SCHOOL OF GRADUATE STUDIES, THE PHILIPPINE COLLEGE OF HEALTH SCIENCES

Foreign Philosophic Influences on

Philippine Education Systems
A Research Paper in
Advanced Comparative Educational Systems

Submitted in Partial Fulfillment

of the Academic Requirements

for the Degree

Ph. D. English

By Jaime Cabrera

24 October 2015

This paper presents and discusses the foreign educational philosophies that influence the Philippine
educational system and its future undertakings as well on the researcher’s professional life.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 1

Contents
ABSTRACT ............................................................................................................................... 1
1. INTRODUCTION ............................................................................................................... 2
2. RELEVANCE TO THE PRESENT EDUCATIONAL SYSTEM ..................................... 4
2.1. Perennialism ................................................................................................................ 5
2.2. Existentialism .............................................................................................................. 6
2.3. Idealism ....................................................................................................................... 6
2.4. Realism ........................................................................................................................ 7
2.5. Experimentalism.......................................................................................................... 7
2.6. Theoretical Eclecticism ............................................................................................... 8
3. FUTURE UNDERTAKINGS OF THE EDUCATIONAL SYSTEM .............................. 10
3.1. Philippine EFA 2015 ................................................................................................. 11
3.2. ECCD ........................................................................................................................ 11
3.3. BESRA ...................................................................................................................... 12
3.4. Multigrade Program .................................................................................................. 12
3.5. K to 12 Curriculum Reform ...................................................................................... 13
3.6. HERA ........................................................................................................................ 13
3.7. Perennialism .............................................................................................................. 14
3.8. Existentialism ............................................................................................................ 14
3.9. Idealism ..................................................................................................................... 14
3.10. Experimentalism........................................................................................................ 15
4. INFLUENCES ON PROFESSIONAL LIFE .................................................................... 16
4.1. Introduction ............................................................... Error! Bookmark not defined.
4.2. Ignorance Can Hurt ................................................................................................... 16
5. CONCLUSION ................................................................................................................. 18
REFERENCES ........................................................................................................................ 20
SUGGESTED READINGS ..................................................................................................... 21
 List of Tables

Table 1: Five Educational Philosophies..................................................................................... 3

Table 2: Relevance of Educational Philosophies to the Educational System ............................ 4
Table 3: Key Elements of each Educational Philosophy ......................................................... 17
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 1

ABSTRACT
The Philippines is said to have the highest literacy rates in Asia; a significant portion of
the annual national revenue comes from cash remittances of overseas Filipino workers.
Despite this, the country’s public education system is beset by challenges that can be traced
ultimately to government corruption, abuse of power, and some cultural mindsets that – like
the national education system, are rooted in its colonial history; first as foreign constructs
from Spain, then as modified by North Americans. Since its independence, the Philippine
educational system has undergone restructuring, changes in contents, methodologies, and
philosophies. However, the system’s ills continue: overpopulated classrooms; overworked
and demotivated teachers and students; severe lack of schools, books, and materials;
deteriorating instructional results; and a constitutionally-mandated national education budget
that has never been implemented. Findings include a) current government corruption and
abuse of power in the Philippines can be related to its colonial past; b) similar problems can
be found in the current educational systems of the Philippines, Spain, and North America; c)
cultural and educational philosophies in the Philippines, Spain, and the USA have similar
elements; and d) cultural and educational philosophies of countries with the best performing
schools differ from those of the Philippines, Spain, and the USA. The research is organized in
five chapters. Chapter 1 summarizes the colonial history of education in the Philippines, the
current state of education, and effects of government corruption and abuse of power. Chapter
2 presents the research questions, the cultural philosophies and educational systems of the
Philippines, America, and Spain and their continuing influences today. Chapter 3 presents the
best educational systems of the world and their cultural and educational philosophies.
Chapter 4 discusses the relevance of these cultural-educational philosophies in the future
undertakings of the Philippine educational system. Chapter 5 discusses the influences of
cultural-educational philosophies on the writer’s professional life. Chapter 6 recapitulates
key concepts, answers the research questions, and concludes the paper.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 2

1. INTRODUCTION
Philosophies of education are useful references not only for academic planning but also
for answering core questions about teaching and learning processes, such as: Why do we do it
this way? What’s the evidence supporting the validity of this idea?

Although educational philosophy has been defined as a system of basic beliefs that
clarify the why of ideas such as the purpose of education, the roles of teachers, what should
be taught, and methods of teaching (Anon. [a]), there are other ways of looking at it. For
instance, philosophical knowledge can serve as a bridge that connects disparate phenomena.
This unfolding of new mental connections – also known as the light bulb effect – is what
learning is all about.

