1.

Explain in a sentence why each education philosopher was

associated with these given words:

a. John Locke – the empiricist

- John Locke is associated with the word empiricist because he
believes that the learners acquire knowledge by interacting with
concrete experience, comparing, and reflecting on the same
experience.

b. H. Spencer – the utilitarianism

- Herbert Spencer is associated with utilitarianism education because
he developed and evolutionary utilitarianism ethics in which the
principles of ethical living are based on the evolutionary changes of
organic development.

c. John Dewey – experience

- John Dewey is associated with the phrase “Learning through
Experience” because his philosophy in education focuses on letting
the learners experience the real world stimulation in order to
prepare them to participate in the society.

d. George Counts – Building a new social order

- George counts is associated with Building a New Social Order
because he dare the schools and teachers to change the social
order.

e. Theodore Brameld – the social reconstructionist

- Theodore Brameld is associated with the Social Reconstructionism
because his philosophy focuses on building a new society by letting
 the school examine and resolve the society’s inconsistencies,
controversies and conflicts.

f. Paolo Freire - Critical pedagogy vs. Banking method

- Paolo Freire is associated with the critical pedagogy vs. Banking
method because he chooses the process of critical pedagogy,
which utilises equality between teachersand students, over banking
methods which promotes oppressive relationship between teachers
to students.

2. Make a table summary of the philosophies of education.

Philosopher Philosophy on aim/s and Classroom/ School

method/s of Education Application
Learners can acquire knowledge Learner’s activity must involve

John Locke by interacting with the empirical observation and

environment and gaining practical experiences.
experience.
 Human development had gone Classroom activities must show

Herbert Spencer through an evolutionary progress from simple to complex

process. or from uniform to specialized
activities.
Learners can acquire knowledge School must be social, scientific

John Dewey through experience. and democratic.

Education is relative to a Schools must become

George Counts particular society living at a instrument for social

given time and place. improvement.
Curriculum must emphasize on Schools must examine and

Theodore Brameld creating a better society. resolve the society’s conflicts.

Teachers and learners must The teacher and learners must

Paolo Freire have democratic relationship engage into dialogues in order

and learn from one another. to learn from one another.

3. “If you cannot bring the learners to the world, bring the world to the
classroom” Will this go with John Dewey’s Philosophy of education:
Explain your answer.
John Dewey’s philosophy about education emphasizes on preparing
learners to participate in the society by letting them experience real-world
scenarios. Therefore, the statement “If you cannot bring the learners to the world,
bring the world to the classroom” will go with his philosophy of education.

4. Freire opposed banking method of education and favoured critical

pedagogy. Why? The banking method is characterized as a vertical
 relationship while critical pedagogy is characterized by a horizontal type of
relationship.

Freire preferred the critical pedagogy over banking method because it shows
democratic relationship between the teacher and the learners. The banking method is
characterized as a vertical relationship which shows that the teacher is above the
learner. While the critical pedagogy is characterize as a horizontal relationship which
shows that the teacher and learners are equal. The vertical representation can be
classified as an oppression because it shows that the learners are under the
teacherswhile in Freire’s perspective,

A. Select four questions found in Course Module 3- Application-Lets

Apply (Module 3-Lesson 2) 

1. Why was the focus of education different for different groups of people in
different places and at different periods in world history? What does this
point to regarding relationship of schools and society?
The focus of education different for different groups of people in different
places and at different periods in world history is because people keep
developing an appropriate and have quality education, that is related or
interconnect with the outcomes that they wanted. Like the period of pre-colonial
the education system is about teaching the boys to hunt and the girls to do
household chores because that is there lifestyle. But when we move forward to
during the Spanish era wherein the education is more on Christian’s doctrines
because they wanted the Filipinos to adopt their costumes and cultures. Whole
the Japanese regime taught the Filipinos to love of labor.
From pre-colonial up to the post colonial it has a big help regarding to the
relationship of schools and society because the school will develop, enhanced
and the lectures of the young ones about the society wants to be the outcomes
of the learners. Like foster the country, teach the duties of citizenship, develop
 moral character, self discipline and scientific, technological and vocational
efficiency.

2. Given the different characteristics of the different periods in Philippines

history, what were the goals of education/ schools during the:
a. Pre colonial
- This era the goal is to teach the boy how to hunt food and the girl to help
in household chores, for them to live harmoniously. There are more in
vocational training than academics.

b. Spanish period
- The goal of the education system during this era is to teach the young
ones about the Christian’s doctrine, sacred songs or music, and prayers.
They are also required to have confession and communion.

c. American regime
- The education during this era is free to all, every individuals can go to
school. The goal is to educate everyone and teach the adults some
vocational education for them to use in work or home. Also to educate the
Filipinos about the heroes that sacrifices their lives to free us from
Spaniards. This era is fixing the school setting curriculum and the law
about education.

d. Japanese regime and

- The aims to make the Filipinos understand the position of the Philippines
as a member of the East Co-Prosperity sphere. Fostering new Filipino
culture and elevating the moral of the people over the emphasis on
materialism. This era is more in promotion of vocation education and the
love for labor.
 e. Post-colonial period?
- The goal of the education is to permanent the teachers and to teach the
Filipinos how the democratic ideas and ways of life. This is also the time
wherein the flag ceremony is compulsory singing the national anthem.
Also implementing the law of teaching the life, works and writings of Rizal.

