Foundation of Education

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
GRADUATE STUDIES AND APPLIED RESEARCH
FAJOT, DANELLE F.
09122589988
danellefajot@yahoo.com
THE HISTORICAL FOUNDATIONS OF EDUCATION
ILO’s | Intended Learning Outcomes:
at the end of the lesson, the learners must be able to:
1. Trace the historical development of education from ancient to

modern times.
2. Cite the contribution of the different periods.
3. Cultivate the spirit of inquiry so that prospective teachers may
become effective agents of change both in school and in the
community.
PRIMITIVE EDUCATION | “Education for Conformity”
Life among primitive or tribal people was very simple compared with
the complex life that people have today. Their means of livelihood were
hunting and gathering fruits and vegetables. They live in crude huts
which are often blown down by typhoons. Relatively narrow social and
cultural contacts. They lived in the limited area and had few or no
contacts at all with other people. This made them prone to superstitions.
Their organization was tribal and not political, that is, their head was
usually the oldest or the wisest among the member of the clan. There
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was no reading or writing and information was transmitted through word
of mouth, songs, gestures, ceremonial rites, and the like.
A. Aims of Primitive Education
1. Security and Survival. Education among people was directed to

ensuring the survival of the group, clan, or tribe through trainings
of the young in skills and arts necessary to maintain life.
2. Conformity. This aim was for social approval but the main reason
was for the interest of the whole group. If one deviated from the
usual tribal practices, some evil spirits might be displeased and
misfortune would befall the whole group. Hence, the interest of
one was sacrificed for the interest of the group.
3. Preservation and transmission of traditions. The people thought

that the ways they were doing things were the best and they
wanted to preserve such and be transmitted to the incoming
generation.
B. Types of Education
1. Vocational and Domestic. This includes practical activities

necessary to satisfy the immediate needs to stay alive.
2. Religious (animistic) | Theoretical. Religious education consisted

in learning how to participate in ritualistic practices to please or to
appease the unseen spirits roaming around.
The content are broad, indefinite and unwritten ritualistic and

prescriptive. No grades or grading system or level of instruction given to
learners. There was no financing involved since there was no teacher to
pay, no learning materials to buy, and no school building to construct.
C. Agencies of Education
1. Home. The home is always the center of learning, especially for

the very young. The young learned much at home because the
home was the center of activity.
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*Girls: Child rearing and household management
*Boys: Hunting, making tools, and military training.
2. Environment. The environment provided the primitive people a

very good place of learning.
The Effects:
A. Culture was passed on and preserved for generation.
B. Tribes were able to meet their economic needs and were able
to survive.
C. People were able to adjust and adapt to political and social life.
D. Methods of Instruction
1. All instruction was done informally. Enculturation that is imposing

the group characteristics, skills, knowledge, and attitudes upon
the children.
2. Observation and imitation. The children observed what their

parents were doing and then imitated them. “Show me or tell me
methods”
3. Simple telling and demonstration. This is lecture-demonstration

nowadays. The parents told their children what they ought to do
and then demonstrated how to do it.
4. Participation. The children participated in the work of their parents

and they learned. Participation was almost obligatory for
everyone in the performance of religious rituals and ceremonies.
E. Outstanding Contribution to Education
1. Participation of the young in rituals and ceremonies and in the

incidental apprenticeship to the activities of the family and the
tribe.
2. The primitive man started the rudiments of education from
which evolved in the modern educational systems of today.
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ORIENTAL EDUCATION | “Education for Stability”
Education aimed to recapitulate the past in order that the

individual may not vary from it or advance beyond it.
China : To preserve and perpetuate ancestral tradition.

To preserve traditions of the caste system and
India :
religious belief.
Egypt : To preserve religious traditions.
Persia : To strengthen military traditions.
A. Types of Education
Moral Training | Social Training of customs, duties and

polite behavior and ethical aspect of discipline. Theoretical |
Religious Training in language and literature and religious belief.
It involves elementary and higher levels. Formal education is
directed toward mastery of the languages that were technically
difficult. Mastery of the approved form of conduct was embodied
in a sacred literature and the imposition of conduct upon all the
people.
B. Methods of Instructions
Schoolwork is chiefly memorization of text, the method is

direct imitation. It consisted of being told what to do, to feel or to
think. The methods, however, such trial and error, conscious
imitation, indoctrination, emphasized what to think and not how to
think.
C. Agencies of Education
Home is the center for most ethical and social training.

Other agencies were pagoda, temple, under the trees or cover
sheds.
The effects:
A. Has influenced the inclusion of liberal education in all
school levels.
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B. Stressed the complimentary development of the human
person for the social transformation of the state.
C. Intertwined the holistic integration of human personality for
his cultural improvement.
D. The concept of education for individual furnished the first
real conception of life.
E. Stability was achieved but lacking in progressiveness.
SUMERIAN EDUCATION
“Education for Business Development “
Sumeria is situated in the Plain of Shinar, adjacent to end

containing the lower basin of the Tigris and Euphrates rivers which flow
into the Persian Gulf. Presently, this place is within Iraq. The Sumerians
were Indo-Europeans. They settled first at the lower and of the rivers
about 5000 B.C at about 4000 B.C the Sumerian settlers began the
reclamation of the swamps around the mouth of the rivers.
The sumerians, particularly the priest, were a commercial people.

Their king called patesi was their temporal as well as spiritual leader.
Their system of writing was cuneiform. They originated this form of
writing consisting of wedge-shaped character. The different position of
the wedge conveyed ideas.
A. Aims of Sumerian Education
1. Training of Scribes. The scribes were trained to do

ecclesiastical work in the temple which was mostly writing.
2. Training of Bookkeepers. Since the Sumerians were a

commercial people, they needed bookkeepers to record their
multifarious business transactions. Since the priest was also
the business leaders, the scribes and the bookkeepers were
mostly the same persons doing the recording.
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3. Training of teachers. At about 3000 B.C there were already
teachers who needed to be trained.
4. Training the learners to be good. Among the aims of Sumerian

education was to train the learners to be good and to do good
things especially to their God and to humanity called namlulu.
In doing so, the learners would be called good by their God
and by the people.
B. Types of Education ( Calderon, 1998)

1. Writing education. Their system of writing was cuneiform. This
consists of wedge-shaped character. They different forms of
wedges conveyed ideas. The children pressed the cuneiform
form characters into soft clay and which were then baked in the
sun to become tablets. Many of these tablets preserved and
handed down to us contain many facts about ancient history.
Cuneiform writing was Sumeria’s outstanding contribution to
education and especially to civilization. This form of writing was
later used by the Akkadians, Assyrians, Babylonians, Persians,
and Egyptians.
2. Mathematical Education. There was little arithmetic which most
likely included counting and operations of low digit numbers.
3. Language Education. There was little grammar but the great bulk
of the work was giving names to many things, thus enriching their
vocabulary.
4. Vocational Education. This was mainly apprenticeship of the
workers. Most likely slaves.
5. Professional Education. The discovery of surgical instruments
indicated that the Sumerians studied and practiced medicine and
surgery. They also had law, astronomy, and architecture.
6. Art Education. They had poetry, epics, essays, fables, music,
jewelry designing, sculpture, and architecture.
C. Content to be studied.
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1. Reading, writing, little arithmetic
2. Astronomy for predicting the planting and reaping seasons,
astrology, medicine and surgery. These were studied in the
higher schools.
3. Architecture, agriculture, and hydraulics. Their irrigation canal
system was very systematic.
4. Jewelry designing in gold, copper, and silver, sculpture, literature
art such as poetry, epics, fables, proverbs, and music.
5. For vocational training, they had carpentry, and ship-building.
6. In law, some rules and regulations to be obeyed were taught and
followed by the people in their conduct of their daily life.
D. Agencies of Education
1. Home. The home was the first learning place of the young. Where
they learned some manual skills and social standards.
2. School. Archaeology discovered that a school existed in Sumeria
around 2000 B.C. It consisted of six rooms with walls 8 to 9 high.
3. Temple schools. These schools were more elaborate than the
lower school. They had big halls where the scribes and young
priests studied.
4. Apprentice schools. The effectiveness of these schools was
evidenced by the highly skilled craftsmen in beautiful art works in
gold, silver and copper, sculpture, architecture, and in metal
works.
E. Organization of Grades
1. There were already organized classes as far back as 3000 B.C

2. There was higher education for the professions and for those who
could afford it. The poor could not afford to go to higher schools.
Hence, education was not universal.
F. Methods of Instruction
1. Imitation and copying. The method of instruction was mainly

imitation and copying. The students just imitated by copying what
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the teacher had written. This was followed by minimal
explanation.
2. Preparation of tablets. The main work of the learners was the
preparation of tablets that dealt with their lessons. The pupil who
failed to prepare his tablets was flogged by the school teacher
called School Father or ummia. They had stern discipline. The
pupil was called school son. The brighter ones as assistant
teacher or monitors.
G. Financing
It was not clear whether the students paid tuition fees or not but
most probably the students paid certain amount of fees thus
preventing the less-privileged from continuing their higher education.
The fact that only the well-to-do could go to higher schools meant
that large amounts had to be spent for acquiring higher education.
H. Outstanding Contribution to Education
Through the cuneiform of writing, it conserved the early

civilization’s origins besides being the medium of instruction and
commercial language of the ancient world.
EARLY EGYPTIAN EDUCATION | Education for Public Administration
Ancient Egypt was the birthplace of one of the world’s first

civilizations. This advanced culture arose about 5, 000 years ago in the
Nile River Valley in north-eastern Africa. It thrived for over 2,000 years
and so became one of the longest lasting civilization in history.
The mighty Nile River was the lifeblood of ancient Egypt. Every
year, it overflowed and deposited a strip of rich, black soil along each
bank. The fertile soil enabled farmers to raise huge supply of food. The
Egyptian called their country Kemet, meaning Black land, after the dark
soil. The Nile also provided water for irrigation and was Egypt’s main
transportation route. For these reasons, the ancient Greek historian
Herodotus called Egypt “the gift of the Nile”
A. Aims of Education
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1. Training of scribes. Scribes were in great demand to record
the transactions of ecclesiastical and commercial business.
This was the most coveted profession at that time.
2. Religious. This aim as to inculcate proper respect for the Gods

and the Pharaoh who was also considered as God.
3. Utilitarian. The father wanted to transfer to his son his skills in

his occupation and the mother to her daughter the skills in
keeping house.
4. Preservation of Cultural Patterns. Those in charge of Egyptian

Education, the nobles and priests, wanted to preserve their
culture patterns, the Egyptian civilization.
B. Types of Education
1. Religious Education. This was predominant as the priests

wanted to inculcate in the minds of the learners proper respect
for the Gods, moral conduct, and a preparation for life after
death.
2. Vocational-professional education. This was also

predominant because they wanted to perpetuate the artistic
skills that embellished their temples and other buildings and
their wonderful achievements in engineering and architecture.
3. Military Education. This was only for the sons of the nobles.
4. Education for public administration. This was for those who

aspired for positions in the government because the pharaoh
needed many assistant to implement his desires.
5. Priesthood education. This was for those who aspired to

become priests.
6. Home arts education. This was largely vocational and offered

to women. The Egyptian woman was accorded higher regard
than in other Eastern countries at that time. They could even
inherit the throne.
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7. Writing, reading, and language education. The Egyptians
used the hieroglyphics form of writing. (Greek word: hieros
“sacred” and glypho “to carve”). These were picture or signs
that represented ideas. The Hieroglyphics were great in
number but later they were simplified into what was called
hieratic (sacred) and later still into a form called demotic.
C. Content to be studied
1. Reading, writing, and language

2. Religious and secular literature.
3. Artistry in metals and lapidary.
4. Mathematics
5. Subjects in astronomy, engineering, architecture, physics,
medicine, embalming, dentistry, and law.
6. Dance and Rhythm
7. Sports and Physical Education
8. Military
D. Agencies of Education
1. Home
2. Temple Schools | Higher Education
3. Military Schools
4. Court Schools
5. Vocational Schools
E. Organization of Grades
1. The young studied at home, usually with the mother as

teacher.
2. At age of 5, the boys attended the reading and writing
schools under the priests if the parents could afford to pay
the school fees.
3. At 17, the boys entered the schools that offered their
vocations.
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F. Methods of Instruction
1. Apprenticeship. This was the dominant method especially in

the lower and vocational schools.
2. Dictation, memorization, copying, imitation, repetition. These
were standard practices in teaching especially in the lower
grades.
3. Observation and participation. These were also standard
practices of teaching. Especially in the vocational courses.
G. Financing
The pupil and students had to pay certain amount of school

fees in the lower schools. Hence, education was not universal.
H. Outstanding Contribution to Education
1. Created the world’s first national government, basic forms of

arithmetic and a 365-day calendar.
2. Developed the geometrical measurement and surveying.
3. Hieroglyphics
4. Invented papyrus, a paper-like writing materials made from
the stems of papyrus plant.
5. Developed the first religious to emphasize life after death.
6. Build great cities in which many skilled architects, doctors,
engineers, painters, and sculptors worked.
7. Built pyramid as tombs for their rulers.
Jewish Education | Education for Discipline
A. Aim of Education
The aim of education was ethical and religious. The

education of the youth was an obligation of the parents, and was
intimately associated with the performance of ritual observances
with learning the Mosaic Law, both from which were regarded as
essential to the survival of the Jews as people.
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B. Method of Instruction
The method of instruction was oral and by practice,

corporal punishment was regarded as an essential element in
training. “He that spareth the rod hateth his son” (Proverb 13:24)
ASSESSMENT
Answer the following questions.
1. What is the outstanding contribution of primitive society to

education?
2. What is the outstanding contribution of Sumerian to civilization?
3. What is the outstanding contribution of the early Egyptian to
civilization?
APPLICATION
Characterize primitive, Sumerian, and Egyptian education by completing

the table below.
PRIMITIVE SUMERIAN EGYPTIAN
AIMS TO
EDUCATION
METHODS OF
INSTRUCTIONS
OUTSTANDING
CONTRIBUTION
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References:
Foundations of Education II (Historical, Philosophical, and Legal

Foundations of education) Third Edition., Rosalinda A. San Mateo and
Maura G. Tangco
Foundations of Education. Jose F. Calderon, Ed. D
Historical, Philosophical, and Legal Foundations of Education II

Second Edition., Doris D. Tulio
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Province of Laguna
JERWIN D. SALAS
09472370841
jerwindsalas032688@gmail.Com
ANCIENT CHINESE EDUCATION, EARLY HINDU EDUCATION AND

EARLY HEBREW EDUCATION
I. Intended learning Objectives

 Differentiate the value and educational aims of
Ancient Chinese Education, Early Hindu Education
and Early Hebrew Education,
 Appreciate the influence of Ancient Chinese
Education, Early Hindu Education and Early Hebrew
education to the world, and
 Analyse the significance of these early educational
systems in the transfer of learning.
II. Rationale
Different educational system of the world had its share to the current
trend of education. It is very evident because up to now some of the
educational system still depends on perennial concept of education.
Educational setting, trends and concepts are continuously evolving
yet it cannot be deny that the early ways of educational approach are
still significant to the present learners.
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The educational concept of Ancient Chinese Education, Early Hindu
Education and Early Hebrew Education can be a great help to
reassert educational structure. Knowledge of these early educations
may not be crucial to provide solutions to educational problem.
However, it may give new perspective and aspiration to better the
educational structure.
III. Content
ANCIENT CHINESE EDUCATION
 HISTORY OF CHINESE EDUCATION
Many Chinese scholars believe the history of education in China can

be traced back as far as the 16th century BC. Throughout this period
of time, education was the privilege of the elites. This ancient
Chinese education began with classics works, namely the four Books
and the Five Classics (Great Learning, Doctrine of the Mean,
Analects, and Mencius: Classic of poetry, Book of Documents, Book
of Rites, I Ching, and Spring and Autumn Annals), regarded as
cardinal texts that one had to learn, in order to understand the
authentic thought of Confucianism.
Beginning from the time of the Xia dynasty, it was traditional for
ancient kings and emperors to select well-educated officials to assist
them in administering their kingdoms.
The civil service examination system for selecting official was

established by emperor Yang (569-618 AD). It was not until the late
Qing dynasty (1644-1911) that the civil service examination system
was dismantled by Yuan Shikai (1859-1916), and replaced by a more
western education system. Since the foundation of the People’s
Republic of China in 1949, the Chinese Education system has been
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modelled on the Russian system, with perhaps more spoon-feeding
and rote-learning than in some other countries.
Confucianism probably is the biggest influence in education of China

throughout the entire Chinese history. Later in Han Dynasty a form
of public education system was established. During that time, it was
not only elites from upper class families can study in school.
 AIMS OF EDUCATION
1. Ideological & Ethical or Moral learning

2. Cultural Development
3. Civil Service- to prepare the students to take state
examination
4. To maintain their cultural pattern & usages
 TYPES OF EDUCATION
1. Ideological & Moral Education 4. Language Education
2. Vocational & Domestic 5. Civic Education
3. Military Education
 CONTENT TO BE STUDIED
1. Teachings of Confucius
2. Whole time was devoted to memorization
 AGENCIES OF EDUCATION
1. Home
2. School
3. Palace
 METHODS OF INSTRUCTION
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1. Confucian Method 3.Direct and exact
2. Memorization
 AGENCIES INVOLVED:
1. Home
2. Private Schools
3. House of a teacher or rich pupil
4. Deserted Pagoda
5. Environment
 OUTSTANDING CONTRIBUTION
1. Confucianism 2. Civil Service Examination
EARLY HINDU EDUCATION
 HISTORY OF EARLY HINDU EDUCATION
In Ancient India the child follow the occupation of his father.

While, the State and the society did not in any way interfered with
the curriculum of studies or regulating the payment of fees or
hours of instructions. In the process of learning, it was fully
compulsory that student had to live in the house of his teacher for
the whole duration of his studies and learn from him not only what
was taught but also observe how his teacher responded to
different situation arising in daily life and learn from it. Stress was
laid on having a personal relation between the teacher and the
taught. Each student used to meet the teacher separately and
learn from him through separate instruction and guidance.
Education was absolute free and the teacher looked after the
primary needs of the students including food and clothing. Hence,
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even a student aiming at the highest philosophical knowledge
was duty bound to do some manual labour daily such as collecting
fuel, tending cattle and other more. Education in ancient India was
more of seminar type where students used to learn through
discussions and debates.
1. To provide good training to young men and women in the

performance of their social, economic and religious
duties,
2. To Preserve and enrich culture and character and
3. To develop personality and cultivate noble ideals.
 CONTENTS TO BE STUDIED
1. Literature for the Brahmans Vedas -the oldest Hindu

scriptures and the oldest writings of any major religion.
2. RIG VEDA -Veda of Psalm & Verses
3. YAJUR VEDA-Veda of Sacred Formulas
4. SAMA VEDA-Veda of Chants
5. ATHARVA VEDA-Veda of Charms
6. THE ANGAS- Volume of Hindu scientific & philosophical
knowledge
7. THE CODE OF MANU- Compilation of ethics, customs
and traditions
8. Dancing, Linguistics, Philosophy & Theology, Sports,
Military Training, Astronomy, History, Grammar, Law,
Medicine and Mathematics
1. Religious
2. Intellectual 4. Vocational
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3. Domestic 5. Military
1. Imitation 2. Memorization
 AGENCIES
1. Home 2.Outdoors 3. Monasteries
 COMMENCEMENT OF EDUCATION
In the Vedic system, education of a child commenced with the

ceremony called VIDYARAMBHA. It was marked by learning the
alphabets for the first time and offering worship to Goddess
SARASWATHI-The Hindu goddess of knowledge, music, arts,
wisdom and learning. The ceremony called UPANAYANA was
where in the child used to leave his parent’s home and go to stay
in the house of his teacher to commence his study. He was now
called BRAHMACHARIN. Upanayana ceremony was conducted
by Brahmin. BRAHMIN is specialized as priests, teachers
(acharya) and protectors of sacred learning across generations.
Indian texts suggest that Brahmins were often agriculturalists and
warriors in ancient and medieval India.
Another ceremony is called KSHATRIYA where he vows to

protect society by fighting in wartime and governing in peacetime.
VAISHYAS is commencement to become landowners, traders
and money- lenders. BRAMACHARIN after finishing his
education was eligible to become a GRIHASTA or householder.
And also a child commenced his education at the age of eight
after an initiation ceremony called PRABRAJYA or PABBAJJA.
After the initiation ceremony the child left his home to live in a
monastery under the guidance and supervision of his preceptor
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(monk). He was now called SRAMANA (seeker, one who
performs acts of austerity, ascetic) used to wear a yellow robe
Education of Women in the Vedic system was trained in the art

of housekeeping, music and dancing. Women were also taught
the Vedas and Vedangas, but the extent of their study was
restricted only to those hymns which were necessary for the
Yajna (sacrifice) or other ritualistic operations. Women sages
were called Rishikas. The Rigveda mentions the name of some
of the famous women seers like Ghosha, Apala, Lopamudra,
Visvavara, Indrani, etc. who composed hymns.
During the Upanishad period, there were scholarly women like

Maitreyi and Gargi taking part in public debates and discussions
with philosophers and sages.
1. The decimal system of arithmetical notation

2. Use of symbol “O”
HISTORY OF EARLY HEBREW EDUCATION
Hebrew appeared about 4000 BC near Sumeria. They were

Nomadic Semitic tribes escaped slavery from Egypt through
Moses leadership entered Canaan under Joshua’s leadership,
languished for many years in Sinai Desert, conquered the people
of Jericho and took lands along Jordan River.
According to the sacred text, God gave them The Ten

Commandments. With the leadership of Moses, this sacred text
was become one of their primary teachings. The Prophets, King
David and Solomon wrote books which were compiled together
as what we now call Bible.
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1. Develop ideas, mores and concept

2. Religious
1. Religious 2. Intellectual
1. Compulsory 4. Oral
2. Memorization 5. Temple Worship
3. Exposition
 AGENCIES OF EDUCATION
1. Home 2. Outdoors 3. Monasteries
 CONTENT TO BE STUDIED
1. History of the Hebrews and God’s relationship with them
2. The Jewish law or Mosaic law
3. Psalms and Proverbs
4. Foreign language
5. Reading and writing
6. Sacred Music
1. Monotheism 3. The Ten Commandments
2. The Bible
IV. ASSESSMENT
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A. Multiple Choices: Choose the letter of the correct answer.
______1. Which of these following early educations has a big

influence in political concept particularly civil service?
a. Early Hindu Education c. Ancient Chinese Education
b. Early Hebrew Education
______2. The following is TRUE about Early Hebrew Education
EXCEPT__.
a. It focuses more on religion
b. Early life of a child is already set to be an apprentice to a
teacher.
c. It is more on moral building and mores
_____3. The best statement to answer why we should study early
education is ____.
a. The modern educational system was dramatically influence by
Ancient Chinese Educations
b. The emerging faith of majority was a Hebrew origin
c. Any perennial concept has a great link to the present and may
have impact to society
______4. It is the sacred scriptures of Jewish Religion.
a. Bible b. Vedas c. Analects
______5. In Ancient Chinese Education, the most important lesson
they should bear in mind is to become______.
a. morally upright b. religiously good c. intellectually
competent
B. ESSAY: for 5 points

-Compare and Contrast the Ancient Chinese Education in terms
of Aims and Structures to:
A. Early Hindu Education
B. Early Hebrew Education
V. REFERENCES
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 HONEY GRACE M. OLAN, Early Hindu and Hebrew
Education
 FRANCISCO M. ZULUETA et al, Foundations of Educations
 https://www.slideshare.net/blueathena19/foundation-of-
education-ancient-chinese-early-hindu-early-hebrew-
education
 https://prezi.com/bhurwtjpexg0/ancient-chinese-early-hindu-
education/
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Province of Laguna
JENNIFER M. CASTILLO
09175076326
nejfornis76@yahoo.com
EARLY GREEK EDUCATION ROMAN EDUCATION
I. INTENDED LEARNING OBJECTIVES:
1. accept the importance of Spartan education;
2 distinguish the three classes of Spartan education;
3. differentiate the methods used in teaching.
II.INTRODUCTION
Education plays an important part in the society for these can be

your sword and shield in the real world. With education, you can face
the real situation with confidence, being an active , well functioning
individual equipped with knowledge, skills and values. If everyone
possesses these characteristics we can make a perfect educative
community creating a sound, peaceful world.
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III. IMPORTANCE
The study will help us understand the early Greek education.