An understanding of the educational philosophies of key thinkers in the western tradition

of teaching and learning can include an array of ancient to modern thinkers such as Plato,
John Dewey, Jean-Jacques Rousseau, Johann Heinrich Pestalozzi, Bertrand Russell, Howard
Gardner, Friedrich Froebel, Jean Piaget, and Paulo Freire.

However, rather than focusing on individual philosophers, this paper discusses five of
the major educational philosophies.

Why present five educational philosophies?

One reason is that no single educational philosophy can answer all concerns or meet all
needs. Most schools today combine educational philosophies to shape instructional content
and guide planning, teaching and assessment practices by asking: What’s a better way to do
this? Why is it better?

The why part of the second question indicates how theoretical evidence is a key factor in
the study of philosophy. As Krikorian 1962) says, philosophies differ in theoretical evidence.
“The major modern schools of philosophy – the rationalistic, the empirical, and the critical –
are based on the theory of evidence that is peculiar to each of them.”

Another reason is to point out that, though these philosophies differ in terms of evidence,
all are built on structured reasoning, and all are concerned with the improvement of
education.

The following table summarizes the five philosophies of education (Apps, 1973)
presented in this paper.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 3

Table 1: Five Educational Philosophies

Philosophies General Definitions

Perennialism Perennialism believes that (1) the basic beliefs and knowledge of the
ancient culture are as useful today as they were thousands of years ago;
(Basic education,
(2) reality comes from fixed truths; and that (3) goodness can be found in
time-tested
rational thinking.
contents)

Idealism Idealism is based on the view that reality and truth are in the consistency
of one's ideas. Education serves to sharpen one's intellect. Idealism
(Ideas-based,
relates to refined wisdom. This theory holds the view that the end is
spiritual
fixed and established by authorities; the person is free to choose how to
emphasis)
achieve that end (Apps, 1973; from Stone and Schneider, 1971)

Realism Also called Materialism or Naturalism, the theory of Realism relates to

reality and truth as we observe them. Realism believes in the world as it
(Nature-based,
is. Realism relates to logic and practical reasoning. Like idealism, the
materialistic)
end is fixed and established by authorities; the person is free to choose
how to achieve that end

Experimentalism Also called Progressivism, the theory of Experimentalism is the view

that everything is changing. Reality is what one experiences. This theory
(Individualistic,
relates to social problems and societal discovery. This theory contends
experience-based)
that means and ends are equally valuable, and the person is free to
choose the ends and the means to achieve those ends. Experimentalism
includes notions of Pragmatism, Instrumentalism, and Empiricism.

Existentialism The core notion of the theory of Existentialism is that man is free to
choose and decide what is significant for him. This theory holds that (1)
(Realistic)
reality, the world, truth and goodness are personal interpretations; (2)
that education should be directed toward individual self-fulfillment; (3)
that schools should encourage maximum individual choice and
autonomy; and that (4) a person’s ability to know and experience is more
important than knowledge.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 4

2. RELEVANCE TO THE PRESENT EDUCATIONAL SYSTEM

Accidentally or by design, philosophical influences can be found in almost all aspects of
teaching and learning processes today, including the goals, contents, methods, and roles of
teachers and students in the various learning processes. Current educational systems range
from traditional, teacher-centered beliefs to modern, student-centered notions. The following
table presents relevant points of five educational philosophies to the educational system.

Table 2: Relevance of Educational Philosophies to the Educational System

Philosophy Relevance
Perennialism  Relevant in disciplinary and doctrinal subjects such as Religion, Ethics,
(Basic education, Philosophy, Personal Development, Health and Hygiene, Sports, and
time-tested Physical Education
contents)  Focus on developing reasoning and critical thinking
 The mind and body are disciplined via structured lessons and drills and
practice
 Values are taught via rational thinking and behavioral discipline
 Authoritarian teachers in class develop dependent followers.
 Education is done as inexpensively and as efficiently as possible
Idealism  Relevant in literary, philosophical, and religious subjects
(Ideas-based,  Focus on developing the ideal self
spiritual  Ideas are taught via lectures and discussions
emphasis)  Students learn values through imitation of heroes and other exemplars
 Faith, authoritarianism, and intuition (without reason) are instruments of
knowledge. (Apps, 1973; from Daley, L. C. 1966, p. 50).
Realism  Relevant in subjects of the physical world: Math, Science, etc.
(Nature-based,  Focus on learning from the laws of nature
materialistic)  Students master knowledge and skills through demonstration and recitation
 Students learn values through training in rules of conduct
Experimentalism  Relevant in subjects of social experience (Social Studies, Citizenship,
(Individualistic, Government, History, Organizational Psychology) and services
experience-based) (Management, Penology, Education, Business, Engineering, Law, Public
Relations)
 Focus on notions relating to the public test
 Students learn values by making group decisions in light of consequences
 No mechanical memorization of content: practice and learning from errors
are important.
 Experience from completing projects, problem-solving and social skills are
important
Existentialism  Relevant in subjects of choice: Art, Ethics, Philosophy
(Realistic)  Focus on developing freedom, autonomy, individual choices, and
responsibilities
 Students learn to understand themselves and their situations by questioning
and personal responses
 Students learn values by awakening the self to duties and responsibilities
 Does not automatically follow public norms or popular trends
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 5

