Fr.

Pedro Chirino’s Account of the Pre-Spanish Filipinos and Their Civilization (1604)

FATHER PEDRO CHIRINO

● Spanish Jesuit missionary-chronicler
● Observed the Civilization of the Filipino People before it vanished due to the impact of
the Hispanic Civilization
● Author of Relacion De Las Islas Filipinas

RELACION DE LAS ISLAS FILIPINAS

● Finished in 1603
● Published in Rome, 1604
● Primary story of the apostolic achievements of the Jesuit Society in the Philippines and
was therefore religious in theme
● It had certain chapters which gave eyewitness narrative on the bathing habit and
cleanliness, languages, courtesy and good breeding, writing, religion and superstitions,
marriages, dowries, divorce, usury, slavery and the method of giving names to persons
among ancient Filipinos

OF BATHS IN THE PHILIPPINES

● From the time the islanders or Filipinos were born, they are brought to water
● Men and women swim like fishes from childhood and have no need for bridges to pass
over.
● They bath themselves at all hours. ----> for cleanliness and recreation
● Women after childbirth do not refrain from bath
● Children just born are bathed in the rivers and springs of cold water
● When leaving the bath, they anoint the hand with ajonjoli (oil of sesame) mixed with civet
- which is abundant in those regions.
● Even when not bathing, they are accustomed to anoint their heads for comfort and
adornment, especially women and children.

Chapter 2
Understanding the Philosophy of Education

PHILOSOPHY OF EDUCATION
● Study of the purpose, process, nature and ideals of education.
● This can be within the context of education as a social institution or more broadly as the
person of human existential growth
● It deals with our understanding of the world which is continously transforming (cultural,
social, emotional, moral and spiritual)

THROUGH STUDY OF PHILOSOPHY…

● Human persons are given an inspiration and good insights regarding educational
problems
 ● INSIGHT TO EDUCATIONAL PROBLEMS - can be a means in order to gain a
vital body of knowledge or thought

● Students will be supplemented with an alternative methods of thinking and develop

sensitivity to the logic and language that people use in constructing solutions to
problems in education and society.
● Help us obtain an improved quality of life inasmuch as it helps us gain a wider and
deeper perspective on human existence and the world around us
● Provide the students a power to mold a society.
● Help the student confront the difficulties in life
● As a philosophic perspective helps one to see the interaction between persons and the
society, the study of philosophy now of education becomes very practical.

HOW TO PREPARE A BETTER SOCIETY

● Each school would be in a need of philosophical perspective in order to give depth and
breadth on the meaning and direction to the personal and prefessional endeavors of
each student

WHEN DOES THE PHILOSOPHY OF EDUCATION BEGAN?

● When people first became aware of learning as a distinct of human activity

DURING THE ANCIENT PERIOD

● Societies did not aim for intellectual learning unlike in modern times
● They had already a form of philosophy of education long before human persons.

EDUCATION DURING EARLY TIMES

● Education- primarily for the purpose of security and survival

EDUCATION IN MODERN TIMES

● Education may be used not only for survival but also for better use of leisure time and
refinements in social and cultural life.

WHY THERE IS A NEED FOR PEOPLE TO LEARN DURING THE EARLY TIMES?
● They need to learn the necessary skills in order to exist and not only to acquire
knowledge.

WHY IS IT IMPORTANT TO SEE THE CONNECTION OF PHILOSOPHY AND EDUCATION

ACCORDING TO MODERN PEOPLE?
● So that dducation now is being given consideration because of its practical aspects

WHAT IS THE FAILURE OF PHILOSOPHERS IN THE EARLY DAYS?

● Philosophers would often fail to realuze that thinking about education without
considering the practical world is just like having a philosophy of education whose focus
is only the academic exercise.
WHAT WILL HAPPEN IF PEOPLE NOW GRASP THE STUDYING THE METHODS OF
EDUCATION WITHOUT SERIOUS THOUGHT?
● It would only result in practices that have little substance or meaning

II. THE NEED FOR THE STUDY OF PHILOSOPHY OF EDUCATION

WHY THERE IS A NEED FOR PEOPLE TO REALIZE THAT THE STUDY OF THE
PHILOSOPHY OF EDUCATION IS VERY MUCH NECESSARY?
● Because people were having difficulty coping up with change inasmuch as this change
were not in the present accelerated rate

WHO CALLED THIS THAT THE EXPERIENCE OF HAVING DIFFICULTY COPING UP WITH
CHANGE OF FUTURE SHOCK?
● Alvin Toffler

HOW TO SOLVE THE PROBLEM OF CHANGE?

