The Nature of Education

Foundations of Education
The Nature of Education

 From the Latin word “educare” or “educere” which means to lead forth.
 Process of acquiring knowledge, habits, attitudes, interest, skills and abilities and other tangible
qualities through training instructions and self-activity, and transmitting these vital elements of
human civilization to posterity.
Types of Education
1. Formal Education – hierarchically structured and chronologically graded learning organized
and provided by formal school system and for which certification is required in order to progress
to higher levels.
2. Non-Formal Education – any school-based educational activities undertaken by agencies aimed
at attaining specific learning goals for a particular clientele.
3. Informal Education – a type of education which can be acquired anytime and anywhere.
HISTORICAL FOUNDATIONS OF EDUCATION

Education during the Ancient Period
Aim:
1)Education for survival and conformity to the tribe;
2) Preservation and transmission of traditions
Types:
 Vocational and Domestic Training
 Religious
Content: Broad, indefinite and unwritten ritualistic and prescriptive; non-graded; informal
Methods:
- Enculturaltion - Observation & Imitation
- Participation - Simple telling & demonstration
Agencies:
- Home - Environment
Effects
 Preservation of culture
 Survival of species
 Adjustment and adaptation to political and social life
Education for Social Stability

Aim:
- To recapitulate the past in order that the individual may or may not vary from it or advance beyond it
China – To preserve & perpetuate ancestral tradition
India – To preserve traditions of the caste system and religious beliefs
Egypt – To preserve religious traditions
Persia - To strengthen military traditions
Types: Moral Training/ Social Training and Theoretical/ Religious Training
Methods:
- Direct imitation, trial and error, conscious imitation and indoctrination
Agencies: Home, pagoda, temple and under the trees or covered sheds
Influences:
- Liberal education in all levels
- Complimentary development of human person for social transformation of the state
- Holistic integration of human personality
- Education for individuality
- Stability but lacking in progressiveness
Education for Business Development (Sumerian)

Aims:
- To train scribes to do ecclesiastical work in the temples that were mostly writing.
- To train people as bookkeepers to record their multifarious business transactions
Types:
- Writing Education
- Mathematical Education
- Language Education
- Vocational Education
- Professional Education
- Art Education
Agencies:
- School, Home, Temple Schools and Apprentice Schools
Methods:
- Imitation and Copying
- “School Father” and “School Son”
Effects:
- Conservation of the early civilization’s origins; medium of instruction and commercial language
of the ancient world
Education for Public Administration (Egyptian)

Aims:
- To train the scribes to record the transactions of ecclesiastical and commercial business;
- To inculcate in the minds of the learners proper respect for the gods and the pharaoh;
- Utilitarian Education; and
- Preservation of cultural patterns
Types:
- Religious Education
- Vocational-Professional Education
- Military Education
- Education for public administration
- Priesthood Education
- Home Arts Education
- Writing, Reading and Language Education
Agencies:
- Home, Temple Schools, Military Schools, Court Schools and Vocational Schools
Methods:
- Apprenticeship, Dictation, Memorization, Copying, Imitation and Repetition, Observation and
Participation
Effects:
- Development of civilization
- Created the first national government, basic forms of arithmetic and 365-day calendar
- Hieroglyphics
- Papyrus
- Developed the first religion to emphasize life after death
- Built great cities where skilled workers worked
- Pyramids as tombs for their rulers
Education for Discipline (Jewish)

Aim:
- Ethical and Religious Education – Education as obligation of parents and associated with the
performance of ritual observances with learning Mosaic law
Methods:
- Oral and learning by practice, corporal punishment was regarded as an essential element
Chinese Education
Aim:
- Ideological and Ethical or Moral Learning;
- Cultural Learning
- Civil Service
Types:
- Ideological and moral education
- Language Education
- Vocational and Domestic Education
- Civic Education
Methods:
- Confucian method – Outdoor teaching
- Direct and exact imitation
- Memorization
Hindu Education
Aims:
- Dharma – to provide individuals with value system
- Artha – to earn a living by honest means
- Kama – to enjoy life in moderation
- Moksha – to lead the soul toward God and achieving release from the rebirths
Contents:
- Literature - Linguistics, Philosophy and Theology
- Dancing - Military Training
- Sports - Astronomy, History, Grammar
- Law, Medicine, Mathematics
Social Divisions:
- Brahmans – priests or scholars
- Kshatriyas – rulers, administrators, soldiers
- Vaisyas – peasants – farmers, merchants
- Sudras – skilled artisans such potters, weavers, basketmakers and servants
- Panchamas, Pariahs or Untochables – oppressed people
Methods: Imitation and Memorization
Early Hebrew Education

Aim:
- Humanitarian and Religious Education
Methods:
- Compulsory participation, oral, memorization, exposition and temple worship, Gnomic Method,
teaching by example, Use of Proverbs and Parables
Contributions:
- Monotheism, Ten Commandments and the Bible
Early Greek Education (Spartan)

Aim:
- Military and Discipline – to make every citizen invincible in war, possessing physical perfection
and complete obedience to the state and to develop a people unequalled in military skills and
absolutely devoted and loyal to the state
Methods:
- Training, Participation, Testing for endurance, Discipline and Training and Motivation
Types:
- Physical Education
- Moral Training – prudence, obedience, patriotism, courage and endurance
- Music Education
- Gymnastics Education
Contribution:
- Nationalism, Patriotism, Discipline and Military Education
Early Greek Education (Athenian)

Aims:
- Good citizenship;
- Individual excellence in wisdom, beauty and strength for public usefulness
- Development of all human capacities (many sided-development)
Types: Civic training, moral training, physical education, intellectual education, art, music, poetry and
dancing
Contributions: Olympic and free development of all human capacities
Roman Education (Ancient)

Aims:
- Utilitarian Education (Utilitarian – more on application and practice Moral, religious, civic and
political to produce good citizens to exercise their rights, fulfill their duties and acquire virtues
- Moral, religious, civic and political
Types: Physical and military training; civic training; moral training; religious training; vocational training
Agencies: “Ludus”; “Grammaticus”; “Rhetorical”, Home, Farms, Military Camp and Forum
Methods: Direct imitation, memorization & discipline
Roman Education (Later)

Aims:
- Oratorical
- Civic Education
- Oratorical – persons gifted in oratory is the vir bonus;
- Civic Education – ideal to train the students for public service
Types: Speech training, Civic training, Literacy Education, Vocational Education

Agencies: Litterator, Grammaticcus, Rhetor and Athenaeum
Methods: Memorization, drill and writing exercises and public speaking practices
Contributions: ladderized educational system; civil law; setting forth of qualities of teachers.
Early Christian Education

Aims:
- Education for Moral Regeneration
- Salvation – spreading the good news
Types: Moral training, Spiritual training, Music Educ
Agencies: Home, Church, Catechumenal, Cathedral and Catechetical Schools
Methods: Catechetical method; memorization; exposition and exhortation; parable or short allegorical
stories
Contributions: Ideal humanitarianism of Christ; Equality before God; Full recognition of the integrity of
human persons; Baptism
Exhortation - preaching
Saracenic Education
Aims:
- To apply religiousness in Islam;
- To apply science for practical purposes
- To develop and assimilate scientific knowledge
- To develop individual initiative and social welfare
Types: Religious Education, Professional Education, Vocational Education, Avocational Training,
Science Education
Agencies: Mosque, kuttab, special departments, medical schools
Avocational – form of entertainment
Methods:
- Repetition and drill, memorization and imitation, lecture, observation, experimentation
Contributions: Hindu Arabic numerals, decimal system of notation, algebra and trigonometry, using
laboratory and experimental method, practical application of science in any human activity, placing
importance to libraries as centers of learning
Monasticism
Aims:
- Religious Discipline
- World renunciation, salvation of individual souls, To attain highest spiritual perfection
- To attain the ideals of chastity, poverty and obedience
Agencies: Monasteries and Monastic schools
Content: Trivium and Quadrivium
Organizations: Home, Economic Structure and Political State
Trivium – Grammar, Dialectic, Rhetoric
Quadrivium -
Methods:
- Catechetical method, dictation, memorization, language, discipline and meditation,
contemplation/ thoughtful reflection
Contributions: Preserving and spreading learning and culture by Christian monasteries, opposition to
vices and corruption, taming the warlike spirits and dignity of labor
Scholasticism
Aim:
- Intellectual Discipline
- To support authority to the intellect to justify faith by reason
Agencies: Parish schools, monastic and cathedral schools; palace schools and university
Methods: Argumentative/Disputive method; lecture, repetition & examination method, Aristotelian
Logic and Problem Method
Contribution: Organization of university and emphasis on intellectual training
Chivalry and the Age of Feudalism

Aim:
- Social Discipline
- Develop morality, responsibility, horsemanship, gallantry, religiosity and social graces to the sons
of nobility
Agencies: Home, Court, Caste, Tournament Fields, Battle Fields, Troubadors, Minnesingers & Minstrels
Content: Religion, music, horse riding, hunting and tournaments, physical exercises, reading, writing
literature in vernacular, etiquette, household duties & 7 free arts
Methods:
- Observation, imitation and practice; Apprenticeship and Motivation
Contributions:
- Use of vernacular for teaching, emphasis on learning of social graces & etiquette
Guild System of Education

Aims:
- Business interest and preparation for commercial and industrial life;
- Vocational Preparation
Agencies: Burgher Schools; Chantry School and Guild School
Methods: Observation, Imitation & Practice; Dictation, Memorization, Catechetical methods and
Discipline
Contributions: Vocational training; Apprenticeship
Italian Humanism
(De Feltre)
Aims:
- Academic freedom,, abundant living & Liberal Education
Agencies: Elementary, Secondary and University
Content: Poetry, Drama and Romance, Human Interests and Nature
Methods: Lecture, Writing themes, self-expression, Balanced Activities, Motivation, Elimination of
corporal punishments
Contributions: Establishment of secondary schools, modern academic freedom, renewed interest in
Classics, Use of Texts, Written themes
Northern Humanism (Erasmus)