The use of educational philosophies when examining teaching and learning is not “how
one can change the world with education, but rather how education works, i.e. what is or is
not achieved with it” so, if educational research uses theories to support ideas of how
education should be, then there should be clear viability embedded in such concepts. There
must be “a connection to action: if someone wants to follow them, he must see that there is a
chance that they can be realized and how to do so” (Oelkers, 2013).

Philosophy and education would appear to be two sides of the same coin. While
philosophy seems to define the goals and essentials of a good life, education appears to offer
the means to achieve those goals.

Today, the purer forms of classical philosophies have been reshaped by the exigencies of
modern living. Thus, under each educational philosophy used in educational systems today is
a blend of elements from various philosophies. This indicates that philosophies are tools that
are used in the context of time and life’s challenges.

Educational philosophies overlap but differ markedly according to instructional level.

For instance, at the pre-elementary level, current educational systems include developmental,
progressive, and cooperative educational systems, as well as Montessori, Reggio Emilia,
Steiner, and Waldorf systems (Anon. [c], 2011; Anon. [d], 2013). This paper will, however,
focus on philosophies that are more commonly utilized in higher levels of education.

2.1. Perennialism
To a large extent, the core Perennialist beliefs that students should learn for the sake of
learning, and that they should study time-tested principles of reality, truth, and value (Anon.
[d]) would appear to be standard concepts in today’s educational systems, particularly in top-
tier traditional Philippine universities such as the University of the Philippines, De La Salle
University, Centro Escolar University, and Ateneo University. Such courses are not only
offered at the university level, but also at the high school and elementary school levels,
particularly in pilot schools and in international schools.

On the other hand, the theory of Perennialism emphasizes the teaching of universal truths
that have stood the tests of time. This can be seen in programs that urge students to read great
books, to study heroes and models of society, and to understand concepts that underlie human
knowledge. In addition, elements of this theory can also be seen in those elements of school
curriculums that remain constant from past to present, surviving many curricular revisions
that dictated by political winds or fiscal limitations.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 6

2.2. Existentialism
Public basic education in the Philippines seems to combine elements of Perennialism and
Existentialism. A cornerstone concept held by the theory of Existentialism is that education’s
main goal is to “develop authentic individuals who exercise freedom of choice and take
responsibility for their actions” (Anon. [d]). In practice, however, this is tempered by the
Perennialist concept of teachers as authoritarian figures in class who develop dependent
followers.

Being a democracy, the Philippines offers a range of courses after basic education, but
even basic education comes in many forms such as home-schooling, Kumon, and Montessori.
This allows for free choice and free will, the grounding tenet of the philosophy of
existentialism. In Existentialism, free will is important and individuals shape their own
futures. Under this theory, students are in control of their learning experiences and assume
responsibility for their actions. The proliferation of online courses and independent learning
proves that many subscribe to this philosophy, perhaps even without knowing it.

2.3. Idealism
Although the two preceding theories seem to oppose in the degree of learner freedom,
the theory of Idealism balances the concept by stating that the goals of education are “fixed
and established by authorities” but students are free to choose how to achieve that end. A few
private pre-elementary schools and some traditional tertiary-level schools would appear to
subscribe to this tenet.

In practice, however, the fiscal, social, and political realities have increased classroom
populations; there are at least 50 students per class and a teacher would teach at least five
such classes a day. This scenario would appear to be a living example of that Idealist notion:
teachers tell students what to do, and students find ways to do it – which often includes short-
cuts such as academic dishonesty.

The study of national heroes and stock characters in fable or mythology (e. g., Malakas
and Maganda, Juan Tamad) has long been a part of the national curriculum at the primary and
secondary levels. The ideal family, home, and community in the now-extinct Pepe and Pilar
elementary reading books have been supplanted by beautiful mistresses in telenovelas as well
as absconding bankers and graft-ridden millionaire politicians serving as – sad but true –
models of success to many young and even not-so-young Filipinos.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 7

Ads promote fair skin over the natural golden brown skin, as well as golden hair coloring
over the natural glossy black hair of Filipinos. On the other hand, schools continue to teach
honesty, thrift, and industry as well as professionalism by lauding excellence shown by
Filipino media heroes here and abroad, even as many teachers fail to be ideal role models.