● There is a need for the human person to become critical and reflective about these
changes and become aware of the methods of preparing for the early arrival of the future

WHAT ARE THE IMPORTANCE OF PHILOSOPHY OF EDUCATION?

1. It provides the people with an analysis regarding the use of our ideas in the best way
possible in order to prepare us in facing the future.
2. It helps us recognise the need to think clearly about what we are doing and how we are
taking part in the larger context of ibidividual and social development

WHY THERE IS A NEED FOR CRITICAL ASSESSMENT AND REFLECTION REGARDING

THE WHY'S AND THE HOW'S OF EDUCATION?
● Because education is an integral part of the human life

EDUCATION IS ALWAYS VIEWED AS A WAY OF BRINGING A BETTER LIFE INTO

EXISTENCE BECAUSE?
● It is important to give assessment on the methods of education to help us know whether
our methods of education would really lead us towards a meaningful existence

PHILOSOPHY OF EDUCATION OF UB WOULD PROVIDE?

● Valuable base to help us think more clearly.

III. PHILOSOPHICAL VIEWPOINT IN EDUCATION

IDEALISM
● Philosophical enquiry that says that everything that we are experiencing is of mental
nature.
● Founded by Plato
IDEALISTS BELIEVES THAT..
● One can never know or experience an external objects. Only minds and the objects of
the mind exist of that everything that one's experiences is compose of mental realities

PLATO
● Founder of Idealism
● “what is real is what is in the mind”
● Developed one of the most influential philosophies dealing with educuation
● He held that the ideas are the only true reality and everything is of mental nature.
● He held that since material world is characterised by change and instability, tuuth can
never be found in this material world because truth should be absolute and changeless.

AIM OF EDUCATION OF IDEALISM

● Education should not only stress development in the mind bust also encourage students
to focus on all things that are of lasting value.
● Knowledge on the practical world is not important
● Educayion should be directed towards the search for true ideas that are to be found only
in the spiritual world.
● Education should focus in the search for truth, self realization and character
development.

True education - concern with ideas rather than matter

FOCUS OF IDEALISM
● Guiding students aling the correct path towards the Infinite Being

DUTY OF IDEALIST TEACHER

● It is the duty of the teacher to encourage students to open their soul to God
● Must possess the necessary virtues in order to be capable of leading students towards
the Infinite
● Teach students to think so that they will be able to realuze the ture path towards the
Divine Providence

Truth- can never be found in the world of matter.

REALISM
● Like Idealism, it is one of the oldest philosophies that originated in the West.
● Can be traced back to ancient Greece.
● Originated by Aristotle
● “Matter is real and not a concept of mind”
● “what is real is what is in this world”
Example:
 ● Wheathet a person knows that an object exist or not, the object exist and is real.

PRINCIPLE OF INDEPENDENCE
● Central thread of realism
● It includes reality, knowledge and values exist independently of the human mind.

AIM OF EDUCATION OF REALISM

● What is real is what is perceptible by the senses
● Education should be to help individuals understand and know the world in order to use it
to ensure our own survival

WHAT IS THE FUNDAMENTAL AIM OF EDUCATION ACCORDING TO REALISTS?

● Self- Preservation

WHAT ARE THE THINGS THAT CHILDREN NEED TO KNOW IN SELF PRESERVATION?
● Those things that maintain their existence as an individual, as a member of a family, and
as citizen.

EMPHASIS OF REALISM
1. Practical side of education and their concept of practical includes education for moral
and character development
○ Emphasis on character development may sound idealistic, but it is not about on
the acquisition of the worldly life but for the purpose of having a better life in this
world due to good relations with fellow human beings

SELF REALIZATION
● Give importance of realism
● This occur when students are knowledgeable enough about the external world
● This school of thought believes that school should prepare the students for concrete
duties of practical living.