Aims:
- Social, Religious and moral, literacy, literature and democratic
Agencies: Elementary, Secondary and University
Content: Biblical and classical literature, church catechism, Hebrew language, History, Geography and
Science
Methods: Ciceronianism, Memorization, Pleasant classroom work, Excessive formalism, Religious
Indoctrination and Humanistic Elements
Contributions: Class-a-Year Practice, Social Education
Reformation
Aims:
- Religious Moralism, Protestant Ethics, Literacy Promotion
Agencies: Vernacular School, Secondary School and University School
Methods: Ciceronianism, Memorization, Excessive formalism, & Religious Indoctrination
Contributions: Saxony Plan, Class-a-Year Plan and Vernacular Elementary School
Saxony Plan –the development of the state school system
Catholic Counter Reformation

Aims:
- Religious Moralism and Complete Obedience to the Church, Leadership Training and
Education of the Poor and Spiritual Salvation
Agencies: Elementary Schools, Secondary Schools, Higher Schools, Teacher-Training Schools
Contributions: Conception of the roles of teachers, well-knit hierarchical structural organization of a
school system, teacher education, grouping of pupils according to ability level, Phonetic Method,
Discovery of New World and Industrial Revolution
Methods:
- Jesuits (to train leaders) Doing a small amount of work at a time, doing it well and make sure
it is retained; prelection and repetition, adapting the lesson to the students’t abilities;
participation, review and motivation by rivalry and emulation
- Christian Brothers (teach the poor) Grading according to ability; class recitation
- Jansenists (for spiritual salvation) Phonetic Method, Understanding before memorizing and
use of textbooks
Humanistic or Verbal Realism

Aim:
- Complete knowledge and understanding as to fit the individual to the environment which we
live
Views:
“Education should develop personality” – Vives
“Aim of learning was the development of the whole man.” – Rabelais
“Education was to prepare for actual living.” – Milton
Agencies: Home, Public day school, academy and university
Contribution: Practical education to adjust man to his environment
Social Realism
(de Montaigne)
Aim:
- Pragmatic, Utilitarian, Social Relation and Decision-Making
Agencies: Tutor, Academies, Ritterakademie
Contribution: Tutorial system, finishing school and private military academies
Sense Realism
(Comenius)
Aim:
- (Mulcaster) for harmonious society; (Bacon) increase scientific knowledge of man; (Ratke)
Learning by senses; and (Comenius) religious, intellectual and practical
Agencies: Model educational institution; 6-year vernacular elementary school; school of Mother’s
Knee, Latin school, university, Pedagpoium (school of science and language) Realschule (Pure and
applied science
Disciplinism
Aim:
- Formation of habits through discipline
Agencies: Tutor, Elementary School, Secondary School, University
Types: Drill and exercise, sense learning, memorization, reasoning, corporal punishment was used
extensively
Contribution: Formal Discipline
Rationalism
Aim:
- Development of individuals who could control all the aspects of life by reason
Agencies: Secondary and higher schools, encyclopedia, fashionable salons
Contribution: Training of creative thinking and reasoning, logic, inductive method
Naturalism
Aim:
- Preservation of natural goodness of man and virtue; individual freedom and creating a new
society
Agencies: Home and Tutor
Contribution: 3 Modern Principles of Teaching – Principle of growth, pupil activity and
individualization; Order of Nature – Need, Activity, Experience and Knowledge
Ancient Education Primitive Education
Theme: Education for survival and conformity
Aims: To survive and conform to the tribe to which they belong
Content: Practical and Theoretical Education
Methods: Demonstration Method, Trial and Error, Enculturation, Indoctrination
Proponent: Primitives
Effects:
• Preservation of culture for generation
• Survival of species and being able to meet their economic needs
• Adjustment and adoption of people to political and social life
Ancient Education
Oriental Education
Aims: To impress traditional ideas and customs in order to maintain and perpetuate the long established
social order
Contents: Moral and Theoretical Training
Methods: Imitation, Memorization
Proponents: Chinese, Indians, Egyptians
Influences:
• Liberal education in all levels
• Complimentary development of human person for social transformation of the state
• Holistic integration of human personality
• Education for individuality
• Stability but lacking in progressiveness
Ancient Education
Greek Education
Aims: To promote individual success and welfare through the harmonious development of the various
aspects of human personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness
Contents:
Spartan: Military and physical training
Athenian: Liberal education
Methods:
Spartan: Competition and rivalry
Athenian: Principle of Individuality
Contributions
Spartan: Development of patriotism, discipline and military education
Athenian: Olympic games and free development of all human capacities
Ancient Education
Roman Education
Theme: Education for Utilitarianism
Aim: To emphasize practical training for military life and citizenship
Contents: Physical training, civic training, literacy and vocational education
Methods: Memorization, imitation (elementary) literacy exercises, intensive drill on speech, grammar
(secondary)
Contributions:
• Ladderized education system – ludus, grammar and rhetor schools
• Organized body of civil law
• Empathy in the teacher-pupil relations
• Setting the qualities that a teacher should have
Medieval Education
Monasticism
Theme: Religious discipline
“Monos” means to live alone or dwelling alone. It is characterized by vows of poverty, chastity and
obedience
Contents: Trivium (Grammar, Dialectic, Rhetoric) Quadrivium (Geometry, Arithmetic, Music and
Astronomy)
Methods: Moral and religious training, Literary Education, Manual Training
Proponent: St. Patrick; St. Anthony
St. Patrick – founder of the first monasticism monasteries in Ireland
St. Anthony – founder of Christian monasticism
Contributions:
• Preserving and spreading learning and culture by the Christian monasteries
• Opposition to vices and corruption
• Tamed the warlike spirits and refining the rustic customs of the Teutonic people
• Dignity of labor
Medieval Education
Scholasticism
Theme: Intellectual discipline
Aim: To give supporting authority to the intellect, to justify faith by reason and substantiate theology by
logic
Contents: Disputed Questions on Truth and Summae
Methods: Argumentative Method; Lecture, repetition and examination methods; Aristotelian logic and
problem method
Argumentative Method – (1)stating a proposition, thesis or questions; (2) setting down objections to the
proposition; (3) proving one side; and (4) answering or disputing objections in order
Proponents: St. Anselm (scholastic realist), Peter Abelard (conceptualist)and Thomas Aquinas
Contributions:
• Organization of the university
• Emphasis on intellectual training
Medieval Education
Chivalry
Theme: Social Discipline
Aim: Develop morality, responsibility, horsemanship, gallantry, religiosity and social graces to the sons
of nobility
Contents: religion, music, dance, physical exercises, reading, writing, literature in vernacular, good
manners, right conduct, social graces & etiquette, household duties and 7 Free Arts
7 Free Arts – jousting, falconing, swimming, horsemanship, boxing, writing and singing verse, chess
Methods: Observation, imitation and practice, Apprenticeship and Motivation
Contributions:
• Use of vernacular as a tool of teaching
• The emphasis on learning of social graces, rules of etiquette or good manners and right conduct
Motivation – high social ideals, social standards and social approval
Medieval Education
Guild System of Education
Theme: Vocational Preparation
Aim: Business interest and preparation for commercial and industrial life
Contents: Reading and writing in vernacular, arithmetic, religious tenets and ceremonies
Methods: Apprenticeship, Catechetical methods, Discipline
Modern Education
Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts with the ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino de Feltre, founder of La Giocosa (The Pleasant House) advocated no corporal
punishment
Modern Education
Northern or Social Humanism
Aim: For social reform
Contents: Classical and biblical literature
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
Proponent: Desiderius Erasmus, attacked religious superstition and abuses in the church
Modern Education
Reformation
Aim: Religious moralism
Contents: Physical education, character education, math, history, science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther – established Protestantism
Contribution: Saxony plan, vernacular elementary school
Modern Education
Counter-Reformation
Aim: To develop an unquestioning obedience to the authority of the church
Contents: 4R’s
Methods: Adapting the lesson to the abilities, needs and interests of children; reviewing previous lessons,
repetition for mastery; memorization with understanding and use of textbooks
Jesuits – designated to train leaders
Christian Brothers – designated to teach the poor
Jansenists – designated for spiritual salvation
Contributions:
• Conception of the role of the teacher
• Well-knit hierarchical structural organization
• Industrial revolution
Modern Education
Formal Discipline
Aims: Education as training of the mind; to form character
Contents: classical languages and math; physical, mental and moral
Methods: Formal – sensation, memory and reasoning, drill method
Proponent: John Locke – Father of Liberalism
Modern Education
Rationalism
Aims: To enable man to think for themselves
Contents: Philosophical/ scientific knowledge, ethics and morality
Methods: Critical analysis, application and reason
Contribution: Training of creative thinking and reasoning, logic, inductive method
Modern Education
Naturalism
Aims: To develop the individual in accordance with the laws of human development and to preserve the
natural goodness of man
Contents: Holistic education
Proponent: Jean Jacques Rousseau
Contributions: 3 Modern Principles of Teaching – Principle of growth, pupil activity and
individualization; Order of Nature – Need, Activity, Experience and Knowledge
Modern Education
Nationalism
Aim: To develop military preparedness and aggressiveness for the preservation and glorification of the
State
Contents: Social Studies
Method: Practical
Modern Education
Psychological Development
Aim: To direct and control growth and development through appropriate educational procedures
Johann Heindrich Pestalozzi – social regeneration of humanity
Friedrich Froebel – Development of the child
Jonathan Herbart –
Edward Lee Thorndike – realize the fullest satisfaction of human wants
Modern Education
Psychological Development
Contents: Math, science, language, arts, history, literature
Methods: Principles and laws of learning
Modern Education
Scientifically-determined Process
Aim: To make education a science
Content: Science
Methods: Experimental, problem-solving, scientific method and research
Modern Education
Social Experimentalism
Aim: Prepare for progressive rebuilding of the social order
Content: Social studies; Intellectual – critical examination of the social conditions and social problems;
Civic – intelligent participation and cooperation in civic affairs; Vocational – social relationships of one’s
job
Methods: Guidance, intelligent and cooperative cooperation; field trips, directed classroom study
(community life)
PHILOSOPHICAL FOUNDATIONS
Major Philosophical Thoughts
Idealism
Nature:
• Adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super
or supra-natural realm
• Idealists believe that ideas and knowledge are enduring and can change lives
Aims:
• To develop the individually spiritually, mentally and morally
• To discover and develop each individual’s abilities and full moral excellence in order to better
serve society
Methods: critical discussion, lecture, Socratic method, introspection, imitating models,
reflection/reflective thinking
Learner – imitates as an exemplar of an ideal one; - strives toward perfection.
Teacher – role model for the student; exercise great creative skill in providing learning opportunities; and
questioner – encourages students to think.
School – train future leaders; develop morality; value transmission; develop the mind, dicipline and
character
Proponent:
Plato – “in order to know something, we need to withdraw from the use of our senses and rely on a
purely intellectual approach.
Curricular Emphasis – Subject matter of the mind