Idealism has become a silent battleground of the pure poor versus the filthy rich, instant
results versus the gifts of nature. However, being a democracy, free will and free trade
continues to shape the lessons of ideals and idealism among the youth.

2.4. Realism
Vocational, technical, IT, and other skills-oriented courses would appear to combine
elements from the theory of Realism and Experimentalism (also: Pragmatism,
Instrumentalism, Empiricism and Progressivism) where the emphasis is on practice, real-life
skills, and personally useful ideas. However, the aforementioned element of Idealism remains
strong: teachers have traditionally played central roles in class and most students are still
comfortable with passive-dependent receivers and duplicators of information.

In the Philippines, familiar practical curricula such as automotive mechanics, nursing,

medicine, midwifery, and carpentry have been augmented by courses such as computer
programming, physical therapy, aircraft mechanics, vermiculture, and greenhouse farming.

As Philippine society responds to emerging and future lifestyles and job markets, we can
expect to see more courses that were non-existent a mere ten years ago. The monolith that is
the Department of Education – along with the ills that tenure breeds – (such as disillusioned
young teachers) ensures that schools remain traditional in many ways.

Most teachers would still lecture, most classroom seating would remain rigidly arranged,
and most students will still be passive listeners, memorizing for tests. Realism continues to be
used though most may not be able to name the philosophy.

2.5. Experimentalism
The constant changes of real life speeds up as technology introduces new lifestyles and
choices. In this sense, the educational system of the Philippines has a more responsive private
sector that breaks ground by offering courses that meet real market needs.

However, traditional public education in the country has long espoused values education
as well as cultural values such as pakikisama (consideration and cooperation), pakikipag-
ugnayan (coordination), utang na loob (gratitude), and bayanihan (communal cooperation).
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 8

These traditional values remain a source of strength in a constantly changing society,

familiar answers to new social phenomena such as increasingly easy access to drugs,
criminal, and sexual information, overseas working parents, latchkey kids, single parents, and
double-career parents.

2.6. Theoretical Eclecticism

A number of writers support an eclectic approach. In formulating a teaching philosophy,
for instance, Quibell says there is no right or wrong philosophy of education, or one
philosophy better than another. He says that in self-analysis one can find “a combination of
philosophies” ( n. d.). Driscoll and Carliner (2005) point out that most, if not all, instructional
designers combine philosophies and theories. Leaman (2015) describes a spelling and phonics
program in Canada that “has grown out of a combination of philosophies and programs in
order to arrive at a balanced approach”.

Still, some disagree with the eclectic approach. For instance, Leaf (2011) says: that an
eclectic “sounds good” because, “after all, one size cannot fit all, so it is tempting to think
that a blend of philosophies and approaches has the best chance of providing what each
student needs.” He explains research does not support the concept of an eclectic approach as
“best practice”. For best results, he advocates the methodology with the best scientific
evidence and suggests that one must “become an expert on that methodology” without adding
elements that may affect the end- results. One who falls into the eclectic trap, he says, can
become a jack of all trades and master of none; students will end up getting mediocre and less
effective services.”

However, a teacher would need more than one philosophy since students in a class have
“varied temperaments and personalities. One philosophy may attract some students and deter
others. By using a combination of philosophies there is a better chance of connecting with all
of the students.” In addition, different lessons may require different teaching philosophies.
“A teacher may use more of an existentialist philosophy to have a discussion on current
events, where as a behaviorism philosophy would work better to teach a math lesson (Dix,
2004).

In the Philippines, traditional and contemporary philosophical elements are combined – a

practice known as eclecticism1 – by schools to attune course offerings and educational

1
“Teachers select what works within their own dynamic contexts based on sound theories and research knowledge” (Gao, 2011).
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 9

services to changing needs. For instance, Perennialist and Essentialist orientations are
combined with elements of Progressivism and Reconstructionism.

Traditional goals of preserving the past are not entirely given up but melded with goals
such as growth, understanding and reconstructing the present, changing society, and shaping
futures. Traditional focus on teaching is tempered by active self-learning. The traditional
activities of training, disciplining, and shaping the mind and character are balanced by social
tasks and problem-solving.

Traditional teaching roles of dominating instruction, lecturing, and disseminating

information are now enriched by facilitator, coach, and change agent roles. Schools combine
traditional values of academic excellence, rewards and jobs based on merit with equal access
to education and meaningful empowerment of the marginalized and the disadvantaged (Diehl,
2005).

The five educational philosophies presented in this section not only represent different
schools of thought about how education should be implemented in schools today (Anon. [B]),
they are used in schools today in various combinations or selections of philosophical
elements.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 10

3. FUTURE UNDERTAKINGS
The Philippine Educational System is a huge network of schools, a product of colonial
history. The assumptions and orientations of the Spanish, Japanese, and American
educational systems are now tempered by the changes and challenges of modern education.

