QUIAMBAO, JOSE MARIE F.

EDUC 202: FOUNDATION OF EDUCATION II-B

FINAL EXAMINATIONS IN PHILOSOPHY OF EDUCATION

I. 4 CHOSEN PHILOSOPHIES OF EDUCATION

There are four primary educational philosophies, each related to one or more of the
general philosophies within the epistemological frame that focuses on the nature of
knowledge. These 4 Educational Philosophies are known considered to be the major among
all other ideology across the entire globe. These four major schools of thought approaches to
teaching are now being implemented in classrooms all over the world. It approaches place a
strong emphasis on WHERE we should educate, rather than WHEN we should teach it
the element of the curriculum.
 PERENNIALISM
The goal of education, according to Perennialists, is to ensure that pupils gain
knowledge of Western civilization's major concepts. The emphasis is on teaching
everlasting ideas and seeking permanent truths that are constant and not changing. As a
result, the main emphasis in a worthwhile education is intellectual development. The rigorous
curriculum emphasizes students' improvement in long-term subjects. Humanity's greatest
achievements are stressed, such as significant works of literature and art, as well as
scientific laws and concepts. Robert Maynard Hutchins, who devised a Great Books
Program in 1963, and Mortimer Adler, who further refined this curriculum based on
100 great books of Western civilisation, are both proponents of this pedagogical
philosophy.
 ESSENTIALISM
Essentialists think that there is a core of information that should be taught to pupils. The
focus of this conservative viewpoint is on the intellectual and moral standards that should be
taught in schools. The curriculum's backbone is the vital skills and information, as well as
academic rigor. Essentialists allow the possibility that the core curriculum will change unlike
Perennialism. Education should equiped pupils to be productive members of society. It
should concentrate on facts, the actual reality of the situation, and "the fundamentals,"
or training. Students should be able to read, write, communicate, and compute in a clear
and logical manner. Some Proponents of Essentialism are: William Bagley (1934), James
D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer
(1985).
 PROGRESSIVISM
Progressive ideologist stands that rather than focusing on the curriculum or the teacher,
education should focus on the complete child. This educational concept emphasizes the
need of pupils testing concepts through active exploration. Learning is based on the
questions of learners. It is active rather than passive. The learner is a problem solver and
thinker who derives meaning from his or her unique physical and cultural experiences.
Progressivist educators employs the Learning by Doing approach as proposed by its John
Dewey, its foremost proponent. One of his tenets was that the school should improve the
way of life of our citizens through experiencing freedom and democracy in school, and
books are just tools, rather than authority.
 SOCIAL CONSTRUCTIVISM
Social reconstructionism is a philosophical movement that emphasizes the discussion of
social issues and the pursuit of a better society and global democracy. It emphasize a
curriculum that pinpoints education's goal of social reform. Curriculum focuses on
student experience and taking social action on real problems, such as violence, hunger,
international terrorism, inflation, and inequality. Paulo Freire (1921-1997) a Brazilian whose
experiences living in poverty led him to champion education and literacy as the vehicle for
social change through writing his book regarding reconstructivism, “The Pedagogy of the
Oppressed” and it is his attempt to help the oppressed fight back to regain their lost
humanity.
 TRADITIONAL CONTEMPORARY
CATEGORIES Social
Perennialism Essentialism Progressivism
Reconstructivism
TIME preserving the past growth, reconstruct present, change
society, shape future
VALUE fixed, absolute, objective changeable, subjective, relative
PROCESS focuses on teaching focuses on active self-learning
CURRICULUM for its own self-importance all have similar value
LEARNING composed of three Rs three Rs, arts, sciences, vocational

II. TRIFOCALIZATION IN THE PHILIPPINE EDUCATIONAL SYSTEM

The government's education bureaucracy is divided into three parts: the Department of
Education, the Commission on Higher Education, and the Technical Education and
Skills Development Authority. These are the three governing bodies in the education
sector are the CHED for tertiary and graduate education, the DepEd for basic
education, and the TESDA for technical-vocational and middle level education.
The trifocal education system refocused DECS' mandate to basic education which
covers elementary, secondary and non-formal education, including culture and sports.
TESDA administers the post-secondary, middle-level manpower training and
development while CHED supervise tertiary degree programs.
 DepEd: Target beneficiaries are all K to 12 and ALS learners and teachers in all. To
provide quality education at all levels and shall take appropriate steps to make such
decisions. The beneficiaries of this program cover all public schools
and learners, catering to their immediate needs as mandated by the Education For All
Program.
 TESDA: The Technical Education and Skills Development Authority serves as the
Philippines' Technical Vocational Education and Training authority. As a government
agency, TESDA is tasked to both manage and supervise the Philippines' Technical
Education and Skills Development.
 CHED: Philippine government's agency in charged with promoting relevant and quality
higher education, ensuring access to quality higher education, and guaranteeing and
protecting academic freedom for continuing intellectual growth, advancement of learning
and research development.