LEGACY OF LOVE – HISTORY OF UB
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I. INTRODUCTION
POST-WAR BATANGAS THE TRANSITION YEARS
(1945-1946)
1944- World War II
March 11, 1945- Batangas was liberated
Batangas- emerged from the ashes and ruins
left by the Japanese Kempeitai and the debris of
the bombs dropped by the American planes
during the final stage of liberation prior to
Freedom Day.
Transition Period immediately followed World
War II – critical year.
-It was the time of recovery from the
devastation and ravages of the war.
-It was indeed a gargantuan task to
clear the remnants of the 3 ear atrocious rule of
enemy.
EFFECTS OF THE POST WAR BATANGAS
1. The education system was very much
paralyzed due to lack of school
buildings reduced to ashes, loss of
equipment, facilities, books, and the
other school paraphernalia destroyed
by fire and the elements.
2. There was a pressing demand for the
resumption of classes disrupted by the
war for a long time.
It was the worst time for the
Batanguenos to begin a new life from
scratches but education must continue
for the intellectual development of the
youths of Batangas.
CHAPTER 1: THE EMERGENCE OF A COLLEGE
(1947-1955)
Western Philippine Colleges
- Old name of University of Batangas
-Considered as a gift of love to the people of
Batangas
Why Western Philippine Colleges?
-Because Batangas is located on the Western
Side of the map and the college is located in
Batangas, hence the name fits the location of
the institution.
Mrs. Flordeliza M. Arguelles- the 4th WPC
President and wife of one of the founders who
set the finality the true record of the beginnings
of the College
-Also appointed as executive secretary to
replace her deceased husband
REASONS OF PUTTING WPC
The idea of putting shape one
afternoon in 1946 at the printing press of Mr.
Juan Y. Javier on P. Burgos Street.
Two men with a common gripe against
a school owner had a chance meeting.
1. Mr. Juan Y. Javier had printed
educational materials for the school
owner, which was not paid upon
delivery.
2. Atty. Jesus A. Arguelles was not given a
salary as a college teacher by the same
school owner.
These 2 unfortunate incidents
motivated Mr. Javier and Mr. Arguelles
to put up their own school.
 LEGACY OF LOVE – HISTORY OF UB
CHARACTERISTICS OF PROMINENT MEN
NEEDED IN EDUCATIONAL VENTURE
1. Men with vision
2. Integrity
3. Dedication
4. Credibility
5. Courage
6. Optimism
7. Perseverance
8. Leadership
THE FOUNDERS
1. Mr. Yuan Y. Javier- educator
2. Atty. Jesus Lorenzo A. Arguelles- educator,
columnist, poet and playwright
3. Rev. Fr. Vicente R. Catapang- educator and
writer from Taal
-multi-faceted priest with a big heart for the
learners
4. Mayor Ramon L. Perez- former Mayor of
Batangas
5. Atty. Francisco G. Perez- educator, former
senior member of the Provincial Board, acting
Governor of Batangas (September to December
1957)
6. Atty. Pablo C. Umali- educator, columnist
and member of the Board of Trustees from Lipa
1946- the project plan was finalized but the
school already started
Enrollment- the vital importance to the
existence of any educational institution
WAYS OF ENROLLMENT CAMPAIGN
1. The founders gathered a bandwagon of
enrollees
2. Atty. Arguelles announced the opening
classes through posters and advertisements in
local newspapers and movie houses in June
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1947 although the College was already founded
in 1946
April 28, 1947- First day of class started with 48
college and high school enrollees.
May 22, 1947- a meeting was called to actualize
the functions of the Board of Trustees.
APPROVED AGENDAS
1. Important and pertinent resolutions
relative to the holding of regular
meetings
2. Stepping up collections from the
founders
3. Intensification of campaign for
enrollment
4. Systematizing records
5. Appointing Atty. Jesus A. Arguelles-
as the first executive secretary and
custodian of records were approved.
Rented Private House
- located along Rizal Avenue across Batangas
Trade School, now BSU which gave light to WPC.
-consists of 3 rooms which when partitioned
gave a semblance of six small rooms.
