Foundations

of Education
 Historical Foundations
1. EARLY CONCEPTIONS OF EDUCATION
1.1. Education for Conformity/Primitive Education
Aims: To survive and to conform to the tribe to
which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error,
enculturation, indoctrination
Proponents: Primitives
1.2 Education for the Preservation of Social
Stability/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: Orientals (Chinese, Indians,
Egyptians)
1.3. Education for the Development of
Individuality/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:
Athenian: Principle of Individuality
Spartan: Competition and rivalry
Proponents: Greeks
1.4. Education for Ulitarianism/Roman Education
Aim: To educate the Roman Youth for realizing
national ideals.
Content: Physical training (martial arts, use of
war weapons)
Methods:
Elementary – memorization, imitation
Secondary – literary exercises, intensive drill
on speech, grammar
Proponents: Romans
2. MODERN CONCEPTS OF EDUCATION

2.1. Education for Rich, Full Life/Italian or

Individualistic Humanism
Aim: To secure rich and full life for each
individual through contacts with the ancient
Contents: Grammar, Literature and Math
Methods: Text study, written themes, self
activity and self expression
Proponent: Vittorino da Feltre
2.2. Northern or Social Humanism
Aim: For social reform
Contents: Classical and biblical literature
(religious)
Methods: Individualized instruction, repetition
and mastery, motivation, use of
praise and rewards
Proponents: Desiderius Erasmus
2.3. Reformation
Aim: Religious moralism
Content: Physical education, character
education, Math, History, Science
Methods: Memorization, religious
indoctrination
Proponents: Martin Luther
2.4. Counter Reformation
Aim: To develop and unquestioning obedience to the
authority of the church
Content: 4R’s (religion included)
Methods:
- adapting the lesson to the abilities, needs, and
interests of children
- reviewing the previous lessons
- repetition for mastery
- memorization with understanding
- use of textbooks
Proponents: Christian brothers, Jansenists, Jesuits
2.5. Education as Training of the Mind/Formal
Discipline
Aims: To train the mind through rigorous exercises
in order to develop intellectual capacities.
To form character (mental, physical and moral
Contents: Classical Languages and Math; Physical
(vigor of the body) mental (mental power and
moral (good conduct)
Methods: Formal-sensation, memory and
reasoning, drill method
Proponent: John Locke
2.6. Rationalism
Aim: To enable man to think for themselves
Contents: philosophical/scientific knowledge,
ethics and morality
Methods; critical analysis, application of
reason
2.7. Education in Harmony with Nature/
Naturalistic Conception of Education
Aims: To develop the individual in accordance
with the laws of human development and to
preserve the natural goodness of man.
Contents: Holistic education ( physical, moral,
intellectual)
Proponent: Jean Jacques Rousseau
2.8. Education for Patriotic Citizenship/
Nationalistic Conception
Aims: To develop military preparedness and
aggressiveness for the preservation and
glorification of the state.
Contents: Social Studies
Methods: Practical
2.9. Education as Psychological Development
Aim: To direct and control growth and development
through appropriate educational procedures
JOHANN HEIRICH PESTALOZZI – social regeneration of
humanity
FRIEDRICH FROEBEL – Development of the child
JONATHAN HERBART – Moral development
EDWARD LEE THORNDIKE – realize the fullest
satisfaction of human wants.
Contents: Math, Science, language, arts, history,
literature.
Methods: Principles and Laws of Learning
2.9. Education as a Scientifically Determined
Process
Aim: To make education a science
Content: Science
Methods: Experimental, problem-solving,
scientific method and research
2.10. Education as Social Reconstruction/ Social
Experimentalism
Aim: Prepare for a 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 relationship of one’s job
Methods: Guidance (including social guidance), intelligent
and cooperative participation; Field trips, Directed
Classroom Study ( Community life)
 II. PHILOSOPHICAL FOUNDATIONS
1. MAJOR PHILOSOPHICAL THOUGHTS
1.1. Idealism
- 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 individual spiritually, mentally, morally
(mind, soul and spirit)
- to discover and develop each individual’s abilities and full
moral excellence in order to better serve society.
 Methods: Critical discussions, lecture, Socratic
method, introspection, imitating models,
reflection/reflective thinking
Content: Literature, History, Philosophy and
Religion
The Learner:
- Imitates the teacher who is an exemplar of an
ideal person
- Tries to do the very best he can and strive
toward perfection
The Teacher
- Excellent example/ role model for the student
– intellectually and morally
- Exercise great creative skill in providing
opportunities for the learner’s minds to
discover, analyze, synthesize and create
applications of knowledge to life and behavior
- Questioner-encourages students to thinks and
ask more questions and develop logical
thinking
The School
- Train future leaders
- Develop morality and to distinguish right from
wrong
- Maintain and transmit values
- Place emphasis on developing the mind, personal
discipline, and character development
Proponent: Plato – “in order to know something,
we need to withdraw from the use of our senses
and rely on a purely intellectual approach.”
1.2. Realism
- 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.
Methods: lectures, demonstrations, and sensory
experiences, inductive logic
Content: Science and mathematics
The Teacher
- A guide, a demonstrator, who has full mastery
of the knowledge of the realities of life
- Requires the learner to recall, explain and
compare facts; to interpret relationships, and
to infer new meanings
- Rewards the success of each learner and
reinforces what has been learned
- Utilizes learner’s experiences, and by making
the subject matter as a concrete as possible
The Learner
- Sense mechanism, a functioning organism
which, through sensory experience, can
perceive the natural order of the world.
- Can learn only when he follows the laws of
learning.
The School
- Transmits knowledge
- Classrooms are highly ordered and disciplined
Proponent: Aristotle, Herbart, Comenius
1.3. Pragmatism/Experimentalism
- Pragmatist believed 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 reasearch
The Teacher
- Capture the child’s interest and build on the
natural motivation
- Use varying teaching methods to
accommodate each individual learning style
- Helper, guide, and arranger of experiences
The Learner
- Learn from experiences through interaction to
the environment
Proponent: John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS

2.1. Perennialism
- Knowledge that has endured through time
and space should constitute the foundation of
education
- Perennialists believed that when students are
immersed in the study of profound and
enduring ideas, they will appreciate learning
for its own sake and become true intellectuals
Aim: to develop power of thought
Proponent: Robert Hutchins
The Teacher
- Interprets and tells eternal truth
- Spends more time teaching about concepts
and explaining how these concepts are
meaningful to students
The Learner
- Passive recepients
2.2. Essentialism
- Teaching the basic/essential knowledge and skills
Aim: to promote the intellectual growth of the
learners
Proponent: William Bagley
The Learner
- Receives instruction in skills, such as writing,
reading/ measurement/arithmetic (3r’s)
The Teacher
-Focuses heavily on achievement tests scores as a
means of evaluating progress.
2.3. Progressivism
- Education is always in the process of development
- Focused on the whole child and the cultivation of
individuality
- Centered on the experiences, interests, and
abilities of students
- Progressivists strive to make schooling both
interesting and useful
Aim: Provide the pupil the necessary skills to be able
to interact with his ever changing environment
Proponents: John Dewey, Johan Pestalozzi
The Learner
- Learns through experiences, by doing
The Teacher
- Plans lessons that arouse curiosity and
encourage the students to develop a higher
level of knowledge
2.4. Existentialism
- 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
The Teacher
- Assists students in their personal journey
- Aids children in knowing themselves
The Learner
- Determines own rule
2.5. Social Reconstructionism
- Emphasizes the addressing of social questions
and a quest to create a better society
- Social reconstructionists believed that systems
must be changed to overcome oppressor and
improve human conditions
- Curriculum focuses on students’ experiences
Proponent: George Counts
Aim: Education for change and social reform
The Learner
- Takes social action on real problems such as
violence, hunger, international terrorism,
inflation, discrimination and inequality, and
environmental problems
The Teacher
- Uses community-based learning and brings the
world into the classroom
3. EASTERN PHILOSOPHIES
3.1. Hinduism
- Emphasizes a commitment to an ideal way of
life characterized by honesty, courage, service,
faith, self-control, purity and non violence
which can be achieved through YOGA
Proponent: Mahatma Gandhi
Hinduism in Education
- The teacher shows the way and imparts
knowledge by his own example, responsible
for the students spiritual welfare
- The students aim to remember everything by
heart and gain mastery of every subject
learned
- Teaching methods are oral and memory
intensive, discussion and debates
3.2. Buddhism
- Believes in the FOUR NOBLE TRUTHS
- Believes in the LAW OF KARMA
Proponent: Siddharta Gautama
Buddhism in Education
- Education is rooted on faith
- Continuing educational system-to receive
additional teaching and learn from each other
during class discussions.
3.3. Confucianism
- Teaches moral life through devotion to the family,
loyalty to the elders, love of learning, brotherhood,
civil service and universal love and justice
- Stresses the FIVE CARDINAL VIRTUES
(benevolence, righteousness, propriety, wisdom
and sincerity)
Proponent: Confucius
Confucian in Education
- Civil service exams
- Religious ritual in the schools
3.4. TAOISM
- TAO: 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
- Strongly believes in WU WEI (let things come
naturally)
Proponent: Lau-Tzu
Taoism in Education
- Taoist ethics emphasize compassion, moderation and
humility
- Physical exercises involve slow and controlled body
movements to achieve mental stillness
3.5. Zen Buddhism (Japanese Version)
- Believes in the THIRD EYE (to see things which
are invisible to the naked eyes and to get
attuned to the things around us.)
- Encourages meditation (mind-awakening)
- Teaches that the entire universe is one’s mind,
and if one cannot realize enlightenment in
one’s own mind now, one cannot ever achieve
enlightenment.
3.6. Islam
- Has Five pillars: belief in Allah, prayer (5x a day),
fasting, almsgiving and pilgrimage).
Proponent: Muhammad/Mohammed
Islam in Education
- Useful knowledge is necessary for the benefit of
the self and of humanity
- A truly Islamic government is required to
provide all means to promote adequate
education for its citizens, to the best of its
ability.
 II. Philippine Education
Education During the Pre-Spanish Period
Aims: For survival, Conformity and Enculturation
Contents: Informal Education, Religion-oriented
Methods: tell me and show me, observation,
trial and error
Education during the Spanish Period
