The document discusses philosophical education in the Philippines during different historical periods. It covers education during the American period (1901-1941), the Japanese period (1941-1945), and after the declaration of martial law. Some key points are: the American period emphasized English education and a US-style school structure; the Japanese period focused on moral character and citizenship duties per the 1935 Constitution; and martial law-era education aimed to develop love of country and technical/vocational skills according to the 1973 Constitution.

1. Philosophical Education in
Different Period
Reported by: Ms. Elizabeth Ricafor
(by daniel bragais)

2. Educational Goals
◦ To promote democratic
ideals and way of life.
◦ Formation of good
citizens, including the
rights and
responsibilities of
people.

3. Highlights of Education During the
American Time:
 Education Act of 1901 laid the
foundation of the Philippine Public
school system.
 In August 1901, 600 teachers called
“Thomasites” arrived.
 English was made medium of
instruction

4.  Curricular structure and programs were
patterned from the U.S.
College
High School
Elementary
 There were 3 levels of education:
Elementary level, Secondary or High
school level, and College or Tertiary
level.
 New subject areas were introduced.

5.  Religion was not included in the
curriculum of the schools.
 Normal, vocational, agricultural, and
business schools were also opened.
 Schools were also built in non-
catholic areas like Sulu in
Mindanao, and in Mountain Province.

6.  “Adult Education”
 the Pensionado Program was
established on 26 August 1903.

10. Issues
 Public School System
 English language was used as a
medium of instruction.

11. Strengths, and Weaknesses
during that time:
Strengths:
 Education allowed the Americans to
spread, share their culture.
 Gave everyone chance to study.
 Equality between men and women

12.  Religious freedom.
 Technical/ vocational skills were
emphasized.
 The knowledge of Filipinos in reading
and writing were very high.

13. Weaknesses
 Americans’ main objective is to
colonize and use the country and its
people.
 Education was the most powerful
means in pursuing peaceful
relationship with the Philippines.

14.  Education under American
colonization led to widespread
Americanization of the Philippines.
 Through education, the Americans
influenced the Filipinos in terms of
what they eat, to love the American
culture, and most of all, to prioritize
their products.

15. Insights
 “Americans thought us the importance of
education, and that importance is still evident
today. Before the Americans, education was
not for everyone, only the elite people were
given the chance of the Spaniards to study.
Americans introduced the public school
system and by that we should thanked them
because they’re the reason why there’s
Philippine Normal University, our school. We
all know that they had hidden agendas for
their own good that’s why they helped and
educated us. But In my own opinion, I must
say that both parties benefitted, what they did
had a mutual effect to the Americans and to
us Filipinos.”

16. Philosophical Education
During Japanese Period

17. Japanese Period
 The educational philosophy was in
accordance with the provisions of
Article XIV Section 5 of the 1935
Constitution which provides that:
 All educational institutions shall be
under the supervision and subject to
the regulation by the State.

18.  The government shall establish and
maintain a complete and adequate
system of public education, and shall
provide at least free primary
instruction and citizenship training to
adult citizens.
 All schools shall aim moral character,
and vocational efficiency and to reach
the duties of citizenship.

19.  Optional religious instruction shall be
maintained by law. Universities
established by the State shall enjoy
academic freedom.
 The state shall create scholarship in
arts, sciences, and letters for
especially gifted citizens.

20. Philosophical Education after
Proclaming of Martial Law

21.  As far as education concerned, the
Marcos Constitution of 1973, Article
XV Sec. 8 states that:
 All educational institutions shall be
under the supervision and subject
to the regulation by the State.

22.  The State shall establish and maintain
a complete, adequate and integrated
system of education relevant to the
goals of national development
 All institutions shall aim to inculcate
love for country, teach the duties of
citizenship, and develop moral
character, personal discipline and
scientific and technological and
vocational efficiency.

23.  The State shall maintain a system of
free public elementary education and
in areas where finances
permit, establish and maintain at least
up to the secondary level.
 The state shall provide citizenship
and vocational training to adult
citizens and out-of-school youth, and
create and maintain scholarships for
poor and deserving students.