
Education Occupation started on 1941. Changes in Japanese taught frugalities. In terms of education, vocational
During Japanese the system of education were implemented a year later. education is the legacy of Japanese conquerors to the present
Occupation Embodied in the Military Order No. 2 educational system.
in 1942 they spelled out the basic principle and
guidelines of education in re-opening and
operating schools. These were the following:
• To enrich the Filipino culture and to stop patronizing
western countries, i.e., the United
States and Great Britain;
• To recognize that the Philippines as a part of the
Greater East Asia Co-Prosperity Sphere
so that the Philippines and Japan could have good
relations;
• To boost the morality of the Filipinos and instill
cautiousness of materialism;
• To forget and to stop English language learning, and
instead learn and adopt
Nippongo;
• To proliferate primary and vocational education;
• To foster love for work
Philosophy of In 1947, under Executive Order No. 94, the From 1946 to 1961, Independence Day was celebrated on July
Education during Department of Instruction was changed to the 4. On May 12, 1962, President Diosdado Macapagal issued
3rd Republic Department of Education. During this period, the Proclamation No. 28, s. 1962, which declared June 12 as
regulation and supervision of public and private Independence Day. In 1964, Congress passed Republic Act
schools belonged to the Bureau of Public and Private No. 4166, which formally designated June 12 of every year
Schools as the date on which we celebrate Philippine independence.
July 4 in turn has been observed as Republic Day since then.
Philosophy In 1972, the Department of Education became the When the late Ferdinand E. Marcos ascended into the
Underpinnings Department of Education and Culture under Presidency in the mid 1960’s, few ever thought that he would
during the New Proclamation 1081, which was signed by President remain in power for a full two decades. It was during this time
Society Ferdinand Marcos. Following a referendum of all when the “NEW SOCIETY” era flourished. He and the top
barangays in the Philippines from January 10–15, leaders at the time crafted an ideology for Filipinos. The basic
1973, President Marcos ratified the 1973 Constitution concepts were published in 1983.
by Proclamation 1102 on January 17, 1973. The 1973 The formulation was personal to the late President, but
Constitution set out the three fundamental aims of he made the claim that they were reflections: “Guided by the
education in the Philippines: To foster love of unarticulated aspirations of the Filipinos since their dreams of
country; Teach the duties of citizenship; and independence and liberation.” He tried to emphasize what he
Develop moral character, self-discipline, and perceived to be the: “Accumulation of thoughts and beliefs of
scientific, technological and vocational efficiency. uncounted individuals and groups, including the faceless entity
On September 24, 1972, by Presidential Decree No. we call the people.” *
1, the Department of Education, Culture and Given the powerful influence its author wielded at the
Sports was decentralized with decision-making time, the ideology naturally became the new bedrock of the
shared among thirteen regional offices. Philippine philosophy of education. It is, therefore, important to
In 1978, by the Presidential Decree No. 1397, the synthesize briefly the essential elements of the ideology for
Department of Education and Culture became the Filipinos as espoused by Marcos, to wit: 1. A commitment to a
Ministry of Education and Culture. set of fundamental values; 2. A theory of society; 3. A concept
The Education Act of 1982 provided for an of alternative future; and 4. A program of action
integrated system of education covering both Marcos’ ideology for Filipinos was a response to the
formal and non-formal education at all levels. communist ideology which had fired the thinking and fantasy
 Section 29 of the act sought to upgrade of an increasing number of communist Filipinos whose appeal
education institutions' standards to achieve to the masses was not easy to resist. *
"quality education", through voluntary It may also have been a response to a treatise
accreditation for schools, colleges, and published in 1972 entitled, Toward a Filipino Ideology adopted
universities. and published by nine activist movements, namely: 1.
 Section 16 and Section 17 upgraded the Kapulungang Anak Pawis ng Pilipinas (KAPP);
obligations and qualifications required for 2. Federation of Free Farmers (FFF);
teachers and administrators. 3. Philippine Association of Free Labor Unions (PAFLU);
 Section 41 provided for government financial 4. Philippine Congress of Trade Unions (PHILCONTU);
assistance to private schools 5. Christian Social Movement (CSM);
 This act also created the Ministry of 6. Samahan ng mga Malayang Guro (SAMAG);
Education, Culture Philosophical Concepts of 7. Kabataang Malayang Magsasaka (KMM);
 the New Society’s Educational objectives: 1. 8. Buklod Kalayaan (BK); and 9. Philippine Priests, Inc. (PPI).
The individual as a Useful Member of Society. *
At the core of the educational philosophy is the The Filipino ideology advocated by these
individual human being who must be given organizations is articulated in thirteen areas of concern, as
every opportunity to develop into a useful follows: 1. MAN AND SOCIETY: the good society means
member of Philippines society. His potential nothing unless it means the good of the individuals comprising
capabilities must be identified and developed to it. 2. FILIPINO VALUES: eleven basic values were identified,
the maximum “ within the ecology of his own namely, (1) freedom, (2) justice, (3) peace, (4) family
society.” solidarity, (5) dignity and honor, (6) respect for womanhood,
 Education for All- the stated objectives of (7) sociability, (8) sensitivity and modesty, (9) cleanliness, (10)
education embodied the philosophy that simple contentment, and (11) spirituality and religion.
education is for all, thereby antedating by PRIVATE PROPERTY: ownership of property is not
several years UNESCO’s program of only a private right but also a public trust, meaning that use of
Education for All. At the time, the term used property should benefit both owner and society. 4. WORK:
