Valued human life and had notions of honor

and dignity survival

Enculturation-process by which people learn the
requirements of the surrounding culture and
quire 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.
 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.
 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.
 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.
 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.
* 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.
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.
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.
 The essentialist orientation focuses on what
students must know
"Core curriculum" and "standards" are critical
elements in the essentialist philosophy
 This approach stresses that there is an "inner"
aspect to learning that must be understood
 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
The Social Reconstructionist approach views
education as a means to generate social change
 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.)
 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.
 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
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.
Analytic treatments of the concept of indoctrination
have fallen roughly into one of three categories:

1. Locating indoctrination in the aims of the educator

intending 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 imparted
content that does not admit of rational support or that
is to be believed independently of such support.
 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?
 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?
 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?
 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 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 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
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
 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)