July 3, 1947- Atty. Arguelles died at the age of
47 due to a massive heart attack.
- Also the birth of his 2nd child who was named
after him.
July 1947- 48 o 78 college students and over
200 high school students
-College transferred to the Javier-Villanueva
house, on the corner of P. Burgos and D. Silang
streets, now Jollibee Corporation
 LEGACY OF LOVE – HISTORY OF UB
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BOARD OF TRUSTEES
 President and Over-All Administrator
Rev. Fr. Vicente R. Catapang- because of
his wisdom and educational expertise
 Vice President, High School Principal,
Dean of the College of Education
Mr. Yuan Y. Javier Sr.
 Treasurer, Dean of the Liberal Arts
Department
Board Member Francisco G. Perez
 Dean of the College of Commerce
Atty. Pablo C. Umali
 Executive Secretary and High School
Principal S.Y. 1948-1949
Mrs. Flordeliza M. Arguelles

Government Recognition No. 524 S. 1948- was

given to WPC to operate a complete secondary
course effective July 1, 1948.

ELEMENTARY OPERATION WAS STARTED BY:

1. Miss Amelia Berba
2. Mr. Francisco Mercado
3. Miss Lydia Tingchuy
4. Miss Gliceria Martinez- First Elementary
School Principal

First Elementary Class- held at the rented

Knights of Columbus Building along M.H. Del
Pilar Street.

December 8, 1947- an Educational Partnership

was forged to increase the capital

Mrs. Severina Orosa- signed the Educational

partnership agreement, which marked the
beginning of WPC, Inc.
 LEGACY OF LOVE – HISTORY OF UB
CHAPTER 2
UNDERSTANDING THE PHILOSOPHY OF
EDUCATION
I.PHILOSOPHY OF EDUCATION
● Study of the purpose, process, nature
and ideals of education.
● This can be within the context of
education as a social institution or more
broadly as the person of human
existential growth
● It deals with our understanding of the
world which is continously transforming
(cultural, social, emotional, moral and
spiritual)
THROUGH STUDY OF PHILOSOPHY…
● Human persons are given an inspiration
and good insights regarding educational
problems
INSIGHT TO EDUCATIONAL PROBLEMS
- can be a means in order to gain a vital
body of knowledge or thought
 Students will be supplemented with an
alternative methods of thinking and
develop sensitivity to the logic and
language that people use in
constructing solutions to problems in
education and society.
● Help us obtain an improved quality of
life inasmuch as it helps us gain a wider
and deeper perspective on human
existence and the world around us
● Provide the students a power to mold a
society.
● Help the student confront the
difficulties in life
● As a philosophic perspective helps one
to see the interaction between persons
and the society, the study of philosophy
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now of education becomes very
practical.
HOW TO PREPARE A BETTER SOCIETY
● Each school would be in a need of
philosophical perspective in order to
give depth and breadth on the meaning
and direction to the personal and
prefessional endeavors of each student
WHEN DOES THE PHILOSOPHY OF EDUCATION
BEGIN?
● When people first became aware of
learning as a distinct of human activity
DURING THE ANCIENT PERIOD
● Societies did not aim for intellectual
learning unlike in modern times
● They had already a form of philosophy
of education long before human
persons.
EDUCATION DURING EARLY TIMES
● Education- primarily for the purpose of
security and survival
EDUCATION IN MODERN TIMES
● Education may be used not only for
survival but also for better use of
leisure time and refinements in social
and cultural life.
WHY THERE IS A NEED FOR PEOPLE TO LEARN
DURING THE EARLY TIMES?
● They need to learn the necessary skills
in order to exist and not only to acquire
knowledge.
 LEGACY OF LOVE – HISTORY OF UB
WHY IS IT IMPORTANT TO SEE THE
CONNECTION OF PHILOSOPHY AND
EDUCATION ACCORDING TO MODERN PEOPLE?
● So that Education now is being given
consideration because of its practical
aspects
WHAT IS THE FAILURE OF PHILOSOPHERS IN
THE EARLY DAYS?
