TEACHING PROFESSION

FOUNDATIONS OF EDUCATION AND DEVELOPMENT IN EDUCATION

A. HISTORICAL FOUNDATIONS
1. EARLY CONCEPTS OF EDUCATION

1.1 PRIMITIVE EDUCATION-Education for conformity

- Primitive
- Aims to survive
- Family was the center of practical training-tell me and show me observation and
imitation
- Practical Education-domestic training
- Theoretical- spiritual and worship activities, rites, social knowledge
- Culture was passed on and preserved for generation; tribes were able to survive;
people were able to adjust to social and political life

1.2 ORIENTAL /EASTERN EDUCATION-Education for preservation of Social Stability

- Oriental
- Aims to impress traditional customs and ideas in order to perpetuate the long
established social order.
Persia- to strengthen military tradition
Egypt- to strengthen religious tradition
China- to preserve and perpetuate ancestral tradition
India- to preserve the caste system
- Centers –home, temple, pagoda-through imitation and memorization
- Moral training - customs, duties and politeness were emphasized
- Elementary and high school levels were organized
- Static and highly formal education developed; produced submissive, obedient,
polite, gentle and respectful but lacking in responsibility, initiative, self –confident
and ambition
- Greek Educational theorists: Socrates, Plato and Aristotle

1.3 GREEK EDUCATION- Education for the development of an individual

- Proponents: Greeks
- Aims to produce individual welfare and success through harmonious development
of various aspects of human personality
Athenians- aim excellence; perfection; healthy body and mind needed for public
usefulness- with liberal education and focus on individuality with moral,
intellectual and professional trainings
Spartans- aim for strong body; physically fit individual; to develop a good military
citizen- with military and physical training focus on competition and rivalry
- Centers of education- palace, home and state
- Emphasized the complimentary development of the human personality for his
cultural improvement and for social transformation of the state
 1.4 ROMAN EDUCATION- Education for Utilitarianism
- Proponents: Romans
- Aim to educate the Romans for realizing national ideals (good worker, god soldier,
good citizen and oratorically inclined individuals. Prepared citizens for moral,
military, civic and political functions.
- Centers of education- home, shop and farm, military camp, forum and private
schools
- Focus: cultural-liberal arts, music, rhetoric etc
Professional- architecture, engineering, law and medicine
- Educational ladder was introduced

1.5 EARLY CHRISTIAN EDUCATION – Aim to develop the right relationship between God
and man; salvation and social relations based on love
- Methods: lecture (telling), dialectic (question and answer), parable method, figure
of speech, aphorism or use of a short expression ex. “For what does it profit a man if
he gains the whole world, and loses his own soul?; teaching with authority, miracles,
concrete examples, motivation and modeling.
- Types : religious (spiritual), ethical (moral) and social education, universal and
democratic
- Agencies: Informal-diff. places, (time of Jesus), home, church, catechumenal school,
catechetical school, cathedral school
- Outstanding contribution –Christianity, conversion of more than one-half of the
world into Christianity with the highest ideals of spirituality and morality

2. MEDIEVAL CONCEPTS OF EDUCATION

2.1 MONASTIC EDUCATION – Aims Religious discipline- spiritual knowledge, salvation

and moral(chastity, poverty and obedience)
-Proponent: St. Benedict
-Types: Moral and religious training, literary education and manual training
- Agencies: Monastic schools
- Focus: TRIVIUM- grammar (languages and Lit.) ,dialectic (logic) and rhetoric (law and
composition) and QUADRIVIUM- geometry, arithmetic, music and astronomy
-Methods: catechetical, dictation, memorization, language, discipline, meditation and
contemplation
-Contributions: Christian monasteries preserve and spread learning and culture

2.2 SCHOLASTIC EDUCATION – Aims intellectual discipline and reasoned faith (support
the doctrines of the church by rational arguments
- Proponent: St. Thomas Aquinas
-Types: religious and intellectual
- Agencies: Parish schools, Monastic and Cathedral schools, Palace school, and
universities
- Focus: Theology and Religious Philosophy
- Methods- lecture, repetition, examination, scholastic method (stating a question,
setting down objections to the preposition, proving one side and answering or disputing
objections); Aristotelian logic (using syllogism-major premise, minor premises and
conclusion
 -Contributions: organization of the university and the emphasis on intellectual training

2.3 CHIVALRIC- A FEUDALISTIC TYPE OF EDUCATION

- Aims to develop Morality, Responsibility, Horesmanship, Gallantry, Religiosity and
Social graces
-Types: Reading, writing and literary, social, military, religious, moral and physical
training
- Agencies: home, castle, court, troubadours, minnesingers and minstrels (they sang
about the noble deeds)
- Focus: Reading, writing, literature, religion, music, dancing, good manners, horse riding
for warfare, household duties, physical exercises.
-Contributions: use of vernacular s a tool of teaching and the emphasis placed on the
learning social graces, rules of etiquette, or good manners and right conduct

2.4 THE GUILD SYSTEM OF EDUCATION

- Aims to prepare for commercial and industrial life; vocational preparation
-Types: 3R’s, vocational and religious
- Agencies: The burgher school, chantry and guild school
- Methods: observation, imitation, practice, dictation, memorization, catechetical,
discipline
- Contributions: vocational training and apprenticeship

2.5 MUSLIM EDUCATION

- Proponent: Mohammad
- Aims: Scientific, practical, Initiative and welfare, religious
-Types: Science, Vocational, Religious, Artistic designing, Professional and Avocational
training (training in an entertainment form- Arabian Nights)
- Focus: Mathematics, Medicine, Chemistry, Agriculture, Arab workmanship
-Agencies: courts of early caliphs, elementary and secondary school, kuttab (teacher’s
house-offering reading and writing only), universities
- Methods: repetition and drill, memorization and imitation, lecture, observation, and
experimentation
- Contributions:
- Replacing Roman Numerals with figures borrowed from the Hindus, using
ZERO and the decimal system of notation; simplified computation for big numbers
- Algebra and Trigonometry
-using laboratory and experimental science
- The study of applied Science

3. MODERN CONCEPTS OF EDUCATION

3.1 INDIVIDUALISTIC OR ITALIAN HUMANISM- Education for rich and full life

- Proponent: Vittorino da Feltre

- Aims: Academic Freedom, Abundant living and Liberal Education
- Types: Literary, aesthetic and aristocratic in type
- Agency: schools
- Focus: aesthetic, literary and aristocratic
- Methods: written themes, text study, self activity, and self expression
- Contribution: Revival of classical learning

