Philosophical Movement that Shaped Philippine Education

Pre-Colonial Period
Spanish Period
First Republic
American Period
Japanese Period
Third Republic
Fourth Republic
Fifth Republic
PRE-COLONIAL PERIOD

Valued human life and had notions of honor and dignity survival
Enculturation-process by which people learn the requirements of the surrounding culture and aquire values and behaviours
appropriate or necessary.
During the pre-colonial period, education was still decentralized. Children were provided with more vocational training but fewer
academics. Philippine schools were headed by parents or by their tribal tutors. They employed a unique writing system known as
baybayin.
SPANISH PERIOD (1521)

Christianism
Idealism-what is real is in the mind.
During the early Spanish period, most education was conducted by religious orders.
The church and the school both worked together. All Christian villages had schools for students to attend. Spanish
missionaries established schools immediately after reaching the islands.
There was a separate school for boys and girls.
The wealthy Filipinos or the Ilustrados were accommodated in the school.
The Educational Decree of 1863 created a free public education system in the Philippines, run by the government. It was the
first such education system in Asia.

FIRST REPUBLIC (The Malolos Republic: Also called The First Philippine Republic)

Because of the destruction of many schools and to the peace and order condition, all the schools were closed for the time
being.
Aguinaldo decreed that all diplomas awarded by UST after 1898 be considered null and void Article 23 of the Malolos
Constitution mandated that public education would be free and obligatory in all schools of the nation under the First Philippine
Republic Aguinaldo included an item for public instruction amounting P35, 000 in the budget for 1899. August 29, 1898, the
Secretary of the Interior ordered the provincial governors to re-establish the schools that had been abandoned before.

American Period (1899)

Public School System

Pragmatism
Industrialization
John Dewey Education is life, education is growth, and education is the social process.

American Expeditionary forces were sent to Philippines with a mission to destroy the Spanish Armanda in Manila Bay as part
of the strategy to defeat the Spaniards in the Spanish-American War ranging at that time in Cuba. Americans won, and on the
Treaty of Paris on December 10, 1898, the Philippines was ceded to the United State by the Spanish for the paltry sum of US
$20 Million. 1898, American occupied Manila. Reopened schools where in the American Soldiers were the first teachers.
 Education should be universal and free for all regardless of sex, age, religion and socio-economic status of the individual. Act
No. 74, established the public primary school in 1901 and intermediate school in 1904 which provides free public education.
Thomasites group of professionals sent by the United State Government who were assigned to teach English language. Act
No. 372, required all provinces to maintain a provincial high school. 1901 Philippine Normal School was founded to train
teachers. 1908 University of the Philippines was established. Education was the means of giving people and orientation
towards a democratic way of life.

JAPANESE PERIOD (1941)

Asian love for labor

Emphasize vocational education
Emphasize physical education

The Pacific War broke out and the Philippines came under the Japanese occupation. Department of Education, Health and
Public Welfare its function is to reopen schools and to make reports to the Japanese Administration. Military order no. 2 in
1942 Japanese educational policies were embodied in the Military Order No. 2. The Philippines Executive Commission
established. Schools were reopened in June 1942 with 300,000 students.

THIRD REPUBLIC

rehabilitation of schools
academic freedom

During the period from the proclamation of the Third Philippine Republic on July 4, 1946, under the administration of President
Manuel Roxas until the pre-martial law days of the Marcos regime, the countrys educational philosophy was in accordance
with the provisions of Article XIV, section 5 of the 1935 Constitution which provides that: all educational institution is under the
supervision of and subject to regulation of the State the government shall provide at least free primary instruction and
citizenship training to adults. The educational aims are to develop moral character, personal discipline, civic consciousness,
and vocational efficiency and teach the duties of citizenship religious education is optional Universities enjoy academic
freedom the State shall create scholarships for gifted citizens.

FOURTH REPUBLIC

On 1972, the Department of Education became the Department of Education and Culture by the virtue of Proclamation 1081 which was
signed by President Ferdinand Marcos. On January 17, 1973, President Marcos ratified the 1973 Constitution by Proclamation 1102.