3. Was equal access to quality education met during the:

a. Pre-colonial
- During this era there is no equal access me, because the education that
they received is based on their gender.
b. Spanish period
- This period has no equal access to quality of education at all because
mostly ilustrados and Spaniards can afford to go to school. And the
lectures during this time are mostly about Christian doctrines or religion
related.

c. American regime
- They promoted a democratic ideal that is why all individuals have a right
to go to school. The Filipinos can equally and quality accesses the
education and the adult education was also given.
d. Japanese regime and
- This era has equal access to quality education, because an individual has
a right to go to school and adult get a vocational education. However, this
period focuses more on labor.
e. Post-colonial period up to present?
- In this period there is lot of law that is implemented regarding to
education, so they has an equal access to quality education that until now
 we follow the law. Like, study the life, works and writings of Jose Rizal
and also the Magna Carta.

4. DepEd’s mission is “to protect and promote the right of every Filipino to
quality, equitable, cultured-based, and complete basic education”. Has
the Philippines educational system from pre-colonial to present given
equal access to quality, culture based and complete basic education? Or
was it a privilege of few? Explain your answer
The Philippines educational system from pre-colonial to present mostly
does not given equal access to quality; cultures based and complete basic
education. The pre-colonial education is not gender sensitive because different
gender has different teachings to learned, and the teachings are not so safe.
The education that time is more on vocational trainings not academic. The
Spanish era has no equal access to quality because mostly the ilustrados and
Spaniards are allowed and can afford to go to school and each school has
different style of teaching. During the America regime the people start to have
equal access to quality, cultured based and complete basic education because
the school id free and being mandatory to all individuals. While the Japanese
regime still have the equality but the focuses more on developing the vocational
education because they want Filipinos to love the labor.
Post-colonial up to the present maintain the status of educational
system that give an equal access to quality, culture based and complete basic
education because of the law that being implemented and follow, the Filipinos
has lot of privilege from American regime up to the present not unlike the past.
The present have gender equality, child friendly, safe, and there are teachers
that will facilitate, enhanced their knowledge and skills.
B. Select three questions in Course Module 3- Let's Check for
Understanding (Module 3-Lesson 2) 

1. In not more than two sentences, state the relationship of society and
schools
- School is a function and a creation of society, the goals of education is to
reflect what the societies consider as necessary for survival, stability and
convenience. Schools are agents of socialization, and they prepare the
individuals to be equipped and ready for the roles is society.

2. What is meant by socialization as a function schools?

- The history of the Philippines helps us see what societies in the past that
considered important and enables us to appreciate the present which is a
product of the past. Schools are agents of socialization, they prepare the
learners for their varied roles in society.

3. In Philippines, was education a privileged enjoyed by all Filipinos since

pre colonial period? Why or why not?

- The education privilege we not enjoyed by all Filipinos since pre-colonial,

especially the Spanish era wherein they treat the Filipinos as their servant
and idiots people, the high ranking will not allowed the Filipino’s to study
unless they are maharlika or ilustrados because they fear that when
Filipinos learned they might form a revolution and also the law is always
favor to them. When the America regime the Filipinos’ start to enjoyed the
 privileged to study and learned up to the present because since the
America regime the Filipino stands on their wants to be educated and
govern by their own blood.

“QUIZ 4”
1. Answer Application – Let’s Apply: Select only 2 questions in
Module 4B -Lesson 4 

1) Teacher observes that when the students submit report, the more ornate
and artistic the folder is, the less substantial the report. Which weakness
in the Filipino character is pointed to if you were the teacher how do you
counteract such?

The statement wherein the “Teacher observes that when the students
submit report, the more ornate and artistic the folder is, the less substantial
 the report” is a Filipino weakness called emphasis on porma rather than a
substance, it is the lack of analysis and emphasis on form is reinforced by an
educational system that is more in form than substance. It is one of the
weaknesses because there is a tendency to be satisfied with rhetoric and to
substitute this for reality. Empty rhetoric and endless words are very much
part of public life. As long as the right things are said, as long as the proper
documents and reports exist, as long are deluded into believing that what
ought to actually exist.

As a future educator if I encounter an incident wherein my students will

submit a portfolio or report that more in ornate and artistic, than the content. I
will comment it in his/her portfolio if there are only few students done this.
However, if mostly in the students submit a portfolio in more artistic and less
content I will tell it to them. The way of telling them first is by praising their
work, I will share what I love in their portfolio and how artistic is it. Then I will
tell the students the content was little less and next time if I will require them
to make a portfolio they can be artistic as long as the content is there and
they should give more attention in the content than the design.

