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
Confucianism is a major system of thought that originated in ancient China from the teachings of Confucius and his disciples. It emphasizes ethics, correctness of social relationships, justice, traditional culture, and sincerity. Confucianism's key principles include ren (benevolence, compassion), yi (righteousness, justice), li (proper ritual behaviors and social roles), zhi (wisdom), and xin (integrity, trustworthiness). It also stresses the importance of education and self-cultivation for developing virtue and proper relationships with others. Confucianism was highly influential in establishing the traditional social and political systems in China over many centuries.
This document discusses several key aspects of Hinduism and Hindu culture. It explains that Hindu culture emphasizes respect for elders, with younger people using honorific titles rather than names when addressing older individuals. Some important behaviors in Hinduism include showing respect to elders by sitting to their left, not contradicting them, and serving them first. The document also provides definitions of Hinduism and several major branches of Buddhism, describing their core beliefs and practices.
The document provides a history of education in Pakistan from the Slateen period through British rule. It describes the philosophy and systems of education under Muslim rule, including primary, secondary and higher education. Curriculum focused on religion, language and philosophy. Schools were established through mosques, endowments and royal patronage. Under British rule, education shifted to English language and sciences to advance economic and social progress, as recommended by Macaulay. Universities were established in major cities in the 1850s-1870s to oversee the educational system.
The history of education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the middle ages while the coming of the Europeans later bought western education to colonial India
the self_according to eastern definition- A C.A.T.W.S.pdfsheebantaguro
1. Eastern philosophies like Confucianism, Taoism, and Buddhism view the self as interconnected with family and community rather than as an individual. Self-cultivation involves repressing individual needs for the good of the group.
2. Western cultures emphasize independence and individualism while Eastern cultures like the Philippines value group cooperation and loyalty.
3. The Philippines exhibits traits of a collectivist culture through close family ties, tradition, and social hierarchy.
Exploring Islamic Philosophy: Unveiling its Background, Key Concepts, Origina...maryam Rashid
Islamic philosophy, a vibrant and intellectually rich tradition, represents a synthesis of diverse philosophical currents within the Islamic world. Rooted in the Islamic Golden Age, this philosophical discourse emerged as scholars sought to reconcile the tenets of Islamic theology with the wisdom of classical Greek, Persian, and Indian philosophical traditions.
At its core, Islamic philosophy engages with fundamental questions about existence, knowledge, morality, and the divine. The synthesis of reason ('aql) and revelation (naql) is a defining characteristic, emphasizing the compatibility of rational inquiry with Islamic teachings. Scholars within this tradition have explored a wide array of topics, including metaphysics, epistemology, ethics, political philosophy, and theology.
Key concepts in Islamic philosophy include the nature of God, the relationship between faith and reason, the concept of free will, and the pursuit of virtue. Intellectual luminaries like Al-Farabi, Avicenna, and Averroes played pivotal roles in shaping this philosophical tradition, contributing to its development and dissemination.
Islamic philosophy's strengths lie in its encouragement of critical thinking and intellectual exploration. The integration of diverse philosophical traditions provides a comprehensive worldview, allowing scholars to approach complex metaphysical and ethical questions with nuance. The tradition also seeks to harmonize reason and revelation, fostering a holistic understanding of the world.
However, Islamic philosophy faces certain limitations. Tensions between reason and orthodoxy within Islamic scholarship, as well as reservations about the assimilation of external philosophical ideas, pose challenges. Additionally, external factors such as geopolitical dynamics and colonial legacies may impact the extent to which Islamic philosophy can flourish in contemporary contexts.
In summary, Islamic philosophy stands as a testament to the intellectual curiosity and synthesis of diverse traditions within the Islamic world. It continues to be a source of exploration, providing a framework for scholars to engage in profound inquiries that bridge the realms of reason and spirituality.
Confucianism is a major system of thought that originated in ancient China from the teachings of Confucius and his disciples. It emphasizes ethics, correctness of social relationships, justice, traditional culture, and sincerity. Confucianism's key principles include ren (benevolence, compassion), yi (righteousness, justice), li (proper ritual behaviors and social roles), zhi (wisdom), and xin (integrity, trustworthiness). It also stresses the importance of education and self-cultivation for developing virtue and proper relationships with others. Confucianism was highly influential in establishing the traditional social and political systems in China over many centuries.
