Chapter 13 - Philippine Philosophies Of Education.docx

Tulio, D. D. (2009) Foundations of Education 2 (2nd ed.) Philippines: National Book Store Chapter 13 PHILIPPINE PHILOSOPHIES OF EDUCATION

PHILIPPINE PHILOSOPHY The philosophy in life may be defined as the study and pursuit of facts, which deal with the ultimate reality, or causes of things as they affect life. The philosophy of a country like the Philippines is made up of the intricate and composite interrelationship of the life stories of its people, in the other word, the philosophy of our nation would be strange and indefinable if we do not delve into the past tied up with the notable life experiences of the representative personalities of our nation. JOSE RIZAL  Rizal’s concept of the importance of education is clearly enunciated in his work entitled: Instruction wherein he sought improvements in the schools and in the methods of teaching.  He maintained that the backwardness of his country during the Spanish era was not due to the Filipinos’ indifference, apathy, or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands.  For him, the mission of education is to elevate the country to the highest seat of glory and to develop the people’s mentality.  Since education is the foundation of society and a prerequisite for social progress, Rizal claimed that only through education could the country be saved from domination.  His philosophy of education centers on the provision of proper motivation in order to bolster the great social forces that make education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.  Rizal grew up nurtured by a closely-knit Catholic family, was educated in the foremost Catholic schools of the period in the elementary, secondary, and college levels; logically, therefore, he should have been a propagator of strictly Catholic traditions. However, in later life, he developed a life philosophy of a different nature, a philosophy of a different Catholic practice intermingled with the use of Truth and Reason.  He did not agree with the prevailing Christian propagation of the Faith by fire and sword. This is shown in his Annotation Morga’s Sucesos de las Islas Filipinas.  He did not believe in the Catholic dogma that salvation was only for Catholics and that outside Christianity, salvation was not possible even if Catholics composed only a small minority of the world’s religious groups. Nor did he believe in the Catholic observation of fasting as a sacrifice, nor in the sale of such religious items as the cross, medals, rosaries and the like in order to propagate the Faith and raise church funds.

 He also lambasted the superstitious beliefs propagated by the priests in the church and in the schools. All of these and a lot more are evidences of Rizal’s religious philosophy.  In Rizal’s political view, a conquered country like the Philippines should not be taken advantage of but rather should be developed, civilized, educated, and trained in the science of self-government.  He bitterly assailed and criticized in publications the apparent backwardness of the Spanish ruler’s method of governing the country which resulted in: 1. the bondage of the slavery of the conquered; 2. the Spanish government’s requirement of forced labor and force military service upon the natives; 3. the abuse of power by means of exploitation; 4. the government ruling that any complaint against the authorities was criminal; and 5. making the people ignorant, destitute, and fanatic, thus discouraging the formation of national sentiment.  Rizal’s guiding political philosophy proved to be the study and application of reforms, the extension of human rights, the training for self-government and the arousing of spirit of discontent over oppression, brutality, inhumanity, sensitiveness, and self-love.  The study of human behavior as to whether it is good or bad or whether it is right or wrong is that science upon which Rizal’s ethical philosophy was based. The fact that the Philippines was under Spanish domination during Rizal’s time led him to subordinate his philosophy to moral problems.  This trend was much more needed at that time because the Spaniards and the Filipinos has different and sometimes conflicting morals. The moral status of the Philippines during this period was one with a lack of freedom, one with predominance of foreign masters, one with an imposition of foreign religious worship, devotion, homage, and racial habits. This led to moral confusion among the people, what with justice being stifled, limited, or curtailed, and the people enjoying any individual rights.  To bolster his ethical philosophy, Dr. Rizal had recognized not only the forces of good and evil, but also the tendencies towards good and evil. As a result, he made use of the practical method of appealing to the better nature of the conquerors and of offering useful methods of solving the moral problems of the conquered. To support his ethical philosophy in life, Rizal: 1. censured the friars for abusing the advantage of their position as spiritual leaders and the ignorance and fanaticism of the natives; 2. counseled the Filipinos not to resent a defect attributed to them but to accept same as reasonable and just; 3. advised the masses that the object of marriage was the happiness and love of the couple and not financial gain;

4. censured the priests who preached greed and wrong morality; and 5. advised every one that love and respect for parents must be strictly observed.  That body of knowledge relating to society including the wisdom which man’s experience in society has taught him in his social philosophy. The facts dealt with the principles involved in nation building and not individual social problems. The subject matter of this social philosophy covers the problems of the whole race, with every problem having a distinct solution to bolster the people’s social knowledge. Rizal’s social philosophy dealt with: 1. main in society; 2. influential factors in human life; 3. racial problems; 4. social constant 5. social justice; 6. social ideal; 7. poverty and wealth; 8. reforms; 9. youth and greatness; 10. history and progress; 11. future Philippines.  The above dealt with man’s evolution and his environment, explaining for the most part human behavior and capacities like his will to live; his desire to possess happiness; the change of his mentality; the role of virtuous women in the guidance of great men, the need for elevating and inspiring, mission; the duties and dictates of man’s conscience; man’s need of practicing gratitude; the necessity of consulting reliable people; his need for experience; his ability to deny; the importance of deliberation; the voluntary offer of man’s abilities and possibilities; the ability to think, aspire, and strive to rise; and the proper use of heart, brain and spirit – all of these combining to enhance the intricacies, beauty and values of human nature. MANUEL LUIS QUEZON  The 1st president of the Philippine Commonwealth from 1935 until his death.  “Show me people composed of vigorous, sturdy individuals, of men and women healthy in mind and body, courteous, industrious, self-reliant, purposeful in thought as well as in action, imbued with sound patriotism and profound sense of righteousness, with high social ideals and a strong moral fiber, and I will show you a great nation that will emerge victories from the trials and bitter strife of a distracted world, a nation that will live forever, sharing the common task of advancing the welfare and promoting the happiness of mankind.” APOLINARIO MABINI  He was born in Talaga, Tanauan City, Batangas.

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Also known as “Sublime Paralytic” A Filipino theoretician who wrote the Constitution of the 1st Philippine Republic. 1st Prime Minister in 1899 “Thou shalt cultivate the special gifts which had been granted thee, working and studying according to thy ability, never leaving the path of righteousness and justice in order to attain thine own perfection.”

CAMILO OSIAS  A Resident Commissioner born in Balaoan, La Union.  Philippine representative to the Interparliamentary Union in Rome and to the International Trade Conference in Genoa in 1948  “School has an important role in the development of dynamic nationalism and internationalism in relation to democracy in the education of the youth.”  “High educational institutions should do more to turn out graduates who can think logically, scientifically, and creatively.”  “After peace is established, all our efforts will be directed to Americanizing ourselves, to cause a knowledge of the English language to be extended and generalized in the Philippines in order that through its agency the American spirit may take possessions of us, and that we may adopt its principles, its political customs, and its peculiar civilization that our redemption may be complete and radical.” (Excerpt from the letter of T.H. Pardo de Tavera, one of the early collaborators of the American regime in the Philippines, to General MacArthur quoted in Renato Constantino’s Identity and Consciousness: The Philippine Experience)  “Our education should instill love for work, spirit of tolerance, respect for law, love for peace, and practice of thrift.” RAFAEL PALMA  He used the power of the pen not only to free his countrymen for colonial rule but also to liberate them from intellectual stagnation.  He lived a simple life. He died poor but lived a riched life.  Toughness of mind as student, writer, lawyer, educator, thinker, and statesman, he appears to be the dominant trait that the boