PAMANTASAN NG LUNGSOD NG

VALENZUELA
COLLEGE OF EDUCATION
Department of Professional Education

A MODULE EDUC 2- The Teaching

Profession
for

Prepared by:

Nelda Gene C. Mariano Ph. D

Faculty

Approved by:

Yolanda G. Gadon Ed.D

VPAA

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 FOREWORD

Nowadays, there is increasingly powerful evidence that teachers play a crucial role in providing a
child-centered, quality, inclusive education that will prepare each child/student to the best of
his/her potential for life and work in modern society which is the goal of education. Likewise,
there are various definitions of education but perhaps a generic definition is, education is
changed for the better. The ultimate goal of education therefore, is to change man to become
better mentally, physically, socially and emotionally.

Education as a process of imparting and acquiring general knowledge and of developing the
skills of reasoning and sound judgment should be supported with tested principles, axioms,
doctrines and fundamental laws that constitute as the foundation which are the pillars of our
present educational system. Thus, it is necessary for teachers to be equipped with essential
knowledge to understand the foundations of education and how these have changed or affected
the delivery of quality education at the present time.

It is hoped that through this course, future teachers will develop awareness and interest in
developing questions and getting the answers on how education had progressed since its
beginning and what could be done to enhance learning in twenty- first century.

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 Introduction
Welcome to this module on The Teaching Profession.

This module is about a foundation course on the historical-philosophical, political-economic, and

legal bases of the teaching profession within the context of the Philippine Professional Standards
for Teachers

The purpose of this course is to help Student Teachers recognize the worth of the foundations of
education, and examine their role and significance in the whole process of education. Student
Teachers will develop a comprehensive understanding of the various, philosophical, historical,
political, legal, and economic perspectives that have influenced education. These contexts are
essentially basic ways of the formal processes of education.

The course will educate Student Teachers about the influence of social forces, such as politics,
social structure, culture, history, and economics, on the selection of content, the methods of
teaching, and the aims of education. Likewise, students will examine the classical and
contemporary philosophical perspectives on education, the significance of societal culture and its
social structure in education. Ultimately, at the end of this module students will understand the
value and worth of these important perspectives or disciplines and their influences on framing
the perspective of education.

This module includes a short discussion and written exercises which are centered on the
following topics:‘

Module 1: Understanding the Teaching Profession

Chapter 1- Motivation, preparation, and conditions for the entering teacher in

relation with the 20th and 21st century educational trends

Module 2: Historical Foundations of Education

Chapter 2 – Historical Roots of Education

Chapter 3 - Pioneers of modern teaching

Chapter 4 - Historical development of Philippine education

Module 3: Philosophical roots of education

Module 4: Theoretical perspectives in education

Module 5: Political and economic foundations of education

Module 6: Educational Laws and Articles of Philippine Constitution

- An overview of the relevant laws for teachers
- The code of ethics of professional teachers (resolution no. 435,
series of 1997)
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 - The Philippine professional standards for teachers (PPST)

Specifically, upon successful completion of this course, students will be able to:

1. Demonstrate a principled understanding of how the profession relates to and traces its
beginnings from the historical, philosophical, political, economic, and legal foundations
of education
2. Examine critically the teachers‘ roles and tasks as active initiators of change and
subscribe to the highest ethical standards of the profession
3. Act upon situations involving the learners and other people with moral judgment as
teachers fulfill their duties and responsibilities
4. Examine how the Philippine Professional Standards for Teachers:
• sets clear expectations of teachers along well-defined career stages of professional
development from beginning to distinguished practice
• engages teachers to embrace ongoing professional learning for their professional
development to enhance their own teaching
• provides a framework of uniform measures to assess teacher performance
• provides a basis for building public confidence in and support for the work of
teachers

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 TABLE OF CONTENTS

Cover page ---------------------------------------------------------------------- 1

Foreword ---------------------------------------------------------------------- 2
Introduction ------------------------------------------------------------------------ 3

Table of contents ----------------------------------------------------------------------- 5

Pre- assessment ----------------------------------------------------------------------- 6

Expectation of the course ----------------------------------------------------------------------- 7

MODULE 1: Understanding the Teaching Profession --------------------------------------- 8-14

MODULE 2: Historical Foundations of Education

Chapter 2 – Historical Roots of Education -------------------------------------- 15-25

Chapter 3 - Pioneers of modern teaching -------------------------------------- 26-38

Chapter 4 - Historical development of Philippine education ------------------------- 39-48

MODULE 3: Philosophical roots of education -------------------------------------- 49-57

MODULE 4: Theoretical perspectives in education -------------------------------------- 58-69

MODULE 5: Political and economic foundations of education ------------------------------ 70-81

MODULE 6: Educational Laws and Articles of Philippine Constitution

- An overview of the relevant laws for teachers ----------------------------- 82-87

- The code of ethics of professional teachers (resolution no. 435, series of 1997) ----88-89

- The Philippine professional standards for teachers (PPST) ----------------------------90-92

REFERENCES -------------------------------------------------------------------------- 93

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 PRESASSESSMENT

Hello! This pre-assessment exercise is to find out how aware

you are of the different disciplines as well as perspectives
that explain the foundations of education and how these have
influenced the changes in education in the present time.
Answer each question according to your own understanding
and appreciation about the meaning of education.

1. How do you understand the Teaching Profession in terms of its development and
teaching conditions?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. How does history affect the educational opportunities of the present?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3. How do you understand the concept of Pioneers of Education and what are their
contributions to the educational development?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

4. What theory of education influenced your own philosophy of education? Explain your
thoughts.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

5. Are Educational Laws important in the Philippine Educational System? Discuss some
laws and article that are familiar to you.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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 ________________________________________________________________________

MY EXPECTATIONS OF THIS COURSE

With the topics that were enumerated at the beginning of this module, write a narration of your
expected learning from this course.

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 MODULE 1

Understanding the Teaching Profession

Chapter 1: Motivation, preparation, and conditions for the entering teacher in relation with the
20th and 21st century educational trends

This chapter will examine several topics regarding teaching profession including motivations for
becoming a teacher in the 21st, career preparation, and efforts to improve the teaching work force
in the present society and to give teachers more information that are needed in decision-making
in the future.

Essential Question: How does one understand the teaching profession in relation with the 20 th
and 21st century educational trends?

Objectives: at the end of the module, students will be able to:

1. Recognize motivational factors and conditions for the entering teacher
2. Support teacher quality that is responsive to the changing needs of the society as
teacher quality relates with the 20th and 21st century educational trends

Choosing a Career in Teaching

Activity 1 (opening question): What are your reasons for choosing teaching as your future
profession? Write your answers in your journal.

Reading 1: Motivations for Choosing Teaching

We have many motives, both idealistic and practical, for choosing a career in teaching. Often, a
person‘s reasons for wanting to teach stem from his or her personal philosophy of education. If
you are thinking of entering the teaching profession, ask yourself why. Your motives may
include (1) love of children, (2) desire to impart knowledge, (3) interest in and excitement about
teaching, and (4) desire to perform a valuable service to society. Perhaps you hope for job
security, pension benefits, and relative ease in preparing for teaching compared with the training
required by some other professions. One study asked future teachers from a representative
sample of seventy-six schools and colleges of teacher education to state their reasons for
selecting the teaching profession. Ninety percent of the respondents cited ―helping children
grow and learn‖ as a reason. Next highest was ―seems to be a challenging field‖ (6 percent),
followed closely by ―like work conditions‖ (54 percent), ―inspired by favorite teachers‖ (53

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percent), and ―sense of vocation and honor of teaching‖ (52 percent). These reasons resembled
those cited in several other studies conducted during the past twenty years. Some of these studies
also concluded that admiration for one‘s elementary and secondary teachers is often important in
shaping decisions to become a teacher.

How Do You Define 21st-Century Learning?

Reading 2: A 21st CENTURY EDUCATION

A 21st century education is about giving students the skills they need to succeed in this new
world, and helping them grow the confidence to practice those skills. With so much information
readily available to them, 21st century skills focus more on making sense of that information,
sharing and using it in smart ways.

The coalition P21 (Partnership for 21st Century Learning) has identified four ‗Skills for Today‘:

• Creativity
• Critical thinking
• Communication
• Collaboration

These four themes are not to be understood as units or even subjects, but as themes that should
be overlaid across all curriculum mapping and strategic planning. They should be part of every
lesson in the same way as literacy and numeracy.

Creativity is about thinking through information in new ways, making new connections and
coming up with innovative solutions to problems. Critical thinking is about analysing
information and critiquing claims. Communication is understanding things well enough to share
them clearly with other people. Collaboration is about teamwork and the collective genius of a
group that is more than the sum of its parts.

There are other skills that are important, which fall within these four areas. Entrepreneurship can
be considered a skill of its own. Inquiry and problem solving are key. Emotional intelligence
(EQ) is one of the most important keys to successful work and relationships. The bottom line?
Education needs to be all about empowering students with transferable skills that will hold up to
a rapidly changing world, not prescribed content that has been chosen for its past relevance.

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Activity 2: complete the sentences by writing your own description of the nature of
education.
1. Education – a tripolar process
________________________________________________________________________
__________________________________________________________________

2. Education – purposeful process

________________________________________________________________________
__________________________________________________________________

3. Education – a continuous and life long process.

________________________________________________________________________
__________________________________________________________________

4. Education – a process of individual development.

________________________________________________________________________
__________________________________________________________________

5. Education – a process of individual adjustment

________________________________________________________________________
__________________________________________________________________

6. Education – a dynamic process.

________________________________________________________________________
__________________________________________________________________

7. Education – theoretical as well as practical in nature.

________________________________________________________________________
__________________________________________________________________

8. Education – a science as well as an art

________________________________________________________________________
__________________________________________________________________

Activity 3: Give situations inside or outside the classroom that will show the 4 C skills of a
teacher in the 21st century.

Communication

Collaboration

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Critical thinking

Creativity

What is the difference between 20th and 21st century classrooms?

20th Century Education is teacher-centered with a fragmented curriculum, students working in

isolation memorizing facts.
21st Century Education is student-centered with real-life, relevant, collaborative project-based
learning.

20th Century Classroom Qualities 21th Century Classroom Qualities

Time-based Outcome-based
Lessons focus on the lower level of Bloom‘s Learning is designed on upper levels of
Taxonomy – knowledge, comprehension and Blooms‘ – synthesis, analysis and evaluation
application. (and include lower levels as curriculum is
designed down from the top.)
Textbook-driven (content comes Research-driven (content comes from student
from textbooks) research)
Passive learning Active Learning
earners work in isolation – classroom within 4 Learners work collaboratively with classmates
walls and others around the world – the Global
Classroom
Teacher-centered: teacher is center of attention Student-centered: teacher is facilitator/coach
and provider of information
Little to no student freedom Great deal of student freedom
―Discipline problems" – educators do not No ―discipline problems‖ – students and
trust students and vice versa. No student teachers have mutually respectful relationship
motivation. as co-learners; students are highly motivated.
Fragmented curriculum Integrated and Interdisciplinary curriculum
Low expectations High expectations – ―If it isn‘t good it isn‘t
done.‖ We expect, and ensure, that all students
succeed in learning at high levels. Some may
go higher – we get out of their way to let them
do that.
Teacher is judge. No one else sees student Self, Peer and Other assessments. Public
work. audience, authentic assessments.
Curriculum/School is irrelevant Curriculum is connected to students‘ interests,
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 and meaningless to the students. experiences, talents and the real world.
Print is the primary vehicle of learning and Performances, projects and multiple forms of
assessment. media are used for learning and assessment
Diversity in students is ignored Curriculum and instruction address student
diversity
Literacy is the 3 R‘s – reading, writing and Multiple literacies of the 21st century – aligned
math to living and working in a globalized new
millennium.
Factory model, based upon the needs of Global model, based upon the needs of a
employers for the Industrial Age of the 19th globalized, high-tech society.
century. Scientific management.

Reading 3: Stories of Successful Teachers

“She Teaches With the End in Mind”

Julie Johnson has been teaching for many years and she has never had problems getting her
students to complete their assignments. How does she do it? We first met Julie more than 15
years ago as a kindergarten teacher. She now teaches third grade, but her strategy has remained
the same. Julie teaches with the end in mind.

She says, ―When I begin each new lesson, I decide exactly what it is I want my students to
know or be able to do.‖ If students know what they are expected to learn, the chances that the
students will learn increase. The role of a teacher is to uncover. The effective teacher uncovers
the lesson by telling the students up front what they are to accomplish.

Julie explains, ―I tell my students what they will be learning and how they will show me they
have learned it. Next I show them how to do it. We practice together. Then they practice on their
own.‖ Julie‘s key sentence: ―This way we all know exactly what we are learning and how we
will know when, and if, we have learned it.‖ The teacher knows what she is teaching, and the
students know what they are learning. The teacher and the students are moving toward the same
goal. That‘s when learning happens.

Teaching to Standards
In her third-grade classroom, as she did in her kindergarten classroom, Julie focuses on teaching
for learning and subject mastery. She uses effective strategies to deliver the instruction and to
achieve student results.

