Chapter 1 - Greek Educational theorists: Socrates, Plato

and Aristotle
TEACHING PROFESSION
1.3 GREEK EDUCATION- Education for the
FOUNDATIONS OF EDUCATION AND development of an individual
DEVELOPMENT IN EDUCATION
- Proponents: Greeks
A. HISTORICAL FOUNDATIONS
- Aims to produce individual welfare and
1. EARLY CONCEPTS OF EDUCATION success through harmonious development of
various aspects of human personality
1.1 PRIMITIVE EDUCATION-Education for
conformity Athenians-aim excellence; perfection; healthy
body and mind needed for public usefulness-
with liberal education and focus on individuality
- Primitive Aims to survive
with moral, intellectual and professional
trainings
- Family was the center of practical training-
tell me and show me observation and Imitation
Spartans- aim for strong body; physically fit
individual; to develop a good military citizen-
- Practical Education-domestic training with military and physical training focus on
competition and rivalry
- Theoretical- spiritual and worship activities,
rites, social knowledge - Centers of education- palace, home and
state
- Culture was passed on and preserved for
generation; tribes were able to survive, people - Emphasized the complimentary
were able to adjust to social and political life development of the human personality for his
cultural improvement and for social
1.2 ORIENTAL/EASTERN EDUCATION - transformation of the state
Education for preservation of Social Stability

- Oriental
1.4 ROMAN EDUCATION- Education for
- Aims to impress traditional customs and Utilitarianism
ideas in order to perpetuate the long
established social order. - Proponents: Romans

- Persia- to strengthen military tradition Egypt- - Aim to educate the Romans for realizing
to strengthen religious tradition national ideals (good worker, god soldier, good
citizen and oratorically inclined individuals.
- China-to preserve and perpetuate ancestral Prepared citizens for moral, military, civic and
tradition political functions.

- India-to preserve the caste system Centers- - Centers of education- home, shop and farm,
home, temple, pagoda-through imitation and military camp, forum and private schools
memorization
- Focus: cultural-liberal arts, music, rhetoric
- Moral training-customs, duties and etc Professional-architecture, engineering, law
politeness were emphasized Elementary and and medicine
high school levels were organized
- Educational ladder was introduced
- Static and highly formal education
developed; produced submissive, obedient, 1.5 EARLY CHRISTIAN EDUCATION - Aim to
polite, gentle and respectful but lacking in develop the right relationship between God
responsibility, initiative, self-confident and and man; salvation and social relations based
ambition on love
 - Methods: lecture (telling), dialectic (question - Focus: Theology and Religious Philosophy
and answer), parable method, figure of
speech, aphorism or use of a short expression - Methods-lecture, repetition, examination,
ex. "For what does it profit a man if he gains scholastic method (stating a question, setting
the whole world, and loses his own soul?; down objections to the preposition, proving
teaching with authority, miracles, concrete one side and answering or disputing
examples, motivation and modeling. objections); Aristotelian logic (using syllogism-
major premise, minor premises and conclusion
- Types: religious (spiritual), ethical (moral)
and social education, universal and democratic - Contributions: organization of the university
and the emphasis on intellectual training
- Agencies: Informal-diff. places, (time of
Jesus), home, church, catechumenal school, 2.3 CHIVALRIC-A FEUDALISTIC TYPE OF
catechetical school, cathedral school EDUCATION -Aims to develop Morality,
Responsibility, Horesmanship, Gallantry,
- Outstanding contribution-Christianity, Religiosity and Social graces
conversion of more than one-half of the world
into Christianity with the highest ideals of - Types: Reading, writing and literary, social,
spirituality and morality military, religious, moral and physical training

2. MEDIEVAL CONCEPTS OF EDUCATION - Agencies: home, castle, court, troubadours,

minnesingers and minstrels (they sang about
2.1 MONASTIC EDUCATION-Aims Religious the noble deeds)
discipline-spiritual knowledge, salvation and
moral(chastity, poverty and obedience) - Focus: Reading, writing, literature, religion,
music, dancing, good manners, horse riding
- Proponent: St. Benedict for warfare, household duties, physical
exercises.
- Types: Moral and religious training, literary
education and manual training - Contributions: use of vernaculars a tool of
teaching and the emphasis placed on the
- Agencies: Monastic schools learning social graces, rules of etiquette, or
good manners and right conduct
- Focus: TRIVIUM-grammar (languages and
Lit.),dialectic (logic) and rhetoric (law and 2.4 THE GUILD SYSTEM OF EDUCATION
composition) and QUADRIVIUM-geometry,
arithmetic, music and astronomy - Aims to prepare for commercial and
industrial life; vocational preparation -Types:
- Methods: catechetical, dictation, 3R's, vocational and religious
memorization, language, discipline, meditation
and contemplation - Agencies: The burgher school, chantry and
guild school
- Contributions: Christian monasteries
preserve and spread learning and culture - Methods: observation, imitation, practice,
dictation, memorization, catechetical,
2.2 SCHOLASTIC EDUCATION-Aims
Intellectual discipline and reasoned faith - Contributions: vocational training and
(support the doctrines of the church by rational apprenticeship discipline
arguments
2.5 MUSLIM EDUCATION
- Proponent: St. Thomas Aquinas
- Proponent: Mohammad
-Types: religious and intellectual
- Aims: Scientific, practical, Initiative and
- Agencies: Parish schools, Monastic and welfare, religious
Cathedral schools, Palace school, and
universities
 - Types: Science, Vocational, Religious, - Types: (Same as the aims)
Artistic designing, Professional and
Avocational training (training in an - Agencies: elementary, secondary schools
entertainment form- Arabian Nights) and universities

- Focus: Mathematics, Medicine, Chemistry, - Focus: biblical and classical literature

Agriculture, Arab workmanship
- Methods: imitation and memorization, double
- Agencies: courts of early caliphs, elementary translation, individualized instruction,
and secondary school, kuttab (teacher's educational psychology, Ciceronianism and a
house-offering reading and writing only), class-a year practice
universities
- Contributions: - The class-a-year practice,
- Methods: repetition and drill, memorization emphasized Social purpose of education
and imitation, lecture, observation, and floor
experimentation 3.3 REFORMATION (Protestant)- For
Religious Moralism
- Contributions: Replacing Roman Numerals
with figures borrowed from the Hindus, using - Proponent: Martin Luther
ZERO and the decimal system of notation;
simplified computation for big numbers
- Aims: Physical and Mental, religious and
Moral, Good manners, social virtue, and public
- Algebra and Trigonometry service, Good Citizenship, Elegant expression
and rational inquiry
- using laboratory and experimental science
- Types: universal, compulsory and free
- The study of applied Science education, character education, literacy and
vocational, Music and Physical education
3. MODERN CONCEPTS OF EDUCATION
- Agencies: home, church, civil authorities,
3.1 INDIVIDUALISTIC OR ITALIAN vernacular school, secondary school university
HUMANISM- Education for rich and full life
- Focus: physical education, singing, math,
- Proponent: Vittorino da Feltre history, science and vocational

