Galias Geoffrey FS 201 Foremost Filipino Educational Thinkers

Republic of the Philippines
EULOGIO “Amang” RODRIGUEZ INSTITUTE

OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc Manila
Student: Geoffrey Galias, MAEd
Subject: FS 201- Comparative Philosophy

of Education
Time: 10AM-1PM (Sat, 1st Sem SY 2019-20)
Professor: Dr. Eledio T. Acibar
m
Topic: Filipino Philosophy of Education-
er as
Foremost Filipino Educational Thinkers
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o.
I. INTRODUCTION: rs e
ou urc
The overarching topic is Filipino Philosophy of
Education, the last in the list of Comparative Philosophy of
Education. It consists of the following sub-topics, namely:
o
(1) Educational Philosophy of the Philippine Historical

aC s
Periods, (2) Foremost Filipino Educational Thinkers, (3)

vi y re
Moral and Values Education and (4) Curriculum and

Instructional Theory. The main discussion here are the
foremost Filipino educational thinkers. As a review, here
ed d
are the lists of the foremost thinkers of western

philosophy, theory of education and eastern philosophy
ar stu
before we dwell on the Filipino philosophers.

Western Philosophies
is
Idealism- Socrates, Plato, Immanuel Kant and Rene Descartes

Realism- Aristotle, Francis Bacon, and John Locke
Th
Rene
Immanuel
Pragmatism- Charles Sanders, John Dewey, and William James
Existentialism- Jean Paul Sartre, Friedrich Nietzsche,Descartes
Kant
and
Soren Keirkegaard
Analytic- Bertrand Russell, George Edward Moore, and Ludwig
sh
Wittgenstein
Socialism/Communism- Karl Mar, Friedrich Engels, and Paulo
Freire
Post Modernism- Jacques Derrida, Richard Rorty, and Michel
Foucault
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Theories of Education-
Perennialism- Mortimer Adler, and Robert Hutchins
Essentialism- Ed Hirsch and William Bagley
Thomism- St. Thomas Aquinas and Jacques Maritain
Progressivism- Jean Jacques Rousseau and William Heard
Kilpatrick
Social Reconstructionism- George Counts and Theodore Brameld
Behaviorism- Ivan Pavlov, John Watson and BF Skinner
Humanism- Carl Rogers and Abraham Maslow
Constructivism- Jean Piaget and Lev Vygotsky
Eastern Philosophy-
Hinduism- no single known proponent
Buddhism- Siddhārtha Gautama
Confucianism- Confucius
Taoism- Lao Tzu
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Islamic- Muhammad
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II. OBJECTIVES:
o.
a. Understand the different Filipino philosophy of
education.
rs e
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b. Apply the different Filipino philosophy in education.
o
III. CONTENT:
aC s
vi y re
JOSE P. RIZAL was born on June 19, 1861 in Calamba,

Laguna. His parents are Francisco Mercado and Teodora
Alonso. He learned the alphabet at the age of 3 and read
the bible at the age of 5. He studied at Ateneo de Municipal
ed d
and University of Santo Tomas but finished at a university

ar stu
in Madrid. He died on December 30, 1896 at Bagumbayan.
He believed that, “the mission of education is to elevate

is
the country to the highest seat of glory and to develop the

people’s mentality.”
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“Education is the foundation of society and a prerequisite

for social progress, only through education could the
sh
country be saved from domination.”
“Center on the provision of proper motivation in order to

bolster the great social forces that make education a
success to create in the youth an innate desire to cultivate
intelligence.”
“School must train the citizens the three phases of life:
moral, intellectual and physical.”
“The school is the book in which is written the future of

the nation. Show us the schools of a people and we will tell
you what those people are.”
ANDRES BONIFACIO was born on Nov. 30, 1863 at Tondo,

Manila. His parents were Santiago and Catalina de Castro.
He was married to Gregoria de Jesus. He died on May 10,
1897.
He believed that, “a man’s worth is not measured by his

stations in life neither by the height of his nose nor the
fairness of skin and certainly not by whether he is a priest
m
claiming to be God’s deputy. Even if he is a tribesman from
er as
the hills and speaks only his own tongue, a man is an
co
honorable man if he possesses a good character, is true to
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his word, has fine perceptions and is loyal to his native
o.
land.”
rs e
ou urc
MANUEL L. QUEZON was born on Aug. 19, 1878. His parents
were Lucido Quezon and Maria Dolores Molina. He studied at
Colegio de San Juan de Letran and University of Santo Tomas.
o
His wife was Aurora Aragon. He died on August 1, 1944.