3.2 SOCIAL HUMANISM- Education for Social Reform

- Proponent: Desiderius Erasmus
- Aims: Social, Religious and moral, Literacy, Literary and Democratic
- Types: (Same as the aims)
- Agencies: elementary, secondary schools and universities
- Focus: biblical and classical literature
- Methods: imitation and memorization, double translation, individualized
instruction, educational psychology, Ciceronianism and a class-a year practice
- Contributions: - The class-a-year practice, emphasized Social purpose of education

3.3 REFORMATION (Protestant)- For Religious Moralism

- Proponent: Martin Luther
- Aims: Physical and Mental, religious and Moral, Good manners, social virtue, and
public service, Good Citizenship, Elegant expression and rational inquiry
- Types: universal, compulsory and free education, character education, literacy and
vocational, Music and Physical education
- Agencies: home, church, civil authorities, vernacular school, secondary school and
university
- Focus: physical education, singing, math, history, science and vocational
- Methods: Religious indoctrination, Memorization, Ciceronianism, Rules of Grammar,
Pleasant Classroom work, Humanistic Elements
- Contributions: Development of the state school system; vernacular elem. School,
classical secondary school and university as model of education

3.4 COUNTER-REFORMATION (Catholic)- To develop an unquestioning obedience to

The authority of the church
- Types: domestic and vocational, religious and moral, professional, physical and
ministry education
- Agencies: home, church, elementary, secondary and higher
- Focus: 4R’s, humanistic-religious
- Contributions: La Salle and Jesuits style education

JESUITS- Aims to train leaders

- Methods: repetition and mastery; participation through question and answer;
adapting the lesson to the abilities and interests of children; doing a small amount
of work at a time

- JANSENISTS - aim for spiritual salvation

- Memorization
- Use of textbooks

CHRISTIAN BROTHERS- Teach the poor

- Pupils recite to the class not to the teacher, group/grade the pupils according to
ability
3.5 VERBAL REALISM
- Aim: Complete knowledge and understanding of human
John Milton- prepare for actual living- discussion, field trip
Francois Rabelais- develop the whole man
Juan Luis Vives- develop one’s personality
- Types: physical, moral, practical, intellectual
- Agencies: home, public school, the Academy ( private school we know today)
- Focus: Encyclopedic- covered almost all subject matters
- Methods: tutorial, individualized teaching, incidental, reasoning, travel and reading
widely and thoroughly
- Contribution: Practical education that enable man to adjust himself to his
environment

3.6 SOCIAL REALISM

- Proponent: Michel de Montaigne
- Aims: to prepare the students for the life of a gentleman and how to deal with the
affairs of life; to make wise and practical judgment, and to have the right
relationships with his fellowmen.
- Agencies: tutor, academies and ritterakademie for the sons of nobility
- Focus: Social Science, Latin, Mathematics, Good Manners and Military Arts
- Methods: Application, Observation and Social contacts, Tutorial, Travel,
understanding and judgment
- Contributions: tutorial system, private military academy

3.7 SCIENTIFIC OR SENSE REALISM

- Aim: to develop natural individual in a natural society
RICHARD MULCASTER – develop the child’s natural tendencies and activities in
accordance with natural and universal laws
FRANCIS BACON- to study nature for man’s benefits
JOHN AMOS COMENIUS – T o attain eternal happiness with God
- Types: democratic, intellectual, scientific, liberal, religious and practical
- Agencies: school and university
- Methods:
MULCASTER – use of games, play and exercises
COMENIUS – learn by doing, done one at a time, should appeal students’
interest, must have practical values
RATKE - learning should be done naturally through induction and
Experimentation
- Contributions: science curriculum, and training of teachers

3.8 FORMAL DISCIPLINE/DISCIPLINISM

- Proponent: John Locke
- Aim: holistic development
- Types: physical, moral and intellectual
- Agencies: Schools and colleges
- Focus: drill method and classical languages
 - Methods: drill, memorization, reasoning, discipline
- Contributions: Formal discipline

3.9 RATIONALISM
- Aim : To enable man to think for themselves
- Types: intellectual, social and aristocratic
- Agencies: schools, encyclopedia and fashionable salons
- Focus: All things reasonable
- Methods: critical analysis and application of reason
- Contributions: Creative thinking and reasoning (logic) and the use of the inductive
method in making generalizations

3.10 NATURALISM
- Proponent: Jean Jacques Rousseau (Man as he comes from nature is good but that
he becomes evil through contact with society.
- Aims: to preserve the natural goodness of man; to develop an individual in
accordance with the laws of human development
- Types: holistic education
- Agencies: family, tutor and public authority
- Focus: natural phenomena
- Methods: child centered, disciplined students
- Contributions: Three modern principles of teaching: 1. Principle of growth,
2. Principle of student activity, 3. Principle of individualization

B. PHILOSOPHICAL FOUNDATIONS OF EDUCATION

1. ORIENTAL PHILOSOPHY

1.1 CHINESE PHILOSOPHY

General Philosophy: - They believe in the positive and negative sides of life. The
highest achievement of a man is to be wise.

MAJOR PHILOSOPHERS AND THEIR THOUGHTS:

1.1.1 CONFUCIUS – (551-479 B.C.) kung Fu Tze, Kung the Scholar- author of
Analects
- The gentleman or the superior man acts out of YI or righteousness and the inferior
man acts of LI. The gentleman is always happy and always posses the Way (TAO)
- Golden Rule is a REN which is a virtue. “Do not do unto others what you would not
like yourself.”
- One should live up to his name because a name has its essence. Confucius says “Let
the ruler be a ruler, the father, the father, the son, the son.”
- Life is a gift that must be treasured
- Sufficient food, sufficient weapons and the confidence of the people make for good
government. When the confidence of the people is lost, good government is also
lost.
- The period of mourning for a parent is three years because the “only when a child is
three years old does it leave the parents arms.”
1.1.2 MENCIUS

- Love Covers All

- The Great Morale- everything must be ought in its right place
- The original goodness of man is originally good because he has the four germs
of human goodness; heart of compassion, heart of courtesy and modesty,
heart of right and wrong and heart of wisdom.
- It is with heart that man thinks

1.1.3 LAO TZU/ LAO TZE

- Tao has not name; it is all thing that defy naming. “He who knows Tao does
not speak about it: he who speaks about it does not know it.”