EDUCATION FOR REALISTS

1. Must be practical and useful
○ For the purpose of preparing the students for the future

DUTY OF REALIST TEACHER

● Present educational materials in systematic and organised way and should promote the
idea that are clearly defined that can be used in making judgments about arts,
economics, politics and morality
● Present the kind of education that practical and useful

PRAGMATISIM
● “act” or “deed”
● practice and practical
 ● An offshoot of realism
● America's greatest contribution in the field of Philosophy
● Founded by Charles Sander Peirce
(Sept 10, 1839- April 19, 1914)
● William James- pragmatism was given wide and popular circulation through his brilliant
essay
(Jan 11, 1842- August 26, 1910)
● John Dewey- methodically implemented it into the daily affairs of American institutions
(Oct. 20, 1859-June 1,1952)

FOCUS OF PRAGMATISM
● Human Experience
● Pragmatist used activity oriented approach, motivation, experimental method and project
method

PEIRCE
● Opposed the idea which is inherited from the empiricist that knowledge was gained
passively.
● He did not believe, like the rationalist, that much of our knowledge is already present at
birth.
● He emphasised the directness of our perception

*PRAGMATISIM sought to mediate between rationalism and empiricism and to combine what
was most significant in both of them*
● Empiricism--the pragmatists agreed that we have no conception of the whole of reality
and that we know things from many perspectives since we have different experiences
● Rationalists and Idealists- agreed that the whole realm of values constituted a significant
aspect of human experience.

IN TRYING TO CONNECT EMPIRICISM FROM RATIONALISM, PRAGMATIST CONTINUED

IN ASKING THE QUESTION :
● What difference would it make if I accept one theory over the other, whether I believe
that knowledge is innate or it really comes from experience.

PRAGMATISIM OF JOHN DEWEY

● Focused its attention on social action
● This gives pragmatism a practical orientation
● Instead of dealing only with unchanging theoretical constructs, Dewey urged that
philosophy should concern itself with human problems in a changing and uncertain
world.
● He felt that most thinkers are embarked upon a “quest for certainty” in which they seek
true and eternal ideas, when what are needed are practical solutions to practical
problems
 ● For DEWEY, “ideas are instruments in the solution of human problems

EDUCATION OF PRAGMATISM
● Upholds the idea that methods rather than abstract answers must be the central concern
of education.
● Moral rules should be adapted to a particular situation in terms of their consequences
● Education as a necessity of life--should not be looked upon as a schooling and a mere
acquisition of academic subjects
● Education must really prepare the students to be well equipped so that they can be
competent in their respective professions.
● School must be a place where all the other environments are coordinated in meaningful
ways for the child to study
● Individuals must be educated as social beings who are capable of participating in and
directing their own social affairs.
● REALISM considered education as a preparation for life while pragmatism considered
education as life itself
● Education should assist social renewal which will affect social, economic and political
growth of a society.
● Diversified curriculum so that it may be able to cover all the different ares necessary for
the development of a society.
● Subjects must be adaptive to the needs of the society
● Subjects are studied because they will be significant in aiding student's growth.

WHAT IS THE AIM OF PRAGMATIC EDUCATION?

● Growth because life requires that a person has to grow

HOW TO DETERMINE IF ONE'S ACTION IS CORRECT OR NOT?

● Action should be based on the outcomes of the said action

INASMUCH AS THE PURPOSE OF EDUCATION IS THE DEVELOPMENT OF A PERSON

AND THE SOCIETY, WHAT WOULD PRAGMATISM PREFER?
● They prefer flexible methods of education that can be used in various ways

CORE AOPROACH
● Pragmatists used this approach wherein subjects that will be taught will be put together
because they are related

RECONSTRUCTIONISM
● School of thought that focuses on the principle that society is in need of a constant
reconstruction or change
● Upheld the idea that socoial change would only be made possible through the
reconstruction of education and the use of education in reconstructing the society.
● Founded by Theodore Burghard Brameld (1904-1987)
● Held that change should be for the purpose of obtaining a better life
SOCIAL RECONSTRUCTIONISM
● Attempts to provide an answer to social questions
● Strives to create a better society and a worldwide democracy

EDUCATION OF RECONSTRUCTIONISM
● Focus on curriculum that highlights social reform as the aim of education
● A means to establish a system by promoting the interests of the ruling class using both
the formal and the informal or hidden curriculum that encourages subservience and
docility
● Education serves as a tool for immediate and continuous change--its content must be
that those theories being taught in the classroom must be put into practice and these
theories and practices that are no. Longer useful in improving and maintaining the life of
the people must be totally eradicated

IT IS THE MOST EFFECTIVE AND. EFFICIENT INSTRUMENT FOR MAKING SUCH

CHANGES IN AN INTELLIGENT, DEMOCRATIC, AND HUMANE WAY?
● Education

HOW CAN PEOPLE CURE THE PRESENT ILLNESS OF THE SOCIETY?