aC s
vi y re
He believed that, “there can be no progress except under the

auspices of peace. Without peace and public order, it will
be impossible to promote education, improve the condition of
the masses, protect the poor and ignorant against
ed d
exploitation and otherwise ensure the enjoyment of life,

ar stu
liberty and property.”
CAMILO O. OSIAS was born on March 23, 1889 at Bacnotan,

La Union. His parents were Manuel Osias and Gregoria
is
Olaviano. He studied in Ilocos Sur but was sent as scholar

in the USA. He was a Senate President. He died in Manila
Th
in 1976 at age of 87.
He advocated that the educational system must contribute

sh
towards the achievement of the goals of education by

inculcating in the minds and hearts of the youth the value
of preserving the patrimony of the country, promoting the
general welfare of the people.
He believed that, “school has an important role in the
dynamic nationalism and internationalism in relation to
democracy in the education of the youth. Our education
should instill love for work, spirit of tolerance, respect
for law, love for peace and practice thrift.
Dr. Osias’ suggested for the Philippine schools:

1. Preserve the solidarity of Filipino;
2. Maintain the unity of the Philippines;
3. Work out a proper equilibrium in economic order;
4. Develop social justice;
5. Observe the merit system in government service;
6. Promote peace and national defense;
7. Uphold the inalienable rights of life, property,
liberty, and happiness;
8. Keep in their prestige majesty the fundamental
m
freedom, especially freedom of speech, freedom of press,
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freedom of peace and assembly, and freedom of worship;
co
9. Conserve the principle of equality;
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10. Hold high the ideals of religion;
o.
11. Keep over aloft the torch of education, and
rs e
12. Make democracy a living and functional reality.
ou urc
RAFAEL PALMA was born on Oct. 24, 1874 at Tondo,
Manila. He finished his secondary school at Ateneo Municipal
o
de Manila and studied Law at the University of Santo Tomas.

He was a politician, Rizalian, writer, and educator. He
aC s
vi y re
became the fourth President of the University of the

Philippines.
He advocated Academic Freedom. He believed that, “the

ed d
teacher should not dramatize. He has no right to impose on

ar stu
his students his theories nor his personal belief. He is

expected to stimulate free discussion, leaving to his
students the choice of the system of thought which satisfies
their reason.”
is
“The primary purpose of education is to develop their

Th
individuals to his highest efficiency so that he can be of

use to himself and to the community.”
sh
“Education must produce individuals who are both useful to

themselves and to society.”
JORGE BOCOBO was born on Oct. 19, 1886 at Gerona,

Tarlac. He obtained law degree from Indiana University as
government scholar and passed the bar in 1910 and became
instructor at the University of the Philippines. He drafted
speeches for President Quezon and advocated Philippine
independence. He believed that, “Filipino culture and
tradition should be the basis of a truly Filipino education.
He equated education with patriotism and nationalism and

believed that education is means of preparing the individual
for a democratic way of life.
CONRADO BENITEZ was born on Nov. 26, 1889 in Pagsanjan,

Laguna. He spent most of his career in the public service
through the positions he held in the government.
He was the first president, as well as chairman, and one of

the original incorporators of the Philippine Rural
Reconstruction Movement.
m
er as
He testified in front of the United States Senate Committee
co
on the Philippines in 1919 to explain the state of higher
eH w
education in the Philippines. His 1926 textbook History of
o.
the Philippines was widely used in Philippine public
schools.
rs e
ou urc
He believed that, “combat the four major evils that plague
our country: poverty, illiteracy, disease and civic inertia.
o
Teaching by example and sharing, yet always bearing a

blessing.”
aC s
vi y re
“The qualities that should distinguish the educated

Filipinos of today are (1) power to do (2) knowledge of the
past and current events and (3) possession of the elements
ed d
of conduct that are the accomplishment of culture and

ar stu
morality.”
“The function of our school is neither to fit the individual

for the past which is dead and gone, nor to prepare him for
is
a remote future which is problematic, rather it is to train

the individual so that he will be a member of the world as
Th
it is.”
FRANCISCA TIRONA BENITEZ was born on June 4, 1886 in

sh
Imus, Cavite. She was the Founder of Philippine Women’s

University. She is a shining example of Filipino womanhood.
She believed that, “every Filipina should aspire to be: one

who has successfully combined the art of homemaking and the
pursuit of a career and still be of service to the
community.”
LOURDES QUISUMBING was appointed as the first woman

