Michaela Shane L.

Zaragoza
OUTPUT #3
Philosophies in Education

Philosophies in Proponent/s Purpose of Subjects to be Teaching Strategies and

Education Curriculum Taught Approaches
Idealism Brand Blanshard., Plato One of the many Literature, History, Teacher has central role who
tenets of idealism is Art or Humanities has to be role model so that the
that truth can be students will adopt his model to
found through become good citizen. In idealism
reasoning, intuition, the lecture method is considered
and divine the most important one in which
revelation. a delivers lecture and students
listen to the teacher. Teacher
selects any topic or issue for
teaching first he teaches the
topic then asks the questions
about that topic. Students
answer the asked questions,
Teacher provides the feedback
and students improve
themselves according to the
teacher’s feedback.

TEACHER – CENTERED
APPROACH
Realism St. Thomas Aquinas and John of to encourage active math and science, realism can be seen through
Salisbury learning through though the proponents of experimentalism
engaging as many humanities which emphasizes students have
senses as possible. various experiences as part of
their education. These
experiences can be something
as simple as a field trip. Hands
on activities in the classroom is
another outgrowth of realist
thinking.

Essentialism William BagleyJames D. Koerner
(1959), H. G. Rickover (1959),
Paul Copperman (1978), and
Theodore Sizer (1985).
Existentialism Sӧren Kierkegaard, Martin
Heidegger,
Jean-Paul Sartre, Albert Camus.
Sӧren Kierkegaard (1813-1855)
EXPERIMENTAL
to instill students Reading, Writing, Use instructional strategies
with the "essentials" Literature, Foreign Lecture
of academic Languages, Memorization
knowledge, enacting History, Math, Homework
a back-to-basics Science, Art, and Teacher and subject centered
approach. Music. Mastery learning
emphasizes humanities i.e. Focus is on the individual. In
individual existence, history, literature, teaching history, existentialists
freedom and choice. philosophy and focus on the actions of historical
It is the view that art. individuals, who provide possible
humans define their models for the students’ own
own meaning in life, behavior, rather than
and try to make emphasizing historical events.
rational decisions Methods of Teaching In arts,
despite existing in an existentialism encourages
irrational universe. It individual creativity and
focuses on the imagination more than copying
question of human and imitating established
existence, and the models. Creativity is an
feeling that there is expression of oneself. In
no purpose or teaching values, teachers
explanation at the employ values clarification
core of existence. It strategy to help students know
holds that, as there themselves and their place in
is no God or any society.
other transcendent
force, the only way
to counter this
nothingness (and
hence to find
meaning in life) is by
embracing existence.
Individuals have to
take responsibility for
 their own actions
and shape their own
destinies.

who accept complete
feelings, and actions.
divorced from reason
Perennialism Robert Maynard Hutchins-
Developed a great books
program in 1963, Mortimer J.
Adler (1902-2001), Jacques
Maritain (1882-1973)
Naturalism
To help students
understand and
appreciate
themselves as
unique individuals
responsibility for
their thoughts,
To educate the
whole person, not
just the mind, since
feeling is not
in decision making.
To help the learner
become fully his
authentic self.
Focuses on attaining History, Science, Skilled teacher would keep
cultural literacy, Skills. Language, discussions on topic and correct
stressing students’ Mathematics, errors in reasoning, but it would be
growth in enduring Religion the class, not the teacher, who
would reach the conclusions.
disciplines.
Child centered Later Stage: Clear information of the
according to the Subjects are psychological and scientific
present and future included in the conception of education.
needs for the child curriculum through Freedom of child from tyranny
Curriculum divided activities and and rigidity, interference and
under two stages: occupations like strict discipline.
1. Earlier Stage: physical sciences, Spontaneous sell-activity of the
Sensory language, child.
training mathematics, New psychological methods in
manual work, educations.
 2. Later Stage: trade, moral
Subjects are education, etc.
included in
curriculum
through
activities and
occupations
like physical
sciences,
language,
mathematics,
manual work,
trade, moral
education,
etc.
Progressivism John Dewey Subject are School reforms, Instead of talking in front of the
interdisciplinary, relevant and room, the teacher will be
integrative and contextualized walking around. Teacher would
interactive. curriculum, be worried about standardized
Curriculum is focused humanistic testing. Teacher will use
on students’ interest, education. computer simulations.
human problems and Instructional methods and
affairs. classroom management, design
group assignments, give
experiment based projects,
engage them in social
responsibilities and democracy,
relate day to day activities with
real life, selection of subject
content by looking forward to
ask what skills will be needed in
future society. Curriculum as per
student’s needs.
Constructivism Lev Vygotsky and the situated philosophical The concept of experiential learning
cognition perspectives of Mikhail viewpoint about the constructivism has
Bakhtin, Jean Lave and Etienne nature of knowledge. influenced a
Wenger; number of
 Brown, Collins and Duguid;
Newman, Griffin and Cole, and
Barbara Rogoff.
Social Theodore Brameld (1904-1987)
Reconstructionism George Counts (1889-1974)
Paulo Freire (1921-1997)
Linguistic Philosophy Ludwig Wittgenstein
disciplines,
including
psychology,
sociology,
education and the
history of science.
Curriculum reflect Social, Political and Teacher and students question
democratic ideals Economic subjects the assumptions of the status
and emphasize civic quo and examine social issues
education and future trends. Organize
opportunity for classroom in a classless
students to gain nonsexist and non-racial manner
first-hand experience Less emphasis on management
in studying real and control and more focus on
social problems and community building Atmosphere
controversial issues. promotes analysis, criticism, and
Students consider research would best describe
societal problems the classroom environment
such as place ethics Conflict resolution and
in improving quality differences in world views would
of life, conserve be encouraged and reinforced.
natural resources,
and issues of foreign
policy and naturalism
Language’s interest Philosophical Philosophical interest in
as a target of science interest in language is maintained by
and its centrality to language, foundational and conceptual
our self-conception Philosophy. questions in linguistics,
as describers of quintessentially philosophical
reality, language problems about the connections
plays a key role in between mind, language and
philosophy. It is this the world, and issues about
role perhaps more philosophical methodology.
than anything else These springs sustain a rich and
that has explained fascinating field of philosophy
the continued close concerned with representation,
attention paid to
 language in the past communication, meaning and
century. truth.