was “ universal education”. every person must have an opportunity to perform both manual
 An Integrated System of Education- and intellectual work.
Envisioned an integrated system of education ECONOMICS: the role of government would be that
which would provide, at the first and second of regulation, promotion and coordination so that optimum
levels, a broad general education to be the basis productivity will be achieved, and the spirit of sharing, social
of a gradual funneling of students into middle- concern and cooperation shall be encouraged
level skills development and, ultimately, the POLITICS AND GOVERNMENT: democratic politics
development of high-level professionals. There is the process by which the people rule themselves for the good
was a conscious concern that the products of of all.
the educational system should match the CULTURE: culture is seen as the totality of the
manpower needs of the economy. concepts and views of the people about life on earth and in the
 2Productivity -A few decades earlier, Harbison hereafter.
and Myers observed that while the Philippines EDUCATION: education is seen as the means for
was second only to the United States in the character formation of the people considered to be the most
ratio of higher education enrolment to college- important asset of the nation.
age population, the country’s economy was ORGANIZATION AND CONFLICT: people must be
among the lowest productivity. This was organized, mobilized and activated in various groups based on
indicative of an education which did not common problems and interests to enable them to participate in
 produce productive graduates, economic, social, political and cultural planning and
 Emphasis on Research-The high-level implementation. Conflict is seen as natural part of a dynamic
professions were envisioned to “advance society, but must not be allowed to become destructive, and
knowledge for improving the quality of human should be minimized. In any case, conflict must be tempered by
life”. The need for research has always been justice.
there, but little has been done to give it the PEOPLE’S POWER: true leadership is necessary for
support it needs. the release of the power which, in a democracy, resides in the
 Responsiveness to Changing Needs and people. It is the power which translates the people’s dreams and
Conditions-This concern indicates recognition ideals into reality, possible only if the people are liberated and
of the dynamic nature of society or, as well- free.
said elsewhere, the impermanence f LEADERSHIP AND FOLLOWERSHIP: leadership
permanence. All societies are in constant motivates and enables people to solve their own problems, but
transition, giving validity to the cliché that the only if the people become responsible and self-reliant
only constant is CHANGE. Alvin Toffler, the followers.
well-known futurologist , called this NATIONALISM AND INTERNATIONALISM:
phenomenon “adhocracy”. nationalism is particular; internationalism is universal. 13.
 Quality Education -“the State shall promote the FAITH IN DIVINE PROVIDECE: the Filipino
right of every individual to relevant quality people, whether Christian, Muslim or other groups, are steeped
education.” This is the sequel to the concept of in their faith in God.
“equality of access” to education by all Marcos asserted that the essence of the Filipino’s
citizens. social values was originally communal with a strong concern
 Non-formal Education- Presidential Decree for others as shown in the Filipino’s sense of pakikipagkapwa
1139, approved on May 13, 1977, created the tao. “Success is shared; one’s success is his family’ success and
position of Undersecretary for Non-formal his community’s pride. On the other hand, one’s shame is borne
Education tasked to mount a national program by his entire kin.”
that would extend educational opportunities to EGALITARIAN IDEAL
out-of-school children youths and adults. This the centerpiece of the ideology for the new society.
was an expansion of the work of the office of Has a presupposition about the nature of man: every human
Adult Education created in 1936 by being has the same potential as another to develop himself, and
commonwealth Act No. 80. thus to achieve the full measure of his humanity.
 As define in the Education Act of 1982, non- Man as the center of all things. “Man never is a means but
formal education is “any organized school- always is an end in himself.” -Immanuel Kant
 based educational activities undertaken by the 7 PILLARS OF OUR MORAL REDEMPTION
Ministry of Education, Culture and Sports Nationalism and identity;
(MECS) and other agencies aimed at attaining Unity;
specific learning objectives for a particular Social justice;
clientele, especially the illiterates and the out- Barangay or participative democracy;
of-school youth and adults, distinct from the Self-reliance through planned change;
outside the regular offerings of the formal Freedom of belief; and Internationalism or adherence to the
school system. Ideals of the United Nations.
 Objectives of Non-formal Education are: In concluding his treatise on the ideology for the new
 To eradicate illiteracy and raise the society, Marcos reiterated the openness with which sought
level of functional literacy of the further study and discussion. In other words, contrary to the
populations. belief of many, he claimed that he was not imposing an
 To provide unemployed and ideology.
underemployed youth and adults with EDUCATIONAL PHILOSOPHY IN THE NEW SOCIETY
appropriate vocational/technical skills  Executive Order No. 202 in 1969 Issued by Ferdinand
to enable them to become more E. Marcos Creating Presidential Commission to Study
productive and effective citizens; and Philippine Education (PCSPE). Headed by then
 To develop among the clientele of non- Minister of Education Onofre D. Corpuz.
formal education proper values and  Presidential Decree 6-a "Educational Development
attitudes necessary for personal Decree of 1972." One of the offshoots of the study,
community and national development. done in 1969-70. Embodied into law the PCSPE –
 . Optional Religious Instruction -As part of the identified goals and objectives of Philippine Education,
overall philosophy of education, religious as follows: a) To achieve and maintain an accelerating