After various stages of development and dramatic changes a spectrum of educational

variations and lines of emphasis have been developed and more are being undertaken to meet
current challenges such as worldwide electronic information access, changing lifestyles, and
the UN’s Education for All (EFA) deadlines.

Future undertakings are reactions to current realities. For instance, a reconstruction

and projection of levels of educational attainment from 1970 to 2030 indicates that, in the
Philippines large portions of the population “either have a tertiary education or only a
primary education.”

It would seem that national budget allocations do not follow population growth in
education, resulting in poor completion rates at the elementary level (Goujon and Samir,
2006). One of the reasons why the Philippines were able to increase levels of enrolment at all
levels of education after 1980s was the implementation of the education-contracting scheme
to allow private institutions to contravene to the lack or absence of public high schools
(Goujon and Samir, 2006 from Behrman et al., 2002).

However, current realities must have shaped governance; the country seems “clearly
determined in investing in education” (Goujon and Samir, 2006, p. 14) so projections indicate
that literacy rate will be less than two percent (Goujon and Samir, 2006, p. 17). “Education is
thought to be essential for Southeast Asia as it was and will continue to be the key element
for protection against vulnerability to economic shock (such as the economic crisis of 1997-
98) and for sustaining rapid economic growth” (Goujon and Samir, 2006, p. 23).

Today, the continuing revamp of the Philippine educational system seems to be more
realistic, with strong elements of Existentialist and Realist philosophies. For instance, in
1925, Counts noted that Filipino students were taught in English and schools followed a
mandated Western curriculum throughout the archipelago with a “great diversity of climate,
occupation, and cultural tradition(s)” but several large-scale reform programs and projects
under the Department of Education (DepEd) currently include mother-tongue instruction in
the primary years (HDN, 2009, p. 65).
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 11

There are, however, larger-scale issues, such as education for globalization as well as
national competitive advantage in international arenas. The Philippine educational system
plays a central role in training and preparation for these issues (Tullao, 2003):

“To meet the challenges of globalization, it is necessary to

prepare individuals for a workplace where responsibilities are constantly
changing, where information passes through multiple and informal
channels, where initiative-taking is more important than obedience, and
where strategies are especially complex because of expansion of markets
beyond national borders. Therefore, education must help individuals to
perform tasks for which they were not originally trained, to prepare for a
nonlinear path, to improve their team skills, to use information
independently and, finally, to lay the basis of complex thinking linked to
the realities of globalization.”

3.1. Philippine EFA 2015

Based on the on the 2000 Dakar Framework for Action, the Philippine EFA 2015
National Plan of Action aims to provide basic competencies to everyone to achieve functional
literacy for all, including adults and out-of-school youths.

This project, which continues until the near future, seems to include an eclectic
combination of realist notions of the Existentialist philosophy (autonomy and
responsibilities); the experience-based theory of Experimentalism that espouses the concept
of working together to create something that passes the public test; and the materialistic
theory of Realism that espouses knowledge, skills, and output for practical use in the physical
world.

3.2. ECCD
The Early Childhood Care and Development (ECCD) plan is based on the
Kindergarten Act (RA 10157) that offers makes free, mandatory and compulsory preschool
for five-year-old Filipinos. ECCD will ensure that children are taught the skills and
knowledge essential in building a learner’s interest to acquire education in life so as to benefit
each Filipino’s person’s well- being and the country. The ECCD Act (RA No. 8980)
institutionalized the national ECCD system.

This future-oriented undertaking indicates that (1) education should be directed

toward individual self-fulfillment, which is a reality-based Existentialist philosophy; (2)
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 12

everything is changing, which is an Experimentalist-Progressivist philosophy; (3) that the end

is fixed and established by authorities but the individual is free to choose how to achieve that
end, which are Realist-Naturalist notions; and (4) that essential knowledge and skills should
be the focus of instruction, which is a Perennialist philosophy.

3.3. BESRA
In 2005, the Department of Education created a policy reform package, the Basic
Education Sector Reform Agenda (BESRA), to help the Philippines attain its EFA goals and
targets. BESRA aims to “improve the regulatory, institutional, structural, financial,
informational, cultural, and physical conditions that affect the provision of access to, and
delivery of basic education” by implementing school-based management, teacher education
development, national education strategies, quality assurance and accountability, and
resource mobilization and management for organizational development.

These policy actions include quality textbooks, more classrooms with the help of local
government units, Madaris education for all Muslim Filipinos, and technical-vocational
education (World Education Forum, 2015).

