PHILOSOPHICAL

THOUGHTS ON
EDUCATION
Thoughts of Education Philosophers on what
should be taught and how learners should be
taught.
A. JHON LOCKE (1632-1704)
The Empiricist Educator
• Acquire knowledge about the world through the
senses – learning by doing and by interacting with the
environment.
• Simple ideas become more complex through
comparison, reflection and generalization – the
inductive method.
• Questioned the long traditional view that knowledge
came exclusively from literary sources, particularly the
Greek and Latin classics.
• Opposed he “divine right of kings” theory which
held that the monarch had the right to be an
unquestioned and absolute ruler over his
subjects.
• Political order should be based upon a contract
between the people and the government.
• Aristocrats are not destined by birth to be rulers.
People were to establish their own government
and select their own political leaders from
among themselves; civic education is necessary.
•People should be educated to
govern themselves intelligently and
responsibility (Ornstein,1984)
B. HERBERT SPENCER (1820-1903)
Utilitarian Education
• Spencer’s concept of “survival of the fittest” means that human
development had gone through an evolutionary series of stages from
the uniform to the more specialized kind of activity.
• Social development had taken place according to an evolutionary
process by which simple homogeneous societies had evolved to more
complex societal systems characterized with humanistic and classical
education.
• Industrialized society require vocational and professional education
based on scientific and practical (utilitarian) objectives rather than on
the very general educational goals associated with humanistic and
classical education.
• Curriculum should emphasize the practical, utilitarian and scientific
subjects that helped human kind master the environment.
• Was not inclined to rote learning; schooling must be related to life
and to the activities needed to earn a living.
• Curriculum must be arranged according to their contribution to
human survival and progress.
• Science and other subjects that sustained human life and prosperity
should have curricular priority since it aids in the performance of life
activities.
• Individual competition leads to social progress. He who is fittest
survives. (Ornstein, 1984)
C. JHON DEWEY (1859-1952)
LEARNING THROUGH EXPERIENCE
• Education is a social process and so school is intimately related to the
society that it serves.
• Children are socially active human beings who want to explore their
environment and gain control over it.
• Education is a social process by which the immature members of the
group, especially the children, are brought to participate in the
society.
• The school is a special environment established by members of
society, for the purpose of simplifying, purifying and integrating he
social experience of the group so that it can be understood, examined
and used by its children.
• The sole purpose of education is to contribute to the personal growth
of individuals.
• The steps of the scientific or reflective method which are extremely
important in Dewey’s educational theory are as follows:
The learner has a “genuine situation of experience” – involvement in
an activity in which he/she is interested.
Within this experience the learner has a “genuine problem” that
stimulates thinking.
The learner possesses the information or does research to acquire
the information needed to solve the problem.
The learner develops possible and tentative solutions that may solve
the problem.
The learner tests the solutions by applying them to the problem. In
this one way one discovers their validity for oneself.
• The fund of knowledge of the human race-past ideas, discoveries and
inventions was to be used as the material for dealing with problems.
This accumulated wisdom of cultural heritage has to be tested. It is
served human purposes, it becomes part of a reconstructed
experience.
• The school is social, scientific and democratic. The school introduces
children to society and their heritage. The school as a miniature
society is a means of bringing children into social participation.
• The school is scientific in the sense that it is a social laboratory in
which children and youth could test their ideas and values. In here,
the learner acquires the disposition and procedures associated with
scientific or reflective thinking and acting.
• The school is democratic because the learner is free to test all ideas,
beliefs and values. Cultural heritage, customs and institutions are all
subject to critical inquiry, investigation and reconstruction.
• School should be used by all, it being a democratic institution. No
barrier of custom or prejudice segregate people. People ought to
work together to solve common problems.
• The authoritarian or coercive style of administration and teaching is
out of place because they block genuine inquiry and dialogue.
• Education is a social activity and the school is a social agency that
helps shape human character and behavior.
• Values are relative but sharing, cooperation, and democracy are
significant human values that should be encouraged by schools .
(Ornstein, 1984)
D. GEORGE COUNTS (1889-1974)
BUILDING A NEW SOCIAL ORDER
• Education is not based on eternal truths but is relative to a particular
society living at a given time and place.
• By allying themselves with groups that want to change society,
schools should cope with social change that arises from technology.
• There is a cultural lag between material progress and social institution
and ethical values.
• Institution should incorporate a content of a socially useful nature and
a problem-solving methodology. Students are encouraged to work on
problems that have social significance.
• Schools become instrument for social improvement rather than an
agency for preserving the status quo.
• Teachers should lead society rather than follow it. Teachers are agent
of change.
• Teachers are called on to make important choices in the controversial
areas of economics, politics and morality because if they failed to do
so, others would make the decisions for them.
• Schools ought to provide an education that afford equal learning
opportunities to all students. (Ornstein, A. 1984)
E. THEODORE BRAMELD (1904-1987)
SOCIAL RECONSTRUCTIONISM
• As the name implies, social reconstructionism is a philosophy that
emphasizes the reformation of society. The social reconstructionist
contend that:
…humankind has moved from an agricultural and rural society to an
urban and technological society… there is a serious lag in cultural
adaptation to the realities of a technological society. Humankind has
yet to reconstruct its values in order to catch up with the changes in the
technological order, and organized education has a major role to play in
reducing the gap between the values of the culture and technology.
(Ornstein, 1984)
• So the social reconstructionist asserts that schools build: critically
examine present culture and resolve inconsistencies, controversies
and conflicts to build a new society not just change society…do more
than reform the social and educational status quo. It should seek to
create a new society…Humankind is in a state of profound cultural
crisis. If schools reflect the dominant social values… then organized
education will merely transit the social ills that are symptoms of the
pervasive problems and afflictions that beset humankind… The only
legitimate goals of a truly human education is to create a world order
in which people are in control of their own destiny. In an era of
nuclear weapons, the social reconstructionists see an urgent need for
society to reconstruct itself before it destroys itself
• Technological era is an era of interdependence and
so education must be international in scope for
global citizenship.
• For the social reconstructionists, education is
designed “to awaken students’ consciousness about
social problems and to engage them actively in
problem solving”
• Social reconstructionists are firmly committed to
equality or equity in both society and education.
Barriers of socio-economic class and racial
discriminations should be eradicated.
•They also emphasize the idea of an
interdependent world. The quality of life
needs to be considered and enhanced
on a global basis. (Ornstein, A. 1984)
 F. PAULO FREIRE (1921-1997)
CRITICAL PEDAGOGY
Critical Pedagogy and Dialogue vs. the Banking Model of Education
• Paulo Freire, a critical theorist, like social reconstructionists,
believed that systems must be changed to overcome oppression
and improve human conditions.
• Education and literacy are the vehicle for social change. In his
view, humans must learn to resist oppression and not become its
victims, nor oppress others. To do so requires dialogue and
critical consciousness, the development of awareness to
overcome domination and oppression.
• Rather than “teaching as banking,” in which the educator
deposits information into students’ heads, Freire saw teaching
and learning as a process of inquiry in which the child must
invent and reinvent the world.
• Teachers must not see themselves as the sole possessors of
knowledge and their students as empty receptacles. He calls this
pedagogical approach the “banking method” of education.
• A democratic relationship between the teacher and her students
is necessary in order for the conscientization process to take
place.
• Freire’s critical pedagogy is problem-posing education.
• A central element of Freire’s pedagogy is dialogue. It is love and
respect that allow us to engage people in dialogue and to
discover ourselves in the process and learn from one another. By
its nature, dialogue is not something that can be imposed.
Instead, genuine dialogue is characterized by respect of the
parties involved toward one another. We develop a tolerant
sensibility during the dialogue process, and it is only when we
come to tolerate the points of view and ways of being of others
that we might be able to learn from them and about ourselves in
the process. Dialogue means the presence of equality, mutual
recognition, affirmation of people, a sense of solidarity with
people, and remaining open to questions.
•Dialogue is the basis for critical and
problem-posing pedagogy, as opposed
to banking education, where there is no
discussion, only the imposition of the
teacher’s ideas on the students.
(Ornstein, 1984)
 HISTORICAL
FOUNDATION OF
EDUCATION
CHAPTER 2
Intended Learning Outcomes:
At the end of this Chapter, you should be able to:
• State the relationship of society and schools
• Prove that schools transmit cultural values by
stating facts from education history in the world
and in the Philippines
• Explain the meaning of socialization as a
function of schools
 “When a school introduces and trains each child
of society into membership within such a little
community, saturating him with the spirit of
service, and providing him with the instruments of
self effective self direction, we shall have the
deepest and best guaranty of a larger society
which is worthy, lovely, and harmonious.”