Behaviorism PAVLOV, WATSON, and Although many All teachers use behavioral
SKINNER people disapprove of techniques of one kind of
the concepts of another in their classrooms.
behavioral Teacher condition students
engineering. It has through grades, their attitudes
increasingly become toward them, gestures, and in a
part of the thousand other ways.
educational process.
• Teacher have
conditioned to sit up
straight and to be
quite through looks,
grades and physical
punishment. • When
students are
emotionally
disturbed,
conditioning is one
way to develop a
step-by-step
program through
rewards (or
punishment.)
Christian Philosophy Denys Turner To develop biblical Virtue or moral Process of guided learning
character in the lives maturity where the teacher and the holy
of the students Knowledge or spirit combine efforts to help the
(virtue). intellectual learner to spiritually grow and
To secure for maturity mature, to more and more
students the Self-control or conform to the image of Christ.
appropriate wealth of physical maturity
knowledge of Christ Fortitude or
emotional maturity
Piety or spiritual
maturity
 Kindness or social
maturity
Confucianism Menciuz (Mengzi; c. 371-c), The main goal of To Confucius, the A learner-centered education is
Lu Confucianism is main objective of privileged in Confucianism so
aimed at bettering being an educator that human beings can be
individuals and the was to teach equipped and empowered to
society. Its primary people to live with realize and boarded, also.
goals are the to integrity. Through
educate people to be teaching, he
self-motivated and strove to resurrect
self-controlled. They the traditional
think everyone values of
should be benevolence,
responsibilities, propriety and
creating a harmonic ritual in Chinese
society. In a way, society.
they are peace
making religion.
Michaela Shane L. Zaragoza
Output #4
Educational System of Other Countries

Name of Levels of Description of Each Level Weak points Special Features

Country Education
Singapore Pre-School Pre-School - Optional for ages 3 - 6Pre-schools are run  Obsession over  Education in
Primary by companies, community groups and charities, so fees academic results is Singapore is
Secondary may be payable making kids free, all families
Optional uninterested in must pay small
Post- Primary - Compulsory from age 7Education at primary learning ‘miscellaneous’
Secondary level is free  Parentocracy is a fees, which are
phenomenon in explained by
Secondary - Mandatory secondary education runs for which a child’s the Ministry of
five grades, typically from age 12 to 17 education is shaped Education.
according to the
Optional Post-Secondary - After completing the wishes and  Has a huge
mandatory stage of education, students who want to opportunities that range of
progress to university attend a ‘pre-university’ center can be afforded by international
for 2 or 3 years of further study Alternatively, their parents. schools,
vocational training is offered teaching in
Physical Segregation - English and
problematic issue of other major
streaming and separating world
children into schools based languages.
on their abilities — top
schools, art schools, sports  Classroom
schools, Special Assistance instruction in
Plan schools and schools Singapore is
who support the highly-scripted
academically weaker and uniform
students. across all levels
and subjects.
Teaching is
coherent, fit-
for-purpose
 Direct School Admission and pragmatic,
Exercise benefits the drawing on a
affluent range of
pedagogical
Obsession with Top traditions, both
Schools Eastern and
Western.

