The document provides an overview of the philosophy of education in the Philippines. It discusses the relationship between philosophy and education, how different philosophical schools influence education, and the history of the Philippine educational system under different regimes including the Spanish, Americans, Japanese occupation, and Commonwealth periods. Key ideas discussed include how philosophy guides the aims and direction of education, and how the study of philosophy enhances critical thinking skills. The document argues that incorporating philosophy into the basic education curriculum can help develop critical thinkers and benefit nation-building in the Philippines.

1. FOUNDATION UNIVERSITY
Graduate School
MA01
Name: ANA GRACE A. OLEQUINO
Subject: MA01-Philosophy of Education
Teacher: Mrs. Carmencita C. Tan EdD
A. Philosophy and Education
 Philosophy of education is the branch of applied or practical philosophy
concerned with the nature and aims of education and the philosophical
problems arising from educational theory and practice. Because that practice
is ubiquitous in and across human societies, its social and individual
manifestations so varied, and its influence so profound, the subject is wide-
ranging, involving issues in ethics and social/political philosophy,
epistemology, metaphysics, philosophy of mind and language, and other areas
of philosophy. Because it looks both inward to the parent discipline and
outward to educational practice and the social, legal, and institutional contexts
in which it takes place, philosophy of education concerns itself with both sides
of the traditional theory/practice divide. Its subject matter includes both basic
philosophical issues (e.g., the nature of the knowledge worth teaching, the
character of educational equality and justice, etc.) and problems concerning
specific educational policies and practices (e.g., the desirability of standardized
curricula and testing, the social, economic, legal and moral dimensions of
specificfundingarrangements,the justificationof curriculumdecisions,etc.). In
all this the philosopher of education prizes conceptual clarity, argumentative
rigor,the fair-mindedconsiderationof theinterestsof all involvedinor affected
by educational efforts and arrangements, and informed and well-reasoned
valuation of educational aims and interventions.
 The meaning of philosophy
 Philosophy means the study of properbehavior,and the search for wisdom.The
original meaning of the word philosophy comes from the Greek
roots philo- meaning "love" and -sophos, or "wisdom." When someone
studies philosophy they want to understand how and why people do certain
things and how to live a good life. In other words, they want to know the
meaning of life. Add the suffix -er to philosophy, and you get a word for
someone whose job it is to think these big thoughts.
 The meaning of education
 Education is the process of facilitating learning, or the acquisition
of knowledge, skills, values, morals, beliefs, and habits. Educational methods
include teaching, training, storytelling, discussion and directed research.
Education frequently takes place under the guidance of educators, however
learners can also educate themselves. Education can take place
in formal or informal settings and any experience that has a formative effect
on the way one thinks, feels, or acts may be considered educational.
The methodology of teaching is called pedagogy.
 The place of philosophy in education
 Philosophy should play a central part in any well balanced collegeor
university curricula. The study of philosophy contributes distinctively and

2. substantially to the development of students’ critical thinking. It enhances
their ability to deal rationally with issues of value and ethical responsibility. It
extends their understanding of interdisciplinary questions. It strengthens their
grasp of our intellectual history and of our culture in relation to others. It
increases their capacity to articulate and assess world views. And it improves
their skills in writing and speaking. Philosophers themselves can contribute
substantially to rational decision making both on their campuses and in their
communities. Because of their breadth, their analytical skills, their
interdisciplinary perspective, and their training in dealing with normative
questions, they can contribute cogently to resolving public policy issues; and
they can offer out-of-school adults, whether in public lectures, in workshops,
or in continuing education courses, a unique approach to important topics.
Philosophers can also serve as consultants on a variety of problems.
Philosophical reflection can be brought to bear on any subject matter
whatsoever; every discipline raises questions that philosophical investigation
can help clarify; and every domain of human existence confronts us with
problems on which philosophical reflection can shed light. The study of
philosophy can help students in all the ways this suggests, and the
philosophical techniques they assimilate can help them both in their other
academic work and in their general problem solving over the years. If higher
education in America is to fulfill its functions, it is essential that the
contributions of philosophy as a central branch of learning be fully
understood.
 Influence of educational philosophy on teaching and learning
 By learning philosophy, a teacher would be able to view and analyze from the
perspective of their students. ... Best of all, a teacher would be able to analyze
his/her actions and understand the positives and negatives of their methods.
Just as if it helps students, it helps them as well.
 Relationship between philosophy and education
 Education and philosophy, the two disciplines, are very closely related and in
some areas they overlap each other. It is quite often said that, 'Philosophy
and Education are two sides of the same coin'. 'Education is the dynamic side
of philosophy'. Education on the other hand is the dynamic side of
philosophy. It is the active aspect and the practical means of realising the
ideals of life. Education is a sacred necessity of life, both from the biological
and sociological point of view. The basic relationship between philosophy and
education can be analysed as follows. It is philosophy, that provides the
purpose or the aim and it is education which makes it practical. Philosophy
shows the way and education moves on in that direction. When we define
education as the modification or behaviour, the direction in which,
modification to be carried out is determined by philosophy. Thus philosophy
deals with the end and education with the means. In fact, we can observe that
the great philosophers of all times have been also great educators. For
example, Socretes and Plato, the great philosophers, were also famous
educators. Education is a laboratory where philosophic theories and
speculations are tested and made concrete. Education may, therefore, be
rightly called applied philosophy. Philosophy is wisdom; education transmits