Realism
Nature:
• Stresses that the world is made up of real, substantial and material entities;
• Knowledge is derived from sense experience
Aim: To provide students with essential knowledge to survive the natural world
Method: lecture, demonstrations, sensory experiences and inductive logic
Teacher – a guide, a demonstrator; requires the learner to interpret relationships; rewards and reinforces
learning; relates the subject matter as concrete as possible.
Learner – Sense mechanism; follows the laws of learning
School – transmits knowledge; classrooms are highly ordered and disciplined
Proponents: Aristotle, Herbart, Comenius

Pragmatism/ Experimentalism
Nature: Believes that the curriculum should reflect the society, emphasizing the needs and interests of
the children
Aim: To teach students how to think so that he can adjust to the demands of an ever-changing world
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual problem-solving research
Modern Philosophical Thoughts

Perennialism
Nature:
• Knowledge that has endured through the time and space should constitute the foundation of
education
• Students should be immersed in the study of profound and enduring ideas to appreciate learning
for their own sake and become true intellectuals
Aim: To develop the power of thought
Proponent: Robert Hutchins
Teacher – interprets and tells eternal truth; spends more time teaching about concepts and explaining
how these concepts are meaningful to students
Learner – passive recipients of knowledge
School – produce intellectually elite individuals to become intellectuals.

Essentialism
Nature: Teaching the basic/ essential knowledge and skills
Traditionalism or conservatism
Aim: To promote the intellectual growth of the learners
Proponent: William Bagley
Learner – receives instruction in 3Rs; develop the values of discipline, hard work and respect for
authority
Teacher – focuses heavily on achievement test scores as a means of evaluating progress; prepares
well-organized lesson to prove his authority
School – ensures mastery of essential skills; prepare students for real-life situations

Progressivism
Nature:
• Education is always in the process of development
• Focused on the whole-child and cultivation of individuality;
• Centered on the experiences, interests and abilities of students
• Strived to make schooling both interesting and useful
• Aim: To provide the pupil the necessary skills to be able to interact with his ever changing
environment
Aim: To provide the pupil the necessary skills to be able to interact with his ever changing
environment
Proponents: John Dewey, Johann Pestalozzi
Learner – “Learning by doing”
Teacher – arouse curiosity and encourage development of higher level of knowledge

Existentialism
Nature: Man shapes his being as he lives; Knowledge is subjective to the person’s decision, and
varies from one person to another
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre – “existence precedes essence”
Teacher – Assists students in their personal journey; aids children in knowing themselves
Learner – determines own rules
School – create an atmosphere for active interaction; plan better solutions to their everyday
problems; discuss the situation based on an individual

Social Reconstructionism
Nature: emphasizes the addressing of social questions and a quest to create a better society; systems
must be changed to overcome oppression and improve human conditions
Aim: Education for change and social reform
Proponent: George COunts
Learner – takes social action on real problems such as violence, hunger, international terrorism,
inflation, discrimination and inequality and environmental problems
Teacher – uses community-based learning and bring the world into the classroom
School – primarily agent of change; center of controversy
Eastern Philosophies
Hinduism
Nature:
Emphasizes a commitment to an ideal way of life characterized by honesty, courage, service, faith,
self-control, purity and non-violence through yoga.
Proponent: Mahatma Gandhi
Education:
• The teacher is responsible for the students’ spiritual welfare;
• Students aim to remember everything by heart and master the subjects learned;
• Methods: oral and memory intensive, discussion and debates.
Buddhism
Nature: Believes in the 4 Noble Truth; Believes in the Law of Karma
Proponent: Siddharta Gautama Buddha
Education: It is rooted in faith; continuing educational system – additional teaching and learn from
each other during class discussions
Confucianism
Nature: Teaches moral life through devotion to the family, loyalty to the elders, love of learning,
brotherhood, civil service and universal love and justice. 5 Cardinal Virtues (benevolence,
righteousness, propriety, wisdom and sincerity
Proponent: Confucius
Education: civil service exam, religious rituals in schools
Taoism
Nature: Tao is a way of life, a philosophy advocating simplicity, frugality and the joys of being close
to nature and being in harmony with the whole universe. Wu Wei (let things come naturally)
Proponent: Lao Tzu
Education: emphasize compassion, moderation and humility, mental stillness through slow and
controlled body movements
Zen Buddhism
Nature:
• Believes in the 3rd eye – to see things which are invisible to the naked eye
• Encourages meditation (mind-awakening)
• The entire universe is one’s mind, and if one cannot realize enlightenment in one’s own
mind now, one cannot ever achieve enlightenment.
Islam
Nature:
• Has 5 pillars: Shahada, Salat, Zakat, Ramadan and Hajj
Proponent: Mohammad
Education: useful knowledge is necessary for the benefit of the self and of the humanity; required
to provide all means to promote adequate education for its citizens, to the best of its ability
History of Philippine Educational System
Pre-Spanish Period
Aim:
- For survival and conformity; for enculturation
Training: Domestic chores and practical/occupational honing of skills; Theoretical/ moral and spiritual
awakening
Methods: Demonstration Method; Observation and Imitation; Indoctrination
Content: Broad, indefinite and unwritten; Unstructured/ incidental
Evidences for an elaborate civilization:
- Effective Technology – ceramic industry 4000 BC
- Predictive Sciences – Preserved mummies
- Art & Religion – Petroglyphs or Line Drawings
- Foreign Trade – barter with Tang Dynasty
- Big Population Center – 20,000 in Manila
- Megalithic Structures – Payew of Ifugao
- Government – Barangay System
- Laws – Code of Kalantiaw
- Warfare – Barangay vs. Barangay
Spanish Period
Aims:
- Indoctrination of Christianity; Promotion of the Spanish language; Imposition of Spanish Culture
Agencies: Home, parochial schools, visitas, colegio, beaterio
Content: Christian Doctrine, arithmetic, music and various arts and trades, Spanish and vernacular
Methods: Dictation, Memorization, Moro-moro, cenaculo, zarzuela, etc.
Media of Instruction: Latin, Spanish, vernacular
Type:
- Authoritarianism, Teacher-dominated, Subject-centered and imposition of severe discipline
Contributions:
- Upliftment of Phil. Education
- Establishment of an overall public school system
- Training of teachers
- Complete system of education
- Church domination in education
- Production of grammars and dictionaries
“Arte y Vocabulario de Lengua Tagala” Juan Quinones in 1581
“Arte y Regla de la Lengua Tagala” Francisco Blancas de San Jose, printed by Tomas Pinpin in
1610
American Period
Aim:
- To promote democratic ideals and way of life
Agencies:
- Parochial schools, municipal schools, universities, public and secular schools, state university
(UP)
Contents:
- English language, reading, writing, arithmetic, GMRC, civics, hygiene and sanitation, gardening,
domestic science, American history and Philippine History
Method:
- Democratic way of teaching
Contributions:
- Religious freedom was enforced
- Emphasis on citizens of the future
- Citizenship education for adults
- Democratic ideal as a philosophy was emphasized
- Supervision of schools took the role of guidance and consultancy
American Period
(Legal Mandate)
BAP: “America would assume full control and administration of Philippine affairs”
Ed Act 1901: Act No. 74
- Establishment of a highly centralized
- Importation of Thomasites
- Separation of Church and State
- Creation of Philippine Normal School
Reorientation of the Aims based on Monroe Survey
- Training for self-government and Provision of English as a common language
Commonwealth Period
Aims: To develop moral character, personal discipline, civic conscience and vocational efficiency; and to
teach the duties of citizenship
Agencies: Public and Private (Sectarian and Non-sectarian) School
Content: Character Education and Citizenship Training
Legal Mandate
Exec. Order No. 17 – Quezon Code of Ethics – which laid the foundation of emerging philosophy of
Philippine education
Exec Order No. 134 – Tagalog as the basis of a national language
Exec Order No. 263 – required the teaching of Filipino national language in the senior year of all high
schools and in all years in the normal school
Education Act of 1940 (C. A. 586) –
a. Reduction of the 7-year elementary education
b. 7 years as school entrance age
c. National support for elementary education
d. Compulsory attendance of primary children in G1
e. Adoption of a double-single sessions in the primary grade with 1 T, 1 class assignment of
intermediate teachers
Japanese Era
Aims:
- Understand the East Asia Co-Prosperity Sphere;
- Eradication of reliance to western states;
- Fostering a Filipino culture as orientals;
- Elevating the morals giving up on materialism;
- Diffusion of elementary education and promotion of vocational education
- Diffusion of the Japanese language and termination of the use of English; and
- Inspiring the people with the spirit of labor
Agencies / Content:
- Training at schools on vocational, technical and agriculture;
- Opening of vocational schools
- Establishment of agricultural schools and colleges
- Curricular content was centered on values rooted on love for labor; emphasizing vocational
education; diffusing the use of Nippongo; and teaching physical education and singing
Japanese songs
Third Republic
Aim: Full realization of the democratic ideals and way of life
- Democracy is upon the intrinsic worth of the individual
- Realization of capacities in a social contract
- Society is not separated from the individual
- Democracy thrives on change: dynamic & flexible
- Fosters persuasion and consensus and rejects coercion & indoctrination
Legal Mandates: Screening and adoption of textbooks in public schools (R.A.139)
- Civil Service eligibility of teachers (R.A. 1079)
- BNE was tasked to formulate educational policies
- Compulsory daily flag ceremony and singing of National Anthem (R.A. 1265)
- Study of life, works and writing of Rizal (R.A. 1425)
- Nationalization of elementary education and abolishment of matriculation fees (R.A. 4007)
- Promotion of the socio-economic status of public school teachers (R.A. 4670)
- BNE – Board of National Education
Legal Mandates:
- Finance and support provincial schools and Special Education Fund and local school board
(R.A.5447)
- Rise of Barrio High Schools by Dr. Pedro T. Orata (R.A. 6054)
- Constitutional Convention (R.A. 6132)
- Exec. Order No. 202 – Presidential Commission to Study the Philippine Education
New Society
Aims: (P.D. 6-A of 1972)
- Provision for a broad education which will enhance self-actualization
- Manpower training in middle-level skills; and
- Development of the high-level professions and evaluation
Aims: (1973 Constitution)
- To foster love of country;
- To teach the duties of citizenship; and
- Develop moral character, self-discipline and scientific, technological and vocational efficiency
Agencies/ Contents Studied:
- Curricular changes in Elem Ed
- Focused on education
- Integration of values in all learning areas
- Emphasis on mastery learning
- Curricular changes in secondary education
- Increased in time allotment
- YDT and CAT introduced as new courses
- Elective offerings as part of the curriculum
Medim of Instruction: Bilingual Policy
Educational Programs:
- Proj IMPACT – Inst’l Mngmt by Parents, Community & Teachers
- ISOSA – In School- Off-School Approach
- CPS – Continuous Progression Scheme
- PRODED – Program for a Decentralized Educational Development
- NCEE – National College Entrance Exam
- NEAT – National Elem Assessment Test
- NSAT – National Secondary Assessment Test
Legal Mandates:
- P.D. No. 1 – decentralization of DECS
- PD 146 – NCEE Law
- PD 907 – Tertiary honor students are granted civil service eligibility
- Dep Order No. 25 – Bilingual Education Program
- P.D. 1006 – Teachers are considered professional and teaching as a profession upon passing
PBET
- BP 232 – Establishment and Maintenance of Integrated System of Education
- Voluntary Accreditation
- Government Financial assistance to private school
Post EDSA
Aim: Promote national development and values education
- Implementation of NESC
- Fewer learning areas, emphasis on mastery learning
- Focused on development of 3R’s
- Emphasis on the development of intellectual skills
- Focus on the development of humanism and Filipinism in all learning areas
- New Elementary School Curriculum
Implementation of SEDP
- Subjects generally oriented to the development of values;
- Specific competencies
- Concept-based subject areas
- Uni-disciplinary treatment of curriculum content
- SEDP – Secondary Education Development Program
Implementation of NSEC
- Multi-disciplinary treatment of curriculum content
- Student-centered
- Cognitive-affective manipulative based curriculum
- Values education as separate subject area
- Emphasis in Science and Technology
- Uses bilingual policy
- Critical Thinking emphasized
- New Secondary Education Curriculum
Education for All – Future Direction – anchored on humanitarianism and equalitarianism
- ECCD – Early Childhood Care and Development
- UQPE – Universal Quality of Primary Education
- EOI – Eradication of Illiteracy
- CE – Continuing Education
Provisions:
- RA 6850 – granting of civil service eligibility who have rendered at least 7 years of service
- Trifocalization of Educational System – RA 7796, RA 7722, RA 9155
- CENTREXES (RA 7784)
- RA 7836
- Technical-vocational reform
- RA 7323 – Student Employment Law
- CENTREXES – Teacher Education Centers of Excellence
Philosophical Foundations of Education
Nature of Philosophy
- from the Greek philein which means to love and Sophia meaning wisdom
- A set of ideas formulated to understand the basic truth about the nature of being and thinking
- It is the science of beings in their ultimate reasons, causes and principles acquired by human
reason alone (C. Brittle)
- It is the study of general and fundamental problems concerning matters such as existence,
knowledge, truth, beauty, law, justice, validity, mind and language
Importance of Philosophies of Education
- Provides guidelines in the formulation of educational policies and programs & in the construction
of curricula
- Provides direction toward which all educational efforts should be exerted
- Provides theories & hypotheses in education that may be tested for their effectiveness and
efficiency
- Provides norms or standards for evaluation purposes
Types of Philosophy
1. Speculative or Synoptic – systematic thinking designed to arrive at world views, coherent
systems of thought or world outlook.
2. Prescriptive or Normative – reflective thinking that strives to formulate goals, norms or
standards to guide human thinking & conduct.
3. Analytical or Critical – critical thinking that aims to examine ideas, concepts, issues or
problems with the purpose of clarifying them.
Branches of Philosophy
1. Metaphysics – theory of reality. It deals with the nature of being and reality, essence of God, as
well as the origin and purpose of the universe.
2. Epistemology – study of knowledge. Its concerns are the nature, processes and ways of
establishing the validity of knowledge.
3. Logic – the science and art of correct thinking/ reasoning.
4. Axiology – deals with values in general thinking.
Positions in relation to knowledge

