Foundations of

Education Prof. GERRY C.

ARETA
Faculty, PNU Manila
 LET Competencies

• Interpret educational problems in the light of

philosophical and legal foundations of
education; and
• Analyze historical, economic, socio-cultural,
geographical, environmental, political and
social-psychological factors that affect the
role of the school as an agent of change.
 HISTORICAL
FOUNDATIONS
 Ancient Education
Primitive Education

Theme: Education for survival and conformity

Aims: To survive and conform to the tribe to
which they belong
Content: Practical and Theoretical Education
Methods: Demonstration Method, Trial and
Error, Enculturation, Indoctrination
Proponent: Primitives
 Ancient Education
Primitive Education

Effects:
• Preservation of culture for generation
• Survival of species and being able to meet
their economic needs
• Adjustment and adoption of people to
political and social life
 Ancient Education
Oriental Education

Aims: To impress traditional ideas and

customs in order to maintain and
perpetuate the long established social
order
Contents: Moral and Theoretical Training
Methods: Imitation, Memorization
Proponents: Chinese, Indians, Egyptians
 Ancient Education
Oriental Education

Influences:
• Liberal education in all levels
• Complimentary development of human person
for social transformation of the state
• Holistic integration of human personality
• Education for individuality
• Stability but lacking in progressiveness
 Ancient Education
Greek Education

Aims: To promote individual success and welfare

through the harmonious development of
the various aspects of human personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for
individual excellence needed for public
usefulness
 Ancient Education
Greek Education

Contents:
Spartan: Military and physical training
Athenian: Liberal education
Methods:
Spartan: Competition and rivalry
Athenian: Principle of Individuality
 Ancient Education
Greek Education

Contributions
Spartan: Development of patriotism,
discipline and military education
Athenian: Olympic games and free
development of all human capacities
 Ancient Education
Roman Education

Theme: Education for Utilitarianism

Aim: To emphasize practical training for military
life and citizenship
Contents: Physical training, civic training, literacy
and vocational education
Methods: Memorization, imitation (elementary)
literacy exercises, intensive drill on speech,
grammar (secondary)
 Ancient Education
Roman Education

Contributions:
• Ladderized education system – ludus,
grammar and rhetor schools
• Organized body of civil law
• Empathy in the teacher-pupil relations
• Setting the qualities that a teacher should
have
 Medieval Education
Monasticism
Theme: Religious discipline
“Monos” means to live alone or dwelling alone. It is
characterized by vows of poverty, chastity and obedience
Contents: Trivium (Grammar, Dialectic, Rhetoric)
Quadrivium (Geometry, Arithmetic, Music and Astronomy)
Methods: Moral and religious training, Literary Education,
Manual Training
Proponent: St. Patrick; St. Anthony
 Medieval Education
Monasticism

Contributions:
• Preserving and spreading learning and
culture by the Christian monasteries
• Opposition to vices and corruption
• Tamed the warlike spirits and refining the
rustic customs of the Teutonic people
• Dignity of labor
 Medieval Education
Scholasticism

Theme: Intellectual discipline

Aim: To give supporting authority to the intellect, to
justify faith by reason and substantiate
theology by logic
Contents: Disputed Questions on Truth and Summae
Methods: Argumentative Method; Lecture, repetition
and examination methods; Aristotelian logic
and problem method
 Medieval Education
Scholasticism

Proponents: St. Anselm (scholastic realist),

Peter Abelard (conceptualist)and
Thomas Aquinas
Contributions:
• Organization of the university
• Emphasis on intellectual training
 Medieval Education
Chivalry

Theme: Social Discipline

Aim: Develop morality, responsibility, horsemanship,
gallantry, religiosity and social graces to the sons
of nobility
Contents: religion, music, dance, physical exercises,
reading, writing, literature in vernacular,
good manners, right conduct, social graces &
etiquette, household duties and 7 Free Arts
 Medieval Education
Chivalry

Methods: Observation, imitation and practice,

Apprenticeship and Motivation
Contributions:
• Use of vernacular as a tool of teaching
• The emphasis on learning of social graces,
rules of etiquette or good manners and right
conduct
 Medieval Education
Guild System of Education

Theme: Vocational Preparation

Aim: Business interest and preparation for
commercial and industrial life
Contents: Reading and writing in vernacular,
arithmetic, religious tenets and ceremonies
Methods: Apprenticeship, Catechetical methods,
Discipline
 Modern Education
Italian or Individualistic
Humanism
Aim: To secure rich and full life for each individual
through contacts with the ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self-activity
and self-expression
Proponent: Vittorino de Feltre, founder of La Giocosa
(The Pleasant House) advocated no corporal
punishment
 Modern Education
Northern or Social
Humanism
Aim: For social reform
Contents: Classical and biblical literature
Methods: Individualized instruction, repetition and
mastery, motivation, use of praise and
rewards
Proponent: Desiderius Erasmus, attacked religious
superstition and abuses in the church
 Modern Education
Reformation

Aim: Religious moralism

Contents: Physical education, character education,
math, history, science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther – established Protestantism
Contribution: Saxony plan, vernacular elementary
school
 Modern Education
Counter-Reformation

