THE NATURE AND SCOPE OF PHILOSOPHY OF - Further develop discipline

EDUCATION - Utilize pupil through instruction

- Change in the school would be perceived as a
Philosophy of Education
natural evolution toward perfection of order.
- is a system of rationally supported assumptions and
Role of Teachers
beliefs about education.
- help realize that they can enter into the meaning
Philosophy of their experiences
- Help develop initiative and ability to control the
- Came from the Greek word “philo” meaning LOVE experiences.
and “sophia” meaning KNOWLEDGE.
IDEALISM
HISTORY OF PHILOSOPHY
- Believes in the importance of mind, soul or
FOUR AREAS OF PHILOSOPHY spirit.
- Metaphysics - Truth is to be found in consistency of ideas
- Epistemology - Goodness is an ideal state, something to strive
- Logic for.
- Axiology
Nature of Idealism
Two Divisions of Axiology - One of the oldest schools of thoughts with its
1. Ethics origin traced back to Plato’s ideas.
2. Aesthetics - Stresses the mental, moral and spiritual nature of
Realism – Believes in the world as it is an individual and his universe.
- Advocates that education is both a basic need
Nature of Realism and a basic right of man
- Advocates that values are dependent upon the Assumption
attitudes of the sentiment beings experiencing - God is the absolute ideal and all positive values
them. are fully realized and enjoyed through him.
- Believe that investigating and reasoning are - Every individual is born good, and is capable to
important in any effective adjustment to the real sense, perceive, and think.
world in the control of experiences. - The self has all the freedom for self-
determination.
Assumption
- One’s perception of the world is rooted in his
- The primary qualities of experience exist in the existence.
physical world. - Values depend on how individual person pass
- Mind is like a mirror receiving images from the and enjoy them in their experiences.
physical world - Social values are realized when an individual
- The mind of a child at birth is similar to a blank recognizes that he is a part of the total society.
of sheet of paper upon which the world proceeds
Educational Aim
to write its impressions.
- To develop the individual spiritually, mentally
Educational Aim and morally.

- Gives direction and form to individual’s basic Curriculum Emphasis

potentialities Subject Matter of the mind
- Determines the direction of the individual’s 1. Literature
inherited tendencies. 2. History
- 4 principal needs of an individual: 3. Philosophy
1. Aptitude needs 4. Religion
2. self-determination needs 5. Mathematics
3. self-realization needs 6. Arts
4. self-integration needs
Teaching methods
Teaching methods
1. Lecture – discussion Method
Scientific methods:
2. Excursion
Steps:
3. Question Method
1. Defining problems
4. Project Method
2. Observing factors related to problem
3. Hypothesizing Character Development
4. Testing the hypothesis - Imitating examples of heroes
Character Development Role of School
- Training in rules of conduct
- An agency of the society
Role of School - Thinking institution
Role of Teachers - Encourages and offers suggestions, questions
and help in planning.
- Chief source of inspiration
- Curriculum planner
- Creator of educational environment
Role of School
Pragmatism/Experimentalism
- A miniature society
Pragmatism is primarily an American philosophy. - Gives child balance and genuine experience in
Basically, this concerns with the method of reflective preparation for democratic living.
thinking. - Place where are tested, implemented and
restructured.
Experimentalism believes that things are constantly
changing. It is based on the view that reality is what you PERENNIALISM
experience.
- Most conservative, traditional or flexible
Nature philosophy.
- Education should focus on developing
- Encourages people to find processes that work rationality.
in order to attain desired goals. - It is largely a product of Aristotle’s rationalism
- The doctrine that practical consequences are the and its subsequent treatment by Thomas
criteria of knowledge, meaning and value. Aquinas.
- Conservative
NATURE
Assumption - Views truth as constant and universal.
- The world is uncertain and incomplete. It allows - Education is good if it enables the student to
a room for improvement. acquire knowledge of unchanging principles.
- Past is a potential instrumentality for dealing - Great ideas have the potential to solve problem
with the future. in any area.