- John Dewey
 Education or school is an institution
created by society. Education is a function of
society and as such arises from the nature
and character of society itself. Society seeks
to preserve itself and to do this it maintains
its functions and institutions, one of which is
education, to assure survival, stability, and
convenience.
 As John Dewey claimed, it is the school that
“introduces and trains each child of society into
membership within such a little community,
saturating him with the spirit of service,
providing him with the instruments of effective
self direction…” When schools succeed to do
this, in the word of Dewey “we shall have the
deepest and best guaranty of a larger society
which is worthy, harmonious, and lovely.”
 This is called the socialization
process. Socialization is the “process
of learning the roles, statuses and
value necessary for participation in
school institution. …” (Brinkerhoff,
D., 1989)
 Socialization is a lifelong process. It
occurs primarily during early childhood but as
we progress from infancy to old age we shed old
roles and adopt new ones. Role learning that
prepares us for future roles is termed
ANTICIPATORY SOCIALIZATION. (Brinkerhoff, D.,
1989) Because of anticipatory socialization most
of us are more or less prepared for our roles like
spouse, parent, professional teacher.
 The family is the most important agent of
socialization. Psychology tells us that the self-concept
formed during childhood has lasting consequences.
Besides “the parents’ religion, social class and ethnicity
influence the child’s social roles and self-concept which
in turn influence the expectations that others have for
the child, and they determine the groups with which
the child will interact outside the family.” (Brinkerhoff,
D., 1989)
 The school is also an important agent of
socialization. It is an institution charged by society to
impart specific knowledge and skills necessary for
functioning in a society. They are also charged with
the task of transmitting society’s cultural values.

