A CRITIQUE ON MATATAG CURRICULUM THROUGH THE LENS ON

JOHN DEWEY’S PHILOSOPHY OF EDUCATION

_____________

A Thesis

Submitted to the Rogationist Seminary

College of Philosophy - Manila

Merville Park, Parañaque City

_____________

In Partial Fulfillment

Of the Requirements for the Degree

BACHELOR OF ARTS IN PHILOSOPHY

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by

ASP. JESTER KENT E. LICAYAN

January 2025
 ABSTRACT

This study aims to critically examine the MATATAG Curriculum, a recent educational reform in

the Philippines, through John Dewey’s philosophy of education. The MATATAG Curriculum

seeks to address the challenges and problems in Philippine education by accenting learner well-

being, foundational skills, educator support and inclusivity. However, the shadow and the

difficulties of educational reform necessitate a closer analysis of its alignment with Dewey’s

principles, particularly his advocacy for experiential learning and his broader concept of

education. Dewey believed that education should foster thinkers who are capable of engaging

with their environment and contributing to societal welfare. His philosophy highlights the

importance of active investigation, relevance to students’ experiences, and the expansion and the

development of independent thinking. This research identifies both compatibilities and

differences between the MATATAG Curriculum and Dewey’s educational ideas. While the

curriculum’s focus on decongesting the learning competencies and enhancing foundational skills

aligns with Dewey’s notion of preparing students for real-world interactions, possible conflicts

arise concerning firm structuring and standardized capabilities that may stifle learner

independence. By employing an exploratory integrative literature review methodology, this thesis

investigates the implications of the MATATAG Curriculum’s implementation, highlighting the

problems and challenges that educator readiness and systematic support. It further emphasizes the

necessity for ongoing professional development for educators to foster a more adaptive and

approachable educational setting. Ultimately, the understanding derived from applying Dewey’s

philosophy to the MATATAG Curriculum led to information to the future educational practices,

thereby causative to the vision of a more reasonable and comprehensive educational system that

fostering general development among the learners.

Keywords: education, MATATAG curriculum, experience, critique, John Dewey

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 TABLE OF CONTENTS

Abstract

Chapter

1 INTRODUCTION

1.1 Rationale of the Study …………………………………………….… 6

1.2 Statement of the Problem ………………………………...…………..9

1.3 Scope and Limitation ………………………………………………..10

1.4 Research Plan ………………………………………………………..11

1.5 Definition of Terms …………………………………….……………14

2 LIFE, INFLUENCES, AND RELATED LITERATURE

2.1 Life …………………………………………………………………. 16

2.2 Influences …………………………………………………………... 19

2.3 Related Literature …………………………………………………....22

3 JOHN DEWEY’S CONCEPT OF EXPERIENCE EDUCATION

3.1 The Nature of Education …………………………………………….26

3.1.1 Educational objectives………………………………28

3.2 Experience and Pragmatism in Education…………………………..28

3.3 The concept of Experiential Learning………………………………..29

3.3.1 Key Characteristics of Experiential Learning……….30

3.4 The System and Education………….………………………………..32

3.4.1 Traditional Education( Old Education)……………..33

3.4.2 Progressive Education (New Education)……………34

3
 3.5 Elements in the Educational Process………………………………...35

3.5.1 Educator……………………………………………..36

3.5.2 Learner………………………………………………38

3.5.3 School……………………………………………….38

3.5.4 Curriculum…………………………………………..40

3.6 The 21st Century Blooms Taxonomy………………………………...41

3.7 Creative Learning Effectiveness……………………………………..42

4 DepED MATATAG Curriculum educational reform

4.1 Curriculum…………..…………………………………………….…44

4.1.1 Impacts on teachers………………………………….46

4.1.2 Impacts on Students…………………………………46

4.2 Historical Context of Curriculum Development in the Philippines….47

4.3 K-12 program……………………………………………………...…48

4.4 MATATAG Curriculum…………………………………………..…50

4.4.1 Objectives of MATATAG Curriculum……………..51

4.4.2 Features of the MATATAG Curriculum…………53

4.5 Challenges faced by the educators and learners……………………..55

4.6 Difference of the MATATAG curriculum…………………………..55

5 Analyzation of the MATATAG Curriculum through the lens of John

Dewey’s Philosophy of EducationCurriculum

5.1 Core Principles of Dewey’s Philosophy……………………….…….59

5.1.1 Experiential learning ………………………..………59

5.1.2 Active Inquiry……………………………………….60

4
 5.1.3 Child Centered………………………………………61

5.2 Analysis of MATATAG Currculum…………………………………61

5.2.1 Curriculum Focus………………………………...…61

5.2.2 Alignment with Dewey’s Principles……………..…62

5.2.3 Strengths of the MATATAG Curriculum…………..62

5.3 Identified Conflict with Dewey’s Philosophy ……….…………...…63

5.4 The 21st Century Bloom’s Taxonomy to MATATAG Curriculum…64

5.5 Recommendation of Improvement to MATATAG Curriculum…….66

6 Summary, Conclusion and Recommendation

6.1 Summary……………………………………………………….…….68

6.2 Conclusion……………………………………………...……………69

6.3 Recommendation…………………………………………………….70

BIBLIOGRAPHY ………………………………………………………………….…..71

CURRICULUM VITAE ………………………………………………………………76

5
 Chapter 1

INTRODUCTION

1.1 Rationale of the Study

Individuals and societies are shape by education. Education serves as a tool that

gives people information, skills, and knowledge that can help them understand their

rights and responsibilities toward their family, society, and country. It broadens one’s

perspective on the world. It cultivates the ability to combat many other negative aspects

of society, such as violence, injustice, and corruption. 1 Education bring about better

development of one nation. It teaches us to be creative and crtical thinker, solution based,

and to be successful in life. It can benefit an individual to stay away from poverty and

create a community based on harmony and democracy. Education can also empower

people to express their opinions, reveal their true potential, help them grow as

individuals, and broaden their perspectives on particular areas.2

The Department of Education (DepEd) in the Philippines establish curricula that

can be utilized to support students in expanding their knowledge. MATATAG is the term

used for the new curriculum that the DepEd make, as outlined in the General Shaping

Paper published in by the Department of Education.3 The MATATAG Curriculum inspired

1
Chetlal Prasad and Pushpa Gupta, “Educational impact on the Society,” Novelty
Journal, (November- December 2020): 1.

2
Fazilah Idris, et al., “The role of education in shaping youth’s national identity,”
Procedia - Social and Behavioral Sciences (Elsevier Ltd. Selection 2012): 443.

3
Cris Norman P. Olipas, A Qualitative Exploration of the MATATAG Curriculum's
Perceived Impact on History and Geography Education in the School Year 2024-2025, European
Journal of Theoretical and Applied Sciences (2024). 527.

6
educational relevance in a fast changing society. The Department of Education (DepEd)

will carry out the pilot implementation in reference to DM 54, s. 2023 or the MATATAG

Curriculum Pilot Program, before it is phased in beginning SY 2024–2025. 4 This was

implemented to improve the K to 12 Educational Program by aligning the demands of the

21st century and addressing the challenges that was faced in basic education. This

curriculum highlighted foundational skills and aims to produces responsible, cultivate

competent, job ready citizens, and active participation while instilling Filipino Values.

The curriculum emphasizes core competencies such as reading, mathematics, and life

skills while aiming to create an educational environment that adapts to the needs of 21st-

century learners.5 Despite these well-meaning objectives, criticism has surfaced about the

way it is being implemented and the underlying educational philosophy that drives it,

especially with relation to the effectiveness and engagement of the learning process.

John Dewey was a prominent American Philosopher and educator in the late 19th

and 20th centuries. John Dewey wrote about psychology as much as philosophy. 6

However, he developed and improved the philosophy of education and emphasized the

significance of democracy and active study. His philosophy of education is used in some

countries to build their education. Dewey promoted an active learning strategy that places

more emphasis on critical thinking and hands-on learning than on rote memorizing and

4
JDMC MFC, DM Pilot Implemetation of Matatag Curriculum 0543 - September 5.
2023.

5
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?
Journal of interdisciplinary perspectives, 2(1), (2023), 6.

6
Walter Pillsbury, “John Dewey,” National Academy of Sciences, (Washington DC,
1957): 105.

7
standardized testing techniques. His emphasis on forming meaningful connections

between education and real-life experiences underlines the need of contextual learning

and the importance of engagement in the educational process. Moreover, Dewey’s

established social and educational philosophies based on his beliefs about democracy,

community, and problem-solving guided the development of his social and educational

philosophies.7 The ideas of John Dewey have a significant impact on educational theory

and practice. Yet, it is essential to evaluate and used it to see the educational reforms are

good and capable of implementing today. Examining the MATATAG Curriculum's

conformance to Dewey's educational theory provides important understading into its

potential efficacy and places for improvement, as the curriculum aims to transform the

educational experience for Filipino students.

Though the MATATAG Curriculum as a reform in the K-12 curriculum, there is

still a great deal of confusion on how these changes relate to Dewey's ideas of meaningful

involvement and experiential learning. A critical examination is necessary to assess

whether the MATATAG Curriculum can sincerely include Dewey's educational

philosophy or if it merely adjusts existing practices without fostering the important

communicating and reflective mechanisms of effective education. This research aims to

explore this gap, providing a comprehensive critique of the MATATAG Curriculum

through the lens of Dewey's educational framework to identify its strengths and

limitations in fostering better learning outcomes for Philippine students.

The study’s findings will give or contribute to the numerous areas within the

educational landscape. This study will offer suggestions on how to successfully integrate
7
Morgan K. Williams, “John Dewey in the 21st Century,” Journal of Inquiry & Action in
Education 9, (2017), 91.

8
Dewey's ideas into curriculum design and classroom practices, acting as a guide for

educators and educational officials. This can lead to the development of teaching

strategies that prioritize creativity, critical thinking and real-world problem-solving skills

capabilities essential for student centered learners. At a broader level, this study can

benefit to the societal concerns concerning educational equity. By advocating for

curricula that foster critical engagement and rounded learning experiences, this research

can contribute to the improvement of educational outcomes for all students, eventually

promoting social equity. The insights generated from this study have the possible to

influence not only local educational reforms but also inspire similar initiatives in other

regions facing similar educational challenges.

Moreover, various educational settings, give the value of meaningful learning,

where students take an active role in their education rather than just being inactive users

of knowledge. Conducting this research represents my commitment to advocating for

educational practices that not only meet academic standards but also inspire and equip

learners to navigate the complexities of modern life. This study, aims to explore avenues

for meaningful educational reform that paves the way for a more reasonable and effective

educational landscape.

1.2 Statement of the Problem

This study will try to answer the following questions:

1. What is John Dewey’s Philosophy of Education?

2. What is MATATAG Curriculum?

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 3. How does Dewey’s philosophy of education become the lens in critiquing

MATATAG Curriculum?

1.3 Scope and Limitation

This research seeks to critically evaluate the MATATAG curriculum in the

Philippines through the light of John Dewey’s philosophy of education. The primary aim

is to investigate and critique the extent of harmony or discord between Deweyan

educational principles and the structure and execution of the MATATAG curriculum. Key

areas of focus include Dewey's advocacy for experiential learning, student-centered

teaching methodologies, and the integration of education with societal needs. These

concepts will be scrutinized in relation to the goals, methods, and foundational beliefs of

the MATATAG curriculum. By conducting an analysis, the study intends to explain

Dewey’s educational ideals can inform and critique the educational landscape in the

Philippines, with a specific emphasis on the MATATAG curriculum.

