Arsenio Jake F. Flores Jr.

24 July 2020

A. Comparative Philosophies in Education

1. What are the philosophies in Education?

2. Compare each other and discuss their contributions to our education.

Philosophies in Education include Perennialism, Progressivism, Existentialism, and Post-

constructivism.
These philosophies are important for teachers will be helped to see more clearly the impact of their
decisions on their students. Curriculum, goals and methodology are built upon these philosophies.

Perennialism as philosophy in education focuses on the importance of using the mind, reasoning, and
studying the great works of the past. The key to understanding perennialist view of education it the
concept of liberal education. Perennialism has its roots in the philosophy of Neo-Scholasticism which
developed during the Middle Ages. Scholasticism follows the wisdom and teachings of Aristotle.
Thomas Aquinas was the leading Scholastic. Neo-scholastics believe that there is absolute truth in the
universe. Perennialist philosophers such as Mortimer Adler and Robert Hutchins have taken the
beliefs of Thomas Aquinas. The student is seen as rational being who has the potential to acquire
knowledge and truth. They believe the responsibility of the school is to help the student develop that
potential. Perennialism is subject-centered .Adler proposes a threefold course of study that is to be
completed by all students. The first component or mode of learning is acquisition of organized
knowledge. This is accomplished by means of using lectures and responses, textbooks and other aids.
The second mode of learning is the development of intellectual skills, such as reading, writing,
calculating, observing, measuring, and speaking. This is accomplished by coaching, drill and
supervised practice. The third mode of learning is an enlarged understanding of ideas and values. This
is accomplished by questioning and discussion of real books. Schools that follow this philosophy have
a focus on the basic subjects and offer few electives. There is also little emphasis in vocational
training. The teacher’s role is an authoritarian role. It is the teacher’s responsibility to decide to which
set of knowledge students are to be exposed. Teachers are viewed as mental disciplinarians capable
of developing reason, memory, and will power in their students .Education in a perennialist setting is
very structured and logical.

Progressivism as philosophy is child-focused. Progressive educators believe that children are naturally
curious about the world around them. Education should start with that curiosity. Progressive
educators also view school as part of society, and education as part of life, rather that preparation for
life. Progressivism in education has its roots in pragmatism. Pragmatism is a modern philosophy that
developed as a reaction to the traditional philosophies. Pragmatism developed about one hundred
years ago, when America was experiencing urbanization, industrialization, and migration. Change was
everywhere, and pragmatism was one reaction to the changing world. There was such an explosion of
knowledge that reality is not fixed. What is thought to be real today may change tomorrow. Rather,
they emphasized empirical science to find out about the world around them. Pragmatists believed
that the only way to know about reality is through human experiences. “Truth is what works” is
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another important belief to the pragmatist. Because the earth is changing so rapidly, what is true
today may not be true in the future. Truth us relative, and this relativity also extends to values.
Society determines what values are important, and those values may change as the dominant culture
changes. John Dewey was a leading philosopher of pragmatism. Progressive educators believe that
students, not subject matter, should be at the very heart of the educational process. To a progressive
educator, it is a waste of time memorizing information that might not be true long-term. They argue
that a teacher’s role should be that of an advisor or guide. The educator provides the best
environment possible so that his or her students can experience reality. The teacher uses the
student’s natural curiosity to help him learn the skills he needs to live in society. This encourages
students and teacher working together, rather than opposing one another.

Educational humanism has its roots grounded in the philosophy of Existentialism. Existentialism in
America was influenced by European existential philosophy after World War II. The individual is at the
heart of existentialism. This philosophy believes that individuals are responsible for his own choice.
Each man chooses what he thinks is right and then is responsible for the choices and actions he
makes. Important existentialist philosophers include Soren Kierkegaard, Friedrich Nietzsche, Jean-
Paul Sartre and Carl Rogers. The student has the role of the “selector” by deciding what he will study
and how much he will learn. He is an imitator of his teacher and should not be concerned about
following the crowd. This view of education is based on the belief that man in innately good.
According to this philosophy the worst thing a teacher can do is impose preformed habits, beliefs and
values on the child before he is old enough to understand and make judgments about them.
Existentialists reject the belief that children are objects to be worked over and brought in line with
what their teachers think they should be. In the humanist classroom, the teacher’s first role is to help
students have enriching experiences and then help the students understand them. Freedom in the
classroom is plentiful because learning is private and personal. The teacher promotes both freedom
of choice and responsibility of choice. This is the moment when a person first senses the feeling of
responsibility for his actions and choices. This “existential moment” usually occurs in the late
elementary or middle school. Three educators who have embraced this educational philosophy are
A.S.Neill, Carl Rogers and William Glassner. In the existential philosophy, the primary goal of science
literacy is not to acquire or have scientific content, but to create a context that will hold such
knowledge. Existential educators use very little direct instruction and lecture. The goal is to
encourage openness, use of imagination and critical thinking. Another teaching strategy used by
existential teachers is the Socratic Method.