Aim: To develop an unquestioning obedience to the

authority of the church
Contents: 4R’s
Methods: Adapting the lesson to the abilities,
needs and interests of children; reviewing
previous lessons, repetition for mastery;
memorization with understanding and use
of textbooks
 Modern Education
Counter-Reformation

Jesuits – designated to train leaders

Christian Brothers – designated to teach the poor
Jansenists – designated for spiritual salvation
Contributions:
• Conception of the role of the teacher
• Well-knit hierarchical structural organization
• Industrial revolution
 Modern Education
Formal Discipline

Aims: Education as training of the mind; to

form character
Contents: classical languages and math;
physical, mental and moral
Methods: Formal – sensation, memory and
reasoning, drill method
Proponent: John Locke – Father of Liberalism
 Modern Education
Rationalism

Aims: To enable man to think for themselves

Contents: Philosophical/ scientific knowledge,
ethics and morality
Methods: Critical analysis, application and
reason
Contribution: Training of creative thinking and
reasoning, logic, inductive method
 Modern Education
Naturalism
Aims: To develop the individual in accordance with the
laws of human development and to preserve the
natural goodness of man
Contents: Holistic education
Proponent: Jean Jacques Rousseau
Contributions: 3 Modern Principles of Teaching – Principle
of growth, pupil activity and individualization;
Order of Nature – Need, Activity, Experience and
Knowledge
 Modern Education
Nationalism

Aim: To develop military preparedness and

aggressiveness for the preservation and
glorification of the State
Contents: Social Studies
Method: Practical
 Modern Education
Psychological Development

Aim: To direct and control growth and development

through appropriate educational procedures
Johann Heindrich Pestalozzi – social regeneration
of humanity
Friedrich Froebel – Development of the child
Jonathan Herbart –
Edward Lee Thorndike – realize the fullest
satisfaction of human wants
 Modern Education
Psychological Development

Contents: Math, science, language, arts,

history, literature
Methods: Principles and laws of learning
 Modern Education
Scientifically-determined
Process
Aim: To make education a science
Content: Science
Methods: Experimental, problem-solving,
scientific method and research
 Modern Education
Social Experimentalism

Aim: Prepare for progressive rebuilding of the social order

Content: Social studies; Intellectual – critical
examination of the social conditions and social
problems; Civic – intelligent participation and
cooperation in civic affairs; Vocational – social
relationships of one’s job
Methods: Guidance, intelligent and cooperative
cooperation; field trips, directed classroom study
(community life)
PHILOSOPHICAL
FOUNDATIONS
 Major Philosophical Thoughts
Idealism

Nature:
• Adheres to the view that nothing exists except
in the mind of man, the mind of God, or in a
super or supra-natural realm
• Idealists believe that ideas and knowledge are
enduring and can change lives
 Major Philosophical Thoughts
Idealism

Aims:
• To develop the individually spiritually, mentally and
morally
• To discover and develop each individual’s abilities and
full moral excellence in order to better serve society
Methods: critical discussion, lecture, Socratic method,
introspection, imitating models, reflection/reflective
thinking
 Major Philosophical Thoughts
Idealism

Learner – imitates as an exemplar of an ideal one; -

strives toward perfection.
Teacher – role model for the student; exercise great
creative skill in providing learning opportunities; and
questioner – encourages students to think.
School – train future leaders; develop morality;
value transmission; develop the mind, dicipline and
character
 Major Philosophical Thoughts
Idealism

Proponent:
Plato – “in order to know something, we need
to withdraw from the use of our senses and rely
on a purely intellectual approach.
Curricular Emphasis – Subject matter of the
mind
 Major Philosophical Thoughts
Realism

Nature:
• Stresses that the world is made up of real,
substantial and material entities;
• Knowledge is derived from sense experience
Aim: To provide students with essential knowledge to
survive the natural world
Method: lecture, demonstrations, sensory
experiences and inductive logic
 Major Philosophical Thoughts
Realism

Teacher – a guide, a demonstrator; requires the learner

to interpret relationships; rewards and reinforces
learning; relates the subject matter as concrete as
possible.
Learner – Sense mechanism; follows the laws of learning
School – transmits knowledge; classrooms are highly
ordered and disciplined
Proponents: Aristotle, Herbart, Comenius
 Major Philosophical Thoughts
Pragmatism/ Experimentalism

Nature: Believes that the curriculum should reflect

the society, emphasizing the needs and interests of
the children
Aim: To teach students how to think so that he can
adjust to the demands of an ever-changing world
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion,
individual problem-solving research
 Modern Philosophical Thoughts
Perennialism

Nature:
• Knowledge that has endured through the time and
space should constitute the foundation of education
• Students should be immersed in the study of
profound and enduring ideas to appreciate learning
for their own sake and become true intellectuals
Aim: To develop the power of thought
Proponent: Robert Hutchins
 Modern Philosophical Thoughts
Perennialism

Teacher – interprets and tells eternal truth;

spends more time teaching about concepts and
explaining how these concepts are meaningful
to students
Learner – passive recipients of knowledge
School – produce intellectually elite individuals
to become intellectuals.
 Modern Philosophical Thoughts
Essentialism

Nature: Teaching the basic/ essential

knowledge and skills
Traditionalism or conservatism
Aim: To promote the intellectual growth of the
learners
Proponent: William Bagley
 Modern Philosophical Thoughts
Essentialism