Japan Primary Primary Elementary 1–6

6–
6 Shogakko Japanese students exhibit Japan’s unique
12
Middle a higher level of anxiety education system
Lower 1– 12–
Secondary Middle Middle
Secondary 3 15
3 Chugakko and a lower level of life relies on the concept
Upper 1– 15– satisfaction than their of “the whole child” or
Secondary Secondary 3 Kotogakko, aabr. koko
Secondary 3 18 counterparts elsewhere holistic education,
University where schools not
Tertiary Tertiary Bachelor's
18–
4
undergraduate National only develop
22 Academy daigakko;
daigaku; gakushi-katei academic knowledge,
but also foster
National Academy:
22– Master - daigakko; Shu- students’ social,
Tertiary Master's 2
24 shikatei Graduate emotional and
School
physical development.
National Defense
Academy: Ph.D. -
International
Tertiary Doctorate
24–
3
Boeidaigakko; standardized
28 Hakushikateidaigaku-
in; Hakushi Katei/
assessments highlight
Graduate School the excellence of
education and the
high level of equity in
Japan
China Primary Education School/Level Grades
Age Years Notes focused more on mastery Many Chinese schools
Secondary Primary education lasts 6 of knowledge don’t have central
Primary
Post- Primary
School
1–6 6–12 6 years and it is intended for heating, so both
children aged 6-12.
Secondary teachers and students
Junior
Tertiary (Lower) Also known as chuzhong ( leave their overcoats
Secondary 7–9 12–15 3
Secondary 初中）in China. on in winter. Schools
School
in China practice
Senior After the completion of
(Upper) 10– junior (lower) middle warm-ups every day
Secondary 15–18 3
Secondary 12 school, students can choose (and not just once
School to enter either general
a day) and
 (academic) senior do a general lineup.
secondary school or
vocational senior secondary The big break, which
school. Vocational senior is also the lunch
secondary programs last 3 break, usually takes
or 4 years. Senior
secondary school is known a whole hour Some
as (gaozhong高中）and elementary schools
vocational senior secondary
school is known as
also practice a ’nap
(zhongzhuan中专) in time’ of several
China. minutes after the
Post- Short Cycle 13–
18–20
2– lunch break. Teachers
secondary (Zhuanke) 14 3
are treated with great
Awarded upon completion
of programs requiring 4 to respect Many schools
Tertiary
Bachelor's 13– 5 years of study, depending
18–22 4 on the field of study. Also
take corporal
Degrees 16
know as (xueshixuewei学
punishments for
士学位) in China. granted There
Awarded upon completion is an academic
of programs requiring 2 to ranking poster
3 years of education,
depending on the major hanging in each
Tertiary
Master's 17–
22–24
2– field of study. Candidates classroom which gives
Degrees 18 3 may not be older than 35
years of age. Also known
an incentive to study
as (shuoshixuewei硕士学 harder. Chinese
位) in China. children study for
The completion of a more than ten hours
master's degree is required
for admission to a doctoral
a day. Schools are
program. Doctoral divided into public and
programs take 3 to 5 years private ones. The
to complete. It is also
possible to take a combined education system
master’s/doctoral program is based on verbatim
Tertiary
Doctoral 19–
in which students are
24–27 3 directly admitted to the
learning. Children
Degrees 21
doctoral programs upon from poor families
completing the master’s who don’t want
program. Students are not
awarded a master’s degree to study or are too
in the combined program naughty (as their
and are awarded with a
doctoral degree at the end
parents think) often
of the program. This type get kicked out
of combined program is of ordinary
elementary schools
 known as (shuoboliandu硕 and into kung
博连读) in China. Fu schools.
USA General level (or category) Level Age Parents are not involved flexibility it provides
Preschool Pre-kindergarten 3–5 enough schools are through the number
Compulsory education overcrowded lack of and diversity of
Kindergarten 5-6 diversity in gifted institution types it
1st grade 6-7 education lack of teacher encompasses.
education innovation
Elementary 2nd grade 7-8
nationwide college-gender
school 3rd grade 8-9
gap Technology brings a
4th grade 9-10 whole new dimension to
5th grade 10-11 cheating.
6th grade 11-12
Middle
Junior high 7th grade 12-13
school
school 8th grade 13-14
Freshman/9th grade 14-15
High Sophomore/10th grade 15-16
school Senior high
Junior/11th grade 16-17
school
Senior/12th grade 17-18
Higher education
First year: "freshman
18-19
year"
Second year:
19-20
College Undergraduate "sophomore year"
(University) school Third year: "junior
20-21
year"
Fourth year: "senior
21-22
year"
Graduate school Ages
(with various degrees and curricular partitions thereof) vary
Continuing education
Vocational school Ages
Adult education vary
Finland Education in Finland Change in Education All – Finnish citizens
System have access to basic
education
 Academic degrees Vocational degrees Typical ages
Students who will go to
colleges must face Finnish schools are
doctor
employment problems due to the equal
licentiate absence of efficient The profession of a
master master (new) (+2-3) teachers, modified syllabus teacher is respected
bachelor bachelor (+3-4) and complete coursework Kids start school
18-19 with research lab. when ready for it
upper secondary school (voluntary) vocational school (voluntary) 17-18 Emphasis on
Throughout the year, pedagogic research
16-17
there is only one national Importance of inner
15-16
level exam for students to motivation
14-15 appear. After this No strict standards in
13-14 examination being over, teaching methods
the results are declared. In-school special
12-13
education
comprehensive school (compulsory) 11-12 At school levels, teachers Learning by doing
10-11 don’t bother to assess Little homework and
quality of students through short school days
9-10
tests and exams. School meals for all!
8-9