Constructivism refers to philosophical view about the nature and reality and perception. It purports
that we make our own worldview and knowledge. Reality, it says, is a personal construction. What we
hold true will be based on what works for us. Ideas are not seen as true or false because there is no
way to know of everyone’s ideas about the reality of nature are congruent. Constructivism as an
educational philosophy that finds its roots in Jean Piaget and in the postmodern philosophies.
Piaget’s ideas and theories for a child’s psychological development provide the foundation for the
learning theory espoused by constructivism. Piaget said that student organize and adapt all new
information they receive to fit in with what information is already present in their minds. The
adaptation of information is either one of assimilation of new information into existing structures, or
accommodation of existing structures to fit new information. Some constructivist philosophers view
teachers as social activists who are out to change the status quo by helping students take personal

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and social responsibility for the future. The teacher is not seen as merely a presenter of information,
neither is he seen as a one who merely provides a learning environment for the discovery learning. A
constructivist teacher does a combination of these things. He develops a relationship with his
students that will encourage them to explore, question, and make sense of their experiences.
Students are not seen as passive receivers of knowledge. They are viewed as active learners who
come to a science lesson already having ideas about the natural world, which they use to understand
everyday experiences. Constructivist teachers think that they remain neutral and does not correct
alternative conceptions.

B. Legal bases in Education

1. Identify 10 legal bases in education, give a brief description of each.

EDUCATIONAL DECREE OF 1863: The decree provided for the establishment of primary school for
boys and girls on each town of the country.

EDUCATION ACT OF 1940: Also known as Commonwealth Act No.587, the Education Act laid the
foundations for the present six-year elementary course and made provisions for its support.

PRESIDENTIAL DECREE NO 1006 OF 1976: The Decree was a legal and formal recognition of teachers
as professionals and teaching as a profession.

REPUBLIC ACT 6655 of 1988: Popularly known as the Free Public Secondary Education Act of 1988,
the Act created a system of free education in public high schools.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO.1 OF 1994:This Order
increased the number of school days to 200 days (42 calendar weeks) inclusive of examination days
for public and private schools.(This department order is similar to RA 7791 which increased the
number of school days from 185 to 200 days).

REPUBLIC ACT NO. 7731: The Act abolished the National College Entrance examinations of NCEE to
give the marginalized students a greater chance to gain access to college education

REPUBLIC ACT NO.7722: Also known as the Higher Education Act of 1994, the Act created the
Commission on Higher Education (CHED) whose main task is to regulate and develop tertiary
education in the Philippines.

REPUBLIC ACT NO.7796: Also known as the Technical Education and Skills Development Act (TESDA)
of 1994. The Act’s objective was to provide relevant and quality technical education that is accessible
to all and to create the agency that will manage technical education and skills development in the
Philippines.

REPUBLIC ACT NO.7863 OF 1994: Known as the Philippine Teachers Professionalization Act of 1994,
the Act made it mandatory for people pursuing a career in teaching to take the licensure
examinations that are administered and regulated by the Professional Regulatory Commission.

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DEPARTMENT OF EDUCATION (DEPED) ORDER No.34 of 2001: The Order required all public
elementary and high school students to read at least one book in the vernacular and one book in
English per year before they can be promoted to the next higher level.

