| Philosophical Thoughts on Education. ae Fa | ‘At the end of this Chapter, youl should be able to joation. | Pana aa & ‘eee L} |A. Read this conversation then answer the question in the ANALYSIS phase of this Lesson. Ina Grade 3 Science class | ‘What is the function of the mouth? To break the food into smaller pieces, ‘Very good! What about the stomach? Teacher Student : Teacher : Student : To digest the food. Very good! Perfect! And the smell intestines? ‘To absorb the food nutrients. Teacher: Student+ Individual competition leads a over his subjects + Poilcal order shoul ‘people and the government + Rrimecrats eve not destined by bith to be rulers, People were to establish their own government and selet thei oun potical ieadors from among themselves; civic education is necessary + Prople should be educated fo gover themselves inttigenty and responsibly (Omstein, 1984) ld be based upon a contract between. the Comments: ‘+ For John Locke education is not acquisition of knowledge contained in the Great Books. It is Teamers interacting with cconerete experience, comparing and relecting on the ‘same conerete experience, comparing. The leamer i6 an active not & ppassive agent of his/her own learning. + From the social dimension, education is secing citizens ‘participate actively and intelligently in establishing their government and in choosing who will gover them from among themselves because they are convinced that no one person $5 | -————— destined to be ruler forever. [wor is Spencer's Herbert Spencer (1820-1903): Utitarian Education sdvetonl n Spencer's concept of “survival ofthe fetet” means that human | tov cad oclopment had gone through an evoluianary series of sages \ “Soc Denwiir2” fiom the simple to the complex and from the uniform to the more ‘Specialized Kind of activity «Social development had taken place according to an evolutionary dares tick simple homogeneous soaetes had evcved © | Pye complex societal systems characteraed with humanistic and classical education. + Industrialized society ‘education based on scien rather than on the very genera humanistic and classical education. + Cuntailum should emphasize the practical, utilitarian tnd scientific subjects that helped human kind master the environment. «Was not inclined to rote learning; schooling must be related to life and to the activities needed to earn a living + Curriculum must be arranged according to their contribution to uman survival and progress. + Science and other subjects that sustained hi prosperity should have curricular priority since it aids in the | pire vrai ond pofsionl_ | Td paca attain) ects deakatoal goals assed with | wman life and | ‘performance of life activities. to social progress. He who is fittest survives, (Omstein, 1984)ro ami Sen Cte we Onze tne Spalazed Edveaton of Spencer vs. General Education Sito survive in a complex society, Spencer favors spec ducation over that of general education. We are in x Socal engineers whe can combine harmoniously the 5; of specialized knowledge. This is particularly true in the; medicine, eld is use, + The expert who concentrates on a limited fi bu hie loses sight of the interdependence of things he becon. aan who lnows mors and more about Je and es. We bbe marned ofthe deacly peril of over specialism. Of course» ‘ot prefer the other extreme, the superficial person who kn, Jess and less about more and more. ‘Spencer's Survival ofthe Fittest + He who is fittest etrvives. Individual competition leads Soxlal progress, The competition in class is what advoca:e: whole- deliberately taught by their pacetts and elders, batters fo continue, the fo their children, This is LED making, For these cu ‘uults ind to feach these skills anc function of educa, Which individuals inter social and culture Fal continu Tiese symbols were express; Ad intoducion sr tracy whic OW enjoy. kee | [intraon. 1 is Feand sks Fed with bart of 1h, Fier cant foblem of fal forces shelter ls thar ang, 2 tuage. nship al as ‘tural falues talize auity and ther sed ral im. ‘Key Periods in Educational History av Ba tre key perads in educate! history om 7200 BO. te Study the table thoroughly The aotes should male you sc that education and schoo area functor of soe ad schools feflect the nature and character of aociey. Suel, What socety ‘considers important js what ediction focuses on fo preserve soci Tbe 1. Pons ct Enphase on Edvatonn Hoy Key Period n Edvestonal Histor, 100 BC we AD 100 as Groupor | Goals ees = ose 700 86— |cutate grip |foodganerng” ccscatonia a= [Z00B.C. | ideraty with cy | rama, music. | schools Soghists:_| wellrounded, se Se- SS_ ae ae Spartan: to tactics and military = = See Seas = os ssi ee ce ee cede ca a.