1.2 INDIAN PHILOSOPHY

1.2.1 BUDDHISM – Founded by Siddharta Gautama Buddha who advocates

the FOUR NOBLE TRUTH and an EIGHTFOLD PATH

FOUR NOBLE TRUTHS

1. Life is pain and suffering (duhkha)
2. The cause of pain and suffering is selfish craving
3. The cause of pain can be eliminated
4. The way towards the end of suffering is by eightfold path

EIGHT FOLD PATHS

1. Right Faith or Belief
2. Right resolve or aspiration
3. Right speech
5. Right action
6. Right living
7. Right effort
8. Right thought
9. Right connection
1.2.2 JAINISM- Ffounded by Jina. The doctrine of Jainism is discussed under
four headings:
- Knowledge is relative- we can never know totality but only a part thereof
- Its ethics is non-violence
- Jaina cosmology regards the universe as a living organism animated by life monards

1.2.3 ISLAM (Muslim Philosophy)-

- Islam means submission to Allah (God)
- Founded by Muhammad (AD 571), born in Mecca, Saudi Arabia. He was succeeded
by Caliphs, the first being ABU BAKR and UMAR

THE FIVE PILLARS OF ISLAM

 1. SHAHADA- (Confession of faith) There is no God but Allah and Muhammad is his
prophet
2. SALAT – (Prayer) Muslims pray five times a day
3. ZAKAT- (almsgiving)- Muslims give 2.5 of their income to charity
4. RAMADAN- ( lasting) –Muslims do not eat, drink or smoke or engage in sex between
dawn and sunset
5. HAJI- (pilgrimage) – Muslims required to go to Mecca at least once in his lifetime.
QUR’AN- (Koran) –Sacred scriptures of Islam
HADITH-record of life and activities of Muhammad
SUNNA – Examples and standards of which Muslims should follow
SHIARI’A LAW – Comprehensive guide to life and conduct

WESTERN PHILOSOPHY

A. Classical philosophies
1. Naturalism’
 Nature: considered the oldest, the philosophy that believes that nature is the aggregate of
Physical Objects
 Naturalists: Thales, Anaximander, Anaximenes, Leucippus, Democritus, Epicurus, Lecretus,
Thomas Hobbes (1588 - 1679), and Herbert Spencer (1820 - 1903)
 Critical Naturalism: Induction and Scientific Method
 Deduction – minor place
 Induction – major emphasis

Principles that govern naturalistic values:

 Nature is the kind of order which possesses values. These values are desirable.
 To realize the most value out of life, harmonize one’s life with nature.
 Naturalistic Philosophy of Education
1.1. Education as a Social Institution
 The school exists due to overlong infancy of man requiring sustained protection and
guidance. This extends to two decades.
 “Loco parentis” principle – Teachers as surrogate parents.
 Education is a natural necessity.
1.2. The pupils
 Spencer regards the pupils from the physical side.
 His first requirement is to be healthy and vigorous.
1.3. The Objective of Education
To Spencer, the general aim of education is complete living.
1.4. The educative Process
 The process is governed by eight principles
 Confirm to the natural processes
 Should be pleasurable
  Engage the self-activity of the child
 Acquisition of Knowledge
 For the Body and the Mind
 Practices the Art of Delay
 Should be inductive
 Punishment be constituted by consequences of wrong deeds
 Curriculum: Nature study, physical and behavioral sciences
 Teacher: Guide
 Method: Discovery and self-activity

2. Idealism
 Nature: Idealism is the philosophy that believes the ultimate reality is spiritual or mental. It
believes in a unified reality with God as the perfect or the absolute or universal mind.
 Idealist: Plato, Descartes, Spinoza, Leibniz, Kant, Bekerly and Hegel.
 Idealist Philosophy of Education
 The school exists due to spiritual necessity.
 The school is a value-realizing institution.
 The Nature of Pupil
 The pupil is a self, a spiritual being, a personality whose foundation is God.
 He is neither good nor bad; his becoming good or bad depends on his environment, his
education and free will.
 Objectives of Education
 For the individual: self-realization (attainment of superior life)
 For society: Brotherhood (souls and essence of democracy)
 The Educative Process
 School is ideal-centered
 The teacher is the key to the Educative process. (The teacher is model, specialist of
children, excellent technician, respectable, personal, friend, motivator, co-worker with
God. Etc.)
 Imitation, interest, effort and discipline
 Self-activity
 Curriculum (Universe Division, Civilization, Division, Culture Division and Personality
Division)
 Methods: Socratic Method (questioning; discussion, lecture and project)

3. Realism
 Nature: Realism is a philosophy that believes that objects exist independent of the mind.
 Realist: Aristotle (doctrine of particulars), St. Thomas Aquinas, John Amos Comenius,
Descartes, Spinoza, John Locke, Kant Johann Freidrich Herbert, William James, the
neorealists and the critical realists
 Realist Philosophy of Education
 - Comenius; Education is a formation; the school is the true forging place of man
- John Wild; Education is both a basic need a basic right of man
- Harry Broudy: Education is dependent on Government for support particularly formal
education.
- Redden and Ryan; State is only of the social institutions concerned with education. The
church is another so the State has no control or Education.
 The pupil
- The pupil is an organism with a highly developed brain, superior to others.
- Four principles comprises the essence f the human self; appetitive, self-determination,
self-realization and self-integration. (Broudy)
 Objectives of Education
- There is pluralism of objectives by various sectors and at various levels of formal
education.
- The attainment of the “good life”. The school’s task is to transcribe the good life.
 The Educative Process
- The processes are transmission of information, conditioning if the pupil and use of
discipline to reinforce the processes.
- Curriculum: Problem-centered and habit formation
- Methods: Socratic Method, disputation, lecture, memorization, use of visuals and
problem-solving.
4. Pragmatism
 Nature: Pragmatism is the Philosophy which believes that the essence of an idea comes
from the consequence3 of its test or practice; if it works, the idea is true or good, if it
doesn’t the idea is false or bad. It is called experimentalism (Pierce), practicalism
(James) and instrumentalism (Dewey).
 Pragmatists; Heraclitus, Protagoras and Gorgias (Sophists), Francis Bacon, Auguste
Comte, Charles Pierce, William James and John Dewey.
 Pragmatist Philosophy of Education
 Education as a Social Institution
- Schools exist to supply the volume of learning each generation needs.
- Heritage of the past may function fruitfully in the present.
- Language is the means by which the heritage is communicated
 The Pupil
- Distinct and concrete center of experience
- Unique individuals that interact actively with forces in the environment
 Objectives of Education
 More education; education is a continuous reconstruction of experience
 Effective experiencing.
 Social efficiency (many-sided effectiveness)
 The Educative Process
 Experimental Method is also the method of learning.
  Learning begins in movement and activity.
 Initial learning is marked out by an indeterminate situation leading to a problem.
 Teacher; Group leader, consultant, facilitator
 Methods: project, discussion, research, reference study in the library, laboratory work,
field trips and experimental method
 Curriculum: Real-life situations, personal and social experiences of the learner and social
heritage.
B. Modern Philosophies
1. Existentialism
 Nature: Existentialism is a European philosophy which believes that philosophy should
center on individual, his freedom of realizing his essence on the basis of his personal
decision or choice.
 Existentialists: Soren Keirkegaard (father), Martin Heidegger, Jean Paul Sarte. Freiodrich
Nietzsche, Blaise Pascal, Martin Buber, Miguel de Unamuno and many others.
 Existentialism and Education
 Existentialism has not displayed any particular interest in education.
 Implications on education would center on the pupil and teacher.
 Education should fully consider the facticity (from particular parents and particular
circumstances).
 The facticity of the pupil may also apply to the teacher.
 Even the best also consider the tragic elements of life through these are farfetched from
the minds of the learners.
2. Language Analysis
 Nature: language analysis is one of the two analytical philosophies. The other is logical
empiricism. The focus of language analysis precision or accuracy of language as it used in
communication
 Language Analysts: Ludwig Wittgenstein (father), Bertrand Russel, G.E. Moore, A.J. Ayre,
Gilbert Ryle and W.V. Quine
 Language Analysis and Philosophy of Education
 Objectives of education are value statements couched in education terms cannot be
confirmed.
 The same is true with metaphysics and epistemology of education as general theory of
education
 Philosophy or education as a discipline and as a conceived traditionally is not possible.
 Psychology, which has acquired the Discipline of Science, would have more relevance to
education because their findings can be verified.
 Contributions
 The teaching concepts should be done with reference to their specific contexts
 Educational discourse should be done in specific terms with their meanings made clear.