Learner – receives instruction in 3Rs; develop the

values of discipline, hard work and respect for
authority
Teacher – focuses heavily on achievement test
scores as a means of evaluating progress; prepares
well-organized lesson to prove his authority
School – ensures mastery of essential skills;
prepare students for real-life situations
 Modern Philosophical Thoughts
Progressivism

Nature:
• Education is always in the process of development
• Focused on the whole-child and cultivation of
individuality;
• Centered on the experiences, interests and abilities
of students
• Strived to make schooling both interesting and useful
 Modern Philosophical Thoughts
Progressivism

Aim: To provide the pupil the necessary skills to

be able to interact with his ever changing
environment
Proponents: John Dewey, Johann Pestalozzi
Learner – “Learning by doing”
Teacher – arouse curiosity and encourage
development of higher level of knowledge
 Modern Philosophical Thoughts
Existentialism

Nature: Man shapes his being as he lives;

Knowledge is subjective to the person’s
decision, and varies from one person to another
Aim: To train the individual for significant and
meaningful existence
Proponent: Jean Paul Sartre – “existence
precedes essence”
 Modern Philosophical Thoughts
Existentialism

Teacher – Assists students in their personal

journey; aids children in knowing themselves
Learner – determines own rules
School – create an atmosphere for active
interaction; plan better solutions to their
everyday problems; discuss the situation based
on an individual
 Modern Philosophical Thoughts
Social Reconstructionism

Nature: emphasizes the addressing of social

questions and a quest to create a better
society; systems must be changed to overcome
oppression and improve human conditions
Aim: Education for change and social reform
Proponent: George COunts
 Modern Philosophical Thoughts
Social Reconstructionism

Learner – takes social action on real problems

such as violence, hunger, international terrorism,
inflation, discrimination and inequality and
environmental problems
Teacher – uses community-based learning and
bring the world into the classroom
School – primarily agent of change; center of
controversy
 Eastern Philosophies
Hinduism

Nature:
Emphasizes a commitment to an ideal way of
life characterized by honesty, courage, service,
faith, self-control, purity and non-violence
through yoga.
Proponent: Mahatma Gandhi
 Eastern Philosophies
Hinduism

Education:
• The teacher is responsible for the students’
spiritual welfare;
• Students aim to remember everything by
heart and master the subjects learned;
• Methods: oral and memory intensive,
discussion and debates.
 Eastern Philosophies
Buddhism

Nature: Believes in the 4 Noble Truth; Believes

in the Law of Karma
Proponent: Siddharta Gautama Buddha
Education: It is rooted in faith; continuing
educational system – additional teaching and
learn from each other during class discussions
 Eastern Philosophies
Confucianism

Nature: Teaches moral life through devotion to the

family, loyalty to the elders, love of learning,
brotherhood, civil service and universal love and
justice. 5 Cardinal Virtues (benevolence,
righteousness, propriety, wisdom and sincerity
Proponent: Confucius
Education: civil service exam, religious rituals in
schools
 Eastern Philosophies
Taoism

Nature: Tao is a way of life, a philosophy

advocating simplicity, frugality and the joys of being
close to nature and being in harmony with the
whole universe. Wu Wei (let things come naturally)
Proponent: Lao Tzu
Education: emphasize compassion, moderation
and humility, mental stillness through slow and
controlled body movements
 Eastern Philosophies
Zen Buddhism

Nature:
• Believes in the 3rd eye – to see things which are
invisible to the naked eye
• Encourages meditation (mind-awakening)
• The entire universe is one’s mind, and if one
cannot realize enlightenment in one’s own mind
now, one cannot ever achieve enlightenment.
 Eastern Philosophies
Islam