The 1973 Constitution set out the three fundamental aims of education in the Philippines

Foster love of country

Teach the duties of citizenship
Develop moral character, self-discipline, and scientific, technological and vocational efficiency.

On September 24, 1972, by Presidential Decree No. 1, the Department of Education, Culture and Sports was decentralized
with decision-making shared among thirteen regional offices. In 1978, by the Presidential Decree No. 1397, the Department of
Education and Culture became the Ministry of Education and Culture. The Education Act of 1982 provided for an integrated
system of education covering both formal and non-formal education at all levels. Section 16 and Section 17 upgraded the
obligations and qualifications required for teachers and administrators; while Section 41 provided for government financial
assistance to private schools. This act also created the Ministry of Education, Culture and Sports.

FIFTH REPUBLIC
On February 2, 1987, a new Constitution for the Philippines was ratified. Section 3, Article XIV of the 1987 Constitution contains the ten
fundamental aims of education in the Philippines. It is also seen that under the 1987 Constitution, only elementary school is
compulsory. In 1987 by virtue of Executive Order No. 117, the Ministry of Education, Culture and Sports, became the Department of
Education, Culture and Sports. The structure of DECS as embodied in the order remained practically unchanged until 1994. On May
26, 1988, the Congress of the Philippines enacted the Republic Act 6655, the Free Public Secondary Education Act of 1988, which
mandated free public secondary education commencing in the school year 19881989.

On February 3, 1992, the Congress enacted Republic Act 7323, which provided that students aged 15 to 25 may be employed during
Christmas and summer vacation with a salary not lower than the minimum wage. 60% of the wage is to be paid by the employer and
40% is by the government. On May 18, 1994, the Congress passed Republic Act 7722, the Higher Education Act of 1994, creating the
Commission on Higher Education (CHED), which assumed the functions of the Bureau of Higher Education, and supervises tertiary
degree programs.

On August 25, 1994, the Congress passed Republic Act 7796, the Technical Education and Skills Development Act of 1994, creating
the Technical Education and Skills Development Authority (TESDA) 2000s and K-12 Program

In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act, was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) The goal of basic education is to
provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and
patriotic citizens. 2010s and the K-12 Program

The start of this centurys second decade saw a major improvement in the Philippine education system. In 2011, DepEd started to
implement the new K-12 educational system, which includes the new curricula for all schools. In this system, education is now
compulsory. The implementation of the K-12 program is phased. The K-12 Program means Kindergarten and the 12 years of
elementary and secondary education, which is part of the Educational Program of President Benigno Simeon Noynoy C. Aquino III.

CHANGING PHILOSOPHICAL ORIENTATION

ESSENTIALISM
The essentialist orientation focuses on what students must know
"Core curriculum" and "standards" are critical elements in the essentialist philosophy
CONTEMPLATIVE
This approach stresses that there is an "inner" aspect to learning that must be understood
PROGRESSIVISM
Progressivism stresses that active experience and "learning by doing" become critical in the education of
students
Answers to questions are more inquiry based, as students have to test out hypotheses and understanding in
order to better understand why things are the way they are
RECONSTRUCTION OR SOCIAL RECONSTRUCTIONISM
The Social Reconstructionist approach views education as a means to generate social change
PHILOSOPHY AND SCIENCE OF EDUCATION
Philosophy frames the questions and sets the rules of debate. It does this by exploring the landscape of what might
be true and figuring out how different approaches to truth interrelate. The dialog of philosophy focuses on logic, rules
of argumentation, and the definition of abstract concepts. The approach and practice of science, including the
"scientific method" arose out of philosophy.
Science is a strategy for arriving at consensus answers to questions about the natural world. It focuses on
discovering "facts", "laws", and "mechanisms". Often what are discovered are new objects that were previously
unseen and unknown to exist.
 Philosophy of education,philosophical reflection on the nature, aims, and problems of education. The philosophy of
education is Janus-faced, looking both inward to the parent discipline of philosophy and outward to educational
practice. (In this respect it is like other areas of applied philosophy, such as the philosophy of law, the philosophy of
science, and the philosophy of medicine, including bioethics.)
PHILOSOPHICAL PROBLEMS IN EDUCATION

Education and Authority in a Pluraristic Society

While these issues largely involve questions in ethics and political philosophy, they are also informed by other philosophical
concerns. For example, questions of metaphysics (e.g., how are 'groups"to be individuated and understood?), philosophy of
science (e.g., what, if anything, marks the boundary between genuine scientific theory and theories such as intelligent
design?), and psychology (e.g., do IQ tests discriminate against members of certain minority groups?) are all relevant matters.

