Education 201

Foundations of Education

Esperanza Samonte-Nunez, PhD

Tuesday 4:30 -8:00 P.M.
 Philosophy of Education

• the branch of applied or practical philosophy concerned with the

nature and aims of education and the philosophical problems arising
from educational theory and practice(Stanford Encyclopedic
Philosophy, 2002)
• a statement (or set of statements) that identifies and clarifies the
beliefs, values and understandings of an individual or group with
respect to education. (Scots College, 2017)
Who is the real Father of Education?

Horace Mann
(May 4, 1796 – August 2, 1859)
an American educational reformer and Whig politician known for his
commitment to promoting public education
Father of Education
Horace Mann’s Contribution in Education

• he was elected to act as Secretary of the newly-created

Massachusetts Board of Education in 1837
• he used his position to enact major educational reform
• he spearheaded the Common School Movement, ensuring that every
child could receive a basic education funded by local taxes
• he also emphasized positive reinforcement instead of punishment
• looked to implement universal education, make schools non-
sectarian, free schooling, and base the learning experience of
students on increasing their character.
Championed by Horace Mann,

Education reform, helped to bring about state-

sponsored public education, including a statewide
curriculum and a local property tax to finance
public education.
Other Leaders of the Education Reform movements in
the United States

1. Horace Mann

2. Catharine Beecher

3. John Dewey
 Catharine Beecher
born September 6, 1800, East Hampton, New York, U.S.
died May 12, 1878, Elmira, New York
a member of a prominent activist and religious family
a nineteenth century teacher and writer who promoted equal access to
education for women and advocated for their roles as teachers and
mothers
she did not advocate a radical change in women's roles
she did fight for increased recognition of the importance of the work
that women did in managing homes and raising families
> She wrote “Treatise on Domestic Economy”, which helped to
standardize domestic practices and reinforce domestic values, arguing
that a woman's proper role was in the home, where she could powerfully
affect American society and she exposed the injustices in a textile mill
 John Dewey

> born October 20, 1859, Burlington, Vermont, U.S.

died June 1, 1952, New York, New York

American philosopher and educator

 a cofounder of the philosophical movement known as pragmatism, a
pioneer in functional psychology
 an innovative theorist of democracy
 a leader of the progressive movement
 John Dewey

• > father of educational philosophy

 he argued that curriculum should be relevant to students' lives

he saw learning by doing and development of practical life skills as
crucial to children's education
However, some critics assumed that, under Dewey's system,
students would fail to acquire basic academic skills and knowledge.
Aims of Education according to J. Dewey

1. Social Efficiency

The school is a social institution.

The school gives the learner a social consciousness.

The school provides a special type of environment.

The school acts as an active instrument of social change and progress.

 These are the essence of democratic social order.

>Democratic society makes provision for participation of all its

members on equal terms
> The school should include both the social and the individual goal that
social institutions do not give to man.
>Education is the means of social continuity and development of
individuality.
> Education is growth as the child is an ever-growing and changing
personality.
 For Dewey........

The place of individual in society depends upon native

aptitudes, not on wealth and social position. Social welfare

depends upon man finding and filling his place in life.

 2. Education is Life.

2.1 Education is not a preparation for life; it is life itself

> The child lives in the present. The future is meaningless to
him. Hence it is absurd to expect him to do things for some
future preparation. As the child lives in the present, the
educative process will be naturally based on the present needs
and interests of the child.
2.2 The school is a miniature society facing problems similar to those
faced in life.
Children should be trained to participate in social life effectively. The
basic purpose of the school is to train pupils in cooperative living and
since the pupils are to live in a democratic society, they should help
to organise one and live in it.
The child is to share the resources of a good society and to give back
to that society, thus helping the development of other members
 For Dewey....

Each member can develop more fully as an individual and then

has more to give back to the group. The pupils confronting
social problems shall create their own social order by solving
the problems. The school should, thus, identify itself with
social and democratic life.
 3. Education is experience.

3.1 Every new experience is education. An old experience is replaced by a

new experience. The human race has gained experience in its struggle to
meet the needs of life. This ‘struggle for existence’ is a continuous
process.

3.2 A conscious effort has to be made to make men more competent to

take part in the activities and purposes of the race and this effort is
education. The process of the reconstruction of experience, giving it a
more socialized value through the medium of increased individual
efficiency.
3.3 It preserves that much of the experience which is valuable and re-
weaves it in the light of present needs and demands. This function of
re-weaving and revitalising the social fabric or heritage is performed
through special agencies like the school.
 For Dewey......

The child, who is an ever-growing individual too, takes part in

this function of re-construction.