 Agnosticism – “not being able to know”. Believes in the impossibility of knowledge
 Skepticism – the doubting or questioning attitude towards knowledge
 Affirmation of knowledge – is the belief on the possibility of knowledge
Types of knowledge in relation to observation

 A priori – “from before hand”. It is the reasoning that knowledge comes from pure reason
alone and knowledge is independent and even comes before experience.(Rationalism)
 A posteriori – “from behind hand”. It advanced the idea that knowledge comes from
experience. (Empiricism)
Types of knowledge accdg to means of acquiring them

 Empirical – sense perception, or scientific knowledge
 Rational – primarily from reason
 Intuitive – intuition, sudden flash of insights
 Authoritative – authority or expertise
 Revealed – disclosed by God to man
Modes of Thinking
 Inductive – from particulars to general or universal
 Deductive – from general to specific/ particulars/ Syllogisms
 Dialectic – contrast or conflict of ideas, e.g. Hegelian Dialectic
 Experimental – testing of hypothesis that uses induction and deduction
Inductive – formulation of theory, laws or principles
Deductive – showing proofs of known principle or truth
Hegel’s Dialectic – Thesis, Antithesis and Synthesis
Kinds of Values
 Ethics – theory of morality
 Aesthetics – realm of art and beauty
 Religious – realized through worship, experience and service
 Educational – derived from the educative process
 Social – realized in community through individual’s relation to society
 Utilitarian – harmonious adjustment to or efficient control of the forces of the physical
environment
The East and West Philosophies

 Distinctions between religion and philosophy is not so important to the East, while the
dichotomy works in the West.
 Eastern thinks of time in cyclical manner but the West thinks straightforward.
 The East resorts or relies much on intuition and mysticism. The west relies on logic and
science
Man’s Nature: Concepts of Man

 Man is one Self. Individuality is given up voluntarily and places the group above oneself.
Man’s way of life is characterized by harmony (wa) and peace with nature (tao).
 Concept of freedom. Man has no free choice it is laid out of his birth.
 Concept of ideation. The material aspect of knowledge is always coupled with the spiritual.
 Ethics. Logic is intuitional rather than logical; experiential rather than rational.
Intuition – a short cut of knowledge wherein a seer sees the essence of a thing directly
Inspiration – the process wherein one forms an idea without passing through senses/
experience
Hinduism
 Reincarnation
 Transmigration of souls
 Law of karma
 Believes that bondage to suffering arises from the involvement of puruska (self) with prakriti
(nature) and release it when ignorance is overcome by Yoga
 It sees God as guiding the world in accordance with the law of karma
Yoga – bringing self to understanding through meditation
Buddhism
 Is a way of life by which one can free himself from ignorance and suffering and establish
peace and happiness of mind
 Goal: Attainment of Nirvana – a state of mind of complete peace
1. Things are in constant change;
2. All beings are subject to suffering;
3. Nothing exist without cause;
4. There is no independent, categorical and permanent self
5. All beings have a Buddha nature
4 Noble Truths
1. Truth of existence of suffering
2. Truth of the cause of suffering w/c is ignorance
3. Truth of cessation of suffering
4. Truth of the path to cessation of suffering
 Enlightenment
1. Eightfold path
2. Six Paramitas
8 Fold path – right understanding, though, speech, conduct, livelihood, effort, mindfulness
and meditation
Paramitas – almsgiving, observance of precepts, patience, endeavor, meditation and wisdom
Confucianism
 Human nature is originally good, hence, government should rely on moral example and social
education
 Nature and principles are good because it is the characteristic of heaven and earth to create, to
produce, to give life and therefore to love.
 Men should be the master of their own destinies.
 The primacy of family and duties of the members should be taught, stressing harmony, unity
and goodness of ethical life.
Taoism
 “All things originate from Tao (nature), conform to Tao, and to Tao they last return.
 Metaphysics of impermanence and change and the person who attains a clear vision of the
essential harmony of things.
 Eternal principles of the Absolute
 Totality of beings and things
 Phenomenal world and its order
 Eternal nature of the good man and the principle of his action
Zen Buddhism
 One to harmony with the universal, all-permeating rhythm of the cosmos (nature)
 When Zen operates successfully. The symptoms of disharmony, consciousness (a danger sign)
and will (sickness) disappear so that one is left in a condition of “elation” or “sense of
wonder,” where the self becomes irrelevant.
 It advocates teaching that does not make use of rational analysis
 Pupils cannot learn unless he first has made all his mistakes for until then he cannot even
begin to understand his teacher.
 Dependence on oneself, intuition and silent meditation
Islam
 “Islam” means to surrender
 “Muslim” those who submit
 Five Pillars: Shahada, Salat, Zakat, Sawm and Hajj
 Articles of Faith
1. There is only one true God whose name is Allah
2. Angels are supernatural beings who are inferior to God, but superior to man.
3. There are 4 inspired books of Scriptures, which God has revealed to man
4. Allah has spoken to man through many prophets
5. There will be a resurrection of the dead and a judgment day at the end of the world
1. The Law of Moses