This document discusses several key aspects of Hinduism and Hindu culture. It explains that Hindu culture emphasizes respect for elders, with younger people using honorific titles rather than names when addressing older individuals. Some important behaviors in Hinduism include showing respect to elders by sitting to their left, not contradicting them, and serving them first. The document also provides definitions of Hinduism and several major branches of Buddhism, describing their core beliefs and practices.
The document provides a history of education in Pakistan from the Slateen period through British rule. It describes the philosophy and systems of education under Muslim rule, including primary, secondary and higher education. Curriculum focused on religion, language and philosophy. Schools were established through mosques, endowments and royal patronage. Under British rule, education shifted to English language and sciences to advance economic and social progress, as recommended by Macaulay. Universities were established in major cities in the 1850s-1870s to oversee the educational system.
The history of education in the Indian subcontinent began with teaching of traditional elements such as Indian religions, Indian mathematics, Indian logic at early Hindu and Buddhist centers of learning such as Taxila (in modern-day Pakistan) and Nalanda (in India) before the Islamic era. Islamic education became ingrained with the establishment of the Islamic empires in the Indian subcontinent in the middle ages while the coming of the Europeans later bought western education to colonial India
the self_according to eastern definition- A C.A.T.W.S.pdfsheebantaguro
1. Eastern philosophies like Confucianism, Taoism, and Buddhism view the self as interconnected with family and community rather than as an individual. Self-cultivation involves repressing individual needs for the good of the group.
2. Western cultures emphasize independence and individualism while Eastern cultures like the Philippines value group cooperation and loyalty.
3. The Philippines exhibits traits of a collectivist culture through close family ties, tradition, and social hierarchy.
Exploring Islamic Philosophy: Unveiling its Background, Key Concepts, Origina...maryam Rashid
Islamic philosophy, a vibrant and intellectually rich tradition, represents a synthesis of diverse philosophical currents within the Islamic world. Rooted in the Islamic Golden Age, this philosophical discourse emerged as scholars sought to reconcile the tenets of Islamic theology with the wisdom of classical Greek, Persian, and Indian philosophical traditions.
At its core, Islamic philosophy engages with fundamental questions about existence, knowledge, morality, and the divine. The synthesis of reason ('aql) and revelation (naql) is a defining characteristic, emphasizing the compatibility of rational inquiry with Islamic teachings. Scholars within this tradition have explored a wide array of topics, including metaphysics, epistemology, ethics, political philosophy, and theology.
Key concepts in Islamic philosophy include the nature of God, the relationship between faith and reason, the concept of free will, and the pursuit of virtue. Intellectual luminaries like Al-Farabi, Avicenna, and Averroes played pivotal roles in shaping this philosophical tradition, contributing to its development and dissemination.
Islamic philosophy's strengths lie in its encouragement of critical thinking and intellectual exploration. The integration of diverse philosophical traditions provides a comprehensive worldview, allowing scholars to approach complex metaphysical and ethical questions with nuance. The tradition also seeks to harmonize reason and revelation, fostering a holistic understanding of the world.
However, Islamic philosophy faces certain limitations. Tensions between reason and orthodoxy within Islamic scholarship, as well as reservations about the assimilation of external philosophical ideas, pose challenges. Additionally, external factors such as geopolitical dynamics and colonial legacies may impact the extent to which Islamic philosophy can flourish in contemporary contexts.
In summary, Islamic philosophy stands as a testament to the intellectual curiosity and synthesis of diverse traditions within the Islamic world. It continues to be a source of exploration, providing a framework for scholars to engage in profound inquiries that bridge the realms of reason and spirituality.
The document provides an overview of the philosophy of education course. It defines philosophy and discusses its main branches including epistemology, metaphysics, axiology, and social and political philosophy. It examines the relationship between philosophy and education, how philosophy influences education policy and practice, and the major educational philosophies of idealism, realism, pragmatism, and existentialism that are currently used in classrooms.
This document discusses the relationship between national philosophy of education in Malaysia and Western, Eastern, and Islamic philosophies of education. It examines implications for different aspects of the education system, including curriculum, teachers, students, values/character, and patriotism.
For curriculum, it analyzes philosophies such as perennialism, essentialism, progressivism, and reconstructivism. It finds that both perennialism and the national philosophy emphasize developing knowledge in humanity fields to create well-rounded individuals. For teachers, it discusses Confucian views of effective teachers having good instructional skills. For students, Eastern philosophies see them as the focus of education and emphasize proactive participation. Regarding values, Islamic and
Historical development of education and historical development ofEmilyAsanzaMaldonado
The document provides an overview of the historical development of education and pedagogy from ancient times to the present. It discusses early education systems in Egypt and China that taught religion and traditions. It then outlines the evolution of education in Greece, Rome, and the Middle Ages with the emergence of universities. Major figures that influenced pedagogy are also mentioned such as Rousseau, Pestalozzi, Herbart, Dewey, Montessori, Freire, Piaget, and Vygotsky. The document emphasizes that modern pedagogy views the teacher as a guide and focuses on learning through discovery and problem-solving rather than memorization.