The growing child selects and re-organises his cultural heritage

according to his own needs in a changing and new world
4. Education should combine Theory and Practice

4.1 Education must create a balance between theoretical and practical

activities (an equal importance to both action and thought).

4.2 Abstract ideas should have concrete applications(practical

applications must have theoretical basis).

4.3 Theory and practice can be combined in the school through

occupations (like wood-work, cookery etc.) which we have in social life
 For Dewey...

Active self-expression takes place through the hands, eyes, observation,

planning and reflection. These give a new orientation to the whole
personality of the child. Children, by nature, get interest in occupations.
This ensures successful or true learning as interest is the basis of all real
education.
Who is the Father of Modern Education?

• John Amos Comenius

• known as Jan Amos Komensky

• born on March 28, 1592 in Nivnice, Moravia (whi ch is now
in the Czech Republic)
• died on November 15, 1670.
From the persecution and hardships he suffered in his life, he came to
develop a philosophy, called pansophism, which emphasized political
unity, religious reconciliation, and cooperation in education.
This philosophy of pansophism related education to everyday life and
called for a systematic relationship to be developed for all knowledge.
He advocated teaching in the common or vernacular language of
students rather than in Latin, and the establishment of a universal
system of education with opportunities that included women and
peoples of all nations.
Throughout his life, John Amos Comenius worked for educational,
scientific, and cultural cooperation, enlightenment and
understanding.
He was a philosopher, theologian, cartographer, but most importantly
the first modern educationalist.
His book ‘Orbis Pictus’ was the the first picture book for teaching
children and remained a standard text in Europe (and in America) for
over 200 years.
 For John Amos Comenius...

Children ought to be dearer to parents than golds and silvers;than pearls

and gems; maybe discovered from a comparison between both gifts of
God; for gold and silver are fleeting and transitory; children, an immortal
inheritance...
What is your Philosophy of Education?

What is your Philosophy of Education?

What is your Philosophy of Education?
What is your Philosophy of Education?
 Your teaching philosophy is a self-reflective statement
of your beliefs about teaching and learning. ... It develops these
ideas with specific, concrete examples of what the teacher and
learners will do to achieve those goals. Importantly, your
teaching philosophy statement also explains why you choose
these options.
 What Is Your Teaching Philosophy?

1. Begin simply with one or two sentences that neatly encapsulate your thinking.

2. Then elaborate on what your philosophy means in practical terms.

3. Then include an example of how you apply your teaching philosophy in the
classroom.

This will help make your philosophy even more concrete.

Five (5) Major Philosophies of Education

1. Essentialism
2. Progressivism
3.Perennialism
4.Existentialism
5.Behaviorism
 Task for MAy 19
• Make a tabular comparison of the major philosophies in education based on the following:
1. Educational value
2. Educational Process
3. Intellectual Focus
4. Subject matter
5. Curriculum
6. Learning
7. Grouping
8. Teacher
9. Students
 Education and its relevant history

• Revisit the history of Philippine ducation with focus on the American

influence
• Discuss the major philisophical foundations and its influence to
education
 History of American Education

• Volunteer American soldiers became the first teachers of the

Filipinos. Part of their mission was to build classrooms in every place
where they were assigned. The American soldiers stopped teaching
only when a group of teachers from the U.S. came to the Philippines
in June 1901.
• Before the Thomasites arrived, according to some accounts, the US
Army opened the first US-led public school on Corregidor Island,
shortly after US Admiral George Dewey defeated the Spanish Pacific
fleet in Manila Bay in May 1898. Their primary aim was to teach the
English language.
EDUCATION DURING THE AMERICAN REGIME 1898 - 1946 • May 1898
– first American school was established in Corregidor, and shortly after
the capture of Manila in 1899, 7 schools were opened in the city.
Silliman University, in Dumaguete City is the first American institution
of higher learning to be founded in Asia.
 A Brief History of The Thomasites