3. that wisdom from one generation to the other. Philosophy is in reality the
theory of education. In other words, education is the dynamic side of
philosophy, or application of the fundamental principles of philosophy.
Philosophy formulates the method, education its process. Philosophy gives
ideals, values and principles, those ideals, values and principles.
 Philosophy and education in Philippine setting
 In the perspectiveof this study, the main five(5) educational philosophieswere
considered specifically essentialism, perennialism, progressivism,
existentialism and behaviorism.

B. The Different Schools of Philosophy which Affect Education
 Idealism - Idealism is the metaphysical view that associates reality to
ideas in the mind rather than to material objects. It lays emphasis on the
mental or spiritual components of experience, and renounces the notion of
material existence.
 Realism- Realism, in philosophy, the viewpoint which accords to things
which areknown or perceived an existenceor naturewhich is independent
of whether anyone is thinking about or perceiving them.
 Humanism- Humanism is a philosophy that stresses the importance of
human factors rather than looking at religious, divine, or spiritual matters. ...
Humanism stresses the importance of human values and dignity. It proposes
that people can resolve problems through the use of science and reason.
 Experimentalism - Humanism is a philosophy that stresses the importance
of human factors rather than looking at religious, divine, or spiritual matters.
... Humanism stresses the importance of human values and dignity. It proposes
that people can resolve problems through the use of science and reason.
 Pragmatism - Pragmatism, school of philosophy, dominant in the United
States in the first quarter of the 20th century, based on the principle that the
usefulness, workability, and practicality of ideas, policies, and proposals
are the criteria of their merit. ... Thus, ideas are essentially instruments and
plans of action.
 Scholasticism- Scholasticism, the philosophical systems and speculative
tendencies of various medieval Christian thinkers, who, working against a
background of fixed religious dogma, sought to solve anew general
philosophical problems.
 Progressivism- Progressivists believe that education should focus on the
whole child, rather than on the content or the teacher. This educational
philosophy stresses that students should test ideas by active experimentation.
... Curriculum content is derived from student interests and questions.
 Existentialism- Existentialism in education is a teaching and learning
philosophy that focuses on the student's freedom and agency to choose their
future. ... Thus, they encourage all students to exercise personal agency and
create their own meaning for life life.