● Philosophers would often fail to realize
that thinking about education without
considering the practical world is just
like having a philosophy of education
whose focus is only the academic
exercise.
WHAT WILL HAPPEN IF PEOPLE NOW GRASP
THE STUDYING THE METHODS OF EDUCATION
WITHOUT SERIOUS THOUGHT?
● It would only result in practices that
have little substance or meaning
II. THE NEED FOR THE STUDY OF PHILOSOPHY
OF EDUCATION
WHY THERE IS A NEED FOR PEOPLE TO REALIZE
THAT THE STUDY OF THE PHILOSOPHY OF
EDUCATION IS VERY MUCH NECESSARY?
● Because people were having difficulty
coping up with change inasmuch as this
change were not in the present
accelerated rate
WHO CALLED THIS THAT THE EXPERIENCE OF
HAVING DIFFICULTY COPING UP WITH CHANGE
OF FUTURE SHOCK?
● Alvin Toffler
HOW TO SOLVE THE PROBLEM OF CHANGE?
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● There is a need for the human person
to become critical and reflective about
these changes and become aware of
the methods of preparing for the early
arrival of the future
WHAT ARE THE IMPORTANCE OF PHILOSOPHY
OF EDUCATION?
1. It provides the people with an analysis
regarding the use of our ideas in the
best way possible in order to prepare us
in facing the future.
2. It helps us recognize the need to think
clearly about what we are doing and
how we are taking part in the larger
context of individual and social
development
WHY THERE IS A NEED FOR CRITICAL
ASSESSMENT AND REFLECTION REGARDING
THE WHY'S AND THE HOW'S OF EDUCATION?
● Because education is an integral part of
the human life
EDUCATION IS ALWAYS VIEWED AS A WAY OF
BRINGING A BETTER LIFE INTO EXISTENCE
BECAUSE?
● It is important to give assessment on
the methods of education to help us
know whether our methods of
education would really lead us towards
a meaningful existence
PHILOSOPHY OF EDUCATION OF UB WOULD
PROVIDE?
● Valuable base to help us think more
clearly.
 LEGACY OF LOVE – HISTORY OF UB
III. PHILOSOPHICAL VIEWPOINT IN EDUCATION
A. IDEALISM
● Philosophical enquiry that says that
everything that we are experiencing is
of mental nature.
● Founded by Plato
IDEALISTS BELIEVES THAT..
● One can never know or experience
external objects. Only minds and the
objects of the mind exist of that
everything that one's experiences is
compose of mental realities
PLATO
● Founder of Idealism
● “what is real is what is in the mind”
● Developed one of the most influential
philosophies dealing with education
● He held that the ideas are the only true
reality and everything is of mental
nature.
● He held that since material world is
characterized by change and instability,
truth can never be found in this
material world because truth should be
absolute and changeless.
AIM OF EDUCATION OF IDEALISM
● Education should not only stress
development in the mind bust also
encourage students to focus on all
things that are of lasting value.
● Knowledge on the practical world is not
important
● Education should be directed towards
the search for true ideas that are to be
found only in the spiritual world.
● Education should focus in the search for
truth, self realization and character
development.
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True education - concern with ideas rather than
matter
FOCUS OF IDEALISM
● Guiding students aling the correct path
towards the Infinite Being
DUTY OF IDEALIST TEACHER
● It is the duty of the teacher to
encourage students to open their soul
to God
● Must possess the necessary virtues in
order to be capable of leading students
towards the Infinite
● Teach students to think so that they will
be able to realuze the ture path
towards the Divine Providence
Truth- can never be found in the world of
matter.
B. REALISM
● Like Idealism, it is one of the oldest
philosophies that originated in the West.
● Can be traced back to ancient Greece.
● Originated by Aristotle
● “Matter is real and not a concept of
mind”
● “what is real is what is in this world”
Example:
● Whether a person knows that an object
exist or not, the object exist and is real.
PRINCIPLE OF INDEPENDENCE
● Central thread of realism
● It includes reality, knowledge and
values exist independently of the
human mind.