• 1. In the early days of the American colonial period, the Philippine

Commission sent teachers from the United States to the Philippines
with the purpose of establishing an educational system. Named after
the ship that transported them, the United States Army Transport
Thomas, the Thomasites expanded to become a powerful force in the
colonial project. Their work as educators served the imperial vision of
assimilating Filipinos into American culture and raising a young
generation of followers.
• 2. The Thomasites were technically not the first Western educators in
the Philippines. During their colonial reign, the Spanish established
schools for Filipino children. The US Army used these as a starting
point to continue elementary education, however, they quickly found
that the Spanish system was limited. The American government knew
the region needed a strong educational system to serve as the base of
this new society, so they instituted a new system of education in the
Philippines.
• 3. Under the supervision of the Philippine Commission, David
Barrows, the director of the colonial education system, arranged to
hire a variety of educators to accomplish this task.[2] About six-
hundred Thomasites embarked on the journey to the Philippines,
both men and women, from all across the country and all with
different educational backgrounds. Some applied for the job while
others were asked to attend. Some were world-renowned professors
at high-ranking universities looking for a challenge and an adventure.
Others were just looking for employment.[3] Yet all were excited to be
a part of the developing project in the Philippines. Some Thomasites
even kept daily diaries detailing their enthusiasm.
4. The USAT Thomas departed from San Francisco, California on July 23,
1901. Frederick G. Behner, a Michigan resident and pastor, was a
passenger aboard the ship. He kept a daily diary of his experience.
Referring to the ship, he recounted: “[She] is manned with a crew of
286 men, is carrying 357 male teachers and about 200 female teachers,
a few wives and about 30 children.[4]” The ship anchored in Honolulu,
Hawaii to restock and refuel. Many Thomasites took advantage of their
mini vacation to explore the islands. Then, the ship continued across
the Pacific Ocean and entered the Manila Harbor on August 21, 1901.
5. After receiving vaccinations, the Thomasites docked in Manila and
were assigned their final teaching destinations. As the goal was to
expand education, the Thomasites were sent all across the islands,
from Albay to Tarlac. Mr. Behner was assigned to Banton, Romblon
Province. The bulk of the Thomasites worked in the Philippines in the
first two decades of the 20th century, although the specific dates of the
curriculum are unclear. Many returned home after their post. However,
some Thomasites, such as the Netzorg family, did choose to stay and
further their personal relationships with the islands.
 Education Rankings by Country 2022
73 pang row

Country Rank (2021) Rank (2020)

United States 1 1

United Kingdom 2 2

Germany 3 4

Canada 4 3
US considered to have quality education
The U.S. ranks toward the bottom of the industrialized nations on
international tests of academic achievement in science and
mathematics. Not only may American schools perform worse but they
may do so at the same time as they use more resources than other
schools systems
What kind of education did the Americans bring to the Philippines?

• The students were given free school materials.

• There were three levels of education during the American period.
The "elementary" level consisted of four primary years and 3
intermediate years. The "secondary" or high school level consisted of
four years; and the third was the "college" or tertiary level.
• Educational Goals Educational goal during the American period is
to promote democratic ideals and way of life; formation of good
citizens, including the rights and responsibilities of people.
 Why education is important during the
American regime?
Education became a very important issue for the United States
colonial government, since it allowed it to spread their
cultural values, particularly the English language, to the
Filipino people. Instruction in English language, and American
history, lead to forming of a national identity and Filipino
nationalism.
 History of Philippine Education
• For a long time, the education system in the Philippines was one of
the shortest in the world. Back then, formal education was only
required for 10 years (6 years of primary school and 4 years of high
school)
• Formal education was brought to the Philippines by the Spaniards,
which was conducted mostly by religious orders. Upon learning the
local languages and writing systems, they began teaching Christianity,
the Spanish language, and Spanish culture.
• Education in the Philippines was offered through formal and non-
formal systems. Formal education typically spans 14 years and was
structured in a 6+4+4 system: 6 years of primary school education, 4
years of secondary school education, and 4 years of higher education,
leading to a bachelor's degree
 Educational System in the Philippines

