Unit 2: Principles And Theories On School Culture PDF

56  Lesson 1 PROPONENTS AND THEIR PHILOSOPHIES Introduction Some of your relatives or friends may have questioned you about your interest in becoming a teacher. “Are you sure you want to deal with kids?” Or “Why don’t you pick a business specialty with a big salary and forget ab...

56  Lesson 1 PROPONENTS AND THEIR PHILOSOPHIES Introduction Some of your relatives or friends may have questioned you about your interest in becoming a teacher. “Are you sure you want to deal with kids?” Or “Why don’t you pick a business specialty with a big salary and forget about children unless you have some of your own?” Perhaps you tried to explain the importance of helping young people become capable and responsible adults. You may have pointed out that teachers in today’s schools are gaining more power and more responsibilities, not to mention higher salaries. Of course, you may still be pondering your own motives for teaching, as well as the potential opportunities, rewards, and difficulties of a teaching career. This lesson will help you gain a comprehensive understanding of the Philosophical Thoughts in Education that help mold the school culture and schooling it. We’ll dive in to the depths on how these philosophies help children and you as pre-service teacher. Take the Challenge! In this lesson, challenge yourself to: 1. Compare and contrast the different proponents and their philosophies on education; 2. Elaborate the role of each philosophies in the present school community; 3. Explain how principles, theories and philosophies shape the school culture related to the society as a foundation of schools and schooling; and 4. Examine the different characteristics of philosophies. 57  Activity Instructions: Read the passage below then answer the questions that follow. From Preservice to Practice By: Allan C. Ornstein and Daniel U Levine From: Foundation of Education, 10th Edition Are each of you certain that you want to enter the teaching profession?” asked Professor Johnson. “Remember the challenges of the profession often become stressors. About half of the teachers who enter the profession leave within a few years. So, can someone tell me why you want to become a teacher?” Josephine: “My grandmother was a teacher, and my mother is a teacher. Both of them have told me how rewarding the career can be. I like children. I’ve loved my experiences with children in summer camps, so now I’m choosing elementary school teaching.” Mark: “I want to coach and teach, some of the best times in my life have been when I played basketball or tennis. The coaches made it their business to see that I followed their discipline and that I paid attention to academics, too. These experiences taught me new values and new disciplines and gave me a vision for what I want to do with my life. I want to work at the high- school level.” Patricia: “I don’t have any great yearning to teach, I have to support myself after I graduate—my parents made it plain that I’m on my own financially after next year. I want to be an artist, and I think I can do that if at first I support myself by teaching. There are several galleries in the area, and if I could get a job teaching junior or senior high, maybe I could get some work shown locally, earn a few commissions, and be on my way.” Peter: “I know I won’t get rich, but there is something compelling about watching the ‘aha’ experience in a student’s face. I’ve taught swimming and diving during the summers. When a skill finally clicks in, the triumph of that young boy or girl makes it all worthwhile. I want to teach physical education in an elementary school.” Professor Johnson: “Each of you seems to have considered this choice for some time. I will share a few other reasons mentioned by other students. Teaching is one profession you can use to travel the world. International schools and foreign private schools search regularly for people such as you. Teaching English as a second language has given many a free ticket to China, Japan, and Korea or you can teach as a missionary in church schools. Another primary consideration is that retirement systems usually provide fairly secure long-term benefits. That kind of security can be hard to find in the business world today. As a follow-up to this discussion, write a reflection paper about the discussion and your reasons for choosing education. Bring it to class next week.” 58  Analysis Instructions: After reading the passage, answer the following questions. 1. Why is it important that preservice teachers reflect on their motivations for selecting the teaching profession? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Why are you choosing the teaching profession? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. Geographically, where do you think you might want to teach? Why? What are the projected job opportunities in that area at the time you finish your education? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Abstraction Comprehensive philosophies, such as Social Darwinism, progressivism and social reconstruction present a general worldview that includes education. Educational theories, often derived from philosophies, focus more specifically on education, schools, curriculum, and teaching and learning. The general philosophies examined in 59 this chapter link closely to the more specific theories of education, which form their school-based components. In constructing your own philosophy of education, you need to think like a philosopher and become familiar with philosophy’s terminology. Photo 1. “Philosophies” and “Theories” of Education As its special terminology, philosophy of education uses the basic terms metaphysics, epistemology, axiology, and logic. Metaphysics examines the nature of ultimate reality. What is and what is not real? Is there a spiritual realm of existence separate from the material world? Idealists, for example, see reality primarily in nonmaterial, abstract, or spiritual terms. Realists see it as an objective order that exists independently of humankind. The subjects taught in schools represent how curriculum makers, teachers, and textbook authors describe “reality” to students. Epistemology, which deals with knowledge and knowing, influences methods of teaching and learning. It raises such questions as, on what do we base our knowledge of the world and our understanding of truth? Does our knowledge derive from divine revelation, from ideas latent in our own minds, from empirical evidence, or from something else? Again, different philosophies hold different epistemological conceptions. Teachers who believe that the universe exists as an orderly structure will try to reproduce this order in students’ minds by emphasizing the systematic and sequential teaching of subjects. They will seek to describe reality by transmitting subject matter content to students. In contrast, teachers who believe the process of how we know 60 what we know is of most importance will use problem solving or encourage students to construct their own view of reality. Axiology, which prescribes values, is subdivided into ethics and aesthetics. Ethics examines moral values and the standards of ethical behavior; aesthetics addresses values in beauty and art. Teachers—like parents and society in general— convey their values to the young by rewarding and reinforcing behavior that corresponds to their conceptions of what is right, good, and beautiful. Moreover, the environment that teachers create in their classrooms immerses students in a moral climate that reflects the teacher’s ethical and aesthetic sensibilities. Concerned with correct and valid thinking, logic examines the rules of inference that we use to frame our propositions and arguments. Deductive logic moves from general statements