- Aims: Academic Freedom, Abundant living - Methods: Religious indoctrination,

and Liberal Education Memorization, Ciceronianism, Rules of
Grammar, Pleasant Classroom work,
- Types: Literary, aesthetic and aristocratic in Humanistic Elements
type
- Contributions: Development of the state
- Agency: schools school system; vernacular elem. School,
classical secondary school and university as
model of education
- Focus: aesthetic, literary and aristocratic -
Methods: written themes, text study, self
activity, and self expression 3.4 COUNTER-REFORMATION (Catholic)-
To develop an unquestioning obedience to
- Contribution: Revival of classical learning
The authority of the church
3.2 SOCIAL HUMANISM- Education for
Social Reform - Types: domestic and vocational, religious
and moral, professional, physical and ministry
education
- Proponent: Desiderius Erasmus

- Agencies: home, church, elementary,

- Aims: Social, Religious and moral, Literacy,
secondary and higher
Literary and Democratic
- Focus: 4R's, humanistic-religious - Aims: to prepare the students for the life of a
gentleman and how to deal with the affairs of
- Contributions: La Salle and Jesuits style life; to make wise and practical judgment, and
education to have the right relationships with his
fellowmen.
JESUITS-Aims to train leaders
- Agencies: tutor, academies and
ritterakademie for the sons of nobility
- Methods: repetition and mastery;
participation through question and answer;
adapting the lesson to the abilities and - Focus: Social Science, Latin, Mathematics,
interests of children; doing a small amount of Good Manners and Military Arts
work at a time
- Methods: Application, Observation and
JANSENISTS - aim for spiritual salvation Social contacts, Tutorial, Travel,
understanding and judgment
- Memorization
- Contributions: tutorial system, private military
academy
- Use of textbooks

3.7 SCIENTIFIC OR SENSE REALISM

CHRISTIAN BROTHERS- Teach the poor

- Aim: to develop natural individual in a natural

- Pupils recite to the class not to the teacher,
society
group/grade the pupils according to ability

- RICHARD MULCASTER-develop the child's

3.5 VERBAL REALISM
natural tendencies and activities in accordance
with natural and universal laws
- Aim: Complete knowledge and
understanding of human
- FRANCIS BACON- to study nature for man's
benefits
John Milton-prepare for actual living-
discussion, field trip
- JOHN AMOS COMENIUS-To attain eternal
happiness with God
Francois Rabelais- develop the whole man
- Types: democratic, intellectual, scientific,
Juan Luis Vives- develop one's personality liberal, religious and practical

- Types: physical, moral, practical, intellectual - Agencies: school and university

- Agencies: home, public school, the Academy - Methods:

( private school we know today)
MULCASTER use of games, play and
- Focus: Encyclopedic- covered almost all exercises
subject matters
COMENIUS-learn by doing, done one at a
- Methods: tutorial, individualized teaching, time, should appeal interest, must have
incidental, reasoning, travel widely and practical values students'
thoroughly and reading
RATKE-learning should be done naturally
- Contribution: Practical education that enable through induction and Experimentation
man to adjust himself to his environment
- Contributions: science curriculum, and
3.6 SOCIAL REALISM training of teachers

- Proponent: Michel de Montaigne

3.8 FORMAL DISCIPLINE/DISCIPLINISM

- Proponent: John Locke B. PHILOSOPHICAL FOUNDATIONS OF

EDUCATION OF EDUCATION
- Aim: holistic development
1. ORIENTAL PHILOSOPHY
- Types: physical, moral and intellectual
1.1 CHINESE PHILOSOPHY
- Agencies: Schools and colleges Focus: drill
method and classical languages General Philosophy: - They believe in the
positive and negative sides of life. The highest
- Methods: drill, memorization, reasoning, achievement of a man is to be wise.
discipline Contributions: Formal discipline
MAJOR PHILOSOPHERS AND THEIR
3.9 RATIONALISM THOUGHTS:

- Aim: To enable man to think for themselves 1.1.1 CONFUCIUS (551-479 B.C.) kung Fu
Types: intellectual, social and aristocratic Tze, Kung the Scholar-author of Analects

- Agencies: schools, encyclopedia and - The gentleman or the superior man acts out
fashionable salons Focus: All things of YI or righteousness and the inferior man
reasonable acts of LI. The gentleman is always happy and
always posses the Way (TAO)
- Methods: critical analysis and application of
reason - Golden Rule is a REN which is a virtue. "Do
not do unto others what you would not like
yourself."
- Contributions: Creative thinking and
reasoning (logic) and the use of the inductive
method in making generalizations - One should live up to his name because a
name has its essence. Confucius says "Let the
ruler be a ruler, the father, the father, the son,
3.10 NATURALISM
the son."
- Proponent: Jean Jacques Rousseau (Man
- Life is a gift that must be treasured
as he comes from nature is good but that he
becomes evil through contact with society.
- Sufficient food, sufficient weapons and the
confidence of the people make for good
- Aims: to preserve the natural goodness of
government. When the confidence of the
man; to develop an individual in accordance
people is lost, good government is also lost.
with the laws of human development

- The period of mourning for a parent is three

- Types: holistic education
years because the "only when a child is three
years old does it leave the parents arms."
- Agencies: family, tutor and public authority
1.1.2 MENCIUS
- Focus: natural phenomena Methods: child
centered, disciplined students
- Love Covers All
- Contributions: Three modern principles of
- The Great Morale- everything must be ought
teaching:
in its right place
1. Principle of growth,
- The original goodness of man is originally
good because he has the four germs of human
2. Principle of student activity goodness; heart of compassion, heart of
courtesy and modesty, heart of right and
3. Principle of individualization wrong and heart of wisdom.
- It is with heart that man thinks - Jaina cosmology regards the universe as a
living organism animated by life monards
1.1.3 LAO TZU/ LAO TZE

- Tao has not name; it is all thing that defy

naming. "He who knows Tao does not speak 1.2.3 ISLAM (Muslim Philosophy)
about it: he who speaks about it does not know
it." - Islam means submission to Allah (God)