- Experience is not primarily an affair in knowing ASSUMPTION
but is incidental in the process of acting, doing - Education should promote continuing search for
and living. truth.
- Sensation is not merely a gateway but the - Education should cultivate human’s rational
avenue of active relation with the world. mind.
Educational Aim - Education should stimulate humans to think
critically and thoughtfully.
- For social efficiency
- Train the students to actively quest for EDUCATIONAL AIM
information and production of new ideas needed - To develop power of thought, internalize truths
to adjust to an ever-changing society. that are universal and constant.
Curricular Emphasis CURRICULAR EMPHASIS
- Creation of new social order. - Great ideas or universal principles.
- Integrated and based on the problem of the - Focused on arts and sciences and areas such as
society History, Language, Mathematics, Science,
- Subject are interdisciplinary Logic, Literature and Humanities.
- Academic and vocational disciplines
TEACHING METHODS
Teaching Methods
- Subject-centered
- Experimental methods - Methods of disciplining the mind through
Other methods: reading and discussion
1. Creative and constructive projects CHARACTER DEVELOPMENT
2. Fieldtrips
3. Laboratory work - Develop the intellect of all learners and prepare
4. Library work them for life.
- Activity-centered
ROLE OF TEACHERS
- Pupil-centered
- Opportunity to practice democratic ideals - A known master of discipline ROLE OF
SCHOOL
Character Development
- Produce intellectually elite individuals to
- Making group decisions in light of
become intellectual.
consequences.
PROGRESSIVISM
Role of Teachers
- Keeps order in the class
- Facilitates group work
 - Emphasizes the concept of progress which - Offers individuals a way of thinking about the
asserts that human being are capable of meaning of life.
improving and perfecting their environment
ASSUMPTION
NATURE
- Existence precedes essence
- Exactly opposite of Perennialism
CURRICULAR EMPHASIS
- Stresses the child`s needs and therefore child-
centered. - Subject centered
- Literature
ASSUMPTION
- History
- The curriculum should be derived from the - Arts for Aesthetic expression
needs and interests of the student. - Humanities for ethical values
- Effective methods of teaching must consider
TEACHING METHODS
interests and needs of the student
- Effective teacher provide experiences that will - Inquiry Approach
make the student active than passive. - Question Answer Method
- Effective education is one that provides the
learners with a future better than the past. CHARACTER DEVELOPMENT

EDUCATIONAL AIM - Individual responsibility for decisions and

preferences
- To provide the pupil the necessary skills to be
able to interact with his ever-changing ROLE OF TEACHERS
environment. - Good provider of experience
CURRICULAR EMPHASIS - Effective questioner
- Mental disciplinarian
- Activity and experienced centered on life
functions.
ROLE OF SCHOOL
- Create an atmosphere for active interaction
- Plan better solutions to their everyday problems
TEACHING METHOD - Discuss the different situations based by an
individual
- Cooperative Learning Strategies
- Reflective Strategies RECONSTRUCTIONALISM
- Problem Solving Strategies
- The belief that m a significant degree plan and
CHARACTER DEVELOPMENT control his society ,that in a democratic society
this should be done in the public interest, and
- Improvement and reform in the human condition
that the school have a significant part to play in
ROLE OF TEACHERS the process.
- Act as resource person Nature
- Guide or facilitate
- Social change
- Teaches student how to learn and become active
- Schools should have initiative in reconstructing
problem solvers
the present social order.
ROLE OF SCHOOL - Believes that educational philosophies are based
on one’s culture.
- Develop personal and social values
- Set up a classroom environment along the lines Assumption
of democracy
- We live in a period of great crisis, as is most
EXISTENTIALISM evident in the fact that humans now have the
capability of destroying civilization overnight.
- Existentialist sees the world as a personal
- Mankind has the intellectual technological and
subjectivity, where goodness, truth and reality
moral potential to create a world civilization of
are individually defined.
abundance, health and human capacity.
- believes that things are constantly changing. It is
based on the view that reality is what you Educational Aim
experience.
- Education enlivens the student awareness of
NATURE different societal problems.
