Graduate School Department

Master of Arts in Education

First Semester A.Y. 2021-2022

Name: Rhegee F. Escasinas

Date: November 6, 2021

Midterm Exam
Educ 101
Topic: Module 2 Historical and Philosophical Foundation of Education

Questions:

1. Have you encountered controversies, similar to Bernal’s argument

about how different cultures or groups influenced education? What is your
opinion about the role of religion in education?
Answer:
I have encountered situations that is similar to Bernal’s argument about how
different cultures or groups influence education. As you see culture can be a limiting
factor to which you can nurture or teach the child. As in the making of curriculum,
culture is an important factor in planning and which the contents are based, just like
contextualization. Since culture should be taught and should be transmitted to the next
younger generation of the society. The learning procedures can also be different
depending to which culture or religion has been implemented in the school. For
example, the FCIC has this everyday Rosary while other non-Catholic schools do not
practice this. The way we behave is also affected and how we perceive things. Science
cannot be partnered with religion since religion has this saying “to see is to believed”
while in religion focuses more to faith. Religion is focused to values; they teach how
to be good and behave and do good things like how God do things before. It also
serves as a salvation for those people who have lost their sight. A school which has a
stricter way of implementing religion tends to have children who are religious and
spiritual.
2. Has your educational experience been speculative and abstract like the
Greeks or has it been practical and applied in the Roman sense?
Answer:
Based on my educational experience, education today has more proofs and are
based to educational philosophies. Therefore, I can say that it would be in the Roman
sense which is practical and applied. It is because during college years and even the
earlier stages in education we are taught based on scientific facts or may not be facts
but practiced by experts, and our activities were bounded with the Learning by Doing
by John Dewey. Instead of just memorizing and sitting while the teacher is discussing
meanwhile the teachers today are more like facilitators. We also have a structured
educational system that we have to follow, like the K-12 Program after we finished K-
12 program we may choose whether you would take higher education, entrepreneur,
employment, and middle level skills development.

3. Medieval educators sought to reconcile faith and reason as

complementary sources of truth. In your own educational experience, reflect
on science and
religion. Have you encountered conflicts or have these areas been
complementary?
Answer:
Throughout my life as being a teacher at the same time a learner. All I have
experienced are conflict between science and religion, these two things really do not
complement with each other, yet they can co-exist like religion is taught at the same
time science. It tends to be a debate when I say “which do you believe more science
or religion.” Many students clash with different ideas and speculation as to which one
should be a source of truth. But all I can say is that there are things that religion
cannot explain, as well as science. There is someone or people who are above us who
made us and watches over us.
4. The question-and answer response to previously memorized lessons
was used during the Reformation. Did you encounter this method in your own
schooling? What is your opinion of this method? What are its strengths and
weaknesses?
Answer:
Yes, I have encountered many times this kind of method in my schooling.
During my discussions and usually oral recitations I used this kind of method, because
it promotes interaction between the teacher and the learner. When there is more
interaction more likely the students will gain more knowledge. Compared to the
traditional education that we have to sit, listen, memorize, then tell what the teacher
had said. The strength is that you can learn more or assess your learners to whether
they have been listening to you, their remembering and understanding skills, or their
comprehension. And the weakness is that it is time taking and if the learners will not
interact this method would be ineffective.

5. Throughout most of history, the teacher’s role was to transmit the

cultural heritage, especially a particular group’s language, knowledge, beliefs,
and values. What is your reaction to the teacher as a transmitter of culture? Is
it adequate or too limited?
Answer:
Since the beginning, I have observed that teachers really are influencers. Their
views in life or culture have big impact to us. As the curriculum develop lifelong-
learners I can say that what they teach will be remembered or be one of the bases of
our everyday decisions. Their responsibilities are big on how they will handle the
students with diverse culture and tradition. Since all school especially public/private
schools have their way of teaching, whereas the public-school teachers have this
magna carta where they can exercise academic freedom. So, in public this would be
adequate for them.
6. How gender and class had an impact on education, especially school
attendance, in the past. Do factors such as race, class, and gender affect
educational opportunity and school attendance and retention in Philippine
education?
Answer:
As of now, since we have implemented the gender and development program,
the gender is now not a hindrance to school attendance and educational opportunity. I
have seen that this program has been a great contributor to our nation. There has been
less stereotyping and the standards for work are now free for women to apply,
although there are still some stereotyping because women tend to be physically weak
but it is working towards complete equality.

