Republic of the Philippines

NUEVA VIZCAYA STATE UNIVERSITY

Bayombong, Nueva Vizcaya

COLLEGE OF TEACHER EDUCATION

Graduate Programs

Reporter: MEC Soriano

Course : MEd – Sci Ed (GS)
Subject : Ed Ad 212 (Philosophical Foundations of Education)
Semester: First Semester, School Year 2020-2021
Professor: Dr. Juanita B. Pascua
Topic: Educational Philosophies of Filipino Educators
(Rizal, Mabini, T.H. Pardo de Tavera, J. Bocobo)

JOSE RIZAL

Synopsis

José Rizal was born on June 19, 1861, in Calamba, Philippines. While living in Europe, Rizal
wrote about the discrimination that accompanied Spain's colonial rule of his country. He returned
to the Philippines in 1892 but was exiled due to his desire for reform. Although he supported
peaceful change, Rizal was convicted of sedition and executed on December 30, 1896, at age 35.

Early Life

On June 19, 1861, José Protasio Rizal Mercado y Alonso Realonda was born in Calamba in
the Philippines' Laguna Province. A brilliant student who became proficient in multiple
languages, José Rizal studied medicine in Manila. In 1882, he traveled to Spain to complete his
medical degree.

Writing and Reform

While in Europe, José Rizal became part of the Propaganda Movement, connecting with other
Filipinos who wanted reform. He also wrote his first novel, Noli Me Tangere (Touch Me
Not/The Social Cancer), a work that detailed the dark aspects of Spain's colonial rule in the
Philippines, with particular focus on the role of Catholic friars. The book was banned in the
Philippines, though copies were smuggled in. Because of this novel, Rizal's return to the
Philippines in 1887 was cut short when he was targeted by police.

Rizal returned to Europe and continued to write, releasing his follow-up novel, El
Filibusterismo (The Reign of Greed) in 1891. He also published articles in La Solidaridad, a
paper aligned with the Propaganda Movement. The reforms Rizal advocated for did not include
independence—he called for equal treatment of Filipinos, limiting the power of Spanish friars
and representation for the Philippines in the Spanish Cortes (Spain's parliament).
Exile in the Philippines

Rizal returned to the Philippines in 1892, feeling he needed to be in the country to effect change.
Although the reform society he founded, the Liga Filipino (Philippine League), supported non-
violent action, Rizal was still exiled to Dapitan, on the island of Mindanao. During the four years
Rizal was in exile, he practiced medicine and took on students.

Execution and Legacy

In 1895, Rizal asked for permission to travel to Cuba as an army doctor. His request was
approved, but in August 1896, Katipunan, a nationalist Filipino society founded by Andres
Bonifacio, revolted. Though he had no ties to the group, and disapproved of its violent methods,
Rizal was arrested shortly thereafter.

After a show trial, Rizal was convicted of sedition and sentenced to death by firing squad. Rizal's
public execution was carried out in Manila on December 30, 1896, when he was 35 years old.
His execution created more opposition to Spanish rule.

Spain's control of the Philippines ended in 1898, though the country did not gain lasting
independence until after World War II. Rizal remains a nationalist icon in the Philippines for
helping the country take its first steps toward independence.

EDUCATIONAL PHILOSOPHY OF RIZAL

Rizal’s concept of the importance of education is enunciated in his work entitled

Instruction wherein he sought improvements in the schools and in the methods of teaching. For
Rizal, the mission of education is to elevate the country to the highest seat of glory and to
develop the people’s mentality. Since Education is the foundation of society and a prerequisite
for social progress, Rizal claimed that only through education could the country be saved 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.
 APOLINARIO MABINI

Apolinario Mabini (1864-1903) was a Filipino political philosopher and architect of the
Philippine revolution. He formulated the principles of a democratic popular government,
endowing the historical struggles of the Filipino people with a coherent ideological orientation.

Apolinario Mabini was born in Talaga, Tanauan, Batangas, on July 23, 1864. His parents
belonged to the impoverished peasantry. He studied at the Colegio de San Juan de Letran in 1881
and at the University of Santo Thomas, where he received the law degree in 1894. During this
time, he earned his living by teaching Latin and then serving as copyist in the Court of First
Instance in Manila. It was during this time (1896) that he developed polio mellitus which
deprived him the use of his legs.
 Apolinario Mabini also known as “Sublime Paralytic” and “Brain of Revolution”
 A Filipino Theoretician who wrote the Constitution for the first Philippine Republic.
 1st Prime Minister in 1899.

EDUCATIONAL PHILOSOPHY OF MABINI

Apolinario Mabini philosophies were more of religious matters (in fact, it was his
mother’s dream for him to be a priest. Contrary to his mother’s wish he chose another profession.
For him, it was not only though priesthood we can serve God.

Apolinario Mabini was a product of our local institutions and just he is regarded in
education. He came from a poor background and experience hardships but in the end, he proved
to us that poverty is not a hindrance to achieve one’s dream.