III.CONTEMPORARY EDUCATIONAL THEORIES

A. Perennialism

Philosophical roots: Classical Realism, supported by some idealists

Philosophers often cited: Aristotle and Aquinas
Principal Proponents: Robert Maynard Hutchins and Mortimer J. Alder
Basic Essence: Perennialism believes that the basic principles of education are changeless permanent or
perennial.

Basic Principles:
 Since human nature is constant, the nature of education remains constant too.
 Since man’s distinctive characteristics in his ability to reason, education should concentrate on
developing the rational faculty.
 The only type of adjustment to which education should lead is adjustment to the truth which is
universal and unchanging
 Education is not a replica of life but preparation of it
 Children should be taught certain basic subjects that would acquaint them with the world’s
permanencies, both spiritual and physical.
 There permanencies are best studied in what they call the “Great Books”
Methods: Reading and Discussion of the “Great Books”
Criticism: Ascetic and Aristocratic

B. Progressivism

Philosophical root: Pragmatism

Philosopher often cited: John Dewey
Principal Proponents: Francis W. Parker, William Heard Kilpatrik, John L. Childs, and Boyd H. Bode
Basic Essence: Accepting the pragmatist view that change, not permanence, is the essence of reality,
progressivism declares that education is always in the process of development. The essence of
education is continual reconstruction of experience.

Basic Principles
 Education should be active and related to the interests of the child.
 Learning should take place through problems solving rather than absorption of subject matter.
 Education as the intelligent reconstruction of experience is synonymous with civilized living.
 The teacher’s role is not to direct but to advice.
 The school should encourage cooperation rather than competition
 Only democracy permits, rather encourages, the free interplay of ideas and personalities that is
a necessary condition of true growth.
Criticism: Progressivism is so child-centered and permissive at the expense of subject matter mastery.

C. Essentialism

Philosophical root; Compatible with a variety of Philosophical outlooks. Educators in idealism support it.
Philosopher often cited: Herman Home
Principal Proponents: William C. Bagley, Michael Demiashevich, Henry Morrison, Thomas Briggs, Isaac
Kandel and Ross Finney
Basic Essence: Essentialism is advocated to reexamine curricular matters, distinguishing the essentials
and the non-essentials in the school programs and to re-establish the authority of the teacher in the
classroom.

Basic Principles
 Learning, of its very nature, involves hard work and often unwilling application
 The initiative in education should lie with the teacher and not with the pupil.
 The heart of the educational process is the absorption of prescribed subject matter.
 The school should not abandon traditional methods of mental discipline.

D. Reconstructionism

Philosophical root: Pragmatism

Philosopher often cited: John Dewey
Principal Proponents: Theodore Brameld, George Counts, Harold Rugg and Isaac Berkson
Basic Essence: also known as social reconstructionism, this theory claims to be the true successor of
progressivism and declares that the chief purpose of education is to “reconstruct” society in order to
meet the cultural crisis brought about by social, Political and economic problems.

Basic Principles
 Education must become the chief means of enacting a program of clear and precise social action
 Education must commit here and now creation of a new social order, which will fulfill the basic
values of our culture and at the same time, harmonize with the underlying social and economic
forces of the modern world.
 The new society must be genuine democracy whose major institutions and resources are
controlled by the people themselves.
 It is the teacher’s duty to convince his pupils of the validity and urgency of the reconstructionist
solution, but he must do with scrupulous regard for democratic progress.
 The means and ends of education must be completely refashioned to meet the demands of the
present cultural crisis and to accord with findings of behavioral science.
 Reconstructionism stresses the extent to which the child, the school and education itself are
shaped by social and cultural forces.

PHILIPPINE EDUCATIONAL SYSTEM

Education during the Pre-Spanish period

 Education is for Survival, Conformity, and Enculturation
 Informal Educational, Practical Training, Theoretical Training
 Method of education is through: tell me and show me, observation, and trial and error
 Evidences of early education/civilization:
a) Effective technology on ceramic industry,
b) Predictive sciences in preserving mummies,
c) Art and religion Petro glyphs and line drawings in Angono,
d) Syllabary writing among the Tagbanwas and Mangyans,
e) Foreign trade with the Chinese during the Tang Dynasty,
f) Big population centers,
g) Megalithic structures of the rice terraces,
h) Government in barangays,
 i) Laws like the Code of Kalantiaw, and
j) Warfare in barangays.

