ARELLANOUNIVERSITY

Manila, Philippines
School of Education
CA2: Professional Education
2021-2022, First Semester

Essential Lesson 2: TEN FUNDAMENTAL EDUCATIONAL PHILOSOPHIES

Traditionalism Traditionalism is an educational movement by academic institutions with a more

purely academic purpose, which is to develop the mental ability of students whose
learning and values must be grounded on the Western cultural heritage, which must
be passed on to the next generation. In other words, traditional or classical schools
maintain the emphasis on Western culture and tradition specifically on traditional
American education that is strongly founded on Greek and Roman ideas and
values.

With the teacher as the sole authority taking the center stage, traditional education
provides less emphasis and concern on learners who must get more learning
outcomes from their mandated lessons which must mold or shape students’ moral
development and competence for their future contribution in the workplace.
Moreover, it protects, preserves, and develops traditional indigenous skills and
cultures. By expectation, traditional education empowers indigenous peoples to
participate more fully in their communities. Through this empowerment, the
indigenous peoples are hoped to attain freedom and social justice in their
communities. Thus, traditional education aims to (1) to prepare the young into adult
life; (2) enable the young to understand fully the custom of the society and
traditions; (3) instill good norms and conduct in the community and the future
workplaces. In the classroom setting, these educational aims are primarily realized
by making students learn mostly through experiences, collaboration, and play.

However, while traditional schools cultivate interpersonal skills that lead to the
students’ gain of more confidence in public speaking, they demand students to
work and learn under pressure. In a traditional classroom, there is no flexibility in
study hours; thus, there is a narrow variety of interactions between and among
learners, and with the teacher. The learning environment, teaching and learning
processes are given structures and control by strict rules. Thus, a traditional teacher
is mainly tasked to moderate and regulate the flow of information and knowledge
by strictly following the standard of the mandated curriculum. Within and along the
processes of instructional delivery, standardized tests are administered at regular
intervals to test students' knowledge and comprehension.

Fundamentally, the traditional education highly focuses on the teacher and what
they teach, and not on the students and how they can learn, which prompted
progressive education to emerge with a more progressive and aggressive argument
to offer.

1|Page
Progressivism Progressivism is a philosophical movement as well as a political movement, which
advances a way of thinking that focuses on social progress. The idea of progress is
the belief that human society is improving over time. Within the specific spectrum
of education, progressivism is the overarching belief of an educational movement
which is a response to traditional methods of teaching. It gives more value to
experience than formal learning. It is based more on experiential learning that
concentrates on the development of a child's talents. Therefore, from the traditional
focus of teaching, a shift to the progressive focus of learning has eventually
emerged with the work of John Dewey as the primary proponent. Dewey believed
that students learn better by experiencing the idea or principles first-hand, and not
vicariously from teachers’ lectures and discussions or merely from teachers
requiring students to just indulge into reading to gain learning from books.
Dewey’s tenet that the school should improve the way of life of the citizens
through experiencing freedom and democracy in schools is the end goal of his
philosophy.

In a progressive school, the learner becomes the center of the teaching process of
facilitating all processes towards the nurturing of the students for their
development. All teaching processes especially the lesson planning process must be
based on the learners’ developmental needs and interests. These processes are
consonant to Dewey’s belief that education is life, growth, reconstruction of human
experiences, and a social process. This learning-by-doing philosophy engages
learners actively into the teaching-learning processes that is intended to usher them
all into individual and collective construction of learning through the cognitive
processes of inquiry, discovery, and then finally, experience. This learning by
experiential construction and training stress that students should test ideas and
principles by active and actual experimentation. According to Dewey, learning is
rooted in the questions of learners that arise through experiencing the world. It is an
active, and not a passive learning process. The learner is a problem solver and
thinker who makes meaning through his or her individual experience in the
physical, social, and cultural contexts.

Thus, students are encouraged to ask "How?" and "Why?" rather than just
accepting facts for what they are. Students solve problems in the classroom, which
are life-like because they will encounter these problems in their everyday lives.
Students interact with one another and develop social qualities such as cooperation
and tolerance for different points of view. Henceforth, the classroom or the
school is considered a laboratory in which the learner takes active part in learning
by doing processes. Progressive education has strongholds in the advancements in
science and technology for economic development and social organization, which
are now vital to the improvement of the human condition especially in the
pandemic. A remarkable progressive classroom must provide students with the
opportunities that can make them (1) create the assigned ongoing science projects,
(2) integrate technology, (3) replace homework with engaging in-class activities,
(4) eliminate unnecessary rules and consequences, and (5) involve students in an

2|Page
 authentic evaluation of their learning.