Apolinario Mabini “Thou shalt cultivate the special gifts 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.”
 TAVERAS’ S BIOGRAPHY

 Trinidad Hermenegildo José María Juan Francisco Pardo de Tavera y Gorricho (April 13,
1857 – March 26, 1925) was a Filipino physician, historian and politician of Spanish and
Portuguese descent. Trinidad, also known by his name T. H. Pardo de Tavera was known
for his writings about different aspects of Philippine culture.
 A physician, member of the Philippine Commission, and founder of Federal Party.
 He was a consummate scholar, as well as a bibliophile and bibliographer.
 Consider a man of vast learning and probably the most versatile of the Filipino writers of
his time (except for Rizal).
 He wrote on many subjects from medicine to paleography, linguistics, numismatics,
cartography, history, metrical, romances, education and social problems

EDUCATIONAL PHILOSOPHY OF TAVERA

T.H. Pardo De Tavera “Our education should instill love for work, spirit of tolerance,
respect for law, love for peace and practice of thrift.”

References:
http://school-principal.blogspot.com/2011/06/rizals-thoughts-on-education.html
http://www.joserizal.ph/ph01.html
https://www.biography.com/political-figure/jos%C3%A9-rizal
https://biography.yourdictionary.com/apolinario-mabini
https://www.slideshare.net/chel_bobot/filipino-educators-and-their-philosophies
 JORGE BOCOBO

Jorge Cleofas Bocobo was born in Gerona, Tarlac Province on October 19, 1886 to to Don
Tranquilino Bocobo y Duenas and Dona Rita Teodora Tabago y Cleofas. Talking about his
family, he wrote, "my father's family name was Bocubuc but at the suggestion of the Spanish
alferez in Gerona illy father changed it to Bocobo. My father was induced to make the change
because people used to tease him and his brothers and sisters as bubuc."

He learned the alphabet from his mother and writing from his father, using as a primer the
Cartilla, a paperbound pamphlet containing the Spanish alphabet, a syllabary and some prayers.

His formal education started in Gerona and he had it by apprenticeship as a clerk without salary
in the municipal government. He once dreamt to be a doctor but early contact with public and
judicial affairs later influenced him to take up law. In 1903 he went to Manila to attend school at
Padre Faura Street. In 1904, he was selected to be one of the 100 Philippine students to
participate in the Pensionado program that sent exceptional Philippine students to America to
attend a U.S. college. Bocobo is one of at least seven Pensiondo students to attend the Indiana
University Law School. Others include Antonio de las Alas (LL.B. 1908), Franciso Afan
Delgado (LL.B. 1097), Mariano Honrade de Joya (LL.B. 1907), Proceso Gonzalez Sanchez
LL.B. 1908), Jose Valdez, and Pedro V. Sindico. The group took special summer classes at Santa
Barbara, California before proceeding to their destinations. Bocobo attended Puss High School in
San Diego and in September 1904, proceeded to Indiana University to study law. He graduated
in June 1907.

A few days after graduation he left for Manila, arriving there in August 1907. He worked as a
law clerk in the Executive Bureau. In the 1910 bar examination he obtained an almost perfect
score in Civil Law. A year later he transferred to the College of Law of the University of the
Philippines to become an instructor. On September 30 that year he married Felisa de Castro.
They were gifted with seven children Elvira, Florante:, Celia, Ariel, Dalisay, Israel and Malaya.
In 1914 he was made assistant professor of Civil Law, and associate professor two years later, in
July 1917 he was appointed full professor and acting dean of the college. During that span of
years, he always insisted on the highest standard of legal training. This greatly contributed to
making U.P. the most outstanding law school in the country and the one with the best legal
library.

Bocobo helped President Manuel L. Quezon in many ways: from drafting speeches and
statements to fighting for Philippine independence as a member of four independence missions
to the United States in 1919, 1922, 1923, and 1924.

He dedicated two of his books to the cause of Philippine autonomy - For Freedom and Dignity,
which opposed the Hare-Hawes-Cutting Law and General Wood and the Law, a book consisting
of articles he had written for the newspapers upholding the stand of President Quezon in the
celebrated controversy between Filipino leaders and General Wood. When President Quezon
dedicated a day of prayer for Philippine independence in October 1923. Bocobo wrote the
national prayer for the occasion.
In 1930 he was awarded a Doctor of Laws (honoris causal by the University of Southern
California. Indiana University did the same in 1951, and so did the University of the Philippines
in 1952.

In 1934 Bocobo became the fifth president of the University of the Philippines. He presented the
following initial ideas upon his assumption to office: student courtesy, improvement of the
teaching method, student guidance, church attendance, reading period before the final
examinations and formation of the alumni institute. A moralist and disciplinarian, he urged
students to return to the simple but basic virtues. As a result, he expelled a student for printing a
poem that he deemed immoral and suspended a whole batch of students for violating the dance
regulations. He said that "moral and civic education, being the paramount objective of the
school, is the most exacting, for it requires that the teacher should not merely dole out knowledge
or moral principles but should inspire the pupils to live up to the principles that we imparted."
Dr. Bocobo likewise believed in the importance of education for women. He wrote that "the
paramount objectives of women's education, which is that a girl should be raised to be womanly,
just as a boy should be taught to be manly ... that she should cultivate her feminine charm ..."