Education during the Spanish Period

 The purpose of education is to propagate Christianity
 Formal Education, Religious Education, Vocational courses
 Education is through dictation and memorization
 The vernacular was used as the medium of instruction in the parochial schools.
 The religious orders introduced the parochial school concept. Parochial schools started in Cebu
in 1565 by the Augustinian missionaries. Subjects other than the Doctrina like simple arithmetic,
music and various arts and trades were offered.
 Academic education higher than parochial schools that were established are the “colegios” for
boys and the “beatrios” for the girls which are equivalent to the present high schools
 The Spanish Friars produced the first grammars and dictionaries that led the development of
Filipino languages.
 The Royal Decree of 1863 was the first attempt of the Spaniards to establish an overall public
school system and to provide for the training of teachers through a normal school

Education during the American Period

 The aim of education is to reach democracy as a w2ay of life
 Formal Education was established
 Education is through socialized recitation, encouraged more students’ participation and
disputation
 The education act of 1901, also known as Act. No. 74 of the Philippine Commission was
promulgated to:
a) Established a department of Public Instruction.
b) Established a highly centralized system
c) Provide for the importation of teachers
d) Create the Philippine Normal School
 The Department of Public Instruction set up a three-level Instruction of schools:
a) The first level consistent of a four-year primary and three-year intermediate.
b) The second level was a four-year high school.
c) The third level at first was a two-year junior college and later a four-year program.
 The University of the Philippines founded in 1908, was the first school of University status.
 Reading, witting, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening,
domestic science, American History, and Philippine history were the subject areas for study
 The Monroe Survey Commission was created in 1925 to evaluate the entire school system the
Americans set up.
 The American director of the Bureau of Education spelled out these aims of American education:
A. Training of Filipinos for self-government and
B. Provision of English as common language.

Education during the Commonwealth Period (1935-1942)

 The fundamental aims of education as provided by the 1935 Constitution are as follows: to
develop moral character, personal discipline, civic conscience and vocational efficiency and to
teach the duties of citizenship.
  Education aimed to continue the Commonwealth was to help prepare for the coming
independence of a new Filipino nation.
 Training was done through the public schools
 The private schools (sectarian and non sectarian)
 Curricular emphasis was on, character education and citizenship training.
 Education Act of 19401otherwise known as Commonwealth Act 586 provided for the complete
revision of the public elementary school system by:
a) Shortening of elementary grades to six years
b) Adoption of double-single sessions in the primary grade with one teacher
c) One class assignment of intermediate teachers.
 Act No. 4007 completely abolished matriculation fees
 Executive Order No. 134 in 1936 designated Tagalog as the basis of the national language.
 Executive Order No. 263 in 1940 required the teaching of the national language in the senior
year of all high schools and all years in the normal schools.
 Commonwealth Act No. 117 placed all public school teachers under Civic Service Rules and
Regulations.
 Commonwealth Act No. 578 conferred the status of “persons in authority” on supervisors,
principals, teachers and professions training adults.
 Commonwealth Act No. 80 provided the legal basis for adult education pursuant to the
Constitutional provision on citizenship training adults.
 Commonwealth Act No. 589 in 1940 established a school ritual in all public and private
elementary and secondary schools consisting of solemn patriotic ceremonies that include the
singing of the National Anthem and the recitation if the Patriotic Pledge.
 Commonwealth Act No. 1, known as the National Defense Act of Dec. 21, 1935, provided for
preparatory military training which shall begin with the young in the elementary grade school at
the age of 10 years and shall extend through the remainder of his schooling into college or
university.
 P.D. 1706 of 1980, known as national Service law, required all citizens to render civic welfare
service, law enforcement service, and military service.

Education during the Japanese Era (1943-45)

 Education aimed at making people understand the position of the Philippines in the Greater East
Asia Co-Prosperity Sphere being advocated by Japan. It aimed at:
a) Striving for the diffusion of the Japanese language in the Philippines and the termination of
the use of the English language in schools
b) Inspiring the people with the spirit to love labor
c) Training was done formally through the schools, which gave more emphasis on vocational,
technical, agriculture
d) Reopening of schools
e) Opening of vocational schools
f) Establishment of agricultural schools and colleges
g) Curricular content centered on values rooted on love for labor
h) Emphasizing vocational education’
i) Diffusing the use of Nippongo
j) Teaching physical education and singing Japanese songs.
 Emphasized health/vocational education
 Stressed dignity of manual labor
Education during the Republic (1943-1972)
 Promotion of equal educational opportunities for all
 Formation of Presidential Commission to Survey Philippine Education (PCSPE)
 Restatement of national Development Goals and Educational Aims (based on the result of the
survey or PCSPE)
 Education aimed at the full realization of the democratic ideals and way of life the
characteristics of which are:
a) Democracy is predicated upon the intrinsic worth of the individual
b) Individuals realize their capacities best in social context
c) Society is not separated from the individual
d) Democracy thrives on change, it is dynamic and flexible.
e) It fosters persuasion and consensus and rejects coercion and indoctrination.
 Curricular content stressed:
a) Social orientation as manifested by the conservation of the Filipino heritage
b) Training for occupation
c) Promotion of democratic nation building
d) A new thrust on community development
 Republic Act No. 139 known as Board of textbooks Law of June 14, 1947, created the Board of
Textbooks that would screen and approved textbooks for use in all public schools for a period of
6 years from date of their adoption.
 Republic Act No. 896 (Education Act of 1953) enacted on June 20, 1953, replaced C.A. 586 and
provided the following:
a) Restoration of grade 7 (never implemented due to lack of funds)
b) Abolition of “double-single” session and return to the practice of 1 class under 1
teacher in the primary and 3 teachers to 2 classes or 5 teachers to 3 classes in the
intermediate
c) Compulsory completion of elementary grades
d) Compulsory enrollment of children in the public schools upon attaining 7 years of
age
 Republic Act No.1079, June 15, 1954, made permanent civil service eligibility of teachers.
 Republic Act No. 1124, June 16, 1954, created the Board of national Education (BNE) tasked with
formulating educational policies and directing Philippine education. BNE as a later renamed
Board of Higher Education (NBE) by P.D. No.1; was abolished by with the creation of the Board
of Higher Education by Batas Pambansa Blg. 232. The Board’s function now assumed by CHED
under R.A. 7722.
 Republic Act No. 1265, June 11, 1955, provided that a daily flag ceremony shall be compulsory in
all schools.
 Republic Act No. 1425, June 12, 1955, prescribed the inclusion in the curricula of all schools in all
levels, the life, works and writings of Jose Rizal especially the “Noli Me Tangere” and “El
Filibusterismo.”
 Republic Act no. 4670, Magna Carta for Public School teachers, June 18, 1966, aims to promote
and improve the socio-economic status of public schools teachers, their living and working
conditions, and their employment and career prospects.
 Republic Act No. 5447, Special Education Fund of 1968, created the special education fund and
local school boards primarily to finance and support provincial schools.
  Republic Act No. 6054, Barrio High School Law, created high schools throughout the country
through the imitative of Dr. Pedro T. Orata.