The study will concentrate predominantly on John Dewey's educational

philosophy, particularly as expounded in his seminal work “Democracy and Education.”

While Dewey’s philosophical quantity encompasses a wide array of themes beyond

education, this research will maintain a narrow focus on his educational theories and their

applicability to the MATATAG curriculum. To ensure coherence and depth within the

chosen framework, texts or concepts outside the realm of Dewey's educational

philosophy and the MATATAG curriculum will not be directly addressed. This decision is

10
aimed at refining the research scope and facilitating a thorough exploration of the chosen

thematic intersection.

1.4. Research Plan: Chapter-by-Chapter Breakdown

o Chapter 1: Introduction: This thesis paper is about John Dewey’s

philosophy of education. It will explore the MATATAG Curriculum and

critiquing it through John Dewey’s experiencial learning and democracy.

Chapter 1 discusses the study overview, the aim, the scope and limitations,

and the research approach.

o Chapter 2: Life, Influence, and Related Literature: Chapter 2, presents

the life of John Dewey, who was an American educator, psychologist, and

philosopher who lived from 1859 to 1952. Dewey is regarded as one of the

most influential personalities in pragmatism and education. He placed a

strong emphasis on the value of experience, inquiry, and democracy in

both society and education. Dewey argued that education should focus on

the practical experiences of the learners. He underlined the value of

teaching students to engage in democratic processes, think critically, and

positively contribute to society. This chapter also presents the people who

influenced John Dewey and those he influenced.

o Chapter 3: Discussion on John Dewey’s Philosophy of Education:

Chapter 3 discusses John Dewey's philosophy of education. In his concept,

the key components are integrating knowledge and action, active

participation, and experiential learning. He thought that learning should be

11
 applied to real-world situations and should equip students to engage fully

in a democratic society as citizens. Dewey’s ideas have influenced

educational reforms, curriculum development, and changes, encouraging

critical thinking and promoting child-centred learning. His philosophy

continues to impact on developing responsible and involved citizens in

education.

o Chapter 4: Discussion on MATATAG Curriculum: The expected

contents include a comprehensive analysis of the curriculum's objectives,

structure, and implementation strategies. It will explore the impacts of the

MATATAG Curriculum on student learning outcomes, teaching

methodologies, and educational equity. Additionally, this chapter will

examine challenges faced by educators and students during the rollout of

the curriculum, along with stakeholder perspectives. Furthermore, it will

consider comparisons with previous curricula and offer recommendations

for improvement based on empirical evidence and best practices observed

in various educational settings. The discussion aims to provide insights for

future curriculum development.

o Chapter 5: Analyzation and argumentation in the MATATAG

Curriculum through John Dewey’s Philosophy of Education: This

chapter examines the intricacies of the MATATAG Curriculum by applying

John Dewey's philosophy of education, emphasizing the importance of

experiential learning and critical inquiry. It will outline how Dewey’s

principles guide the development of analytical and argumentative skills

12
 within students, fostering a culture of active participation and reflection. It

will explore Dewey’s rejection of passive learning and rote memorization,

advocating for a curriculum that integrates real-life contexts to enhance

understanding. Additionally, this chapter will address the necessity of

collaborative discourse among learners to deepen understanding and

cultivate shared meanings. By incorporating Dewey’s ideas, the

MATATAG Curriculum aims to produce thoughtful individuals who

engage with diverse perspectives and actively contribute to democratic

processes, thereby enriching both personal and collective educational

experiences.

o Chapter 6: Summary and Conclusion: This chapter, will encapsulate

the key findings and insights derived from the preceding chapters,

synthesizing the most critical points discussed throughout the work. It will

restate the primary objectives and research questions, illustrating how they

have been addressed. Additionally, this chapter will reflect on the

implications of the findings, highlighting their significance in the relevant

field. It will also provide recommendations for future research, suggesting

areas that warrant further investigation. Finally, the conclusion will offer a

succinct final analysis on the overall contributions of the study,

reinforcing its relevance and importance.

1.4.2 Philosophical Method

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 In critiquing the MATATAG Curriculum through John Dewey’s philosophy of

education, one could apply a critical theory framework that emphasizes experiential

learning. The qualitative approach will be use to present the findings. Evaluating the

MATATAG Curriculum against these principles involves questioning its relevance to

students’ lives and learning. Furthermore, this method encourages an exploration of the

curriculum’s inclusivity and its reflection on societal needs, thereby contributing to a

more responsive educational environment.

1.5 Definition of Terms

Active Citizenship. A person’s participation in public affairs and social activities,

including voting, volunteering, community organising, and supporting political and social
change.

Curriculum. Curriculum refers to the courses offered by an educational

institution, encompassing the entire program of studies that a school or college provides. 8
It includes not only the subjects taught but also the guidelines for educational activities
and experiences expected of students.9

Democratic Education. It is an engaging, expressive, joyful, relevant,

empowering learning process. It is more than just any learning environment, such as a
school, and more than one feature. It is an approach to life and learning and engaging
with everyone in one community in a way that respects, honours, and listens authentically
to each voice.10

8
“Curriculum,” Merriam Dictionary, access August 2, 2024.

9
“Definitions of Curriculum,” University of Delaware, access August 2. 2024,
https://www1.udel.edu/educ/whitson/897s05/files/definitions_of_curriculum.htm.

10
Jasminka Kochoska, “Democratic Education” Teacher International Journal 8, (2015):
2.

14
 Education. A process of leading or bringing up immature human beings. It
shapes the mind into standard forms of social activity. It calls for the program, problem,
and activities related to life situations and teachings that are practical and effective. 11

Educative Experience. It is an experience that connects past, present, and future

experiences.12

Experiential Education. It is a process through which a learner constructs

knowledge, skill, and value from direct experiences.

11
John Dewey, Democracy and Education (New York: Free Press, 1966): 9.

12
John Dewey, Experience, and Education (New York: Touchstone,1997): 59.

15
 Chapter 2

LIFE, INFLUENCES, AND RELATED LITERATURE

2.1 Life

John Dewey was born in Burlington, Vermont, on October 20, 1859. His

ancestors on both sides were of English stock who settled in Massachusetts in the early

1830s.13 He was the third of the four sons of Archibald Sprague Dewey and Lucina

Artemesia Rich. John’s parents were descended through lines of Vermont farmers,

though his mother’s roots were considerably more socially and politically significant than

his father's.14 His father, Archibald, decided to give up on their family farming to be a

proprietor of a grocery in Burlington. Then, he married Lucinda Rich, whose grandfather

had been a congressman. John and his two brothers attended their grade school in

Burlington’s public school, and he graduated at 12 in 1871. Also, he attended college-

preparatory track in high school in 1872 and attended college at the University of

Vermont. After that, Dewey and his two siblings “all went to public schools, and John

and his older brother Davis Rich graduated in 1879 from the University of Vermont.” 15

After graduation, he started a teaching career in a high school in Oil City, Pennsylvania,

with the help of one of his relatives, and he only taught for two years. Dewey went back

to Vermont to continue his philosophical study under the tutorial of his former professor,

13
Walter Pillsbury, “John Dewey,” National Academy of Sciences, (Washington DC,
1957): 105.

14
Tad Beckman, An outline of John Dewey's Life (Claremont: Harvey Mudd College,
1999-2000): 1.

15
Pillsbury, “Dewey,” 105.

16
Henry A.P. Torrey. Dewey became interested in the Journal of Speculative Philosophy,

to which he wrote the article “The Metaphysical Assumption of Materialism.” 16 This

publication of his work encouraged him to write more papers in philosophy. After some

time, Dewey wrote another article, “The Pantheism of Spinoza.” After two years of

studying and teaching high school, he decided to enter Johns Hopkins University to begin

his graduate studies in philosophy in 1882. He received his doctorate at the University

with a dissertation titled The Psychology of Kant in 1884. The prominent persons who

influenced Dewey’s thought were Charles Sanders Peirce (professor of Logic), G,

Stanley Hall (professor of psychology),17 and George Sylvester Morris,18 whose interest

was in the work of Hegel and Kant. In September of the same year, Dewey’s earlier

instructor, Morris, also an instructor at the University of Michigan, suggested hiring him

as a philosophy instructor in Michigan. Dewey taught there until 1888. 1889, Dewey

published Applied Psychology: An Introduction to the Principles and Practice of

Education.

In 1894, James Hayden Tufts, a University of Michigan colleague who joined the

University of Chicago faculty, encouraged Dewey to visit the school. He was appointed

to head the combined philosophy, pedagogy, and psychology departments. His

experimentalism complemented Tufts and George Herbert Mead’s perspectives. Dewey

engaged in educational experiments at that university, which gave him international

16
Ibid., 105.

17
G. Stanley Hall had a strong interest in science, especially psychology and physiology.

18
George Sylvester Morris was born in Vermont and had also gone to Union Theological
Seminary. Soon Dewey recognized Morris as the only “real philosopher” and became his mentor.

17
recognition. Moreover, he showed an experimental elementary school called “The

Laboratory School.”19 Apart from carrying out his duties at the department and managing

the School of Education, Dewey authored multiple books and papers about philosophy

and education. Among progressive educators, the School and Society (1899) became

classic.20 It was followed by The Child and the Curriculum in 1902. His other major

works on education, How We Think and Democracy and Education, were published years

after. 21 In most of his work, he argued for a greater emphasis on the student's needs and

interests than the other formal subject matter. According to him, learning to think

critically in challenging situations is a more important goal of school than memorising

discrete facts or abstract formulas. 22 He worked as a professor of philosophy at Columbia

University from 1904 until he retired from his teaching career in 1930. From 1904 to

1930, he published some of his books, such as in 1908 he published Ethics, in 1910 How

We Think and The Influence of Darwin and Other Essays in Contemporary Thought, in

1915 Schools of Tomorrow, in 1916 Democracy and Education and Essays in

Experimental Logic, in 1920 Reconstruction in Philosophy, in 1922 Human Nature and

Conduct, in 1925 Experience and Nature and 1929 The Quest for Certainty. His later

publications Art as Experience and A Common Faith, published in 1939, Experience of

19
Encyclopedia Britannica Inc., “John Dewey,” in Great Way to the Great Books, eds.
Robert M. Hutchins and Mortimer J. Adler (Chicago: William Benton, 1963), 88.

20
Burke Aaron Hinsdale, John Dewey (1858-1952): Philosophy and Education (Chicago:
University of Chicago, 1992), 1.

21
Encyclopedia Britannica Inc., “John Dewey,” 88.

22
Ibid., 90.

18
Valuation in 1939, 1949 Education Today, Problems of Men in 1946, and Knowing and

The Known in 1949.23

The life of John Dewey not only rounded in the academy but also took part in

several political campaigns and was active in some political action groups. 24 In 1927, his

wife, Mrs. Alice Dewey, died caused by arteriosclerosis and heart disease. Besides, they

had six children and adopted one child. In 1946, Dewey married Mrs. Roberta Grant of

New York City. They adopted two children.25 John Dewey died of Pneumonia in his

home in New York City on June 1, 1952.26

2.2 Influences

John Dewey Developed his philosophy through the influence of pragmatic

philosophers. He believed that an intimate relationship between the child and the teacher

was necessary for a child to learn effectively. He believes that the child should be a

passive recipient and an active one. Dewey thought youngsters could only know how to

interact with others if they developed their skills through schooling.

23
Frederick, Copleston, SJ. The Experimentalism of John Dewey. Vol. VIII, chap. XVI
in A History of Philosophy, (London: Paulist Press, 1966), 353.