7-8
pre-school 6-
Australia  Primary school - Runs for seven or eight years, There's a general mistrust The Australian
starting at Kindergarten/Preparatory through to in education/teacher education system is,
Year 6 or 7. education/schools/teachers like most other
 Secondary school - Runs for three or four years, produced by political and developed countries,
from Years 7 to 10 or 8 to 10. media discourse. Teachers experiencing the
 Senior secondary school - Runs for two years, are governed through effects of neoliberal
Years 11 and 12. national teaching reforms. This means
standards. lots of things
Tertiary education including:
-a move to an
Tertiary education includes both higher education education market
(including universities) and vocational education and where parents can
training (VET). choose which school
their children will
send. We have 'free'
public schools funded
by state governments
and a range of non-
government schools
which are still funded
by the federal
government but
parents pay fees as
well. School funding
here is grossly
inequitable.
-standardized testing
(in particular a test
called NAPLAN) has
had enormous effects
on funding, school-
level decision making
and teaching. It's
narrowed teaching
dramatically and
changed the way
education systems
understand their
students (ie through
data produced from
this problematic test).
a fairly recent national
curriculum has
changed classrooms
hugely. Combined
with the emphasis on
producing data,
teaching and learning
is often far more
standardized and
content-focused.
 the education market
is spurred by a
website called My
School which
publishes data about
individual schools and
allows for comparison.
It's problematic as it
doesn't consider
significant contextual
factors that shape
individual schools,
teachers and
students.

United  Far too much Free, with an

Kingdom Key
stage
Year Final exam Age State funded schools
Fee paying
independent schools
government obligation on the local
tinkering and authority to provide
Nursery (or
3-4
interference. sufficient school
Politicians cannot places.
Pre-School)
Early
Years
Reception
(or 4-5 Infant Pre-
keep their hands off
education so that Qualified teachers
Foundation)
preparator
None, though y
individual 5-6 Lower

even if their reforms with normally at least

Year 1
schools may
KS1 set end of

are good (and not degree level

Year 2 year tests. 6-7
Primary
Year 3 7-8
all are) they never background, generally
Year 4 8-9
give them any in their core subject
chance to bed down (in secondary
9-
Year 5
KS2 10 Junior

before introducing a schools).

SATS
A grammar Preparator
school 10- y or Junior
new set of reforms.
Year 6
entranceexam, 11 Middle
often the 11-

Teachers High levels of

plus
 
comprehensive selective
schools schools
overloaded with teacher
Year 7
11- paperwork education, with
constant
12

None, though
 Schools judged by
KS3 Year 8
individual
schools may
12-
13
Secondary
Lower High
school school
Grammar
school
exam results, which updating of
massively skews skills provided
set end of
year tests.