This will show the difference in Spartan education, its structure , aims
of education for men and women, the methods of education and the
contribution of Spartan education. As educators, we must
know how education exists and how it begun in this world.
IV. APPLICATION
SPARTA
“The Land of the Greatest Warriors”
■ Sparta’s other name was Lacedaemon.
■ The home of the most disciplined and powerful citizens
■ Sparta is famous for its military power and loyal soldiers.
■ The greatest honor that a Spartan could offer his/her homeland

is to die in war combat for men and die while giving birth to a
Spartan offspring for women.
DIFFERENCE OF SPARTAN EDUCATION
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■ Education was very different in Sparta than it was in other ancient
Greek city-states.
■ Other Greek city-states’ purpose of education is to produce good
citizens.
■ But in Sparta, the purpose was to produce a powerful army.
STRUCTURE OF SPARTAN EDUCATION
■ The primary purpose of Spartan education and the whole

Spartan society is to create good soldiers that could defend their
homeland.
■ After a Spartan woman gave birth to a male offspring, the father

inspects the child first. If he is healthy and strong enough, he is
given the chance to become a citizen and be part of the military.
If he looks sickly, he is left to die in hilltops or he will live as a
servant or perioci.
■ Only full pledged citizens of Sparta can receive education – an

informal and military style for boys and formal education for girls.
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THREE CLASSES OF SPARTAN SOCIETY
■ Dorians – The Spartans themselves and the only ones who had full
rights of citizenship as well as education sponsored by the state.
■ Helots – They are the enslaved Greeks.
■ Perioeci – They were not citizens but they live in Sparta as free
people; can be a Spartan offspring who were unable to pass the
inspection or those who doesn’t pass the military fitness test.
AIMS OF EDUCATION (MEN)

■ Male Spartan children were sent to military school at the age of six or
seven. They lived with their brotherhood and often receive brutal
trainings. Between the age of 18 and 20, they had to pass a fitness
test that consisted of fitness, military ability and leadership skills. If he
didn’t pass, he will become one of the perioeci and a person with no
political rights. If he passed, he would continue to serve the military
and train as a soldier until he was in his sixties.
AIMS OF EDUCATION (MEN)
■ The boys learnt survival skills and other skills vital to being a soldier.
The Spartan government wanted Spartans to be tough and strong so
they don’t give enough food or clothing to trainees. By this, the
soldiers-to-be were encouraged to steal but were beaten if caught.
■ A Spartan soldier’s way of lie is a cycle: “Lie, cheat, steal and get
away with it.”
AIMS OF EDUCATION (WOMEN)

■ Female Spartan children were trained in their sisterhood and were
taught physical education. They also started schooling at the age of
six or seven. At the age of 18, they have to pass a fitness test. If she
passed, a husband was assigned to her and she was allowed to go
home. However, if she failed, she will become one of the perioeci.
Unlike other city-states, Spartan women are independent and free-
willed as well as good fighters.
■ The girls were taught physical education which included wrestling,
gymnastics and combat skills. Spartans believed that healthy women
bear healthy babies that can be of great pride for the next generations.
Page | 27
METHODS OF EDUCATIONS
■ Student-Centered Approach
The learning method is mainly focus on the student’s
performance as the teacher acts as a facilitator.
■ Expeditionary Learning
The students are learning by means of experiencing new
things that can help them create a solution based on reality.
CONTRIBUTIONS OF SPARTAN EDUCATION
■ A well-established government or polis.

■ Discipline is one of the foundations of learning.
■ Both genders are equal, independent and free-willed.
■ Respect is given to elders and mentors.
■ Teamwork is highlighted in terms of military education.
CONCLUSION/SUMMARY
■ Sparta is a powerful state with strong and loyal citizens.
■ Education in Sparta is quite harsh and brutal than other city-
states.
■ For Spartan people, it is an honor to die in combat and die
during childbirth.
■ Male Spartan children are exposed to stealing to feed
themselves.
■ Female Spartans are educated in fighting, too.
IV. ASSESSMENT
Read each statement below carefully. Write SPARTAN on the space provided
if the statement is correct and GREEKS if the statement is incorrect.
_______ 1. Helots are the enslave Greeks.
_______ 2. Expeditionary learning is a method which is mainly focus on the

student’s
performance as the teacher acts as the facilitator.
_______ 3. Perioeci were not citizens but they live in Sparta as free people.
Page | 28
_______ 4. Greeks are the only oneswho had full rights to citizenship as well
as education
sponsored by the state.
_______ 5. Student- Centered Approach is learning by means of

experiencing new things that can
help them create a solution based on reality.
V. REFERENCES
https://www.academia.edu/36286049/Sparta_Athens_and_the_Surprising_Ro
ots_of_Common_Schooling
https:/cactusporpoise.weebly.com/ancient-sparta.html
https://www.google.com.ph/amp/seducationalresearchtecniques.com/2018/07
/11/education -in-ancient-sparta/amp/
Page | 29
Province of Laguna
PAMELA JEREZA OLAES

090104022171
pamelaolaes123@gmail.com
ATHENIAN EDUCATION
I. INTENDED LEARNING OUTCOMES:

1. Describe the Athenian Education.
2. Differentiate the influences of Athenian Education in the
modern Education.
3. Appreciate the contributions of Athens’ Education.
II. INTRODUCTION
The institution of education is ancient and to understand the

development of an educational system, we should see the way from
the beginning.
Athens is the capital and largest city of Greece. Athens

dominates the Attica (administrative) region and is one of the
world’s oldest cities with its recorded history spanning over 3,400
years and its earliest human presence starting somewhere between
the 11th and 7th millennium BC. It was the main educational,
intellectual and cultural center of Ancient Greece.
III. CONTENT
A. Aims of Athenian Education
Page | 30
 To make citizens trained in the arts;
 To prepare them for both peace and war
 Aimed to cultivate the students' physical, mental, and
moral qualities
From Athens we get the motto: (mens sana in corpore) “a

sound mind in a sound body”. All schools were very small private
schools, and education was very valued.
The balance between body and soul was the main target
of the Athenian education, the noblest the worlds has known.
Education in Athens
a. Boy’s Education
Three main courses in Boy’s Education:
 Grammata (letters) included reading, writing, and
arithmetic.
After the students had learnt their letters, they went onto
learning the words of famous poets such as Homer.
 Music, consisted of singing, playing the lyre and the flute,
reciting, and musical performance of poetry. Through this
students learnt history, geography, and ethics.
 Physical education, was when the children practiced
wrestling, jumping, running and throwing of discus
and javelin. They also played team games such as early
forms of field hockey and soccer. This was to make their
body 'strong and courageous.'
Structure of Boy’s Education
 Primary school (until age six) - younger boys learned calisthenics

and were taught at home by their mother or a male slave.
Page | 31
 Secondary - the youths were 16, their 'basic education' was
complete. The boys who didn't have to work could now study the
sciences and philosophy.
 Post-Secondary - from the ages of 18 to 20, regardless of social
status, all able bodied young men had to take military training for
the army or the navy for 2 years.
b. Girl’s Education
It was mostly taught by their mothers in the comfort of their own

homes. They learnt things like motherhood and housekeeping. Girls
were also allowed to take part in sports such as wrestling. This was
because parents were afraid girls would be spoiled if they learnt how to
read
Athenian Methods of Teaching
1. Traditional teaching methods
Teacher-centered methods, high hierarchy of teacher who puts

the rules and the students follow them.
 Direct instruction is the most common form of instruction. This is

the lecturing method of teaching.
 Many teachers use this teaching method almost exclusively, as it is
considered the simplest, and you can cover large amounts of
material in a short period of time.
 The teacher is the sender or the source and the educational
material is the information or message.
 The student is the receiver of the information which is delivered via
the “chalk-and-talk” method. The teacher delivers the lecture
content and the students listen to the lecture.
 The learning mode tends to be passive and the learners play little
part in their learning process.
Page | 32
2) Modern-student oriented applications
> active learning involves students and helps them to have an in-depth
understanding of the course through induction of practice and inductive
teaching repealing the hierarchy between teacher and student,
promoting the dialogue and cooperation.
Contributions of Athenian Education
1. Democracy
Because of its democracy and reputation for openness, Athens

became a magnet for new thinking during the 5th century BC, for
remarkable collection of individuals whose unique contributions to
learning have formed much of the foundation of Western civilization.
2. Architecture
Architectural tradition and design has the ability to link disparate

cultures together over time and space—and this is certainly true of
the legacy of architectural forms created by the ancient Greeks
 Temple
 Theater
 Stadium
 Gymnasium
 House
 Altar
3. Alphabet (grammatical)
4. Science and Mathematics
Archimedes
Page | 33
He is regarded as one of the leading scientists in classical
antiquity and one of the greatest mathematician of all time.
Archimedes anticipated modern calculus and analysis by
applying concepts of infinitesimals and the method of
exhaustion to derive and rigorously prove a range
of geometrical theorems, including the area of a circle,
the surface area and volume of a sphere, and the area under
a parabola.
Eratosthenes
WasGreek polymath (mathematician, geographer, poet, astrono
mer, and music theorist). He was a man of learning, becoming the
chief librarian at the Library of Alexandria. He invented the
discipline of geography. He is best known for being the first
person to calculate the circumference of the Earth
Aristarchus
He presented the first known heliocentric model that placed
the Sun at the center of the known universe with
the Earth revolving around it.
5. Arts, Drama and Philosophy
Socrates (c. 469-399 BCE)

“Strong minds discuss ideas, average minds discuss events,
weak minds discuss people.”
Socrates embarked a whole new perspective of achieving
practical results through application of philosophy in our daily
lives.
Plato (c. 428-348 BCE)

“We can easily forgive a child who is afraid of the dark; the real
tragedy of life is when men are afraid of the light.”
Page | 34
Plato, a student of Socrates, is regarded as the father of political
science and the founder of one of the world’s first known
institutions of higher learning, the Academy in Athens.
IV. ASSESSMENT
1. What is your comprehension to the Athens’ motto “a sound

mind in a sound body” relative to education?
___________________________________________________
___________________________________________________
___________________________________________________
2. If given a chance to represent the great philosophers, how
would you explain Socrates philosophy “Strong minds discuss
ideas, average minds discuss events, weak minds discuss
people.”
___________________________________________________
___________________________________________________
___________________________________________________
3. Highlight the impacts of Athens Education to the modern
education?
___________________________________________________
___________________________________________________
___________________________________________________
V. REFERENCES
www. Plaza.ufl.edu
www.quora.com
www. Scribd.com/presentation/83464299/Athenian-education
https://cactusporpoise.weebly.com/ancient-athens.html
https://www.khanacademy.org/humanities/ancient-art-
civilizations/greek-art/beginners-guide-greece/a/introduction-to-
greek-architecture
Page | 35
https://owlcation.com/humanities/Greek-Influences-today
https://athensinsiders.com/the-top-10-ancient-greek-
philosophers/
https://www.google.com/search?q=archimedes&source=lnms&t
bm=isch&sa=X&ved=0ahUKEwiMydeg4friAhVaFYgKHdA4A_8
Q_AUIECgB&biw=1024&bih=489#imgrc=_
http://bepipedo.cti.gr/portal/index.php?option=com_docman&tas
k=cat_view&gid=25&Itemid=828
http://utopia.duth.gr/~sypapado/resources/index_htm_files/THE
ORETICAL%20BACKGROUND_19-25.pdf
Page | 36
Province of Laguna
ANA MARIE PANTOJA DEQUITO

09778118725
anamariepantojadequito24@gmail.com
ANCIENT ROMAN EDUCATION

1. Describe the Ancient Roman Education
2.. Differentiate the Early Roman Education and Late Roman

Education
2. Appreciate the contributions of Ancient Roman Education

to the Modern Education
II. RATIONALE
The ancient Romans left a treasure trove of ideas to the modern

world. This legacy included many concepts that are still very
important even today especially in Education.
One contribution of Roman education in modern education is the

goal of preparing children for the adult world. Other contributions
are a formal education system, higher learning, the Socratic method
of teaching, and school holidays.
III. CONTENT
Page | 37
ROME is the capital of Italy, one of the world’s great
historic cities. It has been important center of civilization for
over 2,000 years. Because of its long history, Rome was
called THE ETERNAL CITY. It is also one of the world’s
most beautiful cities, its historic center standing on seven
hills. Its ancient monuments and magnificent churches and
places stand as reminders of Rome past glory. Gleaming of
new buildings are sign of its modern day importance.
EARLY ROMAN EDUCATION

Most children received their first education at home by
their parents. Because
families needed to work and farm to eat, most Roman
Children worked in the fields as soon as they were old
enough and capable enough to help their families. So, many
Roman kids didn’t go to school, so they didn’t learn how to
read, write, or do math.
A. AIMS OF EDUCATION
The aim of Education was:
 UTILITARIAN, not Theory but APPLICATION, not
learning but PRACTICE.
To produce men who would be active and efficient
in daily life.
 MORAL- to produce citizens who knew how to
exercise their rights, fulfill their duties, and
obligations and acquire virtues.
 MILITARY- to train men to be good soldiers and
conquerors in war.
 CIVIC AND POLITICAL- to train men to be
participative and wise in politics.
 RELIGIOUS- to train men to have reverence for
the gods.
Page | 38
B. TYPES OF EDUCATION
 Physical and military training was imperative for
soldiers who would be conquerors in war.
 Civic Training to know their rights and obligations
to the states
 Moral Training for the development of Moral
virtues.
 Religious Training
 Vocational Training
C. AGIENCES OF EDUCATION
 Home- were children learned the rudiment of
knowledge, morals and religion.
 Shop and farm- boys went with their fathers to
shops and farms to learn the trades of their
fathers.
 Military camp- place where boys learned the art
of welfare like using the battle ax, lance and
chariot.
 Forum- place where the boys learned the Science
of politics and government.
 Private schools – the pupils had to pay for some
learning such as reading, writing and counting.
D. METHODS OF INSTRUCTION
 Direct Imitation- girls imitated their mothers and
boys imitated their fathers.
 Memorization- by memorizing the Laws of the
Twelve Tables, ballads and religious songs.
 Discipline- corporal punishment
LATER ROMAN EDUCATION
A. AIMS OF EDUCATION
The aim of Education was:
Page | 39
 Oratorical -the educated man must have the moral
character, broad knowledge for capability improvement
especially in public speaking, perfection in public
speaking and debate.
 Civic-to train students to for public service.
B. TYPES OF EDUCATION
 Speech Training- public speaking or oratory and debate
were given much attention.
 Civic Training
 Literacy Training
 Vocational Education
C. AGENCIES OF EDUCATION AND CONTENTS STUDIEDS

 School of Litterator (teacher of letters)- elementary
level. Age 7-10, boys and girls attended. They were
taught reading, writing, calculation and arithmetic.
 School of Grammaticus (teacher of grammar) –
Secondary level attended by the boys only, age 10-16.
Greek Grammar School and Latin Grammar School (2
types of school Grammaticus). Grammar and literature
where taught in these schools. They were taught
literature, poetry, language, geography, history, Natural
Science.
 School of the Rhetor (teacher of the Rhetoric) -the
highest level. Those who hurdled the school of rhetor
went to the ATHENEUM UNIVERSITY for a professional
course. In the University, applied Science, and
professions such as law, medicine, architecture and
mechanics were in the curriculum.
D. METHODS OF INSTRUCTION
Page | 40
 Memorization commonly used in elementary level. Class
sessions were from sunrise to sunset but no classes
during summer and holiday. Writing and reading were
taught from dictation and writing was on wax with stylus.
 Drill and Writing Exercises- used in secondary level.
Has an intensive drill on grammatical elements such as
part of speech, syntax, pronunciation. There is so much
practice in writing paragraphs, themes, compositions and
poetic expressions.
 Public Speaking -declamations eulogies, funeral
orations, exhortations and extemporaneous.
E. OUTSTANDING CONTRIBUTION TO EDUCATION
 One contribution of Roman education in modern
education is the goal of preparing children for the
adult world. Other contributions are a formal education
system, higher learning, the Socratic method of
teaching, and school holidays.
 Methods of organization, management and
administration.
 Organized body of civil law which became the basis of
the legal systems in many countries including the
Philippines.
IV. ASSESSMENT
1. How can you describe the Ancient Roman Education?
2. What is the difference between early Roman
Education and Later Roman Education?
3. What can you say about the contribution of Roman
Education in our Modern Education?
V. REFERENCES
https://rome.mrdonn.org/school.html
https://www.academia.edu/31076775/EARLY_GREEK_EDUCATION_and
_ROMAN_EDUCATION
https://www.crystalinks.com/romeducation.html
https://en.wikipedia.org/wiki/Education_in_ancient_Rome
Page | 41

Province of Laguna
WINCEL M. ATIENZA
09075671133
Wincelatienza.09@gmail.com
Early Christian Education
I. Intended Learning Outcomes

a. describe the differences in the teaching of early Christian
education and Muslim education in terms of the types and its
outstanding contribution
b. explain and enumerate the differences in the teaching of early
Christian education and Muslim education in terms of the
types and its outstanding contribution
c. appreciate the differences in the teaching of early Christian
education and Muslim education in terms of the types and its
outstanding contribution
d.
II. Rationale
Education is the key for the success of everyone, so be the
triumph of its country. What we have today is because of what
they had before; knowing the roots of education is an
achievement to us that we learned from the past. Looking
backwards is not bad, it is just we appreciate what is done in the
history. Early Christian and Muslim Education are one of its
benefits to us. Learning the types of education and its outstanding
Page | 42
contribution inspire us to learn more. We aim for the long term
knowledge and not to a short one.
III. Application
EARLY CHRISTIAN EDUCATION and MUSLIM EDUCATION
Early Christian Education
 During this era, Christianity arose.
 Roman Catholic Church was the “CENTER of EDUCATION

and LITERACY”
Aims of Early Christian Education
 Moral – moral regeneration of the individual
 Relationship between God and man - to develop the right

relationship between god and man
 Salvation – to save men from eternal damnation
 Social relations based on love – He taught that instead of

hatred, love should be the basis of social relationship
Types of Early Christian Education
 Moral – teaches us the values and virtues in life
 Religious training – teaches us all about Christianity
 Social education – to remove all injustice, greed, hatred and

slavery
 Universal and democratic education – education is open to all
 Music education – in connection with psalm and hymnology,

the kind of music used in church services
Outstanding Contributions of Education
Page | 43
 Convention of more than one – half of the world into Christianity
with the highest ideals of spirituality and morality
 Humanity is Christianity which established a social order quite

different from those of other faiths. The methods of teaching of
Jesus, too, have been surpassed in their effectiveness.
MUSLIM EDUCATION
Aims of Muslim Education
o Spread of learning – the main aim was spread of religion

among Muslims because they thought that knowledge is the
only way of salvation.
o Spread of Islam’s - Muslims thought spread of religion as their

pious duty.
o Spread of Muslim culture
o Achievement of worldly pleasure – they had no faith in rebirth.
Types of Muslim Education
 Science education
 Vocational education
 Religious education – the study of the Qurʾān the Islamic

scripture and the Ḥadīth the sayings and traditions of the
Prophet Muhammad
 Artistic designing
 Professional education
Outstanding Contribution of Muslim Education
 First to use zero and the decimal system of notation that gave
digits the value of position
Page | 44
 Using the laboratory and experimental method in the teaching of
science
 Placing importance in the library as the centre of learning.
“Everything has a past. Everything – a person, an object, a

word, everything. If you don’t know the past, you can’t
understand the present and plan properly for the future”
---Chaim Potok, Davita’s Harp

IV. Assessment
List down the following
1-5. What are the aims of early Christian and Muslim education?
6-10. What are the different types of early Christian and Muslim
education?
11-15. what are the outstanding contribution of early Christian
and Muslim education?
V. References
https://www.slideshare.net/sqjafery/foundation-ofeducationhistory
https://slideplayer.com/slide/13706004/
https://www.slideshare.net/bgninja03/historical-foundations-of-education-
61809770
https://slideplayer.com/slide/7573295/
https://www.slideshare.net/christineddavid/historical-foundations-to-
education
Page | 45
Province of Laguna
ANGELITO E. CELLO
09217282407
stampangel77@gmail.com
THE MEDIEVAL CONCEPT OF SPIRITUAL, INTELLECTUAL,

