Filipino educators and their philosophiesPresentation Transcript

1. The Educational Philosophies Of Filipino Educators Filipino

Values and Human Development Philosophy of Catholic Education in the
Philippines The Evolution of the Educational Philosophy in the Philippines

2. The Educational Philosophies Of Filipino Educators

3. Rizals concept of the importance ofeducation is enunciated in

his work entitledInstruction wherein he sought improvements in theschools
and in the methods of teaching.

4. For Rizal, the mission of education is to elevate thecountry to

the highest seat of glory and to develop thepeoples mentality.Since
Education is the foundation of society and aprerequisite for social progress,
Rizal claimed thatonly through education could the country be savedfrom
domination.

5. Rizals philosophy of education, therefore, centers onthe

provision of proper motivation in order to bolsterthe great social forces that
make education a success, tocreate in the youth an innate desire to
cultivate hisintelligence and give him life eternal.

6. He believed in the importance of the school as asocial

organization.According to him, the school must train the citizens inthe
three phases of life: 1. Moral 2. Intellectual 3. Physical The school should
prepare the individual to live efficiently both as individual and as a member
of the community to which he belongs.

7. The school is the book in which is written thefuture of the

nations. Shows us the schools of a people and we will tell you what those
people are.

8. Dr. Camilo OsiasSchool has an important role in the

development of dynamicnationalism and internationalism in relation to
democracy in theeducation of the youth.High educational institutions
should do more to turn outgraduates who can think logically, scientifically
and creatively. Our education should instill love for work, spirit of
tolerance, respect for law, love for peace and practice of thrift.

9. Dr. Osias believed that education should secure for

everyperson the fullest measure of freedom, efficiency, andhappiness.
Efficiency, he demands that one must be able tocooperate with the other
members of the society to promotecommon good.He also advocated that
the educational system mustcontribute towards the achievement of the
goals of educationby inculcating their minds and hearts of the youth the
value of preserving the patrimony of the country promoting the general
welfare of he people.

10. Dr. Osias suggestions to Philippine schools:1. Preserve the

solidarity of Filipino;2. Maintain the unity of the Philippines;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, and12.Make democracy a living and functional reality.

11. Palma advocated academic freedom. The teacher is not

supposed to dramatize. He has no rightto impose on his students his
theories or personal belief. He isexpected to stimulate free discussion,
leaving to his students thechoice of the system of thought which best
satisfies their reason.

12. The primary purpose of education, according to Palma,is to

develop the individual to his highest efficiency so that hecan be of use to
himself and to the community. Such a conceptis based on the philosophy of
altruism and is closely allied tocitizenship.

13. Education must produce individualswho are both useful to

themselves and tosociety.

14. He prepared himself well for any task that awaited him.Into
any undertaking, he always put the best of hisenergies and, to use his own
expression, "made the failureof any work which I undertake my own failure,
its successmy own success."

15. He stressed that Filipino culture and tradition should be

thebases of education in the Philippines.According to him, the
educational concept is closely relatedto nationalism and love of
country.He also stressed that education in this country shouldprepare the
child for the democratic way of life.

16. To my humble way of thinking education(college) has for its

supreme and overshadowing aim the formulation of a sound and noble
outlook of life.

17. Thou shalt cultivate the special gifts whichhad been granted
thee, working and studyingaccording to thy ability, never leaving the path
ofrighteousness and justice in order to attain thineown perfection.

18. Our education should instill love forwork, spirit of tolerance,

respect for law, lovefor peace and practice of thrift.

19. The qualities that should distinguish the educatedFilipinos of

today are (1) power to do (2) knowledgeof the past and current events and
(3) possession ofthe elements of conduct that arae theaccomplishment of
culture and morality.The function of our school is neither to fit theindividual
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.

20. Believes that education must strengthen thedignity of the

learner as a human person. Assuch, the various dimensions of
manspersonhood has to be fully developed by theschool system through
an effective andsystematized values education

21. Education should aim to develop men andwomen who are as

deeply concerned in thedevelopment and uplift of ourcommunities,
particularly in the ruralareas, as in the promotion of their ownpersonal or
individual well-being.

22. Show me people composed of vigorous, sturdy individuals,

ofmen and women healthy in mind andbody, courteous, industrious, self
reliant , purposeful inthought as well in action, imbued with sound
patriotism andprofound sense of righteousness, with high social ideals
andstrong moral fiber and I will show you a great nation, a nationthat will
not submerged, a nation that will emerge victoriousfrom the trials and bitter
strife of a distracted world, anation that will live forever, sharing thecommon
task of advancing the welfareand promoting the happiness of mankind

23. The Filipino value system arises from our culture or way of life,
ourdistinctive way of becoming human in this particular place and time.
Wespeak of Filipino values in a fourfold sense.First, although mankind
shares universal human values, it is obvious thatcertain values take on for
us a distinctively Filipino flavor.Secondly, when we speak of Filipino
values, we do not mean that elements ofthese Filipino values are absent in
the value systems of other peoples andcultures.Thirdly, universal human
values in a Filipino context (historical, cultural, socio-economic, political,
moral and religious) take on a distinctive set of Filipinomeanings and
motivations. Fourthly, we can speak of Filipino values in the sense that
the historical consciousness of values has evolved among our people.