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
- The vernacular was used as the medium of
instruction in the parochial schools
- The religious orders introduced the parochial
school
- Education is suppressed, exclusive (for the elite)
and inadequate
Education during the American Period
Aim: To teach democracy as a way of life
Methods: Socialized recitation, student’s
participation
Contents: Reading, writing, arithmetic,
language, GMRC, civics, hygiene and
sanitation, gardening, domestic science,
American History, and Philippine History
- Formal Education was established
Education during the Commonwealth Period (1935-
1942)
Aims: (as provided in the 1935 Constitution)
- to develop moral character, personal discipline, civic
con science, and vocational efficiency
- To teach he duties of citizenship
- To continue the promotion of democratic ideals and
way of life.
Content: Character education and citizenship training
- Education under the Commonwealth helps prepare
for the coming independence of an new Filipino
nation
Education During the Japanese Era (1943-45)
Aims: To strive for the diffusion of the Japanese
language in the Philippines and to terminate
the use of the English language in schools
- To stress the dignity of manual labor
Contents: Vocational, Technical, Agriculture,
Values rooted on love for labor, physical
education and singing Japanese songs,
health/vocational education
Education during the Republic (1943-1972)
Aims:
- Full realization of the democratic ideals and way of
life
- Promotion of equal educational opportunities for all
Contents:
- Social orientation as manifested by the
conservation of the Filipino heritage
- Training for occupation
- Promotion of democratic nation building
- A new thrust on community development
Education during the New Society (1972-1986)
Aim: For national development
- Curricular changes in Elementary Education
a. focused on the 3r’s
b. integration of values in all learning areas
c. emphasis on mastery learning
- Curricular changes in Secondary Education
a. increased in time allotment
b. YDT and CAT introduced as new courses
c. elective offerings as part of the curriculum
- Made education relevant to the needs of the
changing world
- Bilingual Education Policy – use of English and
Filipino as media of instruction in specific
learning areas
Aims of Education in the Philippines based on the
1973 Constitution
- Foster love of country
- Teach the duties of citizenship and;
- Develop moral character, self discipline, and
scientific, technological and vocational efficiency
Education during 1986-2000
Aim: To promote national development and values
education
- The national government appropriates the highest
budgetary allocation to education
- Implementation of NESC – addressed to civic,
intellectual and character development of the child. Its
features are:
- - emphasis on mastery learning. Focused on fewer
learning areas
- - focused on the development of the 3r’s
- - emphasis on the development of intellectual skills
which are important as work skills
- - multi-disciplinary treatment of curriculum
content
- - student-centered
- - cognitive-affective manipulative based
curriculum
- - values education offered as separate subject
area
- - emphasis on science and technology
- - bilingual policy
- - emphasis on critical thinking
- The Congressional Commission on Education
(EDCOM), in its report in 1991, recommended
the ff:
- - trifocalization of DECS into the Department
of Education (DepEd), Technical Education
Skills Development Authority (TESDA), and
Commission on Higher Education (CHED);
- - establishment of Teacher Education Council
and Centers of Excellence;
- - professionalization of teachers; and
- - Technical –Vocational Education reform
Education During the 21st Century
Aim: To provide the school age population and
young adults with skills, knowledge and values to
become caring, self-reliant, productive and
patriotic citizens.
- Republic Act 9155 (Governance of Basic Education
Act) was passed transforming the name of the
Department of Education Culture and Sports
(DECS) to the Department of Education (DepEd)
and redefining the role of field offices (regional
offices, division offices, district offices and
schools.
• The Act provides the overall framework for:
- School head empowerment by strengthening
their leadership roles
- School-based management within the context
of transparency and local accountability
The K-12 Program
- Implementation started on SY 2012-2013
- Kindergarten is now part of the compulsory
education system
- A new curriculum for Grade 1 and Grade 7
pupils and students, respectively was introduced
- By SY 2016-2017, Grade 11/Year 5 will be
introduced, and Grade 12/Year 6 by 2017-2018
- The phased implementation of the new
curriculum will be finished by the SY 2017-2018
