Chapter 1: Philosophical Thoughts on Education

Banking Method

• Withdraw
• Deposit
• Passive student (Teacher-centered)

Isolated Facts

• Focused on facts.
• Cannot integrate in any subject.

HOTS – Higher, Order, Thinking, Skills

Teacher-centered – passive student

Learner-centered – active student/with integration

John Locke (1632-1704): The Empiricist Educator

• Learning comes primarily through the senses.

• Empiricist – believes learners should be active and involved.
• Involvement Senses – vital part of teaching process
• Tabularasa
• Blank slate
• explorer

Herbert Spencer (1820-1903): Utilitarian Education

• Survival of the fittest

• utilitarian
• Curriculum should emphasize the practical, utilitarian and scientific
subjects that helped humankind master the environment.
• Curriculum must be arranged according to their contributions to
human survival and progress.
John Dewey (1859-1952): Learning through Experience

• Learning by doing/learning through experience.

• The constructivist education
• Actively participate.
• Opposite of banking method.
• Authentic method (Research)
• Scientific method
• The school should be social, scientific and democratic.
• Developed human characters and behavior.
• For the people by the people.
• Schools are democratic.
• Wisdom and belief of the past.

George Counts (1889-1974): Building a New Social Order

• School and teachers are agents of change.

• There is a cultural lag between material progress and social
institutions and ethical values.
• Schools have become an instrument for social improvement.
• Equal learning opportunities for all students.
• Problem-solving dominant method
• Material progress and ethical values.
• Material and non-material.

Theodore Brameld (1904-1987): Social Reconstructionism

• Social reconstructionism – is a philosophy that emphasizes the

reformation of society.
• The joy of life.
• Equality or equity.
• The technological era is an era of interdependence and so
education must be international in scope for global citizenship.
• Education is designed “to awaken students’ consciousness about
• social problems and to engage them actively in problem solving.”
Paulo Freire (1921-1997): Critical Pedagogy

• Believe that systems should be changed to overcome oppression

and improve human conditions.
• Freire saw teaching and learning as a process of inquiry in which the
child must invent and reinvent the world.
• Freire’s critical pedagogy is problem-posing education.
• Dialog is central element to this pedagogy.
• Oppositor of banking method.

Chapter 2: Historical Foundations of Education

• In primitive societies survival against natural forces was the need and
so what were taught were survival skills and values to cultivate group
cohesiveness.
• For the Athenian in ancient Greece, what mattered most in
education was the rounded development of every individual while
for the Spartan it was the development of soldiers and military
leaders.
• For the early Romans, schools needed to develop a sense of civic
responsibility and to develop administrative and military skills as
citizens of the Roman Empire.
• For the ancient Arabic world where Islam rose the most important
concern of education was to cultivate religious commitment to
Islamic beliefs.
• During the Medieval period, schools were concerned with the
development of religious commitment, knowledge and ritual to
establish order.
• The Renaissance period was a fervent period of European cultural,
artistic, political and economic "rebirth" following the Middle Ages.
Education was focused on their discovery of classical philosophy,
literature and art.
• The Reformation period had as for its educational goals the cultivation
of a sense of commitment to a particular religious denomination and
general literacy.
Education during the Pre-colonial period

• Education was informal and unstructured, decentralized Fathers

taught their sons how to look for food and other means of livelihood
Mothers taught their girls to do the household chores.
• This education basically prepared their children to become good
husbands and wives. Children were provided with more vocational
training but less academic.
• Teachers were tribal tutors (Babaylan or Katalonan).

Education During the Spanish Era

• Education was formal and organized. It was authoritarian to nature.

Tribal tutors of the pre-Spanish period were replaced by Spanish
missionaries.
• Pupils attended formal schooling in the parochial school. Instruction
was Religion-oriented.
• Christian doctrines, sacred songs and music and prayers were taught
because they were required for confession and communion. There
was a separate school for boys and girls.
• Wealthy Filipinos or the ilustrados were accommodated in the
schools.