7.How were knowledge, education, schooling, teaching, and learning defined

in the major historical periods?
Answer:
The knowledge, education, schooling, teaching, and learning during the
Ancient period were like history being passed on to generation to generation, yet it
was developed and enhance each generation. Philosophies, culture, contents, political
views, and liberal education was integrated in the curriculum. The state of well-being
of the person has become important as his cultural and social development was
introduced to them. The morality has become more prevalent and was given
importance. Education has become person-oriented, where national development and
progress, more sciences were included in the curriculum. There were many
assessments and analysis before implementing the objectives given before being
delivered to the learners including their critical thinking skills.

8. What concepts of the educated person were dominant during each

period of history discussed in this chapter?
Answer:
Education in Preliterate Society is mainly about cultural transmission as
culture being transmitted from one another through story telling there was no attempt
to a structured education. Education in Ancient Chinese Civilization points out the
greatness of power and preservation of culture and the reluctance to accept changes in
terms of technology. Education in Ancient Egypt focuses on religious affiliations as
well as political principles with semi-structured society. The Hebraic Tradition in
Education mainly is the rise to different religions across different civilizations where
each has different values and teaching. Education in Ancient Greek and Roman
Civilizations, the Civilization of philosophers where most of their teachings are still
used as of today. Medieval Culture and Education is partly the era of liberal arts and
culture.
9. How did racial, gender, and socioeconomic factors affect educational
opportunities in the past?
Answer:
Racial, gender and socioeconomic greatly factors affects educational
opportunities in the past mainly because these things were not put out in the society as
an opportunity for all but only for those people whom benefits the most out of it.
Gender gives rise to new institutions such as all boys and all girls private schools
believing there should be separation of both genders to have better and structuralized
education. Race also has been a great factor that affects educational opportunities in
the past as it is viewed as an identification of status in life meaning some was not able
to get better education due to racial prejudice.

10. When and how has schooling been used for cultural transmission or
change?
Answer:
Schooling been used for cultural transmission in a way that teachers must pass
away important lessons about the importance of different cultures be it locally and
internationally to promote culture awareness and preserve this information’s from one
generation to another. On the other hand, education also must be the key tool in
correcting wrong cultural perceptions through the ages and should pass on changes in
the current generation to be able to maintain reliability in cultural transmission. This
has been proven in the past that education has played relevant part in cultural
transmission thus adding history subjects in primary to secondary education and even
making some subjects in the tertiary as mandatory subjects.

11. What curricula (the content of education) and what teaching methods
were used in the various historical periods?
Answer:
In the ancient period the contents were language, religious beliefs, literature,
gymnastics, exercises, reading, writing, arithmetic their teaching methods are trial and
error, dictation, memorization, harsh discipline, tell me and show me, and Principles
of Individual differences. While in Medieval Conception the contents are human
conduct, literature, Theology, Religious and Philosophy, 4Rs(Reading, Writing,
Respect, and Resolution) where there teaching methods that were used are Reflection,
Question and Answer, uses Allusions, Parable Method, Observation and
Experimentation, Repetition and Drill, and Logical Analysis. And in Modern
Conception we have Encyclopedic, history, Philosophy, language, Comprehensive
Curriculum, Bible, Religion, singing, trades and crafts, household duties, history,
3Rs(Reading, Writing, Arithmetic), And Nature phenomena as their contents. Their
teaching methods are Social guidance, recognition, scientific method and research,
law of habit formation, inductive methods, understanding and judgment,
ciceronianism, phonetic teaching the reading of vernacular, direct Social Contacts,
etc…
12.How did the ideas of leading educators contribute to modern education?
Answer:
The ideas of leading educators contribute to modern education are like parents
and their children. Without the parent there wouldn’t be offspring, no ideas would be
born, passed on, and later be enhance in the future. As the parent teach their children
values, morals, ethics, concepts, etc… not all are learned and integrated but some are
chosen to be their best way to deal with problems that arises in front of them. And
those that they chose will be enhanced and applied then some day will be passed on
the next generation. Like the saying of Learning by Doing by John Dewey, many
philosophies come from it the program Outcome Base Education comes from it, so
these past ideas were used as a basis of dealing what is in the present. Even though the
technology are emerging, situations are not the same as before, even the learners are
now not the same, their needs changed as well as the world, so we need to enhance
those areas that are now deteriorating.