 IV. SOCIOLOGICAL AND ANTHROPOLOGICAL
FOUNDATIONS OF EDUCATION
Sociology
- The science of man and society
- Study of patterns of human behavior
- Study of groups and societies and how they affect the
people.
Society
- A group of organized individuals who think of themselves
as a distinct group, and who live together sharing the
same culture occupying the same territory, who
interrelates and interacts with one another.
Socialization
- A process of adapting or conforming to the
common needs and interests of a social group
- A process whereby people learn the attitudes,
values and actions appropriate to individuals
as member of a group learns and internalizes
the norms and standards of the other member
among whom she/he lives.
Agents of Socialization
A. Family – smallest social institution whose
members are united by blood, marriage or
adoption, constituting a household and having a
common culture.
B. School/Education – established by society for the
basic enculturation of the group, an agency which
makes student learns how to value oneself and
eventually others; a agency organized by society
for the basic function of teaching and learning
C. Church
D. Mass Media
Institutional Group Agencies for Education
- Three (3) very important groups that serve as
agencies for learning:
1. Family
- Smallest social institution
Educative functions of the Family (Home)
- Health Education – proper food to eat,
proper hygiene
- Ethics, Morality, Religion – spiritual, moral,
and desirable social values
Socialization – roles and status in society
Psychomotor and manipulative skills – how to
walk, dance and to use properly kitchen tools,
utensils, etc.
Recreational skills
Academic – reading, writing, arithmetic
2. School
- An institution, center of learning, established by
society in which the accumulated experiences of
the past generations are passed on the incoming
generation by means of systematized programs
of instructions.
Role of School:
1. The School as an agent of socialization
- Children learn how to get along with other
students in the school
- Social ethics are taught in the schools
- The student government trains the students to
become good leaders and followers
- The school prepares the individual to become
worthy members of the society by making them
aware of their responsibilities.
2. The school as an agent of cultural transmission
- Culture can be transferred through:
a. Enculturation
- The passing on of group’s customs, beliefs and
traditions from one generation to the next
generation
2. Acculturation
- Learning other culture, the passing of beliefs
and tradition through interaction/
reading/inter marriages, etc.
*Values and attitudes formation are easily
transmitted through lessons provided by the
teachers.
• Culture can be transmitted though field trips,
experiential learning, experimentation, group
dynamics, cooperative learning, peer learning,
role playing and dramatization.
• Knowledge about the latest development in
science and technology, and about the nations
and people of the world can be acquired through
different learning activities.
3. The school as an agent of cultural change
- Cultural changes are best discussed in the school
4. The school as agent of modernization
- Education systems are focused on future needs
of the students
- Changes which are mostly attempts to
modernization are being discussed in the school
- The elements of cultural change which lead to
modernization
- Development of oral and written
communication and other modern means of
communication
- Improvement of science and technology in all
fields
5. Other functions of the schools
- Serves as a multi-purpose institution
- Provides training of the mind, teaches the
basics
- Develops problem solving and critical thinking
- Promotes social integration, enculturation and
cultural perception
- Accelerates adjustment of society
3. Church
- A lifetime school of learning
Education from the church (through the bible)
- History (Persia now Iran, Mesopotamia (Iraq)
- Prophecies (earthquakes, famine, calamities)
- Divine values (love, hope, faith, wisdom)
Sociology of Education
- Provides a study of the relationships between
society and the educational processes which
contribute to the analysis and solution to
problems confronting the educational system.
Anthropology
- Science that studies the origin and development of
man, his work and achievements which includes
the study of physical, intellectual, moral, social
and cultural development of man, including his
customs, mores, folkways and beliefs
Culture
- He shared products of human learning, the set
of learned behaviors, beliefs, attitudes, values
and ideals, that are characteristics of a
particular society or population
- The complex whole which includes knowledge,
beliefs, arts laws, moral, customs and other
