PED03
Values are relative but sharing, cooperation and
CHAPTER I
PHILOSOPHICAL THOUGHTS ON EDUCATION
A. John locke (1632-1704)
-The empiricist educator
1. Learning by doing and by interacting with the
environment
2. Empirical: based on experience/observation
3. The inductive method
4. Questioned the long traditional view that knowledge
came exclusively from literary sources
5. Opposed the “divine rights of kings” theory
6. Political order should be based upon a contract
between the people and the government
7. Civic education is necessary
8. People should be educated to govern themselves
intelligently and responsibly
9. Not acquisition of knowledge from the great books.
10. Participating actively and intelligently in establishing
government
11. “like people, like government”- John Locke may not
agree
Dale’s Cone of Experience (Edgard Dale)
-percentage ng naaalala or nare-retain sa memory
 10%- read
 20%- hear
 30%- see
 50%- hear and see
 70%- say and write
 90%- do
B. Herbert Spencer (1820-1903)
-Utilitarian education (x whole-child approach)
1. Survival of the fittest
2. 3R’s- Reading, Writing, Arithmetic
3. Main streaming: inclusivity (pagsasama ng mga PWD
sa usuall classes
4. Social development is an evolutionary process
5. Industrialized society require vocational and
professional education
6. Curriculum should emphasize the practical, utilitarian,
and scientific subjects
7. Was not inclined to rote learning
8. Curriculum must be arranged according to their
contribution to human survival and progress
9. Curricular priority for science and subjects that
sustained human life and prosperity
10. Individual competition leads to social progress
11. Specialized education vs general education
12. Survival of the fittest
13. Social Darwinism
C. John Dewey (1859-1952)
-learning through experience
-fund of knowledge
1. Education is a social process vis-à-vis school; vis-à-
vis immature members of the group
2. Children are socially active human beings
3. The school is a special environment established by
members of society
4. Accumulated wisdom of cultural heritage has to be
tested. If it served human purposes, it becomes part of a
reconstructed experience.
5. The school is social, scientific, and democratic.
6.
democracy are significant values.
7. Steps of scientific or reflective method:
 The learner has a “genuine situation of experience”
– involvement in an activity in which he/she is
interested.
 Within this experience, the learner has a “genuine
problem” that stimulates thinking.
 The learner possesses the information or does
research to acquire the information needed to solve
the problem.
 The learner develops possible and tentative
solutions that may solve the problem.
 The learner tests the solutions by applying them to
the problem. In this way, one discovers their
validity for oneself.
8. Fund of knowledge of the human race
9. Schools are for the people and by the people
10. “if you cannot bring the learners to the world, bring the
world to the learners.”
D. George Counts (1889-1974)
-building a new social order
1. Education is relative to a particular society living at a
given time and place.
2. Schools should cope with social change that arises
from technology.
3. There is a cultural lag between material progress and
social institutions and ethical values.
4. Instruction should incorporate a content of a socially
useful nature and a problem-solving methodology.
5. Schools become instrument for social improvement
rather than an agency for preserving the status quo.
6. Teachers should lead society and make important
choices in controversial areas.
7. Schools ought to provide an education that afford
equal learning opportunities to all students.
8. Schools and teachers are agents of change
9. Lag between material progress and ethical values
E. Theodore Brameld (1904-1987)
-Social reconstructionism
1. “…organized education has a major role in reducing
the gap between the values of the culture and
technology.”
2. Schools should critically examine present culture and
resolve inconsistencies, controversies and conflicts to
build a new society not just change society.
3. Education must be international in scope for global
citizenship.
4. Education is designed to awaken students’
consciousness about social problems and to engage them
actively in problem solving.
5. Commitment to equality in both society and education
6. “Interdependent world”
7. Active problem-solving
8. education is a right to be enjoyed by all
F. Paulo Freire (1921-1997)
-critical pedagogy
1. Systems must be changed to overcome oppression and
improve human conditions.
2. Education and literacy are the vehicle for social
change.
3. Teaching and learning is a process of inquiry
 4. “Banking method” should not be observed.
5. A democratic relationship between teacher and
students encourages a conscientization process
6. Critical pedagogy is problem-posing education.
7. Dialogue is the basis for critical and problem-posing
pedagogy.
8. “Learners are not empty receptacles to be filled.”
9. Dialogue
10. There is a need to interact with others and create a
community of inquiry.