The next part of this Chapter is devoted to how

schools (formal or informal) did their tasks as agents
of socialization in different periods or history.
 EDUCATION IN PRIMITIVE SOCIETY
In primitive societies, preliterate persons faced the
problem of survival in an environment that pitted
them against natural forces and wild animals. To
survive, human beings needed food, shelter,
warmth and clothing. To transform a hostile
environment into one that is life sustaining,
humankind developed life skills that eventually
became cultural patterns.
 These life skills included:
[Link] or instrument making,
[Link] to the moral behavior code
of group life, and
[Link]
Early humankind found security in group life
based on kinship and tribal patterns. Life in
the human group was educational as children
observed and learned from the elders as they
were deliberately taught by their parents and
elders. For these cultural patterns to
continue, the adults ad to teach these skills
and values to their children.
This is socialization, a function of
education in society. Socialization is the
process by which individuals internalize
the norms and values of society and so
social and cultural continuity are
attained. This is also informal education
in action.
As abstract thinkers, human beings could create, use
and manipulate symbols. They could communicate
with one another through gestures, sounds and
words. These symbols were expressed in signs,
pictographs, letters. The creation and introduction
of oral and written language made a great leap on
literacy which in turn had tremendous educational
consequences which citizens of a civilized society
like netizens of the 21st century enjoy now.
 Key Points in Educational History
(1000 BC to A.D. 1600)
HISTORICAL INFLUENCES
EDUCATIONAL
GROUP OR GOALS CURRICULUM AGENTS ON WESTERN
PERIOD EDUCATION
Primitive To teach Practical skills Parents, tribal Emphasis on
societies group survival of hunting, elders, and the role of
skills; to fishing, food priests informal
7000 B.C. – cultivate gathering education in
5000 B.C. group stories, myths, transmission
cohesiveness songs, poems, of skills and
dances values.
 In primitive societies survival against
natural forces was the need so what were
taught were survival skills and values to
cultivate group cohesiveness
 HISTORICAL EDUCATIONAL INFLUENCES
GROUP OR CURRICULUM AGENTS ON WESTERN
PERIOD GOALS EDUCATION
Greek To cultivate civic Athenian:
responsibility
Athens: Athens: The
reading, private concept of the
1600 B.C. – and identity writing, teachers and well-rounded,
300 B.C. with city-state; arithmetic, schools; liberally
drama, music, Sophists; educated
Athenian: to physical
develop well- philosophers person
education,
rounded person literature,
poetry Sparta: Sparta: The
Spartan: to military concept of the
develop soldiers Spartan: drill, teachers, drill military state
and military sergeants
leaders military songs
and tactics
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.
HISTORICAL EDUCATIONAL CURRICULUM INFLUENCES
GROUP OR GOALS AGENTS ON WESTERN
PERIOD EDUCATION

Roman To develop Reading, Private Emphasis on

sense of civic writing, schools and ability to use
750 B.C – responsibility arithmetic, teachers; education for
A.D. 450 for republic Laws of schools of practical
and then Twelve Tables, rhetoric administrative
empire; to law skills; relating
develop philosophy education to
administrative civic
and military responsibility
skills
For the early Romans,
school needed to
develop a sense of civic
responsibility and to
develop administrative
and military skills as
citizens of the Roman
Empire.
HISTORICAL EDUCATIONAL CURRICULUM INFLUENCES
GROUP OR GOALS AGENTS ON WESTERN
PERIOD EDUCATION

Arabic To cultivate Reading, Mosques; Arabic

religious writing, court schools numerals and
A.D. 700 – commitment mathematics, computation;
A.D. 1350 to Islamic religious re-entry of
beliefs; to literature; classical
develop scientific materials on
expertise in studies science and
mathematics, medicine
medicine, and
science
For the ancient Arabic
world where Islam
rose the most
important concern of
education was to
cultivate religious
commitment to
Islamic beliefs.
HISTORICAL EDUCATIONAL CURRICULUM INFLUENCES
GROUP OR AGENTS ON WESTERN
PERIOD GOALS EDUCATION