These future undertakings would appear to reflect an eclectic philosophy that

combines the realist notions of the Existentialist philosophy (autonomy and responsibilities);
the experience-based theory of Experimentalism (working together to create something that
passes the public test); and the materialistic theory of Realism (knowledge, skills, and output
for the physical world).

3.4. Multigrade Program

To address the challenge of incomplete grade levels among elementary schools, the
Department of Education issued DO 38 in 1993, which supports continuing and future
activities under the Multigrade Program, primarily to provide elementary education services
to young Filipinos in remote, far- flung, and disadvantaged areas.

This is a realistic response to archipelagic geography of the Philippines, the Philippine

cultural history that highly values education, and the continuing high poverty rates that
explain marginalized and disadvantaged populations.

The eclectic philosophy that is underscores this program would seem to be a

combination of notions from the materialistic theory of Realism (knowledge, skills, and
output for the physical world); the experience-based theory of Experimentalism (working
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 13

together to create something that will pass the public test); and Idealist- Perennialist notions
that authorities design the educational system while teachers and students are free to find
ways to succeed within that system.

3.5. K to 12 Curriculum Reform

The Philippines had the shortest education cycle in the world. Despite strong
resistance, the program was implemented due to current practices in other countries as well as
local input, such as “High school graduates are younger than 18 years old and lack basic
competencies and maturity. They cannot legally enter into contracts and are not emotionally
mature for entrepreneurship / employment” (Tabora, 2012).

As of this writing, the K-12 reform program is starting, with an APEC trade
agreement deadline of 2020, spurred by the UNESCO Education for All Plan of Action, and
legally instituted through the Enhanced Basic Education Act of 2013 (RA 10533) that
mandates the government to “create a functional basic education system that will develop
productive and responsible citizens equipped with the essential competencies, skills and
values for both life-long learning and employment” (Luistro, 2012).

The relevant educational philosophies in this activity would include Perennialism

(time-tested core knowledge); Realism (students get to choose a study track; the educational
system responds to contextual realities); Experimentalism (what is approved by the public is
true and good); Idealism and Perennialism (the authorities design the educational system; the
student is free to find ways to succeed within that system).

3.6. HERA
The Philippine Development Plan 2011-2016 as articulated in the CHED Strategic
Plan includes goals that are articulated in HERA (Higher Education Reform Agenda), all of
which demands “higher accountability of outcomes and impacts” from the Philippine higher
education system (CHED, n.d.).

HERA aims “to help individuals adapt to the evolving requirements of the labor
market and better master the changing time-frames and rhythms of individual existence”
which would seem to indicate an eclectic philosophy that combines the realist notions of the
Existentialist philosophy (development of freedom, autonomy, individual choices, and
responsibilities); the individual-focuses, experience-based theory of Experimentalism (what
passes the public test); and the materialistic theory of Realism (knowledge and skills required
in the physical world).
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 14

3.7. Perennialism
Perennialism permeates the instruction of time-tested contents of basic education,
including core knowledge at entry points in higher education. Philippine law reacts to the
increasing job market requirements by requiring the acquisition of basic knowledge and skills
for job placement and to meet growing industry needs.

President Aquino declared 1990-1999 as Decade of Education for All. The ECCD
(Early Childhood Care and Development) is institutionalized, along with universal Quality
Primary Education (UQPE). The goals include eradication of Illiteracy and continuing
education.

In the future, the Philippine government will continue to offer free basic education.
Private schools will continue run elementary and high school programs to offer training in
basic knowledge and skills. Classical and Ancient Literature from Asia and the West will
continue to be a part of curriculums.

3.8. Existentialism
Existentialism is a realistic philosophy that espouses self-determinism, which is a
value that is cultivated in higher levels of education in the Philippines. This philosophy
would appear to underscore the ethos of living in a democracy: man is free to choose and
decide what is significant for him.

Within the Philippine educational system, particularly in exclusive or private schools

at higher levels of learning, critical thinking and creative thinking skills will continue to be
promoted, particularly in problem-solving of theoretical constructs at the graduate level. The
spread of electronic media will continue to influence freedom of choice, not only in course
content, but also in learning time and instructional delivery.

3.9. Idealism
The philosophy of Idealism is ideas-based. The philosophy’s spiritual emphasis is
relevant to the highly religious traditions and cultures of the Philippines. Lectures and
discussions have been and will continue to be a common teaching method in Philippine
classrooms. Students will continue to learn about national heroes, historical figures, as well as
those who have made their mark in religious history. Outside the academe, young minds will
continue to be shaped by media personalities. This philosophy is strong in subjects that teach
patriotism, citizenship, and moral values from elementary to high school levels.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 15

The Philippines will remain a democracy in the foreseeable future. Article XIV
Section 5 of the 1935 Constitution indicates that the educational system and all schools will
be under government supervision and regulation. Autonomous universities will continue to
enjoy academic freedom. Authoritarian teachers will continue to be a fixture in Philippine
classrooms.