2. Some people opposed the RA 10533, what is this all about and why some people opposed its
implementation.

RA 10533 also known Implementing Rules and Regulations of the Enhanced Basic Education Act of
2013 wherein the number of years for basic education is increased and its curriculum strengthened .It
is to be noted that the enhances basic education program encompasses at least one (1) year of
kindergarten education, six (6) years of elementary education, and six (6) years of secondary
education. Secondary education includes four (4) years of junior high school and two (2) years of
senior high school education. The enhanced basic education program may likewise be delivered
through the alternative learning system. Inclusiveness of enhanced basic education shall mean the
implementation of programs designed to address the physical, intellectual, psychosocial, and cultural
needs of learners, which include programs for the gifted and talented, programs for the learners with
disabilities, Madrasad program, Indigenous Peoples (IP) education program, programs for learners
under difficult circumstances and acceleration.

The different arguments that need to be highlighted as to why RA 10533 is debated is because of
conflicting issues such as the need to be with international standard wherein most college graduates
in the Philippines are considered only vocational graduates abroad due to lack of two more years in
comparison with their standard. Therefore, for Filipinos to be considered college graduates as to
international standard, there has to be junior and senior high schools. This, I believe is one of the
positive points and the need for the Act wherein we can say we have the standard accepted
internationally. Many opposed and objected mainly because of the concern that the move for
additional basic education could also entail additional expenses for most of Filipinos. As reflected by
the society, most citizens belong to classes D and E or those who cannot afford to send their children
to school due to financial constraints. The additional years therefore for the schooling of the learners
also mean additional spending.

The argument as to whether education is really just for those who can afford it. The extreme view
also that education has become commercialized where only the “few” ones will be favored. This is
not a surprise as we know wherein most of Filipinos live below the poverty line .How can one afford
education when basic necessities such as food, shelter and clothing are scarce. The provision of giving
the children financial allowance on a day-to-day basis not to mention school supplies, uniform and
other expenses really seem to be an added burden.

3. Cite the provisions of the Batas Pambansa 232.

BP 232 also known as: An Act Providing for the Establishment and Maintenance of an Integrated
System of Education. ”Education Act of 1982” applies to and govern both formal and non-formal
systems in public and private schools in all levels of the entire educational system.

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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. The State shall therefore promote and maintain equality to access to education as
well as the enjoyment of the benefits of education by all its citizens.

Furthermore, the educational system shall reach out to educationally deprived communities, in order
to give meaningful reality to their membership in the national society, to enrich their civic
participation in the community and national life, and to unify all Filipinos into a free and just nation.

4. What is the so called integrated system of education?

The role of the different members of educational community are with obligation and rights to
participate so as to have different parts working together. Namely, parents, students, school
personnel, teaching or academic staff, school administrators, academic non-teaching personnel, non-
academic personnel and parents. Each is with rights and obligations which are indispensable for a
quality education. Each therefore should do its part for the betterment of the nation.

C. Organization and Management of Educational Institutions

1. Suppose you want to organize a school, how will you go about it, what are the procedures you
will undertake? Explain in detail.

At the onset, it is to be noted that truly, no two schools are identical even in a common culture and
that every school is unique. Unique in the sense that it has its own distinct mission. Furthermore, my
vision for the school will be focusing on two key aspects: First, to have international standard of
curriculum standards contextualized to optimize its value for the local context for the learners.
Second, commitment to the ongoing process of school development. The first vision entails that the
school provides a coherent education when the written, taught, assessed and experiences curricula
align, and school practices, incentives and written resources support the curriculum. To prioritize the
principles and practices identified, the steps to be undertaken include planning however crucial
planning is, I would want to highlight that leadership is critical. Leadership is focused on the direction
the school is going in, ensuring it is doing the right things, has vision and mission that is inspiring
teaching and learning and improving the school’s performance in relation to this. A leader therefore
has to have skills focusing on how things are to be done and on how to do it, this I believe, as a leader
I am most capable of. In order for leadership to be effective in the uncertain environment, leaders
should adopt a holistic approach. Many leaders in order to avoid high uncertainty apply standard
operating procedures and make traditional bureaucratic responses in every case. Contingency and
situational theory could give school leaders the opportunity for a solid basis in further refining
management policies and practices.