Medieval To develop Reading, Parish, chantry, Arabic

A.D. 500 – religious writing, and cathedral numerals and
commitment arithmetic, schools; computation;
A.D. 1400 knowledge, liberal arts; universities; re-entry of
and ritual; to crafts; military apprenticeship; classical
reestablish tactics and knighthood materials on
social order; chivalry science and
to prepare medicine
persons for
appropriate
roles
During the Medieval
period, schools were
concerned with the
development of
religious commitment,
knowledge and ritual
to establish order.
 HISTORICAL INFLUENCES
EDUCATIONAL
GROUP OR GOALS CURRICULUM AGENTS ON WESTERN
PERIOD EDUCATION

Renaissance To cultivate a Latin, Greek, Classical An emphasis

A.D. 1350 – humanist who classical humanist on literacy
A.D. 1500 was expert in literature, educators and knowledge,
the classics – poetry, art school such as excellence,
Greek and lycee, and style as
Latin; to gymnasium, expressed in
dynastic Latin grammar classical
leaders school literature; a
two track
system of
schools
Renaissance period was a
fervent period of European
cultural, artistic, political
and economic “rebirth”
following the Middle Ages.
Education was focused on
the rediscovery of classical
philosophy, literature and
art.
 HISTORICAL INFLUENCES
EDUCATIONAL
GROUP OR GOALS CURRICULUM AGENTS ON WESTERN
PERIOD EDUCATION

Reformation To cultivate a Reading, Vernacular A commitment

A.D. 1500 – sense of writing, elementary to universal
commitment arithmetic, schools for the education to
A. D. 1600 provide literacy
to a particular catechism, masses;
religious religious classical to masses; the
denomination; concepts and schools for the origin of school
to cultivate ritual, Latin upper classes systems with
supervision to
general and Greek, ensure
literacy theology doctrinal
conformity
The Reformation period had as for its
educational goals the cultivation of a sense
of commitment to a particular religious
denomination and general literacy.
The History of
the Philippine
Educational
System
Education during the PRE- COLONIAL
period
• Education was informal and unstructured, decentralized.
• Fathers taught their son 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 husband and wives.
• Children were provided more vocational training but lesser
academics.
• Teachers were tribal tutors (Babaylan or Katalonan)
ALIBATA – the first and the
oldest form of writing in the
Philippines.
Education during the SPANISH Era

•Education was formal and organized.

•It was authoritarian in nature.
•Tribal tutors of the pre-Spanish period
were replaced by Spanish missionaries.
•Pupils attended 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 separated school for boys and
girls.
• Wealthy Filipinos or the ilustrados were
accommodated in the schools.
 The Educational Decree of 1863
The law gave Filipinos a complete system of education
from elementary to the collegiate level. The law provided for
the establishment of the elementary schools in the
municipality in the country. Although religion was the core of
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 ages of seven
and twelve.
Education during the AMERICAN
REGIME (1898-1946)
The Americans promoted democratic ideas
and the democratic way of life. The schools
maintained by the Spaniards for more than
three centuries were close 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 1898). In
May 1898, the first American school
was established in Corregidor, and
shortly after the capture of Manila in
1898, seven schools 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. UP was the
first state school of university
status.
 The Department of Public Institution set up
a three 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 school 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
given.
 Executive Order No. 134 (of 1936) was signed
by Pres. Manuel 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 approve 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.
- Diffusion of elementary education and
promotion of vocation 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 or realization of the
democratic ideals and way of life.
• The Civil Service Eligibility of teachers was made
permanent pursuant to R.A. 1079 in 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 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
- Self discipline
- 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 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.
- 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 Educational 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
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 provide the overall framework from:
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 school
age population and young adults with skills,
knowledge, and values to become caring, self-
reliant, productive and patriotic citizens.
- Governance of Basic Education Act (RA 9155);
was passed renaming the DECS to DepEd and
redefining the role of field offices which include
the regional office, division offices, district
offices, and schools.
- Values Education is offered as a separate subject
in NSEC and integrated in all subject areas both
curricula – Implementation of New Secondary
Education Curriculum (NSEC)
- R.A. 10157, January 20, 2012 – Kindergarten
Act, an act institutionalizing the kindergarten
education into the basic educational system.
- K to 12 Program (RA 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.
IMPORTANCE OF STUDYING HISTORY OF
EDUCATION
Why do we have to bother with the
educational goals of the past which and so we
can no longer undo? Dewey explains why a
study of the history of education is valuable:
1. Educational issues and problems are often
rooted in the past; the study of educational
history can help us to understand and solve
today’s problems;
2. Realistic efforts to reform education begin
with present conditions which are a product
of our past; by using our past, we can shape
the future.

3. The study of education’s past provides a

perspective that explains and illuminates our
present activities as teachers.