POLITICAL, AND ECONOMIC EDUCATION

a. Explore the opportunity to rich the complex civilization of
the middle Ages in terms of the medieval past but also as
a legacy of our modern culture.
b. Appreciation of the amazingly creative, original, and
vigorous communities of interpretation that flourished in
diverse parts of the world during this period.
c. Describe the impact of new ideas and institutions on
European life.
II. Introduction/Rationale
The Middle Ages — The Medieval Years The Middle Ages,
or medieval time, is generally believed to have started with
the fall of the Roman Empire in 476 and to have lasted about
1,000 years until about 1450. The beginning of the Middle
Ages is called the Dark Ages because the great civilizations
of Rome and Greece had been conquered. Life was very
Page | 46
hard in the Middle Ages. Very few people could read or write.
Their lack of knowledge often led to superstitious beliefs. The
people thought that fate ruled their existence; therefore,
there was little hope for the improvement of their condition.
During the years of the Roman Empire, the poor people were
protected by the soldiers of the emperor. When the empire
fell, there were no laws to protect them, so they turned to the
lords to keep the peace and to act on their behalf. This
willingness to be ruled by the lords led to the beginnings of
feudalism. Some peasants were free, but most became serfs
to a lord. This meant they were bound to the lord’s land and
paid very high rent to the lord. The only hope that most
people had was their belief that the next life in heaven would
be better than life on earth. The Crusades were launched to
bring Jerusalem under Christian control because the
Muslims had denied pilgrims access to the city. The
experiences of the traveling crusaders opened up new
worlds and new ideas to the medieval people. Prior to the
Middle Ages, many groups of people led invasions in
European lands. They included the Huns from Central Asia,
the barbarian tribes from Scotland and the Germanic tribes,
which included the Vandals, Lombards, Goths and Franks.
During the Middle Ages, there were barbarian invasions,
which included the Viking raids and the raids of the Mongols,
who controlled most of Russia and eastern Europe.
III. CONTENT
The medieval concept of education is centered on spiritual,
intellectual, political, and economic development. The
medieval period of philosophy represent a renewed flowering
of western philosophical thought after the intellectual drought
of the Dark Ages.
A. Monasticism
Page | 47
Agencies of Education – Monasteries, Saint Catherines
Monasteries is one of the oldest working Christian
monasteries in the world.
Seven Liberal arts was its curriculum namely, the
Trivium (Grammar, dialect and rhetoric) and the
Quadrivium (Geometry, Arithmetic, Music and
Astronomy)
Types of education – moral and religious training,
Literary education and manual training.
Three aspects of Social organization – domestic home,
economic structure, and political state.
Methods of instruction – catechetical method, dictation,
memorization, language, discipline, and thoughtful
reflection.
Outstanding contributions – preserving and spreading
learning and culture by the Christian monasteries,
opposed the vices and corruption of the medieval world,
taming the warlike spirits and refining the rustic customs
of the Teutonic people and dignity of labor.
B. Scholasticism
Aims of Education – intellectual discipline by rational
argument, faith by reason-by – reason
Primacy of Faith –“ that the will of man wills or chooses
from necessity…that the world is eternal…that the soul is
corrupted when the body is corrupted…that the man’s
action and not ruled by the divine providence.’’
Agencies of Education – parish school, monastic
cathedral, palace school and university.
Various kinds of Scholarly Treatises – disputed
questions, disputed questions on truth and summae.
Outstanding contribution to Education – organization
of the University and emphasis on the intellectual training
C. Chivalry ( and the age of Feudalism) – the general term
to describe the political and military system of Western
Page | 48
Europe, no central government, little security, fulfilled the
basic need for justice and protection, has a tenure of land
tenure on allegiance and service to the nobleman or lord.
Two careers for the Son of Noblemen
a. Clergy – if they decided in favour of the church, they
pursed an education that was religious and academic
in nature
b. Chivalry – an education that was physical, social,
military in nature, more appeal than the church, horse
soldiery.
Aims of Chivalric Education – Morality, Responsibility,
Horsemanship, Gallantry, Religiosity, and Social graces.
Agencies of Education – Home, Court, the Caste,
Troubadors, Minnesingers, and Minstrel.
Methods of Instruction – Observation, limitation and
practice, Apprenticeship and Motivation.
Training preparation for the Knight
Knighthood - grew up as part of the feudal system
The Page – at 7 ( left home and assigned to be a
female teacher)
The Squire – at 14(assigned to a knight), acted as
valet(personal assistant to a knight)
The Knight – at 21, any knight could bestow
knighthood on another
Outstanding contribution to Education – use a
vernacular as a tool of teaching. The emphasis placed on
the learning of social graces, rules of etiquette of good
manners and right conduct.
The decline of Feudalism – an economic revival put
money back into use because soldiers could be paid. The
invention of gunpowder and of such weapons as the
longbow and the cannon lessened the dominance of
knights.
Page | 49
D. The Guild system of Education – were associations of
people who had common interest, or who engaged in the
same work, people performed charitable, religious, and
social guilds.
Agencies of the Guild system – the burgher school,
The Chanty school, and the Guild school
Aims of Education – business interest and preparation
for commercial and industrial life and vocational
preparation.
Religious guild
a. Merchant guild – known as Hanse, a primary a
commercial organisation.
b. Craft guild – guilds in manufacturing craft includes:
Bowyers, Fletchers, Girdles, Hatters, Skinners,
Weavers
Traders such as: Drapers, Fishmongers, Ironmongers,
Mercers.
Three ways to become a member of a guild:
1. Patrimony
2. Redemption
3. Apprenticeship
Outstanding contribution to Education – vocational
training or manpower development and Apprenticeship
Decline of the guild system – growth of Capitalistic
industry, producing guild, change to the domestic system,
and strict control on trade.
IV. Application
Students will play the game Tabla Lusoria, whose title is
Latin for “Table of Pieces.” To advance their marker,
students must correctly answer questions about whether an
event happened in the ancient, medieval or modern era of
history.
Procedure :
Page | 50
1. Review the three segments of written history — ancient,
medieval and modern.
2. Introduce the game Tabla Lusoria and explain that this is
a game that was played during Roman times.
3. Divide the students into pairs.
4. Distribute one game board and set of history cards per
pair. Note: You may want to print the cards on heavy
paper so that they do not get destroyed. You could also
laminate them to make them last.
5. If you wish, allow the students to review the questions
and answers on the history cards.
6. Distribute three markers of the same color to each player.
Competing players should have different-colored
markers.
7. Introduce the rules of the game. The object is to get three
markers in a row, either in a line or along a curve.
a. Students may move their marker only along a line
or a curve to the next space.
b. If the space is occupied, they may jump over one
marker, but not more than one.
c. The first person to get three markers in a row is
the winner.
8. Let students practice playing one game without using the
history questions so that they understand the game.
9. Once they have completed the game, have them play
again with the restriction that on each turn, they must first
correctly identify whether the event on a game card
occurred during ancient, medieval or modern times. If
they answer correctly, they may advance on the game
board. If they miss the answer, they must forfeit their turn.
10. The alternate player should read the card (because the
answer is on the card).
V. Assessment
Page | 51
Students should answer the 10-question quiz that is
provided.
VI. References
https://students.wlu.ca/programs/arts/medieval-studies/learning-
outcomes.html
https://www.khanacademy.org/humanities/ap-art-history/early-
europe-and-colonial-americas/medieval-europe-islamic-
world/a/introduction-to-the-middle-ages
Source: www.mrdowling.com/704renaissance.html
https://westernreservepublicmedia.org/middleages/images/middleages
.pdf
Page | 52
Province of Laguna
ROVELYN M. SENG
09089134413
lenzkie_18@yahoo.com
RENAISSANCE PERIOD
I.Intended Learning Outcome:

 Identify the different causes of reformation under Renaissance
Period
 Illustratethe effects of the Renaissance Period in the present
educational system
 Underscore the significance of the Renaissance Period in
Education
II.Rationale:
Renaissance defines classical and modern period. It also an age of new
discoveries both geographical and intellectual. It may help a better
understanding of events during Renaissance Period.
RENAISSANCE PERIOD
 The word ‘renaissance’ is a French word which means ‘rebirth’.

 Renaissance promoted the rediscovery of:
classical philosophy
literature
Page | 53
art
Some of the greatest:
thinkers
authors
statesmen
scientists
artists in human history
The growth in trade and commerce between the East and West set the
stage for the Renaissance.
 Some of the most famous intellectuals who dominated the

Renaissance included:
Leonardo da Vinci
Michelangelo
Raphael
William Shakespeare
Galileo Galilei
Rene Descartes
A.Humanism
 Is the most significant intellectual movement of the Renaissance

 Blended concern for the history and actions of human beings with
religious concerns
 Understand and appreciate classical antiquity to learn how to
conduct your lives
Humanist
scholars and artists who studied literature and philosophy and
believes these would help better understand the problems of
humanity.
Page | 54
A.1 Italian Humanism
AIMS:
 Academic Freedom
 Abundant Living
 Liberal Education
TYPES:
 Literary and aesthetic

 Physical Education, social training in manners and
deportment and moral education
CONTENT:
Varied curricula classical art and literature, the world of emotions,

nature, physical training, grammar, rhetoric, mathematics, music,
dancing.
AGENCIES AND ORGANIZATIONS:
 Elementary
 Court school
 University
School of Vittorino da Feltre:
reading, manners and graces and loyalty to Christian principles
METHOD:
 Text replacing lectures

 Written themes displacing oral discourse
Page | 55
OUTSTANDING CONTRIBUTIONS TO EDUCATION
 Establishment of secondary schools

 Modern academic freedom
 Renewed interest in the study of Roman and Greek classics
 Use of texts
 Written themes
Some of the first humanists were great collectors of

antique manuscripts, including:
Petrarch
Giovanni Boccaccio
Coluccio Salutati
Poggio Bracciolini
B. Reformation
 A religious movement of the 1500’s that led to Protestantism

 The Reformation was the greatest religious movement for
Christ since the early church. It was a revival of Biblical and
New Testament theology.
 The Reformation officially began in 1517 when Martin Luther
challenged the Roman Church on the matter of Indulgences.
While Luther had no idea of the impact this would make on
the German society and the world, this event changed the
course of history.
AIMS:
 Religious Moralism
living a worthy life on earth will guarantee a

glorious life hereafter
 Protestant Ethic
Page | 56
industry, thrifty living, careful management of
material things
 Literacy Promotion
Education must provide adequate training in the

duties of the home, occupation church and state
CONTENT:
 Study of the Bible

 Character education/the protestant work ethic:
value of work over play
 Singing, physical education, vocational training
 Secondary schools and universities: history,
mathematics, natural science, music and
gymnastics, later scholastic theology
 Jurisprudence, literature and culture became
important
AGENCIES AND ORGANIZATIONS:
 Home was the basic educational agency

 3 types of Protestants school system:
The Common Vernacular School
The Classical Secondary School
The University
 Civil Authorities
 The Church
METHODS
 Ciceronianism
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 Memorization
 Excessive formalism
 Religious indocrination
OUSTANDING CONTRIBUTIONS OF REFORMATION
 Saxony Plan
 The Vernacular Elementary School
 The Class-a-year Plan
B.1Causes of Reformation
 The following supply-side factors have been identified as

causes of the Reformation
 The presence of a printing press in a city by 1500 made
Protestant adoption by 1600 far more likely.
 Protestant literature was produced at greater levels in cities
where media markets were more competitive, making these
cities more likely to adopt Protestantism.
 Ottoman incursions decreased conflicts between Protestants
and Catholics, helping the Reformation take root
 Greater political autonomy increased the likelihood that
Protestantism would be adopted.
 Where Protestant reformers enjoyed princely patronage, they
were much more likely to succeed.
 Proximity to neighbors who adopted Protestantism increased
the likelihood of adopting Protestantism
 Cities that had higher numbers of students enrolled in
heterodox universities and lower numbers enrolled in
orthodox universities were more likely to adopt Protestantism
The following demand-side factors have been identified as

causes of the Reformation
Page | 58
• Cities with strong cults of saints were less likely to adopt
Protestantism
• Cities where primogeniture was practiced were less likely to
adopt Protestantism
• Regions that were poor but had great economic potential and
bad political institutions were more likely to adopt
Protestantism
• The presence of bishoprics made the adoption of
Protestantism less likely
• The presence of monasteries made the adoption of
Protestantism less likely.
B.2Development of Reformation
• The Reformation officially began in 1517 when Martin

Luther challenged the Roman Church on the matter of
Indulgences. While Luther had no idea of the impact
this would make on the German society and the world,
this event changed the course of history.
• "The Reformation of the sixteenth century is, next to
the introduction of Christianity, the greatest event in
history. It marks the end of the Middle Ages and the
beginning of modern times. Starting from religion, it
gave, directly or indirectly, a mighty impulse to every
forward movement, and made Protestantism the chief
propelling force in the history of modern civilization"
(Philip Schaff, History of the Christian Church).
C.Catholic Counter Reformation
The Counter-Reformation, also called the Catholic

Reformation or the Catholic Revival, was the period of Catholic
resurgence initiated in response to the Protestant Reformation,
beginning with the Council of Trent (1545–1563) and ending at the
close of the Thirty Years’ War (1648). The Counter-Reformation
Page | 59
was a comprehensive effort composed of four major elements —
ecclesiastical or structural reconfigurations, new religious orders
(such as the Jesuits), spiritual movements, and political reform.
I. Application
A. Have to try these activities to expand knowledge and interest
The Renaissance was a time of great artistic innovation. Many great

painters and sculptors created works that are still treasured and revered
today. Encourage them to draw, paint, sculpt, or design structures, ask
them to create works of art in the Renaissance style.
Among Shakespeare’s sonnets, or they might choose one of the many

famous soliloquys from Shakespeare’s plays. They can also work
together in groups to perform ensemble scenes from any of the plays.
Before they perform or recite their chosen passages, have them explain
to the class where the passages come from, and have them explain the
narrative contexts in which the passages occur.
B. Education during the Renaissanceemphasize human achievements

in art, literature, and science should highly regarded. What are the
effects of Renaissance Period in the present educational system
nowadays?
C.The show presentation contain images of the Last Supper, Mona

Lisa, The Pieta and David, Sistine Madonna. Identify the name of
the notable artists during Renaissance Period.
1.
_________________________________
Page | 60
2.
_________________________________
3.
____________________________________
4.
_____________________________________
II. Assessment
Fill in the blanks
Write the correct answer before the number.
__________1. The word _______ is a French word which means

‘rebirth’
___________2. The _____ was the greatest religious movement for

Christ since the early church. It was a revival of Biblical and New
Testament theology.
Page | 61
__________3. _____ is traditionally called the “Father of
Humanism,” and considered by many to more generally be the
“Father of the Renaissance.”
__________4. _____was the period of Catholic resurgence initiated

in response to the Protestant Reformation, beginning with the
Council of Trent (1545–1563) and ending at the close of the Thirty
Years’ War (1648).
V.References:
https://www.slideshare.net/projectRAE/renaissance-and-education
https://kidskonnect.com/history/renaissance/
https://www.history.com/topics/renaissance/renaissance#section_1
https://en.wikipedia.org/wiki/Renaissance_humanism
https://www.khanacademy.org/humanities/world-history/renaissance-
and-reformation
https://simple.wikipedia.org/wiki/Protestant_Reformation
https://en.wikipedia.org/wiki/Reformation
http://old.thirdmill.org/newfiles/jac_arnold/CH.Arnold.RMT.2.html
https://courses.lumenlearning.com/suny-hccc-
worldhistory/chapter/luther-and-protestantism/
https://www.slideshare.net/projectRAE/renaissance-and-education
https://en.wikipedia.org/wiki/Scholasticism
Page | 62
Province of Laguna
CHINETTE FABAVIER OMBAO

09392054132
ombaochinette1@gmail.com
I. Learning Objectives
1. To identify the methods of realism, disciplinism, rationalism and
naturalism and its outstanding contributions to education.
2. To discuss the educational aims, agencies of education and the
outstanding contribution of disciplinism, rationalism and
naturalism in the field of education.
3. To appreciate the importance of foundation of education in
teaching-learning development of students.
II. INTRODUCTION
The philosophy of education examines the goals, forms,
methods, and meaning of education. Realism, disciplinism, rationalism
and naturalism are some of the different philosophies in education.
Realism is concerned with the actualities of life. Disciplinism also known
as formal discipline was based upon Aristotle’s “Faculty” psychology
which asserted that the mind is made up pf certain faculties such as
memory reason judgement etc. Rationalism view that
"regards reason as the chief source and test of knowledge or "any view
appealing to reason as a source of knowledge or justification and
naturalism advocated that education should be in accordance with the
nature of the child.
Page | 63
III. CONTENT
EDUCATIONAL REALISM, DISCIPLINISM, RATIONALISM AND

NATURALISM
Realism is concerned with the actualities of life. There are three

groups under realism, humanistic or verbal realist, social realist and
sense realist. Both humanistic and verbal realist believe that the only
material worth reading was classical literature.
HUMANISTIC - believe that literature has to be studied for its own sake
for its aesthetic value.
VERBAL REALIST - believe that classical literature has to study not

for its beauty but for the information and knowledge of facts of the past
so that knowledge could be used for the preparation for practical living.
Educational Aims of Verbal Realism

o Complete knowledge and understanding
Agencies of Education and Contents Studies

A. Home – from birth to age 6, child was to be taught by their
mother.
B. Public day school – boys at age 7 (idea of vibes)
C. Academy – ages 12-21 boys should give his entire education. A
private secondary school (idea of Milton)
Page | 64
D. University – upper courses were taken
Outstanding Contribution to Education
o Practical Education
SOCIAL REALISM
Social Realist were members of aristocracy who aimed for education
that would develop the gentlemen and such an education could be best
direct contact with the people under their social activities than through
books.
Aims of Education
A. Pragmatic utilitarian
Michael Montaigne, a social realist, proposed a broad social
education that would make a young aristocrat a man of the
world. The private tutorial systems became popular among the
nobility.
B. Social Relation aim to prepare and train the aristocratic youth to
have the right relationships with his fellowmen to achieve joyful
living with them.
C. Decision Making was also emphasized to train the aristocratic
youth to make wise and practical judgement, proper decisions
and right choices.
Agencies and Contents Studied

A. Tutor – was advocate by Montaigne and was adopted by the
nobility.
B. Academies – was established emphasizing mathematics, good
manners modern languages, and military sciences as part of
curriculum.
C. Ritterakademie – was established solely for the sons of the
nobility under the influence of French court life.
Methods of Instruction
A. Tutorial System – one teacher one pupil.
Page | 65
B. Travel – aside from learning experience, understanding and
judgement were emphasized instead of memorization.
Gathering information was drawn from observation and social
contacts rather from books.
C. Application another method where independent thinking of
student was encouraged.

1. Tutorial System
2. Finishing School
3. Private Military Academies
SENSE REALISM
Sense realist advocate a type of education in which scientific content
would be introduced and the scientific method.
Aims of Education
Four educational thinkers represent sense realism. Their
viewpoints became the basis of the sense realism in formulating the
aims of education.
A. . Richard Mulcaster
“Children must be studied thoroughly and the innate abilities
respected; make use of the games, play and exercise for learning
purposes”. For a harmonious society, the natural tendencies and
activities of the child must be developed.
B. Francis Bacon
“ Give man dominance over thinngs. He used the inductive
method for learning. To increase scientific knowledge of man about all
things in his environment.
C. Wolfgang Ratke
Page | 66
“Developed a natural method of teaching; nothing to be learned
by rote; repetition must be done as often as possible. Learning by
senses first then by exploration.
D. Joan Amos Comenuis

“ The ultimate goal education was eternal happiness with God
and education should prepare for the activities of life through
knowledge”.
Agencies of Education
1. Model of Education Institution
2. Six-year vernacular elementary school
3. Comenius’ curriculum – considered four educational periods
o School of Mothe’s Knee
o Vernacular Elementary
o Latin School
o University
4. Francke Head of pietists , organized a group of schools
including a university emphasizing scientific studies; seminar for
training teachers for Volkschule ; pedagpoium, a secondary
school of science language.
5. Realschule a secondary school was established by Juluis

Hecker in Berlin. Pure and applied science dominated the
curriculum.
Outstanding Contributions
1. Training of teachers.
2. Organization of training schools for teachers.
3. Development of textbooks.
4. Internal administrative organization of a school.
5. Ladderized system of Grade level organization.
6. Emphasis on Science in the curriculum.
Page | 67
7. Teaching of Science by the Laboratory Method.
8. Several tested Methods of Teaching.
9. The used of vernacular in teaching.
DISCIPLINISM
o characterized by two reactions during the first half of the 18th
century;
1. The rise of formal education
2. The development of aristocracy of reason or
rationalism.
FORMAL DISCIPLINE or DISCIPLINISM - the theory that mind

has a number distinct and general power of faculties, such as
observation, memory, and will power, which should be
strengthened by exercise.
JOHN LOCKE
Postulated that everything in the mind
came from experience, which in turns was based on
the perception of the senses. He believed that the
development came only through formation of habits
through discipline. In some thoughts concerning
education, strongly advocated the disciplinary
theory of education, believing that the mind of the
child at birth was a tabula rasa.
Tabula Rasa – blank tablet.
Three steps in learning

1. Sense Learning – what are sensed should be retained.
2. Memorization – no one reason out if he has nothing in his
head.
3. Reasoning
Educational Aim of Formal Disciplinism

Page | 68
o Formation of habits
Agencies of Education and Content Studied
1. The tutor
2. Elementary School
 Spelling  Ethics
 Arithmetic  Dancing
 Grammar  Practical
 History  Fine arts
 Anatomy
o Formal Discipline
RATIONALISM
The rationalist upheld the right of each individual to his own opinion,
liberty of conscience, and freedom of thought. They believed that man could
by his own reason to improve himself and his institutions, in order to bring
about the general welfare.
Educational Aims
Rationalism aimed at developing individual who could control all
aspects of life by reason to live in highly artificial society.
The education resulting from these aims was aristocratic, creating a class of
illuminati.
Agencies of Education and Content Studied

1. Secondary and higher schools organized under the humanist
movement
2. Encyclopedia compilation of all knowledge about science and
philosophy discovered up to that time.
3. Fashionable salons considered as agency.

o Training of Creative Thinking and Reasoning (Logic)
Page | 69
o Inductive Method
NATURALISM
- was an educational movement in Europe . The child was to be
educated in accordance with natural laws of human development, free
from all that was artificial.
Jean Jacques Rosseau
He was the 1st to develop educational theory based on

naturalistic approach.
Agencies of Education and Contents Studied

o Home - parent had to handle thier children at home.
o Tutorship was best suited to the educational plan of Rosseau

3 Modern Principles
1. Principle of Growth
2. Principle of Group Activity
3. Principle of Individualism
The Order of Nature

1. Need
2. Activity
3. Experience
4. Knowledge
IV. ASSESSMENT
Direction: Identify the educational philosophy or philosopher being referred to
by each statement.
________1. He was the 1st to develop educational theory based on

naturalistic approach.
Page | 70
________2. Theory that mind has a number distinct and general power of
faculties, such as observation, memory, and will power, which should be
strengthened by exercise.
________3. Philosophy that advocated that education should be in
accordance with the nature of the child.
________4. Aimed at developing individual who could control all aspects of
life by reason to live in highly artificial society.
________5. Concerned with the actualities in life.
Enumeration:
What are the outstanding contribution of the following educational philosophy?
6-7. Realism
8. Disciplinism
9-10. Naturalism
V. REFERENCES
https://prezi.com/m/jrjpqhlqxdcm/chapter-7/
https://en.wikipedia.org/wiki/Rationalism
https://m.faceboook.com/permalink.php?storyfbid=152475904221794&id=114
0277136003388
Page | 71

Province of Laguna
Michael Ryan V. Sorezo
09455602787
m.sorezo@yahoo.com
MEN IN THE MODERN EDUCATION PERIODS
 MARTIN LUTHER
 ST. JOHN BAPTIST DE LA SALLE
 JOHANN HEINRICH PESTALOZZI
 FRIEDRICH FROEBEL
 JEAN JACQUES ROUSSEAU
 JOHANN HERBART
OBJECTIVES
1. Know the different Philosophers in the modern education periods.
2. Explain the historical contribution to education.
3. Appreciate their contribution to education.

