Philosophy of Education

The love of wisdom

“Philosophy begins with wonder”
Socrates
Introduction:
Man by nature is curious. He wants to know the “whatness, whyness and
howness” of the things around him. It is in the exploring of things that he
finds fulfillment for the numerous complexities that confront him. The
eagerness to look for more answers or find solutions to the manifold
problems that beset him leads him to the unending journey of seeking for
truth. Truly, this manifest the true desire of man which is to know. It affirms
not only his essence, his rationality. It is also a fulfilment of his purpose to
keep the truth and pass it from one generation to another so as to preserve
the humanity

The truth in the ideas must be preserved in as much as man wants to

preserve the gift of knowledge and wisdom that it brings. And delicate as it
is , it should be protected from all forms of deterioration and artificialities.
Presented it maybe in various ways, the real meaning must be conveyed at
all times.
Definition of Man
The quest for the truth is the ultimate goal of man. There is no way but up,
the goal is to achieve it. Thus, man is defined vertically as a RATIONAL
ANIMAL.
Innate in man is the desire to be with his fellow beings. It is his relationship
with others that the fulfilment of another dimension of his rationality is
achieved. Time and time, it has been proven that man cannot live by himself
alone. The need to share himself with others- share his innermost thoughts,
feelings, experiences and unravel the kind of person he is- is a must to fully
realize the aspect of being a political animal. Hence, the aim to develop a
relationship spreads to other beings. Here he develops friendship,
camaraderie, companionship with other fellow beings. He grows and finds
fulfilment with them. Thus, man is defined horizontally as a SOCIAL or
POLITICAL ANIMAL.
Being rational and social or political animal are not enough to realize the
value of man.
Another aspect must also be present, his functionality. Man is created for a
certain reason or purpose. He has a role to perform in order to preserve him
and all other beings. He is the steward of the world. In this regard, man
should work. Hence man is defined as a WORKING ANIMAL
Definitions of Philosophy
Etymological definition- the word Philosophy is said to be invented by
Pythagoras. According to him, only the Gods should be called wise while
men should be called ‘lovers’ or ‘friends’ of wisdom. Hence, the term ‘philo’
and ‘Sophia’ were formulated which literally mean ‘love’ and ‘wisdom’
respectively.
Formal Definition- Philosophy is defined as ‘certa scientia per ultima
causas’ which means certain knowledge through ultimate causes- acquired
by the use of human reason alone.
Popular definition- Philosophy can be regarded as a private wisdom giving
the person the ability to look things on a positive note. Hence, this gives
man the opportunity to be optimistic especially in times of misfortune.
Technical definition- Philosophy is the science of sciences. It does not only
unify all sciences but also criticizes and defends the conclusion of other
sciences.
The Necessities of Philosophy

As lover of wisdom, man always searches for the best Philosophy, the Truth.
In seeking for this, he needs Philosophy
-For the accumulation of knowledge and information
- For the achievement of intellectual perfection and integrity.
-For solutions to the different problems that confronts him about God,
the world and of himself
-For the unification of human knowledge (all sciences)
Relationship of Philosophy and Education
While Philosophy establishes the fundamental principles (concepts, theories,
learning), It is education that carries out these principle. Furthermore, it is
Philosophy that provides the goal or aims while Education is the instrument
in realizing these goals.
Philosophy and Education complement each other. Both of them spouse
theory and practice. The absence of one will make a man insufficient and
aimless.

Philosophy—one of the foundational subjects in education forms the

intellectual underpinning on which the practice of education rest. The study
of philosophy helps the teacher systematically reflect on issues that are
central to education, including such basic concepts as learning, teaching,
being educated, knowledge and the good life.
Love of wisdom—the word philosophy is made up of two root words: “love”
(philo) and “wisdom” (sophos). Philosophy is the love of wisdom.
Philosophy represents a human attempt to sort out by reason the
fundamental questions of existence. Because education has always been a
central human concern, philosophers have thought and written a great deal
about education and the questions surrounding it.
Four branches of philosophy
1. Metaphysics
2. Epistemology
3. Axiology
4. Logic
Metaphysics
• Explain the real world and the nature of existence.
• Does life have meaning?
• Is there a purpose to life?
• Are human beings free or totally determined?
• Is there a set of enduring principles that guide the universe?
Epistemology
• Deals with knowledge and ways of knowing.
• What is truth?
• Skeptics question our capacity to ever really know the truth.
• Agnostics are convinced that true knowledge of ultimate realities is
an empty hope.
Axiology
 Focuses on the nature of values.
 Hedonists seek pleasure in living for the moment.
 Stoics have austere way of looking at life, unaffected by pleasure or
pain.
 Ethics examine morality and rules of conduct.
 Aesthetics deal with questions of beauty and art.
Logic