Nature:
• Has 5 pillars: Shahada, Salat, Zakat, Ramadan and
Hajj
Proponent: Mohammad
Education: useful knowledge is necessary for the
benefit of the self and of the humanity; required to
provide all means to promote adequate education for
its citizens, to the best of its ability
 PHILIPPINE
EDUCATIONAL SYSTEM
PRE-SPANISHAim:
PERIOD - For survival and conformity; for
enculturation
Training: Domestic chores and
practical/occupational honing of skills;
Theoretical/ moral and spiritual awakening
Methods: Demonstration Method;
Observation and Imitation; Indoctrination
Content: Broad, indefinite and unwritten;
Unstructured/ incidental
 Evidences for an elaborate civilization:
PRE- - Effective Technology – ceramic industry
SPANISH 4000 BC
- Predictive Sciences – Preserved mummies
PERIOD
- Art & Religion – Petroglyphs or Line
Drawings
- Foreign Trade – barter with Tang Dynasty
- Big Population Center – 20,000 in Manila
- Megalithic Structures – Payew of Ifugao
- Government – Barangay System
- Laws – Code of Kalantiaw
- Warfare – Barangay vs. Barangay
 Aims:
SPANISH - Indoctrination of Christianity; Promotion of
PERIOD the Spanish language; Imposition of
Spanish Culture
Agencies: Home, parochial schools, visitas,
colegio, beaterio
Content: Christian Doctrine, arithmetic,
music and various arts and trades, Spanish
and vernacular
Methods: Dictation, Memorization, Moro-
moro, cenaculo, zarzuela, etc.
Media of Instruction: Latin, Spanish,
vernacular
 Type:
SPANISH - Authoritarianism, Teacher-dominated,
PERIOD Subject-centered and imposition of severe
discipline
Contributions:
- Upliftment of Phil. Education
- Establishment of an overall public school
system
- Training of teachers
- Complete system of education
- Church domination in education
- Production of grammars and dictionaries
 Aim:
AMERICAN - To promote democratic ideals and way of
PERIOD life
Agencies:
- Parochial schools, municipal schools,
universities, public and secular schools,
state university (UP)
Contents:
- English language, reading, writing,
arithmetic, GMRC, civics, hygiene and
sanitation, gardening, domestic science,
American history and Philippine History
 Method:
AMERICAN - Democratic way of teaching
PERIOD Contributions:
- Religious freedom was enforced
- Emphasis on citizens of the future
- Citizenship education for adults
- Democratic ideal as a philosophy was
emphasized
- Supervision of schools took the role of
guidance and consultancy
 BAP: “America would assume full control
AMERICAN and administration of Philippine affairs”
PERIOD Ed Act 1901: Act No. 74
(LEGAL
- Establishment of a highly centralized
MANDATE)
- Importation of Thomasites
- Separation of Church and State
- Creation of Philippine Normal School
Reorientation of the Aims based on
Monroe Survey
- Training for self-government and Provision
of English as a common language
 Aims: To develop moral character, personal
COMMONWEALT discipline, civic conscience and vocational
H efficiency; and to teach the duties of
PERIOD citizenship
Agencies: Public and Private (Sectarian
and Non-sectarian) School
Content: Character Education and
Citizenship Training
Legal Mandate
Exec. Order No. 17 – Quezon Code of Ethics
– which laid the foundation of emerging
philosophy of Philippine education
 Exec Order No. 134 – Tagalog as the basis of a
national language
COMMONWEALTH Exec Order No. 263 – required the teaching of
PERIOD Filipino national language in the senior year of all
high schools and in all years in the normal school
Education Act of 1940 (C. A. 586) –
a. Reduction of the 7-year elementary education
b. 7 years as school entrance age
c. National support for elementary education
d. Compulsory attendance of primary children in
G1
e. Adoption of a double-single sessions in the
primary grade with 1 T, 1 class assignment of
intermediate teachers
 Aims:
- Understand the East Asia Co-Prosperity
JAPANESE Sphere;
ERA - Eradication of reliance to western states;
- Fostering a Filipino culture as orientals;
- Elevating the morals giving up on
materialism;
- Diffusion of elementary education and
promotion of vocational education
- Diffusion of the Japanese language and
termination of the use of English; and
- Inspiring the people with the spirit of labor
 Agencies / Content:
JAPANESE - Training at schools on vocational, technical
and agriculture;
ERA - Opening of vocational schools
- Establishment of agricultural schools and
colleges
- Curricular content was centered on values
rooted on love for labor; emphasizing
vocational education; diffusing the use of
Nippongo; and teaching physical
education and singing Japanese songs
 THIRD Aim: Full realization of the democratic
ideals and way of life
REPUBLIC
- Democracy is upon the intrinsic worth of
the individual
- Realization of capacities in a social
contract
- Society is not separated from the
individual
- Democracy thrives on change: dynamic &
flexible
- Fosters persuasion and consensus and
rejects coercion & indoctrination
 Legal Mandates: Screening and adoption of
textbooks in public schools (R.A.139)
THIRD - Civil Service eligibility of teachers (R.A. 1079)
REPUBLIC - BNE was tasked to formulate educational
policies
- Compulsory daily flag ceremony and singing
of National Anthem (R.A. 1265)
- Study of life, works and writing of Rizal (R.A.
1425)
- Nationalization of elementary education and
abolishment of matriculation fees (R.A. 4007)
- Promotion of the socio-economic status of
public school teachers (R.A. 4670)
 Legal Mandates:
THIRD - Finance and support provincial schools
REPUBLIC and Special Education Fund and local
school board (R.A.5447)
- Rise of Barrio High Schools by Dr. Pedro T.
Orata (R.A. 6054)
- Constitutional Convention (R.A. 6132)
- Exec. Order No. 202 – Presidential
Commission to Study the Philippine
Education
 Aims: (P.D. 6-A of 1972)
- Provision for a broad education which will
NEW enhance self-actualization
SOCIETY - Manpower training in middle-level skills; and
- Development of the high-level professions
and evaluation
Aims: (1973 Constitution)
- To foster love of country;
- To teach the duties of citizenship; and
- Develop moral character, self-discipline and
scientific, technological and vocational
efficiency
 NEW Agencies/ Contents Studied:
SOCIETY - Curricular changes in Elem Ed
- Focused on education
- Integration of values in all learning areas
- Emphasis on mastery learning
- Curricular changes in secondary education
- Increased in time allotment
- YDT and CAT introduced as new courses
- Elective offerings as part of the curriculum
 Medium of Instruction: Bilingual Policy
NEW Educational Programs:
SOCIETY - Proj IMPACT – Inst’l Mngmt by Parents,
Community & Teachers
- ISOSA – In School- Off-School Approach
- CPS – Continuous Progression Scheme
- PRODED – Program for a Decentralized
Educational Development
- NCEE – National College Entrance Exam
- NEAT – National Elem Assessment Test
- NSAT – National Secondary Assessment
Test
 Legal Mandates:
- P.D. No. 1 – decentralization of DECS
- PD 146 – NCEE Law
NEW - PD 907 – Tertiary honor students are granted civil
SOCIETY service eligibility
- Dep Order No. 25 – Bilingual Education Program
- P.D. 1006 – Teachers are considered professional
and teaching as a profession upon passing PBET
- BP 232 – Establishment and Maintenance of
Integrated System of Education
- Voluntary Education
- Government Financial assistance to private school
 Aim: Promote national development and
values education
POST EDSA
- Implementation of NESC
- Fewer learning areas, emphasis on
mastery learning
- Focused on development of 3R’s
- Emphasis on the development of
intellectual skills
- Focus on the development of humanism
and Filipinism in all learning areas
POST EDSA Implementation of SEDP
- Subjects generally oriented to the
development of values;
- Specific competencies
- Concept-based subject areas
- Uni-disciplinary treatment of curriculum
content
 Implementation of NSEC
- Multi-disciplinary treatment of curriculum
POST EDSA content
- Student-centered
- Cognitive-affective manipulative based
curriculum
- Values education as separate subject area
- Emphasis in Science and Technology
- Uses bilingual policy
- Critical Thinking emphasized
 Education for All – Future Direction –
POST EDSA anchored on humanitarianism and
equalitarianism
- ECCD – Early Childhood Care and
Development
- UQPE – Universal Quality of Primary
Education
- EOI – Eradication of Illiteracy
- CE – Continuing Education
 Provisions:
POST EDSA - RA 6850 – granting of civil service
eligibility who have rendered at least 7
years of service
- Trifocalization of Educational System – RA
7796, RA 7722, RA 9155
- CENTREXES (RA 7784)
- RA 7836
- Technical-vocational reform
- RA 7323 – Student Employment Law
SOCIOLOGICAL AND
ANTHROPOLOGICAL
Sociology – science that deals with the study
of patterns of human behavior and society.