1.2 INDIAN PHILOSOPHY - Founded by Muhammad (AD 571), born in

Mecca, Saudi Arabia. He was succeeded by
1.2.1 BUDDHISM-Founded by Siddharta Caliphs, the first being ABU BAKR and UMAR
Gautama Buddha who advocates the FOUR
NOBLE TRUTH and an EIGHTFOLD PATH - THE FIVE PILLARS OF ISLAM
ALITA
1. SHAHADA- (Confession of faith) There is no
FOUR NOBLE TRUTHS God but Allah and Muhammad is his prophet

1. Life is pain and suffering (duhkha) 2. SALAT-(Prayer) Muslims pray five times a
day
2. The cause of pain and suffering is selfish
craving 3. ZAKAT-(almsgiving)-Muslims give 2.5 of
their income to charity
3. The cause of pain can be eliminated
4. RAMADAN-(lasting)-Muslims do not eat,
4. The way towards the end of suffering is by drink or smoke or engage in sex between
eightfold path dawn and sunset

EIGHT FOLD PATHS 5. HAJI-(pilgrimage)-Muslims required to go to

Mecca at least once in his lifetime.
1. Right Falth or Bellef
QUR'AN-(Koran)-Sacred scriptures of Islam
2. Right resolve or aspiration
HADITH-record of life and activities of
3. Right speech Muhammad

4. Right connection SUNNA-Examples and standards of which

Muslims should follow
5. Right action
SHIARI'A LAW-Comprehensive guide to life
and conduct
6. Right living

WESTERN PHILOSOPHY
7. Right effort

A. Classical philosophies
8. Right thought

1. Naturalism
1.2.2 JAINISM- Ffounded by Jina. The
doctrine of Jainism is discussed under four
headings: - Nature: considered the oldest, the
philosophy that believes that nature is the
aggregate of Physical Objects
- Knowledge is relative-we can never know
totality but only a part thereof
- Naturalists: Thales, Anaximander,
Anaximenes, Leucippus, Democritus,
- Its ethics is non-violence
Epicurus, Lecretus, Thomas Hobbes (1588-
1679), and Herbert Spencer (1820-1903)
- Critical Naturalism: Induction and Scientific - Practices the Art of Delay Should be
Method inductive

- Deduction-minor place - Punishment be constituted by consequences

of wrong deeds
- Induction-major emphasis
- Curriculum: Nature study, physical and
Principles that govern naturalistic values: behavioral sciences

- Nature is the kind of order which possesses - Teacher: Guide

values. These values are desirable.
- Method: Discovery and self-activity
- To realize the most value out of life,
harmonize one's life with nature. 2. Idealism

Naturalistic Philosophy of Education - Nature: Idealism is the philosophy that

believes the ultimate reality is spiritual or
1.1. Education as a Social Institution mental. It believes in a unified reality with God
as the perfect or the absolute or universal
mind.
- The school exists due to overlong infancy of
man requiring sustained protection and
guidance. This extends to two decades. - Idealist: Plato, Descartes, Spinoza, Leibniz,
Kant, Bekerly and Hegel.
- "Loco parentis principle-Teachers as
surrogate parents. - Idealist Philosophy of Education

- Education is a natural necessity. - The school exists due to spiritual

necessity,
1.2. The pupils
- The school is a value-realizing institution.
- Spencer regards the pupils from the physical
side. - The Nature of Pupil

- His first requirement is to be healthy and - The pupil is a self, a spiritual being, a
vigorous. personality whose foundation is God.

1.3. The Objective of Education - He is neither good nor bad; his becoming
good or bad depends on his environment, his
education and free will.
- To Spencer, the general aim of education is
complete living.
- Objectives of Education
1.4. The educative Process
- For the individual: self-realization
(attainment of superior life)
- The process is governed by eight principles .

- For society: Brotherhood (souls and

- Confirm to the natural processes
essence of democracy)
- Should be pleasurable
- The Educative Process.
- Engage the self-activity of the child
- School is ideal-centered
- Acquisition of Knowledge For the Body and
- The teacher is the key to the Educative
the Mind
process. (The teacher is model, specialist of
children, excellent technician, respectable,
personal, friend, motivator, co-worker with Objectives of Education
God. Etc.)
- There is pluralism of objectives by various
- Imitation, interest, effort and discipline sectors and at various levels of formal
education.
- Self-activity
- The attainment of the "good life". The
- Curriculum (Universe Division, school's task is to transcribe the good life.
Civilization, Division, Culture Division and
Personality Division) The Educative Process

- Methods: Socratic Method (questioning; - The processes are transmission of

discussion, lecture and project) information, conditioning if the pupil and use of
discipline to reinforce the processes.
3. Realism
- Curriculum: Problem-centered and habit
- Nature: Realism is a philosophy that formation
believes that objects exist independent of the
mind. - Methods: Socratic Method, disputation,
lecture, memorization, use of visuals and
- Realist: Aristotle (doctrine of particulars), St. problem-solving.
Thomas Aquinas, John Amos Comenius,
Descartes, Spinoza, John Locke, Kant Johann 4. Pragmatism
Freidrich Herbert, William James, the
neorealists and the critical realists - Nature: Pragmatism is the Philosophy which
believes that the essence of an idea comes
- Realist Philosophy of Education from the consequence3 of its test or practice, if
it works, the idea is true or good, if it doesn't
- Comenius; Education is a formation; the the idea is false or bad. It is called
school is the true forging place of man experimentalism (Pierce), practicalism (James)
and instrumentalism (Dewey).
- John Wild, Education is both a basic need a
basic right of man - Pragmatists; Heraclitus, Protagoras and
Gorgias (Sophists), Francis Bacon, Auguste
Comte, Charles Pierce, William James and
- Harry Broudy: Education is dependent on
John Dewey.)
Government for support particularly formal
education.
- Pragmatist Philosophy of Education
- Redden and Ryan; State is only of the social
institutions concerned with education. The Education as a Social Institution
church is another so the State has no control
or Education. - Schools exist to supply the volume of
learning each generation needs.
The pupil
- Heritage of the past may function fruitfully in
- The pupil is an organism with a highly the present.
developed brain, superior to others.
- Language is the means by which the
- Four principles comprises the essence of the heritage is communicated
human self; appetitive, self-determination, self-
realization and self-integration. (Broudy) The Pupil

- Distinct and concrete center of experience

- Unique individuals that interact actively with

forces in the environment
 - The facticity of the pupil may also apply to
the teacher.
Objectives of Education
- Even the best also consider the tragic
- More education; education is a continuous elements of life through these are farfetched
reconstruction of experience from the minds of the learners,