• Deals with reasoning and modes of arguing that bring us to valid

conclusions.
• Deductive Reasoning through syllogisms - from general proposition to
the particulars or deduced.
• Inductive Reasoning through discovery - General proposition is derived
from the particulars or induced.
MODERN PHILOSOPHIES OF EDUCATION
Idealism
 This school of thought holds that knowledge is independent of sense
perception or experience.
 This also claims that man’s knowledge is based on his mental state
and the mental stimulus perceived by man’s soul comes from an
infinite spirit which is God.
 The idealist expects the teachers to be role models of intellectual,
moral, aesthetic, and vocational excellence to their students.
 They should teach by example
• Ideas are the only true reality, the ultimate truths for matter is
nothing but just a mere representation of ideas.
• Emphasis is given on knowledge obtained by speculation and
reasoning for its central tenet is that ideas are the only thing worth
knowing for.
• Focus is on conscious reasoning of the mind in order to attain truth.
This includes the activities pertinent to the human mind such as
introspection and intuition and the use of logic.

• Advocates: Socrates, Plato

• On Education:
- Its aim is to discover the full potentials in child and cultivates it in
order to prepare him for a better position in the society and for him to
serve the society better.
- Emphasis is given on subjects-philosophy, literature, religion and
history- that will develop and enhance the mind of a child.
- Methods used in teaching include lecture, discussion and the Socratic
dialogue.
- Character development is through emulation of examples and heroes.
Realism
• Concerns with the actualities of life, what is real.
• Ultimate reality is the world of physical objects. Hence, reality IS
independent of the human mind.
• Advocates: Aristotle, St. Thomas and Jonathan Herbart

Realism on education
• The most effective way to find about reality is to study it through
organized, separate and systematically arranged matter-emphasis is
on subject matter concerning Science and Mathematics
• Methods used in teaching include recitation, experimentation and
demonstration
• Character development is through training in the rules of conduct.

Pragmatism
• It claims that the child’s growth and development as an individual
depend on his experiences and self activity.
• Emphasizes that educational concern must be on the child’s interest,
desires and the learners freedom as a an individual rather than the
subject matter.
• Adheres to the ideas that thinking and reasoning should be
emphasized, and that good
Perennialism-Nature and truth are constant and changeless.
Progressivism- Nature is ever changing and knowledge must be continually
redefined and rediscovered.
Essentialism- Essential knowledge is needed to live well in the physical
world
Existentialism- We define our own human potential.
Essentialism
 It is an philosophical theory that ascribes ultimate reality to essence
embodied in a thing perceptible to the senses.
 In education, it is a philosophy holding that certain basic ideas and skills
or disciplines essential to one’s culture are formulable and should be
taught to all alike by certain time-tested methods.
 Defining feature is “essence precedes existence”
 Advocates: William Bagley, James Kroener, H.G. Rickover, Paul
Copperman
• Rooted in Idealism and Realism and arose in response to progressive
education
• Idealism - Learn the essential ideas and knowledge needed to live well.
• Realism - Mind learns through contact with the physical world.
• Essential skills and practical knowledge needs to be learned.
• Value the past but not captured by it as in perennialism.
• Schools should focus on the basics or established disciplines - the 3Rs.
• Stresses the values of hardwork, perseverance, discipline, and respect to
authorities to students.
• The role of the student is that of the listener and the learner.
• The individual child’s interest, motivations, and psychological states are
not important.
• Teachers are authorities.
• Subjects should stress usefulness and work should be task oriented and
disciplined.
• School is a place where children come to learn what they need to know
and develop the skills needed to succeed in life.
The Essentialist Teacher
• Teaches essential knowledge and is task oriented.
• Avoids methodological frills and soft pedagogy.
• Concentrates on sound, proven instructional methods.
• Teacher is the expert and students are there to listen and learn what
they need to know.
• Strong emphasis on basic skills and scholastic achievement.
• Roots in both Idealism and Realism
• Rigorous intellectual curriculum for all students, classic works
Perennialism
• Influenced by the Realism
• Nature and human nature in particular remains the same throughout
history.
• Education develops a person’s rationality.
• Nurture of the intellect is essential role of the school.
• Teachers are task masters, presenting knowledge and setting the rules.
• Classical thought is emphasized through the study of history, language,
literature, humanities, science, & arts.
• Eurocentric view of knowledge and culture criticized because contributions
are “dead, white, male writers and thinkers.”
• Paideia Proposal - All men should seek a state of human excellence,
enlightenment, goodness.
• The word itself means ‘eternal’,’ageless’, ‘everlasting’, ‘unchanged’
• All children should have classical education that is rigorous, demanding, &
disciplined.
• Value traditional education that conserves the wisdom of the past.
• Truth is universal and does not depend on circumstances of place, time
and person
• Advocates: Robert Hutchins, Mortimer Adler