• In 2012, the government introduced new legislation requiring

students to attend school from kindergarten (around age 5) to grade
12 (around age 18). This meant that the new legislation added 2 years
to the curriculum before students could finish high school. Since then,
the education system in the Philippines became more similar to
American K-12 schooling.
• Primary School (Primary Education) – K to 6
• Junior High School (Lower Secondary Education) – 7 to 10
• Senior High School (Upper Secondary Education) – 11 to 12
Tracing the history......
• Before the Philippines attained complete independence in 1946, the country's
education system was patterned on the systems of Spain and the United States--
countries which colonized and governed the country for more than three hundred
years. However, after independence, the country's educational system has constantly
undergone reform.
• Pre-colonial period
During the pre-colonial period, most children were provided with solely vocational
training, which was supervised by parents, tribal tutors or those assigned for specific,
specialized roles within their communities (for example, the babaylan). In most
communities, stories, songs, poetry, dances, medicinal practices and advice regarding
all sorts of community life issues were passed from generation to generation mostly
through oral tradition. Some communities utilised a writing system known as baybayin,
whose use was wide and varied, though there are other syllabaries used throughout
the archipelago.
• Spanish period
Formal education was brought to the Philippines by the Spaniards, which was
conducted mostly by religious orders. Upon learning the local languages and
writing systems, they began teaching Christianity, the Spanish language, and
Spanish culture. These religious orders opened the first schools and
universities as early as the 16th century. Spanish missionaries established
schools immediately after reaching the islands. The Augustinians opened a
parochial school in Cebu in 1565. The Franciscans, took to the task of
improving literacy in 1577, aside from the teaching of new industrial and
agricultural techniques. The Jesuits followed in 1581, as well as the
Dominicans in 1587, setting up a school in Bataan. The church and the school
cooperated to ensure that Christian villages had schools for students to attend.
• Schools for boys and for girls were then opened. Colegios were
opened for boys, ostensibly the equivalent to present day senior high
schools. The Universidad de San Ignacio, founded in Manila by the
Jesuits in 1589 was the first colegio. Eventually, it was incorporated
into the University of Santo Tomas, College of Medicine and
Pharmacology following the suppression of the Jesuits. Girls had two
types of schools - the beaterio, a school meant to prepare them for
the convent, and another, meant to prepare them for secular
womanhood.
• The Spanish also introduced printing presses to produce books in Spanish and
Tagalog, sometimes using baybayin. The first book printed in the Philippines dates
back to 1590. It was a Chinese language version of Doctrina Christiana. Spanish and
Tagalog versions, in both Latin script and the locally used baybayin script, were later
printed in 1593. In 1610, Tomas Pinpin, a Filipino printer, writer and publisher, who is
sometimes referred to as the "Patriarch of Filipino Printing", wrote his famous
"Librong Pagaaralan nang manga Tagalog nang Uicang Castilla", which was meant to
help Filipinos learn the Spanish language. The prologue read:
• " Let us therefore study, my countrymen, for although the art of learning is somewhat
difficult, yet if we are persevering, we shall soon improve our knowledge.
• Other Tagalogs like us did not take a year to learn the Spanish language when using
my book. This good result has given me satisfaction and encouraged me to print my
work, so that all may derive some profit from it.
• The Educational Decree of 1863 provided a free public education
system in the Philippines, managed by the government. The decree
mandated the establishment of at least one primary school for boys
and one for girls in each town under the responsibility of the
municipal government, and the establishment of a normal school for
male teachers under the supervision of the Jesuits. Primary education
was also declared free and available to every Filipino, regardless of
race or social class. Contrary to what the propaganda of the Spanish-
American War tried to depict, they were not religious schools; rather,
they are schools that were established, supported, and maintained by
the Spanish government.
• After the implementation of the decree, the number of schools and
students increased steadily. In 1866, the total population of the
Philippines was 4,411,261. The total number of public schools for
boys was 841, and the number of public schools for girls was 833. The
total number of children attending those schools was 135,098 for
boys, and 95,260 for girls. In 1892, the number of schools had
increased to 2,137, of which 1,087 were for boys, and 1,050 for girls.
By 1898, enrollment in schools at all levels exceeded 200,000
students.
Among those who benefited from the free public education system
were a burgeoning group of Filipino intellectuals: the Ilustrados
('enlightened ones'), some of whom included José Rizal, Graciano López
Jaena, Marcelo H. del Pilar, Mariano Ponce, and Antonio Luna--all of
whom played vital roles in the Propaganda Movement that ultimately
inspired the founding of the Katipunan.
• First Republic
The defeat of Spain following the Spanish-American War led to the short-
lived Philippine Independence movement, which established the
insurgent First Philippine Republic. The schools maintained by Spain for
more than three centuries were closed briefly, but were reopened on
August 29, 1898 by the Secretary of Interior. The Burgos Institute (the
country's first law school), the Academia Militar (the country's first
military academy), and the Literary University of the Philippines were
established. Article 23 of the Malolos Constitution mandated that public
education would be free and obligatory in all schools of the nation under
the First Philippine Republic. However, the Philippine-American War
hindered its progress.
 American period
•
About a year after having secured Manila, the Americans were keen to open up seven
schools with army servicemen teaching with army command-selected books and
supplies. In the same year, 1899, more schools were opened, this time, with 24 English-
language teachers and 4500 students.
• A highly centralised, experimental public school system was installed in 1901 by the
Philippine Commission and legislated by Act No. 74. The law exposed a severe shortage
of qualified teachers, brought about by large enrollment numbers in schools. As a
result, the Philippine Commission authorized the Secretary of Public Instruction to
bring more than 1,000 teachers from the United States, who were called the
Thomasites, to the Philippines between 1901 and 1902. These teachers were scattered
throughout the islands to establish barangay schools. The same law established the
Philippine Normal School (now the Philippine Normal University) to train aspiring
Filipino teachers.
 • The high school system was supported by provincial
governments and included special educational institutions,
schools of arts and trades, an agricultural school, and commerce
and marine institutes, which were established in 1902 by the
Philippine Commission.
• Several other laws were passed throughout the period. In 1902,
Act No. 372 authorised the opening of provincial high schools.
• 1908 marked the year when Act No. 1870 initiated the opening
of the University of the Philippines, now the country's national
university.
• However, a steady increase in enrollment in schools appeared to have
hindered any revisions to then-implemented experimental
educational system.
• Act No. 1381, also known as Gabaldon Law, was passed in 1907,
which provided a fund of a million pesos for construction of concrete
school buildings and is one of many attempts by the government to
meet this demand. In line as well with the Filipinization policy of the
government, the Reorganization Act of 1916 provided that all
department secretaries except the Secretary of Public Instruction
must be a natural-born Filipino.
 • A series of revisions (in terms of content, length, and focus) to the
curriculum began in 1924, the year the Monroe Survey Commission
released its findings. After having convened in the period from 1906 to
1918, what was simply an advisory committee on textbooks was officiated
in 1921 as the Board on Textbooks through Act No. 2957. The Board was
faced with difficulties, however, even up to the 1940s, but because
financial problems hindered the possibility of newer adaptations of books.
 Third Republic

