Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Province of Rizal

GRADUATE SCHOOL
Morong Campus

Course Code : EDUC 201

Philosophical Foundation of
Education
Professorial Lecturer : Dr. Aurora F. Trinidad
Student : Marissa M. Pascasio
Topic/Report : FINAL EXAMINATION

1. From the theories related to Education, Choose Two (2) that which you think
can be as guide in framing a curriculum for the Philippine Educational
System. Explain your choice.
A. Pragmatism
B. Progressivism
C. Idealism
D. Existentialism
2. Discuss briefly the change of education and its development in the different
periods of the country.
A. Spanish Period
B. Commonwealth
C. Third Republic
Answers:
1. PRAGMATISM
The first that I chose is Pragmatism.
I believed that this theory is one that can be guide in framing for the
Philippine Educational System because in the present world, pragmatism
has influenced education tremendously. It is a practical and utilitarian
philosophy. It makes activity the basis of all teaching and learning, makes
learning purposeful and infuses a sense of reality in education, makes
schools into workshops and laboratories, and gives an experimental
character to education.
The aims of education are reflected in the curriculum. The pragmatic aims
can only be reflected in a pragmatic curriculum. The curriculum should be
framed on the basis of certain basic principles. These are utility, interest,
experience and integration. Practical utility is the watchword of pragmatism.
 Hence those subjects, which have utility to the students should be included
in the curriculum. The subjects which carry occupational or vocational utility
should find a place in the curriculum. Language, hygiene, history,
geography, physics, mathematics, sciences, domestic science for girls,
agriculture for boys should be incorporated in the curriculum.
While deciding the subjects of curriculum the nature of the child, his
tendencies, interests, impulses at the various stages of his growth and
multiple activities of daily life should be taken into consideration. The
subjects like psychology and sociology — which deal with human behaviour
— should be included in the curriculum.

The pragmatists advocate that the pupils should not be taught dead facts
and theories because these may not help them to solve the problems of life.
The subjects which help to solve the practical problems of life should be
included in the school curriculum, particularly at the elementary stage.

The pragmatic aim of education is to prepare the child for a successful and
well- adjusted life. He must be fully adjusted to his environment.

PROGRESSIVISM
I believed also that progressivism is one that can be guide in framing a
curriculum for the Philippine Educational System. Progressivist accept the
impermanence of life and the inevitability of change. For the progressivist,
everything else changes. Change is the only thing that does not change.
Hence, progressivist teachers are more concerned with teaching the
learners the skills to cope with change.They teach to develop learners into
becoming enlightened and intelligent citizens of a democratic society.
The progressivist are identified with need-based and relevant curriculum.
This is a curriculum that responds to students’ needs and that relates to
students’ personal lives and experiences, and I think this curriculum will help
to the improvement of Philippine Educational System.

2. During the Spanish period the education was formal. Tribal tutors were
replaced by Spanish missionaries and education became religion-oriented.
Education became exclusively for the elite in the early years under the
Spanish rule. The methods of teaching are dictation, memorization, moro-
moro, cenaculo and theatre presentation. The aim of the education in this
period is to promote Christianity, promote Spanish language and imposition
of Spanish culture.
In 1863 an Educational Decree mandated the school for boys and girls. The
medium of instruction during the Spanish time was Tagalog and Spanish.
Also in 1863 an Educational Decree mandated the establishment of free
primary schools in each town, one for the boys and one for girls with the
precise number of schools depending on the size of the population. There
were three grades: entrada, ascenso, and termino
In higher education there were few reputable private institrutions that was
built.
Education continued to receive from the Commonwealth government the
same attention that the Americans gave it. President Quezon created the
National Council of Education in 1936 as an advisory body on educational
matters. The council made important recommendations to further improve
the educational system in the Philippines. Most of these recommendations
were accepted and carried out by the government.

Under the Commonwealth, vocational and adult education were given

emphasis. It was also during the Commonwealth regime that an organized
effort to develop a common national language was started in compliance
with the mandate of the 1935 constitution. To help counteract the American
cultural influence among the Filipinos, President Quezon greatly
encouraged the revival of native culture as well as desirable Filipino values.

And to help strengthen the moral fibers of the Filipinos and to foster a love
of the country especially among the youth, President Quezon issued his
famous Code of Ethics which was required to be taught in all schools.

In 1940, several changes were made in the Philippine educational system

by virtue of the Educational Act of 1940. Under this law, the elementary
course was reduced from 7 years to 6 years. The minimum age for
admission to Grade I was raised to 7. The school calendar was also
changed so instead of the school year from June to March, it was changed
to July to April. Schools and churches were also used as propaganda tools
for the Japanese. Nippon-go, the Japanese language, was made a
compulsory subject in all schools. In government and private offices, classes
in Nippon-go were opened to propagate the Japanese language and culture.
Japanese Catholic priests were sent to the Philippines to help promote the
idea that Japan, being an Asian country, was a friend of all Asian people’s
including the Filipinos.