 LEGACY OF LOVE – HISTORY OF UB
AIM OF EDUCATION OF REALISM
● What is real is what is perceptible by
the senses
● Education should be to help individuals
understand and know the world in
order to use it to ensure our own
survival
WHAT IS THE FUNDAMENTAL AIM OF
EDUCATION ACCORDING TO REALISTS?
● Self- Preservation
WHAT ARE THE THINGS THAT CHILDREN NEED
TO KNOW IN SELF PRESERVATION?
● Those things that maintain their
existence as an individual, as a member
of a family, and as citizen.
EMPHASIS OF REALISM
1. Practical side of education and their
concept of practical includes education
for moral and character development
○ Emphasis on character
development may sound
idealistic, but it is not about on
the acquisition of the worldly
life but for the purpose of
having a better life in this world
due to good relations with
fellow human beings
SELF REALIZATION
● Give importance of realism
● This occur when students are
knowledgeable enough about the
external world
● This school of thought believes that
school should prepare the students for
concrete duties of practical living.
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EDUCATION FOR REALISTS
1. Must be practical and useful
○ For the purpose of preparing
the students for the future
DUTY OF REALIST TEACHER
● Present educational materials in
systematic and organised way and
should promote the idea that are
clearly defined that can be used in
making judgments about arts,
economics, politics and morality
● Present the kind of education that
practical and useful
C. PRAGMATISIM
● “act” or “deed”
● practice and practical
● An offshoot of realism
● America's greatest contribution in the
field of Philosophy
● Founded by Charles Sander Peirce
(Sept 10, 1839- April 19, 1914)
● William James- pragmatism was given
wide and popular circulation through
his brilliant essay
(Jan 11, 1842- August 26, 1910)
● John Dewey- methodically
implemented it into the daily affairs of
American institutions
(Oct. 20, 1859-June 1,1952)
FOCUS OF PRAGMATISM
● Human Experience
● Pragmatist used activity oriented
approach, motivation, experimental
method and project method
 LEGACY OF LOVE – HISTORY OF UB
PEIRCE
● Opposed the idea which is inherited
from the empiricist that knowledge was
gained passively.
● He did not believe, like the rationalist,
that much of our knowledge is already
present at birth.
● He emphasised the directness of our
perception
*PRAGMATISIM sought to mediate between
rationalism and empiricism and to combine
what was most significant in both of them*
● Empiricism--the pragmatists agreed
that we have no conception of the
whole of reality and that we know
things from many perspectives since we
have different experiences
● Rationalists and Idealists- agreed that
the whole realm of values constituted a
significant aspect of human experience.
IN TRYING TO CONNECT EMPIRICISM FROM
RATIONALISM, PRAGMATIST CONTINUED IN
ASKING THE QUESTION :
● What difference would it make if I
accept one theory over the other,
whether I believe that knowledge is
innate or it really comes from
experience.
PRAGMATISIM OF JOHN DEWEY
● Focused its attention on social action
● This gives pragmatism a practical
orientation
● Instead of dealing only with unchanging
theoretical constructs, Dewey urged
that philosophy should concern itself
with human problems in a changing and
uncertain world.
● He felt that most thinkers are embarked
upon a “quest for certainty” in which
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they seek true and eternal ideas, when
what are needed are practical solutions
to practical problems
● For DEWEY, “ideas are instruments in
the solution of human problems
EDUCATION OF PRAGMATISM
● Upholds the idea that methods rather
than abstract answers must be the
central concern of education.
● Moral rules should be adapted to a
particular situation in terms of their
consequences
● Education as a necessity of life--should
not be looked upon as a schooling and a
mere acquisition of academic subjects
● Education must really prepare the
students to be well equipped so that
they can be competent in their
respective professions.
● School must be a place where all the
other environments are coordinated in
meaningful ways for the child to study
● Individuals must be educated as social
beings who are capable of participating
in and directing their own social affairs.
● REALISM considered education as a
preparation for life while pragmatism
considered education as life itself
● Education should assist social renewal
which will affect social, economic and
political growth of a society.
● Diversified curriculum so that it may be
able to cover all the different areas
necessary for the development of a
society.