The Perennialist Teacher

• Passes on the next generation the accumulated wisdom of the past.
• Cultivates rational powers through contact with the culture’s best.
• Values and imitates cultures of the past.
• Student is there to learn what is taught.
• Curriculum is based on materials reflecting universal and recurring
themes that cultivate rationality and deductive thinking.
• Studies the classics of Western culture.

Existentialism
 It is a philosophical doctrine which emphasize the freedom of human
beings to make choices, in a world where there is no absolute values
outside man itself.
 The decisions that a man makes will enable him to realize what kind of
person he will be and will make him distinct from other people.
 And if a person has developed and is aware of his own identity, he will
be able to find meaning and purpose for his existence.
 Education to the existentialist should enable man to make choices for his
life.
 Existence comes before essence.
 It is up to us to define ourselves in some sort of relationship to our
existence and take responsibility for deciding who we are.
 We should not accept any predetermined creed or philosophical system.
 We exist as independent agents, determining who we are and what we
should do.
 The quest for personal meaning and determining personal values is
emphasized.
 All aspects of human potential should be developed.
 Students define life for themselves as individuals.
 Against both authority and group emphasis in education.
 Emphasis on personal, authentic thinking and involvement.
 Rooted from the dehumanization of man by technology and reaction to
the traditional Philosophy of Kant and Hegel
 Known as the Philosophy of Subjectivity
 Advocates: Soren Kiekegaard, Jean Paul Sartre
 Subject matter is personal choice
 Students should not be treated as objects to be measured or
standardized
 Methods are geared on giving opportunities for the students for self
actualization and self direction

The Existentialist Teacher

• Helps the child confront his or her freedom.
• Stresses freedom and the responsibility to make individual choices.
• Attempts to create a learning environment for students’ self-definition.
• Allows student to make their own meaning.
• Liberal education is a foundation for gaining personal freedom.
• Emphasizes humanities and the arts while de-emphasizing science.
Progressivism
• Contrasted the traditional view of essentialism and perennialism
• Emphasizes change and growth
• This school of thought drew from some of the ideas of Rousseau and
from the work of John Dewey. People are naturally exploring,
inquiring entities. When faced with a question, people try to find an
answer. For progressives, education aims to develop this problem-
solving ability
• Progressive educators believe that the place to begin an education is
with the student rather than with the subject matter
• School as Democracy—the school should be democratic in structure so
that children can learn to live well in a democracy and become good
citizens. Children must not only learn to solve their own problems, but
also help to solve the problems of their neighbors
• Curriculum content comes from the questions and interest of the
students
• Emphasis is given on the validation of ideas by the students through
active experimentation
• Project method—students work in groups on a topic of interest to
them. Students learn only what is of interest to them, they should be
the ones to determine topics of study
• Children are molded by environment, learn through direct experience
and focus on current and future problems
• Methods of teaching include discussions, interaction (teacher with
students) and group dynamics
• Opposes the extreme reliance on bookish method of instruction,
learning through memorization, the use of fear and punishment and
the four (4) walled philosophy of education
• John Dewey - Father of Progressivism
• Philosophy and Education are identical, both involving the practical,
experimental attempt to improve the human condition.
• Major impact on the concept of the democratic American education
ideal.
• Views the mind as a problem solver.
• People are naturally exploring, inquiring entities and learn through
direct experience.
• Student must master the scientific method.