- Education based on the quest for a better society.
- Focuses on the experiences of the individuals
Curricular Emphasis
 - Stresses learning that enables the individual to
live in a global milieu
- Controversial national and international issues.
- Emphasis on social sciences and social research
methods; examination of social economics and
political problems; focus on present and future
trends.
Teaching Methods
- Community-based projects
- Problem-oriented method
Character Development
LEGAL BASES OF PHILIPPINE EDUCATION
- Provide vision for better world
THE 1987 PHILIPPINE CONSTITUTION
- Article XIV of the 1987 Constitution
Role of Teachers - The Department of Education, Culture and
- Lead the young in designing programs for Sports (DECS)
social, educational, practical and economic - It pursues the mandate embodied in the
change. Constitution as follows:
“The state shall protect and promote the right of
Role of School all citizens to quality education at all levels and
shall take appropriate steps to take such
- Primary agent of social change
education accessible to all.” (Article XIV section
- Critical examination of cultural heritage
1)
- Center of controversy where students discuss
controversial issues, political and educational Article XIV, section 2 stipulates:
- The establishment and maintenance of a
complete, adequate, integrated system of
education relevant to the needs of the people and
society
- Free and compulsory public elementary
education
- Free secondary education
- Scholarship grants and incentives
- Non-formal, informal and indigenous learning
systems
- Inclusion of the study of constitution,
inculcation of patriotism, and nationalism, love
of humanity, respect for human rights,
appreciation of the role of national heroes in the
historical development of the country, teach the
duties of citizenship, etc. in the curriculum
VIII Article 194
- Right to education comes from national nature.
Every child is entitled to be educated by his
family, by the state and by the church.
- Support of children as defined by the 1988
Family code that includes schooling or training.
EDUCATION ACT OF 1982 (BATAS PAMBANSA
BLG. 232)
Goal
The Act provides that the basic policy of the States is to
establish and maintain a complete adequate, and
integrated system of education relevant to the goals of
national development as follows:
1. Achieve and maintain an accelerating rate of
economic development and social progress;
 2. Assure the maximum participation of all people ✓ Right to the issuance of official certificates,
in the attainment and enjoyment of such growth, diplomas, transcript of records, grades, transfer
and credentials, and other similar documents within
3. Achieve and strengthen national unity and thirty days from request
consciousness and preserve, develop and ✓ Right to publish a school newspaper
promote desirable cultural, moral and spiritual
✓ Right to free expression of opinions and
values in a changing world
suggestions and to effective channels of
Aims communication
✓ Right to form, establish and join organizations
1. Provide for a broad general education
✓ Right to be free from involuntary
1.1. attain his potentials
contributions, except those approved by their
1.2. enhance the range and quality of individual and
own organizations or societies
group participation
2.) Duties
1.3. acquire essential education foundation
2. Train the manpower in the middle-level skills ✓ Duty to exert his utmost to develop his
3. Develop the professions that will provide potentialities
leadership for the nation ✓ Duty to uphold the academic integrity of the
4. Respond effectively to changing need and school
conditions of the nations ✓ Duty to promote and maintain the peace and
tranquility of the school
Rights and Duties of Parents in the Education of
✓ Duty to participate actively in civic affairs,
Children (Section 8)
and in the promotion of general welfare
1.) Rights ✓ Duty to exercise his rights responsibly
Right to organize themselves and/or with
teachers for the purpose of providing a forum for EXECUTIVE ORDER NO. 117, s. 1987
the discussion of matters relating to the total (REORGANIZATION OF DECS)
school program, and for ensuring the full The Department shall be primarily responsible for the
cooperation of parents and teachers in the formulation, planning, implementation, and coordination
formulation of efficient implementation of such of the policies, plans, and projects in the areas of formal
programs. and non-formal education at all levels: elementary,
Right to access to any official record directly secondary, higher, technical-vocational, non-formal,
relating to the children who are under their sports and culture; supervise all educational institution,
parental responsibility. both public and private: provide for the establishment
2.) Duties and maintenance of a complete, adequate, and integrated
✓ Duty to help carry out the educational system of education relevant to the goals of the national
objectives in accordance with national goals development.
