Philosophical Thoughts on Education

Philosophical Thoughts on Education (Lesson 1)

• Isolated facts are easily memorized but may lack meaning or practical application
• The banking method considers students as "empty vessels" for teachers to deposit knowledge, focusing on memorization over critical thinking, leading to passive learners
• John Locke, an empiricist, believed knowledge comes from the senses through doing and interacting with the environment
• Locke introduced the concept of "Tabula Rasa" (Blank Slate) and the inductive method
• Herbert Spencer, a utilitarian educator, advocated for "Survival of the Fittest"
• Spencer believed social development occurs through an evolutionary process
• Social development evolves from simple and uniform to complex and specialized
• John Dewey, a philosopher, psychologist, and reformer, believed human experience should guide education and social reform
• Dewey supported gaining theoretical knowledge along with practical experience
• Dewey encouraged group engagement in multidisciplinary projects using fieldwork and applying theoretical ideas
• George Counts believed schools address social change from technology and become instruments for social improvement
• Counts stated teachers should lead society, not follow it
• Theodore Brameld developed the reconstructionist philosophy of education
• Brameld viewed education as a tool for social and political transformation, addressing injustices like discrimination and inequality
• Brameld influenced modern multicultural and global education
• Paulo Freire, a Brazilian educator and philosopher, critiqued the "banking model"
• Freire introduced "conscientização" (critical consciousness), fostering awareness of social, political, and economic oppression
• Freire emphasized social justice and student-teacher dialogue
• Freire advocated transformative education that empowers students to actively shape society

Historical Foundations of Education (Lesson 2)

• Studying the history of education helps in understanding current teaching methods and the role of education in shaping the world
• Education is intertwined with society
• Schools exist to serve society's needs, ensuring continuity and stability by educating members to help society survive and thrive
• Early humans learned survival and culture through observation and teaching, enhanced by language
• Primitive societies focused on survival and cohesion with practical skills taught by tribal elders
• Greek education in Athens emphasized civic duty and being well-rounded, while Sparta focused on military training
• Roman education valued civic duty and practical skills, with schools linked to civic duty
• John Dewey believed schools should teach children to be good community members, helping others and making good choices for a harmonious society
• Socialization involves learning roles, statuses, and values for participation in social institutions
• Socialization starts early and continues throughout life through family, school, and preparation for future roles
• Early humans needed to learn tool-making, group behavior, and communication
• Education is focused on survival skills and group unity in primitive societies
• Ancient Greece's Athenian education emphasized well-rounded individual development
• Ancient Greece's Spartan education prioritized military training
• Roman education valued civic responsibilities and administrative skills
• Arabic World education was centered on Islamic teachings
• Medieval schools reinforced religious knowledge and order

The History of the Philippine Educational System

• Renaissance revived classical learning
• The Reformation promoted religious commitment and literacy
• The Philippine education system evolved through historical eras, social traditions, and contemporary developments
• Originating informally within communities
• Colonial impact led to be being structured and missionary-led
• Modernization led to curriculum and technology reforms
• Pre-colonial education was unstructured and community-driven, emphasizing social responsibilities and practical skills
• The teaching method used oral traditions and apprenticeships
• Teachers were parents, elders, and tribal leaders
• Skills were in farming, fishing, hunting, weaving, and trading
• Spirituality focused on babaylans and religious teachings
• During the Spanish era, Catholic missionaries controlled the education system and emphasized religion and allegiance to Spain
• Education was controlled by Catholic missionaries and the Spanish rule
• Access was given to Spaniards, mestizos, and elites
• There were limited opportunities for indigenous Filipinos
• Spanish was used as the instruction Language
• There was a Gender-segregated structure
• Reforms were introduced for democracy and modernization during the American period (1898-1946)
• Free public education was introduced
• English replaced Spanish as the medium of instruction
• Subjects taught were science, math, history, and citizenship over religion
• Teachers were Thomasites trained Filipino educators
• This was the foundation for the modern Philippine educational system
• The Commonwealth Period focused on nationalism, economic development, and self-sufficiency for independence
• There was a focus on citizenship, nationalism, and economic development
• There was emphasis on vocational training for economic self-sufficiency
• Primary education was free and mandatory
• Philippine history and language were added to the curriculum
• The Japanese occupation overhauled Philippine education to promote Japanese ideals and eliminate Western influence
• The curriculums were replaced with an emphasis on Asian identity
• Emphasized oriental values and moral discipline
• Prioritized elementary and vocational education
• Reduced English instruction and promoted Japanese
• Encouraged self-sufficiency through labor focus
• Post-colonial education promoted democratic and nationalistic values
• Teachers' rights and welfare were strengthened
• National pride was instilled through symbols and heroes
• Accessible, free elementary education was provided
• Civic responsibility, morality, and practical skills were developed
• Pre-colonial education focused on practical skills
• Spanish education focused on religious instruction
• Japanese education centered on labor and self-sufficiency
• American education for democratic citizenship and scientific reasoning
• Post-colonial education on nationalism, morality, and vocational training
• At present it is guided by DepEd's mission and vision

