ASIAN DEVELOPMENT FOUNDATION COLLEGE

Graduate School
Tacloban City

COMPREHENSIVE EXAMINATION
in
PHILOSOPHY OF EDUCATION

1. Explain the MEANING, AIMS, and VALUE of Philosophy of

Education.
A. Meaning and Branches of Philosophy
The word Philosophy is derived from the Greek words. The
first word philo, means “love”. The second sophy, means
“wisdom”. A philosophy of education is a statement (or set of
statements) that identifies and clarifies the beliefs, values and
understandings of an individual or group with respect to
education.
B. Aims of Philosophy of Education
The goal of basic education is to provide the school age
population and young adults with skills, knowledge, and values
to become caring, self-reliant, productive and patriotic citizens.
According to legislation, primary education is free and
compulsory for children aged 7-12.
C. Value of Philosophy of Education
Understanding educational philosophy will contribute to the
understanding of how these foundations have given rise to what
is commonly practiced and believed in the classroom today. It
provides a basis for understanding the nature and purpose of
education. It allows us to consider the questions that are at the
heart of education.
2. Discuss the parallel, as well as the conflicting ideas of the following
philosophical thoughts in education.
2.1 Naturalism
Naturalism is a doctrine denying anything I reality that has a
supernatural significance. Scientific laws account for all
phenomena. Any teleological conception of nature are invalid.
There is an utter denial of the miraculous and the supernatural.
Revelation is rejected. Truth can be discovered only through
nature.
According to naturalism, the ultimate explanation of all
reality is to be found in nature. The doctrine of all-sufficient and
primacy of nature is affirmed. Man is held to be a product of, and
 is continuous with, this nature. These natural laws are viewed as
the ultimate explanation of all material reality, which naturalism
holds as the only reality that man can ultimately know.
2.2 Idealism
Idealism came into being as a correction of the view of
naturalism. According to idealism, truth or reality exist in ideas or
in the spirit or in mind. Material objects are only representations
of the idea. While idealism emphasizes that the will governs one’s
conduct, naturalism says that one’s conduct is governed by
impulse, instincts, and experiences. While idealism judges’
behavior in terms of motives, naturalism judges’ behavior on the
basis of results Naturalism would say that the end justifies the
means. Idealism would say that the knowledge is obtained by
speculation and reasoning, naturalism regards scientific
observation. Naturalism regards scientific as final.
2.3 Humanism
Humanism is a progressive philosophy of life that, without
supernaturalism, affirms our ability and responsibility to lead
ethical lives of personal fulfillment that aspire to the greater good
of humanity.
Knowledge of the world is derived by observation,
experimentation, and rational analysis. Humanists find that
science is the best method for determining this knowledge as well
as for solving problems and developing beneficial technologies.
We also recognize the value of new departures in thought, the arts,
and inner experience—each subject to analysis by critical
intelligence.
Humans are an integral part of nature, the result of unguided
evolutionary change. Humanists recognize nature as self-existing.
We accept our life as all and enough, distinguishing things as they
are from things as we might wish or imagine them to be. We
welcome the challenges of the future, and are drawn to and
undaunted by the yet to be known.

2.4 Realism
Realism is a school of thought in education is of recent origin.
The ancestry of this school is as old as that of any other
philosophy, yet this movement in human thought became
prominent and first profoundly influenced educational thinking
and practice only during the seventeenth century. With its
emphasis upon phenomena of nature and of social institutions, its
further development of thr renaissance. The dominant emphasis is
 progressive thought in the 15th century was personal and cultural
and, hence, revealed itself in a normal in stress and became
quickly religious and social during the 16th century.
The educational philosophy of scholastic realism is
essential dualistic. It recognizes both natural order and a
supernatural order. Central in the latter is the divine being of God,
the absolute, the Author of all.

2.5 Existentialism
Existentialist methods focus on the individual. Learning is
self-paced, self-directed, and includes a great deal of individual
contact with the teacher, who relates to each student openly and
honestly. Although elements of existentialism occasionally appear
in public schools, this philosophy has found wider acceptance in
private schools and ill alternative public schools
founded in the late 1960s and early 1970s.