[AD | seperete ros | I [Fensisance | To cathaiea | Ltn, Gook, 2022 Inmet, |ialtware | otramand |e feces | Pmenraee fcholssuchas | Krovi asses Greek yeseeymnasiam, | excehen |endLatci aingranmar | and ses repre cures sh00, express [Sos inclessica| |orastebaes erature track | Schools Refomaton |Tocitvatea AD. 1500— sccm laa fours ‘AD. 1600. | miner ape. | ism, rogous etucaton'> euler eligous | concepts and Provide ers Aeoinaten;o | ua Ltn and th masses culate gereral | Geek: theology gins Weray systems win sipenison ensure dats lconfriy | 5 development establish ovine Renaissance ps Education vas foc tera Toe Reforma caltivation enominti ‘The History of the Vet us alse As you stut just remember ‘Chapter - that what are taug of society it schools teach was) were the colonial perioc ocupation antenatzntion 3s preservation ot erature, a two- rack sysiom of schools Keanmitment founiversal fducation to Drove iteracy 1 emasses; ne igi of schoo! ystems with Upervsion to {sure doctrinal daformi ee ait saci en apie atl nes wa te ‘ed tit wo what mere wg ne mul ala values fe ou coer ; caution im ann Gree, at mated mot ation the unde deepen fey nal he an wan the deep of lr nd mia Tene sep oman, eo se deo sno sy and dordop annie ané itary ills a8 eitbens ofthe Roman Bmp, rT For the ancent arabic ward where slam rose the moet important concern of efucaton wan 10 eliate religous rnin mic tts Dring the Medic period schanls were concerned with the evelopment of tapos “omen, Inowedge sad ial to cetabh order Renaisance ped was fivent peri of Bropean cultura, ariste,plical and coonomie ‘bith foloing the Mie Age. Edocatio wus faved tn atincovery of aes loony Iiteratore and act The Reformation period had at for is evan) gals the culivation of a sense of comlment to « parcular religious denomination and gener! ery ‘The history ofthe Philippine Educational System et us also see how the nature and character of Philippine society are reflected In the education process in different periods of Philippine history. ‘As you study the summary of the Pilippine educational system, just remember this sociological concept, which is the focus of this Chapter - that education is a function of society and as such what are taught in schools arise from the nature and character Of society itself. What society considers important is what ‘schools teach. Be ready to answer this question at the end: What ‘vas/were the focus/foct of education or schools during the: 1) pre- colonial period, 2) Spanish perid, 3) American regime, 4) Japanese ‘occupation and 5) post-colonial period.yk in commer aes ‘trig the 1 pered E - rachis si Bacon won intra and, anaes 2 Pathers taught their sons how (0 Iivehood Mother cet rates in i om at ep. oi guna ow fac pS el iret nwa pa nee eh [Sot aaa ‘hme {en dt and pe ec thy wee neuter ena aad Semon Se ‘eperate schol for boys and gris Wealthy Filipinos or the fuss, Were accommodated in the schools The Educational Decre of 1863, * This law gave Filipinos a complete system of edi from elementary to the calegite level. The law ys ‘municipalities in the country, Although religion wa reading, we cuereuhi, the curictim fnetuded wer. Sane writing, aithmeti, history Christian as Spanish language, vocal music, ag and needlework for the gris. A ‘compulsory between the ages of tendance in schoo! seven and twelve, Education during the American Regime 1886-945 ape Americans promoted democratic ideals nd the democra Way of life. The sc rin, chools maintained by the Spaniard three centuries w 5 for more The Réveati SF oaoted but wee reopeted on Anges ippine Assert ac Sec ofthe er. A eae and compu! eee elementary education was established by the 8 Constitution Pelion abt (Political Constitution of 1899), In May 1898, the frst Americ S Foaing the sate sent! Was established in Comegidon ane ater the capture | Manita in 1899, seven schools National supp ‘ere ofened in the city.