LOLAIN B. BALAO-AS FOUNDATION OF EDUCATION MaEd Reaction on current system of Philippine Education on humanism and reformation. 1. A Moral Recovery Program: Building a People--Building a Nation by Patricia Licuanan | OurHappySchool (https://ourhappyschool.com/esp-values-education) The article entitled A Moral Recovery Program Building a People- Building a Nation by Patricia Licuanan is demonstrate the different values and characters Filipinos have. It explains the practices each Filipinos possess that affects the social, cultural, political and religious well-being of a person. To further understand the interrelationship of this article on current system of Philippine Education on humanism and reformation, let me explain the meaning of humanism and reformation. According to Kendra Cherry, humanism is a philosophy that stresses the importance of human factors rather than looking at religious, divine or spiritual matters. Humanism is rooted in the idea that people have ethical responsibility to lead lives that re personally fulfilling while at the same time contributing to the greater good for all people. Humanism stresses the importance of human values and dignity. It proposes that people can resolve problem through the use of science and reason. Rather than looking to religious traditions, humanism instead focuses on helping people live well, achieve personal growth and make the world a better place. (https://www.thefreedictionary.com/reformation) Reformation is the act or instance of reforming or the state of being reformed. A religious and political movement of the 16th century Europe that began as an attempt to reform the Roman Catholic Church and resulted in the establishment of the Protestant Churches. Reformation is purge an organization or corruption and inefficiency, frequently used of government agencies. (https://www.thefreedictionary.com/reformation) In the article, the author explains the strengths of the Filipino character and values that builds on the humanistic traits of every Filipino. Values as a people and as a nation that give the identity that differentiates one race from the others. These values may improve or hinder the development and progress but nonetheless, with unity of diversity development and progress are achievable. A Filipino holds strength that most other nationalities admire but there are also weakness that makes him a laughing stock of its foreign neighbors. These are the strengths of Filipinos according to Licuanan. First, close kinship. A Filipino considers family as an important social structure. That they must love and care. Close family ties result to the family still being intact regardless of children are old and with families of their own. Second, respect for elders. The use of “po” and “opo” of conversing or addressing older is a sign of a Filipino respect for elders. Filipinos do not send their elders to nursing homes because they still value the worth and presence of the elders at home. “Pagmama

1. EDUC 220
EASTERN PHILOSOPHY
PRESENTED BY: LOLAIN B. BALAO-AS

2. EASTERN PHILOSOPHY VS WESTERN PHILOSOPHY
Eastern Philosophy Western Philosophy
-Is based mainly in Asia, more specifically the
Chinese Philosophy
-from Confucianism, Mahaya Buddhism and
Taoism
-classical chinese
Referred to as the school of thought from
Greek philosophy that influenced the greater
part of Western Civilization
-takes its roots from Rome and Christianity,
specifically Judeo Christianity
- More Latin in its roots
-drawn much more into groups or society or
people’s actions and thoughts as on
- More individualistic, trying to find the
meaning of life here and now with self at
the center as it is already given part of the
divine.
-main principle is unity - Based on self-dedication to be of service
to others
-thrives on virtues that explains the selfless
approach to life
- Focuses on ethics. As individuals, one must
do what is supposed to be done with out
causing ill to others, success is based on
how much one walks his paths with out
hurting others.

3. I- WESTERN
WE- EASTERN

4. EASTERN PHILOSOPHY
JAPANESE PHILOSOPHY- fushion of both Shinto and
continental religions, such as Buddhism, Taoism and
Confucianism
-formerly heavily influence by both Chinese and Indian
philosophy
-It began about fourteen centuries ago and Confucianism
entered Japan form China around the 5th Century A.D as did
Buddhism
-Neo-Confucianism became most prominent in Japan in the
16th Century
- certain indigenous ideas of loyalty and honor
developed with the Japanese Samurai or warrior class were
integrated.
-impact of western philosophy in the middle of 19th century