to particular instances and applications. For example, we begin with the premise—all deciduous trees seasonally drop their leaves; state the sub premise—the maple tree drops its leaves in the fall; and then reach a conclusion—the maple is a deciduous tree. In terms of deductive inference, if the premises are true, then the conclusion must be true. Inductive logic moves from the particular instance to tentative generalizations subject to further verification. It moves from limited data to a more general conclusion. For example, (a) the earth’s temperature has been increasing in the last fifty years; (b) this global warming is due to the greenhouse effect caused by emissions from the burning of fossil fuels; (c) if we continue to generate emissions from fossil fuels, the earth’s temperature will continue to rise. Curriculum and instruction are organized on conceptions of logic. Think about the differences in teaching a science course from the two examples used. Does something in the subject itself logically dictate how lessons should be organized and presented to students (the deductive approach)? Or should teachers take their cue from students’ interest, readiness, and experience in deciding how to present instruction (an inductive approach)? With this terminology, we can examine different philosophies and theories. After discussing the key concepts of each one, we will see how it answers the basic questions raised at the beginning of the chapter and helps a teacher construct his or her own philosophy of education. Proponents and their Philosophies 1. HERBERT SPENCER He was the founder of social Darwinism theory. Herbert Spencer was an English philosopher, biologist and sociologist. He highly contributed his expertise knowledge 61  in ethics religion, anthropology, economics, political theory, philosophy, biology, sociology and psychology. He was nominated for the Nobel Prize in Literature in 1992 and was the first person to coin the phrase “survival of the fittest” His works were translated into many other languages of the world including German, Italian, Spanish, French, Russian, Japanese and Chinese. As we know, Social Darwinism (by Charles Darwin) is the conflict between social groups which results in the most socially capable or fit group coming out on top as the winner, usually in terms of influence and wealth. According to social Photo 2. Herbert Spencer Darwinism, rich people would succeed and poor Photo Credit: Wikipedia Public Domain people Quick facts Herbert Spencer would Philosopher, Biologist, Sociologist Nationality: British fail. Survival of the fittest refers to the most Born: 27 April 1820 adaptable species being able to live and Born In: Derby, England Died On: 08 December 1903 reproduce. Inventions: Paper Clip Theories of Social Darwinism in Education Theory of Evolution. Herbert Spencer was known as one of the leading Social Darwinists in the late nineteenth- early twentieth century America. As a social Darwinist, Spencer helped gain acceptance of the theory of evolution which also became the basis for most of his books and teaching. A Social Theory based on Darwin. In Spencer’s work “social status” he stated that individual freedom was extremely important and that the government should play a limited role in society especially in the schools. Opposition to Public Schools. He did not believe in the public school system. His major criticism of the school system was that it did not prepare children to live in society. Instead, Spencer believed in the private school system which competed for the brightest student. Because of his belief in competition conflict and struggle Spencer felt that the most exemplary schools would eventually acquire the best teachers and students. 62 Principles of Teaching and Learning Spencer believed that people in an industrialized society needed a utilitarian education in order to learn useful scientific skills and subjects. Learning should be a sensory experience where a student interacts within his/her environment; a slow, gradual, and inductive process. Children should be encouraged to explore and discover which would allow them to acquire knowledge naturally. A student should only engage in those activities that would allow him/her to survive in society. Education and Schooling Spencer became one of the major proponents of modern curriculum theory. In his work “What Knowledge is of Most Worth?”. He stated that this question needed to be answered before any curriculum was chosen or any instruction commenced. To achieve this advancement Spencer believed that there were five activities necessary in curriculum. Once again, the main goal was to teach subjects that would contribute to successful living. Spencer’s ideas concerning curriculum were widely accepted in the United States. Spencer never loved old traditions. He wants to lead the child to a very high ideal by developing his interests and criticizes the curriculum of his day because it lacks practical utility. In the educational system of his times adequate attention was not paid to the future preparation of children. Spencer identified five types of activities in the curriculum; 1. Self-preservation. (Feelings which warn people or animals to protect themselves from difficulties or dangers) For picking up the art of self-preservation, Spencer recommends the study of the sciences of physiology, hygiene, physics and chemistry. He believes that a knowledge of these subjects will help one to preserve his health by furthering the various spontaneous activities. 2. Indirect Self-preservation. Activities pertaining to indirect self-preservation are those which help one to make a successful living. We require the help of mathematics in various activities pertaining to our daily life. Geology mathematics, chemistry, physics and astrology help us in many such vital activities. He recommends the teaching of these sciences because they prepare us for life. 3. Rearing of Offspring. (To help someone to grow up.) Spencer wants to give the knowledge of rearing of offspring to children in the school because it is difficult for them to rear their children properly. Therefore, parents should be prepared for bringing up children. 63  4. Citizenship. Spencer desires that the child should be a worthy citizen. He thinks that history cannot be used properly without the knowledge of science. He has shown how history books should be written and how the various happenings should be described. 5. Leisure of Life. Spencer has a very liberal (general) outlook of life. For this he wants to teach painting, music, sculpture, literature and poetry to the child. But for the study of these arts, Spencer thinks that child must study the science first, because the various sciences are at the root of all these fine arts. He wants to make everything dependent on sciences. Influence on Educational Practices Today He wanted private schools to compete against each other in trying to attract the brightest students and most capable teachers. Spencer’s social Darwinism became very popular in the last half of the 19th century when industrialization was changing American and Western European societies. The standardized testing used in the No Child Left Behind Act is a way of introducing competition into schools, as it identifies achieving and non- achieving schools and teachers. Spencer would raise entry standards for students to pre-service teacher- education program to make them more competitive. Before his influences the public school claiming that they would create monopoly for mediocrity by catering to the students of low ability, but he opposed it. Education today continues to be influenced by Spencer’s Social Darwinist Theories. In fact, his curriculum activities based on human need are still being implemented in one form or another. His