- Effective experiencing. 2. Language Analysis

Social efficiency (many-sided effectiveness) - Nature: language analysis is one of the two
analytical philosophies. The other is logical P
empiricism. The focus of language analysis
The Educative Process
precision or accuracy of language as it used in
communication
- Experimental Method is also the method of
learning.
- Language Analysts: Ludwig Wittgenstein
(father), Bertrand Russel, G.E. Moore, A.J.
- Learning begins in movement and activity. Ayre, Gilbert Ryle and W.V. Quine T Espart

- Initial learning is marked out by an - Language Analysis and Philosophy of

indeterminate situation leading to a problem. Education

- Teacher; Group leader, consultant, facilitator ✓ Objectives of education are value

statements couched in education terms cannot
- Methods: project, discussion, research, be confirmed.
reference study in the library, laboratory work,
field trips and experimental method ✓ The same is true with metaphysics and
epistemology of education as general theory of
- Curriculum: Real-life situations, personal and education
social experiences of the learner and social
heritage. ✓Philosophy or education as a discipline and
as a conceived traditionally is not possible.
B. Modern Philosophies
✓ Psychology, which has acquired the
1. Existentialism Discipline of Science, would have more
relevance to education because their findings
- Nature: Existentialism is a European can be verified.
philosophy which believes that philosophy
should center on individual, his freedom of Contributions
realizing his essence on the basis of his
personal decision or choice. ✓ The teaching concepts should be done with
reference to their specific contexts
- Existentialists: Soren Keirkegaard (father),
Martin Heidegger, Jean Paul Sarte. Frelodrich Educational discourse should be done in
Nietzsche, Blaise Pascal, Martin Buber, Miguel specific terms with their meanings made clear.
de Unamuno and many others.
III.CONTEMPORARY EDUCATIONAL
- Existentialism and Education THEORIES

- Existentialism has not displayed any A. Perennialism)

particular interest in education: Implications on
education would center on the pupil and
- Philosophical roots: Classical Realism,
teacher.
supported by some Idealists Philosophers
often cited: Aristotle and Aquinas
- Education should fully consider the facticity
(from particular parents and particular
- Principal Proponents: Robert Maynard
circumstances).
Hutchins and Mortimer J. Alder
 - Basic Essence: Perennialism believes that - Education should be active and related to
the basic principles of education are the interests of the child. thenor Carmen dar
changeless permanent or perennial. Espana

Basic Principles: - Learning should take place through

problems solving rather than absorption of
- Since human nature is constant, the nature subject matter..
of education remains constant too.
- Education as the intelligent reconstruction of
- Since man's distinctive characteristics in his experience is synonymous with civilized living.
ability to reason, education should concentrate
on developing the rational faculty. - The teacher's role is not to direct but to
advice.
- The only type of adjustment to which
education should lead is adjustment to the - The school should encourage cooperation
truth which is universal and unchanging rather than competition

- Education is not a replica of life but - Only democracy permits, rather encourages,
preparation of it the free interplay of ideas and personalities
that is a necessary condition of true growth.
- Children should be taught certain basic
subjects that would acquaint them with the Criticism: Progressivism is so child-centered
world's permanencies, both spiritual and and permissive at the expense of subject
physical. matter mastery.

- There permanencies are best studied in C. Essentialism

what they call the "Great Books"
Philosophical root; Compatible with a variety of
- Methods: Reading and Discussion of the Philosophical outlooks, Educators in idealism
"Great Books" support it. Philosopher often cited: Herman
Home Principal Proponents: William C.
- Criticism: Ascetic and Aristocratic Bagley, Michael Demiashevich, Henry
Morrison, Thomas Briggs, Isaac Kandel and
Ross Finney
B. Progressivism

Basic Essence: Essentialism is advocated to

- Philosophical root: Pragmatism
reexamine curricular matters, distinguishing
the essentials and the non-essentials in the
- Philosopher often cited: John Dewey school programs and to re-establish the
authority of the teacher in the classroom.
- Principal Proponents: Francis W. Parker,
William Heard Kilpatrik, John L. Childs, and Basic Principles
Boyd H. Bode
- Learning, of its very nature, involves hard
- Basic Essence: Accepting the pragmatist work and often unwilling application
view that change, not permanence, is the
essence of reality progressivism declares that
- The initiative in education should lie with the
education is always in the process of
teacher and not with the pupil.
development. The essence of education is
continual reconstruction of experience.
- The heart of the educational process is the
absorption of prescribed subject matter.

- The school should not abandon traditional

methods of mental discipline.
Basic Principles
D. Reconstructionism - Method of education is through: tell me and
show me, observation, and trial and error
Philosophical root: Pragmatism
- Evidences of early education/civilization:
Philosopher often cited: John Dewey
a) Effective technology on ceramic Industry,
Principal Proponents: Theodore Brameld.
George Counts, Harold Rugg and Isaac b) Predictive sciences in preserving mummies,
Berkson Basic Essence: also known as social
reconstructionism, this theory claims to be the c) Art and religion Petro glyphs and line
true successor of progressivism and declares drawings in Angono,
that the chief purpose of education is to
"reconstruct" society in order to meet the d) Syllabary writing among the Tagbanwas
cultural crisis brought about by social, Political and Mangyans,
and economic problems.
e) Foreign trade with the Chinese during the
Basic Principles Tang Dynasty,

- Education must become the chief means of f) Big population centers,

enacting a program of clear and precise social
action
g) Megalithic structures of the rice terraces,
- Education must commit here and now
creation of a new social order, which will fulfill h) Government in barangays,
the basic values of our culture and at the same
time, harmonize with the underlying social and i) Laws like the Code of Kalantiaw, and
economic forces of the modern world.
j) Warfare in barangays.
- The new society must be genuine
democracy whose major institutions and Education during the Spanish Period
resources are controlled by the people
themselves - The purpose of education is to propagate
Christianity
- It is the teacher's duty to convince his pupils
of the validity and urgency of the - Formal Education, Religious Education,
reconstructionist solution, but he must do with Vocational courses
scrupulous regard for democratic progress.
- Education is through dictation and
- The means and ends of education must be memorization
completely refashioned to meet the demands
of the present cultural crisis and to accord with
- The vernacular was used as the medium of
findings of behavioral science.
instruction in the parochial schools.
- Reconstructionism stresses the extent to
- The religious orders introduced the parochial
which the child, the school and education itself
school concept. Parochial schools started in
are shaped by social and cultural forces.
Cebu in 1565 by the Augustinian missionaries.
Subjects other than the Doctrina like simple
PHILIPPINE EDUCATIONAL SYSTEM arithmetic, music and various arts and trades
were offered.
Education during the Pre-Spanish period
- Academic education higher than parochial
- Education is for Survival, Conformity, and schools that were established are the
Enculturation "colegios" for boys and the "beatrios" for the
girls which are equivalent to the present high
- Informal Educational, Practical Training, schools
Theoretical Training
 - The Spanish Friars produced the first - The Monroe Survey Commission was
grammars and dictionaries that led the created in 1925 to evaluate the entire school
development of system the Americans set up.