The document discusses the Islamic philosophy of education. It provides an overview of the aims and principles of Islamic education according to Islamic sources like the Quran and Hadith. Some key points discussed include:
- The goals of Islamic education are to teach students about Islam and how to live as Muslims, develop their character, and prepare them for this life and the afterlife.
- Islamic education focuses on developing students spiritually, morally, intellectually, socially and economically.
- The curriculum is based on Islamic principles and includes religious subjects as well as worldly sciences compatible with Islam.
- Teachers play an important role in guiding students on the right path and being good role models through their words and actions.
Philosophy studies fundamental aspects of existence, man, and man's relationship to existence. Philosophy of education examines education's purpose, role in society, and the roles of teachers. It views education as a process of formal schooling, training, and developing students physically, emotionally, intellectually, and spiritually. Education serves social functions like socialization, cultural development, social integration, and social placement. Teachers should embrace knowledge, wisdom, noble values, and ethics in their profession. Philosophy of education provides a theoretical foundation for understanding education and teaching practices.
The document discusses aspects of Japanese culture influenced by Confucianism. It begins by explaining the core principles of Confucianism, which emphasize creating a harmonious social hierarchy. Confucianism became influential in Japan during the 6th-9th centuries when it was introduced from China. It shaped Japanese concepts like respect for elders and social obligations. The document also discusses key Confucian concepts like uchi (insiders) and soto (outsiders) that influence social interactions and views of foreigners. Overall, the document provides an overview of how Confucian philosophy has shaped various elements of traditional Japanese society and culture.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
Shams ud din Pandrani
Islamic philosophy of education its, concept of reality, value and knowledge, Role of teacher and learning in Islamic society and functions of school and society
LIFE AND CONTRIBUTIONS OF AUROBINDO GHOSH.pptxmatmeekhabenny
Aurobindo Ghosh was a spiritual thinker, patriot, poet, political leader, journalist, social reformer, and educationalist born in 1872 in Calcutta. He received an English education and passed the Indian Civil Service exam but was disqualified from the position. He was imprisoned for his involvement in the Alipore conspiracy case against British rule. While imprisoned, he had a spiritual revelation and decided to dedicate his life to spiritual matters. He developed a philosophy of integral yoga that sought the evolution of human life into a divine life. He founded an ashram in Pondicherry in 1910 and started developing his educational philosophy of integral education, which aimed for the harmonious development of individuals, nations,
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and examines different definitions of philosophy provided by thinkers like John Armstrong, Aristotle, and Karl Marx. It states that philosophy provides the purpose and direction for education, while education makes philosophy practical by modifying behavior in the direction determined by philosophy. The document also outlines the major orthodox and heterodox schools of Indian philosophy.
HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGYJefferson Villa
This document provides an overview of the historical development of education and pedagogy. It traces the origins of education back to primitive communities and discusses early education systems that developed in ancient Egypt, China, Persia, and Greece. It then covers developments in education during key periods like the Middle Ages, Renaissance, 18th-19th centuries, and 20th century with a shift to more student-centered approaches. The document also defines pedagogy as the method and practice of teaching and outlines four main pedagogical approaches: behaviorism, constructivism, social constructivism, and liberationism.
Unit 2. Introduction foundation of curriculum.pptxTanzeelaBashir1
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from.
Shintoism originated in Japan and focuses on kami or spiritual beings that inhabit nature. It has no single founder or sacred texts. Domestic Shinto involves worshipping ancestors at home shrines, while State Shinto was used to promote nationalism. Sectarian Shinto developed religious sects. Shinto teaches that all beings have a spiritual aspect and people must follow the natural order to maintain cosmic harmony, as the emperors were seen as doing. Rituals take place at shrines and involve purification.
During ancient India, two main education systems developed - Vedic and Buddhist. The Vedic system used Sanskrit as the medium of instruction while Buddhist used Pali. Education focused on subjects like the Vedas, ethics, and developing students physically and mentally. It was imparted in settings like ashrams, gurukuls, temples, and homes. The education system emphasized practical learning and developing character over theoretical knowledge or rankings. It aimed to create well-rounded, future-ready individuals through a 10-12 year curriculum taught in forest settings under gurus.