influences are still felt as education continues to discuss voucher systems for private schools, the smaller role of government in education, and in the stressing of teaching skills that will assist students in becoming individuals who contribute to the good of society. Several of Spencer's works are being utilized in today's most prestigious universities. His "Principles of Biology" is a text at Oxford University. His "Principles of Psychology" text can be found at Harvard. The "Study of Sociology" is Spencer's work used not only as a textbook at Yale, but was the textbook used for the first course in Sociology in the United States. Sociology became a discipline in the United States because of Spencer's impressive work. 64  2. JOHN DEWEY John Dewey was the proponent of the idea Progressivism where he emphasizes that all education proceeds by the participation of the individual in the social consciousness of the race. He believes that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself. Through these demands he is stimulated to act as a member of a unity, to emerge from his original narrowness of action and feeling, and to conceive of himself from the standpoint of the welfare of the group to which he belongs. The child has his own instincts and tendencies, but we do not know what these mean until we can translate them into their social equivalents. We must be able to carry them back into a social past and see them as Photo 3. John Dewey Photo Credit: Wikipedia Public Domain the inheritance of previous race activities emphasizing individual difference. Progressive education owes to John Quick facts John Dewey Dewey’s philosophy of Instrumentalism. A various Psychologist, Educational Reformer form of human activity are instruments developed Nationality: American by man to solve his problem in other terms it is Born: October 20, 1859 Born In: Burlington, Vermont coined as games. Died On: June 1, 1952 TENETS OF DEWEY’S PHILOSOPHY  We learn by doing  Education is life not a preparation for life.  Education is growth  The school is primarily a social institution; and  The center of education is the child’s own social activities. 65 Dewey’s Theories and Beliefs on Education Experiential Education. Dewey focused his concept of “instrumentalism” in education on “learning by doing or hands-on learning”, which means to learn not only by the theory, but also by the practice. “Instrumentalism” is a theory of knowledge created by Dewey in which ideas are seen to exist primarily as instruments for the solution of problems encountered in the environment. Dewey thought that people learn the best through experience. He thought knowledge could be falsified. Thus, it needed to be consistently challenged and experimented on. He emphasized on inquiry-based education. Dewey Sequence Problem-Solving Step One: Define the Problem Step Two: Analyze the Problem Step Three: Determine Criteria for optimal Solution Step Four: Propose Solutions Step Five: Evaluate Proposed Solution Step Six: Select a Solution Step Seven: Suggest Strategies to Implement the Solution The School’s Role. The school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. Dewey stressed the importance of education in school not only as a place to gain content knowledge, but also as a place to learn how to live. He believed that students should be actively involved in real-life tasks and challenges. (Neill, 2005) In January of 1896, Dewey opened the doors of the Experimental University of Chicago with the idea of setting up an “Experimental School” by his own. Age Activity 4-5 years old Cook, Carpentry, Needlework 6 years old They built farm of wood and planted wheat and cotton; they sold their products in the market. 7 years old They studied pre-history in caves made by themselves 66  8 years old They studied navigation like Marco Polo, Colon, Magallanes and Robinson Crusoe. 9 years old Local history and geography 10 years old They studied the Colonial History. 11-12 years old Anatomic experiments, electromagnetism political economy and photography. 13 years old They built a building for their debate club. Table 1. Dewey Experiential School Role of Curriculum. Dewey advocated for an educational structure that makes a balance between the child and the curriculum, that is to say, delivering knowledge while also taking into account the interests and experiences of the student. He also rejected curriculum-centered view of education rather than student centered education. Active curriculum should be integrated, rather than divided into subject- matter segments. Flexible and Changeable in according to Child’s Interest. Reflect social life and social activities- utilities. The Teacher’s Role. He believed that the teacher’s role should be that of facilitator and guide since the teacher becomes a partner in the learning process who leads students to independently discover meaning within the subject area. Teachers are responsible for achieving the goals of the school, but the specific topics to be studied to meet those goals, cannot be determined in advance because they should be of the interest of the children. Learner’s past experience should be taken into account the teaching-learning process, as well as the environment. Dewey’s educational theory was far less child-centered and more teacher- centered. “Education is not preparation for life; education is life itself. Education, therefore, is a process of living and not a preparation for future living.” -John Dewey General Characteristics of Dewey's Philosophy John Dewey's philosophy has been labeled pragmatic, experimental, instrumental, empiricist and naturalistic. 1. Dewey's philosophy has been called pragmatic because it holds that the criterion or test of the truth and goodness of a thing is its work ability according to a given purpose. 67 2. Dewey's philosophy is labeled experimental because it insists on experimental verification as the one reliable way to the workability of an idea. 3. Dewey's philosophy is termed instrumental because it teaches that the function of thought is to guide action, to be an instrument for resolving problematic situations. 4. Dewey's philosophy is known as empiricist because it limits true knowledge to knowledge of this world of experience and because it makes knowledge originate from experience and lead back to experience 5. Dewey's philosophy is known as naturalistic because it regards nature and the world around us as constituting true reality. 3. GEORGE COUNTS, THEODORE BRAMELD & JOHN FREIRE Reconstructionism also known as Social Reconstructionism, this theory claims to be the true successor of progressivism and declares that the chief of purpose of education is to “RECONSTRUCT” society in order to meet the cultural crisis brought about by social, political, and economic problems. Social Reconstruction is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Typically, a Reconstructionist focus on a curriculum that highlights social reform. Social Reconstructionism. Philosophical Root Pragmatism. A reasonable and logical way of doing things or thinking about problems that is based on dealing with specific situations instead of ideas and theories. Proponents Theodore Brameld (1904-1987) was considered the founder of social reconstructionism. He recognized the potential for either human annihilation through technology and human cruelty and the use technology and human compassion to create a beneficent society. Photo 4. Theodore Brameld 68  George Counts (1889-1974) - recognized that education was the means of preparing people for creating this new social order. Photo 5. George Counts Paulo Freire (1921-1997) - a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. He believes that humans must learn to resist oppression and not become its victims, nor oppress