To do this, she starts with the state standards. Using the ―Minnesota State Standards in Math,‖
Julie aligns the standards with her district‘s adopted math textbook. This gives her the ability to
decide which math concepts need to be taught first and which concepts not to teach at all. Next,
Julie determines which chapters she will use and those she will not use based on the concept that
the textbook is not the curriculum; the concepts that she aligns to the state standards are her

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curriculum. She doesn‘t ―cover‖ the textbook. She teaches to a curriculum that is focused on
student learning.

Mastery of each concept is expected, but the document does not identify when those concepts are
introduced and reinforced.

A story of gratitude

The second story is the story of a teacher, Mrs. Lilia Diaz

Nanay Lilia, as her students fondly call her, has been a teacher for the past 70 years. She taught
at the St. Ignatius Academy in Culion, Palawan, a Jesuit-run private institution in the small
island. The choice to stay and teach in Culion was a difficult decision. For those of you who
don‘t know, Culion was once the largest leper colony in the world. It was called the ‗land of the
living dead.‘ Noong panahon ng mga Kastila at Amerikano, doon tinatapon lahat ng mga
ketongin. Kapag sinabi noon na galing kang Culion, pinandidirihan ka. Halos hindi tao ang
turing sa‘yo. (Lepers were sent to Culion during the Spanish and American periods. When
people know that you're from Culion, they abhor you. It's almost as if you're not treated as a
human being.) No teacher would choose to stay and teach the children. Hence, the life of the
people there became an endless cycle of poverty, pain, and helplessness. Nanay Lilia saw the
pain of the people.

Despite the low salary, and the stigma against the people on the island, Nanay Lila chose to stay
and teach in the school. Because of the difficulty in making ends meet, she put up a stall to sell
banana-cue and other snacks during weekends. In addition to her financial difficulties, her
neighbors would insult her. ―You‘re a teacher and you‘re selling banana-cue? Why are you
putting up with the difficulty? Why stay when you can teach in other schools with a higher
salary?‖ Nanay Lilia retired a few years ago but she cannot let go of teaching. Now, she goes to
isolated islands and teaches the illiterate natives, the Tagbanuas.

When I interviewed her, I asked her, ―Why did you stay? What did you hold on to?‖ I was
awestruck when she answered, ―I stayed because I wanted to help the people of Culion. I
wanted to help heal the people of the stigma they face every day. I wanted to see my students rise
above their difficulties.‖ In 2006, because of the hard work of people like Nanay Lilia, Culion
was declared leprosy-free.

The story of Nanay Lilia is the story of almost every teacher you‘ve ever had in your life. Her
story is the story of every teacher in the Philippines. Teaching is a very difficult profession. No
one gets financially rich from being a teacher. But teachers choose to teach because they want to
form the next generation of Filipinos. They are dedicating their hopes and their lives in their
students‘ future. They teach because they know that it is their role in shaping a better
community, a better Philippines.

The story of teachers is a story of gratitude. You will never reach your goals if you don‘t learn to
be grateful to those who have helped you along the way. Know that in your journey you are
never alone and your successes will never be yours alone, too.
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Activity 4: Writing a reflection paper

You have read the success stories of 2 teachers now write your realization about teaching based
from their stories.

Activity 5: JOURNAL WRITING.

A. Make your own comparison of your learning experiences between 20th century and
21st century learning.

B. What are the current trends in teacher education that you have observed?

C. Have your reasons for becoming a

teacher changed over time? If so, what
caused the change or changes? What might
be most likely to change your motivation in
the future?

D. What do you think are the challenges

of Philippine Education in the 21st century?
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 MODULE 2

Historical Foundations of Education

Chapter 2 – Historical Roots of Education

This chapter discusses educational origins and developments in education. Studying the
historical periods of education by looking back through time, we discover the origins of
contemporary educational institutions and methods of teaching and learning as well as the
contributions and influences of history, culture and social structure in the present educational
system.

Essential Question: How does one examine the historical rootedness of the teaching profession?

Objectives: at the end of the module, students will be able to:

1. Examine the influences of the different historical periods in the development
education
2. Explain how the different forces such a history, culture and social structure influenced
the development of education

Reading 1: Education in preliterate societies

Before the intervention of reading and writing , people lived in an environment in which they
struggled to survived against natural force, animal and other humans. To survive preliterate
people developed skill that are into cultural and educational pattern. For a particular group‘
culture to continue into the future, people had to transmit it, pass it on, from adult to children.
The earliest educational processes involved sharing information about gathering food and
providing shelter, making weapons and other tools; learning language ; and acquiring the value,
behavior, and religious rite and practice of a given culture .

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Through direct, informal education, parents, elders, and priests taught children the skills and
roles they would need as adults. These lessons eventually formed the moral codes that governed
behavior. Since they lived before the invention of writing, preliterate people used an oral
tradition, or storytelling, to pass on their culture and history from one generation to the next. By
using language, people learned to create and use symbols, words, or signs to express their ideas.
When these symbols grew into pictographs and letters, human beings created a written language
and made the great cultural leap to literacy.

Education In Ancient Africa And Asia

In ancient Egypt, which flourished from about 3000 BC to about

500 BC, priests in temple schools taught not only religion but also
the principles of writing, the sciences, mathematics, and
architecture. Similarly in India, priests conducted most of the
formal education. Beginning in about 1200 BC Indian priests taught
the principles of the Veda, the sacred texts of Hinduism, as well as
science, grammar, and philosophy. Formal education in China dates
to about 2000 BC, though it thrived particularly during the Eastern
Zhou Dynasty, from 770to 256 BC. The curriculum stressed philosophy, poetry, and religion, in
accord with the teachings of Confucius, Laozi (Lao-tzu), and other philosophers.

Education In Ancient Greece

Historians have looked to ancient Greece as one of the origins of Western formal education. The
Iliad and the Odyssey, epic poems attributed to Homer and written sometime in the 8th century
BC, created a cultural tradition that gave the Greeks a sense of group identity. In their dramatic
account of Greek struggles, Homer‘s epics served important educational purposes. The legendary
Greek warriors depicted in
Homer‘s work, such as Agamemnon, Odysseus, and Achilles, were heroes who served as models
for the young Greeks.

Ancient Greece was divided into small and often competing city-states, or poleis, such as Athens,
Sparta, and Thebes. Athens emphasized a humane and democratic society and education, but
only about one-third of the people in Athens were free citizens. Slaves and residents from other
countries or city-states made up the rest of the population. Only the sons of free citizens attended

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school. The Athenians believed a free man should have a liberal education in order to perform
his civic duties and for his own personal development. The education of women depended upon
the customs of the particular Greek city-state. In Athens, where women had no legal or economic
rights, most women did not attend school. Some girls, however, were educated at home by tutors.
Slaves and other noncitizens had either no formal education or very little. Sparta, the chief
political enemy of Athens, was a dictatorship that used education for military training and drill.
In contrast to Athens, Spartan girls received more schooling but it was almost exclusively
athletic training to prepare them to be healthy mothers of future Spartan soldiers.

In the 400s BC, the Sophists, a group of wandering teachers, began to teach in Athens. The
Sophists claimed that they could teach any subject or skill to anyone who wished to learn it.
They specialized in teaching grammar, logic, and rhetoric, subjects that eventually formed the
core of the liberal arts. The Sophists were more interested in preparing their students to argue
persuasively and win arguments than in teaching principles of truth and morality.

Unlike the Sophists, the Greek philosopher Socrates sought to discover and teach universal
principles of truth, beauty, and goodness. Socrates, who died in 399 BC, claimed that true
knowledge existed within everyone and needed to be brought to consciousness. His educational
method, called the Socratic method, consisted of asking probing questions that forced his
students to think deeply about the meaning of life, truth, and justice.
In 387 BC Plato, who had studied under Socrates, established a school in Athens called the
Academy. Plato believed in an unchanging world of perfect ideas or universal concepts. He
asserted that since true knowledge is the same in every place at every time, education, like truth,
should be unchanging. Plato described his educational ideal in the Republic, one of the most
notable works of Western philosophy. Plato‘s Republic describes a model society, or republic,
ruled by highly intelligent philosopher-kings. Warriors make up the republic‘s second class of
people. The lowest class, the workers, provides food and the other products for all the people of
the republic. In Plato‘s ideal educational system, each class would receive a different kind of
instruction to prepare for their various roles in society.

In 335 BC Plato‘s student, Aristotle, founded his own school in Athens called the Lyceum.
Believing that human beings are essentially rational, Aristotle thought people could discover
natural laws that governed the universe and then follow these laws in their lives. He also
concluded that educated people who used reason to make decisions would lead a life of
moderation in which they avoided dangerous extremes.

In the 4th century BC Greek orator Isocrates developed a method of education designed to
prepare students to be competent orators who could serve as government officials. Isocrates‘s
students studied rhetoric, politics, ethics, and history. They examined model orations and
practiced public speaking. Isocrates‘s methods of education directly influenced such Roman
educational theorists as Cicero and Quintilian.

Education In Ancient Rome

While the Greeks were developing their

civilization in the areas surrounding the eastern
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Mediterranean Sea, the Romans were gaining control of the Italian peninsula and areas of the
western Mediterranean. The Greeks‘ education focused on the study of philosophy. The Romans,
on the other hand, were preoccupied with war, conquest, politics, and civil administration. As in
Greece, only a minority of Romans attended school. Schooling was for those who had the money
to pay tuition and the time to attend classes. While girls from wealthy families occasionally
learned to read and write at home, boys attended a primary school, called aludus. In secondary
schools boys studied Latin and Greek grammar taught by Greek slaves, called pedagogues.

After primary and secondary school, wealthy young men often attended schools of rhetoric or
oratory that prepared them to be leaders in government and administration. Cicero, a 1st century
BC Roman senator, combined Greek and Roman ideas on how to educate orators in his book De
Oratore. Like Isocrates, Cicero believed orators should be educated in liberal arts subjects such
as grammar, rhetoric, logic, mathematics, and astronomy. He also asserted that they should study
ethics, military science, natural science, geography, history, and law.

Quintilian, an influential Roman educator who lived in the 1st century AD, wrote that education
should be based on the stages of individual development from childhood to adulthood. Quintilian
devised specific lessons for each stage. He also advised teachers to make their lessons suited to
the student‘s readiness and ability to learn new material. He urged teachers to motivate students
by making learning interesting and attractive.

Ancient Jewish Education

Education among the Jewish people also had a profound influence on Western learning. The
ancient Jews had great respect for the printed word and believed that God revealed truth to them
in the Bible. Most information on ancient Jewish goals and methods of education comes from the
Bible and the Talmud, a book of religious and civil law. Jewish religious leaders, known as
rabbis, advised parents to teach their children religious beliefs, law, ethical practices, and
vocational skills. Both boys and girls were introduced to religion by studying the Torah, the most
sacred document of Judaism. Rabbis taught in schools within synagogues, places of worship and
religious study.

Medieval Education

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During the middle Ages, or the medieval period,
which lasted roughly from the 5th to the 15th
century, Christianity, particularly the Roman
Catholic Church, heavily shaped Western society
and education. The Church operated parish,
chapel, and monastery schools at the elementary
level. Schools in monasteries and cathedrals
offered secondary education. Much of the
teaching in these schools was directed at learning
Latin, the old Roman language used by the
church in its ceremonies and teachings. The
church provided some limited opportunities for
the education of women in religious communities or convents. Convents had libraries and
schools to help prepare nuns to follow the religious rules of their communities. Merchant and
craft guilds also maintained some schools that provided basic education and training in specific
crafts. Knights received training in military tactics and the code of chivalry.

As in the Greek and Roman eras, only a minority of people went to school during the medieval
period. Primarily persons planning to enter religious life such as priests, monks, or nuns attended
schools. The vast majority of people were serfs who served as agricultural workers on the estates
of feudal lords. The serfs, who did not attend school, were generally illiterate.

In the 10th and early 11th centuries, Arabic learning had a pronounced influence on Western
education. From contact with Arab scholars in North Africa and Spain, Western educators
learned new ways of thinking about mathematics, natural science, medicine, and philosophy. The
Arabic number system was especially important, and became the foundation of Western
arithmetic. Arab scholars also preserved and translated into Arabic the works of such influential
Greek scholars as Aristotle, Euclid, Galen, and Ptolemy. Because many of these works had
disappeared from Europe by the middle Ages, they might have been lost forever if Arab scholars
such as Avicenna and Averroës had not preserved them.

Education During The Renaissance

The Renaissance, or rebirth of learning,

began in Europe in the 14th century and
reached its height in the 15th century.
Scholars became more interested in the
humanist features—that is, the secular or
worldly rather than the religious aspects—
of the Greek and Latin classics. Humanist
educators found their models of literary
style in the classics. The Renaissance was
a particularly powerful force in Italy, most
notably in art, literature, and architecture.
In literature, the works of such Italian
writers as Dante Aleghieri, Petrarch, and Giovanni Boccaccio became especially important.

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Humanist educators designed teaching methods to prepare well-rounded, liberally educated
persons. Dutch humanist Desiderius Erasmus was particularly influential. Erasmus believed that
understanding and conversing about the meaning of literature was more important than
memorizing it, as had been required at many of the medieval religious schools. He advised
teachers to study such fields as archeology, astronomy, mythology, history, and Scripture.