“eens el a ceqethtpheuertie ‘The Department of Put i om peer ant oe ener eomcuun ‘oth pubic and eealar ze level school ry ana three yeae "re second level wes a four-year junior janor allege und Inter four fear PEOET= ‘The Commonwealth Period (1935-1942) Free education i Fre edation in pu sha provi slay, in accordance with the 1995 Constitution: = Vocational education and 3 sewing, cooking, and farming wer Education al 10 emphasized nationalism 20 the aught about the if ofthe Filipino heres. Vocational education and some household 9¢ {ven importance. Good manners and aught to the students = The institute of private c observe private schools — Formal adult education was also B¥e™ 1936) was signed DY allover the rome household activites BE me also given importance: students ere sities were also Cdacipline were al50 auvation was established im order ‘© Pees || xecutive Order No, 134 (of ‘our National Langue jgnating Tagslos °° re Order No. 217 ot ff Bthies was taught No, 263 in (1940) required jn the senior year = Executive Code = Executive Order Filipino, national languade ‘and in all years in ‘The Education Act of 1980 (Ca. 586) Philippine Assembly O° ‘August 7, following Si eifoction ofthe 7 yout cme = Reg the schoot entrance SBF 7 | National support for elementary ‘education ‘in schools, therwise known as the Quezon the teaching of the ofall high schools was approved by the Te40, which provided for the ary course 10 6 YearsPe... Copy mine mg ie ete ny + Sipe nteanpe nano ment pe is ety ceca Sa” ‘The Japanese Occupation oe ee ~ Nake the people understane the position of the Philippines 4 member ofthe East Asia Co-Prosperity Sphere ~ Eradication of the idea of relance upon Western States particularly the US and Greet Briain ~ Fostering a new Pilipino cultare based on the consciousnes ofthe people as Orientals ~ Elevating the moral ofthe people giving up over-emphasi materiale ~ Diffusion of elementary eduction and promotion of vocation education ~ Striving for the diffusion ofthe Japanese language in the Philipines and the terminaticn ofthe Use of English in schools ~ Peveloping in people the love of labor Postcolonial Philippines ~ Etation aimed atthe fll of alization of the democratic ideals and way of lie ~ fe Ginl Service Bigblityoftachers was made permanent pursuant to R.A. 1079 in June 15, 1954. ‘pated ine ceremony was made compulsory in all schools Fearn te shoeing ofthe Natonal Anthem pursvane oe = NCEE Calture ana Sn and Sport, Executive On (ECS) in 198) Creation of the Boa S under PRC ~ Replacement of Pat Teachers) by LET = Transfer of author DECS to the Board ‘Tiocalization of 5 Dasic education wt onformal edacetie Dow administers training and deve and Skills Develop CHED is responsit Education Act of 1 In August. 200 Governance of the name Departs to the Departme Tole of field of ‘ffices and. schor for) school 1 leadership roles context of trans of basic educet and young adi become caring,Grade 1 with E ne fntarental an of eaeaon the 1972 Conan are cantty~ teach the duties of atienship« develop Bis ornieree ae ee Gh Sah enema Big nah apc tees = Baucaton Act Eaten eof 082 ceed ean on = NCEE - National College Entrance’ Exasrnatin inrodveed “Beets Ove tei? eae orm Ane fenamed Minty of Edvcaton, Cue a SP {DECS) in 1987 a ae Genin ofthe Bond foc Grain Penna! eaters compen Replncement of PET Pre srssonnl Board Branton Feber) by LET [ucensreExuinaton fr Teche | lion ‘Transfer of authority of ad the ‘of administering the LET from CSC and DECS to the Board of Professional Teachers under PRC Trifocalization of Education System ‘The trifocal education eyatem refocused DECS' mandate to i tasig education which covers elementary, secondary and e peeormal education, including cultur and «pars: TESDA ovr administers the post-secondary, middle-level manpower Plhing and development R.A 7796 - Technical Baveaton and Skills Development Act of 1994 rn ig reeponsible fr higher edoston. RA. 7722 — Higher Education Act of 1994 = In. August 2001, Republic Act f Governance of Basic ‘Education: of Education, © 9135, otherwise called the ‘Act, was passed transforming the name Department suture and Sports (DECS) the ne"Depertment of Education Oepbd) and redefining the 10 sr eld. offices (regional oes, diision offices, district There and echools), RA 9155 prevde the ‘overall framework for (school head empowement strengthening their v4 management within the leadership roles and (ji) school-batet eae transparency. and Jct! oceountabt ‘The goal corer education is to provide the school se¢ population cd young adults with skis, knowledge, and values to an Tarng, self-reliant, productive and patriotic citizens. es‘he ate at my, So ae vd ewan Lae 9155) was ps = Governance of Basic Edueation Act (RAL 9155). was ‘emming tne DECS to Dep td edeBing BE Oe ofices, fices whit include the regional fies, division lonices and schools _.... > Yaoee anon ore a Sra and integrated in all. subject. areas cucu Implementation of New Senda