others. He saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world. Photo 6. Paulo Freire The Purpose of Schooling. Critically examine all cultural and educational institutions and recommended change and reform as needed. To teach students and the public not to settle for "what is" but rather to dream about “what might be”. This will help prepare students to become agents for change. Nature of the Learner. Students are a critical element in bringing social change. Students are capable of initiating and adapting to change especially if they are influenced by appropriate adult role models. Curriculum. Reflect democratic ideals and emphasize civic education and opportunity for students to gain first-hand experience in studying real social problems and controversial issues. Students consider societal problems such as place of ethics in improving quality of life, conserve natural resources, and issues of foreign policy and naturalism. Instructional Methods. This utilizes cooperative learning, problem solving and critical thinking that focus on active learning and activities outside of school. Students spend time in the community to learn its problems and would analyze research and link issues to place in the community and larger society. Take action or responsibility in planning for change. 69  Classroom Management. Teacher and students question the assumptions of the status quo and examine social issues and future trends. Organize classroom in a classless nonsexist and non-racial manner. Less emphasis on management and control and more focus on community building. Atmosphere promotes analysis, criticism, and research would best describe the classroom environment. Conflict resolution and differences in world views would be encouraged and reinforced. Assessment. Students have the ability to think in critical terms and expose their assumptions and practices. Oppose standardized test of both students and teachers. Should only if mandated by local, state, or federal authorities. As a Teacher. We must be willing to engage in ongoing renewal of their person and professional lives. Criticize and evaluate work conditions and extend educational role outside of the classroom. Must be comfortable with constant change. Dislikes the status quo and views school as a particular culture in evolution. Willing to engage and form alliances with the community and parents to make the school better. Application Instructions: Design a matrix (Concept Map, Venn Diagram and etc.) that differentiates the five philosophies of education. Put your answer in the space provided and upload through class platform. 70  Synapse Strengthener Instructions: Answer the following questions in 5-8 sentences. Question 1. What do you think about Spencer’s idea? Do you think should we apply this in our education system? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Question 2. What makes Progressivism of John Dewey a holistic approach in education? How will you utilize this philosophy in class? (Cite a situation) _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Question 3. What makes Social Reconstructionism different from the theory of Spencer and Dewey? How does this promote social change? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 71  Self-Reflect Upon knowing the Proponents and their Philosophies, complete the statement that follows: I realize that ________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I feel that __________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I need to ___________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 72  Assessment MY SCORE: __/10 Instructions: Read and understand each statement. Write TRUE if the statement is correct and FALSE if otherwise. _________ 1. In Social Darwinism “Survival of the fittest” denotes to the most flexible species being able to live and reproduce. _________ 2. Social Progressivism emphasizes the addressing of social questions and a pursuit to make a better society and universal democracy. _________ 3. Dewey believe that teacher’s role should be that of facilitator and guide since the teacher becomes a partner in the learning process. _________ 4. According to Freire teaching and learning are processes of inquiry that leads a child to invent and reinvent the world. _________ 5. In reconstructionism, learning should be a sensory experience where a student interacts within his/her environment in a slow and gradual process. _________ 6. Metaphysics deals with information and meaning that influences methods of teaching and learning. _________ 7. The idea of aesthetics scrutinizes moral values and the standards of ethical behavior. _________ 8. Counts, Brameld and Freire believe that students are capable of initiating and adapting to change. _________ 9. Experiential Learning shows rational and sound way of doing things or thinking about difficulties. _________ 10. In Dewey’s experiential education it focuses in the concept of instrumentalism that denotes a freeway learning called learning by doing. 73  References Bhuiyan, Pranay (2015). John Dewey and his Education philosophy. Retrieved from https://www.slideshare.net/pranaybhuiyan1/education-philosophy-of-john- dewey. Retrieved on August 6, 2020 Kirik, Huseyin (2017). Foundation of Education: Herbert Spencer. Retrieved from https://www.slideshare.net/aslan102/herbert-spencercompleted Retrieved on August 5, 2020 Latriz, Carlo Rommel (2016). Reconstructionism. Retrieved from https://www.slideshare.net/CarloLatriz/reconstructionism-61949112 Retrieved on August 6, 2020 Levine and Orstein (2008). Foundation of Education, 10th Edition. Houghton Mifflin Company. Velasco, Jenny Rose (2017). Reconstructionism. Retrieved from https://www.slideshare.net/JennyRoseVelasco1/reconstructionism-77925126 Retrieved on August 7,2020 Wikipedia Public Domain (nd). Herbert Spencer. Retrieved from https://en.wikipedia.org/wiki/Herbert_Spencer#/media/File:Herbert_Spencer. jpg Retrieved on August 5, 2020 Wikipedia Public Domain (nd). Bust portrait of John Dewey, facing slightly left. Retrieved from https://en.wikipedia.org/wiki/John_Dewey#/media/File:John_Dewey_cph.3a5 1565.jpg Retrieved on August 6, 2020. Wikipedia Public Domain (nd). Portrait of George Counts. Retrieved from https://en.wikipedia.org/wiki/George_Counts#/media/File:George_S._Counts. jpg Retrieved on August 6, 2020 Wikipedia Public Domain (nd). Theodore Brameld. Retrieved from https://en.wikipedia.org/wiki/Theodore_Brameld Retrieved on August 6, 2020 Wikipedia Public Domain (nd). File:Paulo Freire 1977.jpg Retrieved from https://en.wikipedia.org/wiki/File:Paulo_Freire_1977.jpg Retrieved on August 6,2020 Yamih (2014). John Dewey's Educational Philosophy. Retrieved from https://www.slideshare.net/yamih88/john-deweys-philosophy-40448193 Retrieved on August 6, 2020 74  FILIPINO THINKERS, EDUCATORS Lesson 2 AND PHILOSOPHICAL ASSOCIATIONS Introduction Some Filipino educators also developed their own philosophies of education. The Filipino philosophies of education are comparable to or in some cases sounder and more practical than the philosophies of education of the great educational thinkers of the past. In this module, we shall present a brief profile of certain Filipino thinkers and educators and some Philippine Philosophical associations that have affected, influenced, and directed the Philippine educational system. We shall show the highlights of such thinkers and educators if only to accommodate their philosophical views on education candidly. In particular, these are the very people who experienced the pangs of our national birth. They upheld the primacy of education and saw it as essential to social and political change. We shall divide this portion into the pre-twentieth century thinkers and the twentieth century thinkers and educators. We also present the prevailing philosophical associations so we could get a glimpse of how much they have helped shape the direction of Philippine education. Take the Challenge! In this lesson, challenge yourself to: 1. Examine the different proponents and their philosophies on education; 2. Differentiate different philosophical thoughts of Filipino thinkers that are important to education; 3. Prove how different philosophical thoughts influenced education; and 4. Create a philosophical thought that reflects the present educational system. 