Society – grouped of organized individuals, a

distinct group, and who live together sharing
the same culture
Socialization
- Process of adapting or conforming to the common
needs and interests of a social group
- Process whereby people learn the attitudes,
values and actions appropriate to individuals as
members of a particular society, where members
learns and internalizes the norms and standards of
the other members
Agents
1. Family – smallest social institution united by blood,
marriage or adoption, having a common culture.
2. School – established for the basic enculturation of
the group, basic function of teaching and learning
3. Church
4. Mass media
Family (functions)
- Health education
- Ethics, morality, religion
- Socialization
- Psychomotor and manipulative skills
- Recreational skills
- Academic
Role of School
- Agent of socialization
- Agent of cultural transmission
- Agent of cultural change
- Agent of modernization
- Multi-purpose institution
- Training of the mind
Church (Education through the Bible
- History
- Prophecies
- Divine Values
Anthropology
- Science that studies the origin and
development of man, his work and
achievements which includes the study of
physical, intellectual, moral, social and cultural
development of man, including his customs,
mores, folkways and beliefs
Culture is
• Transferrable • Adaptive
• Continuous • Learned
• Symbolic • Universal
• Dynamic • Borrowed
• Shared
Elements of Culture
• Language – the foundation of culture; abstract
system of word meanings & symbols
• Norms – established standards of behavior
• Sanctions – penalties or rewards for conduct
concerning social norms
• Values – collective conceptions of what is
desirable or undesirable
Change – adjustment of persons to achieve relative
harmony
• Cultural change – alterations affecting new trait or
trait complexes to change the culture’s content and
structures
• Technological change – revision that occur in man’s
application of his technical knowledge and skills as
he adopts himself to environment
• Social change - modifications in the patterns of
social organization within a society
Social Concepts
Values – generally considered as something –
a principle, quality, act or entity – that is
intrinsically desirable.
Justice – giving others what is due to them;
rendering to every man that exact measures
of his due without regard of personal worth
Freedom – not absolute
Social Concepts
Right – what is just, reasonable, equitable, what out to
be, what is justifiable, something what is owed or due to
others
Duties – refer to those that are due justice
Authority – right given to give commands, enforce laws,
take action, make decisions or judge
Responsibility – trustworthy performance of fixed
duties and consequent awareness of the penalty for
failure to do so.
ANALYZING TEST
ITEMS
1. The Department of Education gives greater
emphasis on the development of basic skills.
What is the philosophical basis for this?
A. Essentialism
B. Existentialism
C. Perennialism
D. Pragmatism
2. Teacher M views his students as unique, free-
choosing and responsible individuals. All
classroom activities revolve around the said
premise. What theory underlies this?

A. Essentialism
B. Existentialism
C. Progressivism
D. Realism
3. Religious rituals in the classroom and in the
school programs prove the deep natural
religiosity of the Filipinos. Which philosophy has
greatly contributed to this tradition?