The invention of the printing press in the mid-15th century made books more widely available
and increased literacy rates. But school attendance did not increase greatly during the
Renaissance. Elementary schools educated middle-class children while lower-class children
received little, if any, formal schooling. Children of the nobility and upper classes attended
humanist secondary schools.

Educational opportunities for women improved slightly during the Renaissance, especially for
the upper classes. Some girls from wealthy families attended schools of the royal court or
received private lessons at home. The curriculum studied by young women was still based on the
belief that only certain subjects, such as art, music, needlework, dancing, and poetry, were suited
for females. For working-class girls, especially rural peasants, education was still limited to
training in household duties such as cooking and sewing.

Education During The Protestant Reformation

The religious Reformation of the 16th century marked a decline

in the authority of the Catholic Church and contributed to the
emergence of the middle classes in Europe. Protestant religious
reformers, such as John Calvin, Martin Luther, and Huldreich
Zwingli, rejected the authority of the Catholic pope and created
reformed Christian, or Protestant, churches. In their ardent
determination to instruct followers to read the Bible in their
native language, reformers extended literacy to the masses.
They established vernacular primary schools that offered a basic
curriculum of reading, writing, arithmetic, and religion for
children in their own language. Vernacular schools in England,
for example, used English to teach their pupils. As they argued
with each other and with the Roman Catholics on religious
matters, Protestant educators wrote catechisms—primary books that summarized their religious
doctrine—in a question and answer format.

While the vernacular schools educated both boys and girls at the primary level, upper-class boys
attended preparatory and secondary schools that continued to emphasize Latin and Greek. The
gymnasium in Germany, the Latin grammar school in England, and the lycee in France were
preparatory schools that taught young men the classical languages of Latin and Greek required to
enter universities.

Martin Luther believed the state, family, and school, along with the church, were leaders of the
Reformation. Since the family shaped children‘s character, Luther encouraged parents to teach
21 | P a g e
their children reading and religion. Each family should pray together, read the Bible, study the
catechism, and practice a useful trade. Luther believed that government should assist schools in
educating literate, productive, and religious citizens. One of Luther‘s colleagues, German
religious reformer Melanchthon, wrote the school code for the German region of Württemberg,
which became a model for other regions of Germany and influenced education throughout
Europe. According to this code, the government was responsible for supervising schools and
licensing teachers.

The Protestant reformers retained the dual-class school system that had developed in the
Renaissance. Vernacular schools provided primary instruction for the lower classes, and the
various classical humanist and Latin grammar schools prepared upper-class males for higher
education.

Education During The Enlightenment

The Age of Enlightenment in the 18th century produced

important changes in education and educational theory.
During the Enlightenment, also called the Age of Reason,
educators believed people could improve their lives and
society by using their reason, their powers of critical
thinking. The Enlightenment‘s ideas had a significant impact
on the American Revolution (1775-1783) and early
educational policy in the United States. In particular,
American philosopher and scientist Benjamin Franklin
emphasized the
value of utilitarian and scientific education in American schools. Thomas Jefferson, the third
president of the United States, stressed the importance of civic education to the citizens of a
democratic nation. The Enlightenment principles that considered education as an instrument of
social reform and improvement remain fundamental characteristics of American education
policy.

Activity 1: Make a chart of the contributions to education of the different historical periods. Use
the example given below.

Historical Period Educational Goals: Instructional Curriculum:

Methods: Survival skills of
To teach group Informal instruction; hunting, fishing, food
1. Preliterate survival skills and children imitating gathering; stories,
societies 7000 group cohesiveness adult skills and values myths, songs, poems,
BCE– 5000 dances
BCE Agents: Influences on Modern Education:
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 Parents, tribal elders Emphasis on informal education to transmit
and priests skills and values

Historical Period Educational Goals: Instructional Curriculum:

Methods:

2. China 3000
BCE–CE 1900
Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

3. Egypt 3000
BCE–300
BCE Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

4. Judaic 1200
BCE to
present Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

5. Greek 1600
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 BCE–300
BCE Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

6. Roman 750
BCE–CE 450
Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

7. Arabic CE
700–CE 1350
Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

8. Medieval CE
500–CE 1400
Agents: Influences on Modern Education:

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Historical Period Educational Goals: Instructional Curriculum:
Methods:

9. Renaissance
CE 1350–CE
1500 Agents: Influences on Modern Education:

Historical Period Educational Goals: Instructional Curriculum:

Methods:

10. Reformation
CE 1500–CE
1600 Agents: Influences on Modern Education:

Activity 2: We examined historical contexts to reflect on the following questions:

• What is knowledge?
• What is education?
• What is a school?
• How should teaching and learning be carried on?

Answer the following questions according to the perspective of some theorists during the
different periods.

25 | P a g e
 • What is • What is
knowledge? education?

EDUCATIONAL EDUCATIONAL
THEORIST THEORIST

EDUCATIONAL EDUCATIONAL
THEORIST THEORIST

• What is a • How should

school? teaching and
learning be
carried on?

Activity 3: Reflection Time (Journal Writing): Write freely your opinion on the given issues
in education.

1. Throughout most of history, the teacher‘s role was to transmit the cultural heritage,
especially a particular group‘s language, knowledge, beliefs, and values. What is your reaction to
the teacher as a transmitter of culture?

2. Reflect on the influence of religion in the history of education. Examine the role of
religion in the Philippine society, especially issues related to separation of church and state.

Activity 4: TAKING ISSUE

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 Universal Truth or Cultural Relativism?

In classical Greece, the question of whether education should reflect universal truth or the beliefs
of different peoples living at particular places and times was debated. Plato, who argued that
truth was unchanging, debated this issue with the Sophists, who considered everything relative to
time and circumstances. The issue is debated today by those who want schools to instill basic
morality and by others who want students to clarify their values. Those who take a universal
perspective contend that what is true today has always been true. Relativists argue that
changing values make life satisfying at a particular place and time.

Question: (discussion should not be less than 50 sentences)

Should we base education on universal truths or on beliefs and values as they relate to different
cultures at different times and places? Explain your thoughts about this. Write you answer in you
journal.

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 Chapter 3 - Pioneers of Modern Teaching

This chapter examines how the leading educational pioneers constructed their philosophies and
theories of education including the formative ideas about schools, curriculum, and methods of
instruction that they have developed that continue to shape the pre service preparation of teachers
and their practice in today‘s classrooms.

Essential Question: How does one appreciate the contributions of the pioneers of modern
teaching to the fund of knowledge in education?

Objectives: at the end of the module, students will be able to:

1. Acknowledge the importance of the contributions of the pioneers of modern teaching to
the fund of knowledge in education
2. Exemplify the contributions of the pioneers of modern teaching in their personal and
professional views of teaching and learning

Reading 1.
Focus Question:
How did the pioneers develop their ideas about education? Are there elements in their theories
that you can use in constructing my own philosophy of education?

1. John Comenius: the search for a new method

John Comenius was a Moravian teacher, educator, bishop, and writer

in the seventeenth century. He is considered the father of modern
education because he advocated universal education in his book The
Great Didactic (Laurie, 36

Comenius revolutionized education in three ways: school systems, educational theories, and
educational methods. First, Comenius outlined the school system prominently used in America
today: kindergarten, elementary school, secondary school, college, and university. Secondly, he
created a general theory of education around
the idea of education according to nature whereby children learned at a natural pace from simple
concepts to challenging theories (Schwarz & Martin, 46). Thirdly, he wrote a series of textbooks
on educational methods and teaching subject matter. His work included applications for and
illustrations of how to teach children. He wanted children to learn in their native language with
hands-on activities (Schwarz & Martin, 49).

Comenius is rightly called the father of modern education because of the wealth of reforms he
advocated for public education. One educator remarked that even Christians should appreciate
28 | P a g e
Comenius‘ contributions, ―especially his desire to make educational experiences
developmental, holistic, experiential, natural, and enjoyable and his commitment to opening up
these educational experiences to everyone‖ (Schwarz & Martin, 56

Comenius has some exceptional ideas that have been implemented by modern education.
Children should learn on a gradual level based on what they can comprehend and remember.
Education should be taught in the primary language if possible, which is a leading argument for
multiculturalism in America today. Comenius‘ theories are interrelated with Christian education
since he was a Christian educator himself, but he still advocated for a ―public‖ Christian
education. This raises the issue of open-enrollment versus closed-enrollment, a topic of much
debate among Christians today.

2. Rousseau: educating the natural person

Jean-Jacques Rousseau (1712 - 1778) was a French philosopher and writer of the Age of
Enlightenment.

Rousseau saw a fundamental divide between society and human nature and believed that man
was good when in the state of nature (the state of all other animals, and the condition humankind
was in before the creation of civilization), but has been corrupted by the artificiality of society
and the growth of social interdependence.

He did not, however, imply that humans in the state of nature necessarily acted morally (in fact,
terms such as 'justice' or 'wickedness' are simply inapplicable to pre-political society as Rousseau
understood it). For Rousseau, society's negative influence on men centers on its transformation
of "amour de soi" (a positive self-love which he saw as the instinctive human desire for
selfpreservation, combined with the human power of reason) into "amour-propre" (a kind of
artificial pride which forces man to compare himself to others, thus creating unwarranted fear
and allowing men to take pleasure in the pain or weakness of others).

Rousseau's views on religion were highly controversial. His view that man is good by nature
conflicted with the doctrine of original sin, and his theology of nature (as well as the claims he
made in "The Social Contract" that true followers of Jesus would not make good citizens) led to
the condemnation and banning of his books in both Calvinist Geneva and Catholic Paris.

Rousseau was one of the first modern writers to seriously attack the institution of private
property, and therefore is considered to some extent a forebear of modern Socialism, Marxism
29 | P a g e
and Anarchism. He also questioned the assumption that the will of the majority is always correct,
arguing that the goal of government should be to secure freedom, equality and justice for all
within the state, regardless of the will of the majority.

Rousseau set out his influential views on Philosophy of Education in his semi-fictitious "Émile"
(1762). The aim of education, he argued, is to learn how to live righteously, and this should be
accomplished by following a guardian (preferably in the countryside, away from the bad habits
of the city) who can guide his pupil through various contrived learning experiences. He
minimized the importance of book learning and placed a special emphasis on learning by
experience, and he recommended that a child's emotions should be educated before his reason.
He took the subordination of women as read, however, and envisaged a very different
educational process for women, who were to be educated to be governed rather than to govern.
3. Johann Heinrich Pestalozzi (1746 – 1827). Born in Zurich,
Pestalozzi

Pestalozzi goes beyond Rousseau in that he sets out some concrete ways forward – based on
research. He tried to reconcile the tension, recognized by Rousseau, between the education of the
individual (for freedom) and that of the citizen (for responsibility and use). He looks to ‗the
achievement of freedom in autonomy for one and all‘ Soëtard 1994: 308).

He wanted to establish a ‗psychological method of instruction‘ that was in line with the ‗laws of
human nature. As a result he placed a special emphasis on spontaneity and self-activity. Children
should not be given ready-made answers but should arrive at answers themselves. To do this
their own powers of seeing, judging and reasoning should be cultivated, their self-activity
encouraged (Silber 1965: 140). The aim is to educate the whole child – intellectual education is
only part of a wider plan. He looked to balance, or keep in equilibrium, three elements – hands,
heart and head.

And what is his significance to educators today? First, there is his concern with social justice and
his commitment to work with those who have suffered within society. He saw education as
central to the improvement of social conditions

Second, he used his sympathy for peasant life and his remembrance of his mother‘s care as
paradigms – as ways of thinking about the form education should take. In a famous phrase he
declared: ‗ There can be no doubt that within the living room of every household are united the
basic elements of all true human education in its whole range‘. This underlines the potential of
everyday life for educators.

Third, there is Pestalozzi‘s concern with equilibrium between elements – head, hands and heart –
and the dangers of attending to just one.

30 | P a g e
Fourth, Pestalozzi is a classic example of the ‗reflective practitioner‘. He is concerned with
action, with experimentation and yet, at the same time, he is committed to observation and
reflection, and to trying to make sense of experiences and situations.

Fifth, in his failed experiment at Neuhof he attempted to a form of schooling that has
subsequently appealed to Gandhi and others concerned with combating colonialism and its
legacy. He wanted the school to combine education with work. The school was to be a
production unit so that children could finance their own learning – and in so doing they would be
under no obligation to anyone. Furthermore, the school could be free from state interference.

Last, and not least, he strove to combat the tyranny of method and ‗correctness‘. It is ironical
that his approach should become known as a method; and that observers attempted to
systematize his thought. It was his commitment to people and their well-being that animated his
life‘s work – and in Aristotle‘s terms he would put that which is ‗right‘ or good before that
which is ‗correct‘.

4. Johann Friedrich Herbart (German: [ˈhɛʁbaʁt]; 4 May 1776 – 14

August 1841) was a German philosopher, psychologist and founder of
pedagogy as an academic discipline.