RATIONALE
Page | 72
To perceive the beauty of various ideology from the different philosophers
shown in their study and contribution. With this, we can have thorough
understanding of the different philosophy in modern education.
MARTIN LUTHER
 A German religious reformer, the

inaugurator of the protestant reformation,
who insisted on state founded compulsory
education for both sexes especially in the
elementary level but also, compelled one of
the parents to send their children to school.
This provision was considered one of the
most important influences of the reformation.
 He was a theologian, composer, priest and monk.
 Proposed an educational system for rich and poor people because he

believes that its more important to have more wise, intelligent, able,
honorable people rather than to have big walls and buildings in the
future.
ST. JOHN BAPTIST DE LA SALLE
 He was come from a rich family but looking

at the poor people in their land, he left his
family and gave all his wealth to produce a
learning center for poor people.
 He founded the institute of the Brethren of

Christian Schools ( La Salle Schools) that
aimed to teach the poor and under
privileged and introduced a practical
teacher program.
 The courses of the study for elementary free schools, technical

schools, and colleges are evidences of his broad culture and wide
grasp of educational problem.
Page | 73
 He was regarded as the patron saint of teachers.
JOHANN HEINRICH PESTALOZZI
 In his aim to psychologize education , he

combined physical, moral , intellectual,
and manual work.
 His major emphasis was on helping

children to learn by experience and
observation, rather than memorization
and verbalism.
 He wrote Leonard and Gertrude in 1781 and How Gestrude Teaches

Her Children in 1801.
 Children should not be given ready-made answers but should arrive at

answer themselves.to do their own powers of seeing, judging, and
reasoning.
FREIDRICH FROEBEL
 A German educator who was founder of the

kindergarten and one of the most influential
educational reformers of the 19th century.
 He was influenced by the outstanding

German idealist philosophers of his time and
by Jean Jacques Rousseau and Pestalozzi.
He was sincerely religious man who, because
of his belief in the under lying unity of all things, tended toward
pantheism and has been called a nature mystic.
Page | 74
 His most important contribution to educational theory was his belief in “
self-activity” and play as essential factors in child education.
 He devised circles, spheres, and other toys- all

of which he referred to as gifts or occupations-
that were designed to stimulate learning
through play and activities accompanied by
songs and music.
JEAN JACQUES ROUSSEAU
 French Philosophers
 His theory of education emphasized the

importance of expression to produce a
well-balanced, freethinking child.
 he believed that if children are allowed to

develop naturally without constraints
imposed on them by society they will
develop towards their fullest potential, both educationally and
morally. This natural development should be child-centered and
focused on the needs and experiences of the child at each stage of
development.
 He is known as the father of early childhood education. As a result

of his educational viewpoint, early childhood education emerged as
a child-centered entity rich in unlimited, sensory-driven, practical
experiences. Active participation in drawing, measuring, speaking
and singing also emerged as a result of Rousseau’s educational
viewpoint.
JOHANN HERBART
 He taught philosophy, and pedagogy at Gottingen. He began to seek a

sound philosophical base upon which to rest his educational theories.
Page | 75
 Herbart’s influence on educational theory is very important, evenat the
present time. He not only developed a philosophical- psycological
rationalefor teaching but a teaching method as well.
 Herbart believed that the mind was the sum total of all ideas which
entered into one’s conscious life.
 He emphasized the importance of both the physical and the human

environment in the development of the mind.
 He developed the 5 formal steps of the recitation. These are:
Step1 preparation, Step 2 presentation, Step 3 association, Step 4

generalization, Step 5 application.
REFERENCES:
http://www.spindleworks.com/library/rfaber/luther_edu.htm
http://www.lasalle.org/en/who-are-we/st-john-baptist-de-la-salle/
https://www.britannica.com/topic/Christian-Brothers#ref210158
https://www.lasallian.info/about/history/saint-john-baptist-de-la-salle/
http://newlearningonline.com/new-learning/chapter-8/froebel-on-play-as-
a-primary-way-of-learning-for-young-children
Page | 76
Province of Laguna
DENNINZ KHAY M. ABANTE
090902647171
Denninzabante08@gmail.com
MEN IN MODERN EDUCATION PERIODS
 Pedro Poveda
 John Henry Newman
 John Dewey
 Maria Montessori
 Herbert Spencer
 Paulo Freire
OBJECTIVES
1. Know the different philosophers in the modern education periods

2. Explain their historical contributions to education
3. Appreciate their contribution in education
19th-20th Century (Democratization of Education)

RATIONALE:
To appreciate the nature and contributions in modern education of various

philosophers applied in present education system. Knowing their philosophies
and works inculcate our thoughts on how education progress and continually
develop.
Page | 77
 PEDRO POVEDA (1874 - 1936)
• a Spanish priest, humanist, educator and
martyr
• He was the founder of the Teresian
Association (1911), a group of Christians
committed to the transformation of the
World through Gospel
• His humanitarian-educational activity had lasted for over 30
years up until his execution by persecutors of Christian faith in
1936.
• Canonized in 2003, his feast day is 28 July.
 JOHN HENRY NEWMAN (1801 - 1890)

• known as a leader of the Oxford
Movement, an influential and controversial
grouping of Anglicans who wished to
return to the Church of England many
Catholic beliefs and liturgical rituals from
before the English Reformation.
• Major writings – Tracts for the Times (1833–1841) - Apologia Pro
Vita Sua, ‘Apology for his Life (1865–1866)
 JOHN DEWEY (1801 - 1890)

• an American philosopher, psychologist,
Georgist, and educational reformer whose
ideas have been influential in education
and social reform. Men in the Modern
Education 30 Pragmatism, dealing with
things sensibly and realistically in a way
that is based on practical rather than theoretical considerations
• Dewey is one of the primary figures associated with the
philosophy of pragmatism and is considered one of the fathers of
functional psychology
Page | 78
• Democracy and Education (1916). An introduction to the
philosophy of education
• How We Think (1933). A restatement of the relation of reflective
thinking to the educative process
• Experience and Education (1938)
• Experience and Nature (1929)
 MARIA MOTESSORI (1870 - 1952)

• an Italian physician and educator best
known for the philosophy of education that
bears her name, and her writing on
scientific pedagogy.
• At an early age, Montessori broke gender
barriers and expectations when she enrolled in classes at an all-
boys technical school, with hopes of becoming an engineer.
• She soon had a change of heart and began medical school at The
University of Rome, where she graduated – with honors – in 1896
• She was a single mother
• Her educational method is in use today in many public and private
schools throughout the world Men in the Modern Education 32
• As a new medical doctor, she worked initially with young subjects
in a psychiatric clinic and then with children classified as ‘mentally
defective’ students, yet they passed the public examinations •
She observed that children under six have an extraordinary power
of mind in which they all have a once-in-a-lifetime ability to absorb
knowledge from their environment, ‘the absorbent mind’
• Children learn best by being given the opportunity to discover and
learn by manipulating objects
• Education for a New World ‘…it follows that, if we wish to alter the
habits and customs of a country, or if we wish to accentuate more
vigorously the characteristics of a people, we must take as our
instrument the child, for very little can be done in this direction by
acting upon the adults. To change a generation of nation, to
influence it towards either good or evil, to re- awaken religion or
Page | 79
add culture, we must look to the child, who is omnipotent. The
truth of this has been demonstrated of late by Nazisan Fascists,
who changed the character of a whole peoples by working on
children
 HERBERT SPENCER (1820 - 1903)

• an English philosopher, biologist,
anthropologist, sociologist, and prominent
classical liberal political theorist of the
Victorian era.
• Spencer developed an all-embracing
conception of evolution as the progressive
development of the physical world, biological organisms, the
human mind, and human culture and societies.
• best known for the expression "survival of the fittest", which he
coined in Principles of Biology (1864), after reading Charles
Darwin's On the Origin of Species, man against a changing
environment
 PAULO FREIRE (1820 - 1903)
• a Brazilian educator and philosopher who was
a leading advocate of critical pedagogy.
• Pedagogy of the Oppressed, best known for his
influential work, considered to be one of the
foundational texts of the critical pedagogy
movement, which emphasized the need to provide native
populations with an education which was simultaneously new and
modern (rather than traditional) and anti-colonial (not simply an
extension of the culture of the colonizer).
References:
Doris D. Tulio, Ph. D.

www.slideshare.com
www.wikipedia.org
Page | 80

Province of Laguna
JEROME T. REYES
jerome.reyes27@yahoo.com
09662593355
MEN IN THE MODERN EDUCATION PERIODS

 John Amos Comenius
 John Locke
 Francis Bacon
 Richard Mulcaster
 Francois Fenelon
 Wolfgang Ratke
1. Know the different philosophical views of some men in education.
2. Appreciate their important contributions to education.
3. Apply some of their important views in teaching.
II. RATIONALE
This topic will enlighten us about the different
philosophical views that bloomed from the countries of Europe that
freed the minds of our students and teachers common trends in
teaching up to this day.
Page | 81
III. CONTENT
MEN IN MODERN EDUCATION PERIODS
JOHN AMOS COMENIUS (1592-1670)
 (Czech) Jan Amos Komensky

 Considered as a Father of Modern Education
 Czech philosopher, scientist, pedagogue, and
theologian from Margraviate of Moravia.
 Religious refugee
-lived and worked in other regions of the Holy Roman Empire
and other countries: Sweden, the Polish-Lithuanian
Commonwealth, Transylvania, England, the Netherlands and
Hungary.
 One of the earliest champions of Universal Education.
 He wrote his first book “Orbis Pictus Sensualium” (1658) or the
World of Sensible Things Pictured which led to the use of visual
aids in classroom.
 Great Didactic (1657)- his famous work and give his theories and
procedures of practical education, that encompassed a Christian
worldview of learning from God’s second book of nature, and
aiding parents in helping their children learn about God in every
way possible.
FATHER OF MODERN EDUCATION

 An innovator who first introduced pictorial textbooks.
 Written in native language instead of Latin.
 Applied effective teaching based on natural gradual growth from
simple to a more comprehensive concepts.
 Supported lifelong learning and development of logical thinking
by moving from dull memorization.
 Supported the idea of equal opportunity for impoverished
children.
 Opened doors to education for women.
Page | 82
 Made instruction universal and practical.
PRINCIPLES OF TEACHING AND LEARNING

 He was interested in “pansofia”, which is science about all
phenomena in the world.
 He believed there was only one truth.
 Pansophism emphasized political unity, spiritual redemption,
and religious reconciliation, and cooperation in education.
OUTSTANDING CONTRIBUTIONS IN EDUCATION
 Comenius used pictures, maps, charts, and other visual aids.
 He even brought drama into the classroom.
 First to recognize that the play of childhood was learning.
 In his system, there were four grades, equivalent to pre-school,
grade school, high school and college.
 Advocate of continuing education, believing that learning should
be a lifelong process.
JOHN LOCKE (1632-1704)
 FATHER OF ENGLISH EMPIRICISM

 Knowledge comes exclusively through experience.
 He argues that at birth, the mind is a tabula rasa, or
blank slate, that humans fill with ideas as they experience the
world through five senses.
 Locke defines knowledge as the connection and agreement, or
disagreement and repugnancy, of the ideas human form.
OTHER THEMES, ARGUMENTS AND IDEAS
 Locke believed that governement was needed to protect
everyone’s natural rights.
 He also believes that God gave us our capacity for reason to aid
us in the search for truth.
 Locke’s believe in the separation of church and state.
Page | 83
SIR FRANCIS BACON (1561-1626)
 FATHER OF MODERN SCIENCE

 His works argued for the possibility of
scientific knowledge based only upon
inductive reasoning and careful observation
of events in nature
 Novum Organum fully Novume Organum Scientiarum (new
instrument of science), which by slow and faithful toil gathers
information from things and brings it to understanding.
“SCIENTIFIC METHOD”
I. Purpose
II. Research
III. Hypothesis
IV. Experiment
V. Analysis
VI. Conclusion
RICHARD MULCASTER (1561-1626)
 He was an English schoomaster, many of

whose pedagogical theories were not generally
accepted until at least 250 years after his death.
 He was educated in Eton, Cambridge and
Oxford.
 In 1561 he became the first headmaster of the Merchant Taylor’s
School and after teachis in his own private schools, he becam
high master in St. Paul’s.
 Mulcaster’s fame rests mainly upon his two books Positions
Concerning the Training Up of Children (1561) and the First
Part of Elementarie (1582).
 He recommended special university training for teachers,
comparable to that for doctors or lawyers, careful selection of
teachers and adequate salaries, assignment of the best teachers
Page | 84
to the lowest grades, and close association between teachers and
parents.
 He emphasized the importance of individual differences in
children . The adjustment of curriculum to these differences and
the use of readiness rather than age in determining progress.
FRANCOIS FENELON (1651-1715)
 An activist french educator and writer, Fenelon’s

success at tutoring the Due de Bourgogne, grandson
of Louis XIV won him an appointment to the
Academic Francaise, the title archbishop and a
favored position at court.
OUTSTANDING CONTRIBUTIONS IN EDUCATION
 Equality for women.
 Value of imitation and good model.
 Teacher have to be patient and compassionate.
 Disapprove in regulation, threats and punishment.
 Study of religion must be practical and enjoyable.
WOLFGANG RATKE (1483-1546)
 Wolfgang Ratich (Ratke or Ratichius) was one of

the next celebrated exponents of educational theory,
as well as one of its practical demonstrators.
 A German educator who initiated teaching in
accordance with the child’s nature.
 He advocated the principle of repetition to ensure mastery.
 A revival of the methods of Socrates and Plato, beginning with
known things, he proceeded to their names, and based the study
of foreign tounges on analogy of his won.
 All things can be learned through experience, investigation or
experiment.
Page | 85
IV. ASSESSMENT
Direction: Match the philosophy views or concept from Column B

to the philosophers from Column A.
A. B.
__________1. Ratke A. Empiricism
__________2. Comenius B. Scientific Method
__________3. Bacon C. Use of picture in

textbook
__________4. Mulcaster D. Principle of

repetittion
__________5. Locke E. Value of imitation
__________6. Fenelon F. emphasized the

importance
of individual
differences.
V. References
https://www.slideshare.net/BinibiniCmg/john-amos-comenius-father-of-
modern-education
https://www.slideshare.net/heraesquivel/john-locke-39955992
https://www.slideshare.net/Naj_Jandy/sir-francis-bacon-50736815
https://www.slideshare.net/kateycast/philosophical-movements-in-
education
https://www.slideshare.net/acibachhop/francois-fenelon
Page | 86

Province of Laguna
KAREN L. JORDAN
karenjordan@yahoo.com
09463156940
Education during Pre-Spanish Period
I. OBJECTIVES
1. Discuss the Education during Pre-Spanish Period and American Era.
2. Compare the contributions of the two periods.
3. Recognize the Educational systems from Pre-Spanish to American

Period.
II. INTRODUCTION
Education in the Philippines has undergone several stages of

development from the pre-Spanish times to the present. In meeting the
needs of the society, education serves as focus of emphases/priorities
of the leadership at certain periods/epochs in our national struggle as a
race.
EDUCATION IN THE PHILIPPINES FROM PRE-SPANISH TO

PRESENT TIMES EDUCATION DURING THE PRE- SPANISH
PERIOD
•Pre-Hispanic education in the Philippines was not formal
•Education was oral, practical, and hands-on
Page | 87
• The objective was basically to promote reverence for, and adoration
of Bathala, respect for laws, customs, and authorities represented by
parents and elders
•When the Spaniards arrived in the Philippines they encountered
islanders who knew how to read and write.
AIMS OF EDUCATION
The Royal decree of 1555 mandated these goalsof Spanish education
in the country:
-Indoctrination of Christianity
-Promotion of the Spanish language
-Imposition of Spanish Culture TEACHING METHODS
-Dictation
-Memorization
-Other techniques such as moro-moro, cenaculo and other theatrical
performances
MEDIA OF INSTRUCTION
-Spanish
-Latin
-TYPE OF EDUCATION
-Authoritarianism
- Teacher-dominated
-Subject centered
-Imposition of severe discipline
AGENCIES/CONTENT STUDIED:
-The education of the Filipino was focused mainly on the learning of the
Christian doctrine.
-It took three and half centuries before the Spanish government set up
a school system.
- The Augustinians, Franciscans, Dominicans, and Jesuits introduced
the parochial school concept practiced in Europe during the Dark Ages.
Page | 88
-Subjects other than Doctrina were arithmetic, music & various arts and
trades
-Training was done formally through the visitas w/c served as the first
schools.
-Secondary schools established such as colegios for boys & beaterios
for girls.a.) Colegio de San Ignacio by the Jesuits in 1589 in Manila
was the first colegio.b.) The Dominicans put up the Colegio de Santo
Rosario w/c later became Colegio de Santo Tomas now the Pontifical
University of Santo Tomas.c.) The Beaterio de Santa Isabel was
founded in 1632 and became the oldest existing school forgirls.
-Institutions established for higher learning to provide the church with
centers and thestate w/ much needed judges and lawyers.
OUTSTANDING CONTRIBUTIONS
-Upliftment of the Philippine Education. The first educational system for
students in the country was established by the virtue of the Educational
Decree of 1863 w/c required the government to provide school
institutions for boys and girls in every town. First attempt of the
Spaniards to establish an overall public school system.
-Provision for training of teachers through a normal school attached to
Escuela Pia, now Ateneo de Manila University.
-Complete system of education
EDUCATION DURING THE AMERICAN PERIOD

AIM OF EDUCATIONS
- To promote democratic ideals and way of life
Educational goal during the American period is to promote democratic ideals and
way of life; formation of good citizens, including the rights and responsibilities of
people. Highlights of Education during the American Time Education Act
of 1901 laid the foundation of the Philippine Public school system. In August 1901,
600 teachers are called “Thomasites”
arrived. English was made medium of instruction. Curricular structure and programs
were patterned from the U.S. There were 3 levels of education: Elementary level,
Page | 89
Secondary or High school level, and College or Tertiary level. New subject areas
were introduced. Religion was not included in the curriculum of the schools. Normal,
vocational, agricultural, and business schools were also opened. Schools were also
built in non- catholic areas like Sulu in Mindanao, and in Mountain Province.
Education under American colonization led to a widespread Americanization of the
Philippines. Through education, Americans had influenced many Filipinos in terms of
what they like, eat, culture, and demand on westernized products and lifestyle
AGENCIES/ CONTENT STUDIED
- The defeat of Spain by American forces paved the way for

Aguinaldo’s Republic under a Revolutionary Government.
- The schools maintained by Spain for more than three centuries were
closed for the time being but were reopened on August 29, 1898 by the
Secretary of Interior.
- The Burgos Institute of Malolos, the Military Academy of Malolos and
the Literary University of the Philippines were established.
-A system of free and compulsory elementary education was
established by the Malolos Constitution.
- Training was done through the schools both public and secular
manned by Chaplains and military officers of the US army and the
Thomasites brought here by the vessel Thomas.
- The University of the Philippines was founded in 1908.
-Reading, Writing, Arithmetic, good manners and right conduct
(GMRC), civics, hygiene and sanitation, gardening, domestic science,
American history, and Philippine history were the subjects for study.
-Philippine education during this period was highly influenced by the
Philosophy of John Dewey.
Educational goal during the American period is to promote democratic ideals and
way of life; formation of good citizens, including the rights and responsibilities of
people.
Highlights of Education during the American Time
Education Act of 1901 laid the foundation of the Philippine Public school system. In
August 1901, 600 teachers are called “Thomasites” arrived. English was made
Page | 90
medium of instruction. Curricular structure and programs were patterned from the
U.S. There were 3 levels of education: Elementary level, Secondary or High school
level, and College or Tertiary level. New subject areas were introduced. Religion was
not included in the curriculum of the schools. Normal, vocational, agricultural, and
business schools were also opened. Schools were also built in non- catholic areas
like Sulu in Mindanao, and in Mountain Province. Education under American
colonization led to a widespread Americanization of the Philippines. Through
education, Americans had influenced many Filipinos in terms of what they like, eat,
culture, and demand on westernized products and lifestyle
OUTSTANDING CONTRIBUTIONS
-Religious freedom was enforced
-Development of the intelligence, right attitudes and habits of children
who were tobecome citizens of the future were emphasized.
-Democratic ideal as a philosophy was emphasized
•Legal Mandate- The EDUCATIONAL ACT OF 1901, also known as
ACT NO.74 of the Philippine Commission, waspromulgated to establish
a Department of Public Instruction to oversee the operation of public
schools. a.) Sections 1 to 13 of the Act were meant to establish a highly
centralized system
(.b.) Section 14 to 15 provided for the importation of American teachers
(Thomasites). Section 16provided for the separation of church and
state.c.) Section 17 crated the Philippine Normal School, now
Philippine Normal University (PNU).
- The Department of Public Instruction set up thee level school system.

The 1stLevel consisted of a four-year primary and a three-year
intermediate or seven-year elementary school. The 2nd level was a
four-year high school. The 3rd level was at first a two-year juniorcollege
and later a four-year program.
-In 1925, the Monroe Survey Commission, headed by Paul Monroe
was created to evaluate the entire school system the Americans set up,
the first of its kind in the country. ActNo.3162 & 3196 made possible
the conduct of the Monroe survey and recommended the following:
Page | 91
a.) educational reforms regarding methods & techniques of teaching,
supervision, teachingtraining and curriculum.
(b.) evaluation of teaching and learning
- In 1927, there is the provision of English as a common language, by
the American Director of the Bureau of Education.
IV. ASSESSMENT
Write PS if the statement is referring to Pre-Spanish and Am if

American.
____1. Promote reverence for, and adoration of Bathala, respect for

laws, customs,
and authorities represented by parents and elders.
____2. Training was done through the schools both public and secular
manned by Chaplains
and military officers of the US army and the Thomasites.
____3. Religious freedom was enforced
____4. Subject-centered is one of the types of education used.
____5. There is an mposition of severe discipline.
V. REFERENCES
https://www.google.com/search?q=education+during+pre+spanish+peri
od&ie=utf-8&oe=utf-8
https://www.slideshare.net/loreinmay/spanish-period-strategies-of
http://www.deped.gov.ph/about-deped/history/
https://en.wikipedia.org/wiki/Education_in_the_Philippines_during_Spa
nish_rule
Page | 92

Province of Laguna
MARILYN M. MERANO
leenmnz@yahoo.com.ph
09293920172
EDUCATION SYSTEM DURING JAPANESE ERA AND EDUCATION

DURING THE REPUBLIC
I. LEARNING OBJECTIVES
 Differentiate the Educational System during the Japanese Era

and during the Republic.
 Appreciate the aims, history, curriculum and principles of
education.
 Emphasize the pillars of Education.
II. INTRODUCTION
The most important role of our educational system is to build a

brighter future for our nation’s students as professionals and as
citizens, which hinges on its ability to providing students with the skills
to obtain well paying, valued careers.
III. APPLICATION
Page | 93
PHILIPPINE EDUCATIONAL SYSTEM DURING THE JAPANESE
PERIOD
1.) DECEMBER 8, 1941 - Attack on the Pearl Harbor
2.) JANUARY 2, 1942-General Masaharu Homma announces the end

of the American Occupation
3.) APRIL 9, 1942- Bataan Death March
4.) OCTOBER14, 1943- The Japanese Sponsored Philippine Republic

was inaugurated.
5.) AUGUST 1, 1944- Quezon dies of tuberculosis. Sergio Osmeña

assumes presidency.
6.) OCTOBER 20, 1944- “I shall return”
7.) AUGUST 17, 1945- Pres. Laurel formally dissolves the Second
Republic.
8.) SEPTEMBER 2, 1945 - General Yamashita formally signed the

official document of surrender of all Japanese Forces.
SOME TERMS TO REMEMBER:

Bataan Death March – from Bataan to San Fernando, Pampanga
roughly 105 kilometers
 80,000 Filipino and American troops

 10,00 died
 13,000 surrendered on Corregidor (May 6)

Puppet Republic – Second Republic / Japanese Sponsored-Republic
KALIBAPI –Kapisanan ng Paglilingkod sa Bagong

Pilipinas/Organization in the Service of the New Philippines was the
only Political Party allowed during this period.
Page | 94
Guerillas – 260,000 people were reported to be part of these
anti- Japanese movements.
HUKBALAHAP – Hukbo ng Bayan Laban sa Hapon / People’s Anti-

Japanese Army (1942) lead by Luis Taruc of Partido Komunnista ng
Pilipinas o PKP (1930)
 30,000
Bureau of Constabulary, MAKAPILI & Kempeitai – opposed the

guerillas
SOME IMPORTANT NAMES TO REMEMBER:

1. Governor-General Masaharu Homma and Governor-General
Tomoyuki Yamashita
2. Jorge B. Vargas
Page | 95
3. Camilo Osias
4. General Douglas MacArthur
5. President Jose P. Laurel
6. Pres. Manuel L. Quezon
Page | 96
7. Pres. Sergio Osmeña
8. Luis Taruc
9. Claro M. Recto
EDUCATION:
MILITARY ORDER NO.2 (1942)-
 Japanese educational policies were embodied in the Military

Order No. 2. The Philippine Executive Commission established
the Commission of Education, Health and Public Welfare.
 Schools were REOPENED in June 1942 with 300,000 students.
Page | 97
CURRICULUM AND THE SIX PRINCIPLES OF THE JAPANESE
REPUBLIC
 CURRICULUM
-TAGALOG, PHILIPPINE HISTORY, and CHARACTER