Education during the New Society (1972-1986)

 The aim of education is for national development
 Made education relevant to the needs of the changing world
 Proclamation 1081 on September 21, 1972 started educational revolution
 Adoption of the acronym PLEDGES – Peace and order; Land reform; Economic development;
Development of moral values; Government reorganization; Employment and manpower
development; Social services
 Bilingual Education Policy – use of English and Filipino as media of instruction in specific learning
areas
 Curricular changes in Elementary Education
a) Focused on the 3rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
 Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum
 Educational Programs Initiated:
a) Project IMPACT- Instructional management by Parents, Community, and teachers
b) ISOSA – In School, Off School Approach
c) CPS – Continuous Progression Scheme
d) PRODED – Program for a Decentralized Educational Development
e) NCEE – National College Entrance Examination
f) NEAT – National Elementary Assessment Test for grade VI- battery of achievement test
of multiple choices.
g) NSAT – National Secondary Assessment Test replaces NCEE; not a prerequisite to
entrance to college, 20% of the result is computed to the GPA.
Education during the Present (1986-Present)
 DECS Order No. 6, s. 1998, issued by Education Secretary Lourdes R. Quisumbing, strengthens
the teaching of values in the New Elementary School Curriculum (NESC) launched in SY 1989-90
under the Program for Decentralized Educational Development (PRODED) and Secondary
Development Program (SEDP) respectively.
 The national budget appropriates the highest allocation for education
 Promotion and improvement of the public school teachers
 Education aimed to promote national development and values education
 Implementation of NESC – addressed to civic, intellectual and character development of the
child. Its features are:
a) Fewer learning areas; emphasis on mastery learning
b) Focused on the development of the 3Rs
c) Emphasis on the development of the intellectual skills which are as important as work
skills
d) Multi-disciplinary treatment of curriculum content
e) Student-centered
f) Cognitive-affective manipulative based curriculum
 g) Values education offered as separate subject area
h) Emphasis in Science and technology
i) Uses bilingual policy
j) Critical thinking emphasized
 Focused on the development on humanism and Filipinism in all learning areas.
 Implementation of SEDP in response to the need to continue pupil development. To meet these
needs, it aims to improve policy making and increase the internal efficiency of the educational
system. Its features are:
a) Subjects generally oriented to the development of values
b) Specific competencies
c) Concept-based subject areas
d) Uni-disciplinary treatment of curriculum content
 The Congressional Commission on Education (EDCOM), with its report in 1991, recommended
the following:
a) Division of DECS into the Department of Basic Education (DBE), Technical Education
and Skills Development Authority (TESDA), and Commission on Higher Education
(CHED);
b) Establishment of teacher Education Center of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform.
 R.A. 7722, the Higher Education Act of 1994, created the Commission on Higher Education
(CHED) to be headed by a chairman under the Office of the President.
 R.A> 7796, TESDA Law, created the Technical Education and Skills Development Authority
headed by a Director General under the Department of Labor and Employment (DOLE). The
Bureau of technical and Vocational Education of DECS has been absorbed by this agency.
 R.A. 7784, August 4, 1994, “An act strengthens teacher education in the Philippines by
establishing Centers of Excellence,” provides for the establishment of CENTREXES in each of the
regions in the country which shall be maintained for a period of five years.
 R.A. 7687 crated the science and technology scholarship program for indigent but deserving
youth in the country under the Department of Science and Technology (DOST)
 R.A. 7168, December 26, 1991, converted the Philippine Normal College into Philippine Normal
University under the Board of Regents
 R.A. 7731 in 1994 abolished the NCEE mandated by P.D. 146.
 R.A. 7836 in 1994 revised P.D. 10006 and created the Professional Board for Teachers and
provided for a Licensure Examination for Teachers (LET) to be administered by the Professional
Regulation Commission (PRC). It also provided for the formulation and adoption of Code of
Ethics for Professional Teachers.
Future Direction for the Philippines – “Education for All”
1. EFA – Mandated by Presidential 480 – whose vision is anchored on humanitarianism and
equalitarianism. Its components are:
 ECCD – Early Childhood Care and Development
 UQPE – Universal Quality of Primary Education
 EOI – Eradication of Illiteracy
 CE – Continuing Education
2. DECS Own Master Plan for Basic Education;
 Looking beyond the realism of the education system
 Strengthening its bonds with its present and potential partners
  Employing more non-traditional means of ensuring that children stay school.
 Realizing that the planning of education and the implementation of its programme must
take into primary and serious consideration the system provisions also for guaranteeing that
it has the students to work on.
 Establishing viable alternative learning system encomprising non-form and informal
education.
 Strengthening of the partnership between school, home and community and local
government – (Expanded the PTA into parent-teacher-community association (PTCA) as part
of self-management under the Third Elementary Education Project (TEEP) package of
reforms)
3. Third Elementary Education Project (TEEP) Department of Education’s response to the Social
Reform
 Agenda of the government which aims to –
 Raise the participation school-aged children in elementary education,
 Improve the six-year completion in the elementary schools and
 Increase academic achievement the project provinces
 Upgrading of teacher competencies and improving their welfare was seen by EFA as a
fundamental and long-term policy measure to bring about quality basic education.
4. NEAP – National Educators Academy of the Philippines was established while better in service
and pre-service training were included in TEEP and the Aus Aid (Australian Aid)- assisted
Program in Basic Education (PROBE)
 Internalizes EFA’s philosophy and goals
 The quality goal of EFA is emphasizing creative and critical thinking
 Strengthening the foundation of Education
 Priorities:
 Advancement of ECCD (Early Childhood Care and Development) with proper material, child
health. Care and nutrition, [inclusion of early childhood experiences in grade one in classes
with children who have not undergone preschool]
 Expansion of preschool services
 Impact of the 8 – week Early Experiences in Grade I scheme should be studied
5. Improving the Quality of Primary Education
 Programme Intervention
 Differentiated approaches should be allowed for males and females and for urban rural
areas when formulating intervention to combat the low survival rate and high dropout and
repetition rates.
 Special children that required focused and differentiated approaches such as distance
learning. These need alternative learning approaches because of the serious structural
difficulty in maintaining school attendance.
 Multi-level materials assisted instruction
 School feeding with parent-teacher partnership and community.
 Multi-grade – strengthening this MTG teaching as the norm for difficult-to-reach areas and
sparsely populated areas.
 Comprehensive teacher education and development programme
 Upgrade teaching approaches and techniques through School-based inset by principals and
supervisors.
 Teaching approaches which promote active participatory and experiential learning.
IV.SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION

Sociology
 The science of man and society
 Study of patterns of human behavior
 Study of groups and societies and how they affect the people
Society
 An organized group of people that occupies territory, who interrelates and interacts with one
another, recruit its members by inter group sexual reproduction and has a shared
comprehensive culture, with common shared attitudes, sentiments, aspirations and goals
 A group of organized individuals who think of themselves as a distinct group, who live together
sharing the same culture, who have some things in common, a set of loyalties and sentiments
Groups
 A unit of interacting personalities with an interdependence of roles and status existing between
or among the members
 A number of people who at a given time interrelate and interact with one another, with
common shared attitudes, aspirations and goals
Status
 Refers to the position assigned by a person in a group or organization
Social stratification
 Refers to the classification of group members according to certain criteria which may differ
according to the nature of the group; structured ranking of people in society that perpetuates
unequal economic rewards and power in society
 Influenced by the economic status of an individual
 Stratification is based on;
a. Income/Wealth
b. Power
c. Prestige
Social Inequality – describes a condition in which members of a society have different amounts of
wealth, prestige and power
Social mobility
 Refers to the movement of individuals or groups from one position of a society’s stratification to
another
Types of Social Mobility:
a. Horizontal Mobility – movement of a person from one social position to another of the same
rank e.g. teacher in a barrio school is transferred to a school in a town.
b. Vertical Mobility – movement of a person from one social position to another of a different rank
e.g. a teacher who becomes a principal.
c. Intergenerational Mobility – involves changes in the social position of children relative to their
parents e.g. parents who are rich but their children become poor
d. Intragenerational Mobility – involves changes in a person’s social position within his/her adult
life e.g. a poor boy who struggle to become a successful doctor.
Social Process
 Refers to the patterned and recurrent form of social interaction which may come in the form of
competition, conflict, cooperation, accommodation, assimilation or acculturation
Socialization
  A process of adapting or conforming to the common needs and interest of a social group or of
entering the human groups, of being included into the secrets of society
 A process whereby people learn the attitudes, values and actions appropriate to internalizes the
norms and standards of the other member among whom s/he lives
Agents of Socialization:
a. Family – smallest social institution whose members are united by blood, marriage or adoption,
constituting a household and carrying a common culture whose functions include transmission
of culture and providing opportunities for growth and development
b. School/Education – established by society for the basic enculturation of the group and an
agency which makes student learn how to value oneself and eventually other. It is also an
agency organized by society for the basic function of teaching and learning.
c. Church, government, mass media, workplace, economy, non-government agencies and other
institutions wherein an individual is a part of.
Anthropology
Derived from the Greek word anthrope, which means man, and logos which means science. Science that
studies the origin and development of man, his work and achievements which includes the study of
physical, intellectual, moral, social and cultural development of man, including his customs, norms,
folkways and beliefs
Culture
 The shared products of human learning, the set of learned behaviors, beliefs, attitudes, values
and ideals that are characteristics of a particular society or population
 The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other
capabilities and habits acquired by man as a member of society
 A fabric of ideas, beliefs, skills, tools, aesthetic object, methods of thinking, customs and
institutions into which each member of society is born.
Characteristics of Culture:
CULTURE is
 Transferable
 Continuous
 Symbolic
 Dynamic
 Shared
 Adaptive
 Learned
 Universal
 Borrowed
Elements of Culture
 Language – an abstract system of word meanings and symbols for all aspects of culture; the
foundation of culture; verbal and nonverbal
 Norms – are established standards of behavior maintained by a society; it must be shared and
understood
 Sanctions – penalties or rewards for conduct concerning social norms e.g. (positive sanctions)
pay, promotion, medals, word of gratitude or (negative) fines, imprisonment, threats, stares,
ostracism
 Values – are collective conceptions of what is considered good, desirable and proper or bad,
undesirable and improper in a particular culture; values are use to evaluate the behavior of
others
Change
 An enduring force in history, is inevitable as this takes place from time to time
 The adjustment of persons or group to achieve relative harmony
 Is persuasive and is taking place in culture, society and personality
Forms of Change
a. Cultural change – refers to all alteration affecting new trait or trait complexes to change the
culture’s content and structures
b. Technological change – revision that occur in man’s application of his technical knowledge
and skills and he adopts himself to environment
c. Social change – refers to the variation or modification in the patterns of social organization,
of such groups within a society or of the entire society