Because students are trained to become problem-solvers and active constructors of

learning, effective teachers must provide the necessary experiences so that students
can learn by doing. Curriculum content is derived from student interests and
questions. The scientific method is used by progressive educators so that students
can study matter and events systematically and first-hand. The instructional
delivery emphasis is on: (1) process-how one comes to know, but which must be
done through teachers’ proper stimulation, direction, and guidance; and on (2)
shared decision making, planning of teachers with students, student-selected topics.
In a progressive classroom, books are just tools, rather than authority.

In the new normal brought to the fore by the COVID-19 pandemic, progressive
education comes in the forms of distance education, online education, alternative
learning systems, open or borderless classrooms or schools without walls,
cooperative learning, blended learning, multiage approaches, whole language, the
social curriculum, experiential education, and a lot more. These numerous forms of
alternative schools have important philosophical roots in progressive education.

Progressivism believes that reality is constantly changing, and so nothing is ever

static and stable. Because reality is constantly changing", and thus, schools must
not focus on a fixed body of knowledge. If traditional education
values structures and repetition of the give-receive teaching and learning scheme,
progressive education values interdisciplinary work under the facilitating and
nurturing guidance of a progressive teacher.
Idealism Idealism generally asserts that "reality" is in some way indistinguishable or
inseparable from human perception and/or understanding. Further, it believes that
the ultimate nature of reality is ideal, or based upon ideas, values, or essences. It
holds that the external, or real world cannot be separated from consciousness,
perception, mind, intellect, and reason in the sense of science. Idealism associates
reality to ideas in the mind rather than to material objects. It lays emphasis on the
mental or spiritual components of experience, and renounces the notion of material
existence. The underlying principle of idealism is that reality is largely an extension
of mental processes, which are the true reality. Idealism proposes that ideas are
universal and eternal, unlike physical objects, which are subject to the alteration of
the forces of nature.
Plato is known as the father of idealism. However, his ideas were originally elitist,
with the philosopher king as the ideal ruler. Platonic idealism usually refers
to Plato's theory of forms or doctrine of ideas. It holds that only ideas encapsulate
the true and essential nature of things, in a way that the physical form cannot.
Idealism is believing in or pursuing some perfect vision or belief.
An example of idealism is the belief of people who think they can save the world.
Behavior or thought based on a conception of things as they should be or as one
would wish them to be is idealization.  This idealization is anchored on five
fundamental principles: (1) Idealism believes in the Universal Mind. (2)
Idealism regards Man as a Spiritual Being. (3) The World of Ideas and Values is

3|Page
 more important than the world of Matter. (4) Real knowledge is perceived in mind.
(5) Idealism stresses on the Principle of Unity of Diversity.
Being the oldest philosophy, idealism has influenced other subsequent
philosophies. Idealism emphasizes the principle of self-discipline, which leads to
the development of the 'Self' of an individual. Idealistic philosophy
in education emphasizes 'the exaltation of personality', which is the result of self-
realization, and is achieved by spiritual knowledge and self-discipline. The main
focus of idealism is on conscious reasoning in the mind. Plato believed that learners
should concern themselves in searching for the truth. As a Greek philosopher, he
believed that man did not create knowledge but discovered it.
Idealism assigns a very important place to the teacher who is respected as a guide,
and philosopher who shares ideas, and allows learners to think away from books or
from teacher's words, which are taken as a universal truth. An idealist
teacher encourages his/her pupils to think and ask more questions in an
environment that is conducive for learning. Young learners nowadays are very
inquisitive and curious; and with the help of an idealist teacher, he/she can make
the pupils discover new learning through asking questions. In idealist educational
philosophy, which expresses a teacher centered approach, the teacher is required to
reveal the embedded knowledge in students' subconscious and be a good role
model both as morally and culturally. The learners’ subjects are organized in a
hierarchical order, and the Socratic Method is adopted as discussion and
questioning technique. Other methods of teaching employed by an idealist teacher
are: (1) lecture and discussion method, (2) questioning method, (3) self-study
method, (4) imitation method, and (5) meditation and concentration method.
Idealists may be the most effective problem solvers because they are able to
imagine an outcome that is better than anything otherwise conceived of. However,
idealism is commonly seen to have remained an abstract & vague doctrine. It is
only concerned with the ultimate end of life as the consequence of serious thinking
and mental activities resulting into the achievement of immortal values: Truth and
Beauty.
Because idealism teaches the learner to look at what a situation can be and what it
looks like, and it advances the belief that reality is a mental construct; then, in the
end the learner becomes a dreamer. In today’s pandemic, a person who always
dreams without practical achievements will likely find difficulty in his/her daily
subsistence. The lack of practicality looms large as the weakness of idealism as an
educational philosophy, which is the strength of the philosophy of realism because
it teaches the learner to look into what a situation is, in reality; and it drives the
learner to look into the actual view of a situation.
In philosophy, realism, which is usually seen as an opposite of idealism, holds the
viewpoint, which accords to things which are known or perceived an existence or
nature, which is independent of whether anyone is thinking about or perceiving
Realism them. Philosophers who profess realism often claim that truth consists in a
correspondence between cognitive representations and reality. When simply put, it
is a way of portraying or thinking about reality through an accurate, detailed,
unembellished depiction of nature or of contemporary life, which is the truthful