Secretary of Education, Culture and Sports of the Republic
of the Philippines by President Corazon C. Aquino (1986-
1990) and later as Secretary-General of the UNESCO National
Commission of the Philippines (1990-1998). These were her
important milestones in a life dedicated to the educational
mission.
She believed that, “education must strengthen the dignity of

the learner as a human person. As such, the various
dimensions of man’s personhood have to be fully developed by
the school system through an effective and systematized
values education.”
m
er as
co
Some Issues and Concerns on Filipino Philosophy and World-
eH w
class Philosophers
o.
rs e
Rolando M. Gripaldo argued that there is indeed a
ou urc
Filipino Philosophy. However, he disagreed with the
approach used by Leonardo Mercado and Florentino Timbreza,
which used the “cultural approach” in that they attempted to
o
extract, as it were, the philosophical underpinnings or

presuppositions of a people’s culture as culled from their
aC s
vi y re
languages, folksongs, folk literature, folk sayings, and so

on. Although this approach in itself is a significant
contribution to the development of the philosophical
landscape of the Philippines, it should not be confused with
ed d
the traditional usage of the term “Filipino philosophy” as

ar stu
used by historians of philosophy. And so with Filipino

Philosophers.
He further continued that in the traditional approach, our

is
first philosophers were Enlightenment thinkers in that they

were influenced by the European Enlightenment. The
Th
Enlightenment movement of the 18th century in Central Europe

traveled to Spain in the first half of the 19th century and
reached the Philippines in the second half of that century.
sh
Jose Rizal, who bought all the works of Voltaire, was an

Enlightenment thinker. He subscribed to the ideas of the
Enlightenment: the dominance of reason with its capacity to
emancipate mankind from its woes; the primacy of education
as a tool for enlightenment; the inevitability of progress
brought about by science and technology; the deistic belief
that God created the universe with the laws of nature and
left it perfectly working by itself, never to interfere with
it again; the confidence that man can solve all his problems
because these are humanly, not divinely, created; and the
like. Andres Bonifacio, by the Enlightenment idea of the
social contract and developed his own version. He converted
the blood compact into a kinship contract between the
Spaniard s and the native Filipinos. He advocated the view
that a revolution is justified when there is a breach of
contract.
In short, we have at least three ways to become a genuine

philosopher:
(1) we can innovate (from Kantian to neo-Kantian),

(2) we can reject an old philosophical thought and
m
create a new path to philosophizing, and
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(3) we can review old philosophical questions and
co
offer a new insight or philosophical reflection.
eH w
o.
Concepts on Filipino Philosophy and Philosophers
rs e
ou urc
Philosophical Association of the Philippines (PAP): The
same situation can be said of the Philosophical Association
of the Philippines. Established in the 1970s, it did not
o
have the grand vision of regularly circulating as an

association in philosophical activities outside of the
aC s
vi y re
country. It held national seminars but it did not even

publish its proceedings nor did it publish a philosophical
journal. Moreover, it did not aspire to become a member of
the FISP, which demands of a prospective member that the
ed d
philosophical association should have a regular minimum

ar stu
number of membership, a tradition of scholarly publications,

and a regular amount for an annual FISP membership. The PAP
was content with just holding an annual seminar and a mid-
year seminar. Its income is spent in monthly meetings rather
is
than in financing publications. Year in and year out, PAP

holds annual seminars and midyear seminars and spends the
Th
money in preparation for the following year’s seminars. What

for?
sh
We need to revitalize the PAP and steps have been taken

towards this direct ion. PAP has published the second
volume of its conference proceedings. It has adopted and
participated in the publication and distribution of
Philosophia International Journal of Philosophy, which is
abstracted in The Philosopher’s Index, Bowling Green, Ohio.
PAP has tied up with the Philippine National Philosophical
Research Society (PNPRS) and the Philosophical Association
of Northern Luzon (PANL). PAP will certainly be happy if the
Philosophical Association of the Visayas and Mindanao will
become an institutional member of PAP. In this way, PAP’s
membership will be augmented. Since PAP is now a member of
FISP and has now a journal, we hope it can bid to host the
World Congress of Philosophy for 2023 or 2028. In an earlier
version of this paper, the hope was for the 24th World
Congress of Philosophy but PAP did not bid to host the
Congress. Beijing got the slot.
CONCLUSION:
When it comes to Filipino philosophy scholars and