24
Encyclopedia Britannica Inc., “John Dewey,” 90.

25
Pillsbury, “Dewey,” 111.

26
David, Hildebrand, “John Dewey,” The Stanford Encyclopedia of Philosophy accessed
February 28, 2024. https://plato.stanford.edu/entries/dewey/#BiogSket.

19
 John Dewey’s Philosophy of Education was greatly influenced by some of the

known pragmatic philosophers of his time. Among them were Charles Sanders Pierce and

William James.

2.2.1 Influence on John Dewey

Charles Sanders Peirce (1839- 1914). He was born in Cambridge,

Massachusetts, on September 10, 1839, to Sarah Hunt Mills, the daughter of Senator

Elijah Hunt Mills, and Mills, and Benjamin Peirce, the eminent Harvard mathematician

and astronomer.27 He was the originator of the pragmatist movement in America. Peirce is

also considered and accredited by William James as the founder of the father of

pragmatism.28 He was the most significant American pragmatist. Pierce was the son of

Harvard mathematician and astronomer Benjamin Pierce (1809-80), and his formal

education culminated in the chemistry degree he received at Harvard in 1863.29

Pierce was inspired by several thinkers who came before him and impacted his

philosophical growth. One of Piece’s most significant influences was the German

philosopher Immanuel Kant, who emphasised how intellect shapes our world perception.

Pierce embraces Kant’s emphasis on the function of the mind and the significance of

comprehending the conditions surrounding knowledge. The pragmatic maxim Pierce

developed holds that a concept’s practical implications give it significance. He made the

27
Albert Atkin, “Charles Sanders Peirce” Internet Encyclopedia of Philosophy, accessed
April 11, 2024, https://iep.utm.edu/peirce-charles-sanders/.

28
Ian P. McGreal, “Charles Sanders Pierce” in Great Thinkers of the Western World
(East 53 Street New York, NY 10022, 1992), 398.

29
Frederick Copleston, S.J., “The philosophy of C. S. pierce,” IV, in the book A History
of Philosophy, vol VIII (London, 1966), 304.

20
case that understanding a belief or idea’s meaning requires looking at how it affects our

actions. According to Pierce, “consider what effects, which might conceivably have

practical bearings, we conceive the object of our conception to have. Then, our

conception of these effects is the whole of our conception of the object.”30

William James (1842-1910) was born in New York and received his school

education partly in America and partly abroad, acquiring fluency in French and German. 31

He was both a philosopher and a psychologist.32 One of his greatest works is Principles of

Psychology, published in 1890. James used pragmatism as a method or approach to

understand truth. James stated that “truth happens to an idea. It became true by events.” 33

He believed an idea’s validity should be assessed based on its applicability and ability to

guide action.

2.2.2 John Dewey’s Influence on Others

Paolo Freire (1921-1997) was born in Recife in 1921. Between Recife and

Jaboatao, Freire completed his elementary schooling. He then went to Oswaldo Cruz, his

senior year of School, in Recife. Because of a lack of money, his family could not afford

his entire tuition; Oswaldo Cruz Secondary School Principal Aluizio Pessoa de Araujo

30
John Deely, The Collected Papers of Charles Sanders Peirce (Cambridge: Harvard
University Press, 1931-1935), 3711.

31
Copleston, S.J., “The pragmatism of James and Schiller,” 330.

32
Encyclopedia Britannica Inc., “William James,” 37.

33
Wiliam James, Pragmatism; A New Name for some Old Ways of Thinking (London:
Longmans, Green and Co., 1922), 201.

21
consented to let Freire enrol at a reduced price. In 1942, Freire started teaching Portugues

at Oswaldo Cruz to return the favour and help. After that, Freire attended the Recife

School of Law and pursued law from 1943 to 1947. 34 Freire’s effort further develops

Dewey’s theories of experiential learning and democracy in the classroom. He created the

idea of critical pedagogy and built on Dewey’s concept of education as a vehicle for

social change. Freire highlighted the value of communication, student autonomy, and the

criticism of repressive educational systems. His work Pedagogy of the Oppressed (1970)

describes his educational philosophy, which centred on empowering oppressed people

and developing their critical consciousness.

Maxine Greene is an American philosopher and teacher. She had a doctorate in

education from New York University. She examined the concept of “wide awakeness”

and living in awareness to promote social justice. Through John Dewey’s notion of

education, Maxine was deeply influenced by his ideas. She was a Deweyan and made

some concepts connected to John Dewey. She developed Dewey’s concept of the

aesthetic experience and made the case for integrating the arts, imagination, and

creativity into the curriculum. Greene thought interacting with the arts may promote

social awareness, empathy, and critical thinking. Her work demonstrates the ability of

aesthetic interactions to alter and the contribution of the arts to creating a more just and

inclusive society.

34
Kim Diaz, “Paolo Freire,” Internet Encyclopedia of Philosophy, accessed March 4,
2024. https://iep.utm.edu/.

22
2.3 Related Literature

John Dewey and his Philosophy of Education by Aliya Sikandar

 Full bibliographic information: Sikandar, Aliya. “John Dewey and Philosophy

of Education.” Journal of Education and Educational Development 2 no. 2,
(2015).

 Description: This article reviews Dewey's educational thoughts and their impact
on educational theory and practice. The paper focuses on Dewey's philosophy
related to educational approaches, pedagogical issues, and the linkages he made
between education, democracy, experience, and society. The author explains that
Dewey's work is concerned primarily with the child and argues that Dewey's
contributions to education, politics, humanism, logic, and aesthetics have
significantly impacted the modern system of education worldwide.

This article is relevant to the researcher because it provides an overview of

Dewey's philosophy of education and explores his ideas about the role of
education. The paper argues that Dewey believed in progressive education and
advocated for reforms in pedagogical aspects of teaching and school curricula,
with the child at the centre of the whole academia. It also explains that Dewey's
philosophy of education concerns the link between experience and education,
with education having the scope of equipping a child with social competence.

John Dewey in the 21st Century by Morgan K. Williams

 Full bibliographic information: Williams, Morgan K. John Dewey in the 21 st

Century, Journal of Inquiry & Action in Education, 2017.

 Description: This article examines the continued applicability of John Dewey’s

education theories in light of the prevailing emphasis on testing and standardised
schooling. This article discusses several programs that integrate Dewey’s beliefs
into their curricula, including Philosophy for Children, Montessori School, Place-
Based Education, and Responsive Classroom.

This article is highly significant to the study because it discusses how John
Dewey’s educational philosophy, which is applicable in modern education,
stresses fair involvement in society's decision-making, personal fulfilment, and
the application of knowledge to social challenges. Also, this article can assist in
forming the argument by providing supporting data from particular educational
initiatives.

23
 This research, which thoroughly examines and evaluates Dewey’s education
philosophy of pragmatism and instrumentalism, will be a valuable resource for the
research. The study also highlights the importance of Dewey’s ideas for
advancing social progress and democratic values in the classroom. This
information will support the researcher and show the importance of Dewey’s
education in promoting democratic citizenship. The research analysis and insights
can be used to illustrate the practical implications of how Dewey’s philosophy is
still applicable in modern classrooms, which will further strengthen the argument.

Education, Autonomy, and Democratic Citizenship: Philosophy in a Changing World

Edited by David Bridges

 Full bibliographic information: Bridges, David (ed.). Education, Autonomy,

and Democratic Citizenship: Philosophy in a Changing World. London and New
York; Routledge,1997.

Description: This book is a collection of writings on education philosophy

written by different authors. The book's sections are organised according to four
major themes: democracy, nationalism, the market, and autonomy. It focuses on
exploring the principles and priorities underpinning educational policy and
practice, concentrating on citizenship and democratic education. This book has
chapters that specifically address citizenship education and democratic values.

The book gives new insight into the relationship between citizenship, democracy,
and education by drawing on diverse philosophical traditions and theories. Also, it
offers multiple ideas and arguments related to democratic citizenship from diverse
intellectual traditions.

Schools, Curriculum and Civic Education for Building Democratic Citizens by Murray
Print and Dirk Lange

 Full bibliographic information: Print Murray and Lange Dirk (eds.). Schools,
Curriculum and Civic Education for Building Democratic Citizens. Sense
Publisher, 2012.

Description: The book examines the role of civic education in school and how it
may help create future democratic citizens. It discusses schools' difficulties in
engaging students in citizenship education, notably when public confidence in
political systems has drastically decreased.

This book emphasises the value of community involvement and experiential

learning as it examines various contexts in which citizenship education occurs,
both within and outside schools. It also addresses the relevance of civic education

24
in schools and how it nurtures democratic values, civic engagement, and active
citizenship.

25
 Chapter 3
John Dewey’s Concept of Experience Education

John Dewey is recognized as a relevant figure in developing educational

philosophy and democratic thought. According to Dewey, education is first and foremost

a process of development and growth, and this is not just a process in which the outcome

matters.35 Dewey’s educational concepts are a process for the development of the

capacities of the child as a human person living in society. He considered education to be

a process of living and not a preparation for future living.36 It is a philosophy of education

that connects ideas on education with fundamental ideas on philosophy. 37 Emphasizing

that education should not only convey knowledge but also cultivate social cooperation,

critical thinking, and active participation in public life, thus it fosters democratic

engagement. As a result, Dewey views education primarily as a social process in which a

child must grow through his interactions with other people. His theories support

progressive education, emphasizing experiential learning and learning by doing involving

students in real-world problems to foster a sense of responsibility in a democratic

community.

This chapter will discuss John Dewey’s concept of experiential learning as a tool

for critically analyzing the MATATAG Curriculum in the Philippines.

35
Özkan, Umut. “Curriculum Development Model of John Dewey.” Current Researches
in Educational Sciences, (2020): 25.

36
John Mwai Theuri et al., “John Dewey's Theory of Progressive Education.” African
Research Journal of Education and Social Sciences 7, no. 2 (2020). ISSN (online): 2312-0134.
Website: www.arjess.org. 50.

37
Quinn, James, and John Quinn. Topics in Education: The Cincinnati Lectures of 1959
on the Philosophy of Education. Ed Robert M. Doran and Frederick E. Crowe. Vol. 10.
University of Toronto Press, 1993), 4.

26
3.1 The Nature of Education

Education comes from the Latin word “educare,” which means to rear, nourish,

and bring up. The basic function of education is to nourish the intellect of the child.

Education is a broad phrase that refers to knowledge, experience, learning, and teaching.

It is the process of obtaining knowledge, skills, attitudes, beliefs, and habits that allow an

individual to develop and evolve throughout their life for personal or societal benefit. 38

Meaning it is a way to gain and learn new knowledge. Education encompasses more than

just schooling; it is the entire process of imparting knowledge, training faculty, and

developing various abilities. Education refers to the process of disciplining the intellect or

character training.39 For Dewey, education is “the guiding and nourishing process of the

child to develop his potentialities and capacities.” 40 Meaning, that education guides the

child in developing their inherent abilities. As a result, the child can learn through

education the fundamental steps in developing a learner based on the potentialities that

have been acquired. Dewey defines education as saying, “It is that new formation or

organization of experience, which increases its meaning and the ability to direct the

course of subsequent experience.”41 According to him, each social group or group

38
Dr. R.K. Doharey et al., “Education: Meaning, Definition & Types.” In Agriculture
Extension Education, (S.R.Scientific Publication, 2023),1.

39
Adesemowo, P., and Olufunmilayo Sotonade, “The Meaning and Scope of Education,”
in Basics of Education ed. P.O. Adesemowo (2022),1.