5. JAPANESE PHILOSOPHY
• Major Philosophical Traditions
1. Shinto
2. Confucianism
3. Neo-Confucianism
4. Buddhism
5. Bushido
6. Aesthetics

6. JAPANESE PHILOSOPHY
MAJOR PHILOSOPHICAL TRADITIONS
1. Shinto is the active religion of Japan
- Type of polytheistic animism and involves the worship of kami (spirits)
- important elements are a great love and reverence for nature in all its forms, respect
for tradition and the family, physical cleanliness and matsuri (or festivals dedicated to the
kami)
2. Confucianism
- It was introduced to Japan via Korea in the year 285 AD
- Important principle : humanity, loyalty, morality and consideration on an individual and
political level

7. JAPANESE PHILOSOPHY
MAJOR PHILOSOPHICAL TRADITIONS
3. Neo-Confucianism- made its way into Japan, where it became ascendant
during the Edo (or Tokugawa) period (1603 - 1868). Japanese Neo-Confucians
such as Hayashi Razan and Arai Hakuseki were instrumental in the formulation of
Japan's dominant early modern political philosophy.
4. Buddhism- entered Japan from its native India via China and Korea in 550 A.D
- Each major period after that - the Nara period (up to 784),
the Heian period (794–1185) and the post-Heian period (1185 onwards) - saw the
introduction of new doctrines and upheavals in existing schools.

8. Japanese philosophy
Major Philosophical Traditions
The 3 Main School of Japanese Buddhism
1. Zen Buddhism- documented in china in the 7th century A.D
- It asserts that all sentient beings possess a Buddha-nature, a nature of
inherent wisdom and virtue, which lies hidden in the depths of their minds.
- Discover the Buddha-nature within themselves, through meditation and mindfulness of daily
experiences. Zen sitting meditation, (such as the lotus, half-lotus, Burmese or seiza postures) is
known as zazen.
- The schools of Zen that currently exist in Japan are Soto (largest), Rinzai (split into several sub-
schools) and Obaku (smallest).

9. 2. Pure Land (or Amidist) Buddhism- broad branch of Mahayana Buddhism and
currently one of the most popular schools of Buddhism in East Asia, along with Zen.
-devotional or "faith"-oriented branch of Buddhism focused on Amitabha Buddha
-teaches that through devotion to just Amitabha, one will be reborn in the Pure
Land in which enlightenment is guaranteed
-In medieval Japan it was also popular among those on the outskirts of society,
such as prostitutes and social outcasts, who were often denied spiritual services by
society but could still find some form of religious practice through worshipping
Amitabha.

10. 3. Nichiren Buddhism
-branch of Buddhism based on the teachings of the 13th Century Japanese
monk Nichiren (1222–1282)
-It focuses on the Lotus Sutra and an attendant belief that all people have an
innate Buddha-nature and are therefore inherently capable of
attaining enlightenment in their current form and present lifetime
-It was particularly popular among the merchants of Kyoto in Japan's Middle Ages,
and among some ultranationalists during the pre-World War II era

11. JAPANESE PHILOSOPHY
MAJOR PHILOSOPHICAL TRADITIONS
5. Bushido
• Japanese “Way of the Warrior”, the code of
conduct for Samurai, or bushi (warrior), class
of premodern Japan
• basis of ethical training for the whole society,
with the emperor replacing the feudal lord,
or daimyu, as the focus of loyalty and sacrifice
• it contributed to the rise of
Japanese nationalism

12. JAPANESE
PHILOSOPHY
MAJOR
PHILOSOPHICAL
TRADITIONS
6. AESTHETICS -THE
PRINCIPLES OF ZEN
AESTHETICS FOUND IN
THE ART OF THE
TRADITIONAL JAPANESE
GARDEN

13. EDUCATION SYSTEM OF JAPAN
OVER VIEW
- Highly centralized and is administered by
MOMBUSHO- Ministry of Education
“Gimukyoiko”- every Japanese should finish
elementary and lower education levels
- 24 million students from kindergarten through
university
most students attend public schools through the
lower secondary school
private schools are popular at upper secondary and
university levels