● Subjects must be adaptive to the needs
of the society
● Subjects are studied because they will
be significant in aiding student's growth.
WHAT IS THE AIM OF PRAGMATIC EDUCATION?
● Growth because life requires that a
person has to grow
 LEGACY OF LOVE – HISTORY OF UB
HOW TO DETERMINE IF ONE'S ACTION IS
CORRECT OR NOT?
● Action should be based on the
outcomes of the said action
INASMUCH AS THE PURPOSE OF EDUCATION IS
THE DEVELOPMENT OF A PERSON AND THE
SOCIETY, WHAT WOULD PRAGMATISM PREFER?
● They prefer flexible methods of
education that can be used in various
ways
CORE AOPROACH
● Pragmatists used this approach wherein
subjects that will be taught will be put
together because they are related
D. RECONSTRUCTIONISM
● School of thought that focuses on the
principle that society is in need of a
constant reconstruction or change
● Upheld the idea that socoial change
would only be made possible through
the reconstruction of education and the
use of education in reconstructing the
society.
● Founded by Theodore Burghard
Brameld (1904-1987)
● Held that change should be for the
purpose of obtaining a better life
SOCIAL RECONSTRUCTIONISM
● Attempts to provide an answer to social
questions
● Strives to create a better society and a
worldwide democracy
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EDUCATION OF RECONSTRUCTIONISM
● Focus on curriculum that highlights
social reform as the aim of education
● A means to establish a system by
promoting the interests of the ruling
class using both the formal and the
informal or hidden curriculum that
encourages subservience and docility
● Education serves as a tool for
immediate and continuous change--its
content must be that those theories
being taught in the classroom must be
put into practice and these theories and
practices that are no. Longer useful in
improving and maintaining the life of
the people must be totally eradicated
IT IS THE MOST EFFECTIVE AND. EFFICIENT
INSTRUMENT FOR MAKING SUCH CHANGES IN
AN INTELLIGENT, DEMOCRATIC, AND HUMANE
WAY?
● Education
HOW CAN PEOPLE CURE THE PRESENT ILLNESS
OF THE SOCIETY?
● By means of reconstructing the
Philosophy and the value system of a
society
RECONSTRUCTIONISM BELIEVED THAT…
● Philosophy should be responsive to the
needs of the present times in obtaining
a better life
IT IS THE NEED OF THE SOCIETY ACCORDING
TO THE RECONSTRUCTIONISTS?
● Coping up with the social change and
eventually make the people ready for
the future changes
 LEGACY OF LOVE – HISTORY OF UB
WHAT IS THE MOST IMPORTANT
CHARACTERISTICS OF RECONSTRUCTIONISM?
● Its belief that the modern society is
facing a grave crisis of survival.
DUTY OF RECONSTRUCTIONISM TEACHERS
● Become social activists and school
should occupy strategic position in
meeting the crisis and providing a
necessary foundation for action
● Educators should be of help in
developing among the students a sense
of social concerns with optimum
effectiveness.
● Encourage leaders who are able to
apply reconstructionists values to
experimental educational programs in
the school and community.
● Teachers must be able to free
themselves from their own passivity in
a reconstructionists school
● Focus on how to have an active
participation for change- be critical,
analytical and discriminating in
judgment
● Teachers should be internationally -
oriented and they should also be
humanitarian in their outlook
FOLLOWERS OF RECONSTRUCTIONISM
● Believe that most approaches to
educational and social reform are
luxuries that people can no longer
afford.
● Believe that change has to be done
immediately
WHERE DOES THE SURVIVAL OF PEOPLE
DEPENDS?
● Dependent on the immediate steps that
are needed in order to make the society
more humanistic and productive
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2 MAJOR PREMISES OF RECONSTRUCTIONISM
1. Society is in need of constant
reconstruction or change
2. Such social change involves both a
reconstruction of education and the use
of education in the reconstruction of
the society
RECONSTRUCTIONISTS BELIEVED THAT…
● Education can be used to enslave
people( but if it is properly understood,
education can be used in order to free
the people)
● They would rather see activism rather
than passivity, which is the
characteristics of the modern-day
education
WHAT CAN STUDENTS DO TO MAKE REAL
CHANGES?