40
Joseph Ratner, Intelligence in the Modern World (New York: micmillan Publishing
COmpany, 1939), 527.

41
John Dewey: Democracy and Education, 79.

27
maintains its entity through continuous renewal, which is facilitated by the development

of its constituents. Education is a process that involves refinement, education, and care.

The educational philosophy of John Dewey is presented practically. His

educational philosophies are a ford of instrumentalism. 42 Because children are the center

of the educational process and have needs, interests, and aspirations of their own, he

centers his philosophy of education on the development of the child. Education is a life-

long process. According to Dewey, education and learning are social and interactive

processes, and as such, schools are social institutions that can and ought to be used as

vehicles for social change.43 So, Dewey emphasized education as a procedure not just for

acquiring content information but also for learning how to live through experience, it

can be understood that education is really for life because experience involves skills,

talents, and intellect as part of being rational by nature. In addition, Dewey continues by

stating that education and schooling ought to play a key role in bringing about reform and

social transformation.44 Dewey added also that, “ education is the most important testing

ground for philosophic theory, the laboratory in which philosophical distinctions became

concrete and are tested.”45 Dewey stresses the importance of school. The school is the

42
Intromentalism relates knowledge to action or theory to practice.

43
Dr. S.K. Bawa and Dr. Sushil Kumar Singh. "Educational thoughts and practices:
critical reflection on the educational thoughts and practices of John Dewey with respect to the
relevance in the present education system." Module details for Contemporary Indian Education
(Course Code: EDU501, Module Code: CIE014), (2024):1.

44
Dawa, “Educational thoughts and practices: critical reflection on the educational
thoughts and practices of John Dewey with respect to the relevance in the present education
system,” 1.

45
Jo ann Boydstone, ed., Guide to the works of John Dewey (USA: Southern Illinios
University Press, 1970), 259.

28
foundation of our education, where the learners are taught and learn to understand many

things. Dewey emphasizes that “a school is a form of community life in which all those

agencies are concentrated that will be most effective in bringing to the child to share in

the inherited resources of the race of man and to use his power for social ends.” 46

Meaning, that school is crucial to our education since it guides our experiences and

education in the proper direction.

3.1.1 Educational objectives

The role that children play in the educational process is a prerequisite to knowing

and comprehending the goals of educational activities. The child is seen as the focal point

of the educational strategy. First and foremost, a child’s mind requires further

development because it is not fully formed. Dewey emphasizes that education is a

guiding process for a child’s development when he states that “the child cannot develop

alone without the guidance of education.” 47 Therefore, the goal of education is to guide a

child toward growth and development. Education is the process through which a child

grows and develops at the point of realization, learning, and understanding.

3.2 Experience and Pragmatism in Education

Dewey’s educational concept applies experience and pragmatism as the point of

reference in the process of education. He was the first one who applied pragmatism to

46
Ibid, 259.

47
John Dewey, Democracy and Education (New York: Macmillan Company, 1930), 119.

29
education based on its characteristics. “The different levels of characteristics of

pragmatism are the continuity, change, reconstruction, acting, doing and experience.” 48

Dewey used these principles to increase the learning of a person. As Dewey says,

“Experience may increase a person’s automatic skills in a particular direction and yet

tend to land him in a groove or rut; the effect again is to narrow the field of further

experience.”49

Experience is the means of the person to actualize his skills and to develop his

learning. Learning takes place through the guidance of experience. It explains that

“education is a continuous reconstruction of experience in which there is a development

of immature experience funded with skills and habits of intelligence” 50 Hence, even

though the child is given and learns a lot from his experience, there is still a need for him

to cooperate with the teacher because the teacher has a whole rounded personality that

brings him into a realization of his existence.51

3.3 The Concept of Experiential Learning

Experiential learning is an important approach within the theoretical tradition of

adult education in Europe, North America, and Australia.52 Experiential learning, as

48
Dewey, Experience and Education, 19.
49
Ibid., 26.

50
Jerome Nathanson, John Dewey’s Perspective, 8.

51
Ibid., 8.

52
Reijo Miettinen, “The concept of experiential learning and John Dewey's theory of
reflective thought and action,” International Journal of Lifelong Education, 19:1, 54-72 (2000)
August 27,2024, doi: 10.1080/026013700293458

30
defined by John Dewey, is an educational approach that emphasizes learning through

firsthand experience also it is a cycle involving active participation and reflection on

experiences. According to Dewey, true learning occurs when individuals engage with

their environments, reflecting on their experiences to derive new understandings and

skills.53 Dewey argued that knowledge is socially constructed and must be rooted in real-

life contexts that resonate with learners, interests, and experiences.54 He believed that

education should not simply involve the rote memorization of facts; rather, it should

engage learners actively through experiences that allow them to explore, reflect, and

apply what they have learned to different situations.

The nature of experience can be understood by the active and the passive

experience. The active experience is “experience is trying, a meaning which is made

explicit in the connected term experiment. On the passive it is undergoing” 55 Dewey's

theory posits that for learning to be effective, it should be grounded in actual experiences

that provide meaningful context. When the learners are doing something that they enjoy,

we act upon that experience to explore more about it. Central to this process is the notion

of reflection, where learners are encouraged to think critically about their experiences to

derive deeper understanding and insights.

3.3.1 Key characteristics of experiential learning.

53
Lewis, Linda H., and Carol J. Williams. "Experiential Learning: Past and Present."
In New Directions for Adult and Continuing Education, no. 62, (Summer:jossey-Bass Inc.,
Publishers, 1994), 7.
54
Williams, “John Dewey in the 21st Century,” 92.

55
Dewey, Democracy and Education, 163.

31
 One of the central principles of Dewey’s experiential learning theory is the idea of

“learning by doing.” Dewey posited that students learn best when they are actively

engaged in hands-on activities rather than passively receiving information. This approach

encourages learners to interact with their environment, explore concepts through direct

experience, and apply theoretical knowledge in practical situations. Through this process,

meaningful learning occurs, allowing students to retain concepts more effectively.

Reflection plays a vital role in Dewey's model of experiential learning. Dewey

emphasized that simply engaging in experiences is not sufficient for deep learning;

learners must reflect on their experiences to gain insights and enhance understanding.

Reflection enables students to connect new knowledge with prior experiences, critically

analyze what they have learned, and understand the implications of their learning. This

process leads to more profound and meaningful outcomes, as it transforms mere

participation into constructive learning.

Dewey’s experiential learning also emphasizes the importance of social

interaction in the learning process. He believed that knowledge is constructed through

social experiences and collaboration with others. Engaging with peers allows learners to

share perspectives and enhance their understanding through collaborative inquiry. This

social dimension fosters a community of inquiry where students can engage in

meaningful dialogue, question assumptions, and develop critical thinking skills.

Dewey argued that learning should integrate theoretical knowledge with practical

experiences. He maintained that students should not only acquire facts but also

understand how to apply these facts in real-world contexts. This integration ensures that

32
learners see the relevance of their education and can transfer their knowledge to various

situations, enhancing both competence and confidence in their abilities.

Active engagement is a hallmark of Dewey’s approach to education. He proposed

that students should take an active role in their learning, participating in activities that

involve problem-solving, decision-making, and critical thinking. This engagement is

essential for fostering intrinsic motivation and a sense of ownership over one's learning

journey. By allowing learners to pursue their interests and curiosities, education becomes

a more personalized and meaningful experience.

3.4 The System of Education

Dewey outlines his educational system in his philosophy of education. These

educational programs would be very beneficial in giving the child a more comprehensive

and organized knowledge base that they could use in both their old and new schooling.

According to Dewey, traditional education frequently entails rote memorization,

rigid teacher-centered instruction, and standardized curricula. For Dewey, this system is

important because “ we cannot transcend in our knowledge without the traditional

education for we do not know how to interact without understanding.” 56 This approach

distributes knowledge from teacher to student, leaving little opportunity for critical

thinking or applying what is learned in the real world. While new or progressive

education can give us a greater means to interact with the object through the process of

experimentation and analyzing the given problem. 57 John Dewey describes progressive

education as a product of discontent with traditional education” which imposes adult

56
Dewey, Experience and Education, 5.

57
Ibid., 6.

33
standards, subject matter, and methodologies. 58 Dewey is concerned with progressive

education because “it is the unity of theory and practice” 59 In other words, we can learn

by doing and practicing the activity.

These two educational systems are important to consider as essential for the

learner because they emphasize the importance of education in achieving a better future.

Specifically, it describes the experience that is provided to the learner to increase his

knowledge and lead him toward the completion of his human development.

3.4.1 Traditional Education (Old Education)

The term “traditional education,” also known as “old education,” describes tried-

and-true teaching strategies that prioritize standardized curricula and controlled

classroom settings. With this method, knowledge is typically imparted to students one-

on-one through direct instruction from teachers. Traditional education, according to John

Dewey, is characterized by a teacher-centered approach, where knowledge is primarily

transmitted from educator to student through lectures and rote memorization. Also, in this

approach, knowledge consists of bodies of information and skills that have been worked

out in the past. The role of a school is to pass this knowledge to children. 60 This method

emphasizes standardized curricula that do not account for the diverse interests and

experiences of students, leading to a passive learning environment. Students' life

experiences have no bearing on their ability to learn. Knowledge is therefore

58
Williams “John Dewey in the 21st Century.” 92.

59
Dewey, Experience and Education, 6.
60
Theuri, “John Dewey's Theory of Progressive Education,” 51.

34
predetermined and controlled in traditional education, independent of students' input. The

intention is for students to gain as much knowledge as they can to help them in their

future pursuits.61 In other words, traditional education prioritizes factors other than the

child that may aid in the development of the child. Dewey says,

Traditional education tended to ignore the importance

of personal impulse and desire as moving springs. But this is
no reason why progressive education should identify impulse
and desire with purpose and thereby pass lightly over the need
for careful observation, a wide range of information, and for
judgment if students are to share in the formation of the
purposes that activate them.62

The desire of the child must be focused because the desire of the child triggers the

self to express fully the freedom and therefore it should not be disregarded in the

educational process. Thus, this traditional education or old education is unable to adjust

to the specific needs of each learner. Additionally, it frequently results in students losing

interest and engagement because they may find it difficult to connect what they are

learning to their own lives and potential roles in society.63

3.4.2 Progressive Education (New Education)

Dewey’s critique of traditional education laid the groundwork for his support of

progressive education, which focuses on experiential learning and student agency. Dewey

asserts that “ the progressive education explains the importance of the participation of the

learner in the formation of the purpose which directs his activities in the learning
61
Ibid., 51.
62
Dewey, Experience and Education, 70-71.

63
Ibid.,71.

35
process.64 It lies in the participation and cooperation of the learner for full development.

Dewey added that “the progressive education has exalted the learner’s impulse and

interest and the current problems of changing society. 65 Meaning it emphasized the

freedom of the learner. This freedom encourages the learner to participate in the activities

of the society to which they belong. However, the learner must understand that it is his

responsibility to be disciplined, as the primary goal of progressive education is to prepare

him for a future life.

This progressive education focuses on the child, specifically in exercising

freedom because “ the ultimate reason of progressive education is to bring humanity and

his learning to democracy.”66 Dewey described progressive education as “a product of

discontent with traditional education” which imposes adult standards, subject matter, and

methodologies.67 This new education allows the child to fully express themselves and

teaches them how to communicate and interact from their past experiences to their

current situations. Dewey believed that human beings learn better through a “hands-on”

approach which involves providing direct practical experience in the operation or

functioning of something.68 In other words, to be able to learn, the learner should

experience and by that doing it attains learning.