75  Activity Instructions: Complete the activity entitled, “Ano’ng Say Mo?” Given with different photographs, given at least a sentence, a phrase or a world that best describe the image. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 1. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 2. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 3. ______________________ ______________________ ______________________ ______________________ ______________________ ______________________ 4. 76  Analysis Instructions: Based from the activity, write a ‘Reflective Essay’ that best describes the educational system of the Philippines in the current time and how should it adopt with the dramatic change of new normal. Name: Year/Section: Rating: ___________ Your Title: 77 78 Abstraction Numerous Filipino educators whose work is undeniably contributed to the present Philippine education setting. These educators had an impact on how Filipino teachers deals with the present Filipino learners and adapting to the continuous changing on education system. THE PRE-TWENTIETH CENTURY FILIPINO THINKERS AND EDUCATORS 1. Dr. Jose P. Rizal “Rizal’s concept of the importance of education is enunciated in his work entitled Instruction wherein he sought improvements in the schools and in the methods of teaching. For Rizal, the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. Since Education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination. Rizal’s philosophy of education, therefore, Photo 1. Dr. Jose Rizal Photo Credit: Wikipedia centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal. He believed in the importance of the school as a social organization. According to him, the school must train the citizens in the three phases of life: (1) Moral, (2) Intellectual and (3) Physical The school should prepare the individual to Quick facts about Rizal live efficiently both as individual and as a member Born: June 19, 1861 Born in: Calamba, Laguna of the community to which he belongs. Parents: Francisco Mercado According to him, “The school is the book and Teodora Alonso Died: December 30, 1896 in which is written the future of the nations. Shows Died in: Bagumbayan us the schools of a people and we will tell you what those people are.” Rizal's main preoccupation was the formation of a new national community, the Filipino nation. For Rizal, education is indispensable to the task of nation building and must occupy top priority. It is even higher than the political options of revolution 79 and separation. The weakness of the national moral character must first be remedied by the leaders of the new emerging nation through moral education. Morally weak governments could not long endure among a people of indomitable moral strength. We, ourselves, saw this phenomenon in the EDSA revolution of February 1986. A people possessed of fortitude, integrity, love of truth, habit of study, and thirst for education could only produce a government that would establish the conditions for justice and freedom. Rizal saw the necessity of setting up schools for his countrymen. He envisioned the task of nation-building as dependent upon education which must aim for moral regeneration. Upright personal behavior and a sense of selfless service were essential to the life of the emerging nation. 2. Andres Bonifacio, Emilio Jacinto and the Katipunan The Katipunan, a secret society in the Quick facts about early days of the Philippine Revolution placed a Bonifacio high premium on ethical behavior as a Born: Nov. 30, 1863 Born in: Tondo, Manila requirement in achieving its goal of union of vision Parents: Santiago and and purpose and national emancipation through Catalina de Castro - Married to Gregoria de Jesus education. Candidates were carefully screened, Died: May 10, 1897 their private lives scrutinized, and those found to Died in: Maragondon, Cavite be morally not upright were excluded. Members were supposed to abandon a disorderly life. They had to abide by a code of ethics, As a matter of fact, two codes were proposed, one by Andres Bonifacio, the other by Emilio Jacinto. Upon reading Jacinto's Kartilya or Primer, Bonifacio being less lettered, thought it superior and decided to withdraw his own. Bonifacio's Decalogue or Katungkulan Gagawin ng mga Anak ng Bayan was more religious in tone. Faith in God was the first Commandment. This, of course, was similar to the Code of Ethics of Photo 2. Portrait of Andres Bonifacio Quezon. It was to find expression in love of one's Photo Credit: Wikipedia country and neighbor The Decalogue ends by affirming that the aims of the Katipunan were God-given and that the desires of the 80 country were the desires of God. It finds its parallel in the Latin " vox populi, vox dei." Noteworthy is the high dignity given to labor or blue-collar jobs. The Katipuneros, who were mostly farmers and laborers, were exhorted to practice certain values such calmness, firmness, patience, and confidence in the daily work. A man’s worth is not measured by his stations in life neither by the height of his nose nor the fairness of skin and certainly not by whether he is a priest claiming to be God’s deputy. Even if he is a tribesman from the hills and speaks only his own tongue, a man is an honorable man if he possesses a good character, is true to his word, has fine perceptions and is loyal to his native land. Bonifacio said that one does not necessarily need to achieve proper education to be able to be considered an intellectual. To be educated means to have a critical mind, to be able to logically reason out, to be highly informed about important matters in life, and to be able to stand up for his right, among other things. Jacinto's Kartilya, on the other hand, was more literary and emphasized the dignity of every Filipino as a human being. Work is something one has to be proud of. He condemned the excesses of the Photo 3. Emilio Jacinto Photo Credit: Wikipedia wealthy for their love of the "easy-go-lucky" lifestyle and their bad habits. Through the Kartilya, Jacinto enshrined traditional Christian moral principles as well as the proper use of time, keeping secrets, chastity and respect for women, and the Confucian golden rule. So even though you have attained all the possible degrees that schooling has to offer, that doesn't guarantee that you are more intelligent to does who have not. 3. Apolinario Mabini A Filipino Theoretician who wrote the Constitution for the first Philippine Republic and was the 1st Prime minister in 1899. 