● Students should become involved in
affairs outside their own classtooms
WHAT CAN TEACHERS DO TO FACILITATE
CHANGE?
● Teachers must engage themselves in
the educational reforms
WHAT ARE THE DUAL ROLES OF A TEACHER
IN MAKING CHANGES EFFECTIVELY?
● As an EDUCATOR and as a SOCIAL
ACTIVIST
BECAUSE THERE IS A NEED FOR CHANGE
EDUCATION SHOULD BE?
● Directed towards arousing the interests
of the students in public activism
 LEGACY OF LOVE – HISTORY OF UB
EMPHASIS OF RECONSTRUCTIONISM WHICH
FAVORED “WORLD” CURRICULUM
● Truth
● Brotherhood
● Justice
● Need for change- they held that
individuals and society can be made
better
People in community affairs→ involved in
world affairs
E. PROGRESSIVISIM
● Founded by John Dewey
● An offshoot of pragmatism
JOHN DEWEY
● Held that education is a social process
and that it is growth
● Believed that learning should be made
active and schooling should never be
long and restrictive
● Provide the child an environment that
develops their freedom of thought in
order to make the child grow
● Believe that if education is not meanT
for growth then it will have no value at
all
REAL AIM OF PROGRESSIVISM IN PHILOSOPHY
● The attainment of progress, which
actually focuses on the gradual
perfection of humanity
IDEA OF PROGRESS
● Does not only concern development of
one's society but the growth in
philosophy, arts history and religion
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FOCUS OF PROGRESSIVISM
● Attainment of rational growth
IT AROSE AS A RESPONSE TO THE VAST
CHANGE BROUGHT ABOUT BY
INDUSTRIALISATION
● Progressivisim
THIS TERM REFERS TO A BROADLY BASED
REFORM MOVEMENT THAT REACHED ITS
HEIGHT EARLY IN 20TH CENTURY?
● Progressivism
IT AROSE AS AN ALTERNATIVE TO THE
CONSERVATIVE RESPONSE TO THE VAST
CHANGES BROUGHT ABOUT BY INDUSTRIAL
REVOLUTION?
● Initial Movement
PROGRESSIVISTS BELIEVED THAT…
● Children must be formed in order to
adapt themselves to the ever changing
world
● Learning is rooted in the questions of
the learners that arise through
experiencing the world.
THEY BELIEVED THAT EDUCATION SHOULD BE
RESPONSIVE TO THE NEEDS AND INTERESTS OF
THE CHILDREN?
● John Dewey and Maria Montessori
BECAUSE THE SOCIETY IS EVER CHANGING,
EDUCATION SHOULD NOT BE?
● Should not be based on a set curriculum
as prescribed by traditional practices
 LEGACY OF LOVE – HISTORY OF UB
EDUCATION OF PROGRESSIVISM
● Education should go against the strict
autocratic teaching styles that relied
heavily on textbooks and
memorizations
● Education should focus on the whole
child, rather than on the content or the
teacher.
● Education should be active like
pragmatism
THIS LEARNING SHOULD NOT BE MADE A
PRACTICE IN EDUCATION
● Rote Learning
DUTY OF PROGRESSIVISM TEACHERS
● Teachers should understand the world
of the child and they should also learn
to connect the world of the child with
the real world that is ever growing
AS AN OFFSHOOT OF PRAGMATISIM,
PROGRESSIVISM STRESSED THAT STUDENTS
SHOULD?
● Students should test ideas by active
experimentation
LEARNER OF PROGRESSIVISM EDUCATION
● Become problem solvers and thinkers
who make meaning through his or her
individual experience in the physical
and cultural contexts.
F. FUTURISM
IT IS THE RESPONSIBILITY OF EVERY
EDUCATIONAL INSTITUTION?
● Prepare the students in order for them
to obtain a better life, as a preparation
for student's future
P a g e | 12
EDUCATION OF FUTURISM
● Must be looking forward the future
THERE IS NOW AN INCESSANT DEMAND FOR
FUTURE, BECAUSE OF?