Philosophy, according to Herbart, begins with reflection upon our empirical conceptions, and
consists in the reformation and elaboration of these, its three primary divisions being determined
by as many distinct forms of elaboration. Logic, which stands first, has to render our conceptions
and the judgments and reasonings arising from them clear and distinct. But some
conceptions are such that the more distinct they are made the more contradictory their elements
become; so to change and supplement these as to make them at length thinkable is the problem
of the second part of philosophy, or metaphysics. There is still a class of conceptions requiring
more than a logical treatment, but differing from the last in not involving latent contradictions,
and in being independent of the reality of their objects, the conceptions that embody our
judgments of approval and disapproval; the philosophic treatment of these conceptions falls
under aesthetics.

Herbart advocated five formal steps in teaching: (1) preparation—a process of relating new
material to be learned to relevant past ideas or memories in order to give the pupil a vital interest
in the topic under consideration; (2) presentation—presenting new material by means of concrete
objects or actual experience; (3) association—thorough assimilation of the new idea through
comparison with former ideas and consideration of their similarities and differences in order to
implant the new idea in the mind; (4) generalization—a procedure especially important to the
instruction of adolescents and designed to develop the mind beyond the level of perception and
the concrete; (5) application—using acquired knowledge not in a purely utilitarian way but so
that every learned idea becomes a part of the functional mind and an aid to a clear, vital

31 | P a g e
interpretation of life. This step is presumed possible only if the student immediately applies the
new idea, making it his own.

5. Freidrich Froebel (1782-1852) Pioneer of Early Childhood

Education

Freidrich Froebel was a German educator whose philosophy of education influenced such people
as Horace Mann and Maria Montessori. Based on the belief that a young child possessed innate
qualities that would unfold gradually within a natural setting, he established kindergartens where
free expression, creativity, social interaction, motor activity and learning by doing were the
focus. Many of these same tenets can be found in our contemporary early childhood programs.

6.Jean Piaget (1896-1980) Pioneer of How Children Learn

Anyone who has taken a child psychology class will have studied the developmental and
learning theories of Jean Piaget, the Swiss psychologist. Fascinated with how children reasoned,
he began researching and writing books on the subject of child psychology. When he later
married and fathered three children, he was supplied with enough data to write three more books!
His research and subsequent theories have become the basis and foundation of our
understanding of normal child development.

7.John Dewey (1859-1952) Pioneer of Progressive Education

It was while he was a professor of philosophy and the head of the Chicago
University‘s teacher college, that Dewey exerted his greatest influence in
education and promoted many educational reforms
32 | P a g e
through his experimental schools. It was his view that children should be encouraged to
develop ―free personalities‖ and that they should be taught how to think and to make judgments
rather than to simply have their heads filled with knowledge. He also believed that schools were
places where children should learn to live cooperatively. A member of the first teacher‘s union, he
was concerned for teacher‘s rights and their academic freedom.

8. Maria Montessori (1870-1952) Pioneer of Individualized Education Montessori methods

remain the popular choice for many parents who seek an alternative education for their
children, especially for the early childhood through the primary years. Before she took an
interest in education, Montessori was the first woman in Italy to obtain the training to
become a doctor. She was assigned the post of medical care to the patients of a mental
institution and it was there that she encountered ―backward‖ children igniting her passion
for education. Beginning with a daycare
facility in one of the poorest neighborhoods in Rome, Montessori put her theories into practice.
Her methods were influenced by her previous training in medicine, education, and anthropology.
The results were extraordinary and soon drew much attention from many parts of the world,
including America. The rest, as they say, is history.

9. Jerome Bruner (1915-) Pioneer of Discovery Learning Theory To

combat the behaviorist approach to education, Bruner developed
cognitive psychology and promoted a constructivist approach. His
discovery learning theory is based on the assumption that children
learn and remember better what they discover for themselves and that
they are better able to remember new information if they connect it to
something that they already know. His research and subsequent
theories on child development closely aligns with the work of Jean Piaget.
10. Howard Gardner (1943-) Pioneer
of Multiple
Intelligences Theory
Gardner‘s theory of multiple intelligences has redefined
educators‘ views of how students learn and should be assessed.
Historically, intelligence has been measured through the ability to
problem solve and to demonstrate cognitive ability through
various controlled verbal and performance type tasks. Gardner‘s
theory broadens the field of how individuals display their
intelligence by including linguistic, logical-mathematical, musical,
bodily-kinesthetic, special, interpersonal, and intrapersonal intelligences. Through his influence
there has been a greater emphasis placed on performance testing and educators have become

33 | P a g e
more conscious of the need for diversification of instructional strategies to match the learning
styles and strengths of students.

11. Jane Addams was active particularly in the late 1800s and early 1900s in
Chicago. She is best known for establishing Hull House, a settlement
house in one of the city‘s impoverished immigrant neighborhoods.
Addams is well known for her contributions to social work and the
thenburgeoning women‘s rights movement, but her work extended into
education as well. She worked closely with immigrants in the
community, providing a place for them to learn how to find employment
and educate their children, among other necessary functions (Gutek,
Levine, Ornstein, Vocke, 2011, p. 119).

It was through this work that Addams established herself as a proponent of the idea of social
education. She believed that schools are entrusted with the ―mission of restoring a sense of
community in a country undergoing a profound transition‖ (Gutek, Levine, Ornstein, Vocke,
2011, p. 120). In order to do so, schools needed to reflect the heterogeneous community that
existed outside of the classroom to which each student returned home everyday. Addams
believed this reflection should occur in the public schools‘ curriculum, proposing a more
multicultural curriculum that ―included the history, customs, songs, crafts, and stories of ethnic
and racial groups‖ and provide[d] broadened experiences that explored children‘s immediate
environment and highlighted connections with a technological society‖ (Gutek, Levine, Ornstein,
Vocke, 2011, p. 120).

Returning to Addams‘ argument for educators‘ cultural awareness and the inclusion of a more
multicultural experience-based curriculum, we can draw another similarity between our
classrooms today and the Hull House environment: the teachers were young, middle-class
women (Gutek, Levine, Ornstein, Vocke, 2011, p. 119). It has been said time and again that our
classrooms are becoming more diverse at an almost exponential rate, but our teaching force
looks largely the same as it did decades ago. The question arises, how do these mostly female,
white, middle-class teachers connect with and relate to their students? Again, we can look to
Jane Addams for at least one possible answer Activity 1:
a. Make an outline of the contributions of the pioneers of education.

Pioneers of education Contributions to the development of education

John Comenius 1.
2.
3.

Jean-Jacques 1.
Rousseau 2.
3.

Johann Heinrich 1.
34 | P a g e
 Pestalozzi 2.
3.

Johann Friedrich 1.
Herbart 2.
3

Freidrich Froebel 1.
2.
3.

John Dewey 1.
2.
3.

Maria Montessori 1.
2.
3.

Jane Addams 1.
2.
3.

Howard Gardner 1.
2.
3.

Jean Piaget 1.
2.
3.

b. Make a summary of the contributions of each pioneer of education according to the given
areas, use the graphic organizer below.

Jane Addams

Principles of Teaching and Learning

Education and Schooling

35 | P a g e
Influence on Today’s
Schools

Maria Montessori (1870-1952

Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

John Dewey (1859-1952)

Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

Jean Piaget (1896-1980)

Principles of Teaching and Learning

Education and Schooling

36 | P a g e
Influence on Today’s
Schools

Freidrich Froebel (1782-1852)

Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

Johann Friedrich Herbart

Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

Johann Heinrich Pestalozzi (1746 –

1827).
Principles of Teaching and Learning

37 | P a g e
Education and Schooling

Influence on Today’s
Schools

Jean-Jacques Rousseau (1712 -

1778)
Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

John Comenius

Principles of Teaching and Learning

Education and Schooling

Influence on Today’s
Schools

Activity2.
Question: Do you support Spencer‘s argument that education should stimulate competition or
Dewey‘s view that it should encourage cooperation? Defend your answer.

38 | P a g e
Activity 3: Read the story below and reflect on the answers to the following questions:

FROM PRESERVICE TO PRACTICE

39 | P a g e
A New Lesson confused. One asked about evolution and
Darwin‘s theory. Another asked about cancer,
Nancy sat and watched her mentor teacher, Ms. and another about mutations. One student
Walker, engaging the students in a lesson. This inquired about the balance of genes and the
was one of several lessons about the environment. Still others wanted to focus on
importance of DNA duplication during cell what they had to learn to pass.
division through a process called mitosis. The Ms. Walker was not in the least disturbed by
students had some background reading in their all of this. She recorded the questions on the
text, but no other preparation. board. Then she divided the class up into small
Ms. Walker had asked Nancy how she groups to research some answers. Each group
would approach the subject if this were her had to explain how the duplication of DNA
class. Nancy wasn‘t certain—one lesson would strands related to their question. The groups
include a laboratory experience—but would bring their work to class the next day, to
introducing the topic and deciding points of summarize and clarify findings. After a review
emphasis would be difficult. Teaching was by Ms. Walker, each group would present their
more challenging than Ms. Walker made it information to the class.
look. During the conference hour that followed
Ms. Walker introduced the lesson with a class, Ms. Walker explained to Nancy that she
series of questions. She started with broad thought both content and process were
questions. ―What makes each of you unique? important. She wanted to be sure that the
What characteristics do you have that seem to content was correct, but she also wanted
link you to your mom and dad, your brother or students to learn to find the information they
sister? How do you explain similarities and needed and to apply it to a problem at hand.
differences?‖ She wanted the students to learn to think. Ms.
Walker also wanted students to know how such
The students wrote out their initial
knowledge might apply to them and their
understanding in their notebooks. Then Ms.
families.
Walker showed a video that explained the
basics of mitosis in simple plant and animal Nancy thought,― If only I can learn to be as
cells. It illustrated genes, composed of challenging as she is and yet be as comfortable
particular DNA strands, and showed the as she is in the classroom. I‘ve got a lot to learn
normal sequence and pairing of substances in —not only content ,but also how to conduct a
the DNA in detail. Class discussion followed. class so that students learn as I want them to
Nancy watched as the discussion became learn.‖
somewhat random. A few students seemed

Questions

1. What philosophical approach(es) did Ms.Walker utilize? How can you tell?
2. What approach might you use if you were to teach a similar lesson?
3. Have you ever had a teacher like Ms.Walker? How was it?
4. Which pioneer‘s approach to education does Ms.Walker tend to favor?
Activity 4: (discussion must not be less than 50 sentences)
Among the presented perspectives/theories of the mentioned pioneers of education in this
chapter, what perspective/ influenced your on belief or philosophy of education? Explain your
answer.

40 | P a g e
 Chapter 4 - Historical Development of Philippine Education

This chapter presents the current features and historical aspects of the Philippine educational
system with a brief and concise information on how the educational system came into existence,
the organization and the structure of the system itself as well as its historical aspects, and the
detailed comparison of different eras.
41 | P a g e
Essential Question: How is the current Philippine education landscape affected by its historical
underpinnings from pre-colonial to the contemporary times?

Objectives: at the end of the module, students will be able to:

1. Examine the historical development of Philippine education
2. Explain the influenced of historical development in the present educational system.
3. Compare and contrast the historical development of Philippine education from the
ASEAN counterparts

Reading 1: Education – Early Filipinos

The economic situation during the pre-colonial times was the great contributor and a major factor
in the system of education in the Philippines. Primitive Communal to Asiatic feudalism were the
types of society present before Spanish colonization. With their practical and subsistent mode of
production they had to provide education that was plain and simple. The medium of instruction
used was Alibata, the native alphabet. The educators or the teachers during the pre-colonial era
were the Babaylan and the Katalonan. Gifted with wisdom and knowledge on spirituality and the
system of running their own society, they were respected by the people of the society Therefore,
the type of education that was taught was one of beliefs and traditions.
However, since there was insufficient scientific learning, they lacked efficient means of
economic production. Education was truly valued by the early Filipinos. The fathers trained their
sons in how to hunt and other means of maintaining a livelihood. On the other hand, the mothers
were in charge of their girls and instructing on household chores. The purpose of this type of
education was to prepare both boys and girls to become good husbands and wives in the future.
Both Filipino men and women knew how to read and write using their own alphabet called
alibata. It was composed of 17 symbols each representing the letters of the alphabet.
The symbols contained three vowels and the rest were consonants. Communities were
Muslim, similar to those on Mindanao, and education was proliferated through the religion of
Islam. The Imam* or Ulema† were the declared teachers. The children were taught how to read,
write and comprehend Arabic by using the Koran as their holy book. To sum up, ‗informal‘ and
‗unstructured‘ are the words best used to describe the education in the Philippines during the
preSpanish era. The type of education was not institutionalized and separate institutions for
education were not in place. Specialization in education also did not exist.

Education – Spanish Period

Compared with the system of the early settlers, during the pre-Spanish time the system
changed into a formal system. The first Christian school built in the Philippines was mandated
by the Augustinians and established in Cebu in 1565. The establishment of schools from the
primary level to the tertiary level education came about all because of the religious
42 | P a g e
congregations. Christian doctrines were the main focus of these schools and schools for boys and
girls were separate. However, only wealthy Filipinos or the Illustrados were accommodated by
the schools. More negative effects were brought about by colonial education for the Filipinos.