A. Buddhism
B. Confucianism
C. Hinduism
D. Islam
4. In order to make Roman education truly
utilitarian, how should the day-to-day lessons be
taught?
A. Taught in the students native dialect
B. Taught interestingly through the play way method
C. Related and linked to the events happening in
everyday life
D. Practiced at home under the guidance of their
respective parents
5. Which influenced the military training
requirements among students in the secondary
and tertiary levels

A. Chinese
B. Greeks
C. Orientals
D. Romans
6. Which philosophy has the educational
objective to indoctrinate Filipinos to accept the
teachings of the Catholic church which is to
foster faith in God?

A. Realism
B. Pragmatism
C. Idealism
D. Existentialism
7. Virtue as one component in the teaching of
Rizal as a course focuses on the teaching of
good and beauty consistent with the good and
beauty in God. What philosophy supports this?

A. Existentialism
B. Idealism
C. Progressivism
D. Social Reconstructionism
8. Giving education the highest budgetary allocation,
the Philippine government recognizes the possible
contribution of its future citizens to the national
development goals of the Philippine society. Which
stressed this goal of education for social
transformation?
A. Athenian education
B. Followers of Christ
C. Greek education
D. Roman education
9. The progressivists emphasized the
individuality of the child. What is the concern of
the reconstructionists?

A. Experiental learning
B. Socialization
C. Social problem
D. Values Education
10. One of the following quotations does not
conform to the Christian doctrine of Education
for Humanitarianism. Which one is it?

A. Do unto others as you would like others do unto you

B. Love thy neighbor as thyself
C. Not on bread alone is man to live but on every
utterance that comes from the mouth God
D. Whatever good things we do to our poor, helpless
brothers, we do it for God.
11. Scouting and Citizen’s Army Training (CAT) give
training in character-building, citizenship training, etc.
which leads to the creation of a new social order and a
new society eventually. What philosophy supports this?

A. Existentialism
B. Perennialism
C. Progressivism
D. Social reconstructionism
12. Teacher V demonstrated the technique on how to
group students according to their needs and interests
and how to use self-paced instructional materials.
Which philosophy is manifested in this activity?

A. Essentialism
B. Progressivism
C. Realism
D. Social Reconstructionism
13. Teacher G, a Christian Living teacher, puts
so much significance on values development
and discipline. What could be her educational
philosophy?

A. Idealism
B. Pragmatism
C. Progressivism
D. Realism
14. Which one does NOT illustrate the principle
that rights and duties are correlative?
A. The right of an unmarried pregnant teacher to abort her
baby in relation to her duty to protect her name and her
job as a teacher.
B. The right of a state to compel students to military service
is reciprocated by the duty of the state to protect them.
C. The right to a living wage involves the duty of the school
administrators to give the salary agreed upon and the
teachers to give a fair amount of work
D. The right to life of children and to be given respect of
such right.
15. Why should a teacher take a obligation upon
himself to study and understand the custom and
traditions of the community where he works?

A. To change the culture of the community

B. To have a sympathetic attitude for the people
of the community
C. To identify the weaknesses of the culture of the
community.
D. To please the people of the community
16. A teacher who is recognized expert in carpentry
works, taught his students how to prepare and
construct good and aesthetic furniture from local
resources. What cultural transmission process is this?

A. Acculturation
B. Enculturation
C. Indoctrination
D. Observation
17. Every first day of school year, Ms. Bautista
prepared activities which will make her Grade III
children sing, play, learn and introduce themselves to
the class. What process did the teacher emphasize?

A. Acculturation
B. Enculturation
C. Indoctrination
D. Socialization
18. Which program in the educational system
seems to be aligned to the Christian
humanitarian principle respect for the human
personality?
A. The alternative learning system delivery
B. The functional literacy program for the out-
of-school youth and adults
C. The promotion of the basic human rights of
the Filipino
D. The study of the Philippine Constitution
19. With a death threat over his head, Teacher
Myra is directed to pass an undeserving
student. If she is a hedonist, which of the
following will she do?
A. Don’t pass him, live by her principle of justice. She
will get reward, if not in this life, in the next.
B. Don’t pass him. She surely will not like someone to
give you a death threat in order to pass.
C. Pass the student. That will be of use to her, the
student, and his parents.
D. Pass the student. Why suffer the threat?
20. Which philosophy approves of a teacher who
lectures most of the time and requires his
students to memorize the rules of grammar?

A. Existentialism
B. Idealism
C. Pragmatism
D. Realism
21. In a study conducted, the pupils were asked which
nationality they would prefer if given a choice. Majority of
the pupils wanted to be Americans. In this case, in which
obligation relative to the state are schools seemed to be
failing?
A. Instill allegiance to the constitutional
authorities
B. Promote national pride
C. Promote obedience to the laws of the state
D. Respect for all duly constituted authorities
22. Which subject in the elementary and
likewise in the secondary schools are similar to
the goal of Rome to train the students for
citizenship?
A. Communication Arts
B. MAPE/PEHMS
C. Science
D. THE/ TLE
23. Which of the following school practices is
NOT based on Social Reconstructionism?

A. Establishment of SOF
B. Exemption of scouts from CAT
C. Promoting culture and arts in schools
D. Promoting project WOW
24. Which of the following is the focus of the
Japanese education in the Philippines?