81  Mabini saw the futility of peaceful means and joined the Revolution to become its sublime thinker and ideologue. While at first committed to reforms and legal procedures, Mabini envisioned that the use of force can be justified. Behaving as an excellent Filipino scholastic philosopher, he distinguished between two aspects of the Revolution, the external and the internal aspects. The external revolution aimed at overthrowing the Spanish regime and establish new structures of government in accord with democratic republican system. To Photo 4. Apolinario Mabini realize this end. Mabini authored the Ordinanzas Photo Credit: Wikipedia A la Revolution containing eighty-nine regulations which enunciated the justification and objectives of the revolution and the broad lines of revolutionary government. Nevertheless, Mabini stressed, the external revolution called for an internal one, the process of radical moral trans formation. In fact, Mabini taught that there is a need Quick facts about Mabini to change the Filipinos' way of believing and Born: July 23, 1864 thinking. A revolution which is external and Born in: Barrio Talaga, Tanauan, Batangas internal must be grounded upon sound moral Parents: Dionisia Maranan y education, and sound moral education must stand Magpantay and Inocencio Leon Mabini y Lira on solid principles. He also emphasized that Died: May 13, 1903 Filipino must pronounce those bad habits inherited Died in: Manila, Philippine Islands from the Spaniards. The guidelines for the internal Revolution are contained in his Verdadero Decalogo. Such document was to serve as the solid base and fundamental principle of the moral education of the Filipino as a human being and as citizen. We note here the parallelism of Plato and Aristotle's philosophy. Mabini wrote the Decalogue first in Spanish, but due to his ardent desire for more Filipinos to understand his work, he later on also wrote it in English and Tagalog. This Decalogue as a text and as a historical treasure exhibits the character of the Decalogue as a philosophical work both in terms of form (structure) and content (subject matter) that relates various viewpoints on the morality of nationalism. It is 82 shown that Mabini's work endorses a universalist type of nationalism, utilizes both instrumentalist and non-instrumentalist types of argumentation in advancing certain views on the morality of nationalism, and anticipates moral universalism. According to Mabini, love of country was second only to love of God. The individual must develop his faculties of the intellect and the will. He has to muster his talents so that he may contribute to the cause of justice, the common good, and human progress. This is altruism in action. The prosperity of the country must take precedence over one's own welfare. This is similar to the DECS value of " Bayan muna bago ang sarili". Transcending Bonifacio and Jacinto's love of neighbor, he exhorted his countrymen to love one another not as neighbors only but as friends, brothers and companions. Such would constitute a new community possessing the same interests, aspirations, and destiny. Beyond just merely affirming the equality and dignity of all men. Mabini urged the people to recognize authority only in officials selected by them, the reason being that authority emanates from God who in turn speaks in the conscience of the people, so that only those selected by the people have real authority. This is republicanism in action. In his Decalogue stated, “Thou shalt cultivate the special gifts which had been granted thee, working and studying according to the ability, never leaving the path of righteousness and justice in order to attain thineown perfection. " This symbolizes that Mabini's work as a whole is shown to be more than just a set of patriotic injunctions, for it is at the same time a coherent philosophical work that provides a moral justification for nationalism that is still relevant today. THE TWENTIETH CENTURY FILIPINO THINKERS AND EDUCATORS With the shifting of time there as well another great thinker from the Filipino people whom their philosophies in educational perspective mark the dramatic change in shaping Quick facts about Quezon the school and educational system today. Born: 19 August 1878 Born in: Baler, El Príncipe, Captaincy General of the 1. Manuel L. Quezon Philippines Quezon's philosophy of education is Parents: Lucio Quezon and María Dolores Molina Died: 1 essentially local or Philippine in orientation. It is a August 1944 reflection of the need of colonial people to upgrade Died in: Saranac Lake, New York, U.S. themselves intellectually, morally and economically 83 through the process of education. Hence, it cannot be universalized. Nonetheless, it is one of the most important Filipino educational philosophies during the American colonial period. According to Quezon, there are two objectives of Philippine – education: (1) education for better citizenship, and (2) educations as means of livelihood. He emphasized that the primary objective of the government in educating the Filipinos is not only for the purpose of having means of livelihood but also for the purpose of enabling them to serve the nation better. He stressed that the good of the state is paramount to the good of the individual. The state, therefore, has the duty to mold the spirit of the youth in patriotism and self-sacrifice which can be done through education. Quezon has envisioned a complete adequate system of public education. He stressed compulsory education in a free public primary education and in citizenship training for adults. He also believed in government scholarships in all branches or learning and vocational and agricultural training in intermediate and high schools. Hence, poor but gifted young men and women should be encouraged to develop their talents since the government could create for them a large number of scholarships. Photo 5. Manuel L. Quezon Photo Credit: Wikipedia For higher education however, Quezon believed that only those intellectually capable must go through a college or university education. The average student should be encouraged to pursue vocational education. He should not be ashamed of it because the true worth of man is not on his diploma but in his proficiency in his chosen line of work. He as well said that there can be no progress except under the auspices of peace. Without peace and public order, it will be impossible to promote education, improve the condition of the masses, protect the poor and ignorant against exploitation and otherwise ensure the enjoyment of life, liberty and property. 84  Quezon fought for the building of a genuine Filipino character and attacked the Filipino propensity for easy-going parasitism and social inefficiency through education. A nation, he said, is nothing more than its citizenry. What gives a nation its strength is not wealth but the welfare of the common man. Hence, there is a need for every citizen to recognize not only his rights but also the rights of others and in turn, make his fellowmen recognize his own rights. 2. Teodor Kalaw Wrote the Cinco Reglas De Nuestra Moral Quick facts about Kalaw Antigua, published in 1935 which prescribed five Born: March 31, 1884 Born in: Lipa, Batangas traits to the traditional Filipino character; (1) Parents: Valerio Kalaw and courage, (2) chastity, (3) courtesy, (4) self- Maria Manguiat Died: December 4, 1940 control, and (5) family unity. It is the duty of Died in: Saranac Lake, schools to develop these virtues. Manila, Philippines 3. Dr. Camilo Osias Quick facts about Osias Born: March 23, 1889 His philosophy centered on what he called Born in: Balaoan, La Union the “Tayo Concept” (we) as distinguished from the Died: May 20, 1976 Died in: Manila, Philippines ako (individual) kita (dual) and kami (we exclusive) concepts. Dr. Osias believes that education secures every Filipino the fullest measure of efficiency, freedom, and happiness. The school system must contribute its share in achieving the goals of education by inculcating in the hearts and minds of the young the values of preserving the patrimony of the nation promoting the general welfare of the people The School has an important role in the dynamic nationalism and internationalism in relation to democracy in the education of the youth. Our education should instill love for work, spirit of tolerance, respect for law, love for peace and practice thrift. Dr. Osias’ suggestions to Philippine schools Photo 6. Dr. Camilo Osias 1. Preserve the solidarity of Filipino Photo Credit: Wikipedia 2. Maintain the unity of the Philippines 85  3. Work out a proper equilibrium in economic order 4. Develop social justice 5. Observe the merit system in government service 6. Promote peace and national defense 7. Uphold the inalienable rights of life, property, liberty, and happiness 8. Keep in their prestige majesty the fundamental freedom, especially freedom of speech, freedom of press, freedom of peace and assembly, and freedom of worship 9. Conserve the principle of equality 10. Hold high the ideals of religion 11. Keep over aloft the torch of education 12. Make democracy a living and functional reality. 