capabilities and habits acquired by man as a
member of society.
Characteristics of Culture
Transferable Dynamic Learned
Continuous Shared Universal
Symbolic adaptive Borrowed
Elements of Culture
1. Language – an abstract system of word
meanings and symbols for all aspects of
culture; the foundation of culture; verbal and
non verbal
2. Norms – are established standards of behavior
maintained by a society, it must be shared and
understood
3. Sanctions – penalties or rewards for conduct
concerning social norms
a. Positive sanctions – pay, promotion, medals, or word
of gratitude
b. Negative – fines, imprisonment, threats, stares.
Ostracism
3. Values – are collective conceptions of what is
considered good, desirable and proper or bad,
undesirable and improper in a particular culture.
Change
- An enduring force in history; is inevitable, takes place
from time to time
- The adjustment of persons or group to achieve
relative harmony.
Forms of Change:
a. Cultural Change – refers to all alteration
affecting new trait or trait complexes to
change the culture’s content and structures
b. Technological change – revision that occur in
man’s application of his technical knowledge
and skills as he adopts himself to
environment.
Examples of technological changes in education:
- Introduction of new methods of learning
- Vocational education, computer education,
and practical arts in the curriculum
- Inclusion of information and communication
technology in the curriculum
c. Social Change – refers to the variation or
modifications in the patterns of social
organization, of such groups within a society
or of the entire society.
Example of social changes in Education
- Revival of nationalism themes in literature, music and
arts, etc.
Anthropological- Sociological Implications to Education
- The curricular program of all learning institutions
should be examined by the Commission on Higher
Education and the Department of Education so that
those will be responsive to the needs of the society.
- Parents should be involved in the school projects and
activities, and in enculturation and socialization
processes.
 SOCIAL CONCEPTS
1. Values
- Generally considered as something – a
principle, quality, act or entity – that is
intrinsically desirable
2. Justice
- Giving others what is due to them; rendering to
every man that exact measures of his due
without regard to his personal worth or merit.
3. Freedom, Rights and Responsibility
- Freedom is not absolute
- Rights means what is just, reasonable,
equitable
- Rights and responsibility come in pairs – if
one wants more rights and freedom, s/he
have to accept more responsibility
- The reciprocation of rights and duties is the
true foundation of social order.
-Duties – refer to those that are due justice, to
another individual or collective persons and to
God.
-Authority – refers to the right given to give
commands, enforce laws, take action, make
decisions, and exact obedience, determine or
judge
-Accountability – means to be answerable for;
emphasizes liability for something values either
contractually or because of one’s position of
authority.
-Responsibility – refers to trustworthy
performance of fixed duties and consequent
awareness of the penalty for failure to do so.
4. Ethics – is based on one’s station in life; to
each station corresponds a certain behavior
according to which a person must live.
 Theories of Ethics
1. Consequentialism – claims that the morality
of an action is determined by its
consequences
a. Hedonism – views that only pleasure is good
as an end; pleasure s the highest good
b. Ulitarianism – believes that the greatest
happiness of the greatest number test of
right or wrong
c. Self-realization – holds that the ultimate end is
the full development or perfection of the self.
2. Non-consequentialism – claims that the
morality of an action depends on its intrinsic,
nature or on its motives
3. Divine Command Theory – claims that the
morality of an act depends on whether it is in
accordance with the will of God.
4. Categorical Imperative theory – holds that for
one’s action to be morally right, s/he must be
willing to have everyone act in the same way
5. Egoism – claims that an action is right only if it is in the
interest of the agent.
6. Situation Ethics – claims that the morality of an action
depends on the situation and not on the application of
the law.
7. Intuitionism – claims that one’s knowledge of right and
wrong is immediate and self evident
8. Emotive Theory – claims that moral judgments do not
state anything that is capable of being true or false but
merely express emotions like oaths or exclamations.
9. Ethical Relativism – holds the view that there is no one
correct moral code for all times and peoples, that each
group has its own morality relative to its wants.