- The Royal Decree of 1863 was the first - The American director of the Bureau of
attempt of the Spaniards to establish an Education spelled out these alms of American
overall public Filipino languages school system education:
and to provide for the training of teachers
through a normal school A. Training of Filipinos for self-government and

Education during the American Period B. Provision of English as common language.

- The aim of education is to reach democracy Education during the Commonwealth

as a way of life Period (1935-1942)

- Formal Education was established - The fundamental aims of education as

provided by the 1935 Constitution are as
- Education is through socialized recitation, follows: to develop moral character, personal
encouraged more students' participation and discipline, civic conscience and vocational
disputation efficiency and to teach the duties of
citizenship.
- The education act of 1901, also known as
Act. No. 74 of the Philippine Commission was - Education aimed to continue the
promulgated to: Commonwealth was to help prepare for the
coming Independence of a new Filipino nation.
a) Established a department of Public
Instruction. - Training was done through the public
schools The private schools (sectarian and
b) Established a highly centralized system non sectarian)

c) Provide for the importation of teachers - Curricular emphasis was on, character
education and citizenship training.
d) Create the Philippine Normal School
- Education Act of 19401otherwise known as
Commonwealth Act 586 provided for the
- The Department of Public Instruction set up
complete revision of the public elementary
a three-level Instruction of schools:
school system by:
a) The first level consistent of a four-year
a) Shortening of elementary grades to six
primary and three-year intermediate.
years
b) The second level was a four-year high
b) Adoption of double-single sessions in the
school.
primary grade with one teacher
c) The third level at first was a two-year junior
c) One class assignment of intermediate
college and later a four-year program.
teachers.
- The University of the Philippines founded in
- Act No. 4007 completely abolished
1908, was the first school of University status.
matriculation fees
- Reading, witting, arithmetic, language,
- Executive Order No. 134 in 1936 designated
GMRC, civics, hygiene and sanitation,
Tagalog as the basis of the national language.
gardening. domestic science, American
History, and Philippine history were the subject
areas for study - Executive Order No. 263 in 1940 required
the teaching of the national language in the
senior year of all high schools and all years in
the normal schools.
 - Commonwealth Act No. 117 placed all public f) Establishment of agricultural schools and
school teachers under Civic Service Rules and colleges
Regulations.
g) Curricular content centered on values
- Commonwealth Act No. 578 conferred the rooted on love for labor
status of "persons in authority" on supervisors,
principals, teachers and professions training h) Emphasizing vocational education'
adults.
i) Diffusing the use of Nippongo
- Commonwealth Act No. 80 provided the
legal basis for adult education pursuant to the j) Teaching physical education and singing
Constitutional provision on citizenship training Japanese songs.
adults.
- Emphasized health/vocational education
- Commonwealth Act No. 589 in 1940
established a school ritual in all public and
private elementary and secondary schools - Stressed dignity of manual labor
consisting of solemn patriotic ceremonies that
include the singing of the National Anthem and Education during the Republic (1943-1972)
the recitation If the Patriotic Pledge.
- Promotion of equal educational opportunities
- Commonwealth Act No. 1, known as the for all
National Defense Act of Dec. 21, 1935,
provided for preparatory military training which - Formation of Presidential Commission to
shall begin with the young in the elementary Survey Philippine Education (PCSPE)
grade school at the age of 10 years and shall Restatement of national Development Goals
extend through the remainder of his schooling and - Educational Aims (based on the survey
into college or university. or PCSPE)

- P.D. 1706 of 1980, known as national - Education aimed at the full realization of the
Service law, required all citizens to render civic democratic ideals and way of life the
welfare service, law enforcement service, and characteristics of which are:
military service.
a) Democracy is predicated upon the intrinsic
Education during the Japanese Era (1943- worth of the individual
45)
b) Individuals realize their capacities best in
- Education aimed at making people social context
understand the use of the English language in
schools the position of the Philippines in the c) Society is not separated from the individual
Greater East Asia Co-Prosperity Sphere being
advocated by Japan. It aimed at:
d) Democracy thrives on change, it is dynamic
and flexible.
a) Striving for the diffusion of the Japanese
language in the Philippines and the termination
e) It fosters persuasion and consensus and
of the English language in schools
rejects coercion and indoctrination.
b) Inspiring the people with the spirit to love
- Curricular content stressed:
labor

a) Social orientation as manifested by the

c) Training was done formally through the
conservation of the Filipino heritage
schools, which gave more emphasis on
vocational, technical, agriculture
b) Training for occupation
d) Reopening of schools
c) Promotion of democratic nation building
e) Opening of vocational schools
d) A new thrust on community development
 - Republic Act No. 139 known as Board of - Republic Act No. 5447, Special Education
textbooks Law of June 14, 1947, created the Fund of 1968, created the special education
Board of Textbooks that would screen and fund and local school boards primarily to
approved textbooks for use in all public finance and support provincial schools.
schools for a period of 6 years from date of
their adoption, - Republic Act No. 6054, Barrio High School
Law, created high schools throughout the
- Republic Act No. 896 (Education Act of country through the imitative of Dr. Pedro T.
1953) enacted on June 20, 1953, replaced Orata.
C.A. 586 and provided the following:
Education during the New Society (1972-
a) Restoration of grade 7 (never implemented 1986) .
due to lack of funds)
- The aim of education is for national
b) Abolition of "double-single" session and development . world
return to the practice of 1 class under 1
teacher in the primary and 3 teachers to 2 - Made education relevant to the needs of the
classes or 5 teachers to 3 classes in the changing
intermediate
- Proclamation 1081 on September 21, 1972
c) Compulsory completion of elementary started educational revolution
grades
- Adoption of the acronym PLEDGES-Peace
d) Compulsory enrollment of children in the and order; Land reform; Economic
public schools upon attaining 7 years of age development; Development of moral values;
Government reorganization; Employment and
- Republic Act No.1079, June 15, 1954, made manpower development; Social services
permanent civil service eligibility of teachers.
- Bilingual Education Policy - use of English
- Republic Act No. 1124, June 16, 1954, and Filipino as media of instruction in specific
created the Board of national Education (BNE) learningareas
tasked with formulating educational policies
and directing Philippine education. BNE as a - Curricular changes in Elementary Education
later renamed Board of Higher Education
(NBE) by P.D. No.1; was abolished by with the a) Focused on the 3rs
creation of the Board of Higher Education by
Batas Pambansa Blg. 232. The Board's
function now assumed by CHED under R.A. b) Integration of values in all learning areas
7722.
c) Emphasis on mastery learning
- Republic Act No. 1265, June 11, 1955,
provided that a daily flag ceremony shall be - Curricular changes in Secondary Education
compulsory all schools.
a) Increased in time allotment
- Republic Act No. 1425, June 12, 1955,
prescribed the inclusion in the curricula of all b) YDT and CAT introduced as new courses
schools in all levels, the life, works and
writings of Jose Rizal especially the "Noli Me c) Elective offerings as part of the curriculum
Tangere" and "El Filibusterismo."
- Educational Programs initiated:
- Republic Act no. 4670, Magna Carta for
Public School teachers, June 18, 1966, aims
a) Project IMPACT-Instructional management
to promote and improve the socio-economic
by Parents, Community, and teachers
status of public schools teachers, their living
and working conditions, and their employment
and career prospects. b) 1505A-In School, Off School Approach