4. Vicente Sinco, Francisco Dalupan, Concrado Aquino: Liberal Education There is a tendency which is beginning to gain some voice and authority in the Philippines. This trend is that of the need for liberal education in order to produce truly educated Filipinos. Considered as exponents of this cause are Vicente Sinco, Francisco Dalupan, Conrado Aquino and many others. The need is evident and there seem to be a few who directly deny its desirability, but, despite all the talk, its realization offers so many difficulties that until now little has been done about it. Apart from many accidental difficulties such as money, time, and so on, the major reason which keeps the plan from being realized lies in the deficiency of the education preparatory to college and university studies. This is becoming more and more evident today. Photo 7. Vicente Sinco Photo 8. Francisco Dalupan Photo 9. Conrado Aquino Thus, Sinco, Dalupan, and Aquino realizes the need for liberal education in order to offset this general unpreparedness of college students. For this option to be truly meaningful, there is a need for the youth to be adequately educated at the elementary and high school levels. 86  Liberal education – is needed in order to produce truly educated Filipinos. There is a need for the youth to be adequately educated in the elementary and high school levels. Being aware of the inadequacy of teachers training program, Sinco envisioned the need for well trained teachers as one of the essential factors to improve the quality of the educational program in schools. He challenged colleges of teacher education to re-examine their curriculum and find a solution to the problem of deterioration in education. In a similar vein, Aquino stressed that, while there is a need to teach prospective teachers methods, techniques, psychology, pedagogy, content - the science of teaching - those responsible for the education of the citizens must also educate them in the fullness of their rational nature so that he may see life steadily and as a whole. That, in turn, can lead to the fullness of self-fulfillment. 5. Pedro Orata and Florencio Fresnoza: Vocational Education Photo 10. Pedro Orata The direct aim of education according to Photo Credit: The Ramon Magsaysay Award Foundation Orata is the direct development of character, all around character and well-adjusted personality. Fresnoza stressed that the Deweyan philosophy is basic in the thought and practice of most of the educational leaders today. Orata recommends that schools heavily stress vocational education as well as language proficiency in the vernacular in early years. The reason is that a great majority of those who enter the elementary school never finish high school, and a very small number finish college education. Therefore, it is imperative, declared Orata, to train them for the life they will be leading after they leave school. This, of course, is in perfect accordance with the principles of Plato and Aristotle concerning the uneducability of the masses through Photo 11. Florencio Fresnoza liberal education. Much time, effort and money Photo Credit: Interet Archive: Open Library would be consumed in laboring with barren soil 87 which will bear little fruit despite the travail. This stress in vocational education is given expression in the Education Act of 1982 which mandates manpower training and, also, in the EDCOM Report of 1991 which recommends skills training and the strengthening of the Bureau of Technical and Vocational Education. 6. Rafael Palma The primary purpose of education, according to Palma, is to develop the individual to his highest efficiency so that he can be of use to himself and to the community. This is in consonance with the philosophy of altruism and is closely allied to citizenship. He was an advocated for Academic Freedom where the teacher should not dramatize. He has no right to impose on his students his theories or personal belief. He is expected to stimulate free discussion, leaving to his Photo 12. Rafael Palma students the choice of the system of thought which Photo Credit: Wikipedia satisfies their reason He believes that the primary purpose Quick facts about Palma of education is to develop their individuals to Born: October 24, 1874 his highest efficiency so that he can be of use Born in: Tondo, Manila Died: May 24, 1939 to himself and to the community. Died in: Manila, “Education must produce individuals Commonwealth of the Philippines who are both useful to themselves and to society.” 7. Herman Gregorio Gregorio crusaded for a learner-centered educative process. He also envisioned an educational environment wherein the theory of self-activity is the basis of all learning and where the development of the whole child is the primary objective of education. The aims of education, said Gregorio, are formulated in terms of child growth and development and that the school curriculum is organized in terms of activities and projects. Moreover, he prescribed that teaching must emphasize thinking and reasoning rather than memorization. 88  For him the aims of education are formulated in terms of child growth and development and that the school curriculum is organized in terms of activities and projects. Lastly, evaluation must be made part of the educative process and that the school must be used as an agency to develop democracy. 8. Jorge Bocobo The bases of education in the Philippines, according to Bocobo, are the Filipino socio-cultural values and traditions. The spirit of nationalism and love of country must serve as the foundation of education. Further, the learner must be prepared for a democratic way of life and thinking. Bocobo said that the “Filipino culture and tradition should be the basis of a truly Filipino education”. He equated education with patriotism and nationalism and believed that education is means of preparing the individual for a democratic way of life. 9. Jose P. Laurel He was a man of integrity and probity and of strong convictions. Of humble origin, he lived with the masses, fought for them and for their welfare, and shared in their joys and sorrows. Cognizant of the urgency in establishing correct moral and educational orientation for Filipinos, he declared that a free and Sovereign country should provide for an educational system that is responsive to the needs of the people and adapted to their idiosyncrasies, customs, traditions, and basic principles. He is a proponent Photo 13. Jose P. Laurel of truism that a progressive people must keep pace Photo Credit: Wikipedia with the progress of the times. Consequently, Dr. Laurel's thoughts heavily influenced the establishment of the Board of National Education later named the National Board of Education, of which he was an ex-officio member as Chairman, Committee on Education of the Senate. 