CHAPTER II: HISTORICAL FOUNDATION OF
EDUCATION
HISTORY OF THE PHILIPPINE EDUCATION
SYSTEM
A. Education during the Precolonial Period
1. Education was informal and unstructured,
decentralized.
2. Children were provided more vocational training but
lesser academics.
3. Teachers were tribal tutors (Babaylan or Katalonan).
B. Education during the Spanish Era
1. Education was formal and organized, and authoritarian
in nature.
2. Teachers were Spanish missionaries.
3. Pupils attended formal schooling in parochial school.
4. Instruction was Religion-oriented.
5. Christian doctrines, sacred songs and music and
prayers were taught because they were acquired for
confession and communion.
6. There was a separate school for boys and girls.
7. Ilustrados were accommodated in schools.
8. The Educational Decree of 1863
 Gave Filipinos a complete system of education
from elementary to the collegiate level;
 Provided the establishment of the elementary
schools in the municipalities;
 Designed a curriculum which includes
subjects reading, writing, arithmetic, history,
Christian doctrine, Spanish language, vocal
music, agriculture for the boys and
needlework for the girls.
 Mandated a compulsory attendance between the
ages 7-12.
C. Education during the American Regime (1898-1946)
1. A system of free and compulsory elementary
education was established was established by the
Malolos Constitution.
2. In May 1898, the first American school was
established in Corregidor.
3. Shortly after the capture of Manila in 1899, seven
schools were opened in the city.
4. Training was done through public and secular schools
manned by Chaplains and Military Officers of the US
Army.
5. Thomasites arrived in the Philippines on August 23,
1901.
6. The University of the Philippines, the first state school
of university status, was founded on 1908.
7. The Department of Public Instruction set up a 3-level
school system: 1st level with 4-year primary and 3-year
intermediate; 2nd level was a 4-year junior college; and
3rd level, a 4-year program.
D. The Commonwealth Period (1935-1942)
1. Free education in public school was provided under
the 1935 Constitution.
2. Vocational education and some household activities
were given importance.
3. Nationalism was emphasized where the life of Filipino
heroes were taught.
4. Good manners and discipline were taught.
5. The Institute of Private Education was established.
6. Formal adult education was given.
7. Executive Order No. 134 (of 1936) was signed by
Pres. Manuel L. Quezon designating Tagalog as our
National Language.
8. Executive Order No. 217, also known as the Quezon
Code of Ethics, was taught in schools.
9. Executive Order No. 263 (of 1940) required the
teaching of the Filipino, national language in the senior
year of all high schools and in all years in the normal
schools.
10. The Education Act of 1940 (C.A. 586) was approved
by the Philippine Assembly on August 7, which provided
for the following:
 Reduction of the 7 year elementary course to 6
years
 Fixing the school entrance age at 7
 National support for elementary education
 Compulsory attendance of children enrolled in
Grade I.
 Adoption of double-single sessions in the
primary grade with one teacher-one class
assignment of intermediate teachers.
E. The Japanese Occupation: Aims Of Education
1. Make the people understand the position of the
Philippines as a member of the East Asia Co-Prosperity
Sphere
2. Eradication of the idea of reliance upon Western
States (US and Great Britain).
3. Fostering a new Filipino culture based on the
consciousness of the people as Orientals.
4. Elevating the moral of the people giving up over-
emphasis on materialism.
5. Diffusion of elementary education and promotion of
vocation education.
6. Striving for the diffusion of the Japanese language in
the Philippines and the termination of the use of English
in schools.
7. Developing in people the love of labor.
F. Post-Colonial Philippines
1. Education aimed at the full of realization of the
democratic ideals and way of life.
2. The Civil Service Eligibility of teachers was made
permanent pursuant to RA 1079.
3. A daily flag ceremony was made compulsory in all
schools including the singing of the National Anthem
pursuant to RA 1265.
4. Curricular offerings in all schools, the life, the works
and writings of Jose Rizal shall be included in all levels.
5. Elementary education was nationalized and
matriculation fees were abolished.
6. Magna Carta for Teachers was passed into law by
virtue of RA 4670.
 7. The fundamental aims of education in the 1973
Constitution are: foster love of country; teach the duties
of citizenship; develop moral character, self-discipline IMPORTANCE OF STUDYING THE HISTORY OF
and scientific, technological and vocational efficiency. EDUCATION
8. Other Developments: 1. Educational issues and problems are often rooted in the
 Integration of values in all learning areas past.