4|Page
 treatment of the common, average, everyday life. Realism rejects imaginative
idealization in favor of a close observation of outward appearances.
Realism focuses on the immediate, the here and now, the specific actions and their
verifiable consequences.  Thus, a realist sees the world “as it is,” and the realist has
the natural inclination to view all sides of an issue from an objective stance. A
realist is not swayed by unconscious bias or idealistic aims that easily move most
people; rather, the realist sees the truth and prefers it to be unvarnished. However,
consistent realism excludes four things, which appear to be essential ingredients of
all effective thinking: a finite goal (unrealistic), an emotional appeal (subjective),
a right of moral judgement (sometimes flawed), and a ground for action
(inappropriate). These are some reasons why realists tend to believe that whatever
we believe now is only an approximation of reality, but that the accuracy and
fullness of understanding can be improved. In realism, people are pictured with
genuine jobs and problems. For example, a work of a realist writer or teacher might
chronicle the life of an average farmer. Rather than using fun metaphors or imagery
to represent real situations, a realistic writer or teacher would show the
undramatized life and dialect of the area.

When applied to education, educational realism is the belief that we should study
logic, critical thinking, and the scientific method to teach students to perceive and
understand reality. Educational realists believe that the job of schools is to teach
students about the world around them. To realize this belief, education should aim
to teach the learner truth rather than beauty, for the learner to understand the
present practical life; and thus, prepare the practical man to the present real world.
Moreover, education must provide the learner a complete knowledge and
understanding of human society human nature, motives, and institutions by
explaining how each learner is related to the world of man, and to the world of
nature.

In the classroom, the teacher’s instructional delivery method of teaching is to

abstract from the personality of both the teacher and the pupils and allow the facts
to speak for them. In the process of presenting facts, the teacher is not expected to
express his subjective opinion on the matter. The realist teacheremphasizes a
curriculum focusing on the subject matter of the physical world, particularly
science and mathematics. The teacher organizes and presents content
systematically within a discipline, demonstrating use of criteria in making
decisions.

By sheer comparison, an idealist teacher or learner envisions or sees things in an

ideal or perfect manner, which is shaped by the teacher’s or learner’s thoughts and
ideas while a realist teacher or learner tends to see toward a more pragmatic or
practical and actual view of a situation. This realistic, practical, and actual view of
human situation leads to the emergence of the philosophy of pragmatism.
Pragmatism Pragmatism is another philosophical movement that includes those who claim that
an ideology or proposition is true if it works satisfactorily, that the meaning of a
proposition is to be found in the practical consequences of accepting it, and that

5|Page
 unpractical ideas are to be rejected. Pragmatism means thinking of or dealing with
problems in a practical way, rather than by using theory or abstract principles.
There are four characteristics of pragmatism: the rejection of skepticism; the
willingness to embrace fallibilism; the rejection of sharp dichotomies such as those
between fact and value, thought and experience, mind and body, analytic and
synthetic, etc; and 'the primacy of practice'. Pragmatism focuses on the practical
outcomes of what we think and do. Thus, a core focus of Pragmatism is on practice.