- Perennialism is an educational philosophy that believes education should focus on ideas and concepts that have remained important and relevant over long periods of time, as found in great works of thinkers like Plato, Aristotle, Augustine, and Aquinas.
- It holds that there are universal truths about humanity, ethics, and society that form the core of what students should learn.
- Essentialism emerged in response to perceived relaxation of academic standards. It emphasizes mastery of basic skills and subjects like reading, writing, math, science, and history that provide foundational knowledge needed for students to participate in society.
- Both philosophies believe in a traditional, knowledge-centered approach where the teacher's role is
Resisting Assimilation: The Synthesis of tradition and Modernity in Tibetan e...TibetMuseum
This document summarizes a lecture on Tibetan education in exile given by Professor Kaveri Gill. Some key points:
- Tibetan education in exile aims to synthesize tradition and modernity to preserve Tibetan identity while providing modern skills. This resistance to assimilation has had both achievements and challenges over 60+ years.
- Major achievements include the development of a robust Tibetan school and monastery system across India providing both traditional and modern education. However, challenges include preserving the Tibetan language and ensuring high academic quality.
- Modern higher education for Tibetans has also made achievements but faces issues like a lack of coordination and accredited degrees. Monastic education has been highly successfully replicated but also faces challenges from modern dist
An intranet is a private internal network that allows employees within a company to access HR information, such as employee handbooks, benefits, directories, and job postings. It saves companies money by eliminating printing and distribution costs and allows quick, private access to information for employees. An intranet can store all employee documentation in one secure location. HR departments and employees can access forms like PTO, insurance, and other confidential employee information. School intranets similarly connect students, teachers, and staff.
The key differences between an intranet and internet are that an intranet is privately owned and only accessible within an organization, while the internet is a publicly accessible global system. An extranet extends limited access to parts of
The document provides an overview of the philosophy of education course. It defines philosophy and discusses its main branches including epistemology, metaphysics, axiology, and social and political philosophy. It examines the relationship between philosophy and education, how philosophy influences education policy and practice, and the major educational philosophies of idealism, realism, pragmatism, and existentialism that are currently used in classrooms.
This document discusses the relationship between national philosophy of education in Malaysia and Western, Eastern, and Islamic philosophies of education. It examines implications for different aspects of the education system, including curriculum, teachers, students, values/character, and patriotism.
For curriculum, it analyzes philosophies such as perennialism, essentialism, progressivism, and reconstructivism. It finds that both perennialism and the national philosophy emphasize developing knowledge in humanity fields to create well-rounded individuals. For teachers, it discusses Confucian views of effective teachers having good instructional skills. For students, Eastern philosophies see them as the focus of education and emphasize proactive participation. Regarding values, Islamic and
Historical development of education and historical development ofEmilyAsanzaMaldonado
The document provides an overview of the historical development of education and pedagogy from ancient times to the present. It discusses early education systems in Egypt and China that taught religion and traditions. It then outlines the evolution of education in Greece, Rome, and the Middle Ages with the emergence of universities. Major figures that influenced pedagogy are also mentioned such as Rousseau, Pestalozzi, Herbart, Dewey, Montessori, Freire, Piaget, and Vygotsky. The document emphasizes that modern pedagogy views the teacher as a guide and focuses on learning through discovery and problem-solving rather than memorization.
The document discusses the Islamic philosophy of education. It provides an overview of the aims and principles of Islamic education according to Islamic sources like the Quran and Hadith. Some key points discussed include:
- The goals of Islamic education are to teach students about Islam and how to live as Muslims, develop their character, and prepare them for this life and the afterlife.
- Islamic education focuses on developing students spiritually, morally, intellectually, socially and economically.
- The curriculum is based on Islamic principles and includes religious subjects as well as worldly sciences compatible with Islam.
- Teachers play an important role in guiding students on the right path and being good role models through their words and actions.
Philosophy studies fundamental aspects of existence, man, and man's relationship to existence. Philosophy of education examines education's purpose, role in society, and the roles of teachers. It views education as a process of formal schooling, training, and developing students physically, emotionally, intellectually, and spiritually. Education serves social functions like socialization, cultural development, social integration, and social placement. Teachers should embrace knowledge, wisdom, noble values, and ethics in their profession. Philosophy of education provides a theoretical foundation for understanding education and teaching practices.