✓ Duty to enable their children to obtain
elementary education and shall strive to enable With the passage of RA 7722 creating the Commission
to obtain secondary and higher education in the on Higher Education (CHED) and RA 7796 creating
pursuance of the right formation of the youth Technical Education and Skills Development Authority
(TESDA), the function and responsibilities of the Bureau
✓ Duty to cooperate with the school in the
of Higher Education and Technical and Vocational
implementation of the school program
Education were transferred these two entities. The
Rights and Duties of Students CHED and TESDA are independent and separate entities
from the DECS.
1.) Rights
✓ Right to receive, primarily through competent
instruction, relevant quality education in the line COMMISSION ON HIGHER EDUCATION
with national development goals and conductive (CHED)
to their full development as persons with human
dignity In 1994, the Commission on Higher Education (CHED)
✓ Right to freely choose their field of study was created to govern mainly the higher education or
subject to existing course therein up to otherwise known as the tertiary education.
graduation, except in cases of academic - Coverage
deficiency, or violation of disciplinary - Mission
regulations - Main goal or mission
✓ Right to school guidance and counseling - Higher Modernization Act of 1977
services - Corporation Code of the Philippines
✓ Right of access to his own school records, the
confidentiality of which the school shall REPUBLIC ACT 4670 – MAGNA CARTA FOR
maintain and preserve PUBLIC SCHOOL TEACHERS
Magna Carta - was enacted on June 18, 1966
 - Teachers’ requirement for teaching Section 5. It shall be the responsibility of every
- Maximum 6 hours of teaching load teacher to seek correctives for what may appear to
- 1 year study leave (sabbatical leave) be an unprofessional and unethical conduct of any
- Health and Injury benefit through GSIS associate.
- Leave and Retirement Benefit
Section 7. A teacher may apply for vacant position
- Teacher’s freedom for organization
for which he is qualified, provided further, that all
CODE OF ETHICS FOR PROFESSIONAL qualified candidates are given the opportunity to be
TEACHERS considered.
Introduction PHILIPPINE EDUCATIONAL PRACTICES
AND OTHER LEGAL BASES OF EDUCATION
Teachers are duly licensed professional who possess
dignity and regulation with high moral values as well as - Act No. 74 (January 1, 1901)
technical and professional competence. - RA 416 (June 18, 1949)
- RA 7168 (December 26,1991)
Article I “Scope and Limitation”
- Commonwealth Act No. 1
- all educational institutions shall offer quality - Commonwealth Act No. 586
education for all Filipino citizens - RA 6655
- this code covers all public and private teachers - DECS ORDER No. 38 s. 1994
in all educational institution. - DECS ORDER No. 25
- DECS ORDER No. 107 s. 1989
Article II “The Teacher and the State” - RA 5462
- the schools are of the future citizens of the state - PD 603
- teacher and other school officials shall promote - RA 5250 (1966)
policies in the state - PD 1480
- teacher shall possess and actualize full devotion - RA 5698
to his duty - RA 7686
- teacher shall not engage in any other political or - RA 7687
religious interest - Commonwealth Act No. 80
- he or she shall not directly or indirectly collect, - PD 1139
solicit and require money or any other valuable - Act No. 2706
material for any person for such purposes - MECS Order No. 84
- PD No. 1006
Article III “The Teacher and the Community” - September 22, 1976 And made effective on
January 12, 1977
- shall provide the best service to such learning
- Commonwealth Act 587
and growth
- B.P. 232 Section 64  RA No. 4670
- shall provide leadership and initiative to actively
- PD No. 146
participate in community movement
- MECS Order No. 31 Series 1981 (Revised
- shall behave with honor and dignity at all times
Oreder: DECS Order No. 49 series 1992)
- shall help the school to keep people in the
- MECS Order No. 44 series 1983
community informed and accomplished school
- RA 7722
as well as its needs and problem
- RA 7731
Article IV “The Teacher and the Profession” - RA 7743
- RA 7796
- shall uphold the highest possible standard of - RA 7791
quality education - RA 1265
- shall improve his efficiency, enhance the - RA 7836
prestige of the profession and strengthen his - RA 9155
competence, virtue and productivity in order to
be nationally and internationally competitive
Article V “The Teacher and the Teaching
Community”
Section 2. A teacher is not entitled to claim credit
for work not of his won
Section 4. A teacher shall hold inviolate all
confidential information concerning associates and
the school, and shall not divulge to anyone
documents which have not yet been officially
released, or removed records from the files without
official permission.