A. Democratic ideals and nationalism

B. Love and service to one’s country
C. Religion and love for Asian brothers
D. Vocational and health education
25. According to reconstructionism, the goal of
education is to bring about a new social order.
Which practice best manifests this view?
A. The class conducts scientific experiments to
discover or verify concepts
B. The class discusses role models and their impact on
society
C. The class is allowed to engage in divergent thinking
D. The class undertakes well-planned projects in the
community
ENHANCING TEST-
TAKING SKILLS
1. Teacher D, a Values Education teacher
emphasizes ethics in almost all her lessons.
Which of the following emphasizes the same?
A. Liberal Education
B. Moral Education
C. Religious Training
D. Social Education
2. Which reform in the Philippine Educational
System advocates the use of English and Filipino
as media of instruction in specific learning
areas?
A. Alternative Learning
B. Bilingual Education
C. K-12 Program
D. Multilingual Education
3. Activities planned by school clubs/
organizations show school-community
connection geared towards society’s needs.
What philosophy is related to this?
A. Existentialism
B. Progressivism
C. Realism
D. Social reconstructionism
4. What philosophy is related to the practice of
schools acting as laboratory for teaching
reforms and experimentation?

A. Essentialism
B. Existentialism
C. Progressivism
D. Social reconstructionism
5. Which of the following situations presents a
value conflict?
A. The teacher & his students have class standing as their
priorities.
B. The teacher & the admin follow a set of criteria in giving
grades.
C. The teacher has students whose parents want their children to
obtain higher grades than what they are capable of getting.
D. The teacher sets high expectations for her intelligent students
such as getting higher grades.
6.Which situation shows that a sense of
nationhood is exemplified?
A. The class conducted a debate using Filipino as medium.
B. The class is required to watch the TV sitcom of Oprah to
improve their English communication skills
C. The class opted to make a choral rendition of the theme
song of a foreign movie
D. When Teacher Eva asked her Grade II students in what
country they wish to live, most of them chose US
7. A teacher who believes in the progressivist
theory of education would embrace certain
reforms on methodology. Which reform would be
consistent with this theory?
A. Active participation of the learners
B. Formal instructional pattern
C. Strict external discipline
D. Teacher domination of class activities
8. What philosophy of education advocates that
the curriculum should only include universal and
unchanging truths?

A. Essentialism
B. Idealism
C. Perennialism
D. Pragmatism
9. Which of the following is NOT a function of
the school?

A. Changing the cultural practices

B. Development of attitudes and skills
C. Reproduction of species
D. Socialization among children
10. Which move liberalized access to education
during the Spanish period?

A. The establishment of illiterate parents

B. The establishment of at least one primary
school for boys and girls in each municipality
C. The hiring of tribal tutors to teach children
D. The provision of vocational training for school
age children
11.Which of the following is the chief aim of
Spanish education?

A. Conformity and militarism

B. Perpetuation of culture
C. Propagation of the Catholic religion
D. Utilitarianism and conformity
12. Which of the following is the aim of our
education during the Commonwealth period?

A. Designed after Japanese education

B. Patterned after American curriculum
C. Predominantly religious
D. Purely nationalistic and democratic
13. Which of the following is NOT a reason why
the basic education curriculum has been
restructured?
A. To become globally competitive during this
industrial age
B. To be relevant and responsive to a rapidly
changing world
C. To empower the Filipino learners for self-
development throughout their life
D. To help raise the achievement level of students
14. Which philosophy of education influence the
singing of national anthem in schools?

A. Nationalism
B. Naturalism
C. Pragmatism
D. Socialism
15. Who among the following believes that
learning requires disciplined attention, regular
homework, and respect for legitimate authority?
A. Essentialist
B. Progressivist
C. Realist
D. Reconstructionist
16. Which of the following is the main function
of the philosophy of education?
A. Reconsider existing educational goals in the light of
society’s needs
B. Provide the academic background prerequisite to
learning
C. Define the goals & set the direction for which
education is to strive
D. Aid the learner to build his own personal philosophy
17.Homeroom advisers always emphasize the
importance of cleanliness of the body. Children
are taught how to wash their hands before and
after eating. What is this practice called?
A. Folkway
B. Laws
C. Mores
D. Social norm
18. Which curricular move served to strengthen
spiritual and ethical values?

A. Integration of creative thinking in all subjects.

B. Introduction of Values Education as a separate
subject area
C. Reducing the number of subject areas into
skills subject
D. Re-introducing Science as a subject in Grade 1
19. The greatest happiness lies in the
contemplative use of mind, said Plato. Which of
the following activities adheres to this?
A. Cooperative learning
B. Introspection
C. Role playing
D. Social interaction
20. Your teacher is of the opinion that the world
and everything in it are ever changing and so
teaches you the skill to cope with the changes.
Which is his governing philosophy?
A. Experimentalism
B. Existentialism
C. Idealism
D. Realism
21. Teacher Mica says: “If it is billiard that brings
students out of the classroom, let us bring it into
the classroom. Perhaps, I can use it to teach
Math.” To which philosophy does she adhere?
A. Essentialism
B. Idealism
C. Progressivism
D. Reconstructionism
22. Which of the following should be done to
build a sense of pride among Filipino youth?
A. Replace the study of folklores and myths with
technical subjects
B. Re-study our history and stress on our
achievements as people
C. Re-study our history from the perspective of our
colonizers
D. Set aside the study of local history
23. A teacher who subscribes to the pragmatic
philosophy of education believes that experience
should follow learning in her teaching. Which of
the following does she do to support her belief?
A. Encouraging learners to memorize factual
knowledge
B. Equipping learners with the basic abilities and
skills
C. Providing learners opportunities to apply theories
and principles
D. Requiring learners full mastery of the lesson.
24. Which philosophy influenced the cultivation
of reflective & meditative skills in teaching?