● By means of reconstructing the Philosophy and the value system of a society

RECONSTRUCTIONISM BELIEVED THAT…

● Philosophy should be responsive to the needs of the present times in obtaining a better
life

IT IS THE NEED OF THE SOCIETY ACCORDING TO THE RECONSTRUCTIONISTS?

● Coping up with the social change and eventually make the people ready for the future
changes

WHAT IS THE MOST IMPORTANT CHARACTERISTICS OF RECONSTRUCTIONISM?

● Its belief that the modern society is facing a grave crisis of survival.

DUTY OF RECONSTRUCTIONISM TEACHERS

● Become social activists and school should occupy strategic position in meeting the crisis
and providing a necessary foundation for action
● Educators should be of help in developing among the students a sense of social
concerns with optimum effectiveness.
● Encourage leaders who are able to apply reconstructionists values to experimental
educational programs in the school and community.
● Teachers must be able to free themselves from their own passivity in a
reconstructionists school
● Focus on how to have an active participation for change- be critical, analytical and
discriminating in judgment
 ● Teachers should be internationally - oriented and they should also be humanitarian in
their outlook

FOLLOWERS OF RECONSTRUCTIONISM
● Believe that most approaches to educational and social reform are luxuries that people
can no longer afford.
● Believe that change has to be done immediately

WHERE DOES THE SURVIVAL OF PEOPLE DEPENDS?

● Dependent on the immediate steps that are needed in order to make the society more
humanistic and productive

2 MAJOR PREMISES OF RECONSTRUCTIONISM

1. Society is in need of constant reconstruction or change
2. Such social change involves both a reconstruction of education and the use of education
in the reconstruction of the society

RECONSTRUCTIONISTS BELIEVED THAT…

● Education can be used to enslave people( but if it is properly understood, education can
be used in order to free the people)
● They would rather see activism rather than passivity, which is the characteristics of the
modern-day education

WHAT CAN STUDENTS DO TO MAKE REAL CHANGES?

● Students should become involved in affairs outside their own classtooms

WHAT CAN TEACHERS DO TO FACILITATE CHANGE?

● Teachers must engage themselves in the educational reforms

WHAT ARE THE DUAL ROLES OF A TEACHER IN MAKING CHANGES EFFECTIVELY?

● As an EDUCATOR and as a SOCIAL ACTIVIST

BECAUSE THERE IS A NEED FOR CHANGE EDUCATION SHOULD BE?

● Directed towards arousing the interests of the students in public activism

EMPHASIS OF RECONSTRUCTIONISM WHICH FAVORED “WORLD” CURRICULUM

● Truth
● Brotherhood
● Justice
● Need for change- they held that individuals and society can be made better

People in community affairs→ involved in world affairs

PROGRESSIVISIM
 ● Founded by John Dewey
● An offshoot of pragmatism

JOHN DEWEY
● Held that education is a social process and that it is growth
● Believed that learning should be made active and schooling should never be long and
restrictive
● Provide the child an environment that develops their freedom of thought in order to make
the child grow
● Believe that if education is not meany for growth then it will have no value at all

REAL AIM OF PROGRESSIVISM IN PHILOSOPHY

● The attainment of progress, which actually focuses on the gradual perfection of humanity

IDEA OF PROGRESS
● Does not only concern development of one's society but the growth in philosophy, arts
history and religion

FOCUS OF PROGRESSIVISM
● Attainment of rational growth

IT AROSE AS A RESPONSE TO THE VAST CHANGE BROUGHT ABOUT BY

INDUSTRIALISATION
● Progressivisim

THIS TERM REFERS TO A BROADLY BASED REFORM MOVEMENT THAT REACHED ITS
HEIGHT EARLY IN 20TH CENTURY?
● Progressivism

IT AROSE AS AN ALTERNATIVE TO THE CONSERVATIVE RESPONSE TO THE VAST

CHANGES BROUGHT ABOUT BY INDUSTRIAL REVOLUTION?
● Initial Movement

PROGRESSIVISTS BELIEVED THAT…

● Children must be formed in order to adapt themselves to the ever changing world
● Learning is rooted in the questions of the learners that arise through experiencing the
world.

THEY BELIEVED THAT EDUCATION SHOULD BE RESPONSIVE TO THE NEEDS AND

INTERESTS OF THE CHILDREN?
● John Dewey and Maria Montessori

BECAUSE THE SOCIETY IS EVER CHANGING, EDUCATION SHOULD NOT BE?