c) CPS-Continuous Progression Scheme

d) PRODED-Program for a Decentralized h) Emphasis in Science and technology
Educational Development
i) Uses bilingual policy
e) NCEE-National College Entrance
Examination j) Critical thinking emphasized

f) NEAT-National Elementary Assessment - Focused on the development on humanism

Test for grade VI- battery of achievement and Filipinism in all learning areas.
choices of multiple choices.
- Implementation of SEDP in response to the
g) NSAT-National Secondary Assessment need to continue pupil development. To meet
Test replaces NCEE; not a prerequisite to these needs, it aims to improve policy making
entrance to college, 20% of the result is and increase the internal efficiency of the
computed to the GPA. educational system. Its features are:

Education during the Present (1986- a) Subjects generally oriented to the

Present) development of values

- DECS Order No. 6, s. 1998, issued by b) Specific competencies

Education Secretary Lourdes R. Quisumbing,
strengthens the teaching of values in the New c) Concept-based subject areas
Elementary School Curriculum (NESC)
launched in SY 1989-90 under the Program for
Decentralized Educational Development d) Uni-disciplinary treatment of curriculum
(PRODED) and Development Program content
(SEDP) respectively."
- The Congressional Commission on
- The national budget appropriates the highest Education (EDCOM), with its report in 1991,
allocation for education recommended the following:

- Promotion and improvement of the public a) Division of DECS Into the Department of
school teachers. Education aimed to promote Basic Education (DBE), Technical Education
national development and values education and Skills Development Authority (TESDA),
Implementation of NESC- addressed to civic, and Commission on Higher Education
intellectual and character development of the (CHED);
child. Its features are:
b) Establishment of teacher Education Center
a) Fewer learning areas; emphasis on mastery of Excellence;
learning
c) Professionalization of teachers; and
b) Focused on the development of the 3Rs
d) Technical-Vocational Education reform.
c) Emphasis on the development of the
intellectual skills which are as important as - R.A. 7722, the Higher Education Act of
work skills 1994, created the Commission on Higher
Education (CHED) to be headed by a
d) Multi-disciplinary treatment of curriculum chairman under the Office of the President.
content
- R.A> 7796, TESDA Law, created the
e) Student-centered Technical Education and Skills Development
Authority headed by a Director General under
the Department of Labor and Employment
f) Cognitive-affective manipulative based (DOLE). The Bureau of technical and
curriculum Vocational Education of DECS has been
absorbed by this agency.
g) Values education offered as separate
subject area - R.A. 7784, August 4, 1994, "An act
strengthens teacher education in the
Philippines by establishing Centers of - Realizing that the planning of education and
Excellence," provides for the establishment of the implementation of its programme must
CENTREXES in each of thenregions in the take into primary and serious consideration the
country which shall be maintained for a period system provisions also for guaranteeing that it
of five years. has the students to work on.

- R.A. 7687 crated the science and technology - Establishing viable alternative learning
scholarship program for indigent but deserving system encomprising non-form and informal
youth in the country under the Department of education.
Science and Technology (DOST)
- Strengthening of the partnership between
- R.A. 7168, December 26, 1991, converted school, home and community and local
the Philippine Normal College into Philippine government-(Expanded the PTA Into parent-
NormalnUniversity under the Board of Regents teacher-community association (PTCA) as part
of self-management under the Third
- R.A 7731 in 1994 abolished the NCEE Elementary Education Project (TEEP) package
mandated by P.D. 146. Bldg of reforms)

- R.A. 7836 in 1994 revised P.D. 10006 and 3. Third Elementary Education Project (TEEP)
created the Professional Board for Teachers Department of Education's response to the
and provided for a Licensure Examination for Social Reform
Teachers (LET) to be administered by the
Professional - Agenda of the government which aims to

- Regulation Commission (PRC). It also - Raise the participation school-aged children

provided for the formulation and adoption of in elementary education,
Code of Ethics for Professional Teachers
- Improve the six-year completion in the
Future Direction for the elementary schools and
Philippines-"Education for All"
- Increase academic achievement the project
1. EFA-Mandated by Presidential 480-whose provinces
vision is anchored on humanitarianism and
equalitarianism. Its components are: - Upgrading of teacher competencies and
improving their welfare was seen by EFA as a
- ECCD-Early Childhood Care and fundamental and long-term policy measure to
Development bring about quality basic education.

- UOPE-Universal Quality of Primary

Education
4. NEAP-National Educators Academy of the
- EOI-Eradication of Illiteracy Philippines was established while better in
service and pre-service training were included
- CE-Continuing Education in TEEP and the Aus Aid (Australian Aid)-
assisted
2. DECS Own Master Plan for Basic
Education; - Program in Basic Education (PROBE)

- Looking beyond the realism of the education - Internalizes EFA's philosophy and goals
system
- The quality goal of EFA is emphasizing
- Strengthening its bonds with its present and creative and critical thinking
partners
- Strengthening the foundation of Education
- Employing more non-traditional means of
ensuring that children stay school. - Priorities:
a. Advancement of ECCD (Early Childhood - Study of groups and societies and how they
Care and Development) with proper material, affect the people
child health. Care and nutrition, [inclusion of
early childhood experiences in grade one in Society
classes with children who have not undergone
preschool] - An organized group of people that occuples
territory, who interrelates and interacts with
b. Expansion of preschool services one another, recruit its members by inter group
sexual reproduction and has a shared
c. Impact of the 8-week Early Experiences in comprehensive culture, with common shared
Grade I scheme should be studied attitudes, sentiments, aspirations and goals