4. C. Philippine Philosophy
For the most part, in the Philippines, Philosophy is taught as one of the general
education courses in colleges and universities, and usually focuses on fields such as
philosophy of man, ethics, or logic. In light of the recent developments in the
government’s K to 12 Program,Philosophywill now betaught atthe seniorhigh school
level. However, I believe that this is not enough. In order for Filipinos to evolve into
critical thinkers, Philosophy should be introduced as a staple part of the basic
education curriculum as early as elementary school. In this paper, I will argue that
Philosophy should be taught to students at an early age in the Philippines for three
reasons: 1) the study of Philosophy greatly enhances a student’s critical thinking skills;
2) it opens the person to ideas outside his/her socio-cultural and religious milieu; and
3) it prepares the individual to be a more critical and analytical member of society.
Finally, I will argue that it is in the nation’s best interest to incorporate Philosophy into
the country’s basiceducationprogramsinceit cansignificantlyhelpin nation-building.
 Spanish Style Philosophy - Spanish philosophy is the philosophical tradition
of the people of territories that make up the modern day nation of Spain and
of its citizens abroad. Although Spanish philosophical thought had a profound
influence on philosophical traditions throughout Latin America, political
turmoil within Spain throughout the 20th century diminished the influence of
Spanish philosophyin international contexts.[1]
WithinSpainduring this period,
fictional novels written with philosophical underpinnings were influential,
leading to some of the first modernist European novels, such as the works
of Miguel de Unamuno and Pío Baroja
 Revolutionary Republic - A revolutionary republic is a form of government
whose main tenets are popular sovereignty, rule of law, and representative
democracy. ... A revolutionary republic tends to arise from the formation of a
provisional government after the overthrow of an existing state and political
regime.
 American Regime - The period of American colonialization of the Philippines
lasted 48 years, from cession of the Philippines to the U.S. by Spain in 1898 to
U.S. recognition of Philippine independence in 1946. ... America then held the
Philippines until granting full independence on July 4, 1946. here were three
levels of education during the American period. The "elementary" level
consisted of four primary years and 3 intermediate years. The "secondary" or
high school level consisted of four years; and the third was the "college" or
tertiary level. Religion was not part of the curriculum of the schools. Under the
Americans, English was not only taught to every Filipino school child but was
adopted as the medium of instruction in all public schools. This was provided
by Act No. 74 of the Philippine Commission, the same act which established
the American public school system in the Islands.
 Commonwealth - Under the Commonwealth, vocational and adult
education were given emphasis. It was also during the Commonwealth
regime that an organized effort to developa common national language was
stared in compliance with the mandate of the 1935 constitution. All schools
should develop, moral character, civic conscience, personal disciplineand
vocational efficiency.  Methods used: Memorization, Recitation, socialized
recitation. This is known as Education Act of 1940. It was approved on August
7, 1940 by the Philippine Assembly. Repealedby R.A. 896)  The law provided

5. for the following: a.reduction of seven- year elementary course to six- year
elementary course. b. fixing the school entrance age to seven. c. national
support of elementary education. d. compulsory attendance in the primary
grades for all children who enroll in Grade I. e. introduction of double- single
session- one class in the morning and another in the afternoon under one
teacher to accommodate more children.
 Japanese Occupation - The Japanese occupation of the
Philippines (Filipino: Pananakop ng mga Hapones sa Pilipinas; Japanese: 日本
のフィリピン占領, romanized: Nihon no Firipin Senryō) occurred between
1942 and 1945, when Imperial Japan occupiedthe Commonwealth of the
Philippines during World War II. The invasion of the Philippines started on 8
December 1941, ten hours after the attack on Pearl Harbor. As at Pearl
Harbor, American aircraft were severely damaged in the initial Japanese
attack. Lacking air cover, the American Asiatic Fleet in the Philippines
withdrew to Java on 12 December 1941. General Douglas MacArthur was
ordered out, leaving his men at Corregidor on the night of 11 March 1942 for
Australia, 4,000 km away. The 76,000 starving and sick American and Filipino
defenders in Bataan surrendered on 9 April 1942, and were forced to endure
the infamous Bataan Death March on which 7,000–10,000 died or were
murdered. The 13,000 survivors on Corregidor surrendered on 6 May. Japan
occupied the Philippines for over three years, until the surrender of Japan. A
highly effective guerilla campaign by Philippine resistance forces controlled
sixty percent of the islands, mostly jungle and mountain areas. MacArthur
supplied them by submarine, and sent reinforcements and officers. Filipinos
remained loyal to the United States, partly because of the American
guarantee of independence, and also because the Japanese had pressed large
numbers of Filipinos into work details and even put young Filipino women
into brothels. General MacArthur kept his promise to return to the Philippines
on 20 October 1944. The landings on the island of Leyte were accompanied
by a force of 700 vessels and 174,000 men. Through December 1944, the
islands of Leyte and Mindoro were cleared of Japanese soldiers. During the
campaign, the Imperial Japanese Army conducted a suicidal defense of the
islands. Cities such as Manila were reduced to rubble. Around 500,000
Filipinos died during the Japanese Occupation Period.
 Third Republic (Osmeña and Quezon) - On November 15, 1935, the Filipino
people took the penultimate step to independence with the inauguration of
the Commonwealth of the Philippines. Only two months prior, on September
16, a million Filipinos had trooped to the polls to elect their two highest
officials—the President and Vice President. This was the first time in the history
of the nation that a Filipino would finally sit as Chief Executive and hold office
in Malacañan Palace. Senate President Manuel L. Quezon and his running mate
Senate President pro tempore Sergio Osmeña were elected as President and
Vice President, while voters elected representatives for the new unicameral
National Assembly and for local positions. he Commonwealth was the
culmination of efforts to secure a definitive timetable for the withdrawal of
Americansovereigntyover the Philippines.Earlyon,at the start of the American
occupation, the United States had established local governments with local
elected town and provincial officials. Afterward came a gradual expansion of
national legislativerepresentation, beginning with the Philippine Assembly (or
Lower House) in 1907. It was not until the Jones Law of 1916 that the pledge