instruction would have to accommodate all rate of economic development and social progress; b)
religious orientations – Catholic, Protestant, To assure the maximum participation of all the people
Islam, etc. The public schools were expected to in the attainment and enjoyment of the benefits of such
provide time and space for religious education growth; and c) To strengthen national consciousness
classes for the various religious groups. and promote desirable cultural values in a changing
Teachers, teaching materials, curricula, and world.
other facilities were supposed to be provided  the educational system aims to: a) Provide for a broad
by interested groups. The nature and scope of general education that will assist each individual, in the
such instruction were to be determined by each peculiar ecology of his own society, to (1) attain his
 group. potential as a human being; (2) enhance the range and
 . State Supervision and Control of Schools- quality of individual and group participation in the basic
“All educational institutions shall be under the functions of society; and (3) acquire the essential
supervision and control of the state.” -1973 educational foundation for his development into a
Phil. Constitution, Sec. 8(1) The administration productive and versatile citizen: b) Train the nation's
of the education system and… the supervision manpower in the middle level skill required for national
and regulation of educational institution are development;
hereby vested in the Ministry of Education,  Develop the high-level professions that will provide
Culture and Sports (MECS), without prejudices leadership for the nation, advance knowledge through
to the provisions of the charter of any state research, and apply new knowledge for improving the
college or university. quality of human life; and d) Respond effectively to
 MECS’s Functions and Powers, as follows: changing needs and conditions of the nation through a
Formulate general education objectives and system of educational planning and evaluation.
policies, and adopt long-range educational  1973 Constitutional Provision s for Education Major
plans; Plan, develop and implement programs Developments in the country in 1970’s led to the
and projects in education and culture; framing and ratification of a new constitution that
Promulgate rules and regulations necessary for installed a parliamentary system of government. Marcos
the administration, supervision and regulation considered the 1935 constitution as a “vestige of
of the educational system in accordance with colonialism,” and was no longer relevant to the society
declared policy; Set up general objectives for he started to build. *
the school system;  Educational Provisions of the 1973 Constitution are
 Coordinate the activities and functions of the as follows:
school system and the various cultural agencies  SEC. 8. (1) All educational institutions shall be under
under it; Coordinate and work with agencies the supervision of, and subject to regulation by, the
concerned with the, educational and cultural State. The State shall establish and maintain a complete,
development of the national cultural adequate, and integrated system of education relevant to
communities; and Recommend and study the goals of national development.
legislation proposed for adoption.  (2) All institutions of higher learning shall enjoy
 Staff bureaus were to assist Minister in policy academic freedom.
studies and formulation, namely: The Bureau  (3) The study of the Constitution shall be part of the
of Elementary Education; The Bureau of curricula in all schools.
Secondary Education; The Bureau of  (4) All educational institutions shall aim to inculcate
 Technical and Vocational Education; The love of country, teach the duties of citizenship, and
Bureau of Higher Education; and The Bureau develop moral character, personal discipline, and
of Continuing Education scientific, technological, and vocational efficiency.
 Administrative sanctions to be prescribed by  (5)The State shall maintain a system of free public,
the Minister, as he may deem reasonable and elementary education and, in areas where finances
appropriate, may cover any of the following permit, establish and maintain a system of free public
cause: 1. Mismanagement of school operations; education at least up to the secondary level.
2. Gross inefficiency of the teaching or non-  (6) The State shall provide citizenship and vocational
teaching personnel; 3. Fraud or deceit training to adult citizens and out-of-school youth, and
committed in connection with the application create and maintain scholarships for poor and deserving
for Ministry permit or recognition; 4. Failure to students.
comply with conditions or obligations  (7) Educational institutions, other than those established
prescribed by the Education Act of 1982 or its by religious orders, mission boards, and charitable
implementing rules and regulations; and 5. organizations, shall be owned solely by citizens of the
Unauthorized operation of a school, or course, Philippines, or corporations or association sixty per
or any component thereof, or any violation of centum of the capital of which is owned by such
the requirement governing advertisements or citizens. The control and administration of educational
announcements of educational institutions. institutions shall be vested in citizens of the Philippines.
No educational institution shall be established
exclusively for aliens, and no group of aliens shall
comprise more than one-third of the enrolment in any
school. The provisions of this sub-section shall not
apply to schools established for foreign diplomatic
personnel and their dependents and, unless otherwise
provided by law, for other foreign temporary residents.
 (8) At the option expressed in writing by the parents or
guardians, and without cost to them and the
Government, religion shall be taught to their children or
wards in public elementary and high schools as may be
provided by law.
The foregoing became the basis for drawing up the
landmark educational legislation, Batas Pambansa Blg. 232,
 better known as the Education Act of 1982, entitled, “An
Act Providing for the establishment and maintenance of an
Integrated System of Education.” The law covered both
formal and non-formal education at all levels.