•
In 1947, after the United States relinquished all its authority over the
Philippines, President Manuel Roxas issued Executive Order No. 94
which renamed Department of Instruction into Department of
Education. During this period, the regulation and supervision of public
and private schools belonged to the Bureau of Public and Private
Schools.
 Fourth Republic
• In 1972, the Department of Education became the Department of Education
and Culture (DECS) under Proclamation 1081, which was signed by President
Ferdinand Marcos.
• On September 24, 1972, by Presidential Decree No. 1, DECS was decentralized
with decision-making shared among its thirteen regional offices.
• Following a referendum of all barangays in the Philippines from January 10-
15, 1973, President Marcos ratified the 1973 Constitution by Proclamation
1102 on January 17, 1973. The 1973 Constitution set out the three
fundamental aims of education in the Philippines:
• to foster love of country;
to teach the duties of citizenship; and
to develop moral character, self-discipline, and scientific, technological and
vocational efficiency.
 • In 1978, by the Presidential Decree No. 1397, DECS became the
Ministry of Education and Culture.
The Education Act of 1982 provided for an integrated system of
education covering both formal and non-formal education at all
levels. Section 29 of the act sought to upgrade educational
institutions' standards to achieve "quality education" through
voluntary accreditation for schools, colleges, and universities. Section
16 and Section 17 upgraded the obligations and qualifications
required for teachers and administrators. Section 41 provided for
government financial assistance to private schools. This act also
created the Ministry of Education, Culture and Sports.
 Fifth Republic
•
A new constitution was ratified on February 2, 1987, and entered into
force of February 11. Section 3, Article XIV of the 1987 Constitution
contains the ten fundamental aims of education in the Philippines.
Section 2(2), Article XIV of the 1987 Constitution made elementary
school compulsory for all children.
• In 1987, the Ministry of Education, Culture and Sports became again
the DECS under Executive Order No. 117. The structure of DECS as
embodied in the order remained practically unchanged until 1994.
 • On May 26, 1988, the Congress of the Philippines enacted the
Republic Act 6655 or the Free Public Secondary Education Act of
1988, which mandated free public secondary education commencing
in the school year 1988-1989.
• On February 3, 1992, the Congress enacted Republic Act 7323, which
provided that students aged 15 to 25 may be employed during their
Christmas vacation and summer vacation with a salary not lower than
the minimum wage--with 60% of the wage paid by the employer and
40% by the government.
 • The Congressional Commission on Education (EDCOM) report of 1991
recommended the division of DECS into three parts. On May 18, 1994, the
Congress passed Republic Act 7722 or the Higher Education Act of 1994,
creating the Commission on Higher Education (CHED), which assumed the
functions of the Bureau of Higher Education and supervised tertiary degree
programs. On August 25, 1994, the Congress passed Republic Act 7796 or the
Technical Education and Skills Development Act of 199, creating the Technical
Education and Skills Development Authority (TESDA), which absorbed the
Bureau of Technical-Vocational Education as well as the National Manpower and
Youth Council, and began to supervise non-degree technical-vocational
programs. DECS retained responsibility for all elementary and secondary
education. This threefold division became known as the "trifocal system of
education" in the Philippines.
• In August 2001, Republic Act 9155, otherwise called the Governance
of Basic Education Act, was passed. This act changed the name of
DECS to the current Department of Education (DepEd) and redefined
the role of field offices (regional offices, division offices, district offices
and schools). The act provided the overall framework for school
empowerment by strengthening the leadership roles of headmasters
and fostering transparency and local accountability for school
administrations. The goal of basic education was to provide the school
age population and young adults with skills, knowledge, and values to
become caring, self-reliant, productive, and patriotic citizens.
• In 2005, the Philippines spent about US$138 per pupil, compared to
US$3,728 in Japan, US$1,582 in Singapore and US$852 in Thailand.
• In 2006, the Education for All (EFA) 2015 National Action Plan was
implemented. It states:
• " The central goal is to provide basic competencies to everyone, and
to achieve functional literacy for all. Ensuring that every Filipino has
the basic competencies is equivalent to providing all Filipinos with the
basic learning needs, or enabling all Filipinos to be functionally
literate. "
 • In terms of secondary level education, all children aged twelve to
fifteen, are sought to be on track to completing the schooling cycle
with satisfactory achievement levels at every year.
• In January 2009, the Department of Education signed a memorandum
of agreement with the United States Agency for International
Development (USAID) to seal $86 million assistance to Philippine
education, particularly the access to quality education in the
Autonomous Region in Muslim Mindanao (ARMM), and the Western
and Central Mindanao regions.
 Recent years (2010-present)
• In 2010, then-Senator Benigno Aquino III expressed his desire to implement the K-12 basic