3.5 Elements in the Educational Process

64
Dewey, Experience and Education, 10.

65
Ibid., 9-10.
66
Dewey, experience and Education, 35.

67
Theuri, “John Dewey's Theory of Progressive Education,” 50.

68
Ibid., 50.

36
 The elements of the educational process are also important to understand because

they shape the child's growth and development. Educators, learners, schools, and

curricula are the elements of the educational process. Dewey explains the significance of

each element in Education.

3.5.1 Educator

Dewey describes the educator or the teacher as one of the essential elements in the

educational process. The educator must have enough knowledge in nurturing the child,

they will guide the child’s human formation. Dewey says, “It is then the business of the

educator to see in what direction an experience is heading.” 69 Educators are responsible

for guiding the child in the accomplishment of the child’s aspirations. Dewey stated that,

Books, especially textbooks, are the chief

representatives of the lore and wisdom of the past, while
teachers are the organs through which pupils are brought
into effective connection with the material. Teachers are
the agents through which knowledge and skills are
communicated and rules of conduct enforced.70

Through the educators, students are guided in the process of education with the

materials being used. The educator must also supply enough details about the materials

that he is using so that the student may have contact with the materials used in the

educational process. Educators must understand the various learning styles that best fit

69
Dewey, Experience and Education, 38.

70
Ibid., 18.

37
their students. These learning styles could be hands-on, verbal, visual, auditory, or a

combination of the above. This may also vary from subject to subject for the individual

child.71 Moreover, educators' job is to give the students the right insight so that the

students may enjoy the good experience gained from the learning. Dewey says,

The educator can direct the experience of the

young without engaging in imposition. A primary
responsibility of educators is that they not only be aware
of the general principle of the shaping of actual experience
by environing conditions, but that they also recognize in
the concrete what surroundings are conducive to having
experiences that lead to growth. Above all, they should
know how to utilize the surroundings, physical and social,
that exist to extract from them all that they have to
contribute to building up worthwhile experiences.72

Educators support the needs of students who are still learning. Because the

educator has the mature strength to direct something toward a specific choice, it must

appeal to the needs of the learner whose mind is in a state of ignorance. However,

sometimes the educator commits some failures for the accomplishment of tasks. So that,

according to Dewey, “The educator by the very nature of his work is obliged to see his

present work in terms of what it accomplishes, or fails to accomplish, for a future whose

objects are linked with those of the present.”73 Educators should evaluate their

accomplishments as well as their failures. This thing can help to see and improve their

effectiveness in educating their students. In addition, as they help the child with their

learning educator also has the job of arranging and preparing for the lesson that the

71
Latasha Holt, “John Dewey: A Look at His Contributions to Curriculum.” Academicus
International Scientific Journal 21 (2020), 146.
72
Dewey, Experience and Education, 40.

73
Ibid., 76.

38
educator will teach in a class. As Dewey stated, “The teacher always prepares everything

in his classes, as it says that the educator’s work is precisely to substitute for these

superficial and causal and causal affairs, stable and well-ordered realities, and these are

found in studies and lessons.”74 The educator not only educates the students but also

prepares the activities and lessons in the class for the students to understand the lessons

lightly.

3.5.2 Learner

In the context of education, one of the focuses is the learner or the student. As

Dewey said, the child (learner) is considered the cornerstone of the educational process. 75

As a learner, taking responsibility for their learning allows them to develop their growth

potential. The learner’s active participation is an important part of attitude as matures.

The learner must participate and be involved in activities that allow them to learn more.

Thus, learning demands an effort that comes from the learner so that the learner must

come to realize the things that need to develop, however, it is a fact that “sometimes the

learner is not interested to learn, sometimes he feels uninterested to the humdrum routine

of classroom activities and find it boring”76 Thus, the first thing that should be fostered is

the student's desire to learn, as this is one method of shaping the learner’s growth and

development, which is the primary goal of education.

74
Cahn, Steven M., ed. Classic and Contemporary Readings in the Philosophy of
Education. 2nd ed. (New York: Oxford University Press, 2011), 200.

75
Mohmmed, Aysar Abdul Rahman. “Philosophy of Education According to John
Dewey.” International Journal of Religion 5, no. 7 (2024): 992.

76
Walker, Philosophy of Edcuation, 54.

39
3.5.3 School

In Dewey’s philosophy of education, school is an essential component; it provides

the materials for students to learn and gain knowledge. Dewey believes that a child’s

social environment is an important educational factor that influences the development of

emotional and mental tendencies in the child’s behavior, as well as the formation of

linguistic habits, the acquisition of social etiquette, and the acquisition of good taste and

appreciation for beauty.77 In school, it provides a formal method of educating students;

they require instruction to understand their previous experiences in their current

situations. The good thoughts of the school itself, that it hopes to realize through the new

possibilities thus opened to its future self. This becomes the meeting point between

individualism and the social aspect of the individual. 78 Through the school, the learner

can understand many things through the teaching of the teacher. The school must provide

and encourage the students to take what is valuable and essential to society and for the

student. Dewey further says, “The school has the function of coordinating within the

disposition of each individual, the diver's influences of the various social environments

into which enter. And the school must itself be a community life in all which that

implies.”79

This means that, as a community, the school plays an important role in shaping

the child's life through the educational process. The child must understand the purpose of

77
Mohmmed, “Philosophy of Education According to John Dewey,” 991.
78
Theuri, “ John Dewey's Theory of Progressive Education,” 48.

79
Dewey, Experience and Education, 18.

40
his existence, which includes growth and development. In addition, one of the important

functions of the school is to remove the shameful and inappropriate aspects from the

children’s environment so that they do not affect their mental habits and behaviors. 80

Some students or learners are unable to improve themselves or their learning due to a

lack of self-confidence, which hinders the student's ability to grow in experience and

learning. School is from one part of the educational process, and it serves a larger

purpose for the child's growth and development.

3.5.4 Curriculum

Both the child and the curriculum are interdependent. Both require each other to

function effectively. According to Reba N. Page81, she said;

Dewey puts subject matter at the heart of education, and

curriculum at the heart of schooling, along with teaching
and administration. As he makes clear, one cannot teach or
learn without teaching or learning something. That
“something” is the subject matter, and the subject matter of
the school is the curriculum.82

The curriculum has important tasks in the way of teaching and learning

specifically inside of the school. The curriculum development approach of John Dewey

should be in a pattern that emphasizes the individual’s needs, experiences (experiences),

80
Mohmmed, “Philosophy of Education According to John Dewey,” 991.

81
The Author of the Chapter 3: Curriculum Matters in the Book John Dewey and Our
Educational Prospect
82
Reba N. Page, “Curriculum Matters,” In Our Educational Prospect: A Critical
Engagement with Dewey’s Democracy and Education, ed. David T. Hansen. (State University of
New York Press, 2006), 39.

41
application rather than theory, daily life, continuous development, and interaction of the

individual with the environment.83 Meaning it is more in the real-life activities that they

can use in there everyday life. Dewey sees the curriculum as “the child's present

experience” and “the subject matter of studies.”84

Curriculum should be based on students’ talents, personal interests, and their

physical and social needs.85 This means that education should not only impart knowledge

but also foster critical thinking and problem-solving abilities in students. Dewey argued

for a curriculum that reflects the realities of social life, encouraging learning through

experiences rather than rote memorization.

3.6 The 21st century Blooms Taxonomy

The Bloom's Taxonomy of Educational Objectives has long been a foundational

framework for educators worldwide, providing a systematic approach to defining and

categorizing learning objectives.86 This was originally developed by Benjamin Bloom in

1956, the learning objectives are categorized hierarchically into three domains: cognitive,

affective, and psychomotor. However, Bloom’s taxonomy was updated by Anderson and

Krathwohl in 2001 to incorporate more modern teaching techniques. This revision

restructured the original categories, replacing “Knowledge” with “Remember,” and

83
Özkan, “Curriculum Development Model of John Dewey,” 24- 25.

84
Douglas J. Simpson,, and Michael J. B. Jackson. “John Dewey's View of the
Curriculum in The Child and the Curriculum,” Education and Culture XX, no. 2 (2003), 25.

85
Williams. “John Dewey in the 21st Century,” 96.

86
Yubaraj Adhikari, “A Review of Revised Bloom's Taxonomy of Educational
Objectives.,” Education Review Journal 1 (2024), 115.

42
changing “Synthesis” to “Create” to better reflect modern educational goals. 87 The new

taxonomy maintains the hierarchical understanding of learning while emphasizing critical

thinking and creativity. Bloom’s Taxonomy is an essential framework in education,

aiding teachers in designing curriculum, planning lessons, and assessing student

learning.88 Educators can use Bloom’s taxonomy to be able to make a plan and lesson that

encourages the students to apply, analyze, evaluate, and create their thinking skills, rather

than just memorize them. This tool categorizes instructional and learning activities, as

well as assessments used to evaluate student mastery of objectives.

3.7 Creative Learning Effectiveness

Creative learning effectiveness can be defined as the extent to which educational

approaches encourage students’ creative thinking while also achieving desired academic

outcomes. Creative learning in schools represents a specific form of learning that

involves creative expression in the context of academic learning. 89 This includes methods

that promote exploration, problem-solving, and innovation in the classroom, ensuring that

students are active participants in their education rather than passive recipients of

information. According to Ronald A. Beghetto90, he said,

87
Adhikari, “A Review of Revised Bloom's Taxonomy of Educational Objectives,” 118.

88
Ibid., 120.
89
Ronald A. Beghetto, "Creative Learning in Education." In The Palgrave Handbook of
Positive Education, ed. M. L. Kern and M. L. Wehmeyer. (Tempe, AZ: Mary Lou Fulton
Teachers College, Arizona State University, 2021), 473.

90
Author of the Chapter 19: Creative learning in Education in the book The Palgrave
Handbook of Positive Education.

43
 Within the context of schools and classrooms, the
process of creative learning can range from smaller-scale
contributions to one’s own and others’ learning (e.g., a student
sharing a unique way of thinking about a math problem) to
larger-scale and lasting contributions that benefit the learning
and lives of people in and beyond the walls of the classroom
(e.g., a group of students develop and implement a creative
solution for addressing social isolation in the lunchroom).91

Creative learning in schools can range from individual student contributions to

education to group initiatives that tackle larger problems and benefit the local community

and the immediate learning environment.

91
Beghetto, “Creative Learning in Education,” 473- 474.

44
 Chapter 4

DepED MATATAG Curriculum educational reform

The MATATAG Curriculum it is a tool to the Philippine educational system that

aims to improve and expand the learning of the students. From kindergarten through the

tenth grade, there is a strong emphasis on reading, math, and life skills. It highlights the

fundamental skills that students need, such as proficient reading, numeracy, and

knowledge relevant to daily life and the workforce. The MATATAG Agenda aims to

cultivate competent, job ready, active, responsible and patriotic citizens. 92 In this Chapter,

the researcher will provide discussion on the overview and implications of MATATAG

curriculum. Also, the researcher will present the impact and Outcomes of the MATATAG

curriculum to the education.

4.1 Curriculum

Curriculum, is an essential element of every educational system, is a crucial in

determining how pupils learn and, ultimately, how successful they will be in the future. 93

It encompasses the entirety of what the educators will thought to the learners in the

school, such as the content, teaching methods and the assessment process do by the

92
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?
Journal of interdisciplinary perspectives, 2(1), (2023), 6.

93
Melissa S. Ygay, "Exploring the Implementation of Curriculum Audit in Colegio De
Santa Rita De San Carlos, Inc.: Basis for a Learning Transition Program Towards the Matatag
Curriculum." International Journal of Innovative Science and Research Technology 9, no. 3
(2024), 561.