The Educational Decree of 1863

• This law gave Filipinos a complete system of education from

elementary to the collegiate level. The law provided for the
establishment of elementary schools in all municipalities in the
country. Although religion was the core of the curriculum, the
curriculum included subjects reading, writing, arithmetic, history
Christian doctrine, Spanish language, vocal music, agriculture for the
boys and needlework for the girls. Attendance in school was
compulsory between the ages of seven and twelve.
Education during the American Regime 1898-1946

• The Americans promoted democratic ideals and the democratic

way of life The schools maintained by the Spaniards for more than
three centuries were closed but were reopened on August 29, 1898,
by the Secretary of the Interior. A system of free and compulsory
elementary. education was established by the Malolos Constitution.
• (Political Constitution of 18991) In May 1898, the first American
school was established in Corregidor, and shortly after the capture
of Manila in 1899, seven schools were opened in the city.
• Training was done through the schools both public and secular
manned by Chaplains and Military Officers of the US Army.
• Thomasites arrived in the Philippines on August 23, 1901. - The
University of the Philippines was founded in 1908.
• University of the Philippines (UP) was the first state school of university
status.
• The Department of Public Instruction set up a three-level school
system. The first level considered a four-year primary and three-year
intermediate or seven-year elementary curriculum. The second level
was a four-year junior college and later a four-year program.

The Commonwealth Period (1935-1942)

• Free education in public schools was provided all over the country,
in accordance with the 1935 Constitution.
• Vocational education and some household activities like sewing,
cooking, and farming were also given importance.
• Education also emphasized nationalism, so the students were taught
about the life of the Filipino heroes.
• Vocational education and some household activities were also
given importance. Good manners and discipline were also taught
to the students.
• The institute of private education was established in order to observe
private schools.
• Formal adult education was also given.
Executive Order No. 134 (of 1936) - was signed by Pres. Manuel L. Quezon
designating Tagalog as our National Language.

Executive Order No. 217 - otherwise known as the Quezon Code of Ethics
was taught in schools.

Executive Order No. 263 in (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.

The Education Act of 1940 (C.A. 586) - was approved by the Philippine
Assembly on August 7, 1940, 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 primary children enrolled in Grade I.
• Adoption of double-single sessions in the primary grade with one
teacher one class assignment of intermediate teachers.

The Japanese Occupation Aims of education during Japanese

occupation:

• Make the people understand the position of the Philippines as a

member of the East Asia Co-Prosperity Sphere.
• Eradication of the idea of reliance upon Western States particularly
the US and Great Britain.
• Fostering a new Filipino culture based on the consciousness of the
people as Orientals.
• Elevating the moral of the people giving up over-emphasis on
materialism.
• Diffusion of elementary education and promotion of vocational
education.
• Striving for the diffusion of the Japanese language in the Philippines
and the termination of the use of English in schools.
• Developing in people the love of labor.
Post-colonial Philippines

• Education aimed at the full realization of democratic ideals and way

of life.
• The Civil Service Eligibility of teachers was made permanent pursuant
to R.A. 1079 on June 15, 1954.
• A daily flag ceremony was made compulsory in all schools including
the singing of the National Anthem pursuant to R.A. 1265 approved
on June 11, 1955.
• Curricular offerings in all schools, the life, the works and writings of Jose
Rizal especially the Noli Me Tangere and El Filibusterismo shall be
included in all levels.
• Elementary education was nationalized, and matriculation fees were
abolished.
• Magna Carta for Teachers was passed into law by virtue of R.A. 4670.

The fundamental aims of education in the 1973 Constitution are:

• foster love of country

• teach the duties of citizenship.
• develop moral character, set discipline and scientific, technological
and vocational efficiency.

Other Developments

• Integration of values in all learning areas.