-EDUCATION was the focus.
- Love for WORK and DIGNITY FOR LABOR was
emphasized.
-There was the spread elementary and VOCATIONAL
education
-NIPPONGO was used and the Japanese tried to stop
the Filipino people from using the English Language.
SIX BASIC PRINCIPLES OF THE JAPANESE EDUCATION
-Realization of a NEW ORDER and promote friendly

relations between Japan and the Philippines to the
farthest extent.
-Foster a new Filipino culture based.
-Endeavor to elevate the morals of the people, giving up

over emphasis to materialism.
-Diffusion of the Japanese language in the Philippines.
-Promotion of VOCATIONAL education.
-To inspire people with the spirit to love neighbor.
MINISTRY OF EDUCATION AND THE DEPARTMENT OF PUBLIC

INSTRUCTION
 MINISTRY OF EDUCATION
Page | 98
OCTOBER 14, 1943 – the Japanese Sponsored Republic
created the Ministry of Education
1978 – By virtue of P.D. No. 1397 it became the Ministry
of Education and Culture
1982 – Education Act of 1982 created the Ministry of
Education, Culture and Sports
1987 - that later became the Department of Education,
Culture and Sports by virtue of Executive Order no. 117
THE DEPARTMENT OF INSTRUCTION
FEBRUARY 27, 1945 – the Department of Instruction

was made part of the Department of Public instruction
1947 – By virtue of Executive Order No. 94, the
Department of Instruction was changed to the
Department of Education
1972 – It became the Department of Education and
Culture by virtue of Proclamation 1081.
 TRIFOCAL SYSTEM
Department of Education, Culture and Sports (DECS) –

elementary, secondary and non-formal education, including
sports
Technical Education and Skills Development Authority

(TESDA) – post-secondary, middle-level manpower training
and development.
Commission on Higher Education (CHED) –higher

education.
ADDITIONAL INFORMATION:
Page | 99
 AUGUST 2001, R.A. 9155 (Governance of Basic Education
Act)
The DECS later became the now known Department of

Education (DepEd).
SUMMARY:
PHILIPPINE EDUCATION DURING THE REPUBLIC
(1945- 1972)
AIMS:
•To foster faith in democracy as a way of life
•To provide the proper climate that would

bring about the full realization of this democratic ideal.
Page | 100
•To preserve and advance the cause of democracy in the country
TYPES AND CONTENTS:
1. Pres. Roxas-rehabilitation of school system

2. Pres. Quirino
o Social Orientation
o conservation of Filipino Heritage
o training for occupation
o promoting democratic nation- building and new thrust on
community development.
3. Pres. Magsaysay -social and economic development
4. Pres. Garcia
 Non-formal education
 -Vocational training
5. Pres. Macapagal - Society’s cultural identity
6. Pres. Marcos -Manpower development and needs of industries
AGENCIES:
1. All educational institutions

a. -Primary instructions
b. -Citizenship training for adults citizens
2. Universities – academic freedom.
3. State – create scholarships in arts, science, and letters for

especially gifted citizens
Page | 101
METHODS:
- Ability to think and act rationally

- Expression of thought clearly
- Read and listen with understanding
CURRICULAR CONTENT:
- Social Orientation
- Training for occupation
- Promotion of democratic nation building
- A new thrust on community development
LEGAL MANDATES:
 R.A. 139
June 14, 1947
• Board of textbook
 Public School
Screens and approve textbooks

(6yrs
 Private School
Book of choice with no objection

from board
 R.A 1079
June 15, 1954
• Civil Service Eligibility of Teachers
 R.A.1124
Page | 102
June 16, 1954
• Board of National Education (BNE)
 R.A. 7722
• BNE to National Board of Education (NBE)
• Board’s function is now under CHED
 R.A. 1265
June 11, 1955
Daily flag ceremony
Singing of National Anthem
 R.A. 1425
June 12, 1956
-Life and works of Dr. Jose

Rizal
-Noli Me Tangere and El

Filibusterismo
 EXECUTIVE ORDER NO. 94
Department of Instruction to Department of Education.
Bureau of Public and Private Schools.
Regulation and supervision of public and private schools.
Page | 103
 R.A. 4007
Elementary education was nationalized
Abolition of matriculation fees
 R.A. 4670
June 18, 1966
The Magna Carta for Public School Teacher
 Recruitment Qualification
 Code of Professional Conduct
 Teaching load of 6hours and additional
compensation for overtime
 GSIS
 Sabbatical leave with 60% of monthly salary
 One-range salary increase upon retirement
 Freedom to form organization
 R.A. 5447
1968
Special Education Fund and

local school board
 R.A. 6054
Rise of barrio high schools
• Dr. Pedro T. Orata
“Father of barrio high schools

movement.”
 R.A. 6132
Page | 104
Constitutional Convention
Created by President Ferdinand Marcos presided over

by President Macapagal
 EXECUTIVE ORDER NO. 202
1969
- Issued by President Marcos created Presidential Commission

to Survey the Philippine Education (PCSPE).
 PD 6A
Educational Decree of 1972
National development goals and aims of the educational system.
 PROCLAMATION 1081 OF 1972
Department of Education became the Department of Education

and Culture.
THE CURRICULUM DURING THE PHILIPPINE REPUBLIC
-Formed after the Philippine declaration of Independence (June 12,

1898).
MALOLOS REPUBLIC – Formally established with the proclamation of

the Malolos Constitution on January 23, 1899 in Malolos, Bulacan.
Page | 105
 Different experiments were used
 Jose V. Aguilar
-School and community collaboration
 The use of the vernacular as a

medium of instruction
 The use of increasingly

instructional materials that are
Philippine-oriented
(Department Memorandum
No. 30, 1996)
Page | 106
REASONS FOR PUSHING THE INSTRUCTIONAL MATERIALS:
 Improvement of home industries so

that they will be patronized
 Appreciation of the services of the

great men and women of our
country
 Preservation of our cultural

heritage
CURRICULA AND COURSE OF STUDY REVISIONS
Page | 107
 Social Studies
 Health and Sciences
 Language arts
 Arithmetic
 Arts
 Physical
Education
Vocational Education
- introduced as part of the educational

program of the Bureau of Public
Schools.
Page | 108
 Establishment of vocational schools
 Use of media
 METHODOLOGY:
Teaching students HOW TO LEARN and UNLEARN:
TO THINK AND DECIDE BY THEMSELVES.
 Teaching technique:
 Subject-matter-centered
 Student-centered
 Community-life-centered
 Citizen Army Training
Page | 109
 Youth Development Programs
 Philippine Normal College

- center of teaching-training
institution all over the country.
IV. ASSESSMENT
I. Read each sentence carefully. Write Japanese if the educational
system emphasizes the time during Japanese era and the Republic if
the educational system emphasizes the time during the Republic
Period.
__________________1. Different experiments were used.

__________________2. Tagalog, Philippine, History, and character
education were the focus.
__________________3. The use of the Vernacular as a medium of
instruction.
__________________4. Love for work and dignity for labor was
emphasized.
__________________5. The use of increasingly instructional materials
that are Philippine-oriented.
__________________6. Spread Vocational Education.
__________________7. Nippongo was used.
__________________8. Improvement of home industries.
Page | 110
__________________9. Appreciation of the services of the great men
and women of our country.
__________________10. Preservation of our cultural heritage.
V. REFERENCES:
https://www.slideshare.net/msk1r1ko/miaropedjap
https://www.slideshare.net/midnightphantom26/the-curriculum-during-the-
philippine-republic
http://republicperiod.blogspot.com/
Page | 111
Province of Laguna
MRS. MARIA HILDA G. AGITO

0918 2595 506
mhagito@yahoo.com
NEW SOCIETY
I. Intended Learning Outcome

This paper will enable the discussant to describe and
appreciate the educational system during the new society
(1972-1986) and its process and policies. Moreover, this
paper will elicit in-depth information of educational system
during the new society (1972-1986) in terms of:
1. Aims of education;
2. Nature of education;
3. Educational Programs;
4. Legal Mandates;
5. Curricular Changes; and
6. Curricular Redirection of the New Society
II. Rationale
Different colonizers brought different culture and
educational curriculum to the Philippines. During the New
Page | 112
Society until today, vast curricular reforms have already been
established. Almost all of the aspects of educational system have
been covered for improvement in the presidential education
decree passed by then President Ferdinand Marcos. Because of
the many changes in the educational curriculum in the new
society that brought improvement to the educational system,
obviously, we can do nothing about it instead find ways to make
use of it.
The late President Ferdinand V. Marcus issued the
Educational Development Decree of 1972 which greatly aided
the development of the Philippine Curriculum. It ensured the
constant responsiveness of the schools to the needs of the New
Society and heavily articulated the need to teach Nationalism,
Patriotism, Moral Values, and Relevant Academic Courses.
III. Content
1. Aims/ goals of education
The 1973 Constitution set out the three fundamental
aims of education in the Philippines to:
 Foster love of country;
 Teach duties of citizenship;
 Develop moral character, self-discipline, and
scientific, technological, and vocational efficiency.
2. Nature of education
 Citizen Army Training (CAT)
 Mastery learning
 Elective offerings
 Values education
 Bilingual policy – use of English and Filipino
3. Educational Programs
Page | 113
a. Project IMPACT (Instructional Management of
Parents, Community and Teachers)
b. ISOSA (In School-Off School Approach)
c. CPS (Continuous Progression Scheme)
d. NCEE (National College Entrance Exam)
e. PRODED (Program for a DECEntralized
Educational Development)
f. NEAT (National Elementary Assessment Test)
g. NSAT (National Secondary Assessment Test)
4. Legal Mandates
A. Educational Reforms/ Educational Policies
PD No. 1 – Integrated Reorganization Plan (September 24, 1972)
consist of:
Decentralization of the Department of Education, Culture, and Sports
(DECS)
Decision making is shared by the 13 DECS Regional Offices
Proclamation No. 1081 Presidential Decree No. 6 (Educational
Development Decree of 1972 (September 29, 1972) aims to:
 Achieve and maintain social and economic
development progress
 Assure maximum participation of all the people
 Provide for a broad and general education
 Attain his potential as human being
 Enhance the range and quality of individual
 Acquire the essential educational foundation
 Train the nation’s manpower in the middle level
skills
 Develop the high level professions for leadership of
nation
 Respond effectively to changing needs
Plans and Steps for Education Decree of 1972
Page | 114
 Teaching of land agrarian reform and cooperatives.
 Requirement of family planning and Philippine Constitution as
compulsory subjects in collegiate.
 Mandatory use of textbooks authored/ published by Filipinos in
elementary and secondary: except for specialized and technical
courses in college such as medicine.
 Requirement to take the National College Entrance Exam for
applications.
 Improve collegiate curriculum by opening manpower training
centers.
 Alien schools have to follow Basic Education Curriculum of
DepEd and may not be solely owned by aliens.
Under PD No. 1397, the Department of Education and Culture

became the Ministry of Education and Culture (1978)
 Adoption of the name PLEDGES – Peace and Order; Land
Reform; Economic Development; Development of Moral Values;
Government Reorganization; Employment and manpower
Development; Social Services
Education Act of 1982
 Section 29 of Act sought to upgrade education institutions’
standards to achieve quality of education, through voluntary
accreditation for schools, college, and universities.
 Section 16 and 17 upgraded the obligations and qualifications
required for teachers and administrators
 Section 41 provided for government financial assistance to
private schools
The Education Act of 1982 created the Ministry of Education, Culture

and Sports, which later became the Department of Education, Culture
and Sports in 1987 by virtue of Executive Order No. 117 of President
Corazon C. Aquino. The structure of DECS as embodied in EO No. 117
has practically remained unchanged until 1994, when the Commission
Page | 115
on Higher Education (CHED) was established, and in 1995, when the
Technical Education and Skills Development Authority (TESDA) was
established to supervise tertiary degree programs and non-degree
technical-vocational programs, respectively.
In 1983 – 1984, DECS launched the Program for Decentralized
Education (PRODED) for elementary education to modify the curriculum
and put emphasis on science, technology, math, reading and writing
The actual supervision of private schools under the Martial Law Period
was undertaken by regional offices set up in the thirteen regions
throughout the country.
Educational Development Decree has formulated a ten-year
program based on:
Improvement of curricular programs and quality of instruction at all levels
by upgrading physical facilities.
Adopting cost-saving instructional technology and training and retraining
of teachers and administrators
 Upgrading of academic standards through
accreditation schemes, admission testing and
guidance counselling
 Democratization of access to education by financial
assistance to poor but deserving students
 Skills training programs for out of school youth and
a continuing educational for illiterate adults.
5. Curricular Changes
A. In Elementary
 Focused on the 3R’s
 Integration of values in all learning areas
 Emphasis on mastery leaning
 Education Act of 1982 measures to maintain
quality education
 Voluntary accreditation: refers to the
recognition of an educational program or
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where applicable of an educational institution
as possessing certain standards of quality or
excellence (e.g., PAASCU/ PACUCUA,
COAL, ACSCAA, ISO)
B. In Secondary Education
 Increase in time allotment
 YDT and CAT introduced as new courses
 Elective offerings as part of curriculum
C. Adds on Curriculum Development
The emphasis of the new Society is on moral
values, relevance, proper methods of teaching,
retraining of teachers, vocational and technical
education, bilingualism, national consciousness
and cultural values. To guarantee that the
educational system would be relevant and
responsive to the challenges and requirements of
national, provincial and local development
6. The Curricular Redirection of the New Society
 Should be redirected on development of moral
virtues as a means of integrating education and life.
 Should reflect the urgent need and problems facing
the country today.
 Should be viewed in terms of learning to be
acquired.
 All teaching shall seek to develop comprehensive
understanding of all subjects
 Co-curricular youth programs shall be restructured
and enriched.
 Non-formal education shall be recognized
IV. Assessment
A. Identification
Write the best answer on the space provided.
Page | 117
1. He made many changes in the educational
curriculum in the new society that brought
improvement to the educational system. ____________
2. It articulated the teaching of Nationalism,
Patriotism, Moral Values, and Relevant
Academic Courses. ____________
3. Decentralization of the Department of
Education, Culture, and Sports (DECS) was
made. ____________
4. One of its aim is to respond effectively to
changing needs. ____________
5. It states herein the upgraded obligations and
qualifications required for teachers and
administrators. ____________
B. Enumeration
1-3 Plans and Steps for Education Decree of 1972
4-5 Curricular changes in Elementary
6-7 Curricular changes in Secondary Education
8-10 Curricular Redirection of the New Society
V. References
Aclera, Kim B. (et.al.). 2015. Timeline of Philippine
Educational System Retrieved from
https://www.slidshare.net/kimaclera/history-of-
education-ppt.
Martinez, Angel Agnes (2016). Education during the New

Society. Retrieved from
https://prezi.com/fwfxxfukgxps/education-during-the-
new-society.
Pasigui, Ronnie E. (nd). The Nature and Scope of Curriculum

Development (Philippine Context).
Page | 118
Province of Laguna
JOSELITO C. DEL MUNDO

09338659134
joelzk2m@gmail.com
I. INTENDED LEARNING OUTCOMES
 Know the different philosophies of education and its

proponents.
 Define realism, idealism, pragmatism and essentialism.
 Differentiate idealism, realism and pragmatism according to

their characteristics
 Appreciate the importance of foundation of education in
teaching-learning development of students
II. INTRODUCTION/RATIONALE
The topic deals with different philosophies of education.

These philosophies have been created; have been supported by lot
of proponents of each of those philosophies. And each has a lot to
offer as teachers today.
A philosophy about education requires systematic, critical
thinking about educational practice. A teacher’s educational
philosophy helps the educator interpret, find meaning, and direct the
Page | 119
daily work of the classroom. All teachers have a personal
philosophy that colors the way they teach
Engaging in philosophy helps clarify what they do or intend to
do, justify or explain why they do what they do in a logical,
systematic manner.
III. CONTENT
DIFFERENT PHILOSOPHIES OF EDUCATION
MAJOR PHILOSOPHICAL THOUGHTS
* IDEALISM
* REALISM
* PRAGMATISM
RELATED EDUCATIONAL PHILOSOPHY TO REALISM
* ESSENTIALISM
IDEALISM is simply based on ideas are the only true reality, the
only thing worth knowing
Things are considered true when they are in the mind.
Ideas are generated in the head and ideas have to be translated

into language. As people develop ideas, and all ideas let to newer
ideas and newer ideas let to yet newer ideas, lots of ideas and lots
of information and knowledge was created. And that brings us to
how much idea, how much of all the ideas the people have given us
do we really need to know.
We should be concerned primarily with the search for truth.
Since truth is perfect and eternal, it cannot be found in the world of
matter that is both imperfect and constantly changing.
The curricula emphasis is subject matter of the mind

The focus of idealism is on the mind - the brain, the thinking
because that is the fountain from were all ideas emerge. Ideas can
be good or it can be bad. So we have options. You should be
comfortable with the ideas of philosophers you want before using it.
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Do not use ideas of certain philosopher if you do not like his ideas,
do not work with it, for you will set yourself a failure.
 Curriculum… importance of the study of the classics…

many support a back to the basics approach to education
 Characters are developed through education
 Students are passive.
Methods of Instruction
Lecture from time to time, but primary method of teaching is the
dialectic… discuss, analyze, synthesize, and apply what they have
read to contemporary society
ORIGINATORS: PLATO and SOCRATES were the key

proponents of this philosophy.
Socratic questioning is all ideas in the mind - when people
came to Socrates with questions he did not give any answer -
never! The only thing he did was, he listen to the peoples question
and then return another question to them. When another question
came to the people, they were force to think. With the questions
going back and forth they will find the answer and that is how mind
develop.
Note: When students are thinking in the classroom, education is
happening, learning is happening. When students don’t think in the
classroom, training is happening
REALISM
Reality exists independent of the human mind. World of
physical objects ultimate reality
Reality is already in existence and in invention of man
What are exists needs to be explore, learn from.
Man can only comprehend through senses

Everything that you can see, touch, feels are real.
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Focus: Body
For you can touch, feel, and observe to experience the reality
of the real world.
How does the body function? What can the body do? What
is the body made up of?
Originator(s): Aristotle
Aristotle teaching, to move away, what you can see, what
you can experience, what you can feel is the real.
If you don’t propagate your idea, do not transform it into
language, don’t share it to somebody else the idea remains within
you and overtime it could be lost.
In addition,
 The teacher according to realist is expected to have full
knowledge of the content and needs of the children.
 A realist teacher should be a subject matter expert.
 Direct teaching is preferable.
 Propositions are true only if they correspond with known facts.
 Realism is the belief develop by Aristotle that there is an
absolute reality through logical processes.
The Key to realism:
What you can see/feel/experience is what you will question.
Developing the human body in its totality. - physically,
mentally, emotionally, spiritually, morally
PRAGMATISM
 Being pragmatic is being open to change, being open to the
reality of today and working with the change to your benefit.
If change is going to happen, we mind as well bind to
change, live with it, work with it, and teach through that change.
 Universe is dynamic, evolving. Purpose of thought is
action.
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When you evolve, you change. When you change nothing
can be permanent. And this is exactly the basis philosophy of a
pragmatism.
 Truth is relative.
Truth cannot last forever for pragmatism because they
strongly believe in change. It depends on the situation, the context,
the events, the happening, the people involve, etc. For truth to be
relative, it is difficult then not to accept change.
FOCUS: Experience
Our experiences change, people change - their thoughts,
thinking , ideas , friends etc. It’s now moving towards what you
actually encounter
Prepares the students for social roles and responsibilities.
Students are active.
Originator(s): Pierce and Dewey - 2 great philosophers who

done a lot of work in developing the notion/idea that change is a
given; change will happen.
How do we bring change into a classroom?
You are disadvantaging your pupils if you still teach them the
same way your teacher taught you 10 or more years ago. 20 or 30
years later, schools have change - students , content , curriculum ,
textbook…
For a pragmatic teacher it will be most easy to take change
and to buy something new and going to the classroom and do
something different unlike idealism and realism that have difficulty
dealing with change.
Importance is given to children and not to books. Gives lot of

freedom to children. The method include: Learning by doing,
project method, discussion, questioning and inquiry.
Page | 123
Essentialism
It’s simply comes from the fact of believing what is essential.
The essentialist asks what is needed.
It is an educational theory that focuses on an essential set of
learning.
Primarily --- Lecture-based
Focus:
 Teach the common core.
Emphasis on a traditional education. The basics of
language, math, science, etc. to students so that they could be
productive and contribute to modern society.
 “the basics” of information and skills (cultural heritage)
That’s how you promote culture. A child learns his
mother tongue first is the basis of cultural heritage. It will be
lost when you put your child through another language.
Essentialists believe that cultural heritage has to be pass on to
the next generation and it begins with language a child learns at
home.
 needed for citizenship.
We want good citizens. In a cultural setting we have
different cultural heritage from other countries, we behave and
act differently, customs and traditions are different and we learn
this through cultural transmission through language - our
mother tongue.
 Curriculum can change slowly
For the realist, it doesn’t change. For the essentialist,
change takes time - you cannot suddenly bring about or render
abrupt change in the curriculum, teaching method, textbook,
testing or whatever else we do in our classroom.
The two origins of essentialism are from idealism and

realism.
Teacher lecture, students listen - seated row by row
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Students should be passive and be ready to learn what the
teacher presents to them - trust that the teacher knows best
Key Proponents:
William Bagley , Arthur Bestor , E. D. Hirsch , Chester Finn ,
Diane Ravitch , Theodore Sizer
When you believe in philosophy, you want others to follow in your

footsteps and the why then becomes an essential question to
answer.
IV. ASSESSMENT.
Identify what is being referred to. Write your answer on the blank
provided before each number.
__________ 1. It is an educational theory that focuses on an
essential set of learning.
__________ 2. is simply based on ideas are the only true reality,
the only thing worth knowing
__________ 3. These are generated in the head and these have to
be translated into language to have meanings.
__________ 4. Essentialists believe that this has to be pass on to
the next generation and it should begins with language a child
learns at home.
__________ 5. The teacher according to ___ is expected to have
full knowledge of the content and needs of the children.
V. References:
https://m.youtube.com/watch?v=1Pswf2_DYY&fromveve=1
https://m.youtube.com/watch?v=16prHf9nys
https://m.youtube.com/watch?v=HYV9BqnC4X4&fromveve=1
https://m.youtube.com/watch?v=sw25HjXRmU0&fromveve=1
https://m.youtube.com/watch?v=EMIW3dzuPsQ
Page | 125
Province of Laguna
JOHN HOWARD D. NOMBREFIA