As an educational philosophy, pragmatism says that education should be about life

and growth. That is, teachers should be teaching students things that are practical
for life and encourage them to grow into better people. In education, pragmatism is
an approach to learning and teaching that focuses on keeping things practical. Its
key theorist is John Dewey who is the Father of Pragmatism. It has four
principles: Unity, Interest, Experience, and Integration. Pragmatism regards teacher
as a helper, guide and philosopher. The chief function of a pragmatic teacher is to
suggest problems to his learners, and to guide and stimulate them to find by
themselves the solution, which will work. The essence of pragmatic method is
learning through personal experience of the child. Generally, pragmatist education
means preparation for practical life. The child should be capable of tackling
practical problems in real-life situations by the use of a pragmatic method which is,
thus, a problem-solving method. Pragmatic curriculum deals with the integration of
subjects and activities with the end point of making learners practical thinkers
whose focus is on the processes behind any task, initiative, or
goal. Pragmatists want to construct flexible, dynamic and
integrated curriculum which aids the developing child and the changing society
more and more as the needs, demands and situation require. However,
pragmatism is criticized for focusing on practical results and ignoring philosophy
and theory which may explain why results are such practical.

By contrast, pragmatism is the pursuit of practicality over aesthetic qualities with a

concentration on facts rather than emotions or ideals while realism is a concern for
fact or reality and rejection of the impractical and visionary. Moreover,
realism favors practicality and accepting the physical facts of life while pragmatism
views that practical consequences are the criteria of knowledge, meaning, and
value. On the other side, idealism follows long-term visions and goals while
pragmatism achieves short-term goals. Further, idealists are rigid and would fight
for the ideal situation for their work, whereas pragmatists go with whatever is in
their hands. Thus, idealists could be similar to extremists as they follow all or
nothing at all while pragmatists and realists could be constantly dissenting and
redirecting course of actions.

Essentialism Essentialism holds the view that some properties of objects are essential to them.
The “essence” of a thing is conceived as the totality of its essential properties.
Likewise, it views that certain categories (e.g., women, racial groups, dinosaurs,
original Picasso artwork) have an underlying reality or true nature that one cannot
observe directly. Moreover, essentialists think that familiar categories—dogs and

6|Page
 cats, space and time, emotions and thoughts—have an underlying essence that
makes them what they are. Likewise, they advanced that people and things have
natural and essential common characteristics, which are inherent, innate and
unchanging. However, they claimed that theories of essentialism differ with respect
to their conception of what it means to say that a property is essential to an object.
Consequently, this difference in their belief is a key barrier to the exactness of
scientific understanding of things. William C. Bagley, America's most influential
philosopher of teacher education, has become known as the Father of
“Essentialism.

As an educational philosophy, essentialist teachers focus on transmitting a series of

progressively difficult topics and promotion of students to the next level or grade.
Subjects to be studied are focused on the historical context of the material world
and culture, and move sequentially to give a solid understanding of the present day.
Essentialist teachers believe that learners should learn the traditional basic subjects
thoroughly. Essentialist teaching must ensure that the accumulated wisdom of
human civilization as taught in the traditional academic disciplines is passed on
from the teacher to the student. Henceforth, essentialist teaching tries to instill all
learners with the most essential or basic academic knowledge and skills for
character development through traditional (or back-to-basic) approaches that can
promote reasoning, train the mind, and ensure a common culture for all citizens.
Moreover, essentialists believe that learners should be taught to be model citizens
by emphasizing traditional moral values and virtues. Essentialists argue that
classrooms should be teacher-oriented, and the teacher should serve as an
intellectual and moral role model for the students. An essentialist program
normally teaches learners progressively, from less complex skills to more complex
lessons. An Essentialist will usually teach the fundamentals of Reading, Writing,
Literature, Foreign Languages, History, Math, Science, Art, and Music. According
to the essentialists, when the essentials of these subjects are imbibed by the
learners, students will develop a sound foundation of basic knowledge.
An essentialist curriculum is structured to develop discipline and a common culture
of knowledge. Essentialists value deep knowledge on a few core subjects, as
opposed to more general knowledge on a wider array of subjects.

Essentialism is an educational philosophy that strives to ensure that learners acquire

a common core of knowledge—the essentials of life--in a systematic, disciplined
way. However, the essentialist teaching of the essentials may not be essential things
that other people or groups would uphold true at all times. From this gap, the
philosophy of perennialism contends that one should teach the things that are of
everlasting importance to all individuals, everywhere.
Perennialism
Perennialism was originally religious in nature, developed first by Thomas
Aquinas in the thirteenth century in his work De Magistro (On the Teacher). Thus,
as an educational philosophy, perennialists believe that the focus
of education should be the ideas that have lasted over centuries. They believe the
ideas are as relevant and meaningful today as when they were written. They

7|Page
 recommend that students learn from reading and analyzing the works by history's
finest thinkers and writers. Studying these finest works can develop learners’ power
of thought, make them internalize truths that are universal and constant, and ensure
that students acquire understanding about the great ideas of Western civilization.