 Emphasis on mastery learning 2. Realistic effort to reform education begin with present
 YDT and CAT introduced as new courses conditions.
 Media of Instruction: Bilingual Education Policy 3. It provides a perspective that explains and illuminates our
 Education Act of 1982: created the Ministry of present activities as teachers.
Education, Culture and Sports
 National College Entrance Examination introduced PHILIPPINE EDUCATION: MISION, VISION, & CORE
 Executive Order No. 117 renamed the Ministry to VALUES
DECS A. THE DEPED VISION
 Creation of the Board for Professional Teachers
 Replacement of PBET by LET
 Transfer of authority of administering the LET
from CSC and DECS to the Board of Professional
Teachers under PRC
 Trifocalization of education system: refocused
DECS’ mandate to basic education which covers
elementary, secondary and nonformal education,
including culture and sports. In 1994, TESDA now
administers the post-secondary, middle-level
manpower training and development through RA
7796.
 As per RA 7722 (Higher Education Act of 1994),
CHED is responsible for higher education.
 RA 9155 s 2001 transformed the name DECS to
DepEd and redefined the role of field offices. It also B. THE DEPED MISSION
provide the overall framework for (i) school head
empowerment (ii) and school-based management
within the context of transparency and local
accountability.
 Values Education is offered as a separate subject in
New Secondary Education Curriculum and
integrated in all subject areas.
 RA 10157 s. 2012, also known as the Kindergarten
Act, institutionalized the kindergarten education
into the basic education system.
 RA 10533 s. 2013, also known as the K to 12
Program, was implemented. It covers Kindergarten
and 12 years basic education to provide sufficient
time for mastery of concepts and skills, develop
lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, C. THE DEPED CORE VALUES
employment, and entrepreneurship.

THE GOALS OF EDUCATION IN DIFFERENT

HISTORICAL PERIODS OF PHILIPPINE
HISTORY

Period Goals
Pre-colonial Students were given vocational training but l
esser academics for them to be good fathers
and mothers.
Spanish Schools were focused on religious formation
to help them live the Christian faith.
American Schools educated the Filipinos to become go
od citizens of a democraticcountry.
Japanese Schools taught students love of labor D. THE DEPED MANDATE
Post-Colonial The educational system was devoted to: (1) f
oster love of country; (2) teach the duties of
citizenship; (3) develop moral character and
self-discipline; (4) scientific, technological a
nd vocational efficiency.

E. THE CHED VISION
Philippine higher education system that is equitable and
producing locally responsive, innovative, and globally
competitive graduates and lifelong learners.
F. THE CHED MISSION
To promote equitable access and ensure quality and relevance
of higher education institutions and their programs.
G. The CHED MANDATE
CHAPTER III
SOCIAL SCIENCE THEORIES & THEIR
IMPLICATIONS
TO EDUCATION
A. Structural-Functional Theory
1. Herbert Spencer, the proponent, views society as “a
system of interconnected part each with a unique
function. The parts have to work together for stability
and balance of society.”
2. Failure of one social institution to do its part means
disruption of stability in society.
3. The functionalist theory of education focuses on how
education serves the need of society through the
development of skills encouraging social cohesion.
Purposes of Schooling According to Functionalists:
 Intellectual purposes
–acquisition of cognitive skills, inquiry
skills
 Political purposes
–educate future citizens; promote
patriotism; promote assimilation of
immigrants; ensure order, public civility
and conformity to laws.
 Economic purposes
– prepare students for later work roles;
select and train the labor force
needed by society.
 Special purposes
–promote a sense of social and moral
responsibility; serve as a site for the
solution or resolution of social
problems; supplement the efforts of
other institutions of socialization such as
the family and church
B. Conflict Theory
1. There are always two opposing sides in a conflict
situation.
2. Conflict theory welcomes conflict for that is the way
to the establishment of a new society.
3. Conflict theorists find potential conflict between any
groups where inequality exists: racial, gender, religious,
political, economic, and so on.
How conflict theories regard education:
 Education is a powerful means of maintaining power
structures and creating a docile work force for
capitalism.
 There is a hidden curriculum that socializes young
people into obedience and conformity for them to be
developed as docile workers.
C. The Symbolic Interactionist Theory Perspective
1. An individual’s action depends on meaning.
2. Different people may give different meanings to the
same thing.
3. Meanings change as individuals interact with one
another.
Individuals act on meaning. Meaning is based on experiences.
Meaning change.