09093330205
The Nature and Scope of Philosophy of Education;
EXISTENTIALISM
PERENNIALISM
PROGRESSIVISM
RECONSTRUCTIONISM
EXPERIMENTALISM
I. Learning Objectives
1. To identify the different philosophy of education such as

existentialism, perennialism, progressivism,
reconstructionism and experimentalism.
2. To study the process and discipline of education in order
to understand how it works.
3. To improve its methods and the applications in education.
4. To appreciate the importance of philosophy in education.
5. Informs and raises the quality of curriculum, teaching
methods and the overall educational experience.
II. Introduction
Page | 126
A philosophy of education is a statement (or set of
statements) that identifies and clarifies the beliefs, values and
understandings of an individual or group with respect to
education. Defined in this sense, it may be thought of as a
more-or-less organized body of knowledge and opinion on
education, both as it is conceptualized and as it is practiced.
A philosophy of this sort is critical in defining and directing
the purposes, objectives and focus of a school.
It should also serve to inspire and direct educational
planning, programs and processes in any given setting.
A philosophy of education may influence what subjects or
topics are taught, how they are taught, and perhaps more
importantly, the supporting beliefs and values that are taught,
both implicitly and explicitly, within and around the core
curriculum.
III. Content
Philosophy of Education
EXISTENTIALISM
Existentialism is a way of philosophizing that may lead

those who adopt it to a different conviction about the world and
man’s life in it. It is mainly a European philosophy that
originated before the turn of the twentieth century, but became
popular after World War II (1939-1945). The seeds of
existentialism may be traced back to an earlier period of the
history of philosophy.
CHIEF EXPONENTS OF EXISTENTIALISM
1. Soren Kierkegaard (1813-1855)
Page | 127
Is regarded as the father of modern Existentialism and is
the first European Philosopher who bears the existentialist
label.
2. Friedrich Nietzsche (1844-1900)
Is regarded as a key figure in the rise of existentialism.
According to him Christianity is to be overcome by putting in
its place the doctrine of superman, that is, man surpassing
himself.
3. Martin Heidegger (1889-1976)
In his book being and time, gave a very impressive
analysis of human existence, the prominence of the important
themes of existentialism like care, anxiety, guilt and above all
death is brought out here.
4. Jean – Paul Sarte
Stressed that man’s existence precedes his essence.
“Man is nothing else but what he purposes, he exists only in
so far as he realizes himself, he is therefore nothing else but
the sum of his actions, nothing else but what his life is.”
Educational Philosophy of Existentialism
The Aim of Education

Existentialist 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 chose and
the meaning of responsibility for one’s choices.
Total Development
The existentialists have aimed at total development of
personality through education. Education should aim at the
whole man.
Subjective Knowledge
Page | 128
The existentialists rightly, point out that subjective
knowledge is even more important than objective knowledge.
Importance of Environment
The present industrial, economic, political and social

environment is valueless. Therefore, it helps confusion and
corruption, tensions and conflicts.
Child – Centered Education

Existentialist education is child – centered. It gives full
freedom to the child. The teacher should help the child to know
himself and recognize his being.
Curriculum
Existentialists prefer to free learners to choose what to
study and also determine what is true and by what criteria to
determine these truths.
The curriculum would avoid systematic knowledge or
structured disciplines, and the students would be free to select
from many available learning situations.
Learning Experiences
An existentialist curriculum would consist of experiences
and subjects that lend themselves to philosophical dialogue
and acts of choice making.
Religious and Moral Education

The existentialists particularly lay emphasis upon religion
and moral education. Religion allows a person to develop
himself. Religious education gives him an understanding of his
existence in the cosmos. It shows the religious path of self –
realization.
Page | 129
The Teacher
According to the existentialists the teacher creates an
educational situation in which the student may establish
contact with Himself, become conscious of it and achieve self
– realization.
The Student
The student should feel completely free for realizing his
‘self’. Under the guidance of the teacher, the student should
try to realize his ‘self’ through introversion.
CRITICAL EVALUATION
Some critics (maybe traditionalists or conservatives) claim
that existentialism as philosophy for the schools has limited
application.
Schooling is a process that limits students’ freedom and
that is based on adult authority and on the norms and beliefs
of the mass or common culture. The individual existentialist,
exerting his or her will and choice will encounter difficulty in
school – and in other large, formal organizations.
SUMMARY
Philosophy and education are two sides of the same coin,
and thus different philosophies bring out a different facet of
education and as education can change the philosophy of
man and his life. Existentialism as a philosophical idea was
revolutionary, dynamic and passionate; it changed the way of
thinking and bring to forefront the cause of individualism.
Moreover, its views on education may seem dramatic but
taken in right sense and moderation is necessary in today’s
materialistic society.
PERENNIALISM
Page | 130
Perennialism is based on the philosophies of Plato,
Aristotle, and St. Thomas Aquinas.
The most conservative, traditional or flexible philosophy.
The ideas are relevant, and meaningful.
Perennialism teaches concepts and focuses on
knowledge and the meaning of knowledge.
Aimed at teaching students ways of thinking that will
secure individual freedoms, human rights, and
responsibilities through the nature.
WHY IS IT CALLED TEACHER-CENTERED?
Emphasize the importance of transferring knowledge,

information and skills from the older generation to the
younger one.
The teacher is not concern at the student’s interest.
More focus on the curriculum and nature need.
The teacher set everything based on the syllabus.
Focus On Curriculum
Universal and unchanging truth.
To espouse personal development and internal
transformation.
To search and disseminate the subjects based on the
universal and immutable truth.
History, Science
Page | 131
Perennialists think
Perennialism believed it was a solution proposed in
response to what was considered by many to be a failing
educational.
PROGRESSIVISM
Progressivism is the educational philosophy which is

grounded in the “pure” philosophy of pragmatism.
Pragmatic ontology holds that reality is in the area of
everyday life, personal experience. Its view is that ideas
should be tested for their utility.
Progressivism focuses on real-world problem solving and
individual development.
THE FOCUS OF PROGRESSIVISM
1. Individual growth from within through interaction

with a favourable environment.
2. Learning through experience (learning by doing
rather than by being taught)
Page | 132
3. A speculative view of knowledge (knowledge is
never static).
4. Natural learning processes and stages of
development.
5. Sensitivity to the interests, rhythms, and styles of
learning of individual learners.
6. The learner as a whole person
7. The social nature of the learner and the
development of healthy relationship with others in
the classroom community.
8. The promotion of learner responsibility.
PROGRESSIVISM IN CURRICULUM DESIGN

It is a process approach design.
It emphasizes methodology and the need for principles to
govern the teaching/learning process.
The principles of process approach are designed to
promote inquiry, activity, discussion, reflection, and open-
ended personal interpretations feature in the classroom.
Classical humanist approach content
Reconstructionist approach objectives
Progressivist approach methodology
PROGRESSIVISM IN CURRICULUM RENEWAL

Progressivist curriculum renewal is both teacher based
and school based.
It tends to place its emphasis on the need for teachers to
work out their own solutions to their own curricular problems
in the context of their own school.
Page | 133
John Dewey (October 20, 1959 – June 1, 1952)
 American philosopher, psychologist, and
educational reformer
 Founder of philosophical school of “Pragmatism”
 Father of “Functional Psychology”
 “Educational Progressivism”
Educational Progressivism
A. The main principle is that humans are social animals
who learn best in real-time activities
B. Strong emphasis on problem-based learning to
develop solving and analysis skills (For example, an
instructor posing questions that exercise students’
minds in a practical manner)
C. Instructors should focus on providing students with the
necessary skills and knowledge to survive and to
succeed in our competitive society
Purpose of Education
“The purpose of education is to enhance individual
effectiveness in society and give learners practical
knowledge and problem-solving skills”
Based on John Dewey’s model of learning, instructors

should:
I. Become aware of the goal,
II. Deﬁne the objectives
III. Propose hypotheses to achieve the goal,
IV. Evaluate the consequences of the hypotheses from
one’s past experience, and
V. Test the most likely solution.
Page | 134
RECONSTRUCTIONISM
Also known as SOCIAL RECONSTRUCTIONISM, this

theory claims to be the true successor of progressivism and
declares that the chief of purpose of education is to
“RECONSTRUCT” society in order to meet the cultural crisis
brought about by social, political, and economic problems.
The two major premises of Reconstructionism

1. Society is in need of constant reconstruction or
change
2. Such social change involves a reconstruction of
education in reconstructing the society
Reconstructionist educators
THEODORE BRAMELD
Page | 135
He believed that Education had the responsibility to mold
human beings into cohesive & compassionate society
‘‘ School become powerful force for Social & Political
change ’’
GEORGE COUNTS
PAULO FREIRE
Philosophical Root
 PRAGMATISM
 A reasonable and logical way of doing things or
thinking about problems that is based on dealing
with specific situations instead of ideas and
theories.
Page | 136
Aims in Education
 Taking education to be the instrument for
achieving social and cultural improvement.
 Enabling the learners to envision the good future
and spend their learning as a preparation for their
role in the future.
Curriculum
 Curriculum to reflect democratic ideals.
 Emphasis on civic education.
 Focus on real social problems and controversial
issues.
 Based on ethics in improving quality of life, More
focus on community building
Principles of Education
Education serves as a means for change to overcome
oppression and improve human conditions.
Never settle on What is, but what might be.
Teaching method
Page | 137
Role of teacher
 Social change activist.
 A resource person.
 Facilitator.
Student evaluation
No standardized test for evaluation
Evaluation on the basis of their ability as a social
activist rather than their scores in written examinations.
Student evaluation based on their self assessment
EXPERIMENTALISM
Education should be a study of social problems and

how it is solved
Experience anything to learn it
Students shouldn’t be taught what to think, But HOW
to think
Experimentalism believes that things are constantly
changing. It is based on the view that reality is what
works right now and that goodness comes from group
decisions. As a result, schools exist to discover and
expand the society we live in. Students study social
experiences and solve problems.
What Experimentalism is?
Page | 138
Experimentalism is associated with a very broad but
shallow curriculum. Many electives, few required
subjects.
Experimentalism is friendly to educational research,
and many new ideas come from it.
But…
Experimentalism can be wasteful of resources.
It can also fail to follow through.
Experimentalist teachers like to tinker or experiment.

They don’t like to leave things the same all the time.
In experiencing something, you are creating knowledge
What Experimentalists would teach?

Everything — anything that had any relation to
students’ possible futures.
Has been accused of trying to do the home’s job.
Classroom Management
Don’t like assertive discipline
Prefer more constructivistic approaches such as
Discipline with Dignity
Where Experimentalism shines?

When essentialism or perennialism have been in
power for so long, school programs have become
stagnant.
When school has become all work and no play.
When traditional methods have become ineffective.
IV. Assessment
Identify the following people’s philosophy. Write if

EXISTENTIALISM, PERENNIALISM, PROGRESSIVISM,
Page | 139
RECONSTRUCTIONISM or EXPERIMENTALISM. Put your answer
after the number.
_____________________________1. Theodore brameld

_____________________________2. George counts
_____________________________3. Paulo Freire
_____________________________4. John Dewey
_____________________________5. Jean – Paul Sarte
_____________________________6. Martin Heidegger
_____________________________7. Friedrich Nietzsche
_____________________________8. Soren Kierkegaard
V. References
 https://www.tsc.nsw.edu.au/tscnews/educational-
philosophy-what-is-it-all-about
 https://www.oxfordhandbooks.com/view/10.1093/oxfordh
b/9780195312881.001.0001/oxfordhb-9780195312881-
e-001
 file:///J:/report%20masteral/reconstructionism-
190529103134.pdf Presented by: Saba Khalid, BS (CS)
8TH Semester, BPGCW(Air university)
 Title of the book: Curriculum Renewal in School foreign
Language Learning.
Title of chapter : Progressivism
The writer: John L. Cark.
The year of publication:1987
Publisher: Oxford University Press
 www.skilltodocomesofdoing.com
 file:///J:/report%20masteral/experimentalism-
140813224727-phpapp01.pdf, Presentors: Demafiles,
Cheryl Anne Talaboc, Clarice Anne,II-6 AB/BSE
Literature (English)
Page | 140

Province of Laguna
JESREEL D. LINGA
0907-248-2107
jeslinga22@gmail.com
Key Proponents of Educational Philosophies

(Realist, Idealist, Pragmatist/Experimentalist, Existentialist)
1. Explain the four major educational philosophies.
2. Appreciate the contributions and significant works of the key
proponents of educational philosophies.
3. Apply the philosophical concepts in terms of our own views of reality.
II. RATIONALE
As time passes by, the educational system is being developed for
the betterment of the society. The changes were based on the
philosophical concepts which are being implemented but still, need
improvement. It is believed that learners are entitled to apply their
philosophical learning to important public issues and the government is
challenged to critically analyze how different philosophies have left an
imprint on the educational system as a social institution.
III. CONTENT
REALISM
 Reality exists independent of the human mind.
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 The teacher organizes and presents content systematically within
a discipline, demonstrating use of criteria in making decisions.
A. ARISTOTLE
֎ He was an ancient Greek philosopher and scientist who is still
considered one of the greatest thinker in politics, psychology and
ethics.
֎ He was the most popular disciple of Plato.
֎ Founder of realism
֎ Father of zoology
Significant works:
1. On the Soul
2. The Politics
3. On Poetics
4. Metaphysics
5. Historia Animalium
6. Categories
7. Sophistical Refutations
B. JOHN LOCKE
֎ He became a highly influential philosopher, writing about such

topics as political philosophy, epistemology and education.
֎ Human mind is a blank slate a birth and that knowledge is based
on experience.
Significant works:
1. Essay Concerning Human Understanding
2. Two Treatises of Government
3. A Letter Concerning Toleration
4. Some Thoughts Concerning Education
5. The Reasonableness of Christianity
IDEALISM
 Ideas are the only true reality, the only thing worth knowing.
 The aim of education is to discover and develop each individual’s
abilities and full moral excellence in order to better serve society.
A. PLATO
֎ Founder of idealism
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֎ For Plato, the sensible world is an appearance of the ideas
themselves.
֎ The aim of life is to realize God which is possible only by pursuing
high ideals namely truth, beauty and goodness.
Significant works:
1. The Republic
2. Apology
3. The Complete Works of Plato
4. Crito
5. Symposium
B. IMMANUEL KANT
֎ He was an influential German philosopher in the Age of
Enlightenment.
֎ His contributions to metaphysics, epistemology, ethics and
aesthetics have had a profound impact on almost every
philosophical movement that followed him.
֎ “Act only according to that maxim by which you can at the same
time will that it should become a universal law.”
Significant works:
1. Critique of Pure Reason
2. Critique of Practical Reason
3. Critique of Judgment
4. Groundwork of the Metaphysics of Morals
5. Religion within the Boundaries of Mere Reason
PRAGMATISM
 Only those things that are experienced or observed are real.
 The aim of education is to learn by doing.
 The learners must adapt to each other and their environment.
A. JOHN DEWEY
֎ Father of pragmatism
֎ He invented semiotics.
֎ He was one of the first philosophers to be influenced by psychology
and the theory of evolution.
֎ As an educator, he opposed the traditional method of learning by
memory under the authority of teachers.
Significant works:
1. Democracy and Education
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2. Human Nature and Conduct
3. Experience and Nature
4. The Quest for Certainty
B. CHARLES PEIRCE
֎ He was an American scientist and philosopher best known as the
earliest proponent of pragmatism.
֎ A concept is meaningless if it has no practical or experiential effect
on the way we conduct our lives or inquiries.
֎ His thought was a seminal influence upon William James, his life
long friend and upon John Dewey, his one time student.
Significant works:
1. Photometric Researches
2. Studies in Logic
3. Chance, Love and Logic: Philosophical Essays
4. The New Elements of Mathematics
C. WILLIAM JAMES
֎ He is a noted American philosopher who taught psychology and
philosophy at Harvard University.
֎ He asserted that the pragmatic method is the technique for
resolving disputes which would otherwise remain unsettled; it is an
inquiry as to the practical meanings of events or issues.
Significant works:
1. Principles of Psychology
2. Psychology: The Briefer Course
EXISTENTIALISM
 Individual choice and individual standards rather than external
standards are central.
 Teachers view the individual as an entity within a social context in
which the learner must confront others’ views to clarify his or her own.
A. SOREN KIERKEGAARD
֎ Father of existentialism
֎ He is a Danish philosopher and religious thinker and considered as
one of the founders of existentialism.
֎ He has greatly influenced religious thought, philosophy and
literature.
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֎ He focused on the importance of a human being and his choices,
and gave precedence to concrete truth over abstract thinking.
Significant works:
1. Either/Or
2. Fear and Trembling
3. The Sickness Unto Death
4. The Seducer’s Diary
5. Philosophical Fragments
B. JEAN-PAUL SARTRE
֎ He is a French novelist, playwright and exponent of existentialism.
֎ He believed that human beings live in constant anguish, not solely
because life is miserable, but because we are condemned to be
free.
֎ Existence precedes essence.
Significant works:
1. Nausea
2. The Flies
3. Being and Nothingness
4. No Exit
5. The Words
6. Search for a Method
7. Flaubert
8. Situations
IV. ASSESSMENT
1. How will you describe the four major educational philosophies?
2. Why are the works and contributions of the key proponents of
metaphysical philosophies significant to the educational system
nowadays?
3. Which general or world view philosophy best fits with your own views of
reality? Why?
V. REFERENCES
https://thegreatthinkers.org
https://www.famousphilosophers.org
https://www.philosophybasics.com
https://www.goodreads.com
https://fivebooks.com
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www.philosophyterms.com
https://oregonstate.edu
www.vkmaheshwari.com
https://www.ancienthistorylists.com/greek-history/top-10-contributions-
of-aristotle/
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Province of Laguna
MARK PAUL R. MARAÑO

0927 656 8114
maranomarkpaul@gmail.com
CHINESE PHILOSOPHY
I. INTENDED LEARNING OBJECTIVES

1. Share experiences related to the concept of Chinese
Philosophy.
2. Identify the importance of Chinese Philosophy in
education
3. Relate Chinese Philosophy in real experiences.
II. INTRODUCTION
“Respect yourself and others will respect you”, as quoted by

the famous philosopher, Confucius. Eastern Philosophy
focuses on a principle of finding our one true self.
Eastern Philosophy embedded its importance by its influence
in our educational system. We cherish the values that we
learn from these philosophers. Their virtues were used not
only as content in our books but also by relating it to our real
experiences. Their teachings and influences remain in our
heart and soul. It also leaves a mark inside our soul.
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III. CONTENT
CHINESE PHILOSOPHY
A. Confucianism
 the worldview on politics, education and ethics taught by

Confucius and his followers in the fifth and sixth centuries
B.C.
 It does provide rules for thinking and living that focus on love
for humanity, worship of ancestors, respect for elders, self-
discipline and conformity to rituals
 during China’s first Han Dynasty, his ideas became the

foundation of the state ideology
Confucius
- one of the most influential teachers in Chinese history
Confucius’ Beliefs, Philosophy and Teachings
The Golden Rule
- Confucius’ social philosophy was based primarily on the

principle of "ren" or "loving others" while exercising self-
discipline.
- He believed that ren could be put into action using the
Golden Rule, "What you do not wish for yourself, do not do to
others."
On Politics
- concept of self-discipline
- leaders could motivate their subjects to follow the law by
teaching them virtue and the unifying force of ritual propriety.
On Education
- "Six Arts" (archery, calligraphy, computation, music, chariot-

driving and ritual)
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- the main objective of being an educator was to teach people
to live with integrity.
- Believed everyone could benefit from self-eduction & worked
to open doors of education to everyone
- Defined learning as not only the acquisition of knowledge but
also the building of character.
- During Confucius’s time, only wealthy families were able to
afford schooling
- He believed that education and knowledge belonged to
anyone who had the desire to learn.
B. Legalism
- school of Chinese philosophy that attained prominence

during the turbulent
- School of Law
- influenced by the philosophers Shang Yang, Li Si,
and Hanfeizi,
- The Legalists believed that political institutions should be
modeled in response to the realities of human behaviour and
that human beings are inherently selfish and short-sighted.
C. Taoism
- concerned with finding a balance between the way we live our
lives and the demands life places on us.
- is a Chinese philosophy attributed to Lao Tzu (c. 500 BCE)
which contributed to the folk religion of the people primarily in
the rural areas of China and became the official religion of the
country under the Tang Dynasty.
- the practice of going against the stream not by struggling
against it and thrashing about, but by standing still and letting
the stream do all the work.
- ‘If you give a hungry man fish you nourish him a day. If you
teach him to fish you nourish him for life’, saysLaotian Tzu
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- The goal of Taoism is to conform to the ways of nature and the
fusion with the Whole.
- Taoists believed that the strict rules of discipline, personal or
governmental, were artificial and tended to distort human nature
and keep them away from the natural yin and yang.
- Taoists is the fundamental virtues of peace, repose and silence
The Tao-Te-Ching (The Book of the Way)
- The tao-te-ching is an attempt to remind people everyone could

live together peacefully if people would only be mindful of how
their thoughts and actions affect themselves, others, and the
earth.
Yin-Yang Thought
- According to yin-yang thought, the universe came to be as a

result of the interactions between the two primordial opposing
forces of yin and yang.
- Because things are experienced as changing, as processes
coming into being and passing out of being, they must have both
yang, or being, and yin, or lack of being.
- The world of changing things that constitutes nature can exist
only when there are both yang and yin. Without yang nothing
can come into existence. Without yin nothing can pass out of
existence (207).
IV. APPLICATION
Share experiences related to the concept of Chinese Philosophy.
V. ASSESSMENT
Write your thoughts about the following concept:
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1. "What you do not wish for yourself, do not do to others."
_________________________________________________________
_________________________________________________________
2. “Respect yourself and others will respect you”

_________________________________________________________
_________________________________________________________
VI. REFERENCES
www.Easternphilosohy.Epistemology_Philosophy.html
www.typesofeasternphilosophies/tag/eastern-philosophy
www.confucianismwikipedia/historical-and-modern/
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Province of Laguna
CHRISBEN P. BANCE
09463831503
nebchris.bance@gmail.com
I. LEARNING OBJECTIVES
1. Differentiate the three philosophical teaching in India
that is Hinduism, Buddhism, and Jain Philosophy
2. Value the importance teaching and contribution of
Indian Philosophy
3. Share their insights and observation about the Indian
Philosophy
II. INTRODUCTION
Indian philosophy is said to be the ancient philosophical traditions

of the Indian subcontinent. India has four philosophical traditions which
composed of Hindu philosophy, Jain philosophy, Buddhist philosophy
and Sikh philosophy. It can be distinguished in to two philosophical
classes: astika and nastika. The astika respect the Veda system and on
the other hand nastika reject the Veda system. The astika composed of
Sankhya, Yoga, Vedanta, Mimasa, Nyaya, and Vaisheshika and the
nastika are composed of Jainism, Buddhism, and Lokayata.
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India’s geniuses produced treaties in linguistic, mathematics,
logic, astronomy, philosophy, and medicine.
III. CONTENT
A. HINDU PHILOSOPHY
Hindu Philosophy is the world views

and teaching that emerged in ancient India
that include the six system saddarsana –
Sankhya, Yoga, Nyaya, Vaisheshika,
Mimamsa, and Vedanta. These are also
called the Astika or orthodox philosophical
traditions that accept the Vedas as an
authoritative important source of
knowledge.
Hinduism is an Indian Religion and dharma way of life and has
been called the oldest religion in the world and some practitioners and
scholars refer to it as Sañatana Dharma, “the external tradition”, or the
“external way”, beyond human history.
The history of Hindu philosophy can be divided roughly into three,
largely overlapping stages:
 Non-Systematic Hindu Philosophy, found in the Vedas and

secondary religious texts (beginning in the 2nd millennia B.C.E.)
 Systematic Hindu Philosophy (beginning in the 1st millennia
B.C.E.)
 Neo-Hindu Philosophy (beginning in the 19th century C.E.)
 Hindu Beliefs
Their beliefs include the four Purasãrthas, the proper goals or
aims of human life, namely Dharma (ethics/duties), Artha
(prosperity/work), Kama (desires/passion), and Moksha
(liberation/freedom from the cycle of death and rebirth). They also
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have what they called the Karma (action, intent and
consequences), and Samsãra (cycle of death and rebirth)
 Six Astika schools or Six Philosophies that all of which accept the
testimony of the Vedas. (Systematic Hindu Philosophy)
 Samkya – the rationalism school with dualism and atheistic

theme. They are strongly dualist regards the universe as
consisting of two realities the purusa (consciousness) and prakti
(matter).
 Yoga – a school emphasizing
meditation, contemplation and
liberation. There epistemology
relies on three of six Pramanas as
the means of gaining reliable
knowledge. These includes
Pratyaksa (perception), Anumãna
(inference), and Sabda
(Aptavacana, work/testimony of reliable soursces). They are also
on the same dualist as the Samkya.
 The Vaiśeṣika system was founded by the ascetic, Kaṇāḍa (1st
cent. C.E.). His name translates literally as “atom-eater.” The
Vaiśeṣika philosophy is a naturalist school. It is a form
of atomism in natural philosophy
 The Nyāya school is a realist āstika
philosophy. The school's most significant
contributions to Indian philoso phy were
its systematic development of the theory
of logic, methodology, and its treatises on
epistemology.
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 The Pūrvamīmāṃsā
school of Hindu philosophy
gains its name from the
portion of the Vedas that it
is primarily concerned with:
the earlier (pūrva) inquiry (Mīmāṃsā), or the karma khaṇḍa.
 the Vedānta school is concerned with explicating the contents of
a particular portion of the Vedas. While the Pūrvamīmāṃsā
concerns itself with the former portion of the Vedas, the Vedānta
school concerns the end (anta) of the Vedas.
 Non-Systematic Hindu Philosophy
 The Four Vedas

