- Character training was one of the salient

features.
EDN 2205 REVIEWER

TOPIC 1: Philosophies of Education in Ancient Society

Educational Philosophies:
Idealism: Philosophical approach stating that ideas
and knowledge are the only true reality.
Realism: Reality exists independently of human
thought or intellect. The word of tangible objects is
the ultimate reality.
Naturalism: Believes that nature alone represents the
entire reality. All we can see is the ONLY truth.
AZTECS
- Priests were in charge of education
- Reserved their culture by oral transmissions,
memorization of important events,
Calendrical information, and religious
knowledge.
- Calmecac as the school for the ruler’s son at
the age of 10
INCAS

Pragmatism: a way of dealing with problems or
situations that focuses on practical approaches and
solutions—ones that will work in practice, as opposed
to being ideal in theory.
Education in the Earliest Civilization:
- Divided into two principal spheres: education
for the upper and general population.
- Did not have a written language, but used
Quipus to record to determine the type of
education system that they do not have.

OLD WORLD CIVILIZATIONS: Focuses on past events

in the continents of Africa, Asia, and Europe during TOPIC 2: Philosophies of Western Societies
3000-1500 BCE.
3 western philosophers: Socrates, Plato and Aristotle
EGYPT:
PERENNIALISM
- Priests acted as teachers
- Timeless knowledge
- Priests are in control of practical subjects such
- Teach ideas that are everlasting and
as science, medicine, algebra, and geometry.
unchanging
- Boys aged 17 will go on to Temple college to
- To think rationally and critically
become priests.
- Girls’ education was conducted at home ESSENTIALISM

MESOPOTAMIA: - Basic core knowledge

- When you learn the basics, everything will
- Practical education focused on training scribes
follow
and priests.
- Literacy as a major priority PROGRESSIVISM

NORTH CHINA: - Actively engaged students

- Solve problems in the classroom which can be
- Complex educational methods were in place
applied in everyday lives
- Was notable for its secular and moral nature
- Student-centered
- The goal was to instill a feeling of moral
- To develop students’ social skills
awareness and responsibility.
RECONSTRUCTIONISM
NEW WORLD CIVILIZATIONS: Focuses on Cultural
preservations. - Social Reform
- To educate problem- solvers
MAYA
- Impart knowledge to the learners that will
- Highly religious culture become problem-solvers one day.
- Regarded priests as the most important
people at that time and became advisers to
the rulers.

TOPIC 3: Philosophies of Education in the Eastern
CONFUCIANISM
Societies
HINDUISM
- Believes in righteousness, the laws and effect,
the cycle of birth and death.
- Aim: Character and the effort to achieve self-
realization
Eastern philosophy to Education
- Curriculum: Character building, personal
development, preservation of ancient culture,
and inculcation of the spirit of social service
and performance of religious duties.
BUDDHISM
- Believed in living the middle way, meaning
one should not live in excess or denial.
- Aim: Emphasis on the physical, mental and
spiritual development of the novice
- Curriculum: Included secular as well as
religious subjects
TAOISM
- One should live in tranquil communion with
nature
- Aim: to attain a natural way of behaving
(move like the Tao)
Eastern
- Curriculum: to develop the relationship of
body-mind-spirit and the whole-bodied
person with freedom and nature.
SHINTOISM
- Also called the way of the gods
- Believes that by purification, we can achieve
divine nature.
- Aim: To promote harmony and purity in all
aspects of life.
Western
- Curriculum: The development of an
internationalized, modern information
society, through understanding and learning
about Japan’s traditional culture.
ISLAM
- Fundamental beliefs and traditional social
values
- Aim: To provide teachings and experiences
based on the basics of Islam as expressed in
the Holy Quran and Sunnah.
- Curriculum: Provides a rich reservoir of
knowledge in the modern sciences such as
medicine, genetics, and biology.
- Believes that self should not come before
society, and building moral character is more
important that merely teaching skills.
- Aim: Should be holistic, broad, and integrated
- Curriculum: Emphasizes on values in life
- Passively implemented in students education
- Students are not allowed to voice out
- Schools pays close attention with developing
morals and great discipline
- Teachers as knowledge providers, and
students as knowledge receivers
- Teachers are meant to be respected
Education to Eastern Societies
- Instilling moral values in education
- Intrinsic value of honoring entities and role of
collectivism
- East system immensely values the element:
Education
- Lean for discipline, a solution to handle
academic struggles
- Collectivism
- Focuses on teaching students a huge amount
of knowledge
- Implements passive learning in the class
- The Eastern education philosophy stresses a
meaningful life in producing an ideal life for
the individual and focuses on values that
affect lifestyles.
- Individualism
- Focuses more on creativity, thinking, and
application
- Emphasize active learning
- Western education philosophy looks at the
learning process at educational institutions in
producing knowledgeable and competent
students.

TOPIC 4: History of the Philippine Education System
AMERICAN PERIOD
- The Japanese tried to stop Filipinos from using
their native language by using NIPPONGO in
education
- The Philippine Executive Commission – they
established the Commission of Education,
Health
- and Public Welfare to oversee educational
policies under Military Order No

- Education was used as an instrument to pacify MARTIAL LAW PERIOD

the natives and eventually colonizing island.
- Taft Commission Act No. 74 established the
Philippine public-school system.
- August 23, 1901 is the first Group of American
Teachers
- In 1908 by the Act No, 1870 – Philippine
Commission and the Philippine Assembly,
University of the Philippines was created.
- Higher Education Institutions (HEI) was also
Encourage
- National Council of Education in 1936
created President Manuel L. Quezon
- 1983, have law providing for the
establishment of national vocational schools
in different parts of the country.
- School year begin in 1940-1941, Manuel L.
Quezon issued his famous Code of Ethics.
- Reduced the levels of elementary from 7
years to 6 years.
COMONWEALTH PERIOD
- Education was sustained
- Have improvements and recommendations on
their educational system
- 1935 Constitution, structured effort to
develop a common national language was
driven during Commonwealth administration.
- Build up the moral values of the Filipinos and
Filipinos nationalism.
- Educational Act of 1940, numerous changes
were made in the Philippine educational
system.
- lasted from 1972 to 1981,
- The government took control of the education
system and implemented a new curriculum
that emphasized nationalism and loyalty to
the regime
- The bilingual setup was introduced, using two
second languages (mostly English) in
education
- The regime also used education as a tool for
propaganda and indoctrination, with
textbooks
- promoting Marcos' achievements and
ideology
PRESENT PERIOD
Three government agencies manage the different
levels of education in the Philippines:
- Department of Education (DepEd)
- Commission on Higher Education (CHED)
- Technical Education and Skills Development
- Authority (TESDA) which regulate the
Technical Vocational Education and Training
(TVET) Programs.

JAPANESE PERIOD

- Occurred between 1942 and 1945, when

Imperial Japan occupied the Commonwealth
of the Philippines during World War II.
- The teaching of Tagalog, Philippine History,
and Character Education was reserved for
Filipinos.
- The Japanese also emphasized love for work
and dignity of labor