education cycle to increase the number of years of compulsory education to thirteen years.

According to him, this will "give everyone an equal chance to succeed" and "have quality

education and profitable jobs". After further consultations and studies, the government under

President Aquino formally adopted the K-6-4-2 basic education system--one year of kindergarten,

six years of elementary education, four years of junior high school education and two years of

senior high school education. Kindergarten was formally made compulsory by virtue of the

Kindergarten Education Act of 2012, while the further twelve years were officially put into law by

virtue of the Enhanced Basic Education Act of 2013. Although DepEd has already implemented

the K-12 Program since SY 2011-2012, it was still enacted into law to guarantee its continuity in
• The former system of basic education in the Philippines consists of one-year preschool
education, six-year elementary education and four-year high school education.
Although public preschool, elementary and high school education are provided free,
only primary education is stipulated as compulsory according to the 1987 Philippine
Constitution. Pre-primary education caters to children aged five. A child aged six may
enter elementary schools with, or without pre-primary education. Following on from
primary education is four-years of secondary education, which can theoretically be
further divided into three years of lower secondary and one year of upper secondary
education. Ideally, a child enters secondary education at the age of 12. After
completing their secondary education, students may progress to a technical education
and skills development to earn a certificate or a diploma within one to three years,
depending on the skill. Students also have the option to enrol in higher education
programmes to earn a baccalaureate degree.
• The emergence of high school education in the Philippines, however, did
not occur until 1910. It was borne out of rising numbers in enrollment,
widespread economic depression, and a growing demand by big businesses
and technological advances in factories and the emergence of
electrification for skilled workers. In order to meet this new job demand,
high schools were created and the curriculum focused on practical job skills
that would better prepare students for professional white collar or skilled
blue collar work. This proved to be beneficial for both the employer and the
employee; the investment in human capital caused employees to become
more efficient, which lowered costs for the employer, and skilled
employees received a higher wage than those employees with just primary
educational attainment.
 Former educational system
(used from 1945 until June 5, 2011)
 Four major Foundations of Curriculum and
its Influence to Education