The document discusses aspects of Japanese culture influenced by Confucianism. It begins by explaining the core principles of Confucianism, which emphasize creating a harmonious social hierarchy. Confucianism became influential in Japan during the 6th-9th centuries when it was introduced from China. It shaped Japanese concepts like respect for elders and social obligations. The document also discusses key Confucian concepts like uchi (insiders) and soto (outsiders) that influence social interactions and views of foreigners. Overall, the document provides an overview of how Confucian philosophy has shaped various elements of traditional Japanese society and culture.
This document discusses the relationship between philosophy and education. It begins by defining philosophy as the study of fundamental problems regarding existence, knowledge, truth, values and language. Philosophy has three main branches - metaphysics, which studies existence; epistemology, which studies knowledge; and axiology, which studies values. The document then defines education and discusses how it has both narrow and broad meanings. It notes that education focuses on developing well-rounded, engaged citizens in the 21st century. Finally, the document explores the dependence of education and philosophy on each other and how studying educational philosophy provides value by establishing objectives and scope for education.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
This document discusses the relationship between philosophy and education. It defines philosophy as the study of fundamental problems regarding existence, knowledge, truth, values, and more. Philosophy asks questions about the nature of reality, human existence, knowledge, and ethics. The key branches of philosophy discussed are metaphysics (study of existence), epistemology (study of knowledge), and axiology (study of values). Education is defined as the process of facilitating learning and acquisition of knowledge, skills, values, beliefs, and habits. The document explores how philosophy influences education through its perspectives on the nature of knowledge, learning, and values education aims to promote.
The Vedic system of education had three main components:
1) Education was centered around gurukuls, residential schools where students lived with their teacher and learned directly from them. 2) The curriculum focused on rigorous study of the Vedas and subjects like philosophy, ethics and astronomy. 3) Both boys and girls were given equal access to education, studying under the same teachers in gurukuls. The system emphasized character development and preserving Indian culture.
Shams ud din Pandrani
Islamic philosophy of education its, concept of reality, value and knowledge, Role of teacher and learning in Islamic society and functions of school and society
LIFE AND CONTRIBUTIONS OF AUROBINDO GHOSH.pptxmatmeekhabenny
Aurobindo Ghosh was a spiritual thinker, patriot, poet, political leader, journalist, social reformer, and educationalist born in 1872 in Calcutta. He received an English education and passed the Indian Civil Service exam but was disqualified from the position. He was imprisoned for his involvement in the Alipore conspiracy case against British rule. While imprisoned, he had a spiritual revelation and decided to dedicate his life to spiritual matters. He developed a philosophy of integral yoga that sought the evolution of human life into a divine life. He founded an ashram in Pondicherry in 1910 and started developing his educational philosophy of integral education, which aimed for the harmonious development of individuals, nations,
This document discusses the relationship between philosophy and education. It defines philosophy as the love of wisdom and examines different definitions of philosophy provided by thinkers like John Armstrong, Aristotle, and Karl Marx. It states that philosophy provides the purpose and direction for education, while education makes philosophy practical by modifying behavior in the direction determined by philosophy. The document also outlines the major orthodox and heterodox schools of Indian philosophy.
HISTORICAL DEVELOPMENT OF EDUCATION AND HISTORICAL DEVELOPMENT OF PEDAGOGYJefferson Villa
This document provides an overview of the historical development of education and pedagogy. It traces the origins of education back to primitive communities and discusses early education systems that developed in ancient Egypt, China, Persia, and Greece. It then covers developments in education during key periods like the Middle Ages, Renaissance, 18th-19th centuries, and 20th century with a shift to more student-centered approaches. The document also defines pedagogy as the method and practice of teaching and outlines four main pedagogical approaches: behaviorism, constructivism, social constructivism, and liberationism.
Unit 2. Introduction foundation of curriculum.pptxTanzeelaBashir1
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from.
Shintoism originated in Japan and focuses on kami or spiritual beings that inhabit nature. It has no single founder or sacred texts. Domestic Shinto involves worshipping ancestors at home shrines, while State Shinto was used to promote nationalism. Sectarian Shinto developed religious sects. Shinto teaches that all beings have a spiritual aspect and people must follow the natural order to maintain cosmic harmony, as the emperors were seen as doing. Rituals take place at shrines and involve purification.
During ancient India, two main education systems developed - Vedic and Buddhist. The Vedic system used Sanskrit as the medium of instruction while Buddhist used Pali. Education focused on subjects like the Vedas, ethics, and developing students physically and mentally. It was imparted in settings like ashrams, gurukuls, temples, and homes. The education system emphasized practical learning and developing character over theoretical knowledge or rankings. It aimed to create well-rounded, future-ready individuals through a 10-12 year curriculum taught in forest settings under gurus.