The Progressive Teacher

 • Develops problem solving abilities and inductive thinking skills.
• School is a small democracy.
• Helps children do what they want to do.
• Stimulates students to plan and carry out activities and research
projects using group processes and democratic procedures.
• Is facilitator and resource for students.
• Students learn by doing and discovering.
• Center on students’ interests in real problems.
• An educational philosophy emphasizing curricula that focus on real-
world problem solving and individual development.
• Roots in Pragmatism

Behaviorism
• Rooted in the work of Russian experimental psychologist Ivan Pavlov
and American psychologist John Watson in the early 1900s
• Asserts that human beings are shaped entirely by their external
environment
B.F. Skinner—learning by rewards and punishments. In planning for
teaching, the behaviorist:
1. Uses clear objectives, spelled out in terms of behaviors to be learned
2. Establishes a learning environment which will positively reinforce
desired behaviors and eliminate undesirable behaviors
3. Closely monitors and gives the learner feedback on progress until the
goal is achieved

Constructivism
 knowledge cannot be transmitted directly from the teacher to the learner,
but rather is constructed by the learner and, later reconstructed as new
information becomes available. Instead of seeing students as partially
full vessels waiting to filled, as some essentialists do, constructivist
teachers view students as actively engaged in making meaning.
Individuals are continually trying to sort things out, to find clues and
patterns amid our impressions that will help us to make sense of the
world around us.
 Asserts that reality does not exist outside of human conceptions. It is the
individual that construct reality by reflecting on his own experience and
gives meaning to it.
Reconstructivism
• Primary goal is to achieve the elusive Social Change
• Advocates: Theodore Brameld, George Counts, Paulo Freire
• Teachers should be an instrument to encourage and lead students in the program of social
reforms
• Curriculum emphasizes on social reforms as the aim of education. It focuses on student
experience and taking social actions on real problems

