Ateneo De Davao University

Graduate School

Name: Dennis N. Muñoz, LPT, RM, Subject: NSG 710 Philosophical

RN Foundations of Education
Course: Master’s in Nursing Professor: Dr. Nilda Ginete

1. Application of Communism, Fascism and Democracy in education.

Communism in Education

 Communist education emphasized the role of schools and youth organizations

in educating students by indoctrination. According to Jeong (2009) communism
utilized schools as the basis for the facilitation of the ideological indoctrination of the
masses and for the training of the “New Communist Man”.The goal of communist
education at the turn of the 20th century is to create total revolutions and establishing
a new society. Education was recognized as playing a strategic role in achieving this
revolution and development (Britannica, nd).

The Utopian socialists attributed great importance to the education of the new
person in ethics and art. They were the first to substantiate the idea of a nonreligious
education, defending the democratic principles of equal, free, universal, and secular
education, and they formulated the idea of the self-education of the people through
creative labor and the combining of education and labor. It is precisely in labor that
the unity of theory and practice is achieved, that knowledge is turned into conviction
and becomes the norm of everyday behavior, a guide to practical activity. It is for this
reason that education in the communist attitude toward labor and public property,
labor education, is the paramount task of communist education. In labor are formed
the communist outlook and character of an individual, his new attitude toward society,
and his profound consciousness of social duty; in labor are uncovered people’s
abilities and talents.

According to the expressed ideas of Karl Marx, education should be viewed as

a means to develop a person's whole potential and to make him a better human being.
He contends that in a capitalist society, the educational process causes misery and
exists solely to further entrench the power of the rich (Hellerich, 1970).
 When the communists came to power in 1949, they took up three educational
tasks of major importance:
a)  teaching many illiterate people to read and write,
b) training the personnel needed to carry on the work of the political
organization, agricultural and industrial production, and economic reform,
and
c) remolding the behavior, emotions, attitudes, and outlook of the people. 

In elaborating upon the Marxist principle of the basic objective of communist

education —comprehensive development of the individual — Lenin articulated basic
principles characterizing the essence and tasks of education, of forming a scientific
world-view in children and youth, and their moral, esthetic, and physical education.
He attached maximum importance to the polytechnical and labor education of pupils
in comprehensive development of the individual (Monoszon, 2014)

The Communist states reformed and reeducated the ideals and philosophy of
their citizens along the Marxist-Leninist philosophy. To accomplish this task, the
schools, the higher educational institutions, and the youth movement played major
roles. The Communist regime promoted education mostly for political reasons. It
utilized schools as a basis for military force, for the facilitation of the ideological
indoctrination of the masses, and for the establishment of the supremacy of the
Communist culture as the only true socialist culture. Therefore, education in the
Soviet Union and other Communist states serves a much wider purpose as the
instrument for creating a new type of citizen with a new social order (Jeong, 2009).

Schools in Communist nations were organized in a highly centralized

government-run system. They have the following characteristics in common: they are
overwhelmingly secular in orientation; a common school is provided through at least
grades seven or eight; little or no tuition charge is made; schools are mostly
coeducational; the curricula are tightly prescribed, as are the textbooks, to reflect
Communist orthodoxy; students are offered few electives; the ideal of polytechnic
education is supposed to guide the content and practice of teaching and learning the
school subjects were narrow and rigid, leaving little room for electives. The policy
was designed to conserve scarce educational resources by equipping young people
with only what it was thought they needed to know and no more (Jeong, 2009). 

Fascism in Education

Investing a good education today would provide an idea of what the world
would look like tomorrow. It is like a passport for the future.

 Social Darwinist ideas are cited as underpinning Nazi policies on war,

eugenics and race, and providing a rationale for the emphasis on struggle and conflict
found in Italian and French Fascism (Hawkings, 1997).  “Fascism” is described as any
ultra-nationalism — ethnic, religious, or cultural — in which the nation is represented
by an authoritarian leader who claims to speak for the people (Stanley, 2018).
Fascism or fascist-like ideologies are a political power that is built upon a
conglomerate of feelings that generate intolerance and exclusion, which have been
strategically used by politicians to get elected.

