NANCY F.

AMANTE PHILOSOPHY OF EDUCATION

MAED- SUMMER 2014 Dr. NATHANAEL PERONA

Filipino Educators and their Philosophies

1. Rizals 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.
2. For Rizal, the mission of education is to elevate the country to the highest seat of
glory and to develop the peoples 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.
3. Rizals philosophy of education, therefore, centres 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.
4. He believed in the importance of the school as asocial 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.
5. 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.
6. 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.
7. 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
the people.
8. 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, and12.Make democracy a living and
functional reality.
9. 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.
10. 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.
11. Education must produce individuals who are both useful to themselves and to
society.
12. 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."
13. 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.
14. 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.
15. 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.
16. Our education should instil love for work, spirit of tolerance, respect for law, love
for peace and practice of thrift.
17. 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 are 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.
18. Believes that education must strengthen the dignity of the learner as a human
person. As such, the various dimensions of mans personhood has to be fully developed
by the school system through an effective and systematized values education
19. 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.
20. 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
21. 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.
22. A philosophy of education for Filipinos must also consider the Filipino behavioural
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..
23. Ningas kugon, Puede na, or okay lang Akala ko responsible, Bahala na, Amor
propio, Maana habit,Utang na loob, Hiya, Pakikisama, Strong family ties
24. A philosophy of education for Filipinos must develop a curriculum that can help
make the Filipino a truly humane and dependable person.
25. 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
-nothing, hear nothing,
say nothing stance into asserting his right both as a citizen and a human being.
26. 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.
27. 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.
28. 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.
29. 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.
30. 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.
31. 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.
32. 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.
33. 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.
34. 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.
35. 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.
36. 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.