- Perennialism is an educational philosophy that believes education should focus on ideas and concepts that have remained important and relevant over long periods of time, as found in great works of thinkers like Plato, Aristotle, Augustine, and Aquinas.
- It holds that there are universal truths about humanity, ethics, and society that form the core of what students should learn.
- Essentialism emerged in response to perceived relaxation of academic standards. It emphasizes mastery of basic skills and subjects like reading, writing, math, science, and history that provide foundational knowledge needed for students to participate in society.
- Both philosophies believe in a traditional, knowledge-centered approach where the teacher's role is
Resisting Assimilation: The Synthesis of tradition and Modernity in Tibetan e...TibetMuseum
This document summarizes a lecture on Tibetan education in exile given by Professor Kaveri Gill. Some key points:
- Tibetan education in exile aims to synthesize tradition and modernity to preserve Tibetan identity while providing modern skills. This resistance to assimilation has had both achievements and challenges over 60+ years.
- Major achievements include the development of a robust Tibetan school and monastery system across India providing both traditional and modern education. However, challenges include preserving the Tibetan language and ensuring high academic quality.
- Modern higher education for Tibetans has also made achievements but faces issues like a lack of coordination and accredited degrees. Monastic education has been highly successfully replicated but also faces challenges from modern dist
An intranet is a private internal network that allows employees within a company to access HR information, such as employee handbooks, benefits, directories, and job postings. It saves companies money by eliminating printing and distribution costs and allows quick, private access to information for employees. An intranet can store all employee documentation in one secure location. HR departments and employees can access forms like PTO, insurance, and other confidential employee information. School intranets similarly connect students, teachers, and staff.
The key differences between an intranet and internet are that an intranet is privately owned and only accessible within an organization, while the internet is a publicly accessible global system. An extranet extends limited access to parts of
The document outlines the step-by-step process for establishing a mass organization in rural areas, known as Saligang Organisasyong Masa (MASSO). It begins with recruiting initial contacts and establishing organizing groups. These groups then form an organizing committee and local party branch. Next, a people's militia is set up, followed by sector-based mass organizations for peasants, women, and youth. Finally, a barrio revolutionary committee is established as the organ of political power at the village level. The document also describes methods for reactivating mass organizations in areas previously under government control or influence.
This document outlines the first step of the IPB (Intelligence Preparation of the Battlefield) process - defining the battlefield environment. It instructs analysts to: 1) Identify the area of operations, area of influence, area of interest, and significant characteristics that will affect the mission; 2) Determine the required level of detail within the available time; 3) Evaluate existing intelligence and identify gaps; and 4) Collect additional intelligence to fill the gaps. The goal is to focus the IPB effort only on areas relevant to the commander's mission in order to efficiently guide subsequent analysis and planning.
The document discusses gender and development (GAD). It defines GAD as a development process that is participatory, empowering, equitable, and respectful of human rights. It distinguishes between sex, which is biological, and gender, which is socially constructed and refers to roles, behaviors, and attributes assigned to each sex. Gender equality means equal treatment and opportunity regardless of gender, while inequality means unequal treatment based on gender roles. The document emphasizes that promoting GAD and gender equality accelerates economic growth and development.
The document provides background information on key figures in Marxism-Leninism-Maoism such as Karl Marx, Vladimir Lenin, and Mao Zedong. It discusses their lives, major works, and contributions to communist theory and practice. It also outlines seven key communist concepts including the Marxist view of society as composed of classes, democratic centralism as the organizational principle of communist groups, and the mass line approach of communist parties. Finally, it describes the three stages of "brainwashing" allegedly used by communist terrorist groups - the cognitive, behavioral, and biological stages.
This document discusses conducting a SWOT analysis for a police organization. It defines the components of a SWOT analysis as strengths, weaknesses, opportunities, and threats. It provides examples of factors to consider for each component. The document outlines the steps to conduct a SWOT analysis, including identifying internal/external factors, creating a SWOT matrix, and formulating strategic options based on combining factors. An example SWOT matrix is also included. The overall purpose is to help organizations identify critical issues, performance gaps, and strategies using a SWOT analysis.
The document outlines the Communist Party of the Philippines' approach to agitation and propaganda. It discusses historical uses of propaganda and how the CPP uses propaganda as its central activity to influence public opinion and organize the masses. Key tactics discussed include combining legal and illegal means, sweeping work to broadly propagate ideology followed by solid organizing, and using mass actions and campaigns to mobilize the public and provoke authorities.