The Vedas are a large corpus, originally committed to memory
and transmitted orally from teacher to student. The term “veda”
means "knowledge" or "wisdom" and embodies what was likely
regarded by its original attendants as the sum-total of the
knowledge of their people.
The four Vedas are Ṛg Veda, Sāma Veda, Yajur
Veda and Atharva Veda, respectively. Each of the four Vedas is
edited into four distinct sections: Mantras, Brāhmanas,
Āraṇyakas, and Upaniṣads.
B. BUDDHISM
Buddhism
encompasses a variety
of traditions, beliefs
and spiritual practices
largely based on
original teaching
attributed to the
Buddha and resulting
interpreted philosophies.
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Buddhism arose in northeastern India sometime between the late
6th century and the early 4th century BCE, a period of great social
change and intense religious activity.
 Historical phases of Buddhist philosophy
Edward Conze splits the development of

Indian Buddhist philosophy into three
phases.
1. The first phase concerns questions of

the original doctrines derived from oral traditions that
originated during the life of the Buddha
2. The second phase concerns non-Mahayana "scholastic"

Buddhism
3. The third phase of development of Indian Buddhist

philosophy
 Philosophical orientation
Philosophy in India was aimed mainly at spiritual liberation and

had soteriological goals. In his study of Mādhyamaka Buddhist
philosophy in India. For the Indian Buddhist philosophers, the
teachings of the Buddha were not meant to be taken on faith alone,
but to be confirmed by logical analysis (pramana) of the world.
 Basic teachings
Certain basic teachings appear in many places throughout these early

texts, so older studies by various scholars conclude that the Buddha
must at least have taught some of these key teachings:
1. The Middle Way
2. The four noble truths
 dukkha (suffering, incapable of satisfying, painful) is an

innate characteristic of existence with each rebirth
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 samudaya (origin, cause) of this dukkha is the "craving,
desire or attachment
 nirodha (cessation, ending) of this dukkha can be attained by
eliminating all "craving, desire, and attachment
 his marga (path, Noble Eightfold Path) is the means to end
this dukkha
3. The Noble Eightfold Path
 Right View  Right Livelihood

 Right Resolve  Right Effort
 Right Speech  Right Mindfulness
 Right Conduct  Right Samadhi
4. Three marks of existence (impermanence, unease, not-self)
 sabbe saṅkhārā aniccā — "all saṅkhāras (conditioned things)

are impermanent"
 sabbe dhammā anattā — "all dharmas (conditioned or
unconditioned things) are not self"
 sabbe saṅkhārā dukkhā — "all saṅkhāras are unsatisfactory
5. Five aggregates
 The five aggregates or heaps are: form (or matter or body)

(rupa), sensations (or feelings, received from form) (vedana),
perceptions (samjna), mental activity or formations (sankhara),
and consciousness (vijnana)
6. Dependent arising
 is a key principle in Buddhist teachings. which states that

all dharmas("phenomena") arise in dependence upon
other dharmas: "if this exists, that exists; if this ceases to exist,
that also ceases to exist"
7. Karma and rebirth
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8. Nirvana
 represents its ultimate state of soteriological release, the

liberation from repeated rebirth in saṃsāra.
C. JAIN PHILOSOPHY
Jain philosophy is the oldest Indian philosophy that separates
body (matter) from the soul (consciousness) completely. ain
philosophy deals with reality, cosmology, epistemology (study of
knowledge) and Vitalism. It attempts to explain the rationale of
being and existence, the nature of the Universe and its
constituents, the nature of soul's bondage with body and the
means to achieve liberation.
 FUNDAMENTALS
Jain philosophy postulates that seven "tattva" (truths or
fundamental principles) constitute reality. These are:
1. Jīva-The soul substance which is said to have a separate

existence from the body that houses it. Jīva is characterised by
cetana (consciousness) and upayoga (knowledge and
perception). Though the soul experiences both birth and death,
it is neither really destroyed nor created. Decay and origin refer
respectively to the disappearing of one state of soul and
appearance of another state, these being merely the modes of
the soul substance.
2. ajīva- the non-soul
3. āsrava (influx)- inflow of auspicious and evil karmic matter into
the soul.
4. bandha (bondage)- mutual intermingling of the soul and karmas.
5. Samvara (stoppage)- obstruction of the inflow of karmic matter
into the soul.
6. Nirjara (gradual dissociation)- separation or falling off of part of
karmic matter from the soul.
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7. mokṣha (liberation)- complete annihilation of all karmic matter
(bound with any particular soul).
 THE PATH LIBERATION

According to the Jain philosophy, the world (Saṃsāra) is full
of hiṃsā (violence). Therefore, one should direct all his efforts in
attainment of moksha. According to the Jain text, Tattvartha sutra:
1. Right Faith (Samyak Darśana) means belief in substances
like soul and non-soul without delusion and
misapprehension
2. Right Knowledge (Samyak Jnāna)- When the nature of
reality (substances) is ascertained with the help of the
doctrine of manifold points of view (anekāntavāda), the
knowledge thus obtained (free from doubts,
misapprehension, and delusion) is said to be the Right
Knowledge.
3. Right Conduct (Samyak chāritra)-The very nature of the
soul; devoid of all passions, untainted, unattached to any
alien substance is Right conduct. It is achieved by abjuring
all sinful activities of the body, the speech, and the mind.
 SUBSTANCE
According to Jainas, the world is composed of two different kinds of
substances, the Jīva (conscious) and the ajīva (unconscious).
These are the uncreated existing constituents of the Universe
which impart the necessary dynamics to the Universe by
interacting with each other.
1. Unconscious substance
 Pudgala – It is non living (no soul) Matter, which is classified
as solid, liquid, gaseous, energy, fine Karmic materials and
extra-fine matter or ultimate particles. Paramānu or ultimate
particles are the basic building block of matter.
 Dharma – (Medium of Motion) and Adharma (Medium of
Rest) – Also known as Dharmāstikāya and Adharmāstikāya,
they are unique to Jain thought depicting the principles of
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motion and rest. They are said to pervade the entire
universe
 Ākāśa: Space – Space is a substance that accommodates
souls, matter, the principle of motion, the principle of rest,
and time. It is all-pervading, infinite and made of infinite
space-points. According to Jains, Space is a substance
 Kāla (Time)- In Jainism, time is explained in two different
aspects. Firstly as the measure of duration, known in the
form of hours, days, and the like. Secondly, as the cause of
the continuity of function of things.
2. Conscious substance
According to the Jain philosophy, there are infinite
independent souls. These are categorised into two—
liberated and non-liberated. Infinite knowledge, perception
and bliss are the intrinsic qualities of a soul According to the
Jain philosophy, there are infinite independent souls. These
are categorised into two—liberated and non-liberated.
Infinite knowledge, perception and bliss are the intrinsic
qualities of a soul. These qualities are fully enjoyed
unhindered by liberated souls, but obscured by karma in the
case of non-liberated souls resulting in karmic bondage.
This bondage further results in a continuous co-habitation of
the soul with the body
IV. ASSESSMENT
Directions: Identify the following if Hinduism, Buddhism or Jain

Philosophy.
1. Is an Indian Religion and dharma way of life and has been called
the oldest religion in the world?
2. The Noble Eightfold Path
3. Three marks of existence
4. Right Faith, Right Knowledge and Right Conduct
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5. Six Astika schools or Six Philosophies that all of which accept
the testimony of the Vedas.
V. REFERENCES
https://en.wikipedia.org/wiki/Indian_philosophy
https://en.wikipedia.org/wiki/Noble_Eightfold_Path
https://en.wikipedia.org/wiki/Three_marks_of_existence
https://en.wikipedia.org/wiki/Buddhism
https://en.wikipedia.org/wiki/Jain_philosophy
https://www.britannica.com/topic/Buddhism
Page | 161
Province of Laguna
MA. THERESA B. RIOS

0926 124 8081
iluvkiya_theisa09@yahoo.com
III. INTENDED LEARNING OBJECTIVES

1. Analyse Korean Philosophy and Japanese Philosophy
2. Reflect on the concept of Korean Philosophy and
Japanese Philosophy by relating it to own experiences.
3. Share experiences related to the concept of Korean
Philosophy and Japanese Philosophy.
IV. INTRODUCTION
Landauer and Rowlands (2001) defined Philosophy as an

organization of beliefs related to our reality. They also added
that it gives an idea of how people and the whole world exist.
Yet, philosophies were classified from different countries
including Eastern Philosophy. As an educator, we should
value this aspect where our history was stunningly shaped.
Eastern Philosophy influenced our modern educational

system. Its principles will remain to our life because it
focuses on finding true self. Its teachings enrich the history of
producing a good quality education. Hence, VanderBeek
Page | 162
(2015) stated that Eastern Philosophy simplified life as it
covers Buddhism, Taoism, Hinduism, Legalism and the like.
III. CONTENT
A. Korean Philosophy
 Primarily influenced by different philosophies such as Chinese

Philosophy, Indian Philosophy and Western Philosophy.
Specifically, it is inspired by Shamanism, Buddhism,
Confucianism and Taoism.
Shamanism
 Shamanism is a primitive religion which does not have a
systematic structure but permeates into the daily lives of the
people through folklore and customs.
 Korean shamanism includes the worship of thousands of spirits
and demons that are believed to dwell in every object in the
natural world, including rocks, trees, mountains and streams as
well as celestial bodies.
 Korean Shamanism held three spirits in especially high regard:
Sanshin (the Mountain Spirit), Toksong (the Recluse) and
Chilsong (the Spirit of the Seven Stars, the Big Dipper).
 Shaman – also known as Mudang ( seeks to solve human
problems through a connection to the spirit world)
Buddhism - arrived in Korea from China during the Three

Kingdoms period (57 B.C. - A.D. 668).
 Korean Buddhism accepted and absorbed many shamanistic

spirits, and early schools like Samnon, Gyeyul and Yeolba.
 Wonyung (later known as Hwaeom) became the dominant
school.
 In the 7th and 8th Century, the meditation-based Seon school
finally gained the upper hand. Seon is a version of the Chinese
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Chan (or Japanese Zen) Buddhism, and it developed in Korea
particularly under the direction of Jinul (1158-1210), the most
important figure in Seon.
Confucianism was the second major intellectual import from China

during the Three Kingdoms period.
 Korean Confucianism was a fundamental part of Korean

society, shaping the moral system, the way of life, social
relations between old and young, high culture and is the basis for
much of the Korean legal system.
 During the Joseon Dynasty, Korean Confucianism was the
primary system of belief amongst the scholarly and military
classes.
 Korean Confucian schools were built, and there was even
greater encouragement of Confucian ideas and ideals such as
chung (loyalty), hyo (filial piety), in (benevolence) and sin
(trust).
 Confucianism in Joseon Korea flourished most notably in the
16th Century, under the guidance of the country's two most
prominent Confucian scholars, Yi Hwang (Toegye) (1501–1570)
and Yi I (Yulgok) (1536–1584).
 Taoism, largely shaped by the writings of the Chinese
philosophers Lao Tzu and Chuang Tzu, also arrived in Korea
during the latter part of the Three Kingdoms period
 Korean Taoism enjoyed its greatest popularity during the
Goryeo Dynasty, especially in the court and the ruling class. By
the mid period of the Goryeo Dynasty.
 Buddhism dominated Korea, subsuming other religions and
philosophies, including Taoism.
 Taoism never grew into an autonomous religion or philosophy in
Korea, being rejected by Confucian and Buddhist elites, but it
remains a minor but significant element of Korean though
Page | 164
B. Japanese Philosophy - a fusion of both foreign (particularly
Chinese and Western) and uniquely Japanese elements.
History and Major Schools
Shinto
 the native religion of Japan

 It is a type of polytheistic animism, and involves the worship of
kami (or spirits).
 It has no binding set of dogma, and the most important elements
are a great love and reverence for nature in all its forms, respect
for tradition and the family, physical cleanliness and matsuri
(or festivals dedicated to the kami)
 Shinto is not a philosophy as such, but has greatly influenced all
other philosophies in their Japanese interpretations.
Buddhism
 definitively entered Japan (from its native India, via China and
Korea) in A.D. 550.
 Each major period after that - the Nara period (up to 784), the
Heian period (794–1185) and the post-Heian period (1185
onwards) - saw the introduction of new doctrines and upheavals
in existing schools.
 The three main schools of Japanese Buddhism are:
1. Zen Buddhism - as a distinct school of Buddhism, was first
documented in China in the 7th Century A.D., where it was
established as an amalgamation of various currents in Indian
Mahayana Buddhist thought. It asserts that all sentient
beings possess a Buddha-nature, a nature of inherent
wisdom and virtue. Zen practitioners attempt to discover
this Buddha-nature within themselves, through meditation
and mindfulness of daily experiences. Zen sitting
meditation, (such as the lotus, half-lotus, Burmese or seiza
Page | 165
postures) is known as zazen. The schools of Zen that
currently exist in Japan are Soto (largest), Rinzai (split into
several sub-schools) and Obaku (smallest).
2. Pure Land (or Amidist) Buddhism:
Pure Land is a broad branch of Mahayana Buddhism and
currently one of the most popular schools of Buddhism in East
Asia, along with Zen. It is a devotional or "faith"-oriented branch
of Buddhism focused on Amitabha Buddha. Pure Land
Buddhism teaches that through devotion to just Amitabha, one
will be reborn in the Pure Land in which enlightenment is
guaranteed. In medieval Japan it was also popular among those
on the outskirts of society, such as prostitutes and social
outcasts, who were often denied spiritual services by society but
could still find some form of religious practice through
worshipping Amitabha.
3. Nichiren Buddhism:
Nichiren Buddhism is a branch of Buddhism based on the
teachings of the 13th Century Japanese monk Nichiren (1222–
1282). It focuses on the Lotus Sutra and an attendant belief that
all people have an innate Buddha-nature and are therefore
inherently capable of attaining enlightenment in their current
form and present lifetime. It was particularly popular among the
merchants of Kyoto in Japan's Middle Ages, and among some
ultranationalists during the pre-World War II era, and has
something of a reputation for missionary zeal and strident
pushes to convert others.
Confucianism and Taoism.

 Introduced some of the most important Confucian principles such
as humanity, loyalty, morality and consideration on an
individual and political level.
 Taoism spread to Japan in the 7th century. For more than 1,000
years, these religions have had a significant impact on Japan's
society.
Page | 166
Modern Era
Neo-Confucianism
 it became ascendant during the Edo (or Tokugawa) period

(1603 - 1868).
 Japanese Neo-Confucians such as Hayashi Razan and Arai
Hakuseki were instrumental in the formulation of Japan's
dominant early modern political philosophy.
Kokugaku
 a school of Japanese philology (the study of ancient literature

and the origins of language)
 Kokugaku scholars tended to relativize the study of Chinese and
Buddhist texts and favored philological research into the early
Japanese classics.
Mitogaku
 refers to a 17th Century school of Japanese historical and Shinto

studies, originally commissioned to compile the History of Great
Japan in a Neo-Confucianist context, based on the view that
historical development followed moral laws.
 Around the end of the 18th Century, Mitogaku expanded its remit
to address contemporary social and political issues, based on
Confucianist and kokugaku thought, and eventually became one
of the driving forces behind the Meiji Restoration of 1868.
The Kyoto School
 is the name given to a 20th Century Japanese philosophical

movement centered at Kyoto University that assimilated
Western philosophy and religious ideas and used them to
reformulate religious and moral insights unique to the East Asian
cultural tradition.
Page | 167
IV. APPLICATION
Ask: How are you going to relate the concept of Korean

Philosophy and Japanese Philosophy in your own experiences?
V. ASSESSMENT
Explain the following concepts:

1. Korean shamanism worship thousands of spirits and demons that
are believed to dwell in every object in the natural world, including
rocks, trees, mountains and streams as well as celestial bodies.
2. Confucian principles’ focused on humanity, loyalty, morality and

consideration.
VI. REFERENCES
http://www.importanceofphilosophy.com/Epistemology_Philosophy.html
https://inspirnational.wordpress.com/tag/eastern-philosophy/
https://www.philosophybasics.com/general_eastern_korean.html
https://asiasociety.org/education/historical-and-modern-religions-korea
Page | 168
Province of Laguna
NIEL VINCENT B. CATAPANG

09556477011
nbcatapang@firstasia.edu.ph
I. INTENDED LEARNING OUTCOME

At the end of the session, the participants are expected to:
a. Define the Philippine Philosophies of Education: Jose Rizal,

Manuel L. Quezon
b. Compare each philosophy and ethical concept of education
c. Appreciate the Philippine Philosophies of Education.
II. INTRODUCTION
Philippine philosophy is made up of intricate and composite
interrelationship of the life histories of its people.
JOSE RIZAL’S PHILOSOPHY
Page | 169
 his concept of the importance of education is enunciated in his
work entitled: "Instruction"
 he maintained that the backwardness of his country was not due
to the Filipino's indifference, apathy or indolence
 to elevate the country to the highest seat of glory and to develop
the people's mentality
 he claimed that only through education could the country be
saved from domination
 his philosophy centers on the provision of proper motivation in
order to bolster the great social forces that make education a
success
 he was nurtured to be a propagator of Catholic traditions later in
his life, he developed a life philosophy of a different nature, a
philosophy of a different Catholic practice intermingled with the
use of Truth and Reason
 he did not agree with the prevailing Christian propagation of the
Faith by fire and sword. This is shown in his Annotation of Morga's
Sucesos de las Islas Filipinas
 He did not believe in Catholic beliefs such as:

(1) salvation is only for Catholics
(2) fasting as a sacrifice
 He did not like the idea of selling religious items such as cross,
medals, rosaries, etc. in order to propagate the Faith and raise
church funds
 he also lambasted the superstitious beliefs propagated by the
priests in the church and in the schools in his political view, a
conquered country like the Philippines should not be taken
Page | 170
advantage of but rather should be developed, civilized, educated
and trained in science of self-government
 he bitterly assailed and criticized in publications the apparent
backwardness of the Spanish ruler's method of governing the
country which resulted in: the bondage and slavery of the
conquered Spanish government's requirement of forced labor
and force military service upon the natives over exploitation ruling
that any complaint against the authorities was criminal making the
people ignorant, destitute and fanatic
Rizal's Guiding political philosopy proved to be:
 study and application of reforms

 extension of human rights
 training for self government
 arousing of spirit of discontent over oppression, brutality,
inhumanity, sensitiveness and self love
Rizal's ethical philosophy was based in the study of human behavior as
to whether it is good or bad.
 the fact that the Philippines was under Spanish domination during
Rizal's time led him to subordinate his philosophy to moral
problems to bolster his ethical philosophy, Dr. Rizal had
recognized not only the forces of good and evil, but also the
tendencies towards good and evil
To support his ethical philosophy in life, Rizal:
1. censured the friars

2. counseled the Filipinos
3. advised the masses
4. censured the priests
5. advised everyone
Rizal's Social Philosophy dealt with:
1. man in society
Page | 171
2. influential factors in human life
3. racial problems
4. social constant
5. social justice
6. social ideal
7. poverty and wealth
8. reforms
9. youth and greatness
10. history and progress
11. Future of the Philippines
MANUEL LUIS QUEZON’S PHILOSOPHY
The 1st President of the Philippine Commonwealth from 1935 until his
death
 uses the power of the pen not only to free his countrymen for
colonial rule but also to liberate them from intellectual stagnation
 Lived a simple life. Died poor but lived a rich life
Quezon’s philosophy of Philippine Education is basically local or

Philippine in orientation, a reflection of the need of colonial people to
upgrade them.
 Intellectually
 Morally
 Economically through education
Page | 172
Aims of Philippine Education 2 Objectives
 For better citizenship
 As a means of livelihood
“The true worth of a man is measured not only by a diploma but by his
proficiency in his chosen line of work” - Quezon
III. APPLICATION
1. If you were Jose Rizal, would you still have the same philosophy
of Philippine education? Why?
2. What do you think would be the educational system of the
Philippines today if other countries did not colonize us?
IV: ASSESSMENT
Our country’s uniqueness as the only Christian and English-

speaking archipelago in Southeast Asia impacts our education system
more than we acknowledge. What do you think is the status of our
country 20 years from now?
V. REFERENCES
Gautano (2013) https://prezi.com/vxeptqm6hhfi/philippine-

philosophies-of-education/
https://kahimyang.com/kauswagan/articles/966/dr-jose-rizals-
annotations-to-morgas-1609-philippine-history
https://www.studycountry.com/guide/PH-education.htm
https://businessmirror.com.ph/2018/09/02/philippine-education-system-
in-2018-are-we-moving-forward/
https://philosophy.fsu.edu/undergraduate-study/why-philosophy/What-
is-Philosophy
Page | 173
Province of Laguna
JEWELLYN D. CAPUNO
09065432322
jewellyncapuno13@gmail.com
Philippine Philosophies of Education

 Define the Philippine philosophy.
 Describe the Filipino philosophers and their philosophy.
 Appreciate the philosophy of the following related education:
Apolinario Mabini and Camilo Osias
II. Rationale
Our education in this modern time is the result of various
philosophies of diverse people and contribution from different
period. Some philosophies are from well known people and
some are from unfamiliar, but they both contribute for the
better education. Studying the life and philosophies of those
great people can change and transform our views and
perspective in education.
III. CONTENT:
I. INTRODUCTION
Philippine philosophy is made up of the intricate and
composite interrelationship of the life histories of its people.
Apolinario Mabini
Page | 174
-was a Filipino revolutionary leader, educator, lawyer, and
statesman who served first as a legal and constitutional adviser to
the revolutionary government.
- known in literature and history as the “Sublime Paralytic” and
the “Brains of the Revolution”
-born in Talaga, Tanuan, Batangas on July 22, 1864
-he was a Filipino political philosopher who served as the first
Philippine Prime Minister.
- “thou shalt cultivate the special gifts which had been granted
thee, working and studying according to thy ability, never leaving
the path of righteousness and justice in order to attain thine own
perfection.”
Camilo O. Osias
-born on March 23, 1889 at Bacnotan, La Union
-he studied in Ilocos Sur and Vigan but was sent as a scholar
in the United States
-“School has an important role in the development of dynamic
nationalism and internationalism in relation to democracy in the
education of the youth”
-“High educational institutions should do more to turn out
graduates who can think logically, scientifically and creatively”
-“Our education should instill love for work, spirit of tolerance,
respect for law, love for peace and practice of thrift”
-His suggestions to Philippine schools:
1. Preserve the solidarity of Filipino
2. Maintain the unity of the Philippines
3. Work out a proper equilibrium in economic order
4. Develop social justice
5. Observe the merit system in government service
6. Promote peace and national defense
7. Uphold the inalienable rights of life, property, liberty, and
happiness
8. Keep in their prestige majesty the fundamental freedom,
especially freedom of speech, freedom of press, freedom of
peace and assembly, freedom of speech, and freedom of worship
9. Conserve the principle of equality
Page | 175
10. Hold high the ideals of religion
11. Keep over aloft the torch of education
12. Make a democracy a living and functional reality
II. ASSESSMENT
Fill in the blanks.
1. Apolinario Mabini is known as the “_____________________” and
the “_____________________”
2. ____________________ studied in Ilocos Sur and Vigan but was
sent as a scholar in the ____________________.
3. High educational institutions should do more to turn out graduates
who can think _______________, scientifically, and
_________________.
4. ___________________ was a Filipino revolutionary leader,
educator, lawyer and statesman.
5. Camilo O. Osias was born in ___________________.
II. Reference
https://www.roadsandpages.com
https://www.scribd.com
Page | 176
Province of Laguna
JISELLA P. GESMUNDO
09366245962/09676420885
jisellagesmundo@gmail.com.
PHILIPPINE PHILOSOPHIES OF EDUCATION