 I. Analyzing Test Item
1. The Department of Education gives greater
emphasis on the development of basic skills.
What is the philosophical basis for this?
a. Essentialism
b. Existentialism
c. Perennialism
d. Pragmatism
2. Teacher M views his students as
unique, free-choosing and responsible
individuals. All classroom activities
revolve around the said premise. What
theory underlies this?
a. Essentialism
b. Existentialism
c. Progressivism
d. Realism
3. Religious rituals in the classroom and
in the school programs prove the deep
natural religiosity of the Filipinos.
Which philosophy has greatly
contributed to this tradition?
a. Buddhism
b. Confucianism
c. Hinduism
d. Islam
4. In order to make Roman education truly
utilitarian, how should the day to day lessons
be taught?
a. Taught in the students’ native dialect
b. Taught interestingly through the play way
method
c. Related and linked to the events happening
in everyday life
d. Practiced at home under the guidance of
their respective parents.
5. Which influenced the military
training requirements among
students in the secondary and
tertiary levels?
a. Chinese
b. Greeks
c. Orientals
d. Romans
6. Which is philosophy has the
educational objective to indoctrinate
Filipinos to accept the teachings of the
Catholic church which is to foster faith
in God?
a. Realism
b. Pragmatism
c. Idealism
d. Existentialism
7. Virtue as one component in the
teaching of Rizal course in the teaching
of good and beauty consistent with
good and beauty in God. What
philosophy supports this?
a. Existentialism
b. Idealism
c. Progressivism
d. Social Reconstructionism
8. Giving education the highest budgetary
allocation, the Philippine government recognizes
the possible contribution of its future citizens to
the national development goals of the Philippine
society. Which stressed this goal of education for
social transformation?
a. Athenian Education
b. Followers of Christ
c. Greek Education
d. Roman Education
9. The progressivists emphasized the
individuality of the child. What is
the concern of the
reconstructionists?
a. Experiential learning
b. Socialization
c. Social problem
d. Values education
10. One of the following quotations does not
conform to the Christian doctrine of Education for
Humanitarianism. Which one is it?
a. Do unto others as you would like other do unto
you
b. Love thy neighbors as thyself
c. Not on bread alone is man to live but one every
utterance that comes from the mouth of God
d. Whatever good things we do to our poor, helpless
brothers, we do it for God
11. Scouting and Citizen’s Army Training (CAT)
give training in character-building, citizenship
training, etc., which leads to the creation of a
new social order and a new society eventually.
What philosophy supports this?
a. Existentialism
b. Perrenialism
c. Progressivism
d. Social reconstructionism
12. Teacher V demonstrated the technique on
how to group students according to their
needs and interests and how to use self-paced
instructional materials. Which philosophy is
manifested in this activity?
a. Essentialism
b. Progressivism
c. Realism
d. Social reconstructionism
13. Teacher G, a Christian Living teacher, puts so
much significance on values development and
discipline. What could be her educational
philosophy?
a. Idealism
b. Pragmatism
c. Progressivism
d. Realism
14. Which one does NOT illustrate the principle that rights
and duties are correlative?
a. The right of an unmarried pregnant teacher to abort her
baby in relation to her protect her name and her job as a
teacher.
b. The right of a state to compel students to military
service is reciprocated by the duty of the state to protect
them.
c. The right to a living wage involves the duty of the school
administrators to give the salary agreed upon and the
duty of the teachers to give a fair amount of work.
d. The right to life of children and to be given respect of
such right.
15. Why should a teacher take the obligation
upon himself to study and understand the
custom and traditions of the community
where he works?
a. To change the culture of the community
b. To have a sympathetic attitude for the people
of the community
c. To identify the weaknesses of the culture of
the community
d. To please the people of the community.
16. A teacher who is recognized expert in
carpentry works, taught his students how to
prepare and construct good and aesthetic
furniture from local resources. What cultural
transmission process is this?
a. Acculturation
b. Enculturation
c. Indoctrination
d. Observation
17.Every first day of the school year, Miss
Bautista prepared activities which will make
her Grade III children sing, play, learn and
introduce themselves to the class. What
process did the teacher emphasize?
a. Acculturation
b. Enculturation
c. Indoctrination