The philosophical foundation of curriculum helps determine the

driving purpose of education, as well as the roles of the various

participants. While all foundations propose to set goals of curriculum,

philosophy presents the manner of thinking from which those goals are

created.
 1. Philosophy and its influence to the
Curriculum
• Philosophy suggests the values to be pursued in life. Education then
inculcates those values in the learners. Philosophy helps in clarifying
the numerous educational issues and problems. Philosophy provides
zeal and inspiration to the teachers for accomplishing the educational
tasks.
• The discipline of philosophy contributes in an indispensable way to
the realization of four goals that should be fundamental to any
institution of higher learning: instilling habits of critical thinking in
students; enhancing their reading, writing, and public speaking skills;
transmitting cultural heritages to them;
Main areas of educational philosophy
• PERENNIALISM, ESSENTIALISM, BEHAVIORISM, PROGRESSIVISM,
RECONSTRUCTIONISM, AND EXISTENTIALISM.
• These philosophical areas evolved and broadened from the four
classical views of philosophy to shape to the different styles of
teachers in today's schools.
• The main point of contact (relevance) between philosophy and
education is the role of value judgments; values and ideals are
embodied and expressed in the purposes we have for imparting
knowledge, skills and attitudes
2. History and its influence to the
Curriculum
History has shaped the educational system by imparting knowledge
and skills and indicating experiences of different people and events. In
addition, it also provides teachers with information that is used to
educate the students and helps generate enough study materials.
The study of history of education helps teachers in training to
appreciate the various aspects of their past educational process so as
to link them to the present; 2. It enables teachers in training to know
what type of education we had and the purpose it served in the past;
• The education system of the Philippines has been highly influenced
by the country's colonial history. That history has included periods of
Spanish, American and Japanese rule and occupation. The most
important and lasting contributions came during America's
occupation of the country, which began in 1898
3. Psychology and its influence to the Curriculum

• That's why psychologists working in the field of education are focused

on identifying and studying learning methods to better understand
how people absorb and retain new information. Educational
psychologists apply theories of human development to understand
individual learning and inform the instructional process.
• Educational psychologists are concerned with children's learning and
development. They use their specialist skills in psychological and
educational assessment techniques to help those having difficulties in
learning, behaviour or social adjustment.
What is the role of psychology in curriculum
development?

• Psychology provides information about the teaching and learning

process. It also seeks answers how a curriculum will be organized to

achieve students' learning at the optimum level and what amount of

information they can absorb in learning the various contents of the

curriculum
 4. Sociology and its influence to the
Curriculum
• Educational sociology is the study of the social factors that influence and are
influenced by all educational structures and processes, both within and
between societies

• . The sociology of education is the study of how public institutions and individual
experiences affect education and its outcomes. It is mostly concerned (influence)
with the public schooling systems of modern industrial societies, including the
expansion of higher, further, adult, and continuing education.
Educational sociology has two main fields of study, namely “education

as society” and “education in society”. The former takes education as

a social system or a social fact, analyzing its social structure or process.

The typical subfields are sociology of school, of class-room, and of

teachers
 “ Education is beautification of the inner
world and the outer world.”

“Every person has two educations, one which he receives from others,
and one, more important, which he gives to himself.” “The possibility of
the dream gives strength.” “It is great to do what you love but greater
with the great team.”
Thank you for your indulgence!!!

Ki o tsukete...
Education philosophies

My philosophy of education is that all children are

unique and must have a stimulating educational
environment where they can grow mentally,
emotionally, and socially. It is my desire to create this
type of atmosphere where students can meet their
full potential.
• How does the philosophy of education affects the teacher?

• The philosophy of education heavily focuses on understanding what

our students feel when being taught...

• By putting ourselves into the shoes of our students we can uncover

the benefits of multi sensory learning, the artifacts of teaching and
the impact of engagement.
Essentialism
• Educational essentialism is an educational philosophy whose
adherents believe that children should learn the traditional basic
subjects thoroughly. In this philosophical school of thought, the aim is
to instill students with the "essentials" of academic knowledge,
enacting a back-to-basics approach.

• An example of essentialism would be lecture based introduction

classes taught at universities. Students sit and take notes in a
classroom which holds over one hundred students. They take
introductory level courses in order to introduce them to the content.
Perrenialism
• The focus of education should be the ideas that have lasted over
centuries. They believe the ideas are as relevant and meaningful today
as when they were written. They recommend that students learn from
reading and analyzing the works by history's finest thinkers and writers

• Perennialist teachers support students to participate in the Great

Conversation, which is a dialogue that takes place within classical works
and that transcends time. For example, Shakespeare's Macbeth teaches
us about the dangers of ambition and corruption in the government
Progressivism
• Progressivism is a student centered philosophy that believes that
ideas should be tested by experimentation, and learning comes from
finding answers from questions.

• In a progressivist school, students are actively learning. The students

interact with one another and develop social qualities such as
cooperation and tolerance for different points of view. In addition,
students solve problems in the classroom similar to those they will
encounter in their everyday lives.
Social Reconstructionism

• Social reconstructionism is a philosophy that emphasizes the addressing of

social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education.

• Students individually select their objectives and social priorities and then,
with guidance from the teacher, create a plan of action to make the
change happen. For example, a class may read an article on texting while
driving and watch a documentary on the need for awareness in school
systems.
Constructivism
• Constructivism is the theory that says learners construct knowledge
rather than just passively take in information. As people experience the
world and reflect upon those experiences, they build their own
representations and incorporate new information into their pre-existing
knowledge (schemas).