A. Confucianism
B. Existentialism
C. Taoism
D. Zen Buddhism
25. Which of the following situation manifests a
balance between teachers’ responsibility and
accountability?
A. She entertains her students with personal stories until
the end of the period
B. She spends most of the time on the latest gossips in
showbiz
C. She teaches as much as she could for duration of the
period.
D. She teaches as well as entertains the students with her
personal stories
ADDITIONAL ITEMS
Education is the acquisition of the art and the
utilization of knowledge. This statement means
___________.

A. A learner’s application of what he has learned is

necessary.
B. A learner’s interest in art is commendable.
C. A learner’s acquisition of information is
sufficient.
D. A learner’s acquisition of information is not
important.
The teacher announced to the class, “go back
to the basics of grammar”, the teacher is
considered _________.

A. Humanist
B. Phenomenologist
C. Essentialist
D. Basicologist
Logical sequencing of curriculum
is stiffed by ____________.

A. Perennialism
B. Progressivism
C. Essentialism
D. Reconstructionism
A Filipino student’s resistance to scientific
and unquestioning obedience to authority
can be attributed to the Filipino’s _______.

A. Impersonalism
B. Rationalism
C. Non-rationalism
D. Personalism
To teach a child about freedom is to teach a child to:
I. Respond to himself
II. Respond to others
III. Do as he pleases
IV. Live as he desires

A. II and III C. I and II

B. I and III D. I and IV
The “Golden Rule” is attributed to _________.

A. Buddha
B. Tagore
C. Confucius
D. Obama
He was considered as the “first teacher” in
ancient China.
A. Lao Tzu
B. Mo-Tzu
C. Mencius
D. Confucius
It is a branch of philosophy that deals with the
goodness or badness of human actions.

A. Metaphysics
B. Logic
C. Ethics
D. Epistemology
A philosophical theory stressing the concepts of
Freedom and Responsibility.

A. Essentialism
B. Existentialism
C. Realism
D. Democracy
If a teacher strengthens liberal education that
includes classical literature in the curriculum,
then we can say that he has influence from
____.
A. Hedonism
B. Stoicism
C. Humanism
D. Rationalism
He, who is the pioneer in emphasizing the
philosophic methods that focus on debate and
discussion. Who is he?
A. Plato
B. Protagoras
C. Socrates
D. Aristotle
The _________ stressed the inclusion of
logic in the curriculum.
A. Realists
B. Humanists
C. Hedonists
D. Scholastics
Who founded the “Academy”?

A. Aristotle
B. Plato
C. Socrates
D. Protagoras
If a teacher believes in the concept of education
that makes every individual a useful citizen to the
state, then he is influenced by the concept of
________.
A. Conformity
B. Security
C. Humanitarianism
D. Utilitarianism
It is a science that deals with the methods
and strategies of teaching.

A. Epistemology
B. Pedagogy
C. Metaphysics
D. Ethics
If a teacher believes that an individual has ideas
about the world and he learns these ideas by
reflecting on them, he is considered as _______.

A. Empiricist
B. Existentialist
C. Rationalist
D. Constructivist
If a teacher believes that a child’s mind is TABULA
RASA, then the teacher will most likely engage
the students in ____ process for them to learn.

A. Sensory
Impressions
B. Reasoning
C. Reflections
The early Egyptians adapted apprenticeship as
one educational method. Which is its equivalent
in our present teacher education curriculum?

A. Practicum like practice

teaching
B. Display of best work in an
exhibit
The following are features of education in
Athens, except _____.
A. To prepare a well rounded
individual
B. To train warriors
C. Emphasizes the development
of reason
D. Uses Socratic method in
According to existentialist, a school
is a place where students ____.

A. Can reflect on ideas

B. Can observe by using their senses
C. Can meet to pursue dialogue about
their lives and choices
D. Listen and accept what teachers
Other than “Summa Contra Gentiles”, what
is the other most popular work of St.
Thomas Aquinas?
A. The Republic
B. Education and
Democracy
C. Pedagogy of the
Oppressed
Respect for honest differences of opinions is
one objective of ____.

A. Human relationship
B. Self-actualization
C. Civic responsibility and conscience
D. Economic self-sufficiency
A popular mass education for the Filipinos
under the American regime came into being
upon the passage of _____.

A. Act No. 74 in 1901

B. Educ Decree of 1863
C. Monroe Survey of 1929
D. Royal Decree of 1865
The control and the administration of all
educational institutions shall be vested in the
citizens of the Philippines as stipulated in
________.
A. P.D. 1006
B. P.D. 6-A
C. 1987 Constitution
D. P.D. No. 176
Basic education includes secondary education.
Which of the following contributed to the
establishment of secondary schools?

A. Reformation
B. Rationalism
C. Realistic
D. Humanistic
Social adjustment means the ability to
behave in accordance with _______.

A. Universal norms
B. Self-concept
C. Stereotyped behavior
D. Social expectations