• Methods of teachings include the problem oriented type(Students are

encouraged to critically examine cultural heritage), group discussions,
inquiry, dialogues, interactions and community-based learning
• The classroom will serve as a laboratory in experimenting school
practices-bringing the world’ into the classroom
Pragmatism
• What is experienced and observed is true. Hence, what is useful is
true:U=T
• Synonymous to functionality and practicality
• Thought must produce actions (realization) rather than to continue
lying inside the mind and leading into uncertainty
• Advocates: Charles Sanders Peirce, John Dewey
Pragmatism on education
• Involves student to work in groups
• Methods of teaching include experimentation, project making and
problem solving
• Stresses on the application of what have learned rather than the
transfer of the organized body of knowledge
• Idealism
– Asserts that because the physical world is always changing,
ideas are the only reliable form of reality
• Realism
– The features of the universe exist whether or not a human being
is there to perceive them.
• Pragmatism
– Rejects the idea of absolute, unchanging truth, instead asserting
that truth is “what works”
• Existentialism
– humanity isn’t part of an orderly universe; rather individuals
create their own realities.
Romanticism
• Also known as naturalism, is based on the writings of Jean Jacques
Rousseau, an eighteenth-century Swiss-French philosopher. Rousseau
believed that children are born good and pure. Once exposed to the
evils of society, however, they become corrupted. To keep children
good, they need to be isolated for as long as possible.
• The Romantics consider the individual more important than the needs
of society. The purpose of education is individual self-fulfillment—that
is, education must help the students develop physically, intellectually,
socially and morally (usually in that order).
A sense of curiosity is nature’s original school of education
--Smiley Blanton, Psychiatrist
• Influence on early childhood education—some schools have no set
curricula, no formal classes and no tests. Students decide what they
want to study and, in some cases, are expected to take responsibility
for their learning
Naturalism
• Rooted from Ancient Philosophers such as Thales, Anaximander,
Anaximenes
• Denies everything that has supernatural significance-
dogmas/revelations-for all can be accounted by scientific laws
• Preserves the natural goodness of man
• Truth can only be found through nature
• Advocates: J.J. Rousseau, John Lock, Montaigne
Naturalism- On Education
• Naturalism stands for a democratic and universal way-everyone must
be educated in the same manner.
• Education is in accordance to human development and growth.
• Emphasis is given more on the physical development-informal
exercise-and hygiene of the person rather of the 3 R’s
• Aims to unfold the child’s potential not to prepare him to adapt to the
changing times and needs.
• Consequently, one’s conduct is governed by impulse, instincts and
experiences.
• It puts the child at the center of educational process and prepares him
to experience life as it is.
Humanism
• Rooted in the economic and political changes during the Renaissance
period
• Has three main lines of growth
-Intellectual (includes Education)
-Aesthetic
-Scientific
Divisions of Humanism
1. Individualistic Humanism
-Making the most out of one’s life
-Living life to the fullest
-Stresses on individual freedom, culture and development
2. Social Humanism
-Aims for social rather than individual happiness
-Includes social reforms and improvement of social relationships
• Advocates: Da Feltre, Erasmus, Pestalozzi
• On Education:
-education is a process and should not be taken abruptly. The unfolding of
human character proceeds with the unfolding of nature
- The learner should be in control of his destiny
- Concern is more on methods which include theme writing rather than
of oral discussions, drills and exercises, playing
Humanism
• Asserts the importance of playing in the curriculum
• Emphasizes motivations and the use of praise and rewards
• Curriculum includes subjects concerning literary appreciation, physical
education, social training in manners and development
Nationalism
• Rapid rise was in the 18th century
• Center of ideology is the concept of national sovereignty
• Aims for the preservation and glorification of the State
• Emphasis is on the development of loyalty, patriotism, national feeling
and responsible citizenship
• Advocates:Jonathan Herbart, Johan Heinrich Pestalozzi
Nationalism on Education
-The most important development was the creation of common language
-stresses on the teaching of the principles of democracy and duties of
citizenship
-Stimulates the development of the state which includes the control and
support of public school system.
-Curriculum includes the teaching of grammar, geography and history
-Method of teaching gives emphasis on the content regarding on nature
studies, physical exercises and play activities
Linguistic Philosophy
Why teach- To develop the communication skills of the learner because the
ability to articulate, to voice out the meaning and values of things that
otains from his/her experience of life and the world is the very essence of
man. It is through his/her ability to express himself/herself clearly, to get
his/her ideas across, to make known to others the values that he/she has
imbided, the beauty that he/she has seen, the ugliness that he rejects and
the truth that he/she has discovered. Teachers teach to develop in the
learner the skill to send messages clearly and receive messages correctly
What to teach- Learners should be taught to communicate clearly-how to
send clear, concise messages and how to receive and correctly understand
messages sent. Communication takes place iin Three ways-verbal,
nonverbal, and paraverbal. Verbal component refers to the content of our
message, the choice and arrangement of our words. This can be oral or
written. Nonverbal component refers to the message we send through our
body language while paraverbal component refers to how we say what we
say- the tone, pacing and volume of our voices
There is need to teach learners to use language that is correct, precise,
grammatical, coherent, accurate so that they are able to communicate
clearly and precisely their thoughts and feelings. There is need to help
learners expand their vocabularies to enhance their communication skills.
There is need to teach the learners how to communicate clearly through
non-verbal means and consistently through para-verbal means.