• Emphasis on mastery learning.
• YDT and CAT introduced as new courses Media of Instruction-Bilingual
Education Policy: Mandates the use of English and Filipino separately
as media of instruction in schools.
• Education Act of 1982 - created the Ministry of Education, Culture and
Sports.
• NCEE - National College Entrance Examination introduced.
• Executive Order No.117 - President Corazon C. Aquino renamed
Ministry of Education, Culture and Sports (DECS) in 1987.
• Creation of the Board for Professional Teachers composed of 5 under
PRC.
 • Replacement of PBET (Professional Board Examination for Teachers)
by LET (Licensure Examination for Teachers).
• Transfer of authority of administering the LET from CSC and DECS to the
Board of Professional Teachers under PRC.
• Trifocalization of Education System.
• The trifocal education system refocused DECS' mandate to basic
education which covers elementary, secondary and non-formal
education, including culture and sports. TESDA now administers the
post-secondary, middle-level manpower training and development
R.A. 7796.
• Technical Education and Skills Development Act of 1994
• CHED is responsible for higher education. R.A. 7722 - Higher Education
Act of 1994.
• In August 2001, Republic Act 9155, otherwise called the Governance
of Basic Education Act, was passed transforming the name
Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field
offices (regional offices, division offices, district offices and schools).

RA 9155 provides the overall framework for:

• (i) school head empowerment by strengthening their leadership roles

and
• (ii) school-based management within the context of transparency
and local accountability. 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.

CONTINUATION FOR OTHER DEVELOPMENT

• The Governance of Basic Education Act (R.A. 9155) was passed

renaming the DECS to DepEd and redefining the role of field offices
which include the regional offices, division offices, district offices and
schools.
 • Values Education is offered as a separate subject in NSEC and
integrated in all subject areas in both curricula - Implementation of
New Secondary Education Curriculum (NSEC).
• R.A. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing
kindergarten education into the basic education system.
• K to 12 Program (R.A 10533), May 15, 2013 - The K to 12 Program covers
Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior
High School (SHS) to provide sufficient time for mastery of concepts
and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment, and
entrepreneurship.

Chapter 3: Social Science Theories and Their Implications to Education

Three Social Theories

1. Structural-functional theory

• Herbert Spencer, the proponent of structural-functional views society

as “a system of interconnected parts each with a unique function.
• The parts have to work together for stability and balance of society.
• ”Society is compared to the human body with different but
interrelated parts performing different functions.

Purposes of Schooling according to Functionalism The purpose of

schooling according to the functionalism theory are:

1. Intellectual purposes- acquisition of cognitive skills, inquiry skills.

2. Political purposes - educate future citizens; promote patriotism;
promote assimilation of immigrants; ensure order, public civility and
conformity to laws.
3. Economic purposes- prepare students for late work roles; select and
train the labor force needed by society.
4. Social 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 the church.
2. Conflict Theory

• Created by Karl Max “Father of Communism.”

• According to this theory, there are always two opposing sides in a
conflict situation.
• People take sides between maintaining the status quo and
introducing change then arrive at an agreement.
• Conflict theory welcomes conflict for that is the way to the
establishment of new society.
• Conflict theorists find potential conflict between any groups where
inequality exists racial, gender, religious, political, economic, and so
on.
• Conflict theorists note that unequal groups usually have conflicting
values and agendas, causing them to compete against one another.
• This constant competition between groups forms the basis for the
ever-changing nature of society.
• The factory workers want to change to better working conditions,
higher salaries. The factory owners naturally are opposed to such.
• The resolution of the conflict, however, leads to a compromise, a
change in the way the factory is managed where both workers and
owners are happy.

2 Types of Society

• Bourgeoisic (middle-class)
• Proletariat (social class wage earner)

How Proponents of Conflict Theory Education

• According to the conflict theory, education is not truly a social benefit

or opportunity as seen by the functionalists.
• Rather, education is a powerful means of maintaining power
structures and creating a docile work force for capitalism.
• The purpose of education is to maintain social inequality and to
preserve the power of those who dominate society and teach those
in the working class to accept their position as a lower-class worker of
society.
 • Conflict theorists call this the “hidden curriculum”. The “hidden”
curriculum socializes young people into obedience and conformity
for them to be developed as docile workers.

3. The Symbolic Interactionist Theory Perspective

Three tenets of symbolic interactionist theory are:

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.

Implication to Teaching

• The symbolic interactionist perspective, also known as symbolic

interactionism, directs sociologists to consider the symbol and details
of everyday life, what these symbols mean, and how people interact
with each other.