The Spanish authorities in the Philippines were mandated to educate the natives, to teach them
how to read and write, and to learn Spanish based on King Philip II‘s Law of the Indies (Leyes
de Indias). The public school system in the Philippines was born in 1863, with the passage of the
Education Reform Act in the Spanish Courts. Due to the compulsory education of Filipino
children, separate schools for boys and girls were established in every pueblo†. The law also
implemented the training of both male and female teachers after the establishment of the Escuela
Normal. The clergy or the friars maintained the order in the educational system during these
times. They owned different schools in the country, ranging from the primary level to the tertiary
levels of education. The sole responsibility of the missionaries, aside from teaching Christianity,
was to maintain the rules and regulations imposed on the students. In addition, teaching and
controlling them was also in their hands

As the early part of the seventeenth century approached, there was already a system laid down
for the secondary and tertiary education, but it was not directed only by Christian doctrines. As
the priest and monks worked together with the civil authorities, they also began to create a
network of primary schools whereby both religious and secular subjects were taught. Although a
systematic and institutionalized kind of education was established, unfortunately there was still
inequality in attaining education. The system of education familiarized by the Filipinos was
religious and patriarchal. People were also taught that social mobility was achieved through
education, but sadly this manifested itself in social inequality and female subordination.

Even though many universities and schools institutions were established, Science and
Mathematics were not much taught to the students; the missionaries greatly emphasized teaching
the Christine doctrines, the reading of Spanish books and a bit of the relevant native language.

Educational Decree 1863

The Decree of Education in 1863 established the first ever educational system in the Philippines.
It required the government to provide school institutions for boys and girls in every town. Given
the situation, the Spanish schools started accepting Filipino students. It was during this time that
the intellectual Filipinos emerged. This also brought about the establishment of the Normal
Schools which gave more opportunity to the Filipinos to attain a sound education. The Normal
Schools offered a three-year teacher-lead education at the primary level.

Education – American Period

Similar to the Spaniards, the Americans brought many cultural and traditional changes to the
country during their 45 years of colonization. Even today, these strong influences can still be
seen in the lifestyle of the Filipinos. With their motive to spread their cultural values, specifically

43 | P a g e
the English language to the Filipino people, education became a very important issue for the
United States‘ colonial governments and they used it as a tool to fulfill their visions.

Every child from age seven was obliged to register at the nearest school. School supplies were
provided to the students for free. During the American period levels of education were divided
into three. Firstly, the ―elementary‖ level composed of four primary years and three
intermediate years. Next, the ―secondary‖ or high school level consisted of four years, and
finally, the
―college‖ or tertiary level. Unlike during the Spanish period, religion was not part of the school
curriculum.

Many elementary and secondary schools left behind by the Spaniards were recycled and new
ones were established in cities and provinces, namely agricultural, business, normal and
vocational schools. The following were some of the most important colleges during the
American occupation and to this day they still exist: Philippine Normal School in 1901 (now a
university), National University (1901), St. Paul University Dumaguete (1904), Zamboanga
Normal School in 1904 (now Western Mindanao State University), the University of the
Philippines (1908), the University of Manila (1914), Philippine Women's University (1919) and
Far Eastern University (1933). While the Philippine Nautical School, the Philippine School of
Arts and Trades and the Central Luzon Agriculture School were offering vocational education at
that time.

In accordance with the 1935 Constitution, free education in public schools all over the country
was provided by the Commonwealth*. Nationalism was emphasized in schools – teaching the
students about the deceased Filipino heroes.

Cooking, farming, sewing and some household activities together with vocational education were
given importance. Discipline and proper manners were also not neglected. The Institute of
Private Education aimed at observing private schools was established. In the early 1940s the
student population around the country studying in the 400 private schools reached 10,000
students. Formal education was not only provided for youngsters, adult education was also
present

Education - Japanese Occupation

With the Americans out of the picture, the Japanese Occupation started on 1941. Changes in the
system of education were implemented a year later. Embodied in the Military Order No. 2 in
1942 they spelled out the basic principle and guidelines of education in re-opening and operating
schools. These were the following:
• To enrich the Filipino culture and to stop patronizing western countries, i.e., the United States
and Great Britain;
• To recognize that the Philippines as a part of the Greater East Asia Co-Prosperity Sphere
so that the Philippines and Japan could have good relations;
• To boost the morality of the Filipinos and instill cautiousness of materialism;
• To forget and to stop English language learning, and instead learn and adopt Nippongo†;
• To proliferate primary and vocational education;
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• To foster love for work

As soon as the Commission of Education, Health and Public Welfare was established, the
opening of schools followed in June 1942. On October 14, 1943, the Ministry of Education was
sponsored and created by the Japanese government. During their time, the teaching of Tagalog‡,
Philippine History and Character Education were observed in schools. Passion for work and
dignity of labor was stressed. On February 27, 1945, the Department of Instruction was now
under the Department of Public Instruction.

Aside from teaching Nippongo and using entirely pro-Japanese books and material at all levels
of education, the Japanese also showed movies and organized cultural productions Performers
such as singers and dancers were brought to the Philippines together with painters, singers and
scholars, so that the Filipinos would acquire inspiration, love, sympathy, and the cooperation
among them. Filipinos were keen and did not just blindly believe the excessive promises of the
Japanese.

Education – Present Period

Among the three colonizers of the country, the Americans dominate. With English as the
medium of instruction, the Philippine education is a prototype of the American system. Schools
are categorized into public (government) or private (non-government). The preparatory primary
level consists of nurseries, kindergartens and preparatory schools offered in most private schools;
moving on to six years of primary education, followed by four years of secondary education and
college – meaning the general pattern of formal education has four stages.

Generally, college education takes four, rarely five years and in some cases, as in medical and
law schools, as long as eight years. Two or more years are added for graduate schooling or
schooling for advanced study, mainly offered to those who have already attained a bachelor‘s
degree. Classes in the country start in June and end in March the following year. Some colleges
follow the two-semester calendar namely: June-October and November-March while other
universities, such as De La Salle University, follow a tri-semester pattern. The first term starts in
May to August, followed by the second term on September to December and for the third and
final term is January to April in the new year. Foreign schools are present with study programs
similar to those of the local schools. In 2003, the overall literacy rate was estimated to be 95.9 %
for the total population, 96 % for males and 95.8 % for females. The majority (90 %) of all
enrolments is in vocational courses with a specific work goal, most of these are in Business and
Engineering, attracting over half of the student body (Estelle 1991). While only 4 % of all the
students are majoring in Humanities, Mathematics, Natural and Social Sciences – the
fundamentals of the arts and science curriculum in most countries. Table 3 presents a brief
comparison of the advantages and disadvantages on the education system during different
periods of colonization in the Philippines.

Activity1. a. Make a summary of the features in education during the given colonization period.

45 | P a g e
 Spanish Colonization Educational methods

Educational aims

Educational types

Educational methods

American Colonization

Educational aims

Educational types

Educational methods

Japanese Colonization

Educational aims

Educational types

b. Make comparison of the education system of the Philippines during different colonization
periods.

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Period/Years Advantages Disadvantages Notes and
features
Early
Filipinos
900-1521

Spanish
Regime 1521- 1898

American
Era 1899-
1943

Japanese
Occupation
1943-1946

Present

Reading 2:

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48 | P a g e
Activity 2: Evaluate the present education system of the Philippines and enumerate some
areas/features that were adapted from the different colonization periods.
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 pre
colonization/ Spanish
early Colonization
filipinos Area: Area:

Area:
Area:

American Japanese
Colonization Colonization
Area: Area:

Area:
Area:

Activity 3. Realizing the present condition of the Philippine educational system in comparison
with the education of other countries in Asia, make an evaluation of the system according to
given areas. Write a short discussion below the figure.

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 challenges
1.
2.
3.
4.
5.

opportunites: threats:
1. 1.
2. Philippine 2.
3. Educational System 3.
4. 4.
5. 5.

______________________________________________________________________________
_____________________________________________________________________________
_
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
MODULE 3

Philosophical Roots of Education

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This chapter presents essential information about the role of philosophy in education and its
importance in formulating educational goal and objectives. Likewise some classical and
contemporary philosophies which are perceived to be influential in shaping the education and
philosophic activities of man and hi society will be presented.

Essential Question: How does one philosophize in the nuances of the teaching profession?

Objectives: at the end of the module, students will be able to:

1. Examine the philosophical roots of education.
2. Explain the role of philosophy in development of education.
3. Create his/her on philosophy of education.

Reading 1: Understanding the Philosophical Roots of Education

Defining philosophy is as difficult as trying to define love. The word philosophy is not much
help. Philosophy is a combination of two Greek words, philein sophia, meaning lover of wisdom.
In ancient times a lover of wisdom could be related to any area where intelligence was
expressed. This could be in business, politics, human relations, or carpentry and other skills.
Philosophy had a "wholeness" approach to life in antiquity. In contrast to this, some modern
definitions restrict philosophy to what can be known by science or the analysis of language

Because the original meaning of the word, philosophy, does not give us much for specific
content, we will turn to descriptive definitions. A descriptive definition of philosophy is that it
seeks to describe its functions, goals, and reasons for existence. In the following pages a number
of these definitions will be set forth and examined.

First published Mon Jun 2, 2008; substantive revision Sun Oct 7, 2018

Philosophy of education is 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.
Because that practice is ubiquitous in and across
human societies, its social and individual
manifestations so varied, and its influence so
profound, the subject is wide-ranging, involving
issues in ethics and social/political philosophy,
epistemology, metaphysics, philosophy of mind and language, and other areas of philosophy.
Because it looks both inward to the parent discipline and outward to educational practice and the
social, legal, and institutional contexts in which it takes place, philosophy of education concerns
itself with both sides of the traditional theory/practice divide. Its subject matter includes both
basic philosophical issues (e.g., the nature of the knowledge worth teaching, the character of
educational equality and justice, etc.) and problems concerning specific educational policies and
practices (e.g., the desirability of standardized curricula and testing, the social, economic, legal
and moral dimensions of specific funding arrangements, the justification of curriculum decisions,
52 | P a g e
etc.). In all this the philosopher of education prizes conceptual clarity, argumentative rigor, the
fair-minded consideration of the interests of all involved in or affected by educational efforts and
arrangements, and informed and well-reasoned valuation of educational aims and interventions.

As its special terminology, philosophy of education uses the basic terms metaphysics,
epistemology, axiology, and logic.

Philosophy’s Relationships to tion

Educa

SUBDIVISION OF PHILOSOPHY RELATED EDUCATIONAL CONCERNS

Metaphysics: Knowledge of most worth:

What is real? The curriculum

Epistemology: What is How we teach and learn:

knowledge based on? Methods of instruction

Axiology: What is moral Behavior, chara

cter, civility,
and right? (ethics) What is and appreciation
and
beautiful and good? expression

Logic: How can we reason? How we organize and

structure courses, lessons,
and units

Philosophy of Education

IDEALISM

Idealism believed that reality is spiritual or mental and changing. They also believed that ideas
are the only true reality. Idealist emphasizes the importance of teacher, and they provide the
students with wider understanding of the world in which they live in. Aside from that, Idealist
also puts greater emphasis on character development.

REALISM

53 | P a g e
Realists believe that reality exists independent of the human mind. The Realist curriculum
emphasizes the subject matter of the physical world, particularly science and mathematics. The
teacher organizes and presents content systematically within a discipline, demonstrating use of
criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through
demonstration and recitation. Students must also demonstrate the ability to think critically and
scientifically, using observation and experimentation.

PRAGMATISM

Pragmatism is a modern school of thought and plays an important role in educational system.
Pragmatist believed that reality is the interaction of an individual with environment or
experience; it is always changing.

For Pragmatists, teaching methods should focus on hands-on problem solving, experimenting,
and projects, often having students work in groups. Curriculum should bring the disciplines
together to focus on solving problems in an interdisciplinary way.

Pragmatism is an attitude of mind and a way of life which opposes tradition in search of the
greener pastures and creates a world of its own. It is an innovative, naturalistic, experimental and
problem solving approach of life and education.

EXISTENTIALISM

Existentialism is a philosophical movement that is generally considered a study that pursues

meaning in existence and seeks value for the existing individual. Existentialist believed that the
nature of reality is subjective, and lies within the individual.

Existentialists believe that the most important kind of knowledge is about the human condition
and the choices that each person has to make, and that education is a process of developing
consciousness about the freedom to choose and the meaning of responsibility for one‘s choices.

POSTMODERNISM

Postmodernism has influenced many areas of contemporary education, especially philosophy,

education, women‘s studies, and literature. It is so pervasive that the term postmodern is
common in ordinary language. Postmodernism contends that the modern period of history has
ended and that we now live in a postmodern era It originated in the philosophies of the German
philosophers Friedrich Nietzsche (1844–1900) and Martin Heidegger (1899–1976). Nietzsche
dismissed metaphysical claims about absolute truth, suggesting that they were contrived to
replace worn out myths and supernatural beliefs with newer but equally false assertions.26
Formulating a philosophy called phenomenology, Heidegger asserted that human beings
construct their own subjective truths about reality from their intuitions, perceptions, and
reflections as they interact with phenomena.