1. To know the importance of Philippine Philosophies of
Education; Rafael Palma, Jorge Bacobo, Francisco Benitez,
Dr. Lourdes Quisumbing
2. To apply in our daily lives the importance of Philosophies
of Education
3. To inculcate in our minds and appreciate the Filipino
Philosophers who contributed to the education of the
Philippines
II. Rationale
A philosophy of education encompasses many
dimensions. It constitutes underlying assumptions about the
nature of human beings, their beliefs, values and behavioral
patterns that are dictated by cultural considerations. It
includes the ways of learning as well as the contents of
Page | 177
learning. It is an overarching framework that encompasses
the participation of different institutions.
- Bro. Andrew Gonzales (1993)
III. Application
FILIPINO THOUGHTS/ PHILOSOPHY

In a nationalistic sense, there is no Filipino philosophy to
speak of, because its content is not universal nor does it
transcend mere ethnic or geographical boundaries. The
Filipino philosophy can be a common perspective, a
viewpoint, a thought, or a sense that is peculiarly Filipino as
seen in Filipino art, literature, values and more.
SOME CHARACTERISTICS OF FILIPINO THOUGHTS

 Belief in the existence of supreme being in a
personalistic way, the almighty is thought of as a
person who will come to his aid of need , over which ,
however, one has no control, thus, the Filipino says
“BATHALA NA” or “LET GOD DO THE REST”
Harmony pervades Filipino mind.
 Prudence and self-control in order to avoid offending

others
 Deep sense of dignity and personal honor as in
percept “ANG TAONG MAY HIYA ,ANG SALITA AY
PANUNUMPA”
 Tolerance and the “right of everyone is entitled in
their own opinion, to think as he pleases and to
order his life in his own fashion”
 Debt of  Fear of failure
gratitude  Ningas –
(utang na loob) kogon
 Amor propio  Segurista
Page | 178
 Emotional and
expressive
RAFAEL PALMA
 24 October 1874 – 24 May 1939) was a Filipino politician,

Rizalian, writer, educator and a famous freemason. He became
the fourth president of the University of the Philippines.
• He lives a simple life. He died poor but a riches life.
• Toughness of mind as student, writer, lawyer, educator, thinker

and statesman, he appears to be the dominant traits that the
boy born in Tondo on October 24,1874.
• It was this mind toughness, together with his confidence in his

fluency in Spanish that impelled him to join Antonio Luna’s LA
INDEPENDENCIA (official newspaper of the Revolution),
adopting the name DAPIT HAPON.
• Palma delighted and inspired his brother Mason with a large

number of articles and messages. On January 30 ,1931, as
Grand Orator he delivered a lengthy but moving message:
“SCHOLAR PAR EXCELLENCE”
 He believed that in spite of our imperfection,we should attain a

degree of perfection.
• Palma lived a rich full life – a life dedicated to search for the
TRUTH, to the fearless articulation of the discovered truth aimed
at liberating minds of men from bondage and shackles of
ignorance and to the pursuit not of the thing mundane but of
what was thought to be the ideal or the bonum verum.
• Education must produce individuals who are both useful to

themselves and to society.
JORGE BACOBO
Page | 179
 Jurist, writer, and Philippine intellectual, born in Gerona (Tarlac
province, Luzon) on October 19, 1886, and died on July 23,
1965, which is considered one of the most prominent figures of
the cultural landscape of the Philippines during the American
colonial period and the early days of the independent republic.
• A “ pensionado” of a government-sponsored student traveling

from Philippines to united states
• To my humble way of thinking education(college) has for its

supreme and over showing aim the formulation of a sound and
noble outlook of life.
FRANCISCO BENITEZ
 “The function of our school is neither to fit the individuals for the
past which is dead and gone, nor to prepare him for a remote
future which is problematical, rather to train the individuals so
that he will be a member of the world as it is.”
 “The qualities that should distinguish the educated Filipinos of
today are power to do. Knowledge of the past and current
events and possession of the element of conduct that are the
accomplishment of culture and morality.”
 Philippine Education must distinguish:
1. Power to do
2. Knowledge of the past and current events
3. possession of the elements of conduct that are the
accomplishments of culture and morality
DR. LOURDES QUISUMBING
 (February 13, 1921 – October 14, 2017) served as the

Philippines' secretary of education, culture, and sports from
1986 to 1989, under the presidency of Corazon Aquino. Prior to
serving as secretary, she was the president of Maryknoll
College.
Page | 180
 Quisumbing has studied extensively in the field of education,
completing a bachelor of education from St. Theresa's College;
a master of education from the University of San Carlos, and a
doctorate in education from the University of Santo Tomas. She
has held teaching and administrative positions at various
schools, and was president of the Philippine Accrediting
Association of Schools, Colleges and Universities (PAASCU)

 Believe that education must strengthen the dignity of the learner
as a human person. As such the various dimension of man
“personhood has to be fully developed by the system through an
effective and systematized value of education.

IV. Assessment
1. What are the Filipino thoughts that you think hinders the
Filipino to progress in education or in any aspect?
2. What are the greatest contributions of:
a. Rafael Palma
b. Jorge Bacobo
c. Francisco Benitez
d. Dr. Lourdes Quisumbing
V. References
https://prezi.com/m/vxeptqm6hhfi/philippine-philosophies-of-
education/
https://www.slideshare.net/mobile/melgazar/philosophy-of-
philippine-education
www.wikipedia.com.
Page | 181
Province of Laguna
DIANA ROSE D. PEREZ

09676025356
perezdianarose@gmail.com
Legal Basis of Philippines Educational System

1973 Constitution Article XV Section 8 (4-8)
1. To discuss the importance of 1973 Constitution Article XV Section 8

(4-8)
2. To appreciate the aims and contributions of 1973 Constitution Article
XV Section 8 (4-8)
3. Cite the constitutional mandate on education
II. RATIONALE
Education in the Philippines has undergone several stages of

development. There are three major legal bases in Philippines
Educational System as follows:
(a) 1935 Constitution Article XIV Section 5
(b) 1973 Constitution Article XV Section 8 (1-8)
(c) 1987 Constitution Article XIV Section 1-5 (5)
Page | 182
The right of of all citizens to quality education. The mandate to
establish and support
a complete, adequate, and integrated system of education.
III. CONTENT
SECTION 8 (4-8)
(4) All educational institutions shall aim to inculcate love of country,

teach the duties of citizenship, and develop moral character, personal
discipline, and scientific, technological, and vocational efficiency.
(5) The State shall maintain a system of free public elementary

education and, in areas where finances permit, establish and maintain
a system of free public education at least up to the secondary level.
(6) The State shall provide citizenship and vocational training to adult
citizens and out-of-school youth, and create and maintain scholarships
for poor and deserving students.
(7) Educational institutions, other than those established by religious

orders, mission boards, and charitable organizations, shall be owned
solely by citizens of the Philippines, or corporations or associations
sixty per centum of the capital of which is owned by such citizens. The
control and administration of educational institutions shall be vested in
citizens of the Philippines. No education institution shall be established
exclusively for aliens, and no group of aliens shall comprise more than
one-third of the enrollment of any school. The provisions of this
subsection shall not apply to schools established for foreign diplomatic
Page | 183
personnel and their dependents and, unless otherwise provided by law,
for other foreign temporary resident.
(8) At the option expressed in writing by the parents or guardians, and

without cost to them and the government, religion shall be taught to
their children or wards in public elementary and high schools as may
be provided by law.
IV. ASSESSMENT
Write the correct answer before the number.

____________________1. The State shall maintain a system of
________public elementary education.
_____________________2. The State shall provide citizenship and

_____________ to adult citizens and out-of-school youth.
______________________3. At the option expressed in writing by the

___________, and without cost to them and the government, religion
shall be taught to their children.
______________________4. All educational institutions shall aim to

_________.
______________________5. The control and administration of

educational institutions shall be vested in ___________.
V. REFERENCES
https://en.wikisource.org/wiki/Constitution_of_the_Philippine
s_(1973)
Page | 184
Province of Laguna
DE LOS REYES CAMILLE O.

09066675208
camzcarez21@gmail.com
LEGAL BASES OF PHILIPPINE EDUCATION
I. ILO’s | Intended Learning Outcomes:
at the end of the lesson the learners must be able to:
1. Analyze each sections in different constitutions.
2. Apply each section of the different constitutions on specific

cases.
3. Promote obedience in the Philippine constitution.
II. Introduction/Rationale:
The topic deals with Legal bases of Philippine Educational System,

that falls under three major legal bases,that shows how education has
been established and provide an integrated system.
Major Legal Bases:
Page | 185
1. The Philippine Constitution of 1935, Article XIV Section 5.
2. The Philippine Constitution of 1973, Article XV Section 8 (1-

8).
3. The Philippine Constitution of 1987, Article XIV Section 1-5

(5).
A. The Philippine Constitution of 1935
Preamble
The Filipino people, imploring the aid of Divine Providence, in

order to establish a government that shall embody their ideals,
conserve and develop the patrimony of the nation, promote the
general welfare, and secure to themselves and their posterity the
blessings of independence under a regime of justice, liberty, and
democracy, do ordain and promulgate this Constitution.
Article XIV: Section 5. All educational institutions shall be under

the supervision of and subject to regulation by the State. The
Government shall establish and maintain a complete and adequate
system of public education, and shall provide at least free public
primary instruction, and citizenship training to adult citizens. All schools
shall aim to develop moral character, personal discipline, civic
conscience, and vocational efficiency, and to teach the duties of
citizenship. Optional religious instruction shall be maintained in the
public schools as now authorized by law. Universities established by
the State shall enjoy academic freedom. The State shall create
scholarships in arts, science, and letters for specially gifted citizens.
B . The Philippine Constitution of 1935
Page | 186
Preamble
We, the sovereign Filipino people, imploring the aid of Divine

Providence, in order to establish a Government that shall embody our
ideals, promote the general welfare, conserve and develop the
patrimony of our Nation, and secure to ourselves and our posterity the
blessings of democracy under a regime of justice, peace, liberty, and
equality, do ordain and promulgate this Constitution.
Article XV Section 8. (1). All educational institutions shall be under the

supervision of, and subject to regulation by, the State. The State shall
establish and maintain a complete, adequate, and integrated system of
education relevant to the goals of national development.
Article XV Section 8. (2). All institutions of higher learning shall enjoy

academic freedom.
Article XV Section 8. (3). The study of the Constitution shall be part of

the curricula in all schools.
III. Application:
Choose one section on on the discussed constitution . Provide

scenarios that strengthens on your chosen section.
IV. Assessment:
Identify the following what specific constitution and section it

falls.
___________1. Optional Religious instruction shall be maintained

by the public schools.
Page | 187
___________2. All students of higher learning shall enjoy
academic freedom.
___________3. The study Philippine Constitution shall be a part of

curricula in schools.
___________4. The state shall provide an integrated system which

is related to the goals of national development.
___________5. Scholarship must be be provided to the citizens.
V. References:
https://www.officialgazette.gov.ph/constitutions/1935-
constitution-ammended/
https://www.officialgazette.gov.ph/constitutions/1973-
constitution-of-the-republic-of-the-philippines-2/
Page | 188
Province of Laguna
LEAH P. TERNIDA
09509004876
lheyternida@gmail.com
I. Intended Learning Outcomes :
1. To analyze the legal basis of the Philippines Education.
2. To discuss the different articles includes in 1987 Constitution given

in the field of Education.
3. To identify the constitutional provisions that serve as a basis of

foundations of Philippine education system.
4. To cite the examples and evidences of implication of these
constitutional provisions in our current educational setting.
II. INTRODUCTION
Article XIV of the 1987 Constitution “
“ Provides that the state shall protect and promote of all citizens
to quality education at all levels and shall take appropriate steps to
make such education accessible to all ”
In the Philippines, there

are three levels of education, namely: elementary, secondary
and tertiary. Public and private elementary and secondary
education fall under the jurisdiction of the Department of Education
Page | 189
while tertiary education falls under the jurisdiction of the
Commission on Higher Education. Specifically, program design,
policy formulation and standardization, curriculum and staff
development in the elementary level and the high school level are
managed by the Bureau of Elementary Education and the Bureau
of Secondary Education, respectively. Non-formal education
exists, and this type of education is handled by the Bureau of Non-
Formal Education.
III. CONTENT
THE 1987 CONSTITUTION OF THE REPUBLIC OF THE

PHILIPPINES
ARTICLE XIV
EDUCATION, SCIENCE AND TECHNOLOGY, ARTS, CULTURE

AND SPORTS
Section 1. The state shall protect and promote the right of all
citizens to quality education at all levels, and shall take
appropriate to make such education accessible to all.
Section 2. The state shall:
1.Establish, maintain, and support a complete, adequate, and integrated

system of education relevant to the needs of the people and society;
(2) Establish and maintain a system of free public education in the

elementary and high school levels. Without limiting the natural right of
parents to rear their children, elementary education is compulsory for all
children of school age;
(3) Establish and maintain a system of scholarship grants, student loan

programs, subsidies, and other incentives which shall be available to
deserving students in both public and private schools, especially to the
underprivileged;
Page | 190
(4) Encourage non-formal, informal, and indigenous learning systems,
as well as self-learning, independent, and out-of-school study programs
particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with
training in civics, vocational efficiency, and other skills.
Section 3.
(1) All educational institutions shall include the study of the Constitution
as part of the curricula.
(2)They shall inculcate patriotism and nationalism, foster love of

humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and
duties of citizenship, strengthen ethical and spiritual values, develop
moral character and personal discipline, encourage critical and creative
thinking, broaden scientific and technological knowledge, and promote
vocational efficiency.
(3) At the option expressed in writing by the parents or guardians,

religion shall be allowed to be taught to their children or wards in public
elementary and high schools within the regular class hours by instructors
designated or approved by the religious authorities of the religion to
which the children or wards belong, without additional cost to the
Government.
Section 4. (1) The State recognizes the complementary roles of public

and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious

groups and mission boards, shall be owned solely by citizens of the
Philippines or corporations or associations at least sixty per centum of
the capital of which is owned by such citizens. The Congress may,
Page | 191
however, require increased Filipino equity participation in all educational
institutions.
The control and administration of educational institutions shall be vested

in citizens of the Philippines.
No educational institution shall be established exclusively for

aliens and no group of aliens shall comprise more than one-third of the
enrollment in any school. The provisions of this subsection shall not
apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other foreign
temporary residents.
(3) All revenues and assets of non-stock, non-profit educational

institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the dissolution or
cessation of the corporate existence of such institutions, their assets
shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively

owned, may likewise be entitled to such exemptions, subject to the
limitations provided by law, including restrictions on dividends and
provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments,

donations, or contributions used actually, directly, and exclusively for
educational purposes shall be exempt from tax.
Section 5.
(1) the State shall take into account regional and sectoral needs and
conditions and shall encourage local planning in the development of
educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher

learning.
Page | 192
(3) Every citizen has a right to select a profession or course of study,
subject to fair, reasonable, and equitable admission and academic
requirements.
(4) The State shall enhance the right of teachers to professional

advancement. Non-teaching academic and non-academic personnel
shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and
ensure that teaching will attract and retain its rightful share of the best
available talents through adequate remuneration and other means of job
satisfaction and fulfillment.
LANGUAGE
Section 6.
The national language of the Philippines is Filipino. As it evolves,

it shall be further developed and enriched on the basis of existing
Philippine and other languages.
Subject to provisions of law and as the Congress may deem

appropriate, the Government shall take steps to initiate and sustain the
use of Filipino as a medium of official communication and as language
of instruction in the educational system.
Section 7.
For purposes of communication and instruction, the official

languages of the Philippines are Filipino and, until otherwise provided by
law, English.
The regional languages are the auxiliary official languages in the

regions and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Page | 193
Section 8.
This Constitution shall be promulgated in Filipino and English and

shall be translated into major regional languages.
Section 9.
The Congress shall establish a national language commission

composed of representatives of various regions and disciplines which
shall undertake, coordinate, and promote researches for the
development, propagation, and preservation of Filipino and other
languages.
SCIENCE AND TECHNOLOGY
Section 10.
Science and technology are essential for national development

and progress. The State shall give priority to research and development,
invention, innovation, and their utilization; and to science and technology
education, training, and services. It shall support indigenous,
appropriate, and self-reliant scientific and technological capabilities, and
their application to the country’s productive systems and national life.
Section 11.
The Congress may provide for incentives, including tax

deductions, to encourage private participation in programs of basic and
applied scientific research. Scholarships, grants-in-aid, or other forms of
incentives shall be provided to deserving science students, researchers,
scientists, inventors, technologists, and specially gifted citizens.
Section 12.
Page | 194
The State shall regulate the transfer and promote the adaptation
of technology from all sources for the national benefit. It shall encourage
the widest participation of private groups, local governments, and
community-based organizations in the generation and utilization of
science and technology.
Section 13.
The State shall protect and secure the exclusive rights of

scientists, inventors, artists, and other gifted citizens to their intellectual
property and creations, particularly when beneficial to the people, for
such period as may be provided by law.
ARTS AND CULTURE
Section 14.
The State shall foster the preservation, enrichment, and dynamic

evolution of a Filipino national culture based on the principle of unity in
diversity in a climate of free artistic and intellectual expression.
Section 15.
Arts and letters shall enjoy the patronage of the State. The State shall
conserve, promote, and popularize the nation’s historical and cultural
heritage and resources, as well as artistic creations.
Section 16.
All the country’s artistic and historic wealth constitutes the cultural
treasure of the nation and shall be under the protection of the State
which may regulate its disposition.
Section 17.
The State shall recognize, respect, and protect the rights of

indigenous cultural communities to preserve and develop their cultures,
Page | 195
traditions, and institutions. It shall consider these rights in the formulation
of national plans and policies.
Section 18.
(1) The State shall ensure equal access to cultural opportunities through
the educational system, public or private cultural entities, scholarships,
grants and other incentives, and community cultural centers, and other
public venues.
(2) The State shall encourage and support researches and studies on
the arts and culture.
SPORTS
Section 19.
(1) The State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training
for international competitions, to foster self-discipline, teamwork, and
excellence for the development of a healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities

throughout the country in cooperation with athletic clubs and other
sectors.
IV. ASSESSMENT
Direction: Choose the best answer among the options that

describe in the statement in each item.
____1. In 1987 constitutions, the Article XIV is entitled as _____.
a. Education, science and technology, arts, culture and sports

b. Education, Culture and Sports
c. Education, science and technology, culture and arts
_____ 2. The Key effectiveness of teaching – learning process is

____.
Page | 196
a. Students
b. Teachers
c. Curriculum
_____ 3. Teachers Professionalization Act of 1994 is R.A. _____ .
a. 7836
b. 7683
c. 7368
_____ 4. Decs was transformed on 1987 through Executive No.

_____
a.117
b.171
c.711
_____ 5. In August 2001, ______, otherwise known as the

Government Basic Education was passed transforming the name
of Decs to the Department of Education.
a. R.A No. 9293

b. R.A No. 9155
c. E. O. No. 232
d. P.D. No. 223
V. REFERENCES
https://www.slideshare.net/wonnietonnie/section-5-article-xiv
https://www.slideshare.net/raffy0717/legal-bases-of-philippine-
educational-system
https://www.slideshare.net/ebsimborio/legal-bases-of-philippine-
education-system
http://www.chanrobles.com/article14.htm#.XSBQBpMzbIU
Page | 197
Page | 198

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Republic of the Philippines

Laguna State Polytechnic University

GRADUATE STUDIES AND APPLIED RESEARCH

THE HISTORICAL FOUNDATIONS OF EDUCATION

ILO’s | Intended Learning Outcomes:

at the end of the lesson, the learners must be able to:

1. Trace the historical development of education from ancient to

PRIMITIVE EDUCATION | “Education for Conformity”

A. Aims of Primitive Education

1. Security and Survival. Education among people was directed to

3. Preservation and transmission of traditions. The people thought

1. Vocational and Domestic. This includes practical activities

2. Religious (animistic) | Theoretical. Religious education consisted

The content are broad, indefinite and unwritten ritualistic and

1. Home. The home is always the center of learning, especially for

2. Environment. The environment provided the primitive people a

1. All instruction was done informally. Enculturation that is imposing

2. Observation and imitation. The children observed what their

3. Simple telling and demonstration. This is lecture-demonstration

4. Participation. The children participated in the work of their parents

E. Outstanding Contribution to Education

1. Participation of the young in rituals and ceremonies and in the

Education aimed to recapitulate the past in order that the

China : To preserve and perpetuate ancestral tradition.

Moral Training | Social Training of customs, duties and

Schoolwork is chiefly memorization of text, the method is

Home is the center for most ethical and social training.

Sumeria is situated in the Plain of Shinar, adjacent to end

The sumerians, particularly the priest, were a commercial people.

A. Aims of Sumerian Education

1. Training of Scribes. The scribes were trained to do

2. Training of Bookkeepers. Since the Sumerians were a

4. Training the learners to be good. Among the aims of Sumerian

B. Types of Education ( Calderon, 1998)

1. There were already organized classes as far back as 3000 B.C

1. Imitation and copying. The method of instruction was mainly

H. Outstanding Contribution to Education

Through the cuneiform of writing, it conserved the early

EARLY EGYPTIAN EDUCATION | Education for Public Administration

Ancient Egypt was the birthplace of one of the world’s first

2. Religious. This aim as to inculcate proper respect for the Gods

3. Utilitarian. The father wanted to transfer to his son his skills in

4. Preservation of Cultural Patterns. Those in charge of Egyptian

1. Religious Education. This was predominant as the priests

2. Vocational-professional education. This was also

4. Education for public administration. This was for those who

5. Priesthood education. This was for those who aspired to

6. Home arts education. This was largely vocational and offered

1. Reading, writing, and language

1. The young studied at home, usually with the mother as

1. Apprenticeship. This was the dominant method especially in

The pupil and students had to pay certain amount of school

H. Outstanding Contribution to Education

1. Created the world’s first national government, basic forms of

Jewish Education | Education for Discipline

The aim of education was ethical and religious. The

The method of instruction was oral and by practice,

Answer the following questions.

1. What is the outstanding contribution of primitive society to

Characterize primitive, Sumerian, and Egyptian education by completing

PRIMITIVE SUMERIAN EGYPTIAN

Foundations of Education II (Historical, Philosophical, and Legal

Foundations of Education. Jose F. Calderon, Ed. D