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Filipino educators and their philosophies
- 2. The Educational Philosophies Of Filipino Educators Filipino Values and Human Development Philosophy of Catholic Education in the Philippines The Evolution of the Educational Philosophy in the Philippines
- 3. The Educational Philosophies Of Filipino Educators
- 4. “Rizal’s concept of the importance of education is enunciated in his work entitled Instruction wherein he sought improvements in the schools and in the methods of teaching.”
- 5. For Rizal, the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality. Since Education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination.
- 6. Rizal’s philosophy of education, therefore, centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.
- 7. He believed in the importance of the school as a social organization. According to him, the school must train the citizens in the three phases of life: 1. Moral 2. Intellectual 3. Physical The school should prepare the individual to live efficiently both as individual and as a member of the community to which he belongs.
- 8. “The school is the book in which is written the future of the nations. Shows us the schools of a people and we will tell you what those people are.”
- 9. Dr. Camilo Osias “School has an important role in the development of dynamic nationalism and internationalism in relation to democracy in the education of the youth.” “High educational institutions should do more to turn out graduates who can think logically, scientifically and creatively.” “Our education should instill love for work, spirit of tolerance, respect for law, love for peace and practice of thrift.”
- 10. Dr. Osias believed that education should secure for every person the fullest measure of freedom, efficiency, and happiness. Efficiency, he demands that one must be able to cooperate with the other members of the society to promote common good. He also advocated that the educational system must contribute towards the achievement of the goals of education by inculcating their minds and hearts of the youth the value of preserving the patrimony of the country promoting the general welfare of he people.
- 11. Dr. Osias’ suggestions to Philippine schools: 1. Preserve the solidarity of Filipino; 2. Maintain the unity of the Philippines; 3. Work out a proper equilibrium in economic order; 4. Develop social justice; 5. Observe the merit system in government service; 6. Promote peace and national defense; 7. Uphold the inalienable rights of life, property, liberty, and happiness; 8. Keep in their prestige majesty the fundamental freedom, especially freedom of speech, freedom of press, freedom of peace and assembly, and freedom of worship; 9. Conserve the principle of equality; 10.Hold high the ideals of religion; 11.Keep over aloft the torch of education, and 12.Make democracy a living and functional reality.
- 12. Palma advocated “academic freedom”. “The teacher is not supposed to dramatize. He has no right to impose on his students his theories or personal belief. He is expected to stimulate free discussion, leaving to his students the choice of the system of thought which best satisfies their reason.”
- 13. “The primary purpose of education, according to Palma, is to develop the individual to his highest efficiency so that he can be of use to himself and to the community. Such a concept is based on the philosophy of altruism and is closely allied to citizenship.”
- 14. “Education must produce individuals who are both useful to themselves and to society.”
- 15. He prepared himself well for any task that awaited him. Into any undertaking, he always put the best of his energies and, to use his own expression, "made the failure of any work which I undertake my own failure, its success my own success."
- 16. He stressed that Filipino culture and tradition should be the bases of education in the Philippines. According to him, the educational concept is closely related to nationalism and love of country. He also stressed that education in this country should prepare the child for the democratic way of life.
- 17. “To my humble way of thinking education (college) has for its supreme and overshadowing aim the formulation of a sound and noble outlook of life.”
- 18. “Thou shalt cultivate the special gifts which had been granted thee, working and studying according to thy ability, never leaving the path of righteousness and justice in order to attain thine own perfection.”
- 19. “Our education should instill love for work, spirit of tolerance, respect for law, love for peace and practice of thrift.”
- 20. The qualities that should distinguish the educated Filipinos of today are (1) power to do (2) knowledge of the past and current events and (3) possession of the elements of conduct that arae the accomplishment of culture and morality. “The function of our school is neither to fit the individual for the past which is dead and gone, nor to prepare him for a remote future which is problematic, rather it is to train the individual so that he will be a member of the world as it is.”
- 21. “Believes that education must strengthen the dignity of the learner as a human person. As such, the various dimensions of man’s personhood has to be fully developed by the school system through an effective and systematized values education”
- 22. “Education should aim to develop men and women who are as deeply concerned in the development and uplift of our communities, particularly in the rural areas, as in the promotion of their own personal or individual well-being.”
- 23. “Show me people composed of vigorous, sturdy individuals, of men and women healthy in mind and body, courteous, industrious, self reliant , purposeful in thought as well in action, imbued with sound patriotism and profound sense of righteousness, with high social ideals and strong moral fiber and I will show you a great nation, a nation that will not submerged, a nation that will emerge victorious from the trials and bitter strife of a distracted world, a nation that will live forever, sharing the common task of advancing the welfare and promoting the happiness of mankind”
- 25. The Filipino value system arises from our culture or way of life, our distinctive way of becoming human in this particular place and time. We speak of Filipino values in a fourfold sense. First, although mankind shares universal human values, it is obvious that certain values take on for us a distinctively Filipino flavor. Secondly, when we speak of Filipino values, we do not mean that elements of these Filipino values are absent in the value systems of other peoples and cultures. Thirdly, universal human values in a Filipino context (historical, cultural, socio- economic, political, moral and religious) take on a distinctive set of Filipino meanings and motivations. Fourthly, we can speak of Filipino values in the sense that the historical consciousness of values has evolved among our people.