There is need to caution the learners of the verbal and non-verbal barriers to
communication.
Teach them to speak as many languages as you can. The more languages
one speaks, the better he/she can communicate with the world. A multiligual
has an edge over the monolingual or bilingual.
How to teach- The most effective way to teach language and
communication is the experiential way. Make them experience sending and
receiving messages through verbal, non-verbal and para-verbal manner.
Teacher should make the classroom a place for the interplay of minds and
hearts. The teacher facilitates dialogue among learners and between him/her
and his/her students because in the exchange of words there is also an
exchange of ideas.
Other ISM’s
• Utilitarianism-Actions are geared toward the greatest total amount of
happiness that one can achieved
• Rationalism-Source of knowledge is the mind, independent of the
senses
• Empiricism-source of knowledge is the sense-based experience
• Experimentalism-Form of empiricism and asserts that the only
reliable form of knowledge is gained through scientific experiments
• Hedonism-Pleasure is the only good thing to the person
- Used as a justification in evaluating action by giving emphasis on
‘how much’ pleasure can be achieved and how little pain that the action
entails
• Epicurianism-Considers as a form of ancient hedonism, it identifies
pleasure with tranquility and reduction of desire
• Epicurus claimed that the highest pleasure consist of a simple and
moderate life.
 ORIENTAL PHILOSOPHY
CONFUCIANISM:
• Had its beginning in the teachings of Confucius but the following sages
took the lead in building its formulation:Mencius and Hzun-Tzu.
• Confucius is the Latinized name for Kung-Tzu or Kung-Fu Tzu.
‘tze’which means master, is a polite suffix added to the names of most
of the philosophers during the Chou Dynasty
Confucius was the founder of the Ju School which was known in the west as
the Confucian School.
• The Ju or Confucian School emphasized matters concerning human-
heartedness and righteousness, and the six liberal arts commonly
translated as Liu Yi or the Six Classics namely:
• Yi Ching or the Book of Changes
• Shi-Ching or the Book of Odes
• Shu-ching or the Book of History
• Li-Ching or the Rituals and Rites
• Yueh-the Music
• Ch’un Ch’iu or the Book of Spring and Autumn Annals.
The primary goal of Confucius was not just to make his “disciples” to be well
versed of the Classics but to be “rounded men”, useful to the state and the
society. Thus, he taught them various branches of knowledge (ancient
cultural history, interpretations based on his moral concepts) based on the
different Classics.
• Confucius philosophy is HUMANISTIC. It occupies mainly with HUMAN
RELATIONS and VIRTUES. Thus, his concept of the Yi (Righteouness)
and Jen (Humanheartedness)
• Confucianist’s great virtues were benevolence, righteousness,
propriety, wisdom, sincerity and harmony.
Confucius’Ideas
• His ethics is based upon the nature of man and society.
• For him MAN is the cooperating member of the society.
• The measure of man’s life is not “how long” but “how good”.
• All men desire happiness and in order to achieve it everyone’s goal
must be to make each other happy.
• The secret of his mark in history is based on the great emphasis on
the Supremacy of HUMAN VALUES
• “WISDOM is to KNOW men; VIRTUE is to LOVE men”
 • ON GOVERNMENT:
• A government is GOOD when it makes its people happy.
• The government should bring about welfare and happiness of the
whole people.
• A good government must be administered by the most capable men of
the country- those who have the CHARACTER and KNOWLEDGE.
• Character and knowledge were produced by PROPER EDUCATION
CONFUCIANISM; DOCTRINE of JEN
• Jen or benevolence is the central thesis of his whole system-his ethic,
politics and his life ideal-flowed from this; this is the PERFECT and
SUPREME VIRTUE
• The Jen stresses correct procedure for human relations –proper way
for men to meet each others leading to positive efforts for the good of
others.
• A man of Jen is man of all around virtue.
Jen is the Confucian Ideal of:
• Cultivating human relations
• Developing human faculties
• Sublimating one’s personality
• Upholding human rights
To achieve Jen one must practice Chung and the Shu ( The principle of
Reciprocity).
-Chung- means faithfulness; a state of the mind when one is
completely honest with himself
-Shu-means altruism; it is regard for others; a state of the mind when
one has complete understanding and sympathy with the outside world, the
opposite of selfishness.
CONFUCIANISM:DOCTRINE of YI
• Literally, YI means righteousness
• The concept of YI is the one that upholds man’s conduct.
• It is the highest principle embodied in the activities of mankind.
CONFUCIANISM
Spirit of Confucianism:
Confucianism is NOT a religion but a Philosophy and a system of Ethics.
• Confucianism emphasizes human relationships-how to live in harmony
with others.
 • Man’s personality reflects itself in his actions and behavior in the five
relationships:
1. Governmental (King and Subject)
2. Parental (Father and Son)
3. Conjugal (Husband and Wife)
4. Fraternal ( Elder brother and Younger Brother)
5. Friendship (Friend and Friend)
On Ethics
• Confucianism upholds five (5) constant virtues:
– 1. Human heartedness (jen)
– 2. Righteousness (yi)
– 3. Propriety (li)
– 4. Wisdom (chih)
– 5. Sincerity (hsin)
Chinese Ethical Principles or doctrine of Social Norms
• This is the most significant contribution of Confucianism in the Chinese
civilization.
• It stresses that every man is encouraged to practice filial piety and
fraternal love. This action when extended to a larger social group
would mean regulation of the family and also the good government of
the state. This could translate to PEACE in the world.
Doctrine of Social Status or the Rectification of Names
• Refers to the idea of the position of man among men; every man must
be in his proper place and with his proper responsibilities and duties.
• Every name contains certain implications which constitute the essence
of that class of things to which the name applies.
MENCIUS
• Mencius represents the IDEALISTIC Wing of Confucianism.
• He is famous for his theory on the Original Goodness of Human
Nature.
-Human nature is neither good or bad
-Human nature can either good or bad
-the nature of some men is good while others is bad.
-human nature is good
 • For him, the proof of the original goodness of human nature is
COMMISERATION.
• This is a feeling where man cannot bear to see the suffering of others.