Critical Thinking
o they are able to reason welli.e., to construct and evaluate various reasons that have been or can be offered for or
against candidate beliefs, judgments, and actions; and
o they are disposed or inclined to be guided by reasons so evaluatedi.e., to judge and act in accordance with the
results of such reasoned evaluations.

Indoctrination

Analytic treatments of the concept of indoctrination have fallen roughly into one of three categories:

1. Locating indoctrination in the aims of the educatorintending to bring students to adopt beliefs independently of the evidential
support those beliefs may have;
2. Considering the method by which educators transmit beliefsprecluding students from engaging critically with these beliefs, by
way of asking questions or demanding reasons;
3. Treating the content of the beliefs impartedcontent that does not admit of rational support or that is to be believed
independently of such support.

The Individual, Society, and Autonomy

Identifying a universal aim of education would go a long way towards resolving this conflict: the traditional approach is one in
which critical thinking is cultivated in both spheres, but recent emphasis has turned to matters of fostering autonomy in
students. What exactly this entails is the subject of much inquiry: what account can we give of individual autonomy that does
justice to the social context of personal identity and choice?

Moral Education
Answering such questions inevitably leads us to issues in moral epistemology, which is concerned with the epistemic status of
moral claims and judgments. We see again a resistance to the kind of moral absolutism or imperialism that some think
necessary to justify teaching any one particular set of values to students, and again we see concerns regarding
indoctrination: are attempts to teach students to think effectively about moral issues tacit forms of proselytization? Finally,
moral issues in the philosophy of education reflect important themes in meta-ethics, such as the tension between rationalist
and sentimentalist schools: is moral education a matter of exposing students to ethical reasoning, or instead a matter of
inculcating positive emotional dispositions, like empathy?

Teaching, Learning, and Curriculum

Should there be just one common curriculum for all students, or should the curriculum any one student follows be tailored to
his or her special combination of interests and abilities, as John Dewey recommended? Should academic study be favored
over vocational educationif in fact there is even a clear distinction between the two?
Feminism, Multiculturalism, and Postmodernism

Feminist, multiculturalist, and postmodern philosophers of education all call into doubt underlying premises of modern
pedagogy and philosophy, highlighting their inescapably political nature. They share in the project of uncovering the relations
 of power in educational theory and practice, often aiming at a more comprehensive account of education, one informed by the
values and beliefs of those groups that are traditionally ignored or excluded.

SCHOOL AS A SOCIAL INSTITUTION

School is first and foremost a social institution established organization that has an identifiable structure a set of
functions for preserving and extending social order primary function-to move young people into the mainstream of
society
FUNCTIONALISM

Functionalism is a theory that covers a wide area in social sciences in which it addresses social structure in
terms of the function of its constituent elements such as traditions, customs and institutions

CONFLICT

Social conflict is a theory that is profoundly related to ideas of Karl Marx (1815-1882), who was one of the
greatest theorists, political analyst and philosopher (Schaefer, 2009)
This theory holds that education is an institution that maintains the status quo and the status quo in the
society to day is one riddled with inequality

INTERACTIONISM

This theory is an exact opposite of the strict behaviorism theories prevalent at the time it was formulated
(Schaefer, 2009)
According to the theory humans are distinct from infrahuman (lower animals) simply respond to the
environment where as humans have the ability to interrupt the process
They focus on how teacher expectations influence student performance, perceptions and attitudes
(Schaefer 2009)

CONCLUSION

Education is one of the most important social institutions without which, all the other institutions would be
rendered obsolete. Apart from enlightening the masses, education plays a vital role in the existence of peace and
stability in the society and promotes harmony between interrelating beings. It also promotes sound economic
processes and political dispensations meaning that without education, society would be in a state of absolute chaos.
This means that the betterment of the society depends on the quality of the education that members of that society
get.