Likewise, perennialists believe that learners’ understanding of great works of art,

literature, history and other fields as timeless pieces can create stable, shared
cultures. Thus, teachers are not concerned about the students' interests or
experiences. They use tried and true teaching methods and techniques that are
believed to be most beneficial to disciplining students' minds. In addition,
a perennialist classroom aims to be a closely organized and well-disciplined
environment, which develops in students a lifelong quest for the truth. For example,
the emphasis of reading, writing, speaking, and listening in the early grades
prepares the young learners in later grade levels that focus on the study of
literature, history, and philosophy. Perennialists disapprove of teachers requiring
students to absorb massive amounts of disconnected information. They recommend
that schools spend more time teaching about concepts and explaining they are
meaningful to students.

Perennialism is a teacher-centered philosophy of education, which is the most

conservative, traditional, and inflexible educational philosophy. However, the
perennialists’ teachings which focus on everlasting and enduring truths, which are
constant, unchanging, may have been challenged by the sudden emergence of the
COVID 19 pandemic that has brought forth a different way of survival.

Existentialism
Existentialism is a philosophical theory positing that people are free agents who
have control over their choices and actions; and thus, society should not restrict an
individual's life or actions because these restrictions inhibit free-will and the
development of that person's potential. More specially, it is a philosophy that
emphasizes individual existence, freedom and choice. It holds that, as there is no
God or any other transcendent force, the only way to counter this nothingness is by
embracing existence. From Jean-Paul Sartre’s “existence precedes essence”, it is
only by existing and acting a certain way that a person can give meaning to his life.
According to him, there is no fixed design for how a human being should be and no
God to give him a purpose. Moreover, existentialists advance that NOTHING is
predetermined. There is NO fate or destiny. Humans make themselves what they
are. Humans choose to believe what they do about themselves. Existential themes
are individuality, consciousness, freedom, choice, and responsibility.

Existentialism in education is a teaching and learning philosophy that focuses on

the student's freedom and agency to choose their future. Existentialist educators
believe there is no god or higher power guiding their students. According
to existentialists, good education emphasizes individuality.
Making existential methods within the classroom requires a balance during which
both teachers and learners as human beings preserve their identity. The main

8|Page
 roles of teachers are to: (1) help students define their own essence by exposing
them to various paths they take in life, (2) create an environment in which they
freely choose their own preferred way. These existential methods must lead to
learners’ development of self-reliance and self-directedness. Therefore,
schools exist to assist children in knowing themselves and their place in society.
The task of teacher is to awaken in students self-awareness and help them to be
'original' and 'authentic'.Existentialism states that a person’s life has no inherent
meaning or purpose; rather, it is the purpose that a person creates for his life that
gives him a sense of meaning. Thus, once a person accepts this as reality; then, he
can live his life freely, doing what he enjoys, so far as society allows him.

Existentialism is a student-centered philosophy because it places very high priority

on students directing their own learning.

Humanism
Humanism is a philosophical stance that emphasizes the value and agency of
human beings, individually and collectively. Generally, however, humanism refers
to a perspective that affirms some notion of human freedom and progress.
Moreover, humanism is a belief that human needs and values are more important
than religious beliefs, or the needs and desires of humans. Likewise, it believes that
the person creates his own set of ethics, which is based on reason and common
humanity, recognizing that moral values are properly founded on human nature and
experience alone. Thus, humanism is a set of ethics or ideas about how people
should live and act. People who hold this set of ethics are called humanists. In
modern times, humanism is close to secularism. It refers to a non-theistic approach
to life, looking to science instead of religious dogma in order to understand the
world.
Humanism was developed as an educational philosophy by Rousseau and
Pestalozzi, who emphasized nature and the basic goodness of humans,
understanding through the senses, and education as a gradual and unhurried process
in which the development of human character follows the unfolding of nature. The
ultimate purpose of humanistic approach in education is the learning process of
humanizing humans for the achievement of self-actualization, self-understanding,
and self-realization. The five basic principles of humanistic education can be
summarized as follows:
 Students' learning should be self-directed.
 Schools should produce students who want and know how to learn.
 The only form of meaningful evaluation is self-evaluation.
 Feelings, as well as knowledge, are important in the learning process.