89  Specifically, Laurel profoundly expressed that the rights could fully be enjoyed through order. That there may be order, there must be law, and law implies, ex necessitate re, the recognition of civil authority. Furthermore, he contended that government's primary function is to recognize the dignified status of human personality. He aimed at an education of the Philippines with the view to accomplishing an integrated nationalistic, and democracy-inspired citizenry. He envisioned an educational program geared exclusively to the needs and problems of the individual and persistently maintained that inculcation of desirable virtues and social values is the best vehicle in national transformation and productive citizenry. He declared that a free and sovereign country should provide for an educational system that is responsive to the needs of the people and adapted to their idiosyncrasies, customs, traditions, and basic principles. 10. Emerita Quito Motivates philosophy professors to improve themselves, use the Filipino language in the teaching of philosophy and philosophy of education, and tap international funding agencies for philosophical researches and international philosophy in the Philippines. Her Photo 14. Emerita Quito Photo Credit: Quartz viewpoint, to the dilemma of the Filipino philosopher is how to reconcile new ideas and developments on the international scene with the local economic and political realities. She hoped that foreign ideas about education must be implanted into Philippine conditions for proper acculturation and assimilation. Photo 15. Francisca Tirona-Benitez Photo Credit: PWU 11. Francisca Tirona Benitez She believed that every Filipina should aspire to be: one who has successfully combined the art of homemaking and the pursuit of a career and still be of service to the community. 90  The qualities that should distinguish the educated Filipinos of today are (1) power to do (2) knowledge of the past and current events and (3) possession of the elements of conduct that area the accomplishment of culture and morality. “The function of our school is neither Quick facts about Tirona- Benitez to fit the individual for the past which is dead Born: June 4, 1886, Imus, and gone, nor to prepare him for a remote Cavite Parents: Guillermo Tirona and future which is problematic, rather it is to train Jacoba Paredes the individual so that he will be a member of Died: November 17, 1974 the world as it is.” 12. Venancio Trinidad “Education should aim to develop men and women who are as deeply concerned in the development and uplift of our communities, particularly in the rural areas, as in the promotion of their own personal or individual well-being.” 13. Lourdes Quisumbing Believes that education must strengthen the dignity of the learner as a human person. As such, the various dimensions of man’s personhood has to be fully developed by the school system through an effective and systematized values education. 14. Conrado Benitez Teaching by example and sharing, yet always bearing a blessing. He combats the four major evils that plague our country: poverty, illiteracy, disease and civic inertia The qualities that should distinguish the educated Filipinos of today are (1) power to do (2) knowledge of the past and current events and (3) possession of the elements of conduct that are the accomplishment of culture and morality. Photo 16. Conrado Benitez “The function of our school is neither to Photo Credit: Rotary Club of Manila fit the individual for the past which is dead and gone, nor to prepare him for a remote future which is problematic, rather it is to train the individual so that he will be a member of the world as it is.” 91  Application Instructions: With your readings in this unit, create your own Philosophy in Education. Follow the format below and upload your output in your class platform. Name: Course/Year/Section: Rating: ______ Your Philosophy Name: Name your own Philosophy in Education and provide a description. What to teach? Why to teach? 92 How to teach? 93  My Philosophy in Education 94  Synapse Strengthener Instructions: Refer to your output in the application, with the use of social media (Facebook) make a poster/graphic organizer/a photo essay addressing how the Philippine educational system should adopt to the current situation, combine it with your philosophy. Gather likes, reacts and share! Use the following hashtag in posting your FB post after your caption. #TheTeacherAndTheCommunity #PreServiceTeacher #(YourSection) #WVSUCOE Self-Reflect Upon knowing the different Filipino Thinkers for Pre-twentieth to the Twentieth Century, complete the statement that follows: I realize that ________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I feel that __________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ I need to ___________________________________________________ ___________________________________________________________ ___________________________________________________________ 95 ___________________________________________________________ ___________________________________________________________ Assessment MY SCORE: __/10 Instructions: Read each statement carefully and write your answer before the number. ____________ 1. To him the bases of education in the Philippines are socio- cultural values and traditions. ____________ 2. His perspective proves that the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. ____________ 3. The direct development of character, all around character and well-adjusted personality. ____________ 4. It is the theory that serve as the basis of all learning and where the development of the whole child is the primary objective of education. ____________ 5. She views that the dilemma of the Filipino philosopher is how to reconcile new ideas and developments on the international scene with the local economic and political realities. ____________ 6. A group of individuals exhorted to practice certain morals such calmness, firmness, patience, and confidence in the daily work. ____________ 7. He believes that education safeguards every Filipino the fullest measure of competence, freedom, and happiness. ____________ 8. A type of education needed in order to produce truly educated Filipinos. ____________ 9. He stated, “What gives a nation its strength is not wealth but the welfare of the common man.” ____________ 10. He wrote the Kartilya that emphasized the dignity of every Filipino as a human being. 96  References Bauzon, P.T.,(2009). Fundamental Philosophies of Education. Third Edition Bauzon,P.T., (2012). Fundamental Philosophies of Education. Fourth Edition Bobot, Chel (2012). Filipino educators and their philosophies. Retrieved from https://www.slideshare.net/chel_bobot/filipino-educators-and-their- philosophies Retrieved on August 7, 2020 Corpuz, Raizza (2014). Bonifacio's Philosophy., Slide 10. Retrieved from https://www.slideshare.net/zaizai27/bonifacios-philosophy-final Retrieved on August 7, 2020 Jumbagas, Celeste (2018). Educational Philosophies of Filipino Educators. Retrieved from https://www.slideshare.net/rogeliogonia/257398180- filipinoeducationphilosophynewslide Retrieved on August 8,2020 Mabaquiao, Napoleon (2018). Mabini’s “True Decalogue” and the Morality of Nationalism, pg.17. Retrieved from http://apssr.com/wp- content/uploads/2018/03/Mabini%E2%80%99s%E2%80%9CTrueDecalogue %E2%80%9DandtheMoralityofNationalism.pdf Retrieved on August 8,2020 The Rotary Club of Manila (2017). RCM Presidents: Conrado Benitez. Retrieved from https://rcmanila.org/about-us/rcm-presidents/ Retrieved on August 9,2020 Quito, Anne (2017. The Philippines’ greatest female philosopher has died published in qz.com Retrieved from https://qz.com/725370/emerita-quito-the-greatest- forgotten-filipino-philosopher-has-died/ Retrived on August 8, 2020 Valintino, Mark Anthony (2016). Filipino philosophers. Retrieved from https://www.slideshare.net/majvalentino/filipino-philosophers Retrieved on August 7, 2020 Wikipedia Public Domain (2018). Jose rizal 01.jpg. 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Laurel.jpg Retrieved from https://en.wikipedia.org/wiki/File:Jose_P._Laurel.jpg Retrieved on August 8, 2020 98