d. Socialization
18. Which program in the educational system
seems to be aligned to the Christian
humanitarian principle respect for the human
personality?
a. The alternative learning system delivery
b. The functional literacy program for the out-
of-school youth and adults
c. The promotion of the basic human rights for
the Filipino
d. The study of the Philippine Constitution
19. With a death threat over his head, Teacher Myra
is directed to pass an undeserving student. If she
is a hedonist, which of the following will she do?
a. Don’t pass him, live by her principle of justice.
She will get reward, if not in this life, in the next.
b. Don’t pass him. She surely will not like someone
to give you a death threat in order to pass.
c. Pass the student. That will be of use to her, the
student, and his parents.
d. Pass the student. Why suffer the threat?
20. Which philosophy approves of a teacher who
lectures most of the time and requires his
students to memorize the rules of grammar?
a. Existentialism
b. Idealism
c. Pragmatism
d. Realism
21. In a study conducted, the pupils were asked
which nationality they would prefer if given a
choice. Majority of the pupils wanted to be
Americans. In this case, in which obligation
relative to the state are schools seemed to be
failing?
a. Instill allegiance to the constitutional authorities
b. Promote national pride
c. Promote obedience to the laws of the state
d. Respect for all duly constituted authorities
22. Which subject in the elementary and
likewise in the secondary schools are similar
to the goal of Rome to train the students for
citizenship?
a. Communication Arts
b. MAPE/PEHMS
c. Science
d. THE/TLE
23. Which of the following school practices is
NOT on Social Reconstructionism?
a. Establishment of SOF
b. Exemption of Scouts from CAT
c. Promoting culture and arts in schools
d. Promoting project WOW
24. Which of the following is the focus of the
Japanese education in the Philippines?
a. Democratic ideals and nationalism
b. Love and service to one’s country
c. Religion and love for Asian brothers
d. Vocational and health education
25. According to reconstructionism, the goal of
education is to bring about a new social order.
Which practice best manifests this view?
a. The class conducts scientific experiments to
discover or verify concepts
b. The class discusses role models and their
impact on society.
c. The class is allowed to engage in divergent
thinking.
d. The class undertakes well-planned projects in
the community.
 II. Enhancing Test Taking Skills
1. Teacher D, a Values Education teacher
emphasizes ethics in almost all her lessons.
Which of the following emphasizes the
same?
a. Liberal Education
b. Moral Education
c. Religious Training
d. Social Education
2. Which reform in the Philippine Educational
System advocates the use of English and
Filipino as media of instruction in specific
learning areas?
a. Alternative Learning
b. Bilingual Education
c. K-12 Program
d. Multilingual Education
3. Activities planned by a school
clubs/organizations show school
community connection geared towards
society’s needs. What philosophy is
related to this?
a. Essentialism
b. Progressivism
c. Realism
d. Social Reconstructionism
4. What philosophy is related to the
practice of schools acting as
laboratory for teaching reforms and
experimentation?
a. Essentialism
b. Existentialism
c. Progressivism
d. Social reconstructionism
5. Which of the following situations present a
value conflict?
a. The teacher and his students have class
standing as their priorities
b. The teacher and the administrator follow a
set of criteria in giving grades
c. The teacher has students whose parents want
their children to obtain higher grades than
what they are capable of getting
d. The teacher sets high expectations for her
intelligent students such as getting higher
grades.
6. Which situation shows that a sense of
nationhood is exemplified?
a. The class conducted a debate using Filipino
as medium.
b. The class is required to watch the TV sitcom
of Oprah to improve their English
communication skills.
c. The class opted to make a choral rendition of
the theme song of a foreign movie.
d. When Teacher Eva asked her Grade II
students in what country they wish to live,
most of them chose United States.
7. A teacher who believes in the
progressivists theory of education would
embrace certain reforms on
methodology. Which reform would be
consistent with this theory?
a. Active participation of the learners
b. Formal instructional pattern
c. Strict external discipline
d. Teacher domination of class activities
8. What philosophy of education
advocates that the curriculum should
only include universal and
unchanging truths?
a. Essentialism
b. Idealism
c. Perennialism
d. Pragmatism
9. Which of the following is NOT a