The humanistic classroom provides a holistic approach to learning by keeping the

focus on the child. The student is respected as an individual, and is responsible for
making decisions about his learning. Humanistic lessons are not rigidly prescribed,
but flow according to the needs and inquiries of the student. The humanistic
approach emphasizes the personal worth of the individual, the centrality of human

9|Page
 values, and the creative, active nature of human beings. The approach is optimistic,
and focuses on the noble human capacity to overcome hardship, pain, and despair.

The Humanistic curriculum is based on the belief that education molds the person
who will soon render services for the well-being of the nation. Here, the individual
learner is not regarded as a passive or at least easily managed recipient of input.
S/he is the choosing or self-selecting organism. Learners are taught to value and
respect their coworkers for who they are, despite the presence of individual
differences. This leads to stronger workplace relationships and a more inclusive
work environment.

Humanistic learning is student-centered, so students are encouraged to take control

over their education. They make choices that can range from daily activities to
future goals. Students are encouraged to focus on a specific subject area of interest
for a reasonable amount of time that they choose.

Social reconstructionism is a philosophy that emphasizes the addressing

of social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that
highlights social reform as the aim of education. Specifically, concern for social
values, humane justice, human community, world peace, economic justice, equality
of opportunity, freedom and democracy are the significant goals
for reconstructionism. In addition, it holds that societies should continually reform
themselves in order to establish more perfect governments or social networks.

Brameld is best known as the founder of social reconstructionism. He

founded social reconstructionism as a response to the horrors of WWII. He
believed that education had the responsibility to mold human beings into a cohesive
and compassionate society.
Social
Reconstructionism The reconstructionist classroom contains a teacher who involves the students in
discussions of moral dilemmas to understand the implications of one's actions.
Students individually select their objectives and social priorities; and then, with
guidance from the teacher, create a plan of action to make the change happen.
Thus, the goal of reconstructionist learning for students is that they themselves may
envision the good future and spend their learning as a preparation for their role in
the future for which they reach. This is an idea of change for a better educational
system.

By operational definition, social reconstructionism has the purpose of making

learners aware of the social issues and then drives them to individual experiences as
tools to solving social problems. On the other hand, constructivism works a lot for
active learning; and thus, a constructivist puts the learner at the center point of
action.

10 | P a g e
 From the lecture, educational philosophies can be classified in some ways.

Those with relatively fixed and absolute beliefs that tend to preserve the past like
Idealism, Realism, Perennialism, and Essentialism can be classified as traditionally
teacher-centered as well as homogeneously or individually oriented educational
philosophies.

Summary Those with changeable and subjective beliefs that try to reconstruct the present,
and shape the future, or change the society like Existentialism, Humanism,
Pragmatism, and Social Reconstructionism are progressively learner-centered as
well as heterogeneously or socially oriented educational philosophies.

However, it must be noted that Existentialism, though progressively a learner-

centered philosophy, is not a socially oriented educational philosophy because it
puts freedom, choice, and decision for development exclusively to the individual.
Thus, it is highly individualistic.

Journal 2: TEN FUNDAMENTAL EDUCATIONAL PHILOSOPHIES (25

points)
Your Journal 2 must be written with these parameters:
Instructions FIRST paragraph must answer: What have I just learned from Lesson 2?
SECOND paragraph must respond to: What have I realized from what I have just
learned in connection to what I have learned and realized from Lesson 1?
THIRD paragraph must answer: What do I now want to resolve from what I have
just realized?

REMINDERS:
(1) Encode your ONE-Paged Journal in a legal size of 8.5 x 14 using Calibri 11;
single spacing within a paragraph, but double spacing between paragraphs.

(2) Submit it today before 12 midnight on November 27, 2021 to this Gmail:
lacuataferdie@gmail.com.
Reminders (3) Go over all the specific facts and concepts in Lesson 2 in preparation for
Formative Test 2 with 50 items to be given at 8AM via G-Form on November 27,
2021.

(4) Remember that Formative Test 2 will be taken within ONE and ONE-HALF
hours only; and thus, must be submitted immediately, thereafter. Otherwise, it will
NOT be accepted anymore for checking beyond 8:30am.

Professorial Dr. Ferdinand C. Lacuata

Lecturer:

11 | P a g e
12 | P a g e