54 | P a g e
Activity1. Write in the box the appropriate concept/s that will explain the relationship between
the philosophy and education.

IDEALISM

Main idea:

Metaphysics: Epistemology:
The curriculum Methods of instruction

REALISM

Main idea:

Metaphysics: Epistemology:
The curriculum Methods of instruction

55 | P a g e
 PRAGMATISM

Main idea:

Metaphysics: Epistemology:
The curriculum Methods of instruction

EXISTENTIALISM

Main idea:

Metaphysics: Epistemology:
The curriculum Methods of instruction

Activity 2: Compare the different philosophies of education. Highlight the concepts that are
similar between the two philosophies.

56 | P a g e
 Idealism Vs. Realism

Essentialism Vs. Existentialism

Postmodernism Vs. Realism

Activity3. Guided by the perspectives of the philosophies of education, how will a

teacher answer the given questions?

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 Philosophies
Idealism Why do I teach?____________________________________________
_________________________________________________________
_________________________________________________________

What should I teach?________________________________________

_________________________________________________________
_________________________________________________________

How should I teach?________________________________________

_________________________________________________________
_________________________________________________________

Realism
Why do I teach?____________________________________________
_________________________________________________________
_________________________________________________________

What should I teach?________________________________________

_________________________________________________________
_________________________________________________________

How should I teach?________________________________________

_________________________________________________________
_________________________________________________________

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 Essentialism
Why do I teach?____________________________________________
_________________________________________________________
_________________________________________________________

What should I teach?________________________________________

_________________________________________________________
_________________________________________________________

How should I teach?________________________________________

_________________________________________________________
_________________________________________________________

Existentialism
Why do I teach?____________________________________________
_________________________________________________________
_________________________________________________________

What should I teach?________________________________________

_________________________________________________________
_________________________________________________________

How should I teach?________________________________________

_________________________________________________________
_________________________________________________________

Postmodernism
Why do I teach?____________________________________________
_________________________________________________________
_________________________________________________________

What should I teach?________________________________________

_________________________________________________________
_________________________________________________________

How should I teach?________________________________________

_________________________________________________________
_________________________________________________________

Portfolio project:
Create and maintain a clippings file of articles about education that appear
in the popular press—newspaper and magazines—either critiquing
schools or proposing educational reforms. Analyze the philosophical and
theoretical positions underlying these critiques and proposed reforms.
59 | P a g e
 Write and reflect on your observations.

Activity 4:

Using the given questions as your guide, write your own Philosophy of Education.

60 | P a g e
 MODULE 4
Theoretical perspectives in education

This chapter presents a brief introduction to each type of learning theory. The theories are
presented with a discussion of the view of knowledge and an account of how the theory treats
learning and, finally, an overview of the educational implications of each learning theory.

Essential Question: How does one build a theoretical perspective in the teaching profession as
offshoots of the major educational philosophies?

Objectives: at the end of the module, students will be able to:

a. Advocate a shared understanding of the educational philosophies in relation to
educational theories.
b. Understand the different educational theories and their significant influence to teaching
and learning

In this section we will examine four educational theories: essentialism, perennialism,

progressivism, and critical theory Whereas philosophies present all-encompassing views of
reality, theories explain more particular phenomena and processes. Educational theories examine
the role and functions of schools, curriculum, teaching, and learning. Some theories are derived
from philosophies and others arise from practice.

Reading : Theories of Education

Theory Aim Curriculum Educational Proponents

Implications
Perennialism To transmit the Fundamental Instruction that Hutchins
(rooted in enduring truth skills, the liberal Features Adler
realism and values of the arts and sciences, transmission Maritain
culture the great books and reflection on
of Western enduring
civilization truths and
values
Essentialism To develop basic Basic skills, To prepare Bagley
(rooted in skills of literacy essential subject competent and Bestor
idealism and and numeracy matter— history, skilled
realism) and subjectmatter mathematics, individuals for
knowledge language, the competitive
science, global
computer literacy economy
Progressivism To educate the Activities and Instruction that Dewey
(rooted in individual projects features problem Kilpatrick
pragmatism) according to his solving and Parker
or her interests group
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 activities; teacher Johnson
and needs acts as a
facilitator
Critical theory To raise Autobiographies Focus on social McLaren Giroux
(rooted in consciousness of oppressed conflicts
neoMarxism and about issues of peoples
postmodernism) marginalization
and
empowerment

Activity 1: Considering the aim and educational implications of each theory identify some
classroom activities/exercises that are appropriate for the curriculum.

62 | P a g e
 Classroom activities:

Essentialism 1.

2.

3.

THEORIES OF EDUCATION
Classroom activities:
Perennialism 1.

2.

3.

Classroom activities:
Progressivism 1.

2.

3.

Classroom activities:

Critical theory 1.

2.

3.
Activity 2:
FROM PRESERVICE TO PRACTICE

Students’ Perceptions and Feelings and the Official Curriculum

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 The following case study is excerpted ―As teachers, we can‘t ignore that, but
we from Peter McLaren, Life in Schools: An can‘t let it get in our way, either. We
have Introduction to Critical Pedagogy in the to try to make these kids feel like
people Foundations of Education. The case study who feel like they‘re worth
something. . . . relates the experiences of McLaren, a
critical theorist philosopher, while teaching ―You have to ask yourself if there is any
in a school in the Toronto suburb of North way you can get children to feel good
about York, Canada. The school‘s neighborhood themselves. . . .‖ includes
many low-income residents, giving
the school characteristics of an inner-city ―Listen. Teachers have to understand
school. The case study discussion appears about the prejudices they bring to their
job. as a diary entry in which Fred, the school Somehow, they have to respect the
kids‘ principal, and McLaren discuss students‘ own values, and where the kid is
at. We can feelings or perceptions of their own reality. impose our values on them,
but that implies their values aren‘t any good. That would be
Tuesday, April 25 For the first time destructive. We‘ve got to develop since I
came to this school, most of the relationships with these kids, and parents
showed up for interviews. Although relationships involve feelings, not simply
I had scheduled parents for only fifteen content or information. With poor kids,
it‘s minutes each, sometimes the interviews even harder, because you almost have to
lasted over an hour say to them that they are worthwhile human beings, that you don‘t
care how they dress When they had all left, I saw Fred in the or where they come
from.‖ Fred was getting hallway and we walked down to his office very emotional.
His jaw tensed, his arms for a quiet talk. I told him how depressed I waved as he
spoke, his eyes burning right was to find that over half my class came through me.
from single-parent families who lived
below the poverty line. ―The way you reach a poor kid who‘s doing badly
at school is not by
Fred cleared his throat, leaning forward. concentrating on arithmetic, but by
getting ―What we have to do in this school is to something going with him or her that
tells accept the child for who he or she is. We them that you care about them as
people. can‘t cloud our minds with the fact that the Forget about the curriculum, at
least for the child comes from a single- parent family, or time being. Reach your
kids through
that the father is an alcoholic, or that the feelings.‖ (Peter McLaren,
mother is rarely home.‖ Life in Schools)
Questions:
1. What is Fred‘s opinion about the role of the official curriculum in students‘
education?
2. Describe Fred‘s perspective of learning in relation to the theories of learning.
3. Do you agree with Fred‘s opinion on should teachers develop relationship with
children? Explain your thoughts.

64 | P a g e
Activity 3: Based from the perspectives of learning from the different educational theorists,
complete the diagram below on the curriculum, pedagogy, and assessment methods to highlight
the uniqueness of each educational theory.
65 | P a g e
Curriculum - mandated knowledge and practice
Pedagogy - strategies for instruction to meet curriculum requirements. Assessment
methods - activities for students to demonstrate knowledge and practice in
relation to the curriculum standards.

LEV VYGOTSKY

Curriculum

Curriculum

Pedagogy
Assessment Methods

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 Curriculum

JEAN PIAGET

Pedagogy
Assessment Methods

Curriculum

B.F. SKINNER

Pedagogy
Assessment Methods

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Constructivist Theory (Jerome Bruner)

Curriculum

Assessment Methods Pedagogy

Howard Gardner- Cognitive-

Curriculum contextual theories

Pedagogy

Assessment Methods

Educational Philosophies Self-Assessment

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This questionnaire will help you recognize and name your own educational philosophy. Respond
to the given statements on a scale from 1, "Strongly Disagree," to 5, "Strongly Agree." Record
the number of your answer along with the question number for scoring.

1. The curriculum should be universal; a given body of information about 1 2 3 4 5

western civilization should be taught through discussion and lecture.
2. Students are makers of meaning and construct their understandings from 1 2 3 4 5
active experience, rather than through transmission from teachers.
3. Education should emphasize personal growth through solving problems 1 2 3 4 5
that are real to students.
4. Curriculum should not be predetermined; rather, it should spring from 1 2 3 4 5
students' interests and needs.
5. It is necessary and good that schools instill traditional values in students. 1 2 3 4 5
6. Representing information as symbols in the mind is an important part of 1 2 3 4 5
learning.
7. Schools exist to provide practical preparation for work and life, not to 1 2 3 4 5
nourish personal development.
8. Teaching the great works of literature is less important than involving 1 2 3 4 5
students in activities to criticize and shape society.
9. Teachers, rather than imparting knowledge, are facilitators of conditions 1 2 3 4 5
and experiences so students can construct their own understandings
10. The aim of education should remain constant regardless of differences in 1 2 3 4 5
era or society, it should not vary from one teacher to another
11. Schools should encourage student involvement in social change to aid in 1 2 3 4 5
societal reform.
12. The emphasis in schools should be hard work, respect for authority, and 1 2 3 4 5
discipline, rather than encouraging free choice
13. If encouraging and nourishing environments are provided, learning will 1 2 3 4 5
flourish naturally because people have an inherent tendency to learn.
14. Students, like computers, are information processors who must make 1 2 3 4 5
sense of events and objects in their environments
15. Schools should guide society towards significant social change rather than 1 2 3 4 5
merely passing on traditional values
16. Teachers should concentrate on conveying a common core of knowledge 1 2 3 4 5
rather than experimenting with modifying curriculum
17. The curriculum should focus on basic skills instead of students' individual 1 2 3 4 5
interests.
18. Students must learn to make good choices and to be responsible for their 1 2 3 4 5
behavior
19. Conflicts to current understandings trigger the need to learn and to make 1 2 3 4 5
meaning

69 | P a g e
 20. Rewards controlled by the external environment lead to and result in all 1 2 3 4 5
learning.
21. Transmitting traditional values is less important than helping students to 1 2 3 4 5
develop personal values.
22. The heart of understanding learning is concerned with how information is 1 2 3 4 5
encoded, processed, remembered, and retrieved.
23. Advocating the permanency of the classics is a vital part of teaching. 1 2 3 4 5
24. Perceptions centered in experience should be emphasized, as well as the 1 2 3 4 5
freedom and responsibility to achieve one's potential
25. Education should help drive society to better itself, rather than restricting 1 2 3 4 5
itself to essential skills
26. Teachers should encourage democratic, project-based classrooms that 1 2 3 4 5
emphasize interdisciplinary subject matter
27. A knowledgeable individual facilitates or scaffolds learning for a novice 1 2 3 4 5
based on understanding the learner's developmental level and the content
to be learned.
28. The role of the teacher is help create a nurturing atmosphere for students 1 2 3 4 5
and to promote the growth of the whole person.
29. Teaching involves the support of memory storage and retrieval. 1 2 3 4 5
30. Successful teaching creates an environment that controls student behavior 1 2 3 4 5
and assesses learning of prescribed outcomes.
31. he greatest education centers mainly around the student's exposure to great 1 2 3 4 5
achievements in subjects such as arts and literature
32. Learning requires modifying internal knowing structures in order to 1 2 3 4 5
assimilate and accommodate new information.
33. The role of the teacher is to create an atmosphere that rewards desired 1 2 3 4 5
behavior toward achieving goals and extinguishes undesirable behavior.
34. The primary goal for educators is to establish environments where 1 2 3 4 5
students can learn independently through purposeful reflection about their
experiences
35. Principles of reinforcement (anything that will increase the likelihood that 1 2 3 4 5
an event will be repeated) and contiguity (how close two events must be
chronologically for a bond to be created) are pivotal to explaining
learning.
36. Students' involvement in choosing how and what they should learn is 1 2 3 4 5
central to education.
37. Students need to develop declarative, procedural, and conditional 1 2 3 4 5
knowledge.
38. One's behavior is shaped by one's environment; elements within that 1 2 3 4 5
environment (rather than the individual learner) determine what is learned

39. The most distinctive quality of human nature is the ability to reason; for 1 2 3 4 5
this reason, the focus of education should be on developing intellect.
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 40. Learning should guide students to active participation in social reform 1 2 3 4 5

Educational Philosophies Self-Assessment Scoring Guide

Record the number you chose for each statement in the self-assessment in the spaces given. Add
the numbers for each section to obtain your score for that section. The highest score(s) indicates
your educational philosophy and psychological orientation.

