1. Philosophy of Education in
the
Philippine Setting
(Hermeneutics of Retrieval,
Hermeneutics of the Actual and
Hermeneutics of the Potential)
Prepared by: RONALD B. ESPIRITU

2. A philosophy of education encompasses many
dimensions. It constitutes underlying assumptions
about the nature of human beings, their beliefs, values
and behavioral patterns that are dictated by cultural
considerations. It includes the ways of learning as well
as the contents of learning. It is an overarching framework
that encompasses the participation of different institutions.
Bro. Andrew Gonzalez (1993)

3. Gonzalez considered Three Important,
Complementary and Time-Bound Approaches or
Hermeneutics in Contextualizing a Philosophy of
Education in the Philippine Setting
1. Hermeneutics of Retrieval (pertains to the
past).
2. Hermeneutics of the Actual (focuses on the
present)
3. Hermeneutics of the Potential (concerns the
future)

4. Characteristics of Contrasting
Philosophies of Education in the
Philippine setting Based on the
Three Complementary Approaches,
as described by Gonzales.

5. Present
(Reality, product of
history)
Predominantly
Christian
Mixed heritage
Conflicting ideologist
Non-integrative
Evolving value system
Past
Pre-colonial
Non-Christian
Animistic
Non-Technical
Folk culture
Pastoral
Cultural transmission
Future
(Ideal, Vision)
Predominantly
Christian
Developmental
Integrative
Entrepreneurial
Value oriented
Scientific and
technological
PHILOSOPHY
OF
EDUCATION

6. Hermeneutics of Retrieval
A philosophy of education based on the
past, focuses on the ideas, beliefs, value
systems norms and behavior of Filipino.
It may be culled from the lifestyle and
deeds of the epic heroes, practical
wisdom imbibe from the oral literature of
riddles and sayings and ethical behavior
according to the model set by our
ancestors. Education is primarily a
handing down of traditions, beliefs,
values, customs or behavioral pattern
through oral means and immersion.

7.  The retrieval of the past will yield a treasure
trove for the humanities. However, there will
be little of science and technology. Moreover
there are substantial pieces of evidence in
basic education curricula (NESC, NSEC,
BEC) that suggest a philosophy of education
derived from the past.
 What are they?

8. Hermeneutics of the Actual
 Gonzalez considered the present-day Filipinos
as a group of people of many ethnic affiliations,
subcultures or product of history which resulted
in blended heritage, mixed world-view & a
belief system with conflicting ideologies that
lack integration.
Does this condition present serious problems in
curriculum development?
If you were chosen to become one of the
curriculum developers, what would you do?

9.  Gonzalez argued that a philosophy of
education based on the actual would enable
educators to determine in a realistic way the
desirable constants & change components of
education.
 Analyze carefully the existing realities & the
root causes for its occurrence. (benchmark,
direction & guidance)
 Develop a curriculum that can promote a
balance between the desirable constant
elements and necessary change elements.
 The curriculum should be able to integrate
conflicting ideologies. (difficult task that often
daunts a beginner)

10. Moreover, Philippine society hold
conflicting ideologies. Frequently the
divergence in opinions and lack of
resolution & integration of conflicting
views among scholars create
disagreement on the philosophy of
education, the dissention contributes to
the inability of Filipinos to crystallize a
philosophy of education.
What would be the result of this?

11. FAILURE of many curriculum workers to formulate a
curriculum design that can satisfy the expectations of
certain sectors of society.
Now let us consider the comments of Juanita Guerrero
(I989) about the failure of PRODED to meet its target
due to certain constraints related to the culture of the
people.
I. Cultural practices in some communities
2. Geographical features
3. The habits & habitats of some tribe. (seafarer &
nomads)
4. Homeless children in the urban areas
5. The hungry & the malnourished children.
6. The special children (handicapped or gifted).
All these problems pointed to the failure of the
curriculum developer to consider certain realties
rooted in the past during the planning process.

12. Hermeneutics of the Potential
 To develop a future oriented philosophy of
education using the Hermeneutics of the
potential, it is necessary to align the
purposes of education towards the liberation
of the masses from poverty and
powerlessness. HOW?
Training of young persons for entrepreneurship
and the creation of more wealth with an aim of
ensuring the equitable distribution of wealth to
allow all Filipinos to live in Dignity with
Integrity.

13. People’s Empowerment and
Global Competitiveness
 The curriculum puts emphasis on pure sciences &
technology but also provide opportunities for the
development of useful technical/vocational skills.
 The hermeneutics of the potential allows the
formulation of a philosophy of education that
defines the ideal.
 The current basic education curricula
suggest a philosophy of education for the future,
however because of conflicting ideologies the
purpose of education cannot be aligned to the
liberation of the masses from poverty and
powerlessness.