It legitimizes any studies that support the concept of national characteristics

and the superiority of the nation's majority, generally along the lines of race or
ethnicity. The research must support fascism's vision that a strong nation must be
homogeneous to avoid decadence.

According to Amadeo (2021) Fascist regimes have these seven characteristics:

1. Usurpation: The state overtakes and merges with corporate power and sometimes
the church.
2. Nationalism: Leaders appeal to a nostalgic wish to return to an earlier golden age.
That can include a return to a simple, virtuous pastoral life.
3. Militarism: Leaders glorify military strength through propaganda.
4. Father figure: A leader assumes the role of the father of the nation. He creates a
cult status as a "dauntless ruler beholden to no one."
5. Mass appeal: A leader claims that the people, manifested as the state, can achieve
anything. If they don't succeed, it's because of naysayers, minority groups, and
saboteurs.
6. Government surveillance: The government takes an active role in suppressing
dissent. It rewards people who report on each other.
7. Persecution: The state violently persecutes minority groups and opponents.

In today's modern era, the strength of our knowledge in scientific research

have been historically rooted the from Fascist regimes. Example, the science teaching
practices are found to be suitable to fascism-like ideologies (e.g. race in genetics
teaching), and that the use of the concept of ‘scientific literacy’ has focused on liberal
possessive individualism.

The concept of scientific literacy encompasses knowledge and skills to four

strands:
(a) the understanding and use of scientifc facts and concepts in a content-
orientated approach;
(b) the learning of how to ‘do science’, i.e. learn about its methods, how to
measure, collect and present data, and build evidencebased arguments through a
process-approach (c) the learning of the applications of science and its relationship
with technology and society through a Science, Technology and Society (STS)
approach;
(d) the learning of what science is through a historical-philosophical-
sociological (HPS) approach

Colleges are meant to introduce students to the dominant culture and its
mythic past. Education therefore either poses a grave threat to fascism or becomes a
pillar of support for the mythical nation. It’s no wonder, then, that cultural clashes on
campuses represent a true political battleground and receive national attention
(Stanley, 2018).

Science education needs to create an alternative curriculum that will engage

the youth in some sort of ethics and social responsibility activism: a curriculum for
“people who will fight for what is right, good and just; people who will work to re-
fashion society along more socially-just lines; people who will work vigorously in the
best interests of the biosphere.”
 Garibay's empirical research study (2015) (as cited in Galamba and Mathhews,
2021) shows substantial evidence that “STEM students and professionals demonstrate
less social and civic values, less social concern, less commitment to understand racial
issues, downplay altruism and the civic engagement of individuals for social change
than students and professionals from other areas”.

An empirical research conducted by Morning (2008) has shown that textbooks

in recent decades in the USA have rekindled the issue of race in genetics teaching
with vigour, raising concerns about the consolidation of distorted understanding of the
roots of social inequalities through biology education. For Example some current
biology science textbooks and curricula still suggest a correlation between race,
gender, behaviour and intelligence which portraits groups of individuals in society as
essentially inferior (Donavan, 2019).

Fascism is motivated primarily by its aspirations—by a desire for cultural

“regeneration” and the creation of a “new man.” Fascists defended the Führerprinzip
(“leadership principle”), the belief that the party and the state should have a single
leader with absolute power. Fascist ideologues taught that national identity was the
foundation of individual identity and should not be corrupted by foreign influences,
especially if they were left-wing. Fascist educators emphasized character building
over intellectual growth, devalued the transmission of information, inculcated blind
obedience to authority, and discouraged critical and independent thinking that
challenged fascist ideology. Fascists aimed to transform the ordinary man into the
“new man,” a “virile” being who would put decadent bourgeoisie, cerebral Marxists,
and “feminine” liberals to shame. The new man would be physically strong and
morally “hard,” admiring what was forceful and vigorous and despising everything
“weak” and “soft.” Fascists praised the young for their physical strength and honored
them for their idealism and spirit of self-sacrifice—qualities, they said, that were often
lacking in their elders. As a “revolution of the body,” it reflected youth’s hunger for
discipline, effort, combat, and courage. The young, who loved “strong and slender
bodies, vigorous and sure movements, [and] short sentences.” The teacher “is not just
an instructor and transmitter of knowledge.…He is a soldier, serving on the cultural
and political front of National Socialism. For intellectuals belong to the people or they
are nothing” (Britannica, n.d.).
Democratic Education