6. of eventual independence—once Filipinos were ready for self-governance—
was made. The Jones Law led to the creation of an all-Filipino legislature
composed of the Philippine Senate and House of Representatives. However,
the position of Chief Executive—the Governor-General—and what was
consideredthe most importantcabinetportfolio—PublicInstruction(precursor
to the Department of Education)—were reserved for American officials
appointedbythe President of the United States.Half of the PhilippineSupreme
Court was reserved for Americans as well. Independence Missions from 1919
onwards were periodically sent to the U.S. Congress and the White House to
lobby for and negotiate independence. In 1931, the OsRox Mission (which
stands for “Osmeña and Roxas”) successfully lobbied for the enactment of the
Hare-Hawes-Cutting Act, which was passed over President Herbert Hoover’s
veto in 1932. This was, however, rejected by the Philippine Legislature. In 1934,
a new mission (the QuAquAl Mission, made up of Quezon, Benigno Aquino Sr.,
and Rafael Alunan) negotiated the Tydings-McDuffie or the Philippine
Independence Act, which set a ten-year transition period to be known as the
Commonwealth of the Philippines, followed by the recognition of the
independence of the Philippines by the United States. The Tydings-McDuffie
Act established the parameters for the preparatory period. Some powers of
supervision were reserved to the United States, as well as foreign diplomacy
and currency. In all other respects, the Philippines became self-governing.
Among the provisions was the election in 1934 of a Constitutional Convention
to draft the constitution of the incoming commonwealth government. Its was
presided over by Claro M. Recto with 202 elected Filipino delegates who
decidedthattheconstitution tobe writtenwouldcovernot onlythe transitional
Commonwealth, but would apply to the Republic as well. The convention
finished its work on February 8, 1935 and submitted it to the President of the
United States for certification that its provisions complied with the Philippine
Independence Act. It was certified on March 25, 1935 and it was subsequently
ratified by the Filipino people in a plebiscite on May 14, 1935. Aside from the
certification by the President of the United States of the draft constitution for
the Commonwealth of the Philippines, the United States government also
reserved certain powers: currency, coinage, imports, exports, and immigration
laws would require the approval of the President of the United States. The
United States could also intervene in the processes of the Commonwealth of
the Philippinesvia ProclamationbyPresident of the United States. All decisions
of the courts of the Philippines were also subject to review by the Supreme
Court of the United States. However, these powers were exercised rarely.
The Constitution of the Commonwealth of the Philippines provided for a
presidential system of government with a unicameral legislature. It had the
power to enact laws for the Philippines, known as Commonwealth Acts,
through the National Assembly.The Commonwealth was meant to lay down
the foundations for an independent, fully-functional state. Its priorities could
be seen in the first laws enacted by the new National
Assembly: Commonwealth Act No. 1 established the Philippine Army and a
national defense policy; Commonwealth Act No. 2 established the National
Economic Council; Commonwealth Act No. 3 created the Court of Appeals.The
1935 Constitution was amended in 1940 to permit the reelection of the
president and the vice president, to restore the Senate and thus shift the
legislature back to the bicameral system, and to establish a national electoral
authority, the Commission on Elections. The proposed amendments were
ratified in a plebiscite held on June 18, 1940.