He became the Secretary of Public Instruction in President Manuel L. Quezon's cabinet upon his
retirement as U.P. President in 1939. He worked to instill nationalism in the youth, to promote
more Filipino sources in education, and the observance of a patriotic calendar whereby historical
events were taught and observed in public schools. He asserted that "there is a need of shifting
the tendency of your young people from frivolous social gatherings toward serious patriotic
commemorations when they may ponder upon the past endeavors." He also believed that "the
observance of historical events especially those which led the foundation for the Filipino nation,
is an effective way of inculcating nationalism among the children and the youth. While a great
deal had been done in recent years along this line in the public schools, still there should be
greater emphasis upon patriotism."

During the Japanese occupation (1941-44), Bocobo assisted the administration of President
Laurel, serving as a Justice of the Supreme Court (1942-44). As a result working with the
Japanese, he was charged with treason after the war. He was sent to prison, but ultimately was
cleared of all charges and released. From 1947 to 1962 he served as the Chairman of the Code
Commission, and was the principal author of the Civil Code of the Philippines for which work he
was given a Presidential Award of merit in 1949 by President Elpidio Quirino.

Following orders of President Quezon to hold office for the Japanese government, he was
charged with treason by the Americans on May 17, 1945. He became a political prisoner but was
later cleared of the charges and set free.

Bocobo was chosen the Philippine representative at various conferences held abroad, among
those were the International Missionary Council in Jerusalem, 1928; Real Academia de
Jurisprudencia y Legislacion, Madrid, 1928: World Pacifist Conference, New Delhi, 1949; Prime
de las Academia de la Lengua Española, Mexico City, 1951; International Congress on the
Administration of Justice and Penal Laws, Madrid, 1953 and others.

He was likewise active in other social and religious activities. Being a Protestant he was active in
the YMCA. He was a coordinator and promoter of the Boy Scouts among Protestants. He was
the leader of the evangelical union, an organization for the promotion of Protestantism in the
Philippines. He was a member of the United States Educational Foundation in the Philippines
and a strong advocate of the Community Chest. He was also president of a civic organization of
pensionados whose objective was to foster better relations between Filipinos and Americans.

Bocobo was a lucid writer an essayist, and a dramatist. He translated the Noli Me Tangere, and
the El Filibusterismo of Jose Rizal into English along with the Code of Kalantiaw, the Lupang
Hinirang, and the Andres Bonifacio's Decalogue. He copied and translated into English Rizal's
preface and Professor Ferdinand Blumentritt's Filipinas. His legal publications included outlines
of the laws on property, obligations etc. court decisions from 1924-1944 and others.
He died on July 23, 1965. He led a full life and lived through seven epochs of Philippine history
from the Philippine Revolution to the Third Philippine Republic.

Education Philosophy
 He stressed that Filipino culture and tradition should be the bases of education in the
Philippines.
 He also stressed that education in this country should prepare the child for the democratic
way of life.
 According to him, the educational concept is closely related to nationalism and love of
country.
 As an educator, he was strict in implementing rules and always insisted in the highest
standard of training.
 He implemented improvement of the teaching method, student guidance, a reading period
before the final examination and the formation of the alumni institute.
 He wanted teaching to be not only about doling out knowledge or moral principles but to
inspire the students to live up to those principles.
 He said that "moral and civic education, being the paramount objective of the school, is
the most exacting, for it requires that the teacher should not merely dole out knowledge
or moral principles, but should inspire the pupils to live up to the principles that we
imparted."
 He was a firm believer in the importance of education to women; He wrote that "the
paramount objectives of women's education, which is that a girl should be raised to be
womanly, just as a boy should be taught to be manly ... that she should cultivate her
feminine charm ..."
 He worked to instill nationalism in the youth and to promote more Filipino sources in
education, as well pushing the observance of historical events. He asserted that "there is a
need of shifting the tendency of your young people from frivolous social gatherings
toward serious patriotic commemorations when they may ponder upon the past
endeavors." He also believed that "the observance of historical events especially those
which led the foundation for the Filipino nation, is an effective way of inculcating
nationalism among the children and the youth. While a great deal had been done in recent
years along this line in the public schools, still there should be greater emphasis upon
patriotism."
 He promoted the Boy Scouts among the Protestants
 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 expressions, “made the failure of any
work which I undertake my own failure, its success my own success”
 “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.”
 The bases of education in the Philippines, according to Bocobo, are the Filipinos socio
cultural values and traditions. The spirit of Nationalism and love of country must serve as
the foundation of education. Further, the learner must be prepared for democratic way of
life and thinking.

References:
https://iskwiki.upd.edu.ph/index.php/Jorge_Bocobo
https://www.repository.law.indiana.edu/notablealumni/186/