Perennialism
The acquisition of knowledge about the great ideas of western culture, including understanding
reality, truth, value, and beauty, is the aim of education. Thus, curricula should remain constant
across time and context. Cultivation of the intellect is the highest priority of an education.
Teachers should directly instruct the great works of literature and art and other core curricula.

__ + __ + __ + __ + __ Total = _____
1 10 23 31 39

Essentialism
Essentialists believe that there is a core of basic knowledge and skills that needs to be transmitted
to students in a systematic, disciplined way. A practical focus, rather than social policy, and
emphasis on intellectual and moral standards should be transmitted by the schools. It is a backto-
basics movement that emphasizes facts. Instruction is uniform, direct, and subject-centered.
Students should be taught discipline, hard work, and respect for authority.

__ + __ + __ + __ + __ Total = _____
5 7 12 16 17

Progressivism
Progressivists believe that education should focus on the child rather than the subject matter. The
students' interests are important, as is integration of thinking, feeling, and doing. Learners should
be active and learn to solve problems by experimenting and reflecting on their experience.
Schools should help students develop personal and social values so that they can become
thoughtful, productive citizens. Because society is always changing, new ideas are important to
make the future better than the past.

__ + __ + __ + __ + __ Total = _____
4 24 26 34 36

Reconstructionism/Critical Theory
Social reconstructionists advocate that schools should take the lead to reconstruct society in order
to create a better world. Schools have more than a responsibility to transmit knowledge, they
have the mission to transform society as well. Reconstructionists use critical thinking skills,
inquiry, question-asking, and the taking of action as teaching strategies. Students learn to handle
controversy and to recognize multiple perspectives.

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__ + __ + __ + __ + __ Total = _____
8 11 15 25 40

Information Processing
For information processing theorists, the focus is on how the mind of the individual works. The
mind is considered to be analogous a computer. It uses symbols to encode, process, remember,
and retrieve information. It explains how a given body of information is learned and suggests
strategies to improve processing and memory.

__ + __ + __ + __ + __ Total = _____
6 14 22 29 37

Behaviorism
Behaviorists believe that behavior is the result of external forces that cause humans to behave in
predictable ways, rather than from free will. Observable behavior rather than internal thought
processes is the focus; learning is manifested by a change in behavior. This is known as the
stimulus-response theory of learning. The teacher reinforces what what the student to do again
and again and ignores undesirable behaviors. The teacher's role is to develop behavioral goals
and establish reinforcers to accomplish goals.

__ + __ + __ + __ + __ Total = _____
20 30 33 35 38

Cognitivism/Constructivism
The learner actively constructs his or her own understandings of reality through acting upon and
reflecting on experiences in the world. When a new object, event, or experience does not fit the
learner's present knowing structures, a conflict is provoked that requires an active quest to restore
a balance. Teachers facilitate environmental conditions and mediate experiences to support
student learning.

__ + __ + __ + __ + __ Total = _____
2 9 19 27 32

Humanism
Humanist educators consider learning from the perspective of the human potential for growth,
becoming the best one can be. The shift is to the study of affective as well as cognitive
dimensions of learning. Beliefs include: human beings can control their own destiny; people are
inherently good and will strive for a better world; people are free to act but must be responsible;
behavior is the consequence of human choice; and people possess unlimited potential for growth
and development. There is a natural tendency for people to learn, which will flourish if
nourishing, encouraging environments are provided.

__ + __ + __ + __ + __ Total = _____
3 13 18 21 28
72 | P a g e
Activity 4: Journal Writing

What educational theory/ies will help the educational growth and development of the learners of
the 21st century? Explain your thoughts.

73 | P a g e
 MODULE 5 Political and Economic Foundations of Education

This chapter presents the political and economic sides of the school and how the schools help
students to develop positive civic attitudes and skills to exercise the rights and responsibilities of

74 | P a g e
citizenship and how the schools can help students to acquire knowledge and skills necessary to
survive and compete in a modern society or competitive economy.

Essential Question: How are political and economic realities depicted in Philippine education
then and now?
Objectives: at the end of this module the students would be able to:
1. Examine the political and economic foundations of education with focus on the
Philippine situation.
2. Explain the importance of understanding the political and economic foundations of
education in the present educational system.

Political Foundation

A. Philippine Education Structure

Education in the Philippines is provided by public and private schools, colleges, universities, and
technical and vocational institutions. Funding for public education comes from the national
government.

At the basic education level, the Department of Education (DepEd) sets overall educational
standards and mandates standardized tests for the K–12 basic education system, although private
schools are generally free to determine their own curriculum in accordance with existing laws
and Department regulations.

On the other hand, at the higher education level, the Commission on Higher Education (CHED)
supervises and regulates colleges and universities, while the Technical Education and Skills
Development Authority (TESDA) for technical and vocational institutions regulates and
accredits technical and vocational education programs and institutions.

Education School/Level Grades Age Years Notes

Kindergarten pre-primary 3–5 2
school,
Primary Paaralang 1–6 6–11 6 Elementary school covers the first
Elementarya six years of compulsory education
(Elementary (grades 1–6) informally divided
) into 3 years of primary level and 3
years of intermediate level.
Secondary Paaralang 7–10 12–17 6 Secondary education consists of
Sekundarya four levels largely based on the
(Secondary) American schooling system. DepEd
11-12 (Department of Education) specifies
a compulsory curriculum for all
secondary schools, public and
private.

75 | P a g e
Vocational Bokasyonal Technical and vocational education
na is offered by government operated
Edukasyon or private institutions often called
at colleges. Programs duration varies
Pagsasanay from a few weeks to 3 years. upon
the graduation from most of the
programs students may take
TESDA (Technical Education and
Skills Authority) examination to
receive an appropriate certificate or
diploma.
Tertiary University/C 13–16 4 Higher Education is governed by the
ollege - Commission on Higher
Undergradu Education (CHED) that was created
ate Level on May 18, 1994 through the
passage of Republic Act No. 7722,
or the Higher Education Act of
1994. The creation of CHED was
part of a broad agenda of reforms
on the country‘s education system
outlined by the Congressional
Commission on Education
(EDCOM) in 1992. Part of the
reforms was the trifocalization of
the education sector into three
governing bodies: the CHED for
tertiary and graduate education, the
Department of Education (DepEd)
for basic education and the
Technical Education and Skills
Development Authority (TESDA)
for technical-vocational and
middle-level education.
Tertiary University/C 17–18 2
ollege -
Graduate
Level
Tertiary University - 19–21 3
Doctoral

The Role of Civic Education

76 | P a g e
t is relatively easy for a society to produce technically competent people. But the kind of society
we want to live in and the kind of government we want to have requires effort and commitment
on the part of its citizens. Filipinos want a society :

in which human rights are respected

in which the individual's dignity and worth are acknowledged
in which the rule of law is observed in which people
willingly fulfill their responsibilities, and in which the
common good is the concern of all.

What is civic education?

Civic Education in a democracy is education in self- government. Democratic self

government means that citizens are actively involved in their own governance; they do not just
passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it
in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found
in democracy, they will be attained when all persons alike share in the government to the
utmost." In other words, the ideals of democracy are most completely realized when every
member of the political community shares in its governance. Members of the political
community are its citizens, hence citizenship in a democracy is membership in the body politic.
Membership implies participation, but not participation for participation's sake. Citizen
participation in a democratic society must be based on informed, critical reflection, and on the
understanding and acceptance of the rights and responsibilities that go with that membership.

Civic education in a democratic society most assuredly needs to be concerned with

promoting understanding of the ideals of democracy and a reasoned commitment to the values
and principles of democracy. That does not mean, however, that democracy should be presented
as utopia. Democracy is not utopian, and citizens need to understand that lest they become
cynical, apathetic, or simply withdraw from political life when their unrealistic expectations are
not met. To be effective civic education must be realistic; it must address the central truths about
political life.

Where and how does civic education take place?

Formal instruction in civics and government should provide a basic and realistic
understanding of civic life, politics, and government. It should familiarize students with the
constitutions of the state which they live, because these and other core documents are criteria
which can be used to judge the means and ends of government.

Formal instruction should emphasize the rights and responsibilities of citizens in a constitutional
democracy. Those rights have been categorized in various ways but a useful and generally
accepted categorization divides them in this manner:

• Personal rights such as freedom of thought, conscience, expression, and association and
freedom of residence, movement, and travel.
• Political rights such as freedom of speech, press, assembly, and petition, as well as the
right to vote and run for public office.
77 | P a g e
 • Economic rights such as the right to acquire, use and transfer property, to choose one's
work or change employment, to join a labor union or a professional organization, to
establish and operate a business, to obtain a copyright or patent, and to enter lawful
contracts.

Formal instruction in civics and government should be no less attentive to the responsibilities of
citizens in a constitutional democracy. An understanding of the importance of individual rights
must be accompanied by an examination of personal and civic responsibilities. Those
responsibilities include:

• Personal responsibilities such as taking care of one's self, supporting one's family, and
caring for, nurturing, and educating one's children, accepting responsibility for the
consequences of one's actions, adhering to moral principles, considering the rights and
interests of others, and behaving in a civil manner.
• Civic responsibilities such as obeying the law, being informed and attentive to public
issues, assuming leadership when appropriate, paying taxes, voting, serving as a juror or
in the armed forces, monitoring the adherence of political leaders and governmental
agencies to constitutional principles and taking appropriate action if that adherence is
lacking, and performing public service.

Activity 1: A. How do you understand the relationship of government and the educational
sectors of our society? Give your own perspectives of the given concepts based on your
understanding of the present Philippine education system.

How do you understand the following terms based on a teacher‘s perspective?

1. School Funds –

2. Organizational Structure-

3. Curriculum –

4. Community partnership –

5. Educational Reforms-

78 | P a g e
 6. School Board –

7. School Personnel –

8. Quality Education –

B. Complete the box below to show your opinion about the challenges of schools in the
delivery of quality education and how the state can help in addressing the challenges.

Challenges of schools in the present Suggestions on how the state can help address
educational system: the challenges:
1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

79 | P a g e
 c. Give your own thoughts about DEMOCRACY and its relationship to several aspects of
education.

1. Democracy and curriculum.

2. Democracy and methods of teaching.

3. Democracy and discipline.

4. Democracy and teacher.

5. Democracy and school administration.

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Activity 2: Essay: Do you agree that it is responsibility of the school to
educate the citizens of the country about:
- the importance of freedom and democracy?
- protecting and respecting the rights of each individual?
explain your answers.

Economic Foundation of Education:

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WHAT IS THE MAIN GOAL OF ECONOMIC EDUCATION IN SCHOOLS?

Economic Education
The development of economic literacy must begin in the schools. Even young children are
capable of learning basic economic concepts that help them understand their economic world. In
the secondary years, that initial foundation can be expanded to include instruction in a broader
set of economic ideas and concepts. This additional education gives students greater capacity to
understand more complex personal or national economic issues.

There are three essential ingredients for effective economic education in the schools. First,
teachers must be knowledgeable about the subject and be able to help students learn how to use
basic economic concepts to analyze personal and social issues. Second, good curriculum guides
and instructional materials are needed that present economic content at an appropriate level for
the student to understand. Third, economics must have a central place in the school curriculum
—similar to math, science, history and language arts—so that substantial classroom time is
devoted to economics instruction.

Scope of economic foundation education

Education economics or the economics of education is the study of economic issues relating to
education, including the demand for education, the financing and provision of education, and the
comparative efficiency of various educational programs and policies. From early works on the
relationship between schooling and labor market outcomes for individuals, the field of the
economics of education has grown rapidly to cover virtually all areas with linkages to education.

Relationship between Education and Economies

Education paves the way to the fulfillment of the economic needs of the individual and society.
This close relationship between education and economic needs has been acknowledged by the
leading educational economists of the world.

Education trains the individual of the society and. prepares them participate in the
economicoriented activities in the society. This training provides necessary skillful manpower. A
trained and skillful society is, basically a economically stable society.

Research in education has brought about many new theories of economic development. These
theories have opened new vistas of economic growth. Education uplifts the standard of living of
the individuals. Economic prosperity leads to the social stability. All these changes are the
product of education. A financially satisfied person performs his social role effectively and
efficiently.

IMPORTANCE OF EDUCATION ON THE ECONOMY

Education is one of the key drivers of growth performance, prosperity, and competitiveness in
national and global economies.

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Universities and other institutions not only deliver tertiary education and ongoing skills training,
but also provide a bustling research environment that produces innovations with valuable
commercial applications. There are many importance of economic education such as.
1) Create a Quality Workforce
The modern workplace is in a constant state of evolution. Even within the last decade, job
roles and the skills required to succeed in them have changed enormously, with technological
advancements being a key factor. The higher education sector is pivotal in delivering training to
student at all stages of their careers.
2) Drive Innovation
A key role of education institutions is to drive innovation, with the aim of finding
solutions to global challenges in areas that matter to society. The wider economy benefits from
university research and innovation as it drives investment.
3) Increase Employability
Higher education institutions are critically important here. Universities should be
proactive in arranging opportunities for current students to develop industrial expertise through
work experience and internships.

Activity 2:: Make an acrostics of the word ECONOMICS to describe the role of the schools in
helping the economy of the state.

83 | P a g e
Activity 3: Essay: write your opinion about the given topic.