● Should not be based on a set curriculum as prescribed by traditional practices
EDUCATION OF PROGRESSIVISM
● Education should go against the strict autocratic teaching styles that relied heavily on
textbooks and memorizations
● Education should focus on the whole child, rather than on the content or the teacher.
● Education should be active like pragmatism

THIS LEARNING SHOULD NOT BE MADE A PRACTICE IN EDUCATION

● Rote Learning

DUTY OF PROGRESSIVISM TEACHERS

● Teachers should understand the world of the child and they should also learn to connect
the world of the child with the real world that is ever growing

AS AN OFFSHOOY OF PRAGMATISIM, PROGRESSIVISM STRESSED THAT STUDENTS

SHOULD?
● Students should test ideas by active exprrimentation

LEARNER OF PROGRESSIVISM EDUCATION

● Become problem solvers and thinkers who make meaning through his or her individual
experience in the physical and cultural contexts.

FUTURISM

IT IS THE RESPONSIBILITY OF EVERY EDUCATIONAL INSTITUTION?

● Prepare the students in order for them to obtain a better life, as a preparation for
student's future

EDUCATION OF FUTURISM
● Must be looking forward the future

THERE IS NOW AN INCESSANT DEMAND FOR FUTURE, BECAUSE OF?

● Great development of science and technology

EDUCATIONAL INSTITUTIONS WHO ARE ADAPTIVE TO FUTURE ARE MOST LIKELY

GOING TO OBTAIN HIGHER ENROLLEES DUE TO?
● Due to the desire of the parents themselves that their children must become competitive
about the future.

BECAUSE OF THE GREAT TECHNOLOGICAL ADVANCEMENT THAT LED TO PRODUCE

GREATER TECHNOLOGY, PEOPLE FIND IT DIFFICULT NOW TO?
● Difficult to cope up with the premature arrival of the future
THIS GREAT DEVELOPMENT HAS LED THE PEOPLE TO DEVELOP A FEELING WHICH
THE CONTEMPORARY PHILOSOPHER ALVIN TOFFLER CALLED THE?
● Future Shock

IT IS A SHATTERING STRESS AND DISORIENTATION THAT CAN BE INDUCED IN

INDIVIDUALS BY SUBJECTING THEM TOO MUCH CHANGE IN TOO SHORT TIME?
● Future Shock

IT IS A PRODUCT OF THE GREATLY ACCELERATED RATE OF CHANGE IN SOCIETY?

● Future Shock

IT IS A MAJOR FORCE BEHIND THE ACCELERATIVR THRUST?

● Technology

IT IS ONE OF THE GREATEST EFFECT OF THIS FAST-TRACKED CHANGED?

● People are becoming detached with things. But such detachment was not the same as
the spiritual detachment.

IT IS ONE OF THE MOST IMPORTANT FORMS OF KNOWLEDGE THAT CAN BE IMPARTED

TO A CHILD?
● Knowledge of how long things last

THIS LED TO THE DEVELOPMENT OF A THROW - AWAY MENTALITY TO MATCH THE

THROW-AWAY PRODUCTS?
● Detachment on material things

IT IMPLIES DECREASED DURATION IN MAN THINGS RELATIONSHIP?

● Spread of Disposability through society

IT DRIVES THE BUSINESSMEN TO INNOVATION AT THE SAME TIME THAT IT IMOELS

THE CONSMUER TOWARD RENTED, DISPOSABLE OR TEMPORARY PRODUCTS?
● Great fear of product obsolescence

THIS LED TO DIFFICULTY IN CREATING BETTER RELATIONSHIPS WITH PEOPLE?

● Great improvement in technology and development of a throw away mentality

DETACHMENT TO THINGS ALSO LED TO?

● Detachment to persons

THIS IS THE RENTAL OF TEMPORARY EMPLOYEES FOR TEMPORARY NEEDS?

● “Rent-a-person”
THIS ALSO ROBBED TEACHERS OF A GOOD BIT OF THE FEELING OF ACHIEVEMENT
THEY GET FROM WAITING THE CHILDREN TO DEVELOP?
● Mobility

DUTY OF FUTURISTIC TEACHERS

● Teach the students how to be adaptive to the ever-changing situations
● Prepare the students for the future, not. Only in terms of intellectual adaptability but
more in emotional cope-ability as well.
● They should endow the students with coping up mechanisms to keep them still on track
amidst great changes
● Schools must revolutionize theeir curriculum and encourage a more future-focused
orientation

HUMANISM
● from Latin word humanitas, which means “culture”
● It is the tendency to emphasise man and his status, importance, powers, achievements,
interest or authority
● It consider the human person as by nature, self developing creatures

HUMAN IS ASSOCIATED WITH THE ________ WHEN THERE WAS A SHIFT OF

PHILOSOPHICAL INTEREST FROM REFLECTING ABOUT GOD TO MAKING MAN AS THE
CENTER OF INTEREST?
● Renaissance

RENAISSANCE IS A FRENCH WORD MEANING?