Year 9
13-
14
Upper
Senior
(Public) what is taught, and (every teacher
how, and works has at least 5
 Year 10
14-
15
against support for days of
KS4
Upper
school
children with special professional
Year 11 GCSE
15-
16
needs. training every
 A National year).
Curriculum that is at  Generally good
times over quality school
Advanced
subsidiary
16-
Year 12 level or
prescriptive while buildings, with
17
school-set end
KS5 of year tests. College Sixth form

also seemingly in most cases

constantly changing the latest
Far, far, far too technology
17-
Year 13 A-Levels
18 
much testing of available.
children which  Strong support
massively gets in for children
the way of actual with special
education, and needs, with the
often restricts aim being to
education to what keep them in
can be tested. The mainstream
arts suffer schools if at all
particularly badly. possible
 Funding that is too  Robust
varied, and often - independently
because it is often verified
tied to results - national
tends to go to examinations
schools already well widely
funded. recognized
(and indeed
copied) in
many parts of
the world.
 Reasonable
class sizes -
rarely above 30
pupils per
class.
 New New Zealand's education system has 3 levels: Firstly, that standards are
Zealand being maintained despite
 early childhood education — from birth to school many changes and
entry age influences that make it
 primary and secondary education — from 5 to difficult for teachers to
19 years of age keep pace, let alone
 further education— higher and vocational improve the situation.
education. Secondly, that less able
students are not being
catered for as well as
others. Thirdly, that
schools cannot be held
solely responsible for
failure and low
achievement. Fourthly,
that significant increases in
expenditure wall be
needed if problems of low
attainment are to be
overcome.
welcome different
abilities, religious
beliefs, ethnic groups,
income levels and
ideas about teaching
and learning. We have
processes in place to
give our students
consistent, high-
quality education at
all levels.
Māori medium
education is where
students are taught all
or some curriculum
subjects in the Māori
language for at least
51% of the time
(Māori Language
Immersion Levels 1-
2).
Māori language in
English medium is
where students are
learning tereo Māori
as a language subject,
or are taught
curriculum subjects in
the Māori language
for up to 50% of the
time (Māori Language
Immersion levels 3-5).
Michaela Shane L. Zaragoza
Output #5
Legal Bases in Education

Legal Bases in Education Salient Features

The Philippine Constitution of 1987
(Article XIV: Education, Science and Technology, Arts,
Culture and Sports
 Training in civics, vocational efficiency and other skills to adults and
The Education Decree 6-A
(Educational development decree 1972)
 To strengthen national consciousness and promote desirable cultural
The Education Act of 1982
(Batang Pambansa Bilang 232)
 Establishing/ upgrading non-formal training programs for out-of-
 Quality education accessible to all.
 Complete, adequate and integrated relevant education.
 Free public education in the elementary and high school levels.
Elementary education is compulsory for all children of school age.
 Scholarship programs to deserving students especially to the
unprivileged.
 Non-formal, informal and indigenous learning systems.
disabled and out-of-school youth.
 Study constitution
 Study of Values

 To achieve and maintain an accelerating rate of economic
development and social progress.
 To assure of maximum participation of all the people in the
attainment and enjoyment of the benefits of such growth.
values in a changing world.
 Working arrangements.
 Financing the whole educational system.
 Accelerate economic development and social progress.
 Maximum participation.
 National unity, consciousness and values.
school youths and unemployed.
 Educational assistance program of the SNPL plan.
 Educational assistance program or the SNPL plan.
 Family planning in the curriculum.
 National textbook project.
 Master teacher plan.
 Program for decentralized education development.
 EDUCATION

Section 1. The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps
to make such education accessible to all.

Section 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people
and society;

(2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of
parents to rear their children, elementary education is compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available
to deserving students in both public and private schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study
programs particularly those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.

Section 3. (1) All educational institutions shall include the study of the Constitution as part of the curricula.

(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national
heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values,
develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological
knowledge, and promote vocational efficiency.

(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or wards in public
elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion
to which the children or wards belong, without additional cost to the Government.

Section 4.(1) The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.

(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by citizens of the
Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens. The Congress may,
however, require increased Filipino equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in citizens of the Philippines.

No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one-third of the
enrollment in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic personnel and their
dependents and, unless otherwise provided by law, for other foreign temporary residents.

(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions, their
assets shall be disposed of in the manner provided by law.

Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions, subject to the
limitations provided by law, including restrictions on dividends and provisions for reinvestment.

(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly, and exclusively
for educational purposes shall be exempt from tax.

Section 5. (1) the State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.

(2) Academic freedom shall be enjoyed in all institutions of higher learning.

(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission and academic
requirements.

(4) The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-academic personnel
shall enjoy the protection of the State.

(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of
the best available talents through adequate remuneration and other means of job satisfaction and fulfillment.