The Philippine educational system will continue to promote the ideas of Article XIV,
Sec. 3 (2) of the 1987 Constitution, where all schools must teach patriotism, nationalism,
human rights, what national heroes have done for the country, rights and duties of citizenship,
ethical and spiritual values, moral character, personal discipline, critical and creative
thinking, scientific and technological knowledge and vocational skills.

The many schools and universities run by various religions or religious orders
throughout the country will continue to teach Religion subjects, as well as humanist courses
such as Philosophy, Ethics, Music, and Art Appreciation.

3.10. Experimentalism
Experimentalism is a philosophy that focuses on individual needs and values learning
from experience. This philosophy is strongly evident – although not recognized, as business,
entrepreneurship, vocational, and technical skill courses will continue to be offered by private
and government bodies.

Experience will continue to be a strong factor in the hiring of fresh graduates; this
means that on-job-training and apprenticeships will continue to be a part of school
curriculums.

At the elementary level, public schools will continue to offer Gardening,

Woodworking, and field trips. Public universities will continue to offer courses such as
Animal Husbandry, Agriculture, and Computer Science.

At the same time, students will continue to experiment and find their own voices and
places in society, perhaps driven by economics, politics, religion, hormones, opportunities,
happenstance, peer pressure, family pressure, or personal choices.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 16

4. INFLUENCES ON PROFESSIONAL LIFE

In full disclosure, I express my lack of knowledge about educational philosophies. I
must have taken Philosophy courses in college and in graduate school but I have no recall of
such knowledge.

During my long career, the need to know about educational philosophies never
occurred to me. This surprises me not only because I have been a teacher in many schools in
many countries, to students of various ages from various cultures but also because I have
done my share of research in various fields, for various audiences and purposes, an
enthusiastic newcomer reveling in the scope of information access brought about by the
Internet. Still, I never thought of typing “educational philosophy” on Google or on Google
Scholar.

As a result, working on this paper has been a very enlightening experience for me,
not only about knowing theoretical concepts as applied to educational context but also
because my eyes were opened to the underpinnings of the pressures, frictions, and conflicts
that I have seen and experienced in various aspects of teaching, learning, and academic
management. If I had known these educational philosophies these educational theories at an
earlier time, I would have been able to anticipate, avoid, or understand those stressful
situations.

I now know that I carried with me my own set of educational philosophies though I
did not know this then. These set of beliefs affected my attitudes as a teacher (Knobloch and
Ball, 2006; Rando and Mengues, 1991; Trigwell et al, 1999) and as a student although, like
many other teachers, I was unaware of the educational philosophies embedded in my
teaching, planning, and interaction with students and colleagues.

4.1. Ignorance Can Hurt

In every school I worked in, in every class I taught, learning needs varied as did
institutional ways of doing things. Suffice it to say that knowing the theoretical underpinnings
would have helped many of my transitions. It is almost certain that the twists and turns of my
life would have been completely different. I would have had an entirely different career
history.

As a teacher – from my preparatory to retirement years, I have seen these educational

philosophies in action although, I must admit, I did not know them by name.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 17

However, in all the schools that I attended as well as the places where I taught, I saw
these five educational philosophies being used in various combinations in curricula, teaching
methods, and learning activities. The following table summarizes the key elements of each
educational philosophy.

Table 3: Key Elements of each Educational Philosophy

Existentialism Experimentalism Idealism Perennialism Realism
The main role of To aid learners To share To sharpen To reveal To reveal
schools in knowing experiences; to the mind and reason and the order of
themselves discover and intellectual Divine Will the world
and their place expand our processes and the
in society environments universe
School attitude Change is Change is an Does not Does not go Always use
to changes necessary at ever-present favor change for real orderly
all times process to preserve change changes to
the truth because work
truth is towards
eternal perfection
Role of the Offers Helps, acts as Reports, as a Interprets, Displays
teacher questions; consultant person to be tells and/or
assists learner emulated imparts
in personal knowledge
journey
Role of the Determines Active Receives, Passive Passive
student own rules participant, memorizes receiver participant,
contributor manipulates
What should be Open to all Group inquiry Wisdom of Eternal Laws of
taught topic areas about social the ages truths physical
sciences & reality
problems,
combining
methods &
contents
How realities Subjects of Subjects of Subjects of Disciplinary Subjects of
are taught choice: Art, social the mind: subjects and the physical
Philosophy, experiences: literary, doctrines world:
Ethics Social Studies, philosophical, Math,
History, religious Physics,
Psychology Botany
How truths are Arousing Problem- Ideas are The mind is Teaching for
taught personal solving, project transferred trained and mastery of
responses; method through disciplined information:
questioning lectures and through demonstrate,
discussions drills recite
How goodness Awakening Making group Imitating Disciplining Training in
or values are the self decisions in heroes, behavior rules of
taught towards light of models, or through conduct
responsibilities consequences other reason
exemplars
This table is adapted from Five Educational Philosophies accessed September 22, 2015 at http://gradcourses.rio.edu/leaders/philosophies.htm
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 18