7.  The New Society (Marcos) - With the declaration of Martial Law, President
Marcos popularized the New Society which he claimed was envisioned to carry
out a meaningful social change. In order to create a positiveimagein the
public consciousness as well as in the local and foreign media that he was
serious in effecting these changes, he initiatedthe following: 1. Dismissal from
office of civil servants who were foundguilty of corruption and abuse of
authority; 2. Punishment of drug pushers; 3. Setting curfew to solveworsening
criminality rate; 4. Popularization of "Isang Bansa, Isang Diwa"philosophy to
instill nationalism among Filipinos; and 5. Training of citizens to be disciplined
and law-abiding.
With genuinely nationalisticmotives, crony capitalismwas intended to
redistribute monopolies traditionally owned by Chinese and Mestizo oligarchs
to Filipino businessmen though in practice, it ledto graftand corruption via
bribery, racketeering, and embezzlement. Marcos also silencedthe free press,
making the state press the only legal one. Healso seizedprivately owned lands
and distributed them to farmers. By waging an ideological war against the
oligarchy, Marcos gained the support of the masses though he was to create a
new one in its place. Marcos, now freefromday-to-day governance which was
left mostly to Enrileusing his power to settlescores against old rivals, such as
the Lopezes, who were always opposed to the Marcos administration. Leading
opponents such as Senators BenignoAquino, Jr., Jose Diokno, JovitoSalonga
and many others were imprisoned formonths or years. This practice
considerably alienatedthe support of the oldsocial and economicelite and the
media, who criticizedthe Marcos administration endlessly.
The 1987 Constitution - THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES
– ARTICLE III
ARTICLE III
BILL OF RIGHTS
Section 1. No person shall be deprived of life, liberty, or property without due process of law, nor
shall any person be denied the equal protection of the laws.
Section2. The right of the peopletobe secure in their persons, houses, papers,and effectsagainst
unreasonable searches and seizures of whatever nature and for any purpose shall be inviolable,
and no search warrant or warrant of arrest shall issue except upon probable cause to be
determined personally by the judge after examination under oath or affirmation of the
complainant and the witnesses he may produce, and particularly describing the place to be
searched and the persons or things to be seized.
Section 3. (1) The privacy of communication and correspondence shall be inviolable except upon
lawful order of the court, or when public safety or order requires otherwise, as prescribed by law.
(2) Any evidence obtained in violation of this or the preceding section shall be inadmissible for
any purpose in any proceeding.
Section 4. No law shall be passed abridging the freedom of speech, of expression, or of the press,
or the right of the people peaceably to assemble and petition the government for redress of
grievances.
Section 5. No law shall be made respecting an establishment of religion, or prohibiting the free
exercise thereof. The free exercise and enjoyment of religious profession and worship, without

8. discrimination or preference, shall forever be allowed. No religious test shall be required for the
exercise of civil or political rights.
Section 6. The liberty of abode and of changing the same within the limits prescribed by law shall
not be impairedexceptuponlawful orderof the court. Neither shall the rightto travel be impaired
except in the interest of national security, public safety, or public health, as may be provided by
law.
Section7. The right of the peopletoinformationonmattersof publicconcern shall be recognized.
Access to official records, and to documents and papers pertaining to official acts, transactions,
or decisions, as well as to government research data used as basis for policy development, shall
be afforded the citizen, subject to such limitations as may be provided by law.
Section 8. The right of the people, including those employed in the public and private sectors, to
form unions, associations, or societies for purposes not contrary to law shall not be abridged.
Section 9. Private property shall not be taken for public use without just compensation.
Section 10. No law impairing the obligation of contracts shall be passed.
Section 11. Free access to the courts and quasi-judicial bodies and adequatelegal assistance shall
not be denied to any person by reason of poverty.
Section 12. (1) Any person under investigation for the commission of an offense shall have the
right to be informedof his right to remainsilent andto havecompetentand independentcounsel
preferably of his own choice. If the person cannot afford the services of counsel, he must be
providedwithone. Theserights cannot bewaivedexceptinwritingand in the presenceof counsel.
(2) No torture, force, violence, threat, intimidation, or any other means which vitiate the free will
shall be used againsthim. Secretdetentionplaces,solitary,incommunicado,orother similar forms
of detention are prohibited.
(3) Any confession or admission obtained in violation of this or Section 17 hereof shall be
inadmissible in evidence against him.
(4) The law shall provide for penal and civil sanctions for violations of this section as well as
compensation to and rehabilitation of victims of torture or similar practices, and their families.
Section 13. All persons, except those charged with offenses punishable by reclusion perpetua
when evidence of guilt is strong, shall, before conviction, be bailable by sufficient sureties, or be
released on recognizance as may be provided by law. The right to bail shall not be impaired even
when the privilege of the writ of habeas corpus is suspended. Excessive bail shall not be required.
Section 14. (1) No person shall be held to answer for a criminal offense without due process of
law.
(2) In all criminal prosecutions, the accused shall be presumed innocent until the contrary is
proved, and shall enjoy the right to be heard by himself and counsel, to be informed of the nature
and cause of the accusation against him, to have a speedy, impartial, and public trial, to meet the
witnesses faceto face,and to have compulsoryprocess to secure the attendanceof witnesses and
the production of evidence in his behalf. However, after arraignment, trial may proceed
notwithstanding the absence of the accused provided that he has been duly notified and his
failure to appear is unjustifiable.