14. HISTORICAL AND CULTURAL FOUNDATION OF
JAPANESE EDUCATION
• Buddhism and Confucianism
- great respect is accorded learning and educational endeavor as means to
personal and societal improvement
- respect for society and the established order, prizing group goals above
individual interests, diligence, self- criticism, and well organized and disciplined study
and work habits are all traits which are believed to be amenable to instruction
-emphasized respectfully and benevolent hierarchical relationships, harmonious
social relations and morality
- mora education and character development are also among the central
concerns

15. • LEGAL FOUNDATION
The Fundamental Law of Education clarifies the aim of education and
establishes national policy on such core issues as free compulsory education,
equality of opportunity and coeducation.
Having established the Constitution of Japan, we have shown our resolution to
contribute to the peace of the world and welfare of humanity by building a
democratic and cultural state. The realization of this ideal shall depend
fundamentally on the power of education.

16. 6-3-3-4 System
6 years of elementary
3 years of lower secondary
3 years of upper secondary
4 years of university/college

17. TEACHERS
• Teachers’ salaries are on average, $49, 408 (USD) and are based on certification
and experience levels
• Teachers have broad responsibility for moral education and character
development and for instilling fundamental Japanese values attitudes, and “living
habits” in students at all levels.
• Develop student motivation and help students meet the high academic standards
required for success in secondary school and university entrance exam.

18. DISTINCTIVE FEATURES OF THE JAPANESE EDUCATION
SYSTEM
Manners before Knowledge
In Japanese schools, the students don’t take any exams until they reach
grade four (the age of 10)
Children are taught to respect other people and to be gentle to animals and
nature. They also learn how to be generous, compassionate, and empathetic.
Besides, this the kids are taught qualities like grit, self- control and justice

19. • No janitors or custodians in school
The Japanese education system believes that requiring students to clean up
after themselves teaches them to work in a team and help each other.
• Lunchtime means serving classmates.
It’s the students themselves who’re responsible for distributing school
lunches and keeping the building clean and the diligence with which they go about
their tasks would put many full blown adults to shame.
• School lunch is provided on a standardized menu and eaten in the classroom.
ensure that students eat healthy and balanced meals. In public elementary
and junior high schools, the lunch for students is cooked according to a
standardized menu developed not only by health care professionals.

20. • Juku (Cram School): After-school workshops are very popular in Japan.
Are private, fee paying schools that offer supplementary classes often in preparation for
key school and university entrance exams.
• A single test decides the students’ futures
Japanese students have to take a very important exam that decides their future- its
no wonder that the period of preparation for entrance to higher education institutions is
nicknamed “examination hell”

21. • Students don’t skip classes in Japan, nor do they arrive late for school
• Around 91% of Japanese students reported that they never or only in some
classes, ignored what the teacher lectured
• Japanese students almost never repeat their grades in primary, lower secondary
or secondary school
• Nearly all junior high school students require to wear a school uniform (seifuku)

22. ISLAM PHILOSOPHY
• ISLAM- 2nd largest religion by population
-derived from the Islamic texts concerning the creation of the universe and
the will of the Creator
-it refers to any of the schools of thought that flourished under the Islamic
empire or in the shadow of the Arab-Islamic culture and Islamic civilization.
-it is a translation of Falsafa, meaning those particular schools of thought
that most reflect the influence of Greek systems of philosophy such
as Neoplatonism and Aristotelianism.

23. MUSLIM PHILOSOPHER IBN RUSHD
-he is considered by many to be the most important of all Muslim Philosophers. He
was criticized for trying to blend Aristotle’s and Plato’s views with those of Islam. He
argued that Greek Philosophy and Islam have the same goal: to find the truth. His
writings had a great impact on Europe in the 13th century and played a great role
the revile of Christian scholarship.

24. MUSLIM PHILOSOPHER MAIMONIDES
- Maimonides was recognized as the greatest Jewish Philosopher in history.
- He was born in a highly Islamic city, Cordoba.
- His book The Guide for the Perplexed blended philosophy, religion and science.