● “Rebirth”

WHEN DOES RENAISSANCE BEGAN?

● It came out during the time when thinkers of the Middle Ages considered that period as a
dark time from the human spirit had to be awakened

WHEN DOES HUMANISM BEGAN?

● This philosophical tradition came out during this period when people were already
thinking of getting out of the authoritative system of both the church and the state

WHAT IS THE FOCUS OF MEDIEVAL PHILOSOPHY?

● God

HUMANISTS WANTED TO FOCUS THEIR THOUGHT NOT ANYMORE ON THE POWER OF

GOD BUT ON THE____?
● Capability of the human person to acquire something in life

THE RENAISSANCE HUMANISM CONSIDERED ______ AS STILL THE CREATOR AND THE
SUPREME AUTHORITY?
 ● God

RENAISSANCE HUMANISM CONSIDERED GOD'S ACTIVITY AS?

● Less immediate and more as a general control than as day to day interference

RENAISSANCE WAS A PERIOD OF?

● Great cultural and technological changes

HUMANISTA BELIEVED THAT…

● human beings could be dramatically changed by education

HUMANISTS OF RENAISSANCE
● Created schools in order to teach their ideas and wrote books all about education
● Create a citizenry that were capable to speak and write with eloquence and clarity and
therefore are capable of engaging in the civic life of their communities and persuading
other to virtuous and prudent actions (accomplished through the study of humanities:
grammar, rhetoric, history, poetry, and moral philosophy or ethics)

DUTY OF HUMANIST EDUCATORS

● Provide the students with the best learning environment where the students would be
able to obtain not only intellectual, but also personal, moral and spiritual growth
● Provide students with an environment where the intellectual, affective and social
development will be obtained.
● Believed that education should be able to form the students towards becoming
physically ready and intellectually adept in performing his function in the society

UOMO UNIVERSALE (UNIVERSAL MAN)

● which is greater than the vir bonus principle of the Romans

FOCUS. OF EDUCATION DURING THE RENAISSANCE PERIOD

● Ancient literature and history

THIS CONSIDERED TO BE A WAY BY WHICH THE STUDENTS WOULD BE ABLE TO

UNDERSTAND ETHICAL PRINCIPLES?
● Study of the classics

IT IS CONSIDERED TO BE A PRODUCT OF THE WRITERS WHO REFLECTED ON THEIR

LIFE SITUATION AND IT IS THEIR WAY OF FINDING A MEANS IN ORDER TO OVERCOME
LIFE'S OBSTACLES
● Literature

IT CAN HELP THE LEARNERS UNDERSTAND THE HUMAN BEHAVIOR OF THE PEOPLE?
● History
BY APPRECIATING ______IBE WOULD BE ABLE TO COMPREHEND THE FAULTS AS
WELL AS THE GREATNESS OF MEN.
● History

WHAT IS THE REAL INTENTION OF THE HUMANIST EDUCATORS?

● To free the learners from the demands that are being imposed by the various
authoritative institutions of the medieval period like the church, the guilds, the Lords and
the monasteries.

BECAUSE OF THE DEMANDS OF THE AUTHORITATIVE INSTIOF MEDIEVAL PERIOD, THE

LERANERS HAD?
● Lost a sense of freedom and their learnings became too limited only by imposed system.

HUMANISTIC EDUCATION DURING MODERN PERIOD

1. Individual Humanism- characterised by freedom of thought, self expression and creative
activity.
○ AIM: To develop individual personality through art, nature, music, literature, and
architecture
○ It aim was for the humanist to get the most possible out of life.
○ LEARNERS: Expected to live a full, excellent and rich existence.
2. Social Humanism- characterised by its focus on the social development rather than on
the individual.
○ AIM: Social reform and the improvement of social relationships.
○ AIM OF HUMANISTA EDUCATORS: Eliminate the ignorance of the common
people and the hypocrisy of social leaders
○ EMPHASIS: Idea that the human person is a social being who has social and
moral responsibilities.
○ SOCIAL HUMANIST: Stressed piety ahead of learning and moral duty ahead of
manners.