● Great development of science and
technology
EDUCATIONAL INSTITUTIONS WHO ARE
ADAPTIVE TO FUTURE ARE MOST LIKELY
GOING TO OBTAIN HIGHER ENROLLEES DUE TO?
● Due to the desire of the parents
themselves that their children must
become competitive about the future.
BECAUSE OF THE GREAT TECHNOLOGICAL
ADVANCEMENT THAT LED TO PRODUCE
GREATER TECHNOLOGY, PEOPLE FIND IT
DIFFICULT NOW TO?
● Difficult to cope up with the premature
arrival of the future
THIS GREAT DEVELOPMENT HAS LED THE
PEOPLE TO DEVELOP A FEELING WHICH THE
CONTEMPORARY PHILOSOPHER ALVIN
TOFFLER CALLED THE?
● Future Shock
IT IS A SHATTERING STRESS AND
DISORIENTATION THAT CAN BE INDUCED IN
INDIVIDUALS BY SUBJECTING THEM TOO
MUCH CHANGE IN TOO SHORT TIME?
● Future Shock
IT IS A PRODUCT OF THE GREATLY
ACCELERATED RATE OF CHANGE IN SOCIETY?
● Future Shock
 LEGACY OF LOVE – HISTORY OF UB
IT IS A MAJOR FORCE BEHIND THE
ACCELERATIVE THRUST?
● Technology
IT IS ONE OF THE GREATEST EFFECT OF THIS
FAST-TRACKED CHANGED?
● People are becoming detached with
things. But such detachment was not
the same as the spiritual detachment.
IT IS ONE OF THE MOST IMPORTANT FORMS
OF KNOWLEDGE THAT CAN BE IMPARTED TO A
CHILD?
● Knowledge of how long things last
THIS LED TO THE DEVELOPMENT OF A THROW
- AWAY MENTALITY TO MATCH THE THROW-
AWAY PRODUCTS?
● Detachment on material things
IT IMPLIES DECREASED DURATION IN MAN
THINGS RELATIONSHIP?
● Spread of Disposability through society
IT DRIVES THE BUSINESSMEN TO INNOVATION
AT THE SAME TIME THAT IT IMOELS THE
CONSMUER TOWARD RENTED, DISPOSABLE
OR TEMPORARY PRODUCTS?
● Great fear of product obsolescence
THIS LED TO DIFFICULTY IN CREATING BETTER
RELATIONSHIPS WITH PEOPLE?
● Great improvement in technology and
development of a throw away mentality
P a g e | 13
DETACHMENT TO THINGS ALSO LED TO?
● Detachment to persons
THIS IS THE RENTAL OF TEMPORARY
EMPLOYEES FOR TEMPORARY NEEDS?
● “Rent-a-person”
THIS ALSO ROBBED TEACHERS OF A GOOD BIT
OF THE FEELING OF ACHIEVEMENT THEY GET
FROM WAITING THE CHILDREN TO DEVELOP?
● Mobility
DUTY OF FUTURISTIC TEACHERS
● Teach the students how to be adaptive
to the ever-changing situations
● Prepare the students for the future, not.
Only in terms of intellectual adaptability
but more in emotional cope-ability as
well.
● They should endow the students with
coping up mechanisms to keep them
still on track amidst great changes
● Schools must revolutionize theeir
curriculum and encourage a more
future-focused orientation
G. HUMANISM
● from Latin word humanitas, which
means “culture”
● It is the tendency to emphasise man
and his status, importance, powers,
achievements, interest or authority
● It consider the human person as by
nature, self developing creatures
HUMAN IS ASSOCIATED WITH THE ________
WHEN THERE WAS A SHIFT OF PHILOSOPHICAL
INTEREST FROM REFLECTING ABOUT GOD TO
MAKING MAN AS THE CENTER OF INTEREST?
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● Renaissance
RENAISSANCE IS A FRENCH WORD MEANING?
● “Rebirth”
WHEN DOES RENAISSANCE BEGIN?