45
educators. According to the United Nations Educational, Scientific and Cultural

Organization (UNESCO), Curriculum is Design, planning and sequencing of teaching

and learning processes. It includes a statement of purpose, contents, activities and

learning practices, as well as the modalities for assessing learners’ achievements.” 94

Curriculum is a planned learning experiences of a school or educational institution,

encompassing what is planned for students, what is delivered to them, and what they

experience.95 One of the main goals of Curriculum is to facilitate comprehensive

development, encourage critical thinking, problems solving skills of the leaners and

prepare the learners in real life challenges and problems. Moreover, Curriculum is a

means to achieve the goals of education. The goals of education are formed according to

the goals of the nation.96 It means Curriculum will be based on the objectives of the

nation or one country. Curriculum change is inevitable. The changes are dependent on the

ever-changing needs of students as well as societal changes. On the other hand, Dewey

accepted the standardized curriculum definitions but he stated that the curriculum should

start from the child. He also stated that the teacher should establish a link between the

child and the curriculum. Therefore, Dewey defined the curriculum as a composition of

planned experiences.97 Moreover, the curriculum reform efforts, like the MATATAG

94
“Curriculum”, Unesco, October 8, 2024,
https://uis.unesco.org/en/glossary-term/curriculum

95
Cris Norman P. Olipas, A Qualitative Exploration of the MATATAG Curriculum's
Perceived Impact on History and Geography Education in the School Year 2024-2025, European
Journal of Theoretical and Applied Sciences, 2(1), 526.

96
Mr. Devi Prasad Singh, B.Ed.-401: Knowledge and Curriculum for the Online Material
and Guideline for Study, 106.

97
Yaşar, C. G., & Aslan, B., Curriculum theory: A review study. International Journal of
Curriculum and Instructional Studies, 11(2), (2021), 239.

46
Curriculum, aim to improve educational outcomes and meet learners' diverse needs.

Gouëdard, argues that curriculum reforms should prioritize the development of critical

thinking skills, problem-solving abilities, and socio-emotional competencies. 98 By

streamlining the curriculum and focusing on foundational skills, the MATATAG

Curriculum aims to provide students with the necessary tools for success in an

increasingly complex and competitive global environment. That’s the DepEd wants to

attain, therefore they arrive to this reform of MATATAG curriculum to improve

educational processes in the Philippines.

4.1.1 Impacts on teachers

A school curriculum outlines necessary skills for each grade level to prepare

students for the next level of learning. Without a curriculum, teachers would be unable to

determine whether students are laying a solid foundation for future learning. The

curriculum provides an example of what of what each objective means, recommend

strategies for teaching specific objectives and instructional techniques. Also, suggest

appropriate instructional materials that support the teaching of specific objectives. It

helps the teacher to adjust in the environment better and have point of view in the lessons

and objectives.

4.1.2 Impacts on students

98
Pierre Gouëdard, Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A
literature review to support effective implementation, 12.

47
 The curriculum lays out the steps that students must take and tasks they must

fulfill in order to master a subject. A good, well-developed curriculum encourages skill

development. A good curriculum enables students to ask questions. The curriculum

establishes the course’s objectives and goals. Curriculum allows schools and families to

set expectations. Curriculum is significant in every walk of life. It also enables them to

teach important subjects like literature, geography, science, etc., effectively so that

families can support their children and teach them properly. Curriculum develops

democratic values such as liberty, fraternity, and equality in the minds of students.

4.2 Historical Context of Curriculum Development in the Philippines

The Philippines curriculum has undergone significant changes, through different

educational reforms and through the influence of the history of the Philippines. It is

important to know the curriculum development in the Philippines because this can give

an additional information to understand how the curriculum in this present time is now

like this, this leads to the current educational framework.

In the early years, Spanish colonization had a significant impact on formal

education in the Philippines. During this time, most schools were run by religious orders,

with curricula based on their teachings and moral principles. This becomes the

foundation for formal education in the Philippines. After Spanish colonization, the arrival

of Americans in the twentieth century had an impact on the Philippine curriculum. The

Thomasites99 they introduced a more secular curriculum that focuses on English language

99
They are group of American teachers played an important role in restructuring the
educational system and curriculum in the Philippines.

48
instruction while also promoting American values and ideals. Also, during the American

colonization period, they established public schools and implemented a new system that

resulted in a more standardized curriculum in the Philippines. In the late 20 th century, the

government still continued reforming the educational systems and curriculum. Presidents

Roxas, Quirino, and Garcia contributed to the evolution of the curriculum, with an

emphasis on nationalism. However, the Martial Law era under Ferdinand Marcos saw the

adoption of the New Society Education Program, emphasizing national discipline and

vocational training.100 One of the recent curriculum reforms that was implemented is the

K-12 program, extending the basic education into 12 years of Schooling. This was

established with the aim of enhancing the quality of the education, increase leaners’

competencies, prepare the learners for various career paths and make the Filipino

students more competitive globally.

4.3 K-12 program

The Enhanced Basic Education Program, also known as the K-12 Basic Education

Program, responds to local and global community needs and demands by strengthening

Filipino values, developing a strong sense of nationalism, developing productive citizens

who contribute to the building of a progressive, just, and humane society, ensuring

environmental sustainability, and cultivating global development partnerships. 101 The

100
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?
Journal of interdisciplinary perspectives, 2(1), (2023), 7.

101
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper.
Https://Www.Deped.Gov.Ph/Wp-Content/Uploads/GENERAL-SHAPING-PAPER-2023.Pdf., 1.

49
program aimed to align the Philippine education system with international standards and

prepare students for higher education and employment. This K-12 program includes two

years of secondary education, allowing graduates to choose between three paths:

postgraduate employment, higher education, or entrepreneurship. This aims to prepare

students for lifelong learning and employment which means, the learners who completed

the program at the age of 18 were prepared for jobs, entrepreneurship, and middle-level

skill development. The K-12 Program's implementation in the Philippine Curriculum of

Basic Education was essential to our nation’s development. This K-12 program allows

students to choose their own path and achieve success in specific areas. However, the

government has encountered numerous challenges while putting the program into

practice over a number of years, it has been a necessary improvement because raising the

standard of education in our country is essential to its success. 102 But this program is not

perfect there are still gaps and problems. Regardless of its intentions, the K-12 program

encountered numerous challenges include inadequate resources and teachers’

preparedness and infrastructure constraints.103 As stated in the general shaping paper of

the MATATAG curriculum, the findings of standardized tests conducted locally as well

as globally show that Filipino students' academic performance has not improved. So, the

Department of Education (DepEd) reviewed the planned curriculum in an effort to verify

information and fill in any gaps in the document. Therefore, the MATATAG

Curriculum’s Shape is designed to explain the process of reviewing and revising the
102
Perspectives on the Implementation of the K to 12 Program in the Philippines: A
Research Review p 758.

103
David CC, Albert JRG, Vizmanos JFV. Education and Access to Primary and
Secondary Education. Philippine Institute for Development Studies, 2019. 120. Doi:
10.1080/02188791.2019.1663862

50
curriculum. More importantly, though, it sets the course for future development and

serves as a foundation for creating shaping papers for each subject area.104

4.4 MATATAG Curriculum

The MATATAG Curriculum is essential improvement to the K to 12 Basic

Education Program in the Philippines, pointing to address various challenges and

problems while meeting the educational demands of this modern era. This curriculum

introduces Filipino and English in grade 2, science in grade 3, and social studies, music,

arts, and physical education in grade 4. Notably, ‘Mother Tongue’ and other humanities

are excluded. It is expected to be scheduled for phased implementation from August 2024

to 2028.105

The MATATAG curriculum, launched on August 10, 2023. This was created in

cooperation with DepEd, local and foreign academics, businesses, governmental

organizations, and other public sector organizations. 106 It was launched under the

leadership of Vice President and Education Secretary Sara Z. Duterte, is a concerted

effort to address these concerns by streamlining the curriculum and emphasizing key

competencies.107 This was made to engage more the students and more active in learning.
104
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper, 1.

105
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?
Journal of interdisciplinary perspectives, 2(1), (2023), 6.

106
Ygay, Melissa S. "Exploring the Implementation of Curriculum Audit in Colegio De
Santa Rita De San Carlos, Inc.: Basis for a Learning Transition Program Towards the Matatag
Curriculum.", 561.

107
Kilag, O. K. T., Andrin, G. R., Abellanosa, C., Villaver, M. T. Jr., Uy, F. T., & Sasan,
J. M. V. (2024). "MATATAG Curriculum Rollout: Understanding Challenges for Effective
Implementation." International Multidisciplinary Journal of Research for Innovation,

51
This MATATAG Curriculum is known as MATATAG: Bansang Makabata, Batang

Makabansa, this sets the new direction of the agency and stakeholders in resolving basic

education challenges.108 The MATATAG educational modules include four basic

components: (1) MAke the educational modules important to create competent and job-

ready, dynamic, and dependable citizens; (2) TAke steps to quick enconveyance of

essential instruction offices and administrations; (3) TAke great care of learners by

advancing learner well-being, comprehensive instruction, and a positive learning

environment; and (4) Give support to the teacher to teach better. 109 Thus, this curriculum

become a method to be the educational performance more accurate and good.

4.4.1 Objectives of MATATAG Curriculum

The MATATAG aims to make the curriculum relevant for employability,

responsible citizens, accelerate basic education services, promote learner well-being and

inclusiveness, and provide support for teachers. 110 Moreover, this MATATAG curriculum

is a revised kinder to grade 10 curriculum which it aims to simplify the existing

curriculum by concentrating on foundational skills and minimizing the number of

learning areas. MATATAG curriculum as a product of modern educational reforms,

reflects the influence of technological advancements, globalization, and the changing

Sustainability, and Excellence (IMJRISE), 1(5), 172.

DOI: https://doi.org/10.5281/zenodo.11183037

108
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper, 1.

109
Ibid., 2

110
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?,
7.

52
dynamics of the educational landscape in the Philippines. 111 DepEd will prioritize the

development of core skills such as reading, numeracy, and socio-emotional abilities for

Kindergarten through Grade 3 students. In accordance with RA 11476, also known as the

GMRC and Values Education Act of 2020, we will intensify the development of our

students' values and character. The curriculum also clearly communicates 21st-century

skills. The MATATAG curriculum will help our students recognize their literacy and

numeracy skills. The MATATAG Curriculum seeks to promote inclusive education and

address disparities in learning outcomes among diverse student populations. However,

challenges related to inclusive education persist, including inadequate government

policies, lack of resources, and infrastructural limitations.112

The successful implementation of the MATATAG Curriculum does not come

without challenges. Pilot runs have identified challenges such as implementing

appropriate approaches, insufficient government policies for inclusive education, and

technical issues.113 Additionally, challenges such as teacher readiness, limited access to

resources, and infrastructure can hinder curriculum implementation. 114 There is always a

problem similar to the curriculum before.

111
Carie Justine Estrellado, MATATAG Curriculum: Why Curriculum (must) Change?
Journal of interdisciplinary perspectives, 2(1), (2023), 7.

112
Kilag, O. K. T., et al., “MATATAG Curriculum Rollout: Understanding Challenges
for Effective Implementation.”, 173.

113
Myla Javier, (2023). Challenges of Inclusive Education Program Implementation:
Towards an Action Plan Development. Psychology and Education: A Multidisciplinary Journal,
11(6), 1-1.