Four (4) elements that makes MAN:

1. The Feeling of Commiseration- the beginning of human heartedness
(jen)
2. The Feeling of Shame and Dislike-The beginning of righteousness (yi)
3. The Feeling of Modesty and Yielding-The beginning of propriety (li)
4. The sense of right and wrong- beginning of wisdom (chi)
Mencius’ political Philosophy:
• Man is a political animal.
• Concerned on having GOOD Government-depends on the good
example of the ruler.
• The state is a moral institution and the head of state should be a moral
leader.
There are Two (2) Forms of Government:
1. Wang (King Government)-The ruler is a sage and government is carried
on through moral instruction and education.
2. Pa (Military Government)- The ruler is a military man and the government
is carried on through force and compulsion.
People are not the only root but also the final judge of the government
The people has the right of revolution in the event that the ruler is lacking of
ethical qualities.
Hierarchy of the Elements of the State
• 1. The People (the most important)
• 2. Spirits of the Land and the Grain (secondary importance)
• 3. Sovereign (least important)
The way of a GOOD government consist of:
1. Enriching and improving the lives of the people through reforms such
as land tenure, reduction of taxes and age-old pensions.
2. Educating people in personal cultivation, social order and national
loyalty.
Hzun Tzu
• Hzun Tzu represents the REALISTIC WING of Confucianism.
 • He is known for his theory that HUMAN NATURE is ORIGINALLY EVIL.
-Men have the natural tendency to love of gain and profit making him
greedy in the course of his life, giving no courtesy or consideration to others
-Men are filled with envy and hatred giving him the tendency to be violent
and villainous, devoid himself of integrity and good faith
• Men are endowed with the desires of the senses since birth making
him licentious and disorder should he act according to the senses.
• His general thesis is “the nature of man is evil; his goodness is
acquired”
-everything good and valuable is a product of human effort; value
comes from culture and culture is the achievement of man
-education can make a good man
• For him NATURE is the unwrought material of the original and what are
acquired are the accomplishments and refinements brought about by
the culture.
On Government:
-government is for the people and not for the ruler.
-the function of the ruler is to choose virtuous and capable ministers and
advances them on the basis of performance without regard to relationship
with himself and without favoritism.
• A ruler who is evil should be managed as one manages a wild horse.
• A wicked ruler is no longer a ruler and should be dethroned
On Human Relationship
Men cannot live without some kind of social organization because he needs
cooperation and material support in order to enjoy better living
-Men must have the rules of conduct (rites, ceremonies, customary rules of
living) in order to achieve social organization
TAOISM
• Taoism is known to be one of the major religions in China
• The oldest Taoist works were believed to be of Lao Tzu and Chuang
Tzu
• Fundamental Principles:
-each one for himself
-The despising of things and valuing of life
• “even an empire, once lost may someday be regained, but once dead,
one can never live again”
• Preserve life and avoid harm and danger
TAOISM on Human Conduct
 • Practicing Enlightenment (According to Lao Tzu)
1. If he wants to achieve anything, he starts with the opposite (means
contrary and not contradictory); secret of Prudence (be meek, humble
and contented.
2. If one wants to be strong, one must start with a feeling that one is
weak.
3. If one wants to preserve capitalism, one must admit in it some
elements of socialism.
The theory of Wu-Wei
• 1. Literally translated as “having no activity or non-action” but it
means lesser activity or doing less.
-Activity is good up to a certain point but too much of it is harmful;
over-doing it is worse than under-doing or not doing at all.
• 2. It is also means acting without artificiality and arbitration.
-this is opposed to naturalness and spontaneity.
-Stresses that mans activities must be necessary(necessary to the
achievement of a certain purpose and never over-doing) and natural
(simplicity)
BUDDHISM
• Founded by Siddharta Gautama
• Three Fold Teachings:
1. The Four Noble Truths
-there is suffering:
-Life is full of pain and misery.
-There is a cause of suffering.
-There is a cessation of suffering.
-There is a way leading to the cessation of suffering.
2. The noble Eightfold Paths
-Similar to the “golden mean” of Aristotle
3. The Doctrine of Dependent Origination
-This is the central teaching of Buddha.
-According to this teaching: there is nothing in this world that does not
come within the realm of the causal laws. Causality explains the arising and
passing away of things in this world.
1. Ignorance is the root cause of all suffering. To end this is through
KNOWLEDGE.
2. The theory of Karma emanates from this doctrine
 -Karma refers to the fruit of one’s action. Our present life is due to the
impressions of the Karmas of the past life