24. A philosophy of education for Filipinos must alsoconsider the

Filipino behavioral context. Our negativetraits must be and taken in tow,

and efforts must beexpended to transform the Filipino fromselfish, indolent,
grasping, uncaring man into theindependent, hard-working concerned
man..
25. Ningas kugonPuede na or okay langAkala ko

resposeBahala naAmorpropioMaana habitUtang na

loobHiyaPakikisamaStrong family ties
26. A philosophy of education forFilipinos must develop a

curriculumthat can help make the Filipino a trulyhumane and dependable

person.
27. Some problems confronting us are: How can we transform

the Filipino from the kanya-kanya or me-first mentality into the think-other
opposite? How can we motivate the Filipino to change his attitude of
puede na into thinking in terms of excellence? How can we foster the
investigative spirit or inquiring mind into the Filipino to eliminate the akala
ko mentality? How can we move the Filipino from his see-nothing, hear
nothing, say nothing stance into asserting his right both as a citizen and a
human being..
28. The Catholic philosophy of life has its rootsdeep in the past.

Through all the centuries, there isseen a uniform pattern of the Christian
philosophy oflife starting by reason of its uniformity. From thatphilosophy of
life is derived the philosophy ofChristian education.Scholastic philosophy
is theocentric. Catholic lifeand thought and education have God as their
basis.

29. According to Saint Tomas Aquinas, the existence ofpersonal

God is of supreme importance for any programeducation.According to
the Catholic philosophy, education is theorganized development of all the
powers of human beings moral, physical and intellectual.Christian

education is essentially for preparing man forwhat he must do here below

in order to attain the sublimeand for which man is created.
30. Generally, Catholic education covers religiouseducation,

moral education, citizenshiptraining, courtesy, character education,

intellectualtraining and vocational education.It is therefore, the
responsibility of every Christianinstitution to teach reverence for all life and
beingbecause God made the world and works in theprocesses of the entire
natural order.
31. Education during those days, however, was a result ofindividual

experiences as well as a by-product of theaccumulation of race

experiences. It was primarily informaland was acquired through
apprenticeship which started athome. Upon the institutional of religious
rituals andpractices, education became necessity to provide
specializedtraining to the candidates of the priestly class. Theschools,
therefore, were off-shoots of the church and of coursecontrolled by the
church.

32. The education was considered a status symbol, aprivilege and

not a right. The Spaniards refused to givequality education to the masses,
for fear that if theyobtained such kind of learning, their ignorance would
beeradicated and they would see the evils of the Spanishofficials in the
Philippines and eventually take arms againsttheir master.

33. They believed that education should beuniversal and free for all
regardless ofsex, age, religion and socioeconomic status of theindividual.
They believed that education was themeans of giving people an orientation
towards ademocratic way of life.

34. During this period in Philippinehistory, education was at its

nadir(lowestpoint) and was used as an instrument forindoctrinating, the
people to embraceJapanese ideologies. AS a result, theenrolment of all
schools dropped.

35. Changes in Education During the Japanese OccupationThe

government made some changes in the system of education in February,
1942.These changes were: To stop depending on western countries like
the U.S., and Great Britain. Promote and enrich the Filipino culture. To
recognize that the Philippines is a part of the Greater East Asia CoProsperity Sphere so that the Philippines and Japan will have good
relations. To be aware of materialism to raise the morality of the Filipinos.
To learn and adopt Nippongo and to stop using the English language. To
spread elementary and vocational education. To develop love for work.

36. During this period, the educational philosophy was in

accordancethe provisions of Article XIV Section 5 of the 1935 Constitution
whichprovides this: All educational institutions shall be under the
supervision andsubject to the regulation by the state. The government shall
establish andmaintain a complete and adequate system of public
education, and shallprovide at least free primary instruction and citizenship
training to adultcitizens. All schools shall aim to develop moral character,
and vocational efficiency and to teach the duties of citizenship. Optional
religious instruction shall be maintained by law. Universities established by
the state shall enjoy academic freedom. The state shall create scholarship
in arts, sciences and letters for especially-gifted citizens.

37. Philippine education is patterned after the Americansystem,

with English as the medium of instruction. Schools areclassified into public
(government) or private (non-government).The general pattern of formal
education follows four stages: Pre-primary level (nursery, kindergarten and
preparatory) offered inmost private schools; six years of primary education,
followed byfour years of secondary education.

38. College education usually takes four, sometimes fiveand in

some cases as in medical and law schools, as long aseight years.
Graduate schooling is an additional two or moreyears. Classes in
Philippine schools start in June and end inMarch. Colleges and universities
follow the semestralcalendar from June-October and November-March.

There area number of foreign schools with study programs similar tothose
of the mother country. An overall literacy rate wasestimated at 95.9 percent
for the total population in 2003, 96% for males and 95.8 % for females.
39.

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