25. ISLAM (WEST ASIA)
Main Features and Beliefs
6 Major Beliefs in Islam
1. Belief in one God (Allah)
2. Belief in the Angels of God:
3. Belief in the Books of God:
4. Belief in the Prophets or Messengers of God
5. Belief in the Day of Judgment
6. Belief in the Divine Decree:

26. THE FIVE PILLARS
1. Profession of Faith (shahada).
2. Prayer (salat).
3. Alms (zakat).
4. Fasting (sawm)
5. Pilgrimage (hajj).
Fig. 1. Portrait of
Prince Muhammad
Buland Akhtar,
known as Achhe
Sahib, at Prayer: Folio
from an album, 17th
century; painter:
Hujraj; India;

27. AIMS AND OBJECTIVES OF ISLAMIC EDUCATION
1. To provide the teachings of Holy Quran as first step of education
2. To provide experiences which are based on fundamentals of Islam
3. To provide experiences in the form of knowledge and skills with clear
understanding that these experiences are likely to be changed in the light of
changes in society
4. To develop understanding that knowledge with out the basis in faith and
religion is incomplete education
5. To develop commitment towards the basic values which have been prescribed
in religion and scripture

28. 7. To develop sense of accountability towards almighty creator so that man passes his
life like a faithful servant
8. To encourage international brotherhood irrespective of differences in generations,
occupations and social class
9. To foster great consciousness of the Divine presence in the universe
10. To bring man nearer to an understanding of God and of the relation in which man
stands to his Creator.
11. To develop piety and faith amongst the followers
12. To produce man who has faith as well as knowledge in spiritual development.

29. IMPLICATIONS
1.
1. Practical and useful education 7. promotion of cultural unity
2. Free education 8. encouragement to Persian language and
Science
3. Individual contact 9. Development of Literature and History
4. Monitorial system
5. Status of teacher
6. Patronage of education

30. PHILOSOPHY OF ISLAMIC EDUCATION FROM THE
PERSPECTIVE OF PHILOSOPHY OF PRAGMATISM
-
Stresses towards the correlation of knowledge, belief and practice

31. THE CHRISTIAN PHILOSOPIES
What is Christianity?
- Monothiestic religion based around the teaching and life of Jesus Christ.
- similar to Judaism
Beliefs:
-God, Jesus his son, and the Holy Spirit
-the Bible as the word of God
-the death and resurrection of Jesus Christ
- christ’s second coming. Judgement day

32. What is Christian Philosophy?
- The philosophy of Christianity is a way of life.
- It involves the reason for human life, why human life was created and sustained
by God and nourished by His Spirit, and lastly to where our human life is destined
to lead us in the future.

33. CHRISTIAN PHILOSOPHERS
St. Thomas Aquinas ( 1225-1274)- Catholic priest and was thought by many to be
one of the most important medieval philosophers and theologian.
• He thought if Aristotle and applied a lot of his philosophies to his own work. He
believed that through both logic and faith, we arrive at the truth
• Summa Theologic: 1. 5 proofs of God’s existence,
2. explains ethics
3. unfinished due to his death

34. • Aquinas was among those who tried to make Aristotle’s philosophy compatible
with Christianity
• He wanted to prove that there is only one truth.

35. ST. AUGUSTINE
• (354- 430), who was a Christian theologian and philosopher
• He was heavily influenced by Plato and believed that Christianity is a divine
mystery that we can only perceive through faith.

36. • Death
- Christians believe that when you die and you have been saved you will go to heaven
- When you die you will be happy in heaven for eternity
- They believe you go either to heaven or hell after you die

37. What Do they Do?
- Christians believe that you have to be fully prepared by having Jesus in your heart
so that you can be ready if you die at any moment and won’t be taken by
surprise.
- If you are prepared you will go to heaven and be there for eternity with God.
- They dedicate their entire life to serving God so they can go to heave when they
die.