● It came out during the time when
thinkers of the Middle Ages considered
that period as a dark time from the
human spirit had to be awakened
WHEN DOES HUMANISM BEGIN?
● This philosophical tradition came out
during this period when people were
already thinking of getting out of the
authoritative system of both the church
and the state
WHAT IS THE FOCUS OF MEDIEVAL
PHILOSOPHY?
● God
HUMANISTS WANTED TO FOCUS THEIR
THOUGHT NOT ANYMORE ON THE POWER OF
GOD BUT ON THE____?
● Capability of the human person to
acquire something in life
THE RENAISSANCE HUMANISM CONSIDERED
______ AS STILL THE CREATOR AND THE
SUPREME AUTHORITY?
● God
RENAISSANCE HUMANISM CONSIDERED GOD'S
ACTIVITY AS?
● Less immediate and more as a general
control than as day to day interference
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RENAISSANCE WAS A PERIOD OF?
● Great cultural and technological
changes
HUMANISTS BELIEVED THAT…
● human beings could be dramatically
changed by education
HUMANISTS OF RENAISSANCE
● Created schools in order to teach their
ideas and wrote books all about
education
● Create a citizenry that were capable to
speak and write with eloquence and
clarity and therefore are capable of
engaging in the civic life of their
communities and persuading other to
virtuous and prudent actions
(accomplished through the study of
humanities: grammar, rhetoric, history,
poetry, and moral philosophy or ethics)
DUTY OF HUMANIST EDUCATORS
● Provide the students with the best
learning environment where the
students would be able to obtain not
only intellectual, but also personal,
moral and spiritual growth
● Provide students with an environment
where the intellectual, affective and
social development will be obtained.
● Believed that education should be able
to form the students towards becoming
physically ready and intellectually adept
in performing his function in the society
UOMO UNIVERSALE (UNIVERSAL MAN)
● which is greater than the vir bonus
principle of the Romans
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FOCUS. OF EDUCATION DURING THE
RENAISSANCE PERIOD
● Ancient literature and history
THIS CONSIDERED TO BE A WAY BY WHICH THE
STUDENTS WOULD BE ABLE TO UNDERSTAND
ETHICAL PRINCIPLES?
● Study of the classics
IT IS CONSIDERED TO BE A PRODUCT OF THE
WRITERS WHO REFLECTED ON THEIR LIFE
SITUATION AND IT IS THEIR WAY OF FINDING A
MEANS IN ORDER TO OVERCOME LIFE'S
OBSTACLES
● Literature
IT CAN HELP THE LEARNERS UNDERSTAND THE
HUMAN BEHAVIOR OF THE PEOPLE?
● History
BY APPRECIATING ______IBE WOULD BE ABLE
TO COMPREHEND THE FAULTS AS WELL AS THE
GREATNESS OF MEN.
● History
WHAT IS THE REAL INTENTION OF THE
HUMANIST EDUCATORS?
● To free the learners from the demands
that are being imposed by the various
authoritative institutions of the
medieval period like the church, the
guilds, the Lords and the monasteries.
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BECAUSE OF THE DEMANDS OF THE
AUTHORITATIVE INSTIOF MEDIEVAL PERIOD,
THE LERANERS HAD?
● Lost a sense of freedom and their
learnings became too limited only by
imposed system.
HUMANISTIC EDUCATION DURING MODERN
PERIOD
1. Individual Humanism- characterised by
freedom of thought, self expression and
creative activity.
○ AIM: To develop individual
personality through art, nature,
music, literature, and
architecture
○ It aim was for the humanist to
get the most possible out of life.
○ LEARNERS: Expected to live a
full, excellent and rich existence.
2. Social Humanism- characterised by
its focus on the social development
rather than on the individual.
○ AIM: Social reform and the
improvement of social
relationships.
○ AIM OF HUMANISTA
EDUCATORS: Eliminate the
ignorance of the common
people and the hypocrisy of
social leaders
○ EMPHASIS: Idea that the
human person is a social being
who has social and moral
responsibilities.
○ SOCIAL HUMANIST: Stressed
piety ahead of learning and
moral duty ahead of manners.
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