A traditional perspective on education and democratization is to view students

as a potent force in the articulation of democracy, and to focus on students as activists
and actors in the field of education. Although students do have a crucial role to play in
democratization by way of social mobilization and political activism that puts
pressures upon state institutions regarding democratic issues such as education (Co,
2004).

Dewey’s Democracy and Education shows how education can be used as a

tool to transform not just the self but also the society. Here, Dewey outlines the
importance of education in how we deal with the world in general. He suggests that
each discipline must realize that there should be no separation between theory and
experience and that the discipline must be reconstructed as an “enterprise aimed at
personal and collective well-being.” Dewey criticizes the traditional method of
teaching as he suggests better ways of educating students, that is, by teaching them
how to think and making both the teachers and students realize that learning is not a
mere repetition of what are written in the textbooks. Traditional method of teaching
can be understood as a method of handling down knowledge from the teacher to the
students (Mancenido-Bolaños, 2016).

Despite the evolution of basic and secondary education in the Philippines,

there has not been a clear philosophical grounding for the changes in the curriculum.
Several texts show a number of reasons why the curriculum has failed to address the
needs of the students. Some claim that it is because of the inadequacy of training for
teachers; others would claim that it is caused by economic and political priorities of
the government officials. The most convincing account, for me, is Leonardo Estioko’s
observation that the deficiencies in the country’s educational system is profoundly
tied to the pathological nature of Philippine bureaucracy. Estioko, moreover, notes
that the lack of enthusiasm among educators to change the system is due to this
pathological bureaucracy. Furthermore, the Philippine curriculum suffers from its
undecidability to focus on either technical skills or higher education. “There is hardly
any socio-political awareness in the minds of graduates. The first thing they have in
mind is to seek employment.” The solution that he proposes is the determination of
an appropriate philosophy of education, “only after then can an educational system
devise a responsive curriculum.” He notes that a ”Filipino philosophy of education
must be borne out of the common reflection and effort of the majority"
(Estioko,1994).

One of the reasons why reforms in the Philippine educational system does not
reform at all is because each president eyes on a different program focus, and when
one’s term ends, the department’s program objective changes as well. It could be
understood that there is no continuity in the program.

The legacy of various Presidents of the Philioppines to Education system:

Ferdinand E. Marcos Sr., the department’s education agenda was in support of

the New Society Vision. He wanted the Filipinization of curricula from primary to
tertiary level. During the 1970s1980s, the Department of Education’s goal was one
with Marcos’ views- that “to utilize education as an instrument to achieve national
development.” The president wanted to boost agriculture and countryside
development, so the “policies and training for the tertiary is focused on agriculture as
well as technical and vocational courses.” The government wanted to use education
as a tool for social transformation.

Corazon C. Aquino, the free secondary education was instituted, the Republic
Act 6728 on the Government Assistance to students and teachers in private education
and the promotion of continuing education was passed.61 She allotted funds to help
finance the education of under-privileged students and continuing education of
teachers. The Aquino administration also introduced values education in the new
elementary and secondary curriculum. The reason for its inclusion is for the
improvement of human resource with a balanced intellectual, physical, moral and
spiritual well-being.

The term of Fidel V. Ramos was a period of computerization- he wanted

school systems to be technologically at par with that of other countries. He believed
that education is the key to improving the society- but by this he meant strengthening
the country’s economy through education. He institutionalized the trifocalization of
the education agency, namely: Department of Education Culture and Sports,
Commission of Higher Education, Technical Education and Skills Development
Authority.

Joseph Estrada was not able to put forward much changes to the educational
system, given the fact that his term lasted only for two years and six months.
However, it was during his term that the department adapted UNESCO’s four pillars
of education: Learning to know, learning to do, learning to live together and learning
to be.