5. There are three concepts of philosophy: Philosophy as wisdom, as ideology, and as critical inquiry.
Given the illustration below, contextualize the Philosophy of the Philippine Education using the different time-bound approaches:
hermeneutics of retrieval, actual, potential. Use only one word or just a brief discussion to fit in the circles for each item that you want to
include.

PRESENT

-MIXED HERITAGE

(REALITY, PRODUCTOF
HISTORY)

PAST FUTURE
-PRE-COLONIAL INTEGRATIVE (VALUE
Philosophy of
ORIENTED, SCIENTIFIC AND
(NON-CHRISTIAN, FOLK Education
TECHNOLOGICAL)
CULUTURE)
6. Discuss the philosophical bases and Philosophy of the Philippine Education Curriculum as covered by:

6.1 Department of Education

Five educational philosophies were considered specifically essentialism, perennialism, progressivism, existentialism and
behaviorism in the delivery of education in the Philippines by the philosophical underpinning as well as the legal basis if the
Philippine education is stipulated in the 1987 Philippine Constitution Article XIV Section 3 (2) which states that educational
institutions should inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of
national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual
values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency. But the rights of every learner is stipulated in Section 1 ad 2 Article XIV of the 1987
Constitution which state that:

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.

SECTION 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and
society;

(2) 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;

(3) 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;

6.2 Commision of Higher Education

 Since higher education aims to develop individuals along with their chosen profession, the basis of the Higher Education. As
mandated by Republic Act of 7722 or the “Higher Education Act of 1994”. SEC. 2 The State shall protect, foster and promote the right of all
citizens to affordable quality education at all levels and shall take appropriate steps to ensure that education shall be accessible to all. Also, State-
supported institutions of higher learning shall gear their programs to national, regional or local development plans.Finally, all institutions of
higher learning shall exemplify through heir physical and natural surroundings the dignity and beauty of, as well as their pride in, the intellectual
and scholarly life.

6.3 TESDA
On the other hand, the TESDA Education’s philosophical education can be seen in the 1987 Philippine Constitution Section 1 and 2 also, the
provisions are stated as follows:
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.
SECTION 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society;
(2) 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;
(3) 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;
(4) 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
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.
As clearly stated all Filipinos have the rights for quality education. For those who are not able to avail formal education, Section 2 (4) and
(5) provides the provision on how can they gain education.
7. The Bayanihan to Heal as One Act as designated as RA 11469.
 a. What is the implication of this law to educational management?
RA 11469 deals with ways on how to prevent the spread of COVID-19 and how to help Filipinos to eke out their sufferings
during this time of the pandemic.
1. In terms of educational management health protocols should be properly implemented during school transactions.
2. Academic ease should also be given on the part of the students and on the part of the teachers.
3. Mental health is among the things that should be considered during this time of the pandemic.
4. Digitalization is also being set because of the different form of learning modality.

b. How will this law improve your professional practice?

COVID -19 posed many detrimental effects but it also has a positive side of the story. The pandemic helped teachers to
unlearn, learn and relearn. Aside from that it helps teachers hone their digital skills to be on par with the changes in the educational
system during the New Normal. The new normal working set up brings out the best in every teacher to do execute their tasks despite the
presence of the pandemic.
c. What research proposal maybe proposed based on the law? How will you conduct it and measure it?
Working Title: Issues and Challenges on Limited Face to Face Classes During the New Normal
The study will use Mixed Method research specifically sequential explanatory research design. Since this is composed of two
stages. The researcher-made survey questionnaire will be floated to teachers. The obtained quantitative data will be analyzed through
statistical treatment and will be validated in the next stage or the qualitative stage through the use of researcher-made in-depth
interviews. The identified problems will be cross checked through in-depth interviews that will be conducted to teachers and principals
in SDO-Bataan.