Sociology of Education
 Provides a study of the regular patterns of relationships between society and the educational
processes and the explanation for such relationships which contributes to the analysis and
eventual solution to problems confronting the educational system.
Roles of the school:
The school as an agent of socialization
 Children learn how to get along with other students in the school
 Social ethics is easier to teach in school than in any other places
 The curriculum of the schools are directed to social development of students
 The activities in the schools make students aware of their responsibilities to the state and their
fellowmen
 The student government trains the students to become good leaders and followers
 The school prepares the individual to become worthy members of the society.
The school as an agent of cultural transmission
 The classroom is one of the best venues for transmitting culture, whether individually or groups.
 Culture can be transferred through:
a. Enculturation
- The process of handling down of culture from one generation to the succeeding ones
- The passing on of group’s custom beliefs and traditions to the next generation
b. Acculturation
- The process of passing culture from one who knows to somebody who does not know
- The passing of customs, beliefs and tradition through interaction/reading/inter
marriages, etc.
  Values and attitudes formation are easily handed down to the new generation through well
prepared lessons provided by the teachers
 Culture can be transmitted by the use of strategies and techniques used in teaching such as field
trips, experiential learning, experimentation and laboratory and integrated, group dynamics,
cooperative learning, peer learning, role playing and socio drama.
 Knowledge about the latest development in science and technology, and about the nations and
people of the world can be acquired through well planned learning activities
The school as an agent of cultural change
 The state implemented changes through the schools
 Cultural changes such as when an individual or a group adopts the culture of others, practice
them and becomes habitual are best discussed in the school
 Schools can work out some programs of social and cultural changes only in cooperation with or
with the assistance of government, the business sector, the church and the family
The school as agent of modernization
 Educational systems are future oriented thus; they aim of developing and using curricula that
suit the present as well as the future needs of the students
 All the changes are mostly attempts to modernization are being discussed in the school
 The elements of cultural change which lead to modernization are:
 Development of oral and written communication and other modern means of
communication
 Improvement of science and technology in all fields
 Shifts in economic principles
 Evolutio9n of religious thought and political ideologies
 Alteration in the forms and rules of social interaction
 Technological changes in the Philippines
 Introduction of new methods of learning
 Additional of vocational education and practical arts to the curriculum
 Addition of computer education to the curriculum
 Inclusion of information technology for factory production
 Addition of science and technology to train the Filipino to control and manipulate
environment
Social changes in the Philippines:
 Revival of nationalism themes in literature, music and arts etc.
Educational programs that can be used to assume social and cultural changes:
 The education program must emphasize not only intellectual training
 Education must be based on the motive to social service
 The school is expected to develop intellectual thinking citizens
 The emphasis is upon the teaching of controversial issues
 The students should be given extensive first hand experiences and direct observation and
participation in all activities
 Extracurricular activities offer such opportunities in the total educational program
 Require all the teachers to have a broad background of social information
 The free public school system should not give education to the children and youth only but
should also be extended to include the general education of adults and out of school youth
Features of society that challenges the schools:
 The complexity of society
 Modern mass society in participant society
  Enculturation, acculturation and perpetuation of cultures becoming difficult
 Increasing number of working mothers
Other functions of the schools:
 Serves as a multi-purpose institution
 Provides training of the mind
 Teaches the basics
 Develops problem solving and critical thinking
 Serves an agent of social change
 Promotes social integration
 Promotes enculturation and cultural perception
 Accelerates adjustment of society
Anthropological-Sociological Implications to Education:
 Since the school is an important social institution the Commission on Higher Education (CHED)
and the Department of Education (DepEd) should examine very closely the curricular program of
all learning institutions.
 The government should give more incentives to the teachers not only in terms of salaries but
also other fringe benefits
 The school must be made attractive to both teachers and students
 The school and community should work together very closely to produce the kind of graduates
the community needs
 A survey of the community should be conducted more often by the schools, to produce the
needed man power that matches the demands and needs of the community
 There must be a clear support system existing between the school and community
 The school should involve parents in the schools projects, and if possible, should do best in
enculturation and socialization processes
 Since the teachers play a key role in the society, all Teachers Training Institution (TEIs) should be
strict with their policies on admission; selection and retention of would be teachers.
Social Concepts:
1. Values
Generally considered as something – a principle, quality, act or entity – that is intrinsically desirable,
which are in a sense contagious, that fact that the value system of a people creates a certain
national character
2. Value System
2.1. A system of established values, norms, or goals existing and shared in a society or group
2.2. May include such primary values
 Individual freedom based on facts of human diversity and genetic uniqueness
 Charity and compassion based on the psychiatrically ascertained fact that love is as self to
develop self-concept and potentials for growth and the valuing of others which includes
trust as a requirement for good citizenship
3. Value Clarification/ Value Building
Involves having a clear set of values and realizing the values a person holds depend on such factors
as environment, education and personality
4. Value Ranking
A conscious, deliberate process by which a mature person arrives at a fairly well-articulated,
thoughtful ranking of his chosen value; here, interrelationship of values is explored within any given
individual
5. Value conflict
Conflict and polarization occur when somebody imposes a value ranking on someone else. The
highest possibility then of polarity in a group is when two groups of people have opposite value
rankings
6. Justice
6.1. The habit or readiness to give others what is due to them; the constant and perpetual
disposition of society to render everyman his due
6.2. The administration of justice is the determination and enforcement of the rights of persons
according to law or equity
6.3. Law stresses the strict rendition of what is due
6.4. Equity emphasizes fairness
6.5. Justice includes rendering to everyman that exact measures of his due without regard to his
personal worth or merit
6.6. Justice governs the distribution of rewards and punishments as deserved by an individual;
justice does not consider all men as equally deserving or equally blameworthy, but
discriminates between them to obtain a just proportion and comparison
7. Freedom, Rights and Responsibility
7.1 Freedom is not absolute; it is not doing something without restrictions or reservations or
interference and influence of others of some sort. There are certain restrictions or
constraints to being free such laws, norms, customs, or tradition or even ignorance, lack of
awareness, disabilities, fears, anxieties and past experiences
7.1 The whole moral life revolves around the use of freedom: good use guarantees man the
affirmation of his better self and the achievements of the purpose of life; abuse of
freedom is the origin of man’s guilty conduct
7.1 Right means what is just, reasonable, equitable, what ought to be, what is justifiable,
something that is owed or due to others: in broader sense, right means straight,
something that is unbent, in contrast to wrong, which means crooked or distorted; hence,
in ethics, right actions square with the standards of morality; also means an immunity or
privilege protected or enforced by law
Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall
also have to accept more responsibility. Thus, the precept “to whom much is given, much
is required” Conversely, one cannot exercise responsibility effectively if s/he is not given
freedom to do the job
 A right is abused when it interferes with the rights of others
 All individual rights and freedoms should be conceived in the light of social order and
justice
 The reciprocation or rights and duties is the true foundation of social order
 Duties – refer to those that are under justice to another individual or collective person
and to God. If moral obligation embraces one’s responsibilities toward himself, duties
are properly directed to others.
 Authority – refers to the right given to give commands, enforce laws, take action, make
decisions, and exact obedience, determine or judge
 Accountability – means to be answerable for; emphasizes liability for something of
value either contractually or because of one’s position of authority
 Responsibility – refers to trustworthy performance of fixed duties and consequent
awareness of the penalty for failure to do so; is based on good judgment and relates to
the obligation and commitment
 8. Sense of Nationhood
 May be equated with love of country, it, may be synonymous with “Filipinism” which is a
concept of a Filipino community
 The sum of worthwhile values essential to the development of a sense of oneness and
identity of interests with the community and a desire to contribute to common life and
national well being
9. Nationalism
 A strong feeling of loyalty to the State and pride in their nationality, therefore education
should be used as a prime means to develop nationalism
 Aims to achiVeve freedom from political oppressors to achieve political self-determination
 Central to nationalism is the conception of sovereignty, entirely independent from any legal
or moral authority beyond its own borders
 It is a moral virtue: an aspect of justice and embraces the duties of man towards his
countrymen because he shares with them the same homeland, the same government, and
common interest
10. Ethics/Moral law
Ethics is based on one’s station in life: to each station corresponds a certain behavior according
to which a person must live.

Prepared by:
cvy