Social Science Theories and Their Implications to Education (Lesson 3)

• Social science theory provides a systematic explanation of specific aspects of life, offering a viewpoint to understand facts and laws in the social sciences
• Schools play a vital role in socialization by teaching interaction, societal norms, essential life skills, and responsible citizenship
• Structural-Functional Theory, also called "Functionalism"
• Herbert Spencer (1820–1903) was a British philosopher, sociologist, and educational reformer
• Functionalism promotes unity and prepares students to contribute to society and the economy, keeping society stable
• Schools teach skills, values, and norms to maintain social stability
• Society functions as a system where all parts, like education and family, work together
• There are 4 main purposes of schooling including; Intellectual development, political understanding, economic preparation, social responsibility
• Intellectual Development is to develop thinking and problem-solving skills
• Political Understanding is to promote patriotism and civic values
• Economic Preparation is to prepare for future jobs
• Social Responsibility is to teach responsibility and solve social problems
• Conflict theory states that society has constant struggles between groups
• Education maintains inequality through the hidden curriculum
• The hidden curriculum reinforces obedience and acceptance of hierarchy
• The hidden curriculum teaches obedience, punctuality, and rule-following
• The hidden curriculum maintains status quo by keeping existing power structure
• Students learn to be on time, follow rules, and not question the system
• Karl Marx's conflict theory is that there are always two opposing sides choosing between change
• Other theorists who expanded on conflict theory include Antonio Gramsci, Max Horkheimer, Theodor Adorno, and C. Wright Mills
• Functionalists believe that they teach good will, conflict theorists believe that education only exists to control
• Symbolic Interactionist Theory focuses on how people create and interpret meanings through social interactions
• Symbolic Interactionist Theory emphasizes the role of communication in shaping individual behavior and societal norms on a micro-level
• There are three tenets of Symbolic Interactionist Theory, people act based on meaning, meanings differ among people, meaning changes through interaction
• To apply this to teaching; foster positive interactions to help students feel supported and valued, use positive symbols to express trust in students’ abilities
• The Rosenthal & Jacobson 1968 study showed that teachers' expectations led to improved student performance
• Ray Rist's 1970 research showed that teachers' perceptions based on social class affected student placement and performance
• Weaknesses of the Symbolic Interaction Theory include: focuses on small, individual interactions and may miss broader social factors, originates from Max Weber's ideas

The Strengths and Weaknesses of a Filipino Character (Lesson 4)

• The family is the most important unit in a Filipino's life
• Filipinos emphasizes the value of family and being close to each other
• Filipinos find humor in everything as a coping technique
• Filipinos often avoid standardized rules or procedures
• Filipinos follow a "natural clock" or organic sense of time
• 85% of Filipinos are Christians (mostly Roman Catholic)
• 10% are Muslim
• 5% belong to other religions including Taoism, Buddhism, and Dayawism
• Filipinos have developed resourcefulness to survive under foreign powers
• Filipinos use whatever is at hand to make something out of almost nothing
• Filipinos persevere in whatever they undertake
• Filipino Values are based in Social Harmony & Acceptance
• Filipino Values center around social harmony, belonging, and acceptance
• Social harmony is the existence of agreement and cooperation within a community
• "Hiya" motivates individuals to maintain good conduct and avoid causing discomfort or embarrassment
• "Amor Propio" is one's self-esteem or pride
• The Non Dualistic Filipino Worldview is not separating things into good or bad, right or wrong
• F. Landa Jocano's two models of Filipino values are the exogenous (legal and formal) and the indigenous (traditional and non-formal)
• Extreme family-centeredness can lead to using one's power to promote family interests, resulting in factionalism, patronage, political dynasties, and the protection of erring family members
• Lack of discipline is lack of standards, impatience results in short cuts
• Passivity and lack of motivation and initiative, relies on leaders
• Strengths of the Filipino character include Pakikipagkapwa-tao (helpfulness, generosity, and empathy), Family Orientation, Joy and Humor, Flexibility, Adaptability, Creativity, Hard Work and Industry, Faith and Religiosity, Ability to Survive
• Weaknesses of the Filipino character include Extreme Personalism, Extreme Family Orientation, Lack of Discipline, Passivity and Lack of Initiative, Colonial Mentality, Kanya-kanya Syndrome, Lack of Self-analysis and Self-reflection
• Sen. Leticia Shahani criticized that education in the Philippines was more form than substance and values should be more meaningfully implemented
• 1987 - framework provided clearer values formation for schools
• 1988-1990 - Values Education was introduced and made its own separate subject
• 2013 (K to 12 Curriculum) - Values Education renamed to Edokasyon sa Pagpapakatao
• promotes the development of moral character
• senior high have core subjects like philosophy and development which focuses on personal reasoning and self-awareness