The NOBLE 8 FOLD PATHS

1. Right Faith
-complete understanding of the Four Noble truths(the true doctrine)
2. Right Resolve
-To have a clear perception of the true doctrine; to free oneself from
lust, ill will and cruelty.
3. Right Speech
To avoid and abstain from telling a lie; to speak of truth; to avoid harsh
language and vain talk.
4. Right Action or Conduct
To abstain from killing any living sentient things; avoid immoral sexual
behavior and intoxinating drinks.
5.Right Living
to gain livelihood by right means.
6. Right Effort
• Strive to avoid the arising of evil and maintain meritorious conditions
that have already risen.
7. Right Attentiveness
• To be clearly conscious and attentive to the objects of contemplation
that leads to attainment of purity and overcoming pain.
8. Right Concentration
The fixation of the mind on a single object

ZEN BUDDHISM (Japanese Version)

 Believes in the THIRD EYE (To see things which are invisible to the
naked eyes and to get attuned to the things around us).
 Encourages meditation (Mind-awakening)
 Teaches that the entire universe is one’s mind, and if one cannot
realize enlightenment in one’s own mind now, one cannot ever achieve
enlightenment.

ISLAM
 Has Five pillars: belief in Allah, prayer (5x a day), fasting , almsgiving
and pilgrimage).
  Proponent: Muhammad/ Mohammed
 Islam in Education:
 Useful knowledge is necessary for the benefit of the self and of
humanity.
 A truly Islamic government is required to provide all means to
promote adequate education for its citizens to the best of its
ability.

Education during the 21st Century

Aim: To provide the school age population and young adults with skills, knowledge
and values to become caring, self-reliant, productive and patriotic citizens.

 Republic Act 9155 (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) and redefining the role of field offices (regional offices,
division offices, division offices, district offices and schools). The
act provides the overall framework for:
-school head empowerment by strengthening their leadership
roles
-school-based management within the context of transparency
and local accountability.
-Kindergarten is now a part of the compulsory education system.
-A new curriculum for Garde 1 and Grade 7 pupils and students,
respectively was introduced
-By SY 2016-2017, Grade 11/Year 5 will be introduced, and
Grade 12/Year 6 by SY2017-2018;
-the Phased implementation of the new curriculum will be
finished by the SY 2017-2018.