 - Megalithic structure (Rice Terraces in Ifugao)
- Government (Barangay)
- Laws (Code of Kalintaw)
- Warfare (Baranggay VS Baranggay)
EDUCATION DURING SPANISH ERA
EDUCATIONAL AIM
The Royal decree 0f 1555 (8)
- Indoctrination of Christianity
- Imposition of Spanish Culture
- Promotion of Spanish language
AGENCIES OR CONTENTS STUDIED /
TRAINING
- Focused on CHRISTIAN DOCTRINE (simple
cathechism)
- Three and a half century before Spanish
government set up a school system
- Other subjects such as arithmetic, music, and
arts and trades
- Rise of Parochial schools started in Cebu in
1565 (by Augustinians)
- The Parochial school concept was introduced
(by Augustinians, Franciscans, Dominicans, and
Jesuits)
- VISITAS (refers to first Parochial schools)
- Parochial school was established in the 19th
History of the Philippine Educational System Century
- Academic institutions were established
EDUCATIONAL AIM - Secondary Schools established such as 9
- For survival and conformity Colegios (for boys) and 10 Beaterio (for girls)
- For enculturation (1-2) - FIRST COLEGIO – 11 Colegio de San Ignacio
(by Jesuits, 1589, Manila)
TRAINING - Cologio de Santo Rosario 12 next bacame
- Theoretical, moral and spiritual awakening Colegio de Santo Tomas then Pontificial
- Domestic chores and practical / occupational University of Santo Tomas
skills - Beaterio de Santa Isabel - (1632) oldest
existing school for girls
TEACHING METHODS - Beaterio de Santa Potenciana – (1594) 13 first
beaterio for girls.
- Demonstration method
- Institutions established for higher learning -
- Observation and imitation
provide church with centers of learning and the
- Indoctrination
state with much needed judges and lawyers.
TEACHING CONTENTS
TEACHING METHODS
- Broad, indefinite, and unwritten
- Memorization
- Unstructured or incidental
- Moro-moro, cenaculo, and other theatrical
- (3-7)
performances
EVIDENCES THAT FILIPINO HAD AN - Dictation
ELABORATE CIVILIZATION PRIOR TO
THE MEDIA OF INSTRUCTION
WESTERN CONTACTS
- Spanish
- Effective Technology (Ceramic Industry –
- Latin
400BC)
- Predictive Sciences (Preserved mummies in TYPES OF EDUCATION
Central Cordillera Mountains)
- Art and Religion (Petroglyphs – in Angono) - Subject centered
- Foreign Trade (Full scale trading during Tang - Teacher-dominated
dynasty in 9th Century AD) - Authoritarianism
- Big Population center (20,000 population in - Imposition of severe discipline
Manila) OUTSTANDING CONTRIBUTION
 - Royal Decree of 1863 - Upliftment of - Guidance and consultancy
Philippine education (EDUCATION ACT 1863
LEGAL MANDATE
BY MINISTER JOSE DELA CONCHA)
- Attempt of the Spanish to establsih an overall - Treaty of Paris (1898)
public schools system.
- Normal school attached to Escuela 17 Put an abrupt end to the newly born republic.
- Complete system of education
- Free system of education
- Reorganization of school curriculum “BENEVOLENT POLICY OF ASSIMILATION”
- Breaking 3 Century of church domination by
- America assumes full control and administration
letting the government handle the supervision
of the Philippine Affairs.
and control of school.
- the study of newly acquired territory.