Contingency theory is based upon the assumption that no single leadership style is appropriate in all
situations. According to this theory, leadership style is quite inflexible. Thus, organizational
effectiveness depends on matching internal organizational characteristics with environmental
conditions. Therefore, effective leadership depends on whether the leader’s style matches the needs
of the individual case. This theory applies better to educational systems where principal selection is

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done through an open recruitment process. One useful tool of this theory is contingency planning or
forecasting. On the other hand, situational theory dictates that leaders adapt their style to match
their staff’s characteristics and requirements. In education systems where the recruitment and
selection of school principals lies with central government, situational theory can be a useful tool for
the principals. When principals are placed in a new school, they should choose the best course of
action based upon the current circumstances. Flexibility is key in managing a team effectively. The
main difference between the two theories is that in the first case we put the right person in the right
job while in the second leaders adjust their style depending on school context.

Aside from planning, coordination and evaluation are worth mentioning. In order to achieve these
two, as one of the leaders, the orderly and supportive environment in the school has to be ensured.
The values of the school is reflective that the established goals and expectations also promote
teacher learning and development. The teachers are to be empowered to have local ownership of the
school. This will mean that the leader (school head) will have pool of leaders (teachers) and this
network of leaders reflect mixture of expertise and abilities that will make into a great team. A school
means a large number of inter-dependent variables and careful management of such variables need
the teamwork of the leader and its team.

2. How will you manage your school, what are the areas involved in managing such.

To be able to contribute to the improvement of the quality and equity of education valuable
information for decision-making in the short, medium and long term which focus on strategies and
application of research findings should address systemic and institutional concerns or problems. I
believe research has to be linked with policy and practice. This interest in evidence-informed policy
and practice is driven by a growing awareness of the need for a better understanding of the complex
problems confronting us and the need to fully utilize available knowledge to develop better solutions.
Policy makers and practitioners should undertake systematic reviews of educational research with
the aim of disseminating the knowledge gained. The knowledge has to be accessible and practical for
both policy makers and practitioners.

I have always believed that learning and the professional development of teachers is indispensable to
have greater effect on student outcomes. These teachers will be involved in the planning,
coordinating and evaluating teaching and the curriculum. Many factors influence student learning,
but it is increasingly clear that what teachers know and are able to do so one of the most important
of all. Teachers are the ones who work directly with students, who translate and shape curricular
goals and theoretical ideas into classroom practice and who shape the environment for learning.
Teacher’s knowledge, skills, attitudes, and dispositions have direct and serious implications for the
success of the students they teach. From this standpoint, professional learning represents an
enormous investment in the development of human capital, directed at ensuring that the teaching
and learning in our schools is up to date and effective.

D. Advanced Theories and Practices in School Supervision

1. What are the strategies in school supervision?

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Supervision is a socialized functions designed to improve instruction by working with the people who
are working with the students/pupils. Supervision can also be defined in terms of function and
purposes for which it shall be used as a) skills in leadership, b) skills in human relation, c) skill in group
process, d)skill in personnel administration and e)skill in evaluation.

The following is a brief examination of psychotherapy-based theories, developmental models and

social role models and eclectic or integrationist models of supervision.
a) Psychoanalytic supervision is by far the oldest mainly because from its inception, psychoanalysis
has addressed the concept of supervision. The supervisor assists the counselor to be open to the
experience that can be considered similar to mirror therapy, trust in the process, interest in the
client, and respect for the power and tenacity of client resistance.

b) Client centered. Carl Rogers introduced the concepts of listening and communicating our
understanding of the experience with a client in such a unique way that many individuals were not
familiar with prior entering into formal education in counseling.

c) Cognitive-behavioral supervision, proceeds on the assumption that both adaptive and maladaptive
behaviors are learned and maintained through consequences. As a result, CBT supervisors are more
specific and systematic in their approach to supervision goals and processes than some of the other
supervisory perspectives. The supervisory model of the cognitive behavioral therapist consist of
building rapport, skill analysis and assessment, setting goals (for the supervisee), implementation of
strategies, follow-up and evaluation.