114
Ryan Macasero, (2023). Less Congisted K-10 Curriculum. Rapler, October 2,
https://www.rappler.com/nation/department-education-new-k-10-curriculum/

53
4.4.2 Features of the MATATAG Curriculum

The MATATAG Curriculum distinguishes itself from its predecessor by

incorporating a number of key features that redefine the educational experience. These

features collectively set the MATATAG Curriculum apart, shaping a dynamic and

effective educational framework that equips students with the skills and mindset needed

for success in an ever-evolving global landscape.

Focus on the foundational skills is the one features of the MATATAG curriculum,

it focuses on five basic skills: language, reading and literacy, mathematics, makabansa,

and good manners and conduct. These skills are required for students to succeed in life

and work in the twenty-first century. Decongested curriculum, one of the findings of the

DepEd is the congestion of the curricula, which has been found to be overcrowded with

content, thus disallowing learners to fully grasp and understand various concepts. 115 It

means the DepEd reduces the amount of content in the curriculum by moving or

eliminating some learning competencies that are out of place for the grade level or

subject. This reduction enables educators to focus more on essential skills and

knowledge, resulting in a more effective teaching and learning experience. As they

reduce the competences, they integrated and intensified Good Manners and the Right

Conduct (GMRC) and Values Education. These are for the holistic development of the

students to become responsible and ethical members of the society.

The MATATAG curriculum also has this feature on balance cognitive demands,

which it ensures that the learning competencies are in line with the anticipated learning

115
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper, 17.

54
outcomes and the right level of thinking skills. As the grade level progresses there is a

shift from the focus on the low level to higher orders thinking skills. Moreover, Clearer

articulation of 21st Century, this for the skills such as information media and technology

skills learning, innovation skills, communication skills and life career skills. It aims to

anticipate that Filipino students will acquire these 21st century skills during their

education in addition to fundamental literacy and numeracy abilities and discipline-

specific abilities (like scientific literacy). 116 Also, MATATAG provides flexibility and

diversity for students by providing a variety of learning modalities and resources that

meet their needs and preferences, as well as letting them select from a variety of senior

high school learning tracks and strands.

One of the key goals of the MATATAG curriculum is to enhance basic education

teaching by providing a more streamlined and focused framework that allows educators

to deliver high-quality instruction effectively.117 This enhancement aims to enhance the

teaching experience, making it more manageable and effective for both teachers and

students. By reducing curriculum overcrowding and integrating essential values

education, the MATATAG curriculum supports teachers in delivering comprehensive and

balanced education.118

116
Ibid., 18.

117
Saro, Jeffry, Crisanta Montejo, Jessielyn Sucong, Maria Bustamante, and Junahlyn
Perez. 2024. "A Qualitative Exploration on the Perceived Impact of the MATATAG Curriculum
on Basic Education Teaching in the School Year 2024-2025." International Journal of Advanced
Multidisciplinary Research and Studies, Volume 4: 953.

118
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper, 17.

55
4.5 Challenges faced by the educators and learners

Upon launching this curriculum reform that the Department of Education

proposes, there are many challenges and impacts come out, especially to the educators

and to the learners. One of this is the readiness of the teacher, including the knowledge

and competencies related to the MATATAG curriculum. Many educators report feeling

unprepared, which affects their confidence and ability to successfully implement the

curriculum. It is because of the new features of the MATATAG Curriculum. Therefore,

educators need regular and effective training on how to properly implement the

curriculum. Teachers may unprepared and struggle to adapt to new curricular demands if

they are not properly trained and continue their professional development. Moreover, the

insufficiency of professional development and training for teachers. 119 To effectively

implement new curricula, teachers need ongoing professional development to learn new

teaching methods, integrate new content, and adapt to changes. Without the trained

educators this reform will not be good enough and also it affects the learners especially to

their learning and adjusting to the curriculum.

4.6 Difference of the MATATAG curriculum

The MATATAG Curriculum is significantly different from the K-12 curriculum in

the Philippines. The MATATAG curriculum is a reform to the K-12, to address the

shortcomings of the latter while enhancing educational quality in the Philippines.

119
Saro, Jeffry, et, al. .. “A Qualitative Exploration on the Perceived Impact of the
MATATAG Curriculum on Basic Education Teaching in the School Year 2024-2025,” 958.

56
 In the MATATAG Curriculum it emphasizes foundational literacy and numeracy

skills, especially in the early grades. 120 The MATATAG curriculum for Grade 1 now

includes only five learning areas, with a focus on literacy and numeracy. 121 This focus

aims to ensure that learners develop essential competencies before moving on to more

complex topics, whereas the K-12 curriculum had broader and more congested content,

frequently neglecting foundational skills. In other words, the MATATAG Curriculum

emphasizes decongesting the curriculum, allowing for deeper engagement with core

competencies. Unlike the broader K-12 framework, which presented a wide array of

topics. The MATATAG streamlines learning areas and concentrates on foundational skills.

This focused approach enables students to delve deeper into subjects, fostering better

understanding and retention of knowledge. Also, in the K-12 program it has numerous

subject which often overwhelmed by the learners and educators 122 while in the

MATATAG Curriculum it aims decongested contents areas or subjects that the leaners

will expect to focus and master, allowing deeper learning and comprehensive knowledge

on the subject. In the General Shaping paper it stated, it allows learners to focus more

intently on each learning area, leading to a deeper comprehension and retention of

knowledge.123

120
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper,3.

121
Ibid., 2.
122
Policy Guidelines on the K -12 Basic Education Program, Subjects, (for elementary
education, p. 24-29; 32-36),(for secondary education p. 45-54) and for the Senior High School it
has different Academic Trakcs such as General Academic Strand(GAS), Science, technology,
Engeneering, and Mathematics (STEM), Humanities and Social Science (HUMSS) and
Accountancy, Business Management (ABM).

123
Bureau of Curriculum, D. of E. (n.d.). General Shaping Paper, 18.

57
 Furthermore, as the MATATAG curriculum aims to emphasized the holistic

development of the leaner such as the emotional, social, cognitive growth within the

education framework, it differs to the K-12 program which it focuses more on the

academic performance and preparation for exam which may not have adequately

addressed the overall development of students. In terms of educators, the MATATAG

curriculum has placed a greater emphasis on empowering teachers through professional

development tools, as evidenced by the four basic components of the MATATAG

curriculum in the General Shaping Paper provided by the Department of Education. It

aims to provide educators with the resources and methods they need to effectively

implement the new curriculum. The K-12 curriculum also emphasized teacher training,

but the changes in MATATAG are aimed at more practical and immediate applications in

the classroom.

The MATATAG promotes overall student development, integrating social-

emotional learning and life skills along with academic knowledge. In contrast, the

previous K-12 curriculum was heavily exam-oriented, prioritizing standardized testing

and academic performance over holistic growth. MATATAG’s design seeks to create a

more balanced educational experience, nurturing well-rounded individuals prepared for

both personal and professional success.

58
 Chapter 5

Analyzation of the MATATAG Curriculum through the lens of John Dewey’s

Philosophy of Education

This chapter aims to critically analyze the MATATAG Curriculum through the

lens of John Dewey's educational philosophy, focusing particularly on his principles of

experiential learning, democratic engagement, active inquiry and his concept of

Education. Dewey believed that education should be a dynamic process shaped by the

experiences and interactions of learners in real-world contexts. Therefore, this chapter

will explore how effectively the MATATAG Curriculum incorporates these principles into

its framework. A central principle of Dewey's philosophy is the importance of

experiential learning, which posits that students learn best through hands-on experiences

and reflective practices. The MATATAG Curriculum's emphasis on foundational skills

and competencies will be examined to assess whether it goes beyond rote memorization,

encouraging learners to engage critically with the material. The strength of this

curriculum lies in its intent to decongest learning competencies; however, the extent to

which it actualizes experiential learning will be critically evaluated.

In addition, Dewey advocated for an educational environment that prepares

students not just for academic success but also for responsible citizenship. This aspect

will be explored by analyzing how the curriculum incorporates collaborative learning and

encourages student voice, thereby fostering a sense of community and shared purpose.

However, potential weaknesses will also be highlighted. The unbending structuring and

standardized assessments embedded in the MATATAG Curriculum may inhibit learner

autonomy and creative thinking, which are crucial for Dewey’s concept of education. By

59
integrating both the strengths and limitations of the MATATAG Curriculum, this chapter

will ultimately provide a nuanced critique that aims to inform future educational practices

in the Philippines.

5.1 Core Principles of Dewey’s Philosophy

To fully grasp the implications of the MATATAG Curriculum, it is essential to

delve into the core principles of John Dewey's educational philosophy, which provides a

valuable framework for critique and analysis. By closely analyzing these core principles

in relation to the MATATAG Curriculum, it can identify the curriculum's strengths and

weaknesses in fulfilling Dewey's vision of an effective education that prepares learners

for life success.

5.1.1 Experiential Learning

Central to Dewey’s philosophy is the belief that knowledge is best acquired

through direct, hands-on experiences. Dewey argued that learners construct meaning

through engaging with their environment, rather than simply absorbing information in a

passive manner. This principle emphasizes the importance of real-world interactions in

education, suggesting that opportunities for practical application greatly enhance the

learning process.

Experience is extremely important in a student's acquiring of knowledge and

learning. With the various experiences one has in life, he or she must be able to deepen

his or her knowledge of the field of learning to which he is exposed. A student must be

60
able to apply everything he has learned in school to his daily life experience, thereby

promoting educational growth. Learning through experience is one method of gaining

long-term knowledge. According to Smith in his assumption in this learning by doing:

[1] People learn best when they are personally involved in the learning

experience;

[2] Knowledge has to be discovered by the individual if it is to have any

significant meaning to them or make a difference in their behavior; and

[3] A person’s commitment to learning is highest when they are free to set their

own learning objectives and are able to actively pursue them within a given framework 124

5.1.2 Active Inquiry

Active inquiry is another cornerstone of Dewey’s philosophy, emphasizing the

need for students to engage actively in the learning process through questioning and

exploration. Dewey believed that education should stimulate curiosity and encourage

learners to seek out knowledge independently. This principle calls for a shift from

traditional teaching methods towards more interactive, student-centered approaches. The

effectiveness of the MATATAG Curriculum in promoting active inquiry will be assessed

by examining how it encourages students to explore topics deeply, ask questions, and

engage with content critically.

124
M.K. Smith, Creators Not Consumers; What the workers did, (Leicester National
Association of Youth Clubs) 1980-1982, 15.

61
5.1.3 Child centered

Interest is important in the process of learning; the child’s interest in a certain

field makes him do the best that he can to finish a job. “As a Pring points out; it takes an

experienced teacher, to identify what is the interest of the child indeed it help the young

person to recognize the nature of interest.” 125 It is important to start the educational

encounter with the appreciation of what is relevant to the young people to explore more

their experience. For experience to be educative it must be meaningful, and the educator

must deliberately attempt to understand the meaning of the experiences of those he is

attempting to educate.126

5.2 Analysis of MATATAG Curriculum

The MATATAG Curriculum emphasizes foundational skills, learner well-being,

and educator support, aiming to create a more effective and engaging educational

experience.