5. Improving the Quality of Primary Education - A group of organized individuals who think of
themselves as a distinct group, who live
- Programme Intervention together sharing the same culture, who have
some things in common, a set of loyalties and
sentiments
- Differentiated approaches should be allowed
for males and females and for urban rural
areas when formulating intervention to combat Groups
the low survival rate and high dropout and
repetition rates - A unit of interacting personalities with an
interdependence of roles and status existing
- Special children that required focused and between or among the members
differentiated approaches such as distance
learning. These need alternative learning - A number of people who at a given time
approaches because of the serious structural interrelate and interact with one another, with
difficulty in maintaining school attendance. common shared attitudes, aspirations and
goals
- Multi-l Multi-level materials assisted
instruction Status

- School feeding with parent-teacher - Refers to the position assigned by a person

partnership and community. in a group or organization

- Multi-grade-strengthening this MTG teaching Social stratification

as the norm for difficult-to-reach areas and
sparsely populated areas. - Refers to the classification of group
members according to certain criteria which
- Comprehensive teacher education and may differ according to the nature of the group;
development programme structured ranking of people in society that
perpetuates unequal economic rewards and
- Upgrade teaching approaches and power in society
techniques through School-based inset by
principals and supervisors. - Influenced by the economic status of an
individual
- Teaching approaches which promote active
participatory and experiential learning. - Stratification is based on:

IV.SOCIOLOGICAL AND a. Income/Wealth

ANTHROPOLOGICAL FOUNDATIONS OF
EDUCATION b. Power

Sociology c. Prestige

- The science of man and society Social Inequality-describes a condition in

which members of a society have different
- Study of patterns of human behavior amounts of wealth, prestige and power
Social mobility - Refers to the movement of value oneself and eventually other. It is also an
individuals or groups from one position of a agency organized by society for the basic
society's stratification to another function of teaching and learning.

Types of Social Mobility: c. Church, government, mass media,

workplace, economy, non-government
a. Horizontal Mobility-movement of a person agencies and other institutions wherein an
from one social position to another of the same individual is a part of.
rank e.g. teacher in a barrio school is
transferred to a school in a town. Anthropology

b. Vertical Mobility-movement of a person - Derived from the Greek word anthrope,

from one social position to another of a which means man, and logos which means
different rank eg. a teacher who becomes a science. Science that studies the origin and
principal. development of man, his work and
achievements which includes the study
c. Intergenerational Mobility-involves ofbphysical, intellectual, moral, social and
changes in the social position of children cultural development of man, including his
relative to their parents e.g. parents who are customs, norms, folkways and beliefs
rich but their children become poor
Culture
d. Intragenerational Mobility-involves
changes in a person's social position within - The shared products of human learning, the
his/her adult life e.g. a poor boy who struggle set of learned behaviors, beliefs, attitudes,
to become a successful doctor. values and ideals that are characteristics of a
particular society or population
Social Process
- The complex whole which includes
. Refers to the patterned and recurrent form of knowledge, beliefs, arts, laws, morals,
social interaction which may come in the form customs and other capabilities and habits
of competition, conflict, cooperation, acquired by man as a member of society
accommodation, assimilation or acculturation
- A fabric of ideas, beliefs, skills, tools,
Socialization aesthetic object, methods of thinking, customs
and institutions into which each member of
society is born
- A process of adapting or conforming to the
common needs and interest of a social group
or of entering the human groups, of being Characteristics of Culture:
included into the secrets of society
CULTURE is
- A process whereby people learn the
attitudes, values and actions appropriate to • Transferable
internalizes the norms and standards of the
other member among whom s/he lives • Continuous

Agents of Socialization: • Symbolic

a. Family-smallest social institution whose Dynamic

members are united by blood, marriage or
adoption, constituting a household and Shared
carrying a common culture whose functions
include transmission of culture and providing
opportunities for growth and development Adaptive

b. School/Education-established by society · Learned

for the basic enculturation of the group and an
agency which makes student learn how to Universal
Borrowed such relationships which contributes to the
analysis and eventual solution to problems
Elements of Culture confronting the educational system.

- Language-an abstract system of word Roles of the school:

meanings and symbols for all aspects of
culture; the foundation of culture; verbal and The school as an agent of socialization
nonverbal
- Children learn how to get along with other
- Norms-are established standards of students in the school
behavior maintained by a society; it must be
shared and understood - Social ethics is easier to teach in school than
in any other places
- Sanctions-penalties or rewards for conduct
concerning social norms e.g. (positive - The curriculum of the schools are directed to
sanctions) pay, promotion, medals, word of social development of students The activities
gratitude or (negative) fines, imprisonment, in the schools make students aware of their
threats, stares, ostracism responsibilities to the state and their fellowmen

- Values-are collective conceptions of what is - The student government trains the students
considered good, desirable and proper or bad, to become good leaders and followers
undesirable and improper in a particular
culture; values are use to evaluate the - The school prepares the Individual to
behavior of others become worthy members of the society.

Change - The school as an agent of cultural

transmission
- An enduring force in history, is inevitable as
this takes place from time to time - The classroom is one of the best venues for
transmitting culture, whether individually or
- The adjustment of persons or group to groups
achieve relative harmony
- Culture can be transferred through:
- Is persuasive and is taking place in culture,
society and personality . a. Enculturation

Forms of Change - The process of handling down of culture

from one generation to the succeeding ones
a. Cultural change-refers to all alteration
affecting new trait or trait complexes to change - The passing on of group's custom beliefs
the culture's content and structures and traditions to the next generation

b. Technological change-revision that occur in b. Acculturation

man's application of his technical knowledge
and skills and he adopts himself to
environment - The process of passing culture from one
who knows to somebody who does not know
c. Social change-refers to the variation or
modification in the patterns of social - The passing of customs, beliefs and tradition
organization, of such groups within a society through interaction/reading/inter marriages,
or of the entire society etc.