2. What are the different types of supervision, give a brief description of each.

There are different types of Supervision: (a) Autocratic, and (b) Democratic

(a) Autocratic Supervision:

In this type, the authority id centralized in the key person or head, who has been legally appointed to
look after the organization. The policies and techniques of the school programme are directed by
him. Here, the authority and power may be delegated to the supervisors who are directly responsible
to the head. There is quick communication between the authority and supervisors so that they can be
easily contacted and ordered to carry out definite directions. All suggestions and prescriptions of
suited and activities come from one person and may be passed down, the line and performance is
checked in the same manner upward. Supervisors are appointed in establishments as the inspectors.
Generally the inspectors visit individual teachers, classes, meet them individually to solve their
problems. Students are also assisted individually. The authoritarian leader remains in the focus of the
group’s attention. He emphasizes their obedience. The demerits of autocratic supervision include,
conflict, friction and antagonism soon develop. There is repression of individual personalities and no
attempt to utilize the intelligent and talent of the supervisors. There is great wastage of both talent
and energy.

(b) Democratic Supervision:

Here authority is based on superiority of knowledge, skill and capacity and not on legal sanctions.
There is decentralization of power. Every supervisor is required to contribute his best towards

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purposes and welfare of group. The talents of all workers are utilized fully. There is maximum
possible participation of all workers in determining policies, procedures and final evaluation. Each
individual personality is respected and considered of supreme value. Equality is practiced in all
matters; emphasis is placed on mutual relationship and respect for one another.

3. If you are a school head, which type of supervision will you implement and why?

It is to be highlighted that with deep conviction, simply put, for me to supervise is to have clear
guidance and support especially for students who struggle to appreciate the complexities and
practicalities of the environment in which they are learning. Supervision should support the
achievement of a particular learning objective. Supervision efforts should be as constructive as
possible for all involved. It should not be underdeveloped relying on untested assumptions. While
most programs provide supervisors with written guidelines, it is to be acknowledged that surveys
should be done that a deeper form of ongoing engagement and professional development is required
if I were the supervisor to understand and promote consistent practices.

School leadership is now an education policy priority around the world. Increased school autonomy
and a greater focus on schooling and school results have made it essential to reconsider the role of
school leaders. There is much room for improvement to professionalize school leadership, to support
current school leaders and to make school leadership an attractive career for future candidates. The
ageing of current supervisors and the widespread shortage of qualified candidates to replace them
after retirement make it imperative to take action. As a supervisor, there is a need to evaluate
theories, implement practices and refine leadership strategies daily. No single trait or combination of
traits has been identifies that fully explains a leaders’ ability to bring about positive change, but most
agree there are energy investments necessary in all areas (Robinson, Lloyd et al. 2008).

It will also be important to build strong relationships with organizations such as local government
units (LGUs,), non-governmental organizations (NGOs) aside from the partnership with parents and
the community.

4. Draw a pie chart, indicate how many percent of the time you will spend for supervision and
other functions, and explain.

The major functions under school supervision can be cited as:

a) Inspection. This is actually a study of school conditions, to discover problems or defects of the
students, teachers, equipment, school curriculum, objectives and methods. This could be
done via actual observation, educational test, conference, questionnaires and checklists.
b) Research. This has something to do with incorporation of remedial measures to remove the
weaknesses of the solution to solve problems discovered. The supervisor should conduct
research to discover means, methods and procedure fundamental to the success of
supervision. The solutions discovered are then passed on the teachers.
c) Training. This is acquainting teachers with solutions discovered in research through training.
Training may take the form of demonstration teaching, workshops, seminars, classroom

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 observations, individual or group conferences, intervisitation, professional classes to he use of
bulletin board and circulars, and writing suggestions in the supervision form.
d) Guidance. Guidance involved personal help given by someone. It is the function of supervision
to stimulate, direct, guide and encourage the teachers to apply instructional procedures,
techniques, principles and devices.
e) Evaluation. As an ultimate functions of supervision, evaluation appraises the outcomes and
the factors conditioning the outcomes of instructions and to improve the products and
processes of instructions.
Activities of Supervision. The activities logically falling under supervision can be enumerated
as:
1. Survey of the school system
2. Improvement of classroom teaching
3. In-service education of teachers
4. Selecting and organizing materials for instructions
5. Researching solutions to the problems of teaching
6. Determining the desirable physical condition of teaching and
7. Performing semi-administrative duties

TIME DISTRIBUTION PLAN IN THE

DIFFERENT FUNCTIONS OF SUPERVISION

INSPECTION
20%
EVALUATION
30%

RESEARCH
15%

GUIDANCE
20% TRAINING
15%

INSPECTION RESEARCH TRAINING GUIDANCE EVALUATION

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