Eaeaton Cuil - RA 10187, Jan 20, 2012 — Kindergarten, Act. ax Instruconalzing. the lindergarten education into the ‘education system = K to 12 Program (RA 10593), May 15, 2013 - The K « Program covers Kindergarten and 12 years of basic edu: (six years of primary education, four years of Junior 3, School, and to years of Seaior High School [Sis provide sufficient time for mastery of concepts and. x, develop Ielong learners, and prepare graduates for tc education, middle-level skills development, employment entrepreneurship, ‘The Varied Goats of Education in Differen Historical Periods of Prilpsi-. history the What was considered important in exch historical period of country was also the focus or direction of the education of «:. Fllpino, During the pre-colonial period, students were given voce training but lesser academics for them to be good fathers ‘mothers. During the Spanish period, schools focused on sci formation to help them lve the Christa faith. The Amesicas » ctucated the Filipinos to become good citizens of a dem country while the Japanese regime taight them love ef lata. ‘Post-colonial period educational system ‘was devoted to the follow goals: 1) foster love of country; 2) teach the duties 3) develop moral character self-discipline; technological and vocational efficiency, The present DepEd vs cog mission statement and core values andthe fourth Fhe Commission on Higher Education add Ight Philippine education. They are givensen ae ensayo ke son — og ane er ay ener pe ato’ eee! re a igher Esucaio8 se Deparment of Ba eae nen tan mn taoeng sien sian | (Teebepeavnon We dream of Fipines who passionately ove pine rnd whose values and competencies le her to realise tel ul pues re meaningfully to urding te main ‘and contribu ‘and promote. the Feit of equitable, culture based, end “Rpete basic education where students lean in & ciai-frendly, gendersensise, motivating environment rere faciitate Yearning ‘To protect and constantly murture ery ‘Teacl eames. ‘Administrators and sta 08 rewards ofthe instaion, eO5 amling and suppor caMTIEES {or effective lear (© other stakeholders ar actively on re B amily, community, and engaged and share Feeponsiiity for develoning iife1ong of learners,Makakatson Nokabanen The inportanen of Studying Mistry of Eévction Why do we have fo tether with t3¢ educational goals ofthe past which i past and so we can no longer indo? Dewey explains why ® Study of che history of ecacation is vue 1, Educational issues ard probes are often rooted in the past the study of educational history ean help us 0 wrderstard and solve today's probiens, 2. Realistic efoto reform educaticn gin with present conditions leh are produc of our pass by wing Our pest, we Can Shape the fate {fh » 1m gill see eet Re Ee hye acer eae aerated 1. Why was the focus of education different for different groups ‘of people in diferent places and at diferent periods in wort history? What does this point to regarding relationship of schools and society? 2. Given the diferent characteristics of the different periods in Priippine history, whet were the goals of education schools during the: 8) pre-colonial, +) Spanish period, ) American regime. 4 Japanese regime and ¢) post-colonial period? Filipe oo quality, quit 5. Real the arte blow. W the relevance of whoals lagen of socialization roles? DOLE urged t Ps By ‘Senator Joe! Vilrues and Empioymont (QOLE} Vilanveva, chaipers ‘and human resources do the government to make the “Buid, Buld, Ble (ur consisont call on t ‘on Higher Education (DOLE), Department ‘and Skils Developmer adress the problem with the implementatt Villanueva said ina stpast tye ld ee Se oe ee fhased anc compete b rei bande education? Or was 8 paneer o © few? Explain your answer iumatch imply about | ase schools effective fr tet jb 5. Read the article below. What doe jb skit the relevance of achools to present society sas oii rane ilpino graduates DOLE urged to address job-ekils mismatch Published June 19,2018 By Vanne Elaine Torazols tte Deparment of Labor a a aoe nn ps LA LET Se sna cia te eet a an el sth era ne tT \ fo ga oe cm roran oe ies pans ol Oa ergometer, | Be ne to (DOLE), ‘Department ‘of Education (DepEd), ‘end Technical Education (ai) ie oe SO) — Bera 2 \ 2 Sis re ime se sn oe te Bs BASSI PN \ Villanueva said in 2 statement |Maraiersay tos on. SED “er te mao of cae nwt — ip ed ate wr i Rc Ci oo cee ee, any for tr ad rls in cy. 4. In not more than two senses, slate the relations Ue ak society and schools 2, ‘What is meant by socezation 