Sociology of Education - Values and attitudes formation are easily

handed down to the new generation through
well prepared the lessons by the teachers
- Provides a study of the regular patterns of
relationships between society and the
educational processes and the explanation for
 - Culture can be transmitted use of strategies - Additional of vocational education and
and techniques used in teaching such as field practical arts to the curriculum
trips, experiential learning, experimentation
and laboratory and integrated, group - Addition of computer education to the
dynamics, cooperative role playing and socio curriculum
drama.
- Inclusion of Information technology for
- Knowledge about the latest development in factory production
science and technology, and about the nations
and people of the world acquired through well - Addition of science and technology to train
planned learning activities the Filipino to control and manipulate
environment
The school as an agent of cultural change
Social changes in the Philippines:
- The state implemented changes through the
schools changes such as when an individual - Revival of nationalism themes in literature,
or a group adopts them and becomes habitual music and arts etc.
are best discussed in the school the culture of
others, practice
Educational programs that can be used to
assume social and cultural changes:
- Schools can work out some programs of
social and cultural changes only in cooperation
with or with the assistance of government, the - The education program must emphasize not
business sector, the church and the family only intellectual training

The school as agent of modernization - Education must be based on the motive to

social service The school expected to develop
intellectual thinking citizens
- Educational systems are future oriented
thus; they aim of developing and using
curricula that suit the present as well as the - The emphasis is upon the teaching of
future needs of the students controversial issues

- All the changes are mostly attempts to - The students should be given extensive first
modernization are being discussed in the hand experiences and direct observation and
school participation in all activities

- The elements of cultural change which lead - Extracurricular activities offer such
to modernization are: opportunities in the total educational program

- Development of oral and written - Require all the teachers to have broad
communication and other modern means of background of social information
communication:
- The free public school system should not
- Improvement of science and technology in give education to the children and youth only
all fields but should also be extended to include the
general education of adults and out of school
youth
- Shifts in economic principles
Features of society that challenges the
- Evolution of religious thought and political schools:
ideologies interaction
- The complexity of society
- Alteration in the forms and rules of social
- Modern mass society in participant society
Technological changes in the Philippines
- Enculturation, acculturation and perpetuation
- Introduction of new methods of learning of cultures becoming difficult
amen
- Increasing number of working mothers - Since the teachers play a key role in the
society, all Teachers Training Institution (TEis)
Other functions of the schools: should be strict with their policies on
admission; selection and retention of would be
teachers.
- Serves as a multi-purpose institution

Social Concepts: Concepts:

- Provides training of the mind

1. Values
- Teaches the basics

Generally considered as something-a

- Develops problem solving and critical
principle, quality, act or entity- that is
thinking
intrinsically desirable,
- Serves an agent of social change
which are in a sense contagious, that fact that
the value system of a people creates a certain
- Promotes social integration national character

- Promotes enculturation and cultural 2. Value System

perception
2.1. A system of established values, norms, or
- Accelerates adjustment of society goals existing and shared in a society or group

Anthropological-Sociological Implications 2.2. May include such primary values

to Education:
- Individual freedom based on facts of human
- Since the school is an important social diversity and genetic uniqueness
institution the Commission on Higher
Education (CHED) and the Department of
- Charity and compassion based on the
Education (DepEd) should examine very
psychiatrically ascertained fact that love is as
closely the curricular program of all learning
self to develop self-concept and potentials for
institutions.
growth and the valuing of others which
includes trust as a requirement for good
- The government should give more incentives citizenship
to the teachers not only in terms of salaries but
also other fringe benefits
3. Value Clarification/ Value Building
- The school must be made attractive to both
- Involves having a clear set of values and
teachers and students
realizing the values a person holds depend on
such factors as environment, education and
- The school and community should work personality
together very closely to produce the kind of
graduates the community needs
4. Value Ranking
- A survey of the community should be
- A conscious, deliberate process by which a
conducted more often by the schools, to
mature person arrives at a fairly well-
produce the needed man power that matches
articulated, thoughtful ranking of his chosen
the demands and needs of the community
value; here, interrelationship of values is
explored within any given individual
- There must be a clear support system
existing between the school and community
5. Value conflict
- The school should involve parents in the
- Conflict and polarization occur when
schools projects, and if possible, should do
somebody imposes a value ranking on
best in enculturation and socialization
someone else. The highest possibility then of
processes
polarity in a group is when two groups of
people have opposite value rankings
6. Justice responsibility effectively if s/he is not given
freedom to do the job
6.1. The habit or readiness to give others what
is due to them; the constant and perpetual - A right is abused when it interferes with the
disposition of society to render everyman his rights of others
due
- All individual rights and freedoms should be
6.2. The administration of justice is the conceived in the light of social order and
determination and enforcement of the rights of Justice
persons according to law or equity
- The reciprocation or rights and duties is the
6.3. Law stresses the strict rendition of what is true foundation of social order
due
- Duties-refer to those that are under justice
6.4. Equity emphasizes fairness to another individual or collective person and
to God. If moral obligation embraces one's
6.5. Justice includes rendering to everyman responsibilities toward himself, duties are
that exact measures of his due without regard properly directed to others.
to his personal worth or merit
- Authority-refers to the right given to give
6.6. Justice governs the distribution of rewards commands, enforce laws, take action, make
and punishments as deserved by an individual; decisions, and exact obedience, determine or
justice does not consider all men as equally judge
deserving or equally blameworthy, but
- Accountability-means to be answerable for;
7. Freedom, Rights and Responsibility emphasizes liability for something of value
either contractually or because of one's
position of authority
7.1 The whole moral life revolves around the
use of freedom: good use guarantees man
thendiscriminates between them to obtain a - Responsibility-refers to trustworthy
just proportion and comparison constraints to performance of fixed duties and consequent
being free such laws, norms, customs, or awareness of the penalty for failure to do so; is
tradition or even ignorance, lack of awareness, based on good judgment and relates to the
disabilities, fears, anxieties and past obligation and commitment
experiences
8. Sense of Nationhood
7.1 Freedom is not absolute; it is not doing
something without restrictions or reservations - May be equated with love of country, it, may
or interference and influence of others of some be synonymous with "Filipinism" which is a
sort. There are certain restrictions concept of a Filipino community
ornaffirmation of his better self and the
achievements of the purpose of life; abuse of - The sum of worthwhile values essential to
freedom is the origin of man's guilty conduct the development of a sense of oneness and
identity of interests with the community and a
7.1 Right means what is just, reasonable, desire to contribute to common life and
equitable, what ought to be, what is justifiable, national well being
something that is owed or due to others: in
broader sense, right means straight, 9. Nationalism
something that is unbent, in contrast to wrong,
which means crooked or distorted; hence, in - A strong feeling of loyalty to the State and
ethics, right actions square with the standards pride in their nationality, therefore education
of morality; also means an Immunity or should be used as a prime means to develop
privilege protected or enforced by law law nationalism
Rights and responsibility come in pairs. If one
wants more rights and freedom, s/he shall also
have to accept more responsibility. Thus, the - Aims to achieve freedom from political
precept "to whom much is given, much is oppressors to achieve political self-
required" Conversely, one cannot exercise determination
 - Central to nationalism is the conception of
sovereignty, entirely independent from any
legal or moral authority beyond its own borders

- It is a moral virtue: an aspect of justice and

embraces the duties of man towards his
countrymen because he shares with them the
same homeland, the same government, and
common interest

10. Ethics/Moral law

- Ethics is based on one's station in life: to

each station corresponds a certain behavior
according to which a person must live.