“The Role of Schools in the in the Economic Development of the Country”

Activity 4: Project Output

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Prepare some clippings of the different projects and activities that were conducted by the
different schools in the Philippines to contribute to the civic and economic development of the
country. Your clipping should include the following:
- pictures of the conducted activities of
the school
- a description of the activities (purpose
of the activities, participants,
beneficiaries, date and place of the
activities etc.)
- your opinion/ on the importance of the
school‘ s participation in civic and
economic related activities

85 | P a g e
 Module 6 Educational Laws and Articles of Philippine Constitution

(An overview of the relevant laws for teachers; The code of ethics of professional teachers
resolution no. 435, series of 1997; The Philippine professional standards for teachers PPST)

This chapter presents the various educational legislations and other related laws, general orders
and issuance on policies to better understand the legal aspects of the Philippine educational
system in terms students‘ rights, teachers‘ rights and the issues on academic freedom.

Essential Questions:
1. What relevant laws for teachers are most helpful to improve the total quality of life
among teachers?
2. How are ethical principles of the profession reflective of good teaching practices?
3. How do the professional standards for teachers in the Philippines inform stakeholder
participation in setting clear expectations of what quality teaching and teachers should
be?

Objectives: at the end of this module the students would be able to:
1. Analyze relevant laws passed for teachers and in the teaching profession.
2. Develop a teacher‘s contextual understanding of how these relevant laws will inform
their professional teaching practices
3. Apply ethical principles in their personal and professional lives and their relationships
with other people (kapwa)
4. Examine the relevance of the professional standards for teachers as a public statement of
accountability based explicitly on what teachers know, do, and value in the profession

Legal Bases of Education in the Philippines:

EDUCATIONAL DECREE OF 1863: The decree provided for the establishment of primary
school for boys and girls in each town of the country.

ACT NO. 74 OF 1901: Enacted into law by the Philippine Commission, the Act created the
Department of Public Instruction, laid the foundations of the public school system in the
Philippines, provided for the establishment of the Philippine Normal School in Manila and made
English as the medium of instruction. (In 1949, the Philippine Normal School was made a
teachers‘ college by virtue of RA 416 and, in 1991, it became a full-pledge university by virtue
of RA 7168.)

ACT NO. 1870 OF 1908: The law served as the legal basis for the creation of the University of
the Philippines.

VOCATIONAL ACT OF1927: Also known as Act No. 3377, the Vocational Act as amended
by other acts laid the foundations of vocational education in public schools and made provisions
for its support.

86 | P a g e
EDUCATION ACT OF 1940: Also known as Commonwealth Act No. 586, the Education Act
laid the foundations for the present six-year elementary course and made provisions for its
support.

REORGANIZATION ACT OF 1947: The Act placed public and private schools under the
supervision and control of the Bureau of Public and Private Schools.

REPUBLIC ACT 5250 OF 1966: The Act provided the legal basis for the implementation of a
ten-year teacher education program in special education.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 25

OF 1974: Popularly known as the Bilingual Education Program of 1974, the Order required the
use of English as medium of instruction for science and mathematics subjects and the use of
Filipino as medium of instruction for all other subjects in the elementary and high school levels.

PRESIDENTIAL DECREE NO. 1006 OF 1976: The Decree was a legal and formal
recognition of teachers as professionals and teaching as a profession.

REPUBLIC ACT NO. 5698: The Act created the Legal Education Board whose task was to
regulate and improve the quality of law schools in the Philippines in order to stop the increasing
number of examinees who fail to pass the bar examinations given every year.

REPUBLIC ACT 6655 OF 1988: Popularly known as the Free Public Secondary Education Act
of 1988, the Act created a system of free education in public high schools.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 49

OF 1992: This Order serves as the guideline for the selection of honor students in all public and
private high schools. All these schools were required to choose one (1) ―valedictorian‖ and one
(1) ―salutatorian,‖ and to set the limit of the number of ―honorable mention‖ to one percent of
the graduating students. The ―eligibility requirements‖ for becoming an honor student are the
following: 1) No grade below 80 in any subject and no failing grade in any subject in the first
two curriculum years; 2) Completed third and fourth year studies in the same secondary school;
3) Completed the high school curriculum within the prescribed year; 4) Active membership in
two clubs during the third and fourth years in high school; and 5) Conformed to school rules and
policies.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 1 OF

1994: This Order increased the number of school days to 200 days (42 calendar weeks) inclusive
of examination days for public and private schools. (This department order is similar to RA 7791
which increased the number of school days from 185 to 200 days.

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 37

OF 1994: The Order required all grade VI elementary students to take the National Elementary
Assessment Test (NEAT) that is given on the 13th Tuesday following the opening of the school
year. The assessment test consists of a battery of tests of the multiple choice type. There are four

87 | P a g e
subject areas: English, mathematics, science and
heograpiya/kasaysayan/sibika
(geography/history/civics).

DEPARTMENT OF EDUCATION, CULTURE AND SPORTS (DECS) ORDER NO. 38

OF 1994: The Order required all senior high school students to take the National Secondary
Assessment Test (NSAT) that is given on the 13th Friday following the opening of the school
year, or three days after the NEAT has been given. The assessment test consists of a battery of
tests and there are four subject areas: English and Filipino proficiencies, mathematics, vocational
aptitude and science & technology. (The test is not a requirement for college admission.)

REPUBLIC ACT NO. 7731: The Act abolished the National College Entrance Examinations or
NCEE to give the marginalized students a greater chance to gain access to college education.

REPUBLIC ACT NO. 7722: Also known as the Higher Education Act of 1994, the Act created
the Commission on Higher Education (CHED) whose main task is to regulate and develop
tertiary education in the Philippines.

REPUBLIC ACT NO. 7796: Also known as the Technical Education and Skills Development
Act (TESDA) of 1994, the Act‘s objective was to provide relevant and quality technical
education that is accessible to all and to create the agency that will manage technical education
and skills development in the Philippines.

REPUBLIC ACT NO. 7836 OF 1994: Known as the Philippine Teachers Professionalization
Act of 1994, the Act made it mandatory for people pursuing a career in teaching to take the
licensure examinations that are administered and regulated by the Professional Regulatory
Commission.

DEPARTMENT OF EDUCATION (DEPED) ORDER NO. 34 OF 2001: The Order required

all public elementary and high school students to read at least one book in the vernacular and one
book in English per year before they can be promoted to the next higher level.

HOUSE BILL NO. 1378, AN ACT PROVIDING FOR A MAGNA CARTA OF

STUDENTS, the policy of the state to promote and protect the rights of students to enable them
to participate actively and effectively in the democratic process of affecting progressive and
developmental change in the society.

88 | P a g e
Activity 1: What educational laws and articles will apply for the given stakeholders of the
school?

SCHOOL

TEACHER

89 | P a g e
 STUDENT

Activity 2: Think of a TEACHING – LEARNING situation or any education related scenario

wherein the given law or educational articles will best apply:

1. HOUSE BILL NO. 1378, AN ACT PROVIDING FOR A MAGNA CARTA OF

STUDENTS

2. VOCATIONAL ACT OF1927

3. REPUBLIC ACT NO. 7836 OF 1994

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 4. PRESIDENTIAL DECREE NO. 1006 OF 1976

5. REPUBLIC ACT 6655 OF 1988

THE TEACHING PROFESSION

91 | P a g e
I. Legal bases of Philippine Education
1987 Philippine Constitution
Art. XIV- Education, Science & Technology, Arts, Culture & Sports Section
1 – ensures the right of all citizens to quality education at all levels.
The State shall take appropriate steps to make education accessible to all.
Section 2 – stipulates the establishment and maintenance of a complete, adequate, and 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 the 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.

Magna Carta for Public School Teachers (R.A. 4670)

Some of the salient provisions are:
1. A four-year degree is a pre-requisite for admission to teach in the kindergarten,
elementary and secondary schools; a bachelor‘s degree in the field of specialization with at least
18 units in education for secondary school teachers, secondary vocational and two-year technical
courses, and a Master‘s degree for teachers in the collegiate level.
2. Except for a cause, no teacher shall be transferred without his consent from one station to
another.
3. Whenever possible, married couples who are public school teachers should be employed
in the same locality.
4. Actual teaching hours should not exceed six hours a day except where the exigencies of
the service so require, but should not exceed eight hours. In which case, additional compensation
at the same rate as his regular enumeration plus at least 25% of his basic pay.
5. In areas where teachers are exposed to hardship such as difficulty in commuting to place
of work or other hazards peculiar to the place of employment, teachers, shall be compensated
with a special hardship allowance equivalent to at least 25% of their monthly salary.
6. In addition to leave privileges enjoyed by public school teachers, they are entitled to
study leave not exceeding one school year after seven years of service and entitled to at least
60(now 100) % of their monthly salary. Study leave of more than one year may be allowed but
without compensation.
7. Teachers who meet the age and service requirements for retirement shall be granted one
range salary raise upon retirement and shall be the basis of the computation of the lump sum of
the retirement pay and the monthly benefits thereafter.
8. Public school teachers have the right to freely and without previous authorization to
establish and join organizations of their choice, whether local or national to further and defend
their interests.

CODE OF ETHICS FOR PROFESSIONAL TEACHERS

92 | P a g e
Pursuant to the provisions of paragraph (e), Article 11, of R.A. No. 7836, otherwise known as the
Philippine Teachers Professionalization Act of 1994 and paragraph (a), section 6, P.D. No. 223,
as amended, the Board for Professional Teachers hereby adopt the Code of Ethics for
Professional Teachers.

PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with high moral
values as well as technical and professional competence. In the practice of their noble
profession, they strictly adhere to ,observe, and practice this set of ethical and moral
principles, standards, and values.

Activity 3: A. Read the complete sections of the code of ethics for professional teachers and
give the summary of each section.

1. The Teacher and the State

__________________________________________________________________________
_________________________________________________________________________
_
_________________________________________________________________________
_
______________________________________________________________________

2. The Teacher and the Community

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

3. The Teacher and the Profession

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________________________________

4. The Teacher and the Teaching Community

__________________________________________________________________________
_________________________________________________________________________
_
_________________________________________________________________________
_
____________________________________________________________________

5. The Teacher and the Learner

__________________________________________________________________________
_________________________________________________________________________
_
93 | P a g e
 _________________________________________________________________________
_
____________________________________________________________________

B.Why was the Magna Carta for Teachers enacted? Do you agree with the salient features of the
law? Explain your thoughts.

94 | P a g e
DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE

PROFESSIONAL STANDARDS FOR TEACHERS

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of
teacher practices.

Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:

1. Content knowledge and its application within and across curriculum area
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

Domain 2, Learning Environment, consists of six strands:

1. Learner safety and security
2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

Domain 3, Diversity of Learners, consists of five strands:

1. Learners‘ gender, needs, strengths, interests and experiences
2. Learners‘ linguistic, cultural, socio-economic and religious backgrounds
3. Learners with disabilities, giftedness and talents
4. Learners in difficult circumstances
5. Learners from indigenous groups

Domain 4, Curriculum and Planning, includes five strands:

1. Planning and management of teaching and learning process
2. Learning outcomes aligned with learning competencies
3. Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT
95 | P a g e
Domain 5, Assessment and Reporting, is composed of five strands:
1. Design, selection, organization and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner needs, progress and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs
Domain 6, Community Linkages and Professional Engagement, consists of four strands:
1. Establishment of learning environments that are responsive to community contexts
2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

Domain 7, Personal Growth and Professional Development, contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

Activity 4: Give the general concept of each domain of the PPST according to how you have
understood the different strands under each domain.

Domain General concept

Domain 1, Content Knowledge and

Pedagogy, is composed of seven strands

Domain 2, Learning Environment, consists

of six strands

Domain 3, Diversity of Learners, consists of

five strands

Domain 4, Curriculum and Planning,

includes five strands

Domain 5, Assessment and Reporting, is

composed of five strands

96 | P a g e
Domain 6, Community Linkages and
Professional Engagement, consists of four
strands

Domain 7, Personal Growth and

Professional Development, contains five
strands

Reflection: How will the educational laws, policies and articles help you as future educators of
the Philippine society?

97 | P a g e
 REFERENCES

Bilbao, P. P., et al. (2006). The teaching profession. Quezon City: Lorimar Publishing Co.,
Inc.

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Ornstein, A. C. & Levine, D. U. (2008). Foundations of education. (10th ed.). Boston:
Houghton Mifflin Company. (Read Motivation, preparation, and conditions for the
entering teacher, pp. 2-26.)

San Mateo, Roalinda A. Maura G. Tangco (2003). Foundations of Education II

Salandanan, G. G. (2005). Teaching and the teacher. Quezon City: Lorimar Publishing Co.,
Inc.

Salandanan, G. G. (2007). Elements of good teaching. Quezon City: Lorimar Publishing

Co., Inc.

Zulueta, Francisco M. (2004). Foundations of Education. Quad Alpha Centrum Bldg.

Mandaluyong City: Published by National Bookstore

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https://www.educationcounts.govt.nz/ https://drzreflects.blogspot.com/2013/04/what-is-difference-
between-20th-and.html

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