Gloria Macapagal-Arroyo continued the reform agenda of the previous

administration. To add to that, she started the 4Ps program which intends to support
the health and education needs of children from extremely poor households. She also
established Presidential Task Force for Education which then produced the Philippine
Main Education Highway which aims to come up with a seamless education for
students, to increase the competitiveness of Philippine Education and the industries by
reasserting the aspirations of universal school participation

Benigno Aquino Jr.’s term ushered in a complete turn in the educational

system as it introduced the 12-yr basic education cycle which mandated that children
at the age of 5 should already start with formal schooling that is kindergarten, this is
then followed by a six-year primary education, four-year junior high school and two-
year senior high school. This cycle aims to “provide sufficient time for mastery of
concepts and skills, develop lifelong learners, prepare graduates for tertiary education,
middlelevel skills development, employment, and entrepreneurship.”

The incumbent leader of the Philippines vowed to Poverty alleviation, peace

and security, infrastructure, education, health, environment and anti-corruption are
among the President’s lasting legacies that were highlighted as the ones that made a
huge impact in his governance. But among his legacies, Duterte’s commitment to
provide quality and affordable education to all, counts the most.
 Commission on Higher Education (CHED) chairperson, Dr. Prospero de Vera
said the passage of Universal Access to Quality Tertiary Education Act should be
considered as a major reform in the higher education sector and will go down in
history as the biggest social justice legacy of the Duterte administration.

"Years from now, Republic Act No. 10931 will be one of the most important
legacies of the Duterte administration, if not one of the major accomplishments of any
presidency. It is an investment and a legacy that will lead to the realization of a
Filipino nation that is prepared to face the challenges of the twenty first century, a
nation that is strongly-rooted, comfortable, and secure," De Vera said during the
Duterte Legacy Campaign launch, Friday, January 17, 2020 at the Philippine
International Convention Center (PICC) in Pasay City.

In 2017, the Philippine Statistics Authority (PSA) survey result showed that
3.8 million Filipinos are out-of-school youths (OSY). Out of the figure, 87.3 percent
were 16 to 24 years old, the age bracket wherein they are expected to attend college.
Twenty percent of those who were surveyed revealed that high cost pf tuition of
financial difficulties forced them to not to pursue higher education.

On August 3, 2017 Duterte signed Republic Act No. 10931 or the Universal
Access to Quality tertiary Education Act into law.

Under the law, 190 higher education institutions (HEIs), 78 local universities
and colleges (LUCs), and 112 state-run universities and colleges (SUCs), across the
country are covered by the program.

The law went full swing in 2018 and the government has allocated Php 40-
billion for the schoolyear 2018-2019 for the implementation of the following
programs: P16-billion for Free Higher Education; P7-billion for Free Technical
Vocational Education and Training (TVET); P16-billion for Tertiary Education
Subsidy and P1-billion for Student Loan Program.
 De Vera also bared that CHED has in fact added 27 more public universities
and colleges to the number of HEIs, totaling to 214 institutions implementing the free
tuition law covered by RA 10931 by July 2019.

In the National Capital Region (NCR) alone, there are 19 HEIs implementing
free tution fee to include: Eulogio “Amag” Rodriguez Institute of Science &
Technology, Marikina Polytechnic College, Philippine Normal University, Philippine
State College of Aeronautics, Polytechnic College of the Philippines, Rizal
Technological University, Technological University of the Philippines, University of
the Philippines, Pamantasan ng Lungsod ng Maynila, Pamantasan ng Muntinlupa, Dr.
Filemon C. Aguilar of Las Pinas, Navotas Polytechnic College, City of Malabon
University, Valenzuela City Polytechnic College, Pateros technological College, and
Taguig City University.

De Vera also underscores that education is a vital element of sustainable

development by saying that education does not only equip students with skills to be
competent and dynamic members of the workforce to improve their incomes, but it
also provides an opportunity to discover new sources of growth through innovation,
which boosts the economy’s overall capacity.

He said the Duterte Administration envisions that by 2022, Filipinos will have
more opportunities to develop their full potential.