2. The Psalms of David
3. The Gospel of Jesus Christ
4. The Koran
Realism
 Views reality based on what we observe with our senses
 Schools exist to reveal the order of the world and universe
 Students are taught factual information
Nature:
 Values are dependent upon the attitudes of the sentiment beings experiencing them.
 Investigating and reasoning are important in any effective adjustment to the real world in the
control of experiences.
Assumptions
 Primary qualities of experience exist in the physical world.
 Mind is like a mirror receiving images from the physical world
 The mind of a child is a tabula rasa upon which the world proceeds to write its impressions
 Nature is a primary self-evident reality
 Consciousness is not a substance but an awareness of experience
Educational Aim
 Gives direction and form to individual’s basic potentialities
 Determines the direction of the individual’s inherited tendencies
 Provide an education that could produce a good individual and a good society by meeting 4
principal needs of an individual: aptitude, self-determination, self-realization and self-
integration.
Curricular Emphasis: combination of disciplines and problem-centered concepts or real problems
Teaching Methods: Scientific Method
Character Development: Training in rules of conduct
Teacher’s Roles:
 Help the students realize irresistible necessity of earth’s physical forces
 Help develop initiative and ability to control their experiences
 Help realize that they can enter into the meaning of their experiences
 The students would be taught factual information for mastery
School’s Roles:
 Further develop discipline
 Utilize pupil activity through instruction
 Speak with authority
 Regard the pupil as more superior than other objects
 Change in the school would be perceived as a natural evolution toward perfection of order.
Idealism
 Emphasizes the importance of mind, soul or spirit. Truth is in consistency of ideas. Reality is a
world within a person’s mind.
 Schools exist to sharpen the mind and intellectual processes
Nature:
 Its origin can be traced back to Plato’s ideas
 Stresses the mental, moral and spiritual nature of an individual and his universe
 Advocates that education is both a basic need and a basic right of man
Assumption:
 God is the absolute ideal and all positive values are fully realized and enjoyed through Him
 Every individual is born good, and is capable to sense, perceive and think
 The self is the ultimate reality of individual experiences
 The individual self has all the freedom for self-determination
 One’s perception of the world is rooted in his existence
 Values depend on how persons pass & enjoy them
 Social values are realized when an individual recognizes that he is part of the total society
Educational Aim:
 To develop the individual spiritually, mentally and morally
Curricular Emphasis
 Subject matter of mind: Literature, History, Philosophy, Religion, Mathematics and Arts
Teaching Methods
 Lecture-Discussion, Excursion, Question and Project Method
Character Development:
 Imitation and Emulation of heroes
Role of Teachers:
 Chief source of inspiration
 Creator of educational environment
Role of School
 Agency of the society
 Thinking institution
Pragmatism/ Experimentalism
Pragmatism is primarily conceived with the knowledge process, the relationship of ideas to action –
reflective thinking
Experimentalism believes that things are constantly changing. Reality is what you experience. Truth is
what works right now and that goodness comes from group decisions.
 Schools exist to discover and expand the society we live. Students study social experiences and
solve problems
Nature:
 Encourages people to find processes that work in order to attain desired goals
 Practical consequences are the criteria of knowledge, meaning and value
 Conservative
Assumptions
 The world is uncertain and incomplete
 Past is used in dealing with the future
 Experience is incidental in the process of acting, doing and living
 Sensation is an avenue of active relation with the world
Educational Aim:
 Social efficiency
 Train the students to continuously and actively quest for information and production of new
ideas needed to adjust to an ever-changing society
Curricular Emphasis
 Creation of new social order
 Problem-based and problem integrated
 Interdisciplinary subject areas
 Academic and vocational disciplines
Teaching Methods
 Experimental methods
 Creative and constructive projects
 Field trips
 Laboratory work
 Library work
 Activity-centered
 Pupil-centered
 Opportunity to practice democratic ideals
Character Development
 Making group decisions in light of consequences
Roles of Teachers
 Keeps order in class
 Facilitates group work
 Encourages and offers suggestions, questions and help in planning
 Curriculum planner
Role of School
 Miniature society
 Gives a balance and genuine experience for democratic living
 Place where ideas are tested, implemented and restructured
Perennialism
 The most conservative, traditional or flexible philosophy.
 Education should focus on developing rationality
 Education is preparation for life and students should be taught the world’s permanencies
through structured studies.
 Assumes that man’s basic or essential characteristic is his ability to reason
Nature
 Truth is constant and universal
 Education is good if it enables the student to acquire knowledge of unchanging principles
 Great ideas have the potential to solve problem in any area.
Assumption
 Education should promote continuing search for truth since it is universal and timeless.
 Education should cultivate human’s rational mind
 Education should stimulate humans to think critically and thoughtfully
Educational Aim:
 To develop power of thought, internalize truths that are universal and constant
Curricular Emphasis
 Great ideas or universal principles
 Focused on arts and sciences and areas such as History, Language, Math, Science, Literature
and Humanities
Teaching Methods:
 Subject centered
 Methods of disciplining the mind through reading and discussion
 Develop the intellect of all learners and prepare them for life
Role of Teachers
 A known master of discipline
Role of School
 Produce intellectually elite individuals to become intellectual
Progressivism
It emphasizes the concept of progress which asserts that human beings are capable of improving and
perfecting their environment
Nature
 Exactly opposite of perennialism
 Child-centered
Educational Aim:
 To provide the pupil the necessary skills to be able to interact with his ever changing
environment
Assumption
 The curriculum should be derived from the needs and interests of the students
 Effective methods of teaching must consider interests and needs of the students
 Effective teachers provide experiences that will make students active than passive
 Effective education is one that provides the learners with a future better than the past
Curricular Emphasis
 Activity and experience-centered on life functions
Teaching Methods
 Cooperative Learning Strategies
 Reflective Strategies
 Problem Solving Strategies
 Improvement and reform in the human condition
Role of Teachers
 Act as resource person
 Guide or facilitate
 Teaches students how to learn and become active problem solvers
Role of School
 Develop personal and social values
 Set up a classroom environment along the lines of democracy
Essentialism
 Traditionalism or conservatism
 Assumes that the values of men are embedded in the universe, waiting to be discovered and
understood.
 There is a core of essential and traditional subjects; certain literary classic, language, religion,
mathematics, science and history and other materials
Nature: Emphasis is on race experience or the social heritage
Assumption:
 The study of knowledge & skills for the individual are imperative for him to become a
productive member of the society
Educational Aim:
 Education provides sound training of the fundamental skills
 Education develops individuals to perform justly, skillfully and magnanimously
Curricular Emphasis: 3R’s and essential subjects, Hard sciences and vocation courses
Teaching Methods:
 Deductive method, Drill method, Recitation, Giving assignments or homework, Testing and
evaluating, Systematic analysis and synthesis
 Values of discipline, hard work and respect for authority
Role of Teacher
 Provide stimulating activities for learning
 Prepare well-organized lesson to prove he is an authority of instruction
Role of School
 Ensure master of essential skills
 Prepare students for real life situations
 Teach students to communicate clearly and logically
Existentialism
 Man has no fixed nature and is shaped his being as he lives
 They existentialist sees the world as personal subjectivity, where goodness, truth and reality are
individually defined.
 Reality is a world of things, truth subjectivity chosen, and goodness, a matter of freedom
 Schools exist to discover and expand the society we live in.
 Students study social experiences and solve problems
 If school existed at all, they would be places that assist students in knowing themselves and
learning of their place in society.
 If subject matter existed, it would be a matter of interpretation such as the arts, ethics or
philosophy
 Teacher-student interaction would center on assisting students in their personal learning
journeys
 Change in school environments world be embraced as both natural and necessary
phenomenon
Nature:
 Focuses on the experiences of the individuals
 Offers individuals a way of thinking about the meaning of life
Assumption:
 Existence precedes essence
Educational Aim:
 To train individual for significant and meaningful existence
Curricular Emphasis
 Subject-centered
 Aesthetic expression
 Ethical values
Teaching Methods: Inquiry Approach; Q&A Method
 Individual responsibility for decisions and preferences
Role of Teacher
 Good provider of experiences
 Effective questioner
 Mental disciplinarian
Role of School
 Create an atmosphere for active interaction
 Plan better solutions to their everyday problems
 Discuss the different situations based on an individual
Reconstructionalism
 Man to a significant degree plan and control his society, that in a democratic society this
should be done in the public interest, and that the school have a significant part to play in the
process
Premises:
 Society is in need of constant reconstruction or change; and
 Such social change involves a reconstruction of education and the use of education in
reconstructing society
 Man to a significant degree plan and control his society, that in a democratic society this
should be done in the public interest, and that the school have a significant part to play in the
process
Premises:
 Society is in need of constant reconstruction or change; and
 Such social change involves a reconstruction of education and the use of education in
reconstructing society
Nature
 Social change
 Schools should have initiative in reconstructing the present social order
 Believes that educational philosophies are based on one’s culture
Assumption
 We live in a period of great crisis
 Mankind has the intellectual, technological and moral potential to create a world civilization
of abundance, health and human capacity
Educational Aim
 Education enlivens the students’ awareness of different societal problems
 Education based on the quest for a better society
Curricular Emphasis
 Stresses learning that enables the individual to live in a global milieu
 Controversial issues
 Social sciences and social research methods, exams of social economics and political
problems, focus on trends
Teaching Methods
 Community-based projects
 Problem-oriented method
 Provide vision for better world
Teachers’ Role
 Lead the young in designing programs for social, educational, practical and economic change
School’s Role
 Primary agent of change
 Critical examination of cultural heritage
 Center of controversy where students discuss controversial issues, political and educational
Filipino Thoughts
 Belief in the Supreme Being in a personalistic way
 Spirit of communal and mutual dependence
 Prudence and self-control in order to avoid offending others
 Deep sense of dignity and personal honor
 Tolerance and Upholding Democratic ideals
 Debt of gratitude and filial obedience
 Extreme sensitivity and unreasonable pride, fear of failure, being segurista tendencies;
personalistic perceptions of laws and mores, emotional and expressive rather than abstract and
being rational
Historical & Philosophical
Foundations of Education
EDUCATION
It is derived from the Latin word “educare” or “educere” which means to lead forth.
It is defined as the process of acquiring knowledge, habits, attitudes, interests, skills and
abilities and other intangible human qualities through training instructions and self-activity,
and transmitting these vital elements of human civilization to posterity.
Types of Education
1. FORMAL EDUCATION – hierarchically structured and chronologically graded learning
organized and provided by the formal school system and for which certification is required
in order for the learner to progress to higher levels.
2. . NON - FORMAL EDUCATION – any school-based educational activities undertaken by
agencies aimed at attaining specific learning objectives for a particular clientele.
3. INFORMAL EDUCATION – a type of education which can be acquired anytime and
anywhere.
Historical Foundations
Why study History?
1. It provides knowledge of the past.
2. The knowledge of the past yields a better understanding of the present.
3. An understanding of the present generates a means of predicting the future.
Themes in Education
1. It is itself, the story of man.
2. Its scope is as vast as man’s racial experience.
3. It acquaints students of the wide spectrum of educational ideas and practices at different
periods and places.
4. In general, education developed from informal to formal.
5. It covers 3 main periods: ancient, medieval and modern.
Primitive Period
• THEME: Education for security, survival or self preservation.
• Informal education
• Cultural contacts are limited to tribes
• Basic activities are confined to the necessities of life
• Observation and demonstration is the simplest method of teaching.
Ancient China
• THEME: Career-oriented education
• Aimed at selecting and training people for public service.
• Focused on the mastery of Chinese language and classical literature.
• Concerns in molding a person’s character and moral values.
• It is the forerunner of the present character education.
• It has given us filial piety, family ties, respect for elders, selfless and honest service in the
government, civil service, Golden Rule, reverence for teachers, scholarship, and the earliest
form of education for all or democratic education.
• Confucius, Mencius and Lao Tzu were the Chinese famous teachers.
Ancient Egypt
• THEME: Practical and Empirical Education
• Showed the evidence of skilled labor, craftsman, knowledge of practical arts and sciences
and true apprenticeship programs.
• They are polytheists.
Priests and scribes were teachers of the noble class while parents were the teachers of the lower
class or fellahin
• Devised a system of picture writing – hieroglyphics.
• They were very much ahead of their time: knowledgeable in arithmetic, algebra,
trigonometry, astronomy, medicine, chemistry and other practical sciences.
Ancient India
• THEME: Education for cultural transmission and assimilation, and spiritual attachment.
• Deep spiritual and rigid social class.
• Hinduism is a spiritual way of life tied to the rigid caste system.
• Persons who belong to high class receive highest or complete education while the
untouchables receive least or no education at all.
Ancient Greek (Athenian)