5. CONCLUSION
The five educational philosophies that I selected for this paper turned to be in
widespread use in Philippine schools, although few of my colleagues ever said that they
taught in certain ways because of a certain philosophy. I, myself, was not aware that I had an
educational philosophy, or that I was using different types of educational philosophies in
various stages of my career, of my own education, or in each lesson or course that I was
teaching. However, we did have instructional approaches and techniques for classroom
discipline, motivation, and learning assessment.

My colleagues and I shared what we were doing in our classrooms. I found that the
teaching approaches and methodologies we used were shaped by the resources at hand – or
the lack thereof – as well as by the needs of our students when these are revealed to us.
Perhaps, like me, they did not know that our best efforts had philosophical underpinnings.

These philosophical concepts – or their absence from my mental arsenal – have been
shaping my life without my knowing it. My ideas about what is right, wrong, and what
should be in academic practice have been so influenced by my history, experiences, and
training (Knobloch and Ball, 2006, Jarvis-Selinger et al, 2007; Bieber and Worley, 2006;
McKenna and Yalvac, 2007, Torres-Ayala, 2012) that I did not realize how much I needed
new insights into the phenomenology of things around me.

It is no exaggeration to say that, had I known the philosophies of education much

earlier in my career, I would have had a better life. That, after all, is the point of philosophical
studies: to enable the individual to live the good life (Graham, 1990).

As I researched the relevance of these five philosophies, I found that the entire
Philippine system of education, including its strengths and weaknesses, its errors and success,
were grounded on a blend of philosophical tenets.

The best way to describe the national philosophy of education of the Philippines is
Responsive Eclecticism. This means that we – whether as teachers or national decision-
makers – use our own brand of logic and problem-solving skills to attend to immediate
challenges without knowing the why (the philosophical underpinnings) but we stick with our
collection of solutions when they tend to work.

This collection of problem-solving approaches is our response and, without our

knowing it, our instructional philosophy. My own philosophy of education is, like that of my
country, Responsive Eclecticism. I use the theory that is most appropriate for each subject,
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 19

for each learning need that I face at the moment as I identify the learning needs that are
common among my students who differ in educational backgrounds, temperaments and
attitudes, preferences and goals, my philosophy of instruction simplifies into what works best
for most situations.

During my preparatory years in college and graduate studies, I saw how these
educational philosophies were combined by the schools to create an integrated learning
experience. Now, in my retirement years, I find myself using these educational philosophies
when I teach, train, or correct those who work in my son’s restaurant.

This is not my first attempt to complete a doctoral degree. There were no serious
physical or fiscal barriers that caused me to drop my previous studies, although there were
many convenient excuses: work, family, health, or pressing commitments. Looking back, I
now see that I stopped my studies because I did not understand why teachers taught us the
way they did and not the way I taught my students.

In addition, it was also because I could not see why schools were run in certain ways,
or why institutional procedures seemed to have no logic or consideration for user experience.
All I saw was my own ways of seeing things, my own discomforts, and my own reactions.
Again, knowing these educational philosophies would have helped me understand and cope
with those situations. I would have completed a doctorate a long time ago.

In my teaching career, I used various teaching and assessment strategies without

knowing the philosophical underpinnings. I have wondered at the backgrounds of my
students, why their teachers taught them in certain ways, and their schools operated in
different ways. Most of all, I wondered why I was dissatisfied with the way thing were – not
the situations I encountered, but my feelings in those situations.

Now I see that all that angst was due to a difference in philosophies or, in other
words, different sets of preconceived notions and comfort zones of habit and convenience.

Working on this research paper gave me new perspectives that I needed then, and the
need remains current; after all, my ignorance is not unique to me.

For these lessons and realizations, I thank the powers that be and the circumstances
that have led me to writing this paper.

Thank you.
 Research Paper in Advanced Philosophy of Education by Jaime Cabrera 20

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SUGGESTED READINGS

Daley, L. C. (1966) Philosophy of Education. New York: College Notes, Inc.

Stone, J. C. and Schneider, F. W. (1971) Foundations of Education. New York: Thomas Y.
Crowell Co. , Inc. p. 267.
Torres-Ayala, A. T. (2012). Future Engineering Professors' Conceptions of Learning
engineering.(Dissertation) University of South Florida, Tampa, FL.