4s function of schools c = 3 Can school change the scaling effect of fanity pimary agent of socalzadon? Can an exelent sete the soiling ect of an exremely deprived howe? ‘ithe Pillpsines, was edieaton a privege enjoyed by » “lice since the pre in one part of the globe fho matter how far affects us, It is a "eral world after al’ 60 goes the song. In this Chapter, we will discuss globel issues that fect Schools and us. It is hoped that you aze able to propose solutions to ocial problems which have become curren global isoues fir Eo 1. Below are top 10 world issues fro them. Blain are also oveasthe i curtains Development Goals {SDG) for the period 2015-2030 ‘After comparing the top 10 eid iagues, match the 17 SDGs wit the 10 world issues to determine if these top 10 world jesus correspond to the 17 gDGs of 2015-2030. Use the Table for comparison. ym two sources. Compare 53 |es = tasneeeeecmam a : a 6, Government acoontany ae = 7, Fee and water seni 8 & ac ofeducton 3 9. Sai scurty wal be “poortuniy ere ate Top 10 Ct rts 1. Climate change 2, Pollution 5 Votence 5. Lack of Edueation| 6. Unemployment 7. Government Comuption 8. Malnourishment & Hunger 8. Substance Abuse 10, Terrorism The 17 Sustainable Development Geals 1. Bnd poverty fn alt forms | 2 oe | and promote sustainable a 3. Ensure healthy lives. and ages 4, Ensure inclusive and 1a rage 2g ss Are the curre 5. Achieve gender equality and ©. Ensure availabilty and sus agement of wai u and sanitation forall : 7. Ensure access. to pape eet 3, Do these 2015-20007 ‘modern energy for alli nonin | 1 0 oetve eM en we rine inate a Volar nnaration ‘intone eka, ele een "ie ennai ane addon pte Ni iy ene ie ange nde ‘vi ie nied atone Frameworis | os dale Chaya) wt uaa ie te gaan ems or ari 4 hy waa veg ‘one pote suse se of ee 1 MTA » i Hall biotiyeray 16, Promote: r monet nal nd ch ni i nga he 1 [int Yop To Wor even | Liniv Top sOwondiore Cato chao ar oe 2, Large sole contr ” (2 {ter 1, Are thie current pobal issues in both IS © sues ranked similarly? wad to the 17 SDGS 9, Are the current global iat ind a. Do thse top ten global issues corresPo 2018-2030? \Physi Vcence teeta. | Seaee (estimates , Erste cits | Conran Celsius, gen = Payeholieal Vinca Pryetloaea vise Pepe nce | sorts ong feorin an ravers” | Hectes gain cai | tomers, Sous ba Security and Well Being The UN is a perject exar the lack of security and weit} feffors with resional organiaat in security, the UN is worn People throughout the word Lack of Education inv ap, tere More than 72 milion hharassment occurring on the s B18 @ preventahj, | Of the age to be in pamay probiesachanihaebeee necessary. Her, | ThiS can be attributed to are various forms of fs poverty. Fortunately, ¢ directly with the issue of e+ TesoUrCes to aid schools —) ipsi/iwwre tuna orglen The Philippines has its functional literacy ra! National Statistics Autho not only reading and wr hhelp people cope with 2013 Functional Litere (FLEMSS), the country nine out of every 10 Filir iligjoesee Ftyseal Votence | oa Beers coin Frc eens |S mee Rene | | Ce orcs: | cma soa a ma ead pe yeoogicel Vlence | pla i paychologia vlonca pe ota velce | Sel gs) seed, andeusee | Somoono unos an rin on rch a Benenson | Sioa pense ‘ormanpulte, coma ceri tha pron ‘Soure: bins: soe neal VEspess ural vance coeur sehen an cial Farmed a aresut ot fraciess hat er pact Ker ort etre, eon oF ne Security and Well Being Oe 8 o petes coe sho security and wellbeing a serious glbal is forts with regional organizations and represenatives tha Peecurty, the U.N is working toward increasing the well Bev ‘people throughout the world. rd be dane to prevent ue, Through its tare skilled ing of Lack of Education More than 72 million obi. of the age to be in primary education MThis can be attributed to inequality and marginalization as well | Thi can ay, there we mary omnes directly with the issue ‘of education in providing ‘the proper tools and , a ad cho \ fbn ore umanium oe fucation ribcant side in | rhe Philippines has consistently mats. 6M sc tpunctional Iitcracy, 25 defined by the fick inces_| its functional literacy T* National Statistics Authority is the level of literacy not only reading and writing ‘but also numeracy skills that would help people cope with the daily demands’ of life Based on the \ 2013 Functional nd Mass Media Survey (FLEMSS), the country registered a 90.9% rate, ‘which means that \ rnine out of every 10 Filipinos ‘aged 10-64 were functionally literate. | ets: //ww worldvsion.ore.lstoi philionjnes eee |