The Philippine National Police developed an Ethical Doctrine Manual to establish standards for professional and dedicated law enforcement. The manual outlines that officers must serve with responsibility, integrity, morality, loyalty, efficiency, and respect for human rights. Officers are to support the constitution, bear faithful allegiance to the legitimate government, respect authority, and be loyal to the police service. The manual also provides standards of professional conduct including commitment to democracy, public interest, non-partisanship, secrecy, social awareness, proper care of property, respect for human rights, discipline, and obedience to superiors. Ethical standards for officers include morality, judicious use of authority, integrity, justice, humility, orderliness, and perseverance.
Spiritual and Moral Enrichment The Importance of Spirituality in the Workplac...LainBagz
The document discusses the importance of spirituality in the workplace, specifically for members of the Philippine National Police (PNP). It outlines the PNP's core values of being God-fearing, nationalistic, humane, and environment-friendly. Members are expected to commit themselves to God, country, people, and environment. Developing good character through qualities like respect and commitment helps achieve organizational goals and success through increased morality, trust, and productivity. Spirituality provides perspective to avoid becoming a tyrant and helps police officers serve the people with responsibility.
This document introduces environmental scanning as a planning tool for the Philippine National Police PATROL Plan 2030. Environmental scanning is defined as collecting, analyzing, and distributing information for tactical and strategic purposes by studying trends and events that influence an organization. A PESTEL analysis framework is presented that examines political, economic, socio-cultural, technological, environmental/ecological, and legal factors. Examples of implications and potential interventions are provided. Finally, a diagram shows how environmental scanning fits into the overall planning cycle by informing SWOT and gap analyses to guide strategic planning.
Republic of the Philippines
Abra State Institute of Science and Technology
GRADUATE SCHOOL
Bangued Campus, Bangued Abra
CURRICULUM IMPROVEMENT
2nd semester SY; 2021-2022
Submitted by: Lolain B. Balao-as
Richard Bartolo
Submitted to: Ma. Rita Valera Flores
Professor
What is Curriculum Improvement?
It is the process of constantly improving instruction based on the need of students. It enhances teaching and learning.
LEVELS OF CURRICULUM IMPROVEMENT
1. Departmentalized
- This approach is the traditional model of separate and district disciplines taught in isolation from each other. Students travel to six or seven subjects a day, each not conceptually connected to others.
2. Reinforcement
- Skill instruction, concept or activities are rearranged and resequenced to reinforce a similar skill or concept across two or more disciplines
3. Complementary
- The level of curriculum integration on the original synthesized continuum was referred to as “complementary or shared units of the study”.
4. Webbed
- Connections and webs are made between curriculum contents and disciplines relative to a productive team, subject use them to sift out appropriate concept, topics and ideas
- Sometime called interdisciplinary units.
5. Integrated learning
- This level of curriculum integration on the original synthesized continuum was referred to as “integrated themes”
LEVEL DESCRIPTION EXAMPLE
Supra International -Common European Framework of Reference for Language usually “generic” in nature
- examination program; e.g. Third International Mathematics and science study of Programme for International student Assessment or Progress in International Reading Literacy study
Macro Provincial, national, regional -Intended core objective( specified in a curriculum framework and/or program of studies
- authorized learning and teaching resources
-attainment levels
-examination programs
Meso School jurisdiction, school -School program (locally developed courses)
-educational program with an emphasis on specialized school based activities( e.g, specific focus on arts, sports or academics)
- site specific learning and teaching materials developed and accessed.
Micro Classroom, teacher -instruction plan for module or course
-learning and teaching materials
Nano Student, individual -individualized learning plan
-individualized course of learning or learner pathways
APPROACHES TO CURRICULUM IMPROVEMENT
1. Behavioral Approach
- This is based on the blueprint where goals and objective are specified contents and activities are also rearranged to match with the learning objectives. The learning outcome are evaluated in terms of goals and objectives set at the beginning. This approach started with the idea of Frederick Taylor which aimed to achieve efficiency
2. Managerial Approach
- In this approach, the principal is the curriculum leader who is supposed to be the general manager. The general manager sets the policies and priorities established th
Name: LOLAIN B. BALAO-AS Date: August 21, 2022
TOPIC: TEAM BUILDING
_______________________________________________________________________
I. SUMMARY
Creating an excellent team demands a lot of skills and presence of mind. Companies are usually needing managers/leaders that specialize in team-building. A manager/leader’s role is responsible to find out the strengths and weaknesses of the team members to redress the people with different skill sets. He looks forward to developing strong interpersonal relations and trust among the team members. He must boost communication and interaction among the team members and also reduce stress with the help of various team-building activities.