9. Section 15. The privilege of the writ of habeas corpus shall not be suspended except in cases of
invasion or rebellion when the public safety requires it.
Section16. All persons shall have the right to a speedydispositionof their cases beforeall judicial,
quasi-judicial, or administrative bodies.
Section 17. No person shall be compelled to be a witness against himself.
Section 18. (1) No person shall be detained solely by reason of his political beliefs and aspirations.
(2) No involuntary servitude in any form shall exist except as a punishment for a crime whereof
the party shall have been duly convicted.
Section 19. (1) Excessive fines shall not be imposed, nor cruel, degrading or inhuman punishment
inflicted. Neither shall the death penalty be imposed, unless, for compelling reasons involving
heinous crimes, the Congress hereafter provides for it. Any death penalty already imposed shall
be reduced to reclusion perpetua.
(2) The employment of physical, psychological, or degrading punishment against any prisoner or
detaineeorthe use of substandardor inadequatepenal facilitiesundersubhuman conditionsshall
be dealt with by law.
Section 20. No person shall be imprisoned for debt or non-payment of a poll tax.
Section 21. No person shall be twice put in jeopardy of punishment for the same offense. If an act
is punished by a law and an ordinance, conviction or acquittal under either shall constitute a bar
to another prosecution for the same act.
Section 22. No ex post facto law or bill of attainder shall be enacted.
D. Dewey’s Educational Philosophy as Applied in Philippine Setting
Dewey argued that curriculum should be relevant to students' lives. He saw
learning by doing and development of practical life skills as crucial to children's
education. Some critics assumed that, under Dewey's system, students would fail to
acquire basic academic skills and knowledge
 Dewey’s Educational Philosophy and the New Society
 The Philippine Education System has undergone various modifications brought by
settlers who colonized our country. Its long years of exposure and contact with the
Spaniards, Americans, and the Japanese have created a spectrum of educational
variations and lines of emphasis (de Guzman, 2003). Remarkably, the Philippines’
education system, both former and current, is significantly influenced by Dr. John
Dewey’s philosophical perspective.
 Dewey’s influence on Philippine education started to get sharply visible when it
became independent (Papong, 2014). Student body organizations or councils were
established not only at an institutional level but as a national union. Dewey
emphasized the importance of students’ voices in the educative process. The
presence and engagement of students in learning are deemed essential.
 Aims of Education under the New Society

10. The emphasis of the New Society is on moral values, relevance, proper
methods of teaching, retraining of teachers, vocational and technical
education, bilingualism, national consciousness and cultural values.
Main purpose of education is to educate individuals within society, to
prepare and qualify them for work in economy as well as to integrate
people into society and teach them values and morals of society. Role of
education is means of socializing individuals and to keep society smoothing
and remain stable.
Criteria of Good Teaching and Learning based on Dewey’s Educational Philosophy
a. Teaching is good when it is based on the psychology of learning. This is
based on the concept that the child is made the center of the educative
process. The nature of the child and the nature of the learning process and
the lawsthat govern itsoperationdeterminethetype of teachingto bedone
by the teacher.Goodteachingis as much aboutpassionas it is aboutreason.
It's about not only motivating students to learn, but teaching them how to
learn,and doingso in a manner thatis relevant,meaningful,andmemorable.
It's about caring for your craft, having a passion for it, and conveying that
passion to everyone, most importantly to your students.Learning is not a
spectator sport. Students do not learn much just sitting in classes listening
to teachers, memorizing pre-packaged assignments, and spitting out
answers. They must talk about what they are learning, write about it, relate
it to past experiences, and apply it to their daily lives. They must make what
they learn part of themselves.
b. Teaching is good when it is well-planned such that the activities and
experiences of the learner are continuously related and interrelated into
larger, more meaningful, more inclusive, relation patterns. Good teaching
is about substance and treating students as consumers of knowledge. It's
about doing your best to keep on top of your field, reading sources, inside
and outside of your areas of expertise, and being at the leading edge as
often as possible. But knowledge is not confined to scholarly journals.
Good teaching is also about bridging the gap between theory and practice.
It's about leaving the ivory tower and immersing oneself in the field,
talking to, consulting with, and assisting practitioners, and liaisoning with
their communities.
o Schedule time for planning and preparation.
o Know what students need to know, what is essential and what is nice
but not necessary.
o Know your students and be aware of their individual differences in
motivation, interest, etc.
o Diagnosis: Find out what students already know.
o Prescription: Select appropriatelearning objectives, not too easy and
not too hard.
o Collect appropriate materials and curriculum.
o Prerequisites: Determine if children have the skills they need to succeed
at a new task. If not, teach the prerequisites first.
o Task analysis: Break assignments into "bite-sized" pieces, small
sequential steps.
o Timing: Do not introduce too much at once. Step by tiny step will
maximize success.
o Readiness: To check for readiness, offer tryout activities and adjust
expectations as needed.