SCHURMAN COMISSION
- the study of newly acquired territory
Taft Commission (1900)
LINGUISTICS
- Organize civil government
- Produce first grammars and dictionary
(March 1900) Office of Superintendent of Public
- “ Arte y Regala de Lengua Tagala “ (Francisco
Instruction was created
Blancas de San Jose 1610, Printed: Tomas
PinPin) Captain Albert Todd – general superintendent of
- “Arte y Vocabulario de Lengua Tagala” (Juan schools
Quinones, 1581)
Educational Act of 1901 (Act No. 74 of the Philippine
EDUCATION DURING THE AMERICAN ERA Commission
EDUCATIONAL AIM - Establish a department of Public Instruction to
oversee the operation of public schools.
- promote democratic ideals and way of life
A. SECTIONS 1 to 13 – were meant to
AGENCIES AND CONTENTS STUDIED establish a highly centralized system
B. SECTION 14 to 15 – importation of the
- Aguinaldo’s Republic under Revolutionary American teachers
Government. C. SECTION 16 – separation of church and
- The schools maintained ny spain for more than state
three centuries were closed and reopened on D. SECTION 17- created Philippine National
August 29,1898 by Secretary of the Interior. school now Philippine Normal University
- The Burgos Institute in Malolos and the Literary
University of The Philippines were established. - The Department of Public Instruction set up
- MALOLOS CONSTITUTION -establish system three level school system.
of free and compulsory elementary education.
- Public and secular (manned by chaplains, US FIRST LEVEL – four-year primary and three-year
military officers, and Thomasites) – where intermediate (seven-year elementary school) 16
training was done.
SECOND LEVEL – four-year high school
- University of the Philippines was founded
(1908) THIRD LEVEL – two-year junior college and later
a four-year program
SUBJECTS FOR STUDY
(1925) Monroe Survey Commission
- Philippine Education was highly influence by
the Philosophy of John Dewey (16) - Headed by Paul Monroe
- Evaluate the entire school system the American
TEACHING METHOD
set up
- Democratic way of teaching
Act No. 3162 and 3196 Recommended:
OUTSTANDING CONTRIBUTIONS OF
- Educational Reforms
AMERICAN TO PHILIPPINE EDUCATION
- Evaluation of teaching and learning
- Religious freedom was enforced - 1927 the American Director of the Bureau of
- Development of the intelligence, right attitudes Education spelled out these aims of education:
and habits of children who were to become - Training for self-government
citizens of the future were emphasized. - Provision of English as common language
- Citizens for adults become important
- Emphasis in Democratic ideal
EDUCATION DURING THE COMMONWEALTH
PERIOD (1935-1942)
FUNDAMENTAL AIMS OF EDUACTION IN THE
1935 CONSTITUTIONS: 18
- Develop moral character, personal discipline,
civic conscience, and vocational efficiency.
- To teach the duties of citizenship
AGENCY AND CONTENT TO STUDY
PUBLIC AND PRIVATE SCHOOLS (SECTARIAN
AND NON-SECTARIAN)
- training was done
Curricular emphasis
- Character education
- Citizenship training
LEGAL MANDATE
EXECUTIVE ORDER NO. 17
- By Pres. Manuel Quezon –
- Known as “Quezon Code of Ethics”
- Foundation of the emerging philosophy of
Philippine Education
EXECUTIVE ORDER NO. 134 (1936)
- By Pres. Quezon 19 -Tagalog as National
language
EXECUTIVE ORDER NO. 263 IN 1940
- Required the teaching of Filipino language in
the senior year of all high schools and in all
years in the school.
EDUCATION ACT OF 1940 (C.A 586)
- Approved: August 7, 1940
- Reduction of the 7-year elementary course to 6
years
- Fixing the school entrance age at 7 years
- Compulsory attendance of primary children
enrolled in grade 1
- National support for elementary education
- Adoption of double-single sessions in the
primary grade with one teacher one class
assignment of intermediate teachers.
EDUCATION DURING THE JAPANESE ERA (1943-
1945)