function of the school?
a. Changing cultural practices
b. Development of attitudes and
skills
c. Reproduction of species
d. Socialization among children
10. Which move liberalized access to
education during the Spanish period?
a. The education of illiterate parents
b. The establishment of at least one
primary school for boys and girls in each
municipality
c. The hiring of tribal tutors to teach
children
d. The provision of vocational training for
school age children
11. Which of the following is the
chief aim of Spanish education?
a. Conformity and militarism
b. Perpetuation of culture
c. Propagation of the Catholic
religion
d. Ulitarianism and conformity
12. Which of the following is the aim
of our education during the
Commonwealth period?
a. Designed after Japanese education
b. Patterned after the American
curriculum
c. Predominantly religious
d. Purely nationalistic and democratic
13. Which of the following is NOT the reason why
the basic education curriculum has been
restructured?
a. To become globally competitive during this
industrial age
b. To be relevant and responsive to a rapidly
changing world
c. To empower the Filipino learners for self-
development through their life
d. To help raise the achievement level of students
14. Which philosophy of education
influence the singing of the
National anthem in schools?
a. Nationalism
b. Naturalism
c. Pragmatism
d. Socialism
15. Who among the following believes
that learning requires disciplined,
attention, regular homework, and
respect for legitimate authority?
a. Essentialist
b. Progressivists
c. Realists
d. reconstructionist
16. Which of the following is the main function
of the Philosophy of education?
a. Reconsider existing educational goals in the
light of society’s needs.
b. Provide the academic background
prerequisite to learning
c. Define the goals and set the direction for
which education is to strive
d. Aid the learner to build his own personal
philosophy
17. Homeroom advisers always emphasize the
importance of cleanliness of the body.
Children are taught how to wash their hands
before and after eating. What is this practice
called?
a. Folkways
b. Laws
c. Mores
d. Social norm
18. Which curricular moved served to
strengthen spiritual and ethical values?
a. Integration of creative thinking in all
subject
b. Introduction of Values Education as a
separate subject area
c. Reducing the number of subject areas
into skills subjects
d. Re-introducing Science as a subject in
Grade 1
19. “The greatest happiness lies in the
contemplative use of mind”, said
Plato. Which of the following
activities adheres to this?
a. Cooperative learning
b. Introspection
c. Role playing
d. Social interaction
20. Your teacher is of the opinion that the
world and everything in it are ever
changing and so teaches you the skill to
cope with the changes. Which is his
governing philosophy?
a. Experimentalism
b. Existentialism
c. Idealism
d. realism
21. Teacher Mica says, “If it is billiard that
brings students out of the classroom, let
us bring it into the classroom. Perhaps, I
can use it to teach Math.” To which
philosophy does Teacher Mica adhere?
a. Essentialism
b. Idealism
c. Progressivism
d. Reconstructionism
22. Which of the following should be done to
build a sense of pride among Filipinos youth?
a. Replace the study of folklores and myths with
technical subjects
b. Re-study our history and stress on our
achievements as people
c. Re-study our history from perspective of our
colonizers
d. Set aside the study of local history
23. A teacher who subscribes to the pragmatic
philosophy of education believes that experience
should follow learning in her teaching. Which of
the following does she do to support her belief?
a. Encouraging learners to memorize factual
knowledge
b. Equipping learners with the basic abilities and
skills
c. Providing learners opportunities to apply
theories and principles
d. Requiring learners full mastery of the lesson
24. Which philosophy influenced
the cultivation of reflective and
meditative skills in teaching?
a. Confucianism
b. Existentialism
c. Taoism
d. Zen Buddhism
25. Which of the following situation manifests a
balance between teachers responsibility and
accountability?
a. She entertains her students with personal
stories until the end of the period
b. She spends most of the time on the latest
gossips in showbiz
c. She teaches as much as she could for
duration of the period
d. She teaches as well entertains the students
with her personal stories.
Key:

Test I 5. C 16. C

1. A 11. D 21. B 6. A 17.D

2. B 12. B 22. D 7. A 18. D

3. B 13. A 23. C 8. C 19. B

4. C 14. A 24. D 9. C 20. A

5. D 15. B 25. D 10. B 21. C

6. C 16. B Test II 11. C 22. B

7. B 17. D 1. B 12. D 23. C

8. D 18. C 2. B 13. D 24. D

9. C 19. D 3. D 14. A 25. C

10. C 20. B 4. C 15. A