11. o Early success: Plan carefully to ensure early success when
introducing something very new.
o Prepare checklists or contracts so students know exactly what is
expected of them.
c. Teaching is good when the learner is made conscious of the goals or aims
to be accomplished. This concept calls for proper motivation. Create clear
student learning goals for each course, unit, and class period. Structure
the course unit and lesson with these goals in mind. The identification and
articulation of the learning goals and objectives provides the foundation
for the instructional design, development, delivery, and assessment of an
educational event. These defined goals serve as the contract between the
instructor and student, defining what is to be taught and what is to be
learned. Communicating these learning goals is a crucial step in assuring
an effective learning experience. Specificinstructional activities should be
directed toward providing learners with the necessary skills, knowledge, or
experiences to meet the goals and objectives of the course. The course
content should be sequenced and structured to enable learners to achieve
the goals articulated in the learning outcomes. When learners interact with
one another, with an instructor, and with ideas, new information is
acquired, interpreted, and made meaningful. Such interactions form the
foundation of a community of learners. If students feel they are part of a
community of learners, they are more apt to be motivated to seek
solutions to their problems and to succeed.
d. Learning is good when it provides learning experiences or situations that
will insure understanding. Good teaching requires a rich environment of
instructional materials and devices. Instructional materials and devices will
challenge the attention of the learner, stimulate thinking, and facilitate
understanding which make learning more meaningful.
e. Teaching is good when there is provision to meet individual differences.
This is based on the psychological principle that individuals differ from
each other in their learning potential. To be effective, teaching must treat
the learner as he is, but at the same time with reference to what he might
become. Good teaching is about listening, questioning, being responsive,
and remembering that each student and class is different. It's about
eliciting responses and developing the oral communication skills of the
quiet students. It's about pushing students to excel; at the same time, it's
about being human, respecting others, and being professional at all times.
There are many roads to learning. People bring different talents and styles
of learning. Brilliant students in the seminar room may be all thumbs in the
lab or art studio. Students rich in hands-on experience may not do so well
with theory. Students need the opportunity to show their talents and learn
in ways that work for them. Then they can be pushed to learning in ways
that do not come so easily.
f. Teaching is good when it utilizes the past experiences of the learner. This
concept is based on the principle of apperception. This means that
learning is easier when you start from what the pupils already know.
Prepare thoroughly for the whole course, unit, and each lesson. Ask
questions of the material that your students are also likely to have.
Knowing what you know and don't know focuses learning. Students need
appropriate feedback on performance to benefit from courses. In getting

12. started, students need help in assessing existing knowledge and
competence. In classes, students need frequent opportunities to perform
and receive suggestions for improvement. At various points, and at the
end, students need chances to reflect on what they have learned, what
they still need to know, and how to assess themselves.
g. Teaching is good when the learner is stimulated to think and to reason.
The best teaching method is that which liberates and encourages thinking.
Effective teaching involves differentiation and integration or analysis and
synthesis. Generalization of facts learned is important in teaching for
transfer. Good teaching is about substance and treating students as
consumers of knowledge. It's about doing your best to keep on top of
your field, reading sources, inside and outside of your areas of expertise,
and being at the leading edge as often as possible. But knowledge is not
confined to scholarly journals. Good teaching is also about bridging the
gap between theory and practice. It's about leaving the ivory tower and
immersing oneself in the field, talking to, consulting with, and assisting
practitioners, and liaisoning with their communities.
h. Teaching is good when it is governed by democratic principles. In
democratic teaching, social relationship is placed on a plane of natural
respect, cooperation, tolerance, and fair play. Teaching to be effective must
be governed by love and understanding. In other words, the learners are
free from emotional tension. Good teaching is about caring, nurturing, and
developing minds and talents. It's about devoting time, often invisible, to
every student. It's also about the thankless hours of grading, designing or
redesigning courses, and preparing materials to still further enhance
instruction. This is very important -- good teaching is about humor. It's
about being self-deprecating and not taking yourself too seriously. It's
often about making innocuous jokes, mostly at your own expense, so that
the ice breaks and students learn in a more relaxed atmosphere where you,
like them, are human with your own share of faults and shortcomings.
i. Teaching is good when the method used is supplemented by another
method and instructional devices. It is an accepted fact that good method
is a synthesis of many methods. This is based on the principles that the
best learning takes place when a greater number of senses are stimulated
and utilized in the process. Good teaching is about not always having a
fixed agenda and being rigid, but being flexible, fluid, experimenting, and
having the confidence to react and adjust to changing circumstances. It's
about getting only 10 percent of what you wanted to do in a class done
and still feeling good. It's about deviating from the course syllabus or
lecture schedule easily when there is more and better learning elsewhere.
Good teaching is about the creative balance between being an
authoritarian dictator on the one hand and a pushover on the other.
i. Gather materials, equipment and supplies beforehand.
ii. Review related concepts, vocabulary and ideas.
iii. Show enthusiasm and interest.
iv. Prove an overview or outline of the lesson or unit. Move from whole to
part to whole.
v. Objective: State and have students state the objective.
vi. Purpose: Why is this important to learn?