The goals and objectives of the organization must be clearly defined for the team members. Each team member must have a specific role to be directed towards the achievement of the organizational goals.
II. CONTENT REPORT
TEAM BUILDING
- It is a management technique used for improving the efficiency and performance of the workgroups through various activities. It involves a lot of skills, analysis and observation for forming a strong and capable team. The whole sole motive here is to achieve the organization’s vision and objectives.
TEAM BUILDING PROCESS
- It is not a one-time act.
- It is a step process that aims at bringing a desirable change in the organization
1. Identify the Need for Team Building
The manager has first to analyze the requirement of a team for completing a particular task. It should find out the purpose of the work to be performed, required skills for the job ad its complexity before forming a team.
2. Define Objectives and Required Set of Skills
Organizational objective and the skills needed to fulfill
3. Consider Team Roles
The leader/manager considers the various aspects, i.e. the interactions among the individuals, their roles and responsibilities, strengths and weaknesses, composition, and suitability of the possible team members.
4. Determine a Team Building Strategy
The manager has to understand the operational framework well to ensure effective team building. He must himself be assured of the objectives, roles, responsibilities, duration, availability of resources, training, the flow of information, feedback, and building trust in the team.
5. Develop a Team of Individuals
At this stage, the individuals are collected to form a team together. Each member is made familiar with his roles and responsibilities within the team.
6. Establish and Communicate the Rules
The rules regarding the reporting of team members, meeting schedules, and decision-making within the team are discussed. The individuals are encouraged to ask questions and give their views to develop open and healthy communication in the team.
7. Identify Individual’s Strengths
Various team-building exercises are conducted to bring out the strengths of the individuals. It also helps in familiarizing the team members with each other’s strengths and weakne
Name: LOLAIN B. BALAO-AS Date: August 14, 2022
TOPIC: THE LADDERIZED EDUCATION PROGRAM
_______________________________________________________________________
I. Summary (100-150 Words)
After graduating from high school, students believed that to achieve a high-paying job, one must earn a college degree and get a diploma. However, times have changed and graduates must comply with requirements as an alternative strategy. Yearly, many college graduates enter tertiary schools carrying the goal of developing their individual economic status. Few would graduate and most would not. Some graduates would succeed in landing a good job and the rest will remain unemployed. Considering the fact that, employers search and choose for graduates who are not just college degree holders but rather with practical skills.
The ladderized program in the Philippines according to Executive Order 358 gives authority to Technical Education and Skills Development Authority (TESDA) and Commission Higher Education (CHED) to develop and implement a Ladderized Education System that allows for easier transformation between technical-vocational and college courses.
Ladderized is a balanced combination of all education and training mechanisms that allow students and workers to progress. This program simply means that you need to begin admission in a technical-vocational program and work at the same time.
The subjects taken in the technical-vocational program can be credited in the college program should you decide to pursue a college bachelor’s degree. The program aims to empower the youth to climb the ladder or success and release themselves from poverty and train them to become globally competitive (E.Mallari).
II. Body (Content Report)
What is Ladderized Education?
It is a new system of education in the Philippines that allow learners to progress between Technical Vocational Education and Training (TVET) and college and vice-versa.
What is Executive Order 358?
Executive Order 358, promulgated by former Pres. Gloria Macapagal Arroyo on September 15, 2014, provides the mandate and legal framework for wider-scale and accelerated implementation Ladderized Education nationwide.
Why Ladderized Education?
It provides the Tech-Voc graduate with Gateway entry points to a College Degree Program where he can earn appropriate equivalent credits for provides learning acquired in Tech-Voc.
The Different Ways by which the Student Can Move Between TVET and College Education
• Credit Transfer from the Tech-Voc to college and Articulation
• Embedded Tech-Voc Qualification in Ladderized Degree Program (Credit Units given from College to Tech-Voc)
Under Ladderization, TESDA can help you in many ways.
a. Helping you acquire the skills for a job
b. Providing you credit units earned in TECH-VOC courses that colleges and University may recognize as equivalent credit units for their College Degree Program
Ladderized Education will be Implemented in 8 Discipline
a. Agricu
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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.
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
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.
Editor's Notes
The principles of Zen Aesthetics found in the art of the traditional Japanese garden
For examples have many lessons for us, thought they are unknown to most people.