“They will have better access to services and opportunities to acquire 21st
century skills and competencies,” De Vera said, “at the same time, they will have
easier transition into workforce,” he added.

Statistics show there have been improvements in the employability of the working age
population under the first three years of Duterte Administration as the share of
discouraged job seekers in total unemployment rate continues to decline.

Discouraged job seekers (both new entrants and those already part of the workforce)
decreased to 115% of the total unemployed in 2018 from 12.5 in 2014.
 The number of youth not employed nor in school also decreased tp 19.9% in
2018 from 22.7% in 2015.

These could be attributed to the various educational reforms introduced by the

current administration. Aside from the Universal Access to Quality Tertiary
Education, there are also the full implementation of the K-12 program, the Alternative
Learning System (ALS), and the build-up of infrastructure in the education sector.

The administration also seeks to enhance community-based training for

special sectors, improve technical research education, and ease access to technical
vocational education and training, among others.

The government also seeks to prepare the education system for the so called
"fourth-industrial revolution" that brings rapid transformational technology in certain
industries that may replace jobs done by humans.

We can continuously enumerate the problems of the educational system-lack

of funding, lack of facilities and so on without pinning down a concrete solution to
solve the problem of the quality of education and quality of citizens it is producing. It
might then be timely for institutions responsible for drafting the curriculum and
institutions of learning responsible for the training of future teachers to once again
consider re-learning Dewey’s thoughts on education and how it could work alongside
philosophy, as Dewey mentioned “If we are willing to conceive education as the
process of forming fundamental dispositions, intellectual and emotional, toward
nature and fellow men, philosophy may even be defined as the general theory of
education.”72 Unless we have a concrete philosophy of education73 as a basis for all
the education agenda, the same problems on the quality of education would continue
to exist.
Democracy is a voice of revolt against despotism, coercion, imposition and arbitrary
authority which condemns the exploitation of the weaker by the stronger. The
democracy is a current concept which has taken different forms like political
democracy, economic democracy, social democracy and educational democracy.
Democracy in education is a recent idea and it is opposite to the continuation of
autocratic and totalitarian practices in the administration, discipline and supervision of
methods of teaching prevalent in our educational institutions (Chakma, 2020).

Main features of democratic education (Chakma, 2020).

1. Universal and compulsory education. Democratic education is available to all so

that every member may participate intelligently in social, economic and political life
of the community.

2. Broad-based education. Democratic education is broad-based. The more

democratized the education is, the more broad it tends to become.

3. Child-centred education. Democratic education is child-centred. Education is to be

given in accordance with child’s needs, interests, abilities and aptitudes. Education
revolves around the child.

4. Community centred. Democratic education is also given in accordance with the

needs, interests and
problems of the community.

5. Cultural basis of education. Education in democracy has a cultural basis, of course

materialism gets its due place, but not the sole emphasis. Life is lived for the sake of
noble and spiritual values, like truth, beauty and goodness.

6. Decentralization in educational organizations. Democracy means free exchange of

views, which is only
possible when power is decentralized.
7. Education for worthy citizenship. Democratic education develops worthy
citizenship which involves
recognition and fulfillment by an individual of the obligations towards himself and his
fellowmen.

8. Education for leisure, national integration and international understanding.

Democratic education if useful and effective. It is not ornamental. Education for
leisure, national integration and international
understanding is also important.

9. Provision of adult education. In democracy, attention is being paid not only to child
education but also to
adult education.

10. Student’s association. In democratic education, students take interest in activities

of the school to some extent.