13. vii. Transfer: How does this relate to what you already know? Help students
organize and connect new knowledge to old.
viii. Clearly present information. Do not include non-essential information or
distractors.
ix. Move from simple to complex.
x. Move from known to unknown.
xi. Model or demonstrate examples as well as non-examples.
xii. Actively involve students. Use variety.
xiii. Adjust the level of questions to student ability.
xiv. Check for understanding frequently.
xv. Feedback: Use criticism sparingly. Provide prompt feedback with reasons.
xvi. Guided practice: Closely monitor practice in the early stages of learning.
Aim for at least 80% success.
xvii. Closure: At the end of a lesson, summarize or have the child summarize
what was learned.
xviii. Review and reteach as often as necessary.
j. Teaching is good when evaluation is made an integral part of the teaching
process. Evaluation is part and parcel of teaching. Evaluation measures the
effectiveness of teaching and learning and completes the function which is
essential in teaching. Teaching is meaningful only when the results of
teaching are achieved. Assessment and measurement serve valuable
purposes for both instructors and students because they provide
information on learner progress, they measure achievement of learning
goals, and they provide learners with benchmarks for monitoring their
progress and adjusting their learning strategies. Assessment instruments
and activities should be congruent with the learning goals and should be
consistent with the skills required of the learner throughout the learning
process. Assessment and measurement strategies should be employed as
integral parts of the learning experience--enabling learners to assess their
progress, to identify areas for review, and to reestablish immediate
learning or lesson goals. Assessment and measurement strategies should
accommodatethe special needs, characteristics, and situations of the
learner.
 The teacher is accountable to someone for diligently pursuing goals and
plans.
 Self-discipline, diligence and timeliness are emphasized and rewarded.
 Students are held responsible for completing work on time and doing a
quality job.
 A method exists to keep track of goals and achievements. Examples: plan
book, student contracts or checklists, conferences.
 Informal evaluation takes place constantly.
 Formal evaluation (testing) is used as needed so that students can
demonstrate their mastery.
 Grades are essentially comparative and punitive. Better to keep a running
list of accomplishments.
 Evaluation is used as a basis for selecting future objectives.
k. Teaching is good when drill or review is made an integral part of teaching
and learning. The teacher must bear in mind that drill and review have
different meanings and functions. The purpose of review is to bring out
relationships of facts learned to give new view or new meaning.

14.  Practice is directly related to the lesson objective.
 Students are not distracted during practice time.
 Directions for practice are clear.
 Adequate practice is provided to ensure mastery.
 Generous feedback is given early on.
 Guided practice is closely monitored. It is "practice without penalty" and
receives no grades or marks.
 Students should have about an 80% success rate before independent
practice is assigned.
 Practice is distributed over time. Practice is less frequent after initial
instruction but continues until mastery is achieved.
 "Mental practice" is encouraged
E. The Child-centered Philosophy of Education
 Meaning of Child-centered Education
 Developing the Nature of the Child
F. Community-centered Philosophy of Education
 The School and the Community
 Philosophy of Community Education
 Making the School a Community Center
 The School as Center of Community Improvement
 School and Community Relation Needed in the Philippines
G. Global Theory
 Historical Perspective
 Globalization Theory
 Globalization and Educational Reform
 Globalization Impacts in Various Educational Sectors