5.2.1 Curricular Focus

The curriculum targets the decongestion of subjects, allowing for a more in-depth

exploration of essential competencies. This approach is designed to foster deeper

engagement, enabling students to grasp key concepts thoroughly rather than merely

skimming the surface of multiple topics. Such a strategy aligns with Dewey's assertion

that meaningful learning emerges from immersive and focused experiences. In addition to

125
Pring, R. john Dewey; continuum Library of educational thought Vol. 4, London
Continuum, 2007.

126
John Dewey: Democracy and Education, 79.

62
academic skills, the MATATAG Curriculum prioritizes the emotional, social, and

cognitive development of learners. This holistic approach resonates with Dewey’s

philosophy, which emphasizes education as a comprehensive process catering to the

whole child. By addressing various facets of student development, the curriculum aims to

cultivate well-rounded individuals prepared to engage with their communities.

5.2.2 Alignment with Dewey’s Principles

The emphasis on foundational skills such as literacy and numeracy support Dewey’s

belief that education should prepare students for real-world applications. By focusing on

practical competencies, the MATATAG Curriculum aims to make learning relevant and

applicable, ensuring that students can navigate everyday challenges effectively.

Furthermore, the curriculum’s commitment to learner well-being unites with Dewey’s

understanding of students as active participants in their education. Recognizing the

importance of emotional and social factors in learning, the MATATAG Curriculum seeks

to create a supportive environment that encourages learners to take ownership of their

educational journeys. This alignment with Dewey’s principles suggests a significant step

toward fostering engaged, mindful, and proactive students.

5.2.3 Strengths of the MATATAG Curriculum

One of the curriculum’s key strengths is its structure, which emphasizes critical

inquiry. This focus allows students to engage deeply with content, encouraging them to

question, analyze, and synthesize information rather than simply memorizing facts. By

63
fostering an environment where students can formulate their own ideas and

interpretations, the curriculum cultivates independent thinkers who can apply their

learning to real-world contexts.

The MATATAG Curriculum prioritizes emotional and social growth alongside

academic achievement, reflecting John Dewey’s belief in the importance of holistic

education. By integrating aspects such as socio-emotional skills, ethical reasoning, and

collaborative learning, the curriculum prepares students not only to excel academically

but also to thrive as compassionate, socially responsible individuals. This alignment with

Dewey’s values enhances the overall educational experience, making learning relevant to

students’ lives.

Another significant strength of the MATATAG Curriculum is its commitment to

equipping educators with the necessary tools and resources for effective implementation.

By providing professional development opportunities, the curriculum fosters an adaptive

educational environment where teachers can continually refine their practices. This

emphasis on teacher support ensures that educators are well-prepared to facilitate

learning in innovative ways, ultimately benefiting student outcomes.

5.3 Identified Conflicts with Dewey’s Philosophy

As the researcher evaluating the MATATAG Curriculum through the lens of John

Dewey’s philosophy, the researcher saw several conflicts emerge that could hinder its

alignment with his educational principles.

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 The curriculum’s rigid structure may inhibit learner independence, contradicting

Dewey’s principles of experiential learning and critical inquiry. Dewey advocated for

education that empowers students to explore and engage with their environment, and a

standardized approach could limit such exploration. Although the MATATAG Curriculum

emphasizes support for educators, it may carelessly reinforce a more traditional teacher-

centered approach. This could stifle student agency, which is essential for fostering active

participation and independent thinking as advocated by Dewey.

Furthermore, the reliance on standardized assessments could undermine the

curriculum’s holistic development goals and the emphasis on critical thinking. Dewey

believed that assessment should reflect a student’s ability to engage with real-world

problems and foster creativity, rather than simply measure rote memorization and

compliance.

5.4 The 21st Century Bloom’s Taxonomy to MATATAG Curriculum

The 21st Century Bloom’s Taxonomy provides a framework for educators to design

and assess learning objectives that prioritize critical thinking, creativity, and collaboration

among students. This updated version of Bloom’s Taxonomy places emphasis on higher-

order thinking skills and is particularly relevant to the MATATAG Curriculum, which

aims to improve the educational landscape in the Philippines by focusing on foundational

skills and holistic development.

The MATATAG Curriculum’s primary objectives align with the principles of the 21st

Century Bloom’s Taxonomy, which categorizes learning objectives into six levels:

Remember, Understand, Apply, Analyze, Evaluate, and Create. The MATATAG

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Curriculum aims to enhance foundational skills such as literacy and numeracy while

integrating 21st-century skills necessary for students’ success in a complex global

environment. Moreover, the focus on foundational skills in the MATATAG curriculum

corresponds with the lower levels of Bloom’s Taxonomy (Remember and Understand),

ensuring that students possess the basic knowledge necessary to progress to higher-order

skills. Also, emphasizing analysis, evaluation, and creation aligns with Dewey’s

philosophy of experiential learning, where students are encouraged to engage in critical

inquiry. The MATATAG framework fosters environments where learners apply their

knowledge to real-world contexts, promoting deeper understanding and personal

relevance in their educational experiences.

5.4.1 Application of the Bloom’s taxonomy to Learning strategies

The MATATAG Curriculum recognizes that effective learning occurs when students

actively engage with content. By integrating the levels of Bloom’s Taxonomy into its

instructional methods, educators can enhance student learning outcomes. Similar to the

“Apply” level in Bloom’s Taxonomy, the MATATAG Curriculum endorses hands-on and

experiential learning activities that allow students to practice their skills in real-life

situations, fostering a deeper connection between theory and practice. Also, the

curriculum encourages group work and collaborative projects that promote evaluation

and creativity, mirroring the higher levels of Bloom’s framework. Students are guided to

analyze information, collaborate to solve problems, and create new proposals, thereby

enhancing their critical engagement.

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5.4.2 Continuous learning

The integration of Bloom’s Taxonomy into the MATATAG Curriculum promotes an

environment that values inquiry and continuous learning. By challenging students to ask

questions and explore themes at various cognitive levels, the curriculum fosters a culture

of curiosity. This dynamic aligns with Dewey’s belief in promoting education that is

lived rather than merely a means to an end. Also, by equipping students with the skills to

analyze and create solutions, the MATATAG Curriculum prepares them for the challenges

of a rapidly changing world, emphasizing its relevance to both current educational

demands and future societal needs.

5.5 Recommendation of Improvement to MATATAG Curriculum

There are some ideas in the MATATAG Curriculum that need for improvement

and the researcher recommends it in order to improve the Curriculum, one of this is

enhancing of experiential learning outcomes, it is recommended to introduce flexible

structures within the MATATAG Curriculum. Creating modular learning pathways that

allow students to explore topics of interest at their own step, enabling deeper engagement

and understanding. Implementing adaptive teaching methods that cater to diverse

learning styles and needs, allowing educators to modify lessons based on student

feedback and involvement. Integrating project-based learning initiatives that encourage

students to tackle real-world problems, fostering collaboration and creativity. Also, the

enhancing student agency can significantly improve involvement in the learning process.

Involving students in curriculum development discussions to ensure their interests and

perspectives are considered. Encouraging choice in assignments and assessment methods,

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allowing students to select how they wish to demonstrate their understanding and skills.

Providing opportunities for students to lead projects or community initiatives, promoting

leadership skills and a sense of responsibility. Moreover, the developing assessment

methods that emphasize learning processes rather than solely outcomes are essential.

Implementing formative assessments that provide ongoing feedback, helping students

identify areas for improvement and reflect on their learning journey. Utilizing portfolio

assessments that showcase a student’s progress and learning over time, highlighting skills

and experiences gained rather than just exam results. Encouraging peer and self-

assessment to foster critical thinking and reflection among students, promoting a deeper

engagement with the learning material.

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 Chapter 6

Summary, Conclusion and Recommendation

This chapter is intended to present an overall summary of this thesis. This chapter

also includes the researcher's conclusion, as the researcher conducted a critique of the

MATATAG Curriculum in the Philippines using John Dewey's educational philosophy.

In addition, in this chapter, the researcher will make recommendations for other possible

and available studies that could be conducted using John Dewey's Philosophy of

Education.

6.1 Summary

This study critiques the MATATAG Curriculum an educational reform in the

Philippines through the lens of John Dewey’s philosophy of education. The MATATAG

Curriculum aims to improve learner well-being, foundational skills, educator support, and

inclusivity to address challenges in the Philippine educational landscape. However, this

research reveals that while certain aspects of the MATATAG Curriculum align with

Dewey’s principles like the focus on relevant learning experiences and enhancing

foundational skills there are notable disparities as well. Dewey’s emphasis on experiential

learning, independent thinking, and active investigation stands in some conflict with the

rigid structures and standardized expectations of the MATATAG Curriculum, which may

hinder learner independence.

An exploratory integrative literature review methodology was employed to assess

the implications of MATATAG’s implementation in relation to educator readiness and

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systemic support. The findings underscore the importance of ongoing professional

development for educators to create a more adaptable educational environment. The

study argues that integrating Dewey’s ideas could improve educational practices,

ultimately leading to the development of teaching strategies that encourage creativity,

critical thinking, and real-world problem-solving. The ultimate goal is to foster a more

equitable educational system that contributes positively to society while enhancing

learners’ capacities in navigating modern complexities.

6.2 Conclusion

This paper presents a critical analysis of the MATATAG Curriculum framed by

John Dewey’s educational philosophy. The examination reveals that while the

MATATAG reform holds promise for addressing various weaknesses in the existing K-12

education system, its execution can potentially compromise Dewey’s ideals if not

carefully managed. Dewey’s philosophy advocates for education that is not merely a

transmission of knowledge but an active, involved process where learners engage with

their environment, construct their understanding, and cultivate critical thinking and

problem-solving abilities.

Despite the curriculum’s goals of decongesting learning competencies and

promoting foundational skills, the rigid structuring and standardized outcomes can

obstruct the learner’s agency and hinder the development of independent thinkers, which

is crucial in a rapidly evolving societal context. This misalignment poses a significant

challenge to educators who aspire to implement student-centered methodologies that

resonate with real-world contexts.

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 Moreover, the necessity for professional development emerges as a critical

finding, underscoring that substantive change cannot occur without proper support and

training for educators to adapt to these innovative practices. The paper aims to contribute

insight into educational reform strategies aligned with Dewey’s philosophy, promoting a

holistic approach toward developing learners who are not just knowledgeable but also

capable of critical thought and engaged citizenship. The implications of this study extend

beyond the MATATAG Curriculum, suggesting that similar frameworks may benefit from

rigorous analysis through established educational theories to promote meaningful and

effective educational practices across various contexts.

6.3 Recommendations

After fulfilling a thorough exposition and analysis of the MATATAG Curriculum

through the lens of John Dewey’s philosophy of Education, the researcher recommends

the following topics that could help future researchers conduct the same study.

1. Application of Dewey’s Ideas in STEM Education

2. Educational Policy and Reform through the lens of John Dewey’s philosophy

3. Dewey’s Philosophy and Social Justice in Education

4. The Application of Dewey’s Philosophy in Online and Distance Education

5. Critical Analysis of Dewey’s Notion of Experiential Learning

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 CURRICULUM VITAE

1. Personal Information:
 Jester Kent E. Licayan
 [email protected]
09169095312
 Rogationist Seminary Manila; 65 St. Hannibal St.Merville
Park Subdivision, Paranaque City, 1709
 Rogationist of the Heart of Jesus
 Licayan St. Barangay Zaragoza, Bolinao, Pangasinan, 2406
 Tagalog, English and Ilocano

2. Education:
 Rogationist Seminary College of Philosophy at 65 Hannibal St., Merville Park,
Parañaque City, Graduating with a Bachelor of Arts in Philosophy in May 2025.

 Completed Junior high school program in 2019 and Senior High school at the
Zaragoza National High School at Barangay Zaragoza, Bolinao, Pangasinan,
2406.
 Elementary: Zaragoza Elementary School; Zaragoza, Bolinao, Pangasinan, 2406.

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