DEMOCRACY AND VARIOUS ASPECTS OF EDUCATION (Chakma, 2020).:

1. Democracy and aims of education with special reference to India.

i. Development of democratic citizenship. The Secondary Education Commission

suggested that in order to
develop democratic citizenship. Education should aim at developing following
qualities:

a. Education should aim at developing capacity for clear thinking and

receptivity of ideas.

b. It should develop clearness in speech and writing for free discussion,

persuasion and peaceful
exchange of ideas.
 c. Education should make the individual learn to live with others. This can be
developed through
discipline, cooperation, social sensitiveness and tolerance.

d. Education should foster the development of a sense of true patriotism.

e. Education should help in the development of sense of world citizenship.

ii. Improvement of vocational efficiency.

a. We should create in the pupils a new attitude of work. An attitude, which

implies an appreciation of
dignity of all work, however, slowly.

b. With the development of new attitude of work there is need to promote

technical skill and efficiency
at all stages of education.

iii. Development of personality. This can be achieved through:

a. Releasing the sources of creative energy in the students so that they may be
able to appreciate their
cultural heritage.

b. Cultivating rich interests, which they can pursue in their leisure and
contribute in later life to this
heritage.

c. Giving a place of honor to the subjects like art, craft, music, dancing etc.

d. Development of the qualities for leadership.

2. Democracy and curriculum. If democratic aims are to be achieved, the curriculum
at every level needs to be drastically changed. The following principles should be
considered:

a. It should be broad-based. It should include totality of experiences that a

child receives at school, or in
classroom, in library etc. It should include the co-curricular activities – the
play activities, the classroom
procedure and the exam system.

b. It should have variety and flexibility and not rule bound and rigid.

c. It should be vitally related to the needs of community and should make full
use of local resources.

d. Curriculum should have a vocational bias as well. It should hold a balance

between general and
vocational education.

e. The curriculum needs to be integrated and correlated.

3. Democracy and methods of teaching. Montessori Method, Project Method, Dalton

Plan, Heuristic Method, laboratory method, or experimental method, socialized
techniques, seminars, symposiums, discussions are based on democratic trend.
Democratic method give due consideration to individual differences as well as to the
needs of the society. They encourage cooperation and train the individual for group
discussion along with independent thinking.

4. Democracy and discipline. Democratic discipline is free and positive discipline

based on love, sympathy, cooperation and human relationship. Self-governing units
such as student union, student committees, counsels, parliaments should be created in
the schools. This creates self-discipline which is the core of democratic living.
5. Democracy and teacher. In a truly democratic system, the teacher’s role is that of a
friend, philosopher, stage
setter, sympathetic guide or a vigilant supervisor rather than a tyrant. He must have
constructive relations with
the society and must support the way of life on democratic lines. He is to practice
what he preaches and
exhibits utmost self-discipline himself. He should put various democratic principles in
actual practice.

6. Democracy and school administration.

a. In democratic school administration teachers are given rights in framing the

policy of the school, in preparing the curriculum and in the other matters
pertaining to the school.

b. In democratic administration, teachers are given greater freedom in

selecting the methods of teaching,
study and research etc.

c. Cooperation and brotherhood forms the basis of relations between teachers

and students and between the teachers and the administrators or organizers of
the school, between the vice-chancellor and teachers of
university etc.

EDUCATION FOR DEMOCRACY – WAYS AND MEANS:

Following are the ways and means of imparting education for democracy:

1. Recognition of individual’s worth. Due recognition should be given to the

individuality of the child. We
should make him understand that he is an asset in a democratic society.

Following steps may be taken:

a. Universal education should be given.
 b. Child-centered should be given.
c. Curriculum should be diversified.

2. Development of critical and objective thinking. Following steps may be taken:

a. Education in mother tongue.
b. Provision of self-governing units.
c. Provision for self-expression activities.
d. Dividing students in small groups.
e. Dynamic and progressive methods of teaching.

3. Training for human relationship. For this purpose following steps may be taken:
a. Encourage group living.
b. Residential schools.
c. Provision for social sciences.

4. Training for character. Following steps are suggested for building character of the
pupils:
a. Provide ideal.
b. Examples of great heroes.
c. Biographies of great men.
d. Acquaint with ideals of society.
e. Individual attention.

5. Vocational efficiency. School can take following steps in this connection:

a. Science education should be an integral part of school education.

b. Work experience should be an integral part of school education.

c. Secondary education should be vocationalised and in higher education

emphasis be placed on agricultural and technical education.

6. Democratic educational administration. Democratic principles should be applied to

every aspect of school administration and organization such as methods of teaching,
organization of pupil’s activities, timetable.
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