Weakness of Symbolic Interaction Theory

• Critics claim that symbolic interactionism neglects the macro level of

social interpretation-the “big picture”.in other words, symbolic
interactionists may miss the larger issues of society by focusing too
closely on the “trees” or by restricting themselves to small or individual
interactions.
• Symbolic interactionism traces its origin to Max Weber’s assertion that
individuals act according to their interpretation of the meaning of
their world. However, it was the American philosopher George H.
Mead (1863-1931) who introduced this perspective to American
sociology in the 1920s.
Chapter 4: The Strengths and Weaknesses of the Filipino Character

Moral Recovery Program: “Building a People, Building a Nation”

• Submitted on April 27, 1988, by the Task Force to President Corazon

Aquino, Senate and the members of the press by then Senator
Leticia Shahani, the moving spirit behind the program.

Strengths:

1. Pakikipagkapwa-tao
2. Family orientation
3. Joy and humor
4. Flexibility, adaptability, and creativity
5. Hard work and industry
6. Faith and religiosity
7. Ability to survive.

Weaknesses:

1. Extreme family centeredness

2. Extreme personalism
3. Lack of discipline
4. Passivity and lack of initiative
5. Colonial mentality
6. Kanya-kanya syndrome, talangka mentality
7. Lack of self-analysis and self-reflection
8. Emphasis on porma rather than substance

These weaknesses are rooted in many factors:

a) Home
b) Social and economic environment
c) Culture and language
d) History
e) Religion
f) Educational system
g) Mass media
h) Leadership and role models
However, change is possible, and the following goals are proposed to
develop in the Filipinos:

a. Sense of patriotism and national pride

b. A sense of the common good
c. A sense of integrity and accountability
d. The values and habits of discipline and hard work
e. The value and habits of self-reflection and analysis; the
internalization of spiritual values and the emphasis on essence rather
than on form.

Core Values:

• Maka-Diyos
• Maka-tao
• Makakalikasan
• Makabansa

Philippine Schools

• Should intensify values education in the curriculum.

Values Education now Edukasyon sa Pagpapakatao (K-12)

• Was introduced as a separate subject in the basic education

curriculum under the Values Education Framework program of Dr.
Lourdes Quisumbing, then Department of Education, Culture and
Sports Secretary in 1988-1990.
• Core courses such as Introduction to the Philosophy of the Human
Person and Personal Development.

Values Education Framework

• Was conceptualized in 1987.

Basic Education Curriculum (Grade 1-6 and First-Fourth Year High School)

• In 2002, integrated values in the major learning areas or subjects.

CHAPTER 5: GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

TOP 10 WORLD ISSUES ACCORDING TO MILLENNIALS BASED ON WORLD

ECONOMIC FORUM’S GLOBAL SURVEY IN 2017

• Climate change / destruction of nature (48.8%)

• Large scale conflict / wars (38.9%)
• Inequality (income, discrimination) (30.8%)
• Poverty (29.2)
• Religious conflicts (23.9%)
• Government accountability and transparency/corruption (22.7)
• Food and water security (18.2%)
• Lack of education (15.9%)
• Safety/security/well-being (14.1%)
• Lack of economic opportunity and employment (12.1%)

THE TOP TEN GLOBAL ISSUES AND HOW THEY CAN BE ADDRESSED

1. Climate Change
2. Pollution

Kinds of Pollution

• Air Pollution
• Water Pollution
• Light Pollution
• Noise Pollution
• Land Pollution

3. Violence

Various Forms of Violence

• Physical Violence
• Sexual Violence
• Emotional Violence
• Psychological Violence
• Spiritual Violence
• Cultural Violence
4. Security and well-being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment & hunger
9. Substance abuse
10. Terrorism

THE 17 SUSTAINABLE DEVELOPMENT GOALS FOR THE PERIOD 2015-2030

1. No Poverty
2. Zero Hunger
3. Good Health and well-being
4. Quality Education
5. Gender Equality
6. Clean water and sanitation
7. Affordable and clean energy
8. Decent work and economic growth
9. Industry, innovation and infrastructure
10. Reduced inequalities
11. Sustainable cities and communities
12. Responsible consumption and production
13. Climate action
14. Life below water
15. Life on land
16. Peace, justice and strong institutions
17. Partnerships for the goals