2) Cite instances where 1) extreme family centeredness, 2) lack of discipline,

3) passivity and lack of initiative, 4) colonial mentality, 5) kanya-kanya

syndrome, talangka mentality 6) lack of self-analysis and self-reflection are

manifested in Philippine society.

a. Extreme family centeredness

- A parent quarreled with another parent because apparently their
children hit each other during recess. This behavior is an influence of
Filipino trait that called extreme family centeredness. Filipinos are
said to have the value of being family-centered. But is sometimes
 becomes negative when it is carried to extreme as when excessive
concern for the family creates an in-group to which the Filipino is
fiercely loyal, to the detriment of concern for the larger community or
the common good. Another instance is they take their relatives to
work with them. When they have a chance to hire someone, they
seek in their relatives to know who has no job to make things easier
for them. This illustrates the palakasan system to have things done in
short period of time because one of their relatives is a powerful or in
position person.

b. Lack of discipline
- Disregard and disobey rules and procedures, and hope they cannot
get caught which often times they could. For instance, a violation of
traffic rules wherein crossing to other end is prohibited yet, they still
do it because they do not want to take the overpass. Many times they
take shortcuts, it is also manifested by the attitudes towards time
Filipino time never on time.

c. Passivity and lack of initiative

- The interests die very quickly. For example, the students start a
project with enthusiasm and great attention but in midway they lost
their interest and they leave it unfinished. When it happens they rely
it to their leaders or other member. Also there are times that they do
not perform a task unless are asked or told to do so or to forced
them.

d. Colonial mentality
- Some people love everything imported believing that foreigners are
better than Filipinos, that foreigner made items are better and even
foreigner languages are better. They often imitate foreigners fashion,
way of life and cultures. We have rights to appreciate the talents of
foreign people and the good aspects of other cultures but is not right
to look down on local Filipino talents and abilities because there are
things that they do better than foreigners.

e. Kanya-kanya syndrome, talangka mentality

- It is an offshoot of crab mentality. Filipinos with crab mentality do not
seem to be happy when someone becomes successful and tends to
 pull them down. Like for instance, an abroad fellow Filipino is doing
well so there is someone will try to destroy him/her by spreading
nasty things which are not true at all.

f. Lack of self-analysis and self-reflection

- While they are proud of their sense of humor, they sometimes forget
that there are things that should be taken seriously. When things
went wrong they are more willing to blame others rather than asking
what they did wrong.

2. Answer Let’s check for understanding, Select only 2 questions in

Module 4B-Lesson 4

1) List the weaknesses of the Filipino character. Explain each in sentence

a. Extreme family centeredness

- Excessive concern for the family
b. Extreme personalism
- Takes things personally and cannot separate task and emotions,
and uses palakasan system to make things easier.
c. Lack of discipline
- Relaxed attitude but poor time management and love to take short-
cuts or palusot system.
d. Passivity and lack of initiative
- Start a project with enthusiasm and great attention but in midway
they lost their interest and they leave it unfinished, strong reliance to
others fate.
e. Colonial mentality
- Love foreign but despite Filipinos
f. Kanya-kanya syndrome
 - Self-serving attitude that generates feeling of envy and
competitiveness towards others.
g. Lack of self-analysis self-reflection
- Sometimes superficial and flighty, they sometimes forget that there
are things that should be taken seriously.
h. Empahsis on porma rather than substance
- Lack of analysis and emphasis on form

2) List the strengths of the Filipino then in a phrase or clause, explain when
that strength becomes a weakness.

STRENGTH It becomes weakness when

1. Pakikipagkapwa-tao
- Opening yourself to others and feel one
with others with dignity and respect
deal with them as fellow human beings.
2. Joy and Humor
-  Filipinos have a cheerful and fun-loving
approach to life and its up and down,
pleasant disposition, a sense of humor
and propensity for happiness that
contribute not only to the Filipino charm
but also to the Filipino Spirit. We laugh at
those we love and hate. We tend to make
joke about our good and even bad fortune,
to smile even in the most trying of times
3. Flexibility, Adaptability and Creativity
4. Hard Work and Industry
- Capacity for hard work given to raise one's
standard living of a decent life for one's
family.
 Extreme personalism
- Someone abuse of the relationship
they have and use it as a shortcut
to make things easier.
 Lack of self-analysis and self-
reflection
- They are proud of their sense of
humor, they sometimes forget that
there are things that should be
taken seriously. When things went
wrong they are more willing to
blame others rather than asking
what they did wrong.
 Empahsis on porma rather than
substance
-
The work is more ornate and
artistic, the less substantial and
less content it is.
 Passivity and lack of initiative
- They start a project with
enthusiasm and great attention but

5. Family Orientation
- a genuine and deep love for family,
commitment and responsibility, honor and
respect, generosity and sacrifice and
sense of trust and security.
in midway they lost their interest
and they leave it unfinished, strong
reliance to others fate.
 Extreme personalism
- Takes things personally and cannot
separate task and emotions, and
uses palakasan system to make
things easier.