- 26. A philosophy of education for Filipinos must also consider the Filipino behavioral context. Our negative traits must be and taken in tow, and efforts must be expended to transform the Filipino from selfish, indolent, grasping, uncaring man into the independent, hard-working concerned man..
- 27. Ningas kugon Puede na or okay lang Akala ko respose Bahala na Amorpropio Mañana habit Utang na loob Hiya Pakikisama Strong family ties
- 28. A philosophy of education for Filipinos must develop a curriculum that can help make the Filipino a truly humane and dependable person.
- 29. Some problems confronting us are: How can we transform the Filipino from the kanya-kanya or me-first mentality into the “think-other‘ opposite? How can we motivate the Filipino to change his attitude of puede na into thinking in terms of excellence? How can we foster the investigative spirit or inquiring mind into the Filipino to eliminate the akala ko mentality? How can we move the Filipino from his “see-nothing, hear nothing, say nothing” stance into asserting his right both as a citizen and a human being..
- 31. The Catholic philosophy of life has its roots deep in the past. Through all the centuries, there is seen a uniform pattern of the Christian philosophy of life starting by reason of its uniformity. From that philosophy of life is derived the philosophy of Christian education. Scholastic philosophy is theocentric. Catholic life and thought and education have God as their basis.
- 32. According to Saint Tomas Aquinas, “the existence of personal God is of supreme importance for any program education.” According to the Catholic philosophy, education is the organized development of all the powers of human beings – moral, physical and intellectual. Christian education is essentially for preparing man for what he must do here below in order to attain the sublime and for which man is created.
- 33. Generally, Catholic education covers religious education, moral education, citizenship training, courtesy, character education, intellectual training and vocational education. It is therefore, the responsibility of every Christian institution to teach reverence for all life and being because God made the world and works in the processes of the entire natural order.
- 35. Education during those days, however, was a result of individual experiences as well as a by-product of the accumulation of race experiences. It was primarily informal and was acquired through apprenticeship which started at home. Upon the institutional of religious rituals and practices, education became necessity to provide specialized training to the candidates of the priestly class. The schools, therefore, were off-shoots of the church and of course controlled by the church.
- 36. The education was considered a status symbol, a privilege and not a right. The Spaniards refused to give quality education to the masses, for fear that if they obtained such kind of learning, their ignorance would be eradicated and they would see the evils of the Spanish officials in the Philippines and eventually take arms against their master.
- 37. They believed that education should be universal and free for all regardless of sex, age, religion and socioeconomic status of the individual. They believed that education was the means of giving people an orientation towards a democratic way of life.
- 38. During this period in Philippine history, education was at its nadir(lowest point) and was used as an instrument for indoctrinating, the people to embrace Japanese ideologies. AS a result, the enrolment of all schools dropped.
- 39. Changes in Education During the Japanese Occupation The government made some changes in the system of education in February, 1942. These changes were: •To stop depending on western countries like the U.S., and Great Britain. Promote and enrich the Filipino culture. •To recognize that the Philippines is a part of the Greater East Asia Co- Prosperity Sphere so that the Philippines and Japan will have good relations. •To be aware of materialism to raise the morality of the Filipinos. •To learn and adopt Nippongo and to stop using the English language. •To spread elementary and vocational education. •To develop love for work.
- 40. During this period, the educational philosophy was in accordance the provisions of Article XIV Section 5 of the 1935 Constitution which provides this: All educational institutions shall be under the supervision and subject to the regulation by the state. The government shall establish and maintain a complete and adequate system of public education, and shall provide at least free primary instruction and citizenship training to adult citizens. All schools shall aim to develop moral character, and vocational efficiency and to teach the duties of citizenship. Optional religious instruction shall be maintained by law. Universities established by the state shall enjoy academic freedom. The state shall create scholarship in arts, sciences and letters for especially-gifted citizens.
- 41. Philippine education is patterned after the American system, with English as the medium of instruction. Schools are classified into public (government) or private (non-government). The general pattern of formal education follows four stages: Pre- primary level (nursery, kindergarten and preparatory) offered in most private schools; six years of primary education, followed by four years of secondary education.
- 42. College education usually takes four, sometimes five and in some cases as in medical and law schools, as long as eight years. Graduate schooling is an additional two or more years. Classes in Philippine schools start in June and end in March. Colleges and universities follow the semestral calendar from June-October and November-March. There are a number of foreign schools with study programs similar to those of the mother country. An overall literacy rate was estimated at 95.9 percent for the total population in 2003, 96 % for males and 95.8 % for females.