• Constructivist classrooms focus on student questions and interests, they

build on what students already know, they focus on interactive learning
and are student-centered, teachers have a dialogue with students to
help them construct their own knowledge, they root in negotiation, and
students work primarily in groups
Conservativism
• Conservatism is a cultural, social, and political philosophy that seeks
to promote and to preserve traditional institutions, customs, and
values. The central tenets of conservativism may vary in relation to
the culture and civilization in which it appears.
• The fundamental idea being that all children receive an equal
educational opportunity in order for them to develop their skills and
capabilities
7 Core Principles of Conservativism

• Individual Freedom.
• Limited Government.
• The Rule of Law. ...
• Peace through Strength. ...
• Fiscal Responsibility. ...
• Free Markets. ...
• Human Dignity.
Behaviorism

• Behaviourist pedagogy, or behaviourism, looks at the observable

actions of students and assesses whether they are learning as
effectively as possible. The central belief of a behaviourist is that
students learn through reinforcement - constant feedback that tells
them whether what they are doing is right or wrong.

• An example of behaviorism is when teachers reward their class or

certain students with a party or special treat at the end of the week for
good behavior throughout the week. The same concept is used with
punishments. The teacher can take away certain privileges if the
student misbehaves.
Humanism
• Humanistic teachers believe that students will be motivated to learn a
subject if it's something they need and want to know. The goal of
education should be to foster students' desire to learn and teach
them how to learn. Students should be self-motivated in their studies
and desire to learn on their own.

• Teachers can help students set learning goals at the beginning of the
year, and then help design pathways for students to reach their goals.
Students are in charge of their learning, and teachers can help steer
them in the right direction.
Legal Issues in Education
• Data Privacy Act of 2012
• Civil Cases
• Criminal Cases

• Research on a particular civil or criminal case on education, discuss it

simply and explain its implication to the teachers.
Salamat po!
Data Privacy Act of 2012
• Republic Act No. 10173, also known as the Data Privacy Act of 2012
(DPA), aims to protect personal data in information and
communications systems both in the government and the private
sector. The DPA created the National Privacy Commission (NPC) which
is tasked to monitor its implementation.
• In education, The Data Privacy Act (DPA) of 2012 requires all
organizations processing personal data to put in place “organizational,
technical and physical security measures” to protect the personal data
that they process, and to inform the data subjects of the hows and
whys of that process.
What are a teacher's ethical responsibilities
around student data privacy?
• Teachers are responsible for holding every student's data in
confidence and sharing it only with necessary parties such as parents,
other teachers, and administrators. Finally, teachers can keep student
data both private and confidential by establishing clear security
practices in their classrooms.
 Principles for the Protection of Student Privacy

• Transparency – According to this principle, parents must be notified if their child’s data is
leaked or exposed to any person or organization outside the school system. Each student
data disclosure should be properly labeled and announced.
• No Commercial Uses – This principle ensures that the student’s data cannot be sold in
any way or used for marketing purposes. The students must not receive any advertising
or targeted ads based on the data revealed to the educational facility.
• Security Protection – Educational facilities must implement security protocols to ensure
full encryption of all personal data as the minimum measure. These protection protocols
must prioritize students’ personal data and passwords.
• Parental Rights – The students’ parents must be allowed to see the school’s data
collected from their child. They also must have the right to delete it at any time or opt-
out of further data collection.
• Enforcement – Lastly, there should be laws that specify fines for schools and educational
facilities that fail to protect student’s data.
 School records that should be protected
• Date and place of birth, parent(s) and/or guardian addresses, and
where parents can be contacted in emergencies
• Grades, test scores, courses taken, academic specializations and
activities, and official letters regarding a student's status in school;
• Special education records like SF 9 and SF 10
• Disciplinary records. Journals , etc.
Criminal CASES in Education
• The most commonly reported criminal offenses on campuses in 2021
included burglaries, rape, motor vehicle thefts, and unwanted
touching or fondling.
• Drug Abuse and Trafficking. Drug abuse and trafficking involve the
illegal possession, distribution, and sale of drugs .
• Assault. Assault is a violent crime that involves intentional or reckless
bodily harm to another person. ...
Civil Cases in Education
• A civil case happens when one person, business, or agency sues
another one because of a dispute between them, usually involving
money. If someone loses a civil case, they may be ordered to pay the
other side money or to give up property, but they will not go to jail
just for losing the case.
• Example: Schools and universities were typically the defendants in
these actions. Usually schools were being sued over the alleged
violation of the civil rights of their students, although some civil rights
challenges also were brought by employees. Occasionally schools
brought suit as plaintiffs to challenge policies or practices involving
civil rights matters.