3. Trace the philosophical movements that influenced in shaping Philippine

education in every period or regime in history from pre-Filipino
philosophy up to the emerging educational philosophy.
A. Pre- Filipino Philosophy-The education of pre-Hispanic Filipinos was
fit
For the needs of their times. There was no formal schooling, Parents
Trained their children female children in housekeeping, weaving,
Basket-making and other agricultural- related activities.
B. Spanish-Style Philosophy- is the philosophical tradition of the people of
Territories that make up the modern-day nation of Spain and its abroad.
C. Philosophy Under Revolutionary Republic- is commonly understood to
Have two components: rejection of the existing government’s authority
And an attempt to replace it with another government, where both
involve the use of extra-constitutional means.
D. Educational Philosophy During the American Regime- There were
of education during American period. The ‘elementary” level
consisted of four primary years and 3 intermediate years. The
“secondary” or high school level consisted of four years: and the third
was the “college” or tertiary level.
 E. Philosophy of Education During the Commonwealth, vocational and
adult education were given emphasis. It was also during the
Commonwealth regime that an organized effort to developed a
common national language was started in compliance with the
mandate of 1935 constitution.
F. Philosophy of Education During the Japanese Occupation- under the
Japanese regime, the teaching of Tagalog, Philippine History, and
Character Education was reserved for Filipinos. Love for work and
dignity of labor was emphasized. On February 27, 1945, the
Department of Public Instruction.
G. Philosophy of Education Under the Third Republic- education during
the Ancient Period Education Thought, to survive, to conform to the
tribe which they belong.
H. Educational Philosophy of the New Society- is on moral values,
relevance, proper methods of teaching, retraining of teachers,
vocational and technical education, bilingualism, national
consciousness and cultural values.
I. Educational Philosophy Under the 1987 Constitution- provides in
article XIV, Section 1 that the state shall protect and promote the right
of all citizens to quality education at all levels and shall take
appropriate steps to make such education accessible to all.
J. The Emerging Educational Philosophy- Promotes positive attitudes to
learning as children want to learn if they are interested and engaged.

4. Mention at least five (5) foreign philosophers and give their contributions
to education.
A. Confucius- was a Chinese philosopher whose philosophy came to be
known as Confucianism. Confucianism is often credited with shaping
Chinese communities.
B. Socrates- was a Greek philosopher from Athens who is credited a the
founder of Western philosophy and among the first moral philosophers of
the ethical tradition of thought.
C. Plato- was a Greek philosopher in Athens during the Classical period of
Ancient Greece. He founded the Platonist school of thought and the
Academy, the first institution of higher learning in the Western world.
D. Aristotle- was a Greek philosopher and polymath during the Classical
period in Ancient Greece. Taught by Plato, he was the founder of the
Lyceum, the Peripatetic school of philosophy.
E. Quintilian- was a Roman educator and rhetorician from Hispania, widely
referred to medieval schools of thetoric and in Renaissance writing.

5. Name at least five (5) Filipino thinkers and educators and explain their
contributions and influences in education.

1. José Protacio Rizal Mercado y Alonso Realonda- was a Filipino

nationalist, writer and polymath active at the end of the Spanish
colonial period of the Philippines. He is considered the national
hero of the Philippines.
2. Andrés Bonifacio y de Castro- was a Filipino freemason and
revolutionary leader. He is often called "The Father of the
Philippine Revolution", and considered one of the national heroes
of the Philippines.
3. Emilio Aguinaldo y Famy QSC CCLH KGCR- was a Filipino
revolutionary, statesman, and military leader who is officially
recognized as the first and the youngest president of the
Philippines and the first president of a constitutional republic in
Asia.
4. Apolinario Mabini y Marana- was a Filipino revolutionary leader,
educator, lawyer, and statesman who served first as a legal and
constitutional adviser to the Revolutionary Government, and then
as the first Prime Minister of the Philippines upon the
establishment of Philippine Republic.
5. Manuel Luis Quezon y Molina, KGCR-, also known by his initials
MLQ, was a Filipino statesman, soldier and politician who served
as president of the Commonwealth of the Philippines from 1935
until his death in 1944.