philosophers making a dint in world philosophy circles, it
is virtually zero. Every now and then this Filipino minority
m
group read papers in world philosophy conferences. But many
er as
of their counterparts in Asia, like the South Koreans, the
co
Chinese, the Japanese, and the Indians were there in droves
eH w
reading different papers. The point here is that we Filipino
o.
scholars and philosophers are talented. We can face the
rs e
philosophy world with confidence and with a high standard of
ou urc
scholarship or philosophizing. We need world exposure, and
we need to help each other fulfill this exposure. Instead of
competing among ourselves locally and trying to outsmart
o
each other, or trying to brag which department of philosophy

or which philosophical association is the best, and in the
aC s
vi y re
process pull each other down, we need to cooperate and pull

each other up. The task of showing the world that we have a
vibrant umbrella philosophy organization—t he PAP—worthy of
world respect and that we have world class philosophy
ed d
scholars and philosophers is in our hands.

ar stu
IV. REFERENCES:
is
www.wikipedia.com
www.google.com/images
Th
http://udyong.gov.ph/teachers-corner/5792-a-glimpseon- educa
tional-philosophy-of-filipino-educator
PAPER: The Making of a Filipino Philosopher (2017a) Rolando
sh
M. Gripaldo, De La Salle University, Manila.
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Republic of the Philippines

EULOGIO “Amang” RODRIGUEZ INSTITUTE

Student: Geoffrey Galias, MAEd

Subject: FS 201- Comparative Philosophy

Time: 10AM-1PM (Sat, 1st Sem SY 2019-20)

Professor: Dr. Eledio T. Acibar

(1) Educational Philosophy of the Philippine Historical

Periods, (2) Foremost Filipino Educational Thinkers, (3)

Moral and Values Education and (4) Curriculum and

are the lists of the foremost thinkers of western

before we dwell on the Filipino philosophers.

Idealism- Socrates, Plato, Immanuel Kant and Rene Descartes

JOSE P. RIZAL was born on June 19, 1861 in Calamba,

and University of Santo Tomas but finished at a university

in Madrid. He died on December 30, 1896 at Bagumbayan.

He believed that, “the mission of education is to elevate

the country to the highest seat of glory and to develop the

“Education is the foundation of society and a prerequisite

country be saved from domination.”

“Center on the provision of proper motivation in order to

“The school is the book in which is written the future of

ANDRES BONIFACIO was born on Nov. 30, 1863 at Tondo,

He believed that, “a man’s worth is not measured by his

His wife was Aurora Aragon. He died on August 1, 1944.

He believed that, “there can be no progress except under the

exploitation and otherwise ensure the enjoyment of life,

liberty and property.”

CAMILO O. OSIAS was born on March 23, 1889 at Bacnotan,

Olaviano. He studied in Ilocos Sur but was sent as scholar

in 1976 at age of 87.

He advocated that the educational system must contribute

towards the achievement of the goals of education by

Dr. Osias’ suggested for the Philippine schools:

de Manila and studied Law at the University of Santo Tomas.

became the fourth President of the University of the

He advocated Academic Freedom. He believed that, “the

teacher should not dramatize. He has no right to impose on

his students his theories nor his personal belief. He is

“The primary purpose of education is to develop their

individuals to his highest efficiency so that he can be of

“Education must produce individuals who are both useful to

JORGE BOCOBO was born on Oct. 19, 1886 at Gerona,

He equated education with patriotism and nationalism and

CONRADO BENITEZ was born on Nov. 26, 1889 in Pagsanjan,

He was the first president, as well as chairman, and one of

Teaching by example and sharing, yet always bearing a

“The qualities that should distinguish the educated

of conduct that are the accomplishment of culture and

“The function of our school is neither to fit the individual

a remote future which is problematic, rather it is to train

FRANCISCA TIRONA BENITEZ was born on June 4, 1886 in

Imus, Cavite. She was the Founder of Philippine Women’s

She believed that, “every Filipina should aspire to be: one

LOURDES QUISUMBING was appointed as the first woman

She believed that, “education must strengthen the dignity of

extract, as it were, the philosophical underpinnings or

languages, folksongs, folk literature, folk sayings, and so