• THEME: Liberal Education and Preparation for a well-rounded individual for
participation in citizenship.
• Emphasis on the development of reason
• Curriculum includes 3R’s – reading, writing, arithmetic; logic, physical education, music
and drama.
• Schools were generally music schools.
• There were teachers – Paidagogus (learned slave), palaestra (public gymnasium), kitharist
(music teacher), grammatist (teacher of letters) and paedotribe (teacher of gymnastics).
• The well-known Triumvirates were: Socrates (devised Socratic Method), Plato (Father of
Idealism) and Aristotle (Father of Science).
Ancient Greek (Spartan)

• THEME: Military Education. Prepare the boys for citizenship and military service and the
girls for family life as healthy wives and mothers.
• Training was concerned with cultivating the 4 great virtues: prudence, temperance,
fortitude and obedience.
• The aim of education is to inculcate patriotism and the ideal of sacrifice of the individual to
the state, as well as to develop and train physically fit and courageous warriors.
Ancient Rome
• THEME: Practical or Utilitarian Education. Emphasis on education for practical
administrative skills relating education to civic responsibility
• They are noted for their political organization and law.
• They also practiced the electoral system, legislation, political machineries, veto, lobbying,
taxation and other political ideas that we have today.
• It has an educational organization – ludus (elementary), grammar (secondary) and
university.
• Philosophy, law, mathematics, medicine, architecture and rhetoric were the subjects taught.
• Quintilian – most noteworthy educator.
Jewish
• THEME: Religious Conformity
• From patriarchal to the Birth of Christ.
• Models of Teaching: Gnomic method (use of proverbs); use of parables, conversational
method and personal example.
• Jesus Christ – taught new principles of human relationships based on universal love.
Saracenic/Arabic
• THEME: Scientific Education
• Reentry of classical materials on science and medicine.
• Drawn its tenets from the Five Pillars of Islam: Shahada, Salat, Zakat, Ramadan and Hajj.
• The whole world owes them the scientific method of investigations and its application to the
affairs of daily life.
Early Christian
• THEME: Moral Regeneration
• Cathecumenal – schools for prospective converts.
• Catechetical – advance training
• Cathedral – under the bishoprics.
• Constantine the Great – made Christianity the official state religion of Rome.
Monasticism
• THEME: Religious Discipline
• “Monos” – one who lives in a solitary life.
• Monks strictly adhered to their vows of monastic life such as obedience, simplicity and
industry.
• Parish schools taught the 4R’s: reading, writing, arithmetic and religion.
• St. Benedict – founder of the Benedictine Order.
Scholasticism
• THEME: Intellectual Discipline
• Particular method of scholarly, intellectual and philosophical pursuit of universal truth.
• It aims to support the doctrines of the church by reason.
• Universitas – corporation of teachers and students
• Stadium Generale – entire student body
• St. Thomas Aquinas – reconciled religion with the rediscovered ancient philosophies,
particularly rationalism. Reason supports what man knows by faith; reason and faith are
complementary sources of truth (Thomism)
Chivalry
• THEME: Social Discipline
• Resulted from a feudalism, a system of political, social and economic relationship based on
landlord-vassal relation.
• A response to the increasing educational needs of the sons of the nobility
Guild System
• THEME: Education for the Preparation for commerce and industry
A response brought by the educational needs of the new social class – the burghers, bourgeoisie,
pre-middle class in Crusades
Modern Educators
1. Francis Bacon – introduced the inductive method of teaching.
2. Wolfgang Ratke – initiated repetition to ensure mastery.
3. John Amos Comenius – regarded as father of modern education, wrote “Orbis Pictus
Sensualis or the first illustrated book that led to the use of visual aids in the classroom.
4. John Locke - known as the father of English Empiricism, foremost exponent of
“disciplinism” and authored the “tabula rasa” theory
5. Richard Mulcaster - suggested that teachers be required to obtain university training and
developed teacher training schools (normal schools).
6. Francois Fenelon - pioneered in the education of women.
7. John Baptist de la Salle – founded the La Salle schools that aimed to the poor and
underprivileged and introduced a practical teacher training program.
8. Jean Jacques Rousseau - “Emile,” his naturalistic philosophy of education and “Social
Contract” that advocated a democratic government.
9. Johann Heinrich Pestallozi - advocated the following object study with language, education
for societal regeneration, learning through observation and experience avoidance of bookish
learning, discipline based on love, and education as contact of souls.
10. Friedrich Froebel – father of kindergarten and advocated the use of play or games in the
school program.
11. John Newman – advanced that a university should offer universal knowledge.
12. Herbert Spencer - He defined education as “preparation for complete living.”
13. Pedro Poveda - commits Christianity to the upliftment of the poor and marginalized people.
He also pioneered on the establishment of Teacher Formation Centers.
14. Maria Montessori - introduced a new pedagogy for young children which has three main
features: freedom and individuality, prepared environment, and specific goals for each
child.
15. Paolo Freire – wrote “The Pedagogy of the Oppressed” in 1968. He described conventional
education as the banking concept of education responsible for the culture of silence among
the masses.
16. John Dewey and other American educators like Horace Mann, William James, J. Stanley
Hall, Francis Parker, and Edward Lee Thorndike, among others – also made great
contributions to education. John Dewey believes that education is life, a continuous process
(i.e. never complete) and its aim is social efficiency.
Philippine Educational System

Pre-Spanish
• Education during those times was a result of individual experiences as well as a by-
product of the accumulation of race experiences.
• Tell me/Show me or demonstration method where the students can do observation
and imitation.
• Study of History and Tradition to preserve and transmit the culture from
generation to generation.
Spanish
• Education was then considered as a status symbol, a privilege, and not a right.
• Education was purely religious in nature and it aimed at the so-called
Christianization of the natives for the glory of God.
Religious instructions through the teaching of catechism/doctrine and character education
• The use of vernacular as medium of instruction
• Establishments of Parochial Schools that offer doctrine instruction, arithmetic,
music and various arts and trades.
• Linguistics – Spanish friars produced the first grammars and dictionaries that led
to the development of Filipino languages.
• Rote-memorization as a method in teaching
American
• Educational aims: training for self-government and provision of English as a
common language.
• They believed that education should be universal and free for all
• The American soldiers taught the Filipinos how to speak English and the first
civilian teachers of English called the “Thomasites” carried out later education.
The philosophy operates on the following:
• The schools would be public and secular.
• They should not give religious instructions.
• They should not depend upon the church for assistance.
• The schools should be open to all.
• The schools were to serve society by developing the intelligence, right attitudes and
habits of the children who were to become citizens of the future.
• The democratic ideal as a philosophy was greatly emphasized.
• Supervision of schools would take the role of guidance and consultancy.
Commonwealth
• Re-orientation of educational plans and policies to carry out the educational
mandates of the Constitution;
• Citizenship training to develop an enlightened citizen
• Required the teaching of the Filipino language in the senior year of all high schools
and in all years in the normal schools.
Japanese
• Educational Aims: eradicate the old idea of reliance upon western nations, and
foster a new Filipino culture based on self-consciousness of the people as Orientals,
elevate the morals of the people, strive for the diffusion of the Japanese language in
the Philippines and terminate the use of English, promote vocational education and
inspire the people with the spirit of labor.
• Promotion of Vocational Education and establishment of agricultural schools
• Citizenship Education
• Teaching of Physical education
3rd Republic
• Educational development were formulated to bridge the gap between manpower
development and the needs of industries.
• Provision for a guidance program in every secondary school
• Provision for adult education
• Compulsory enrolment of children in the public school upon reaching seven years of
age and completion elementary grades.
• Curricular contents that stressed social orientation as manifested by the
conservation of the Filipino heritage, training for occupation, promotion of
democratic nation building, and a new thrust on community development.
• A daily flag ceremony was made compulsory in all schools including the singing of
national anthem.
New Society
• Educational aims: to foster love for country, teach the duties of citizenship, develop
moral character, self-discipline and scientific, technological and vocational
efficiency.
• Bilingual education program
• The National College Entrance Examination was created.
• Tertiary honor students are granted civil service eligibility
• Professional Board Examination for Teachers (PBET)
• Curriculum reorientation based on activity program and projects in line with the
pupils’ interests.
• Selected admission
• Improvement of teachers in service
• Accreditation process
• Guidance and counseling program
• Improvement of instruction in Mathematics and Science
• Government grants and loans to institutions and other agencies.
EDSA Republic
• Educational aims: Shall inculcate patriotism and nationalism, foster love for
humanity, respect for human rights, appreciation of the role of national heroes in
the historical development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote vocational efficiency.
• Free public secondary education
• Government assistance to students and teachers in private education
• Teaching of values in the New Elementary School Curriculum
• Student Employment Law
• Creation of CHED
• Professionalization of teachers (LET)
• Global Education- Education aims for responsible participation in an
interdependent world community.
• Education For All
Philosophical Foundations
PHILOSOPHY
It is derived from the Greek word philein which means to love and sophia meaning
wisdom. It is the science of beings in their ultimate reasons, causes and principles acquired by
human reason alone (C. Brittle)
It is the study of general and fundamental problems concerning matters such as existence of
knowledge, truth, beauty, law, justice, validity, mind and language.
Types of Philosophy
1. Speculative or Arm Chair Philosophy - is systematic thinking designed to arrive at world
views, coherent systems of thought or world outlook. E.g. Classical Philosophies.
2. Prescriptive or Evaluative Philosophy - is reflective thinking that strives to formulate
goals, norms or standards with the purpose of guiding human thinking and conduct.
E.g. ethics, logic
3. Analytical or Critical Philosophy - is critical thinking that aims to examine ideas,
concepts, issues or problems with the purpose of clarifying them. E.g. language analysis
and logical analysis
Branches of Philosophy
1. Metaphysics - it is simply described as the theory of reality. It deals with the nature of
being and reality, essence, truth, space, time, causation, essence of God, as well as the origin
and purpose of the universe.
2. Epistemology - the major concerns are the nature of knowledge, the process of knowing
and the grounds for establishing the validity of knowledge.
Positions in relation to knowledge (Epistemology)
Agnosticism – impossibility of knowledge
Skepticism - doubting attitude towards knowledge
Affirmation of knowledge – possibility of knowledge
Types of knowledge according to observation
A Priori - knowledge comes from pure reason alone and knowledge is independent
A Posteriori - knowledge comes form experience
Types of knowledge according to means of acquiring them
Empirical - acquired from sense perception
Rational – acquired primarily through reason
Intuitive - obtained through sudden flash of insights
Authoritative - acquired through an expert
Revealed - disclosed by God to man
3. Logic - science and art of correct thinking/ reasoning

Modes of Thinking
Inductive – e.g.- rule
Deductive - rule – e.g.
Dialectic – truth is arrived at through contrast or conflict of ideas.
Experimental - testing of hypothesis with the use of induction and deduction
4. Axiology - deals with values in general thinking

Kinds of Values
Ethics - theory of morality
Aesthetics - the realm of art and beauty
Religious – value realized through worship
Educational - value inherent from the educative process
Social - realized through interaction with society
Utilitarian - actualized in harmonious adjustment to physical environment
Philosophy of the World

Comparisons of the East and West Philosophy
Distinctions between religion and philosophy is not important to the East while the West,
the dichotomy works.
Religion and philosophy is taken together in the East, religious societies has its own
philosophy.
Eastern thinks of time in a cyclical manner.
The East resorts or relies much on intuition and mysticism while the West relies on logic
and science.
Eastern Philosophy
Hinduism
Buddhism
Jainism
Confucianism
Taoism
Legalism
Zen Buddhism
Shinto
Hinduism
Hindus define their community as “those who believe in the Vedas” or “those who follow
the way (dharma) of the four classes (varnas) and stages of life (ashramas).
The cardinal principles of Hinduism are the divinity of soul, the unity of existence, the
oneness of Godhead and harmony of religion.
Hinduism also teaches that the soul never dies . When the body dies, the soul is reborn. The
law of karma states that every action affects how will the soul will be born in the next
reincarnation.
Buddhism
Founded by Siddharta Gautama
Originates from the experiences of misery life. Life, for the Buddhist, is caught in a
labyrinth of changes so that there is no peace to be found in this world. There is an endless
cycle of change, of birth and death and therefore, the only way for man to attain peace is
the state of “nirvana”, or the fading out of suffering.
Four Noble Truths:
Life is full of pain and suffering.
The cause of pain and suffering is selfish craving.
The cause of pain can be eliminated.
The way towards the end of suffering is by the 8-fold path.
Eightfold Path:
1. Right View (Wisdom)
2. Right Intention (Wisdom)
3. Right Speech (Ethical Conduct)
4. Right Action (Ethical Conduct)
5. Right Livelihood (Ethical Conduct)
6. Right Effort (Mental Development)
7. Right Mindfulness (Mental Dev’t)
8. Right Concentration (Mental Dev’t)
Jainism or Jinism
Founded by Jina.
The doctrine is discussed under four headings:
1. Knowledge is relative.
2. The universe is a living organism animated by life.
3. Its ethics is non-violence
4. Every action has a karmic color.
Confucianism
Founded by Confucius
The ideal man is the sage and the wise man.
Life is deemed desirable. They believe in the coordination of thought and action agrees with
thought.
The way to attain virtues is through natural means: 1) being true to one’s nature and 2)
applying those principles in relationships.
Confucius
Propagated the idea of democracy
Contends that rulers and officials should make the people affluent and educated
Taught that life is a gift that must be treasured
Taught the golden rule
Sufficient food, sufficient weapons and the confidence of the people make for good
government.
Mencius
Man is innately good because he has the 4 germs of goodness: heart of compassion,
heart of courtesy and modesty, heart of right and wrong and heart of wisdom.
His all embracing love has the hierarchy: parent, other people and things.
It is with the heart that man thinks.
Everything must be out in its right place
Taoism
Founded by Lao Tzu
Strongly emphasizing man’s place in nature. It is concerned with society, except as
something to move away from, stressing man’s passive role in nature.
It believes in the central idea of dualism of the universe.
Taught that the Tao is most fully revealed in tranquillity whether through action nor
religious living.
Legalism
Advocated a strict interpretation of law in every respect. Morality was not important;
adherence to the letter of the law was paramount. Officials who exceeded expectations were
as liable for punishment as were those who underperformed their duties, since both were
not adhering exactly to their duties
Zen Buddhism
A fusion of Mahayana Buddhism with Taoist principles.
Bodhidharma founded in China in the fifth century CE. There, at the Shaolin temple, he
began the Ch'an school of Buddhism, known in Japan and in the West as Zen Buddhism.
The philosophy places emphasis on existing in the moment, right now.
Shinto
The indigenous religion of Japan, a sophisticated form of animism that holds that spirits
called kami inhabit all things. Worship is at public shrines, or in small shrines constructed
in one's home.
Western Philosophy
Naturalism
Idealism
Realism
Pragmatism
Existentialism
Language Analysis
Perennialism
Progressivism
Essentialism
Reconstructionism
Behaviorism
Naturalism
“Nature” is the ground of reality.
Nature refers to the aggregate of things in the physical world including human beings and
human nature.
Education should not be a mastery of bookish information dealing with environment using
their senses in solving problems.
Principles of its Educative Process:
1. Confirm to the natural processes
2. Education should be pleasurable
3. Engage the self-activity of the child
4. Acquisition of knowledge
5. Education for the body and mind
6. Practices the art of delay
7. Should be inductive
8. Punishment be constituted by consequences of wrong deeds.
Advocates:
Jean Jacques Rousseau – emphasized the importance of the individual’s direct experience with the
natural environment.
John Heinrich Pestalozzi – advocator of object study with language, education for social
regeneration, learning through observation and experiences, discipline based on love.
Herbert Spencer – “Survival of the fittest” – competition of human against nature.
Idealism
Its origin traced to Plato’s doctrine of ideas and universals. It believes that moral and
spiritual reality has the same essence as mental reality.
Based on the fundamental idea of importance of mind and spirit and of developing them in
the learner.
Reality is in the ideas independent of sense and experience.
Principles:
1. Education is ideal-centered.
2. The teacher is the ideal of reality.
3. The educative process is done mainly through imitation, interest and effort.
4. The ultimate goal of education is the superior life.
5. The school is a value-realizing institution.
6. The pupil is a self, a spiritual being, a personality whose foundation is God.
Socrates – used introspection in teaching
Plato – reality has 2 regions: World of Ideas and World of Senses.
Spinoza – introduced the 3 levels of knowledge: Imagination, Reason and Intuition
Descartes – In order to arrive with certain knowledge, one should doubt everything that
exists in material world.
Leibniz – material can be broken while the soul cannot be divided.
Berkeley – “To be is to be perceived or to perceive”
Kant – Intelligence/ Practical reason is innate to every human being.
Hegel – developed the dialectic process: Thesis, Antithesis, Synthesis
Realism
School of thought attributed to Aristotle. This philosophy holds that objects or things exist
independent of the mind.
Realism can be defined as a philosophical position that asserts the existence of an objective
order of reality and the possibility of human beings gaining knowledge about that reality. It
further prescribes that our behaviour should conform to this knowledge.
The most efficient and effective way to find out about reality is to study it through
systematically organized subject matter disciplines, i.e. Math, Science, etc.
Principles:
 Education is formation (Comenius) through cultural transmission.
 Education is viewed mainly as transmission of information and knowledge.
 The teacher is an authority.
 The “tabula rasa” theory is consistent with this philosophy.
 The pupil is an organism with a highly developed brain, superior to others
 It envisioned that the main goal of education is the attainment of “good life”. The school’s
task is to transcribe the good life.
Advocates:
 Aristotle – the union of forms (ideas) and matter gives concrete reality to things. He also
developed the logical method, syllogism which uses propositions.
 Thomas Aquinas – “Perfection of human being and the ultimate reunion of the soul with
God”. Truths were eternally in God. Humans use reason to seek truth.
 Francis Bacon – “Knowledge is power”. Devised the inductive method.
 John Locke – All knowledge is acquired from sources independent of the mind or as a result
of reflection on data from independent sources.
 Whitehead – Education should enable us to get into the flow of existence, the process -
patterns of reality.
Pragmatism
Practicalism (William James), Instrumentalism (John Dewey), Experimentalism (Charles
Pierce) functionalism and even critical naturalism.
It holds the belief that the meaning of an idea can be determined by the consequences of its
test/practice. It also believes that change is the essence of reality.
Principles:
The goals of education are more educative and social efficiency.
The experimental method is its method of thought.
Democracy is ideal because there is a free interplay of ideas.
Initial learning is marked out by an indeterminate situation leading to a problem.
 Schools exist to supply the volume of learning each generation needs.
 Pupils are unique individuals that interact actively with forces in the environment.
 Curriculum: Learning by Doing/ Learning by Experience
Existentialism
It is a kind of philosophizing that emphasizes the uniqueness and freedom of the individual
person against the herd, the crowd or the mass society.
It contends that all people are responsible for the meaning of their own existence and the
creating of their own essence and self-definition.
Curriculum: Stresses activity; recognition of individual differences, opportunities for
making choices and awareness of consequence of introspection and self analysis through
individualized learning experiences.
Principles:
 Reality or knowledge is not predetermined and is not a priori.
 Existentialists hold that Existence precedes essence, which means that each of us
comes into the world in a totally blank way.
 Implications on education would center on the pupil and teacher.
 Education should fully consider the facticity (from particular parents and
particular circumstances)
Advocates:
 Soren Kierkegaard – stress the person’s absolute freedom and that human beings are
totally responsible for the choices they make.
 Jean-Paul Sartre – existence precedes essence. Each person creates his/her own
meaning.
Language Analysis
It is one of the two analytical philosophies. The other is logical empiricism.
It regards philosophy as an activity of clarifying thoughts through careful use of language
and logical methods.
Its major concern in education is the constant examination and reexamination of educational
ideas and practices through empirical researches and use of accurate language.
Objectives of education are value statements couched in education terms cannot be
confirmed.
The teaching concepts should be done with reference to their specific contexts.
Educational discourse should be done in specific terms with their meanings made clear.
Ludwig Wittgenstein - The world is represented by thought, which is a proposition with
sense, since they all share the same logical form.
Noam Chomsky – proposes the Language Learning Device – which allows human to acquire
language
Bertrand Russel – proposes logical atomism, an ideal which would mirror the world
Perennialism
Rooted in Classical Realism, supported by some idealists.
Perennial means ‘everlasting’. It has a conservative/traditional view of human nature and
education.
View all human beings as possessing the same essential nature that leads them to think that
education of man must also be universal and constant
Believes that students learn from reading and analyzing the works by history’s finest
thinkers and writers – these are the classics.
Curriculum: Subject matter consists of perennial basic education of rational men: history,
language, math, logic, classical literature, science, fine arts, cultural heritage.
Since human nature is constant, the nature of education remains constant too.
Since man’s distinctive characteristic in his ability to reason, education should concentrate
on developing the rational faculty.
Education is not a replica of life but preparation of it.
Children should be taught certain basic subjects that would acquaint them with the world’s
permanencies, both spiritual and physical.
These permanencies are best studied in what they call the “Great Books”.
Advocates:
Robert Hutchins – Schools should pursue intellectual ideas rather than practical and
should not teach a specific set of values.
Mortimer Adler – establish the Paidea Program which study a course that is general
not specialized.
Progressivism
Pragmatism is its philosophical root
It is the belief that education must be based on the principle that humans are social animals
who learn best in real-life activities with other people.
It claims to rely on the best available scientific theories of learning.
Change is the essence of reality; it declares that education is always in the process of
development.
Education should be active and related to the interests of the child.
Learning should take place through problem solving rather than absorption of subject
matter.
Education as the intelligent reconstruction of experience is synonymous with civilized living.
Education should be life itself rather than preparation for living.
The teacher’s role is not to direct but to advise.
The school encourage cooperation rather than competition.
Only democracy permits, rather encourages, the free interplay of ideas and personalities that
is a necessary condition of true growth.
Essentialism
Education in idealism support it.
It asserts that education properly involves the learning of the basic skills. It sees the primary
function of the school as the preservation and transmission of the basic elements of human
culture.
Essentialism tries to instill all students with the most essential or basic academic knowledge
and skills and character development.
It believes that the school should not abandon traditional methods of mental discipline.
The heart of the educational process is the absorption of prescribed subject matter.
Curriculum focused on assimilation of prescribed basic subject matter: 3Rs, history, science,
math, language
Advocates:
 William Bagley – Educators and Schools should provide each generation with
possession of a common core of ideas, meanings, understandings and ideals
representing the most precious elements of the human heritage.
 Arthur Bestor – Education should provide sound training in the fundamental ways of
thinking.
Social Reconstructionism
This theory claims to be the true successor of progressivism and declares that the chief
purpose of education is to “reconstruct” society in order to meet the cultural crisis brought
about by social, political and economic problems.
The means and ends of education is geared towards meeting demands of the present cultural
crisis.
Education must commit here and now to the creation of a new social order, which will fulfill
the basic values of our culture and at the same time, harmonize with the underlying social
and economic forces of the modern world.
Includes subjects that deals with social and cultural crises to prepare students to make
become analyzer and ensure that democratic principles are followed.
Behaviorism
An educational theory that is predicated on the belief that human behavior can be explained
in terms of responses to external stimuli.
The basic principle of behaviorism is that education can best be achieved by modifying or
changing student behaviors in socially acceptable manner through the arrangement of the
conditions of learning.
For behaviorists, the predictability and control of human behavior are paramount concepts.
Curriculum: Experience-centered, environmental variables, reinforcements, use of teaching
machines, programmed instruction, computer assisted instruction, interactive multimedia
Advocates:
Ivan Pavlov - Classical Conditioning
John Watson - We can predict and control the behavior of an individual
Edward Lee Thorndike - Law of Connectionism
B. F. Skinner - Operant Conditioning
Philippine Philosophy
Pakikisama
Family orientation
Joy and Humor
Flexibility
Hardwork
Religiosity
Personalism
Lack of Discipline
Passivity
Crab Mentality
Colonial Mentality
Filipino Traits
Strength:
 Pakikisama o pakikipagkapwa-tao – the ability to emphatize with others, in helpfulness
and generosity, in times of need.
 Joy and Humor – manifested in the Filipino’s love for social celebrations, in our
capacity to laugh even at the most trying times, and in the appeal of political satire.
 Family Orientation – Concern in the family which results in a feeling of
belongingness and rootedness.
 Flexibility, Adaptability and Creativity–being creative, quick learners and have the
ability to improvise and make use of whatever is on hand in order to create and
produce
 Hardwork and Industry - the desire to save one’s standard of living and to possess
the essentials of a decent life
 Faith and Religiosity – Having deep faith in God.
 Ability to Survive –Living through the harshest economic and social circumstances.
Weakness:
 Extreme Personalism – the tendency to give personal interpretations to actions such
as pakiusap, lagay and areglo, palakasan, nepotism and favoritism.
 Lack of Discipline – “Filipino Time” usually considered in poor time management
and delays of work. “Palusot syndrome”, “Ningas Cogon” and “Pwede na Iyan”
 Extreme Family Centeredness -the use of ones’ office and power as a means of
promoting the interest of the family, in factionalism, patronage, and political
dynasties; and in protection of concern for the common good and acts as a block to
national consciousness.
 Passivity and Lack of Initiative – Having a need for reliance on a strong authority
figure to feel safer.
 Colonial Mentality - Cultural vagueness or weakness that makes Filipinos
extraordinarily susceptible to western culture.
 Kanya-Kanya Syndrome – “Crab mentality”, using the leveling instruments of
gossips or “tsismis”; intrigue and destructive criticism

The Nature of Education

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The Nature of Education

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Foundations of Education

The Nature of Education

HISTORICAL FOUNDATIONS OF EDUCATION

Education for Social Stability

Education for Business Development (Sumerian)

Education for Public Administration (Egyptian)

Education for Discipline (Jewish)

Early Hebrew Education

Early Greek Education (Spartan)

Early Greek Education (Athenian)

Roman Education (Ancient)

Roman Education (Later)

Types: Speech training, Civic training, Literacy Education, Vocational Education

Early Christian Education

Chivalry and the Age of Feudalism

Guild System of Education

Northern Humanism (Erasmus)

Catholic Counter Reformation

Humanistic or Verbal Realism

Motivation – high social ideals, social standards and social approval

Major Philosophical Thoughts

Major Philosophical Thoughts

Modern Philosophical Thoughts

Modern Philosophical Thoughts

Modern Philosophical Thoughts

Modern Philosophical Thoughts

Modern Philosophical Thoughts

History of Philippine Educational System

Positions in relation to knowledge

Types of knowledge in relation to observation

Types of knowledge accdg to means of acquiring them

The East and West Philosophies

Man’s Nature: Concepts of Man

1. The Law of Moses

Ancient Greek (Athenian)

Ancient Greek (Spartan)

Philippine Educational System

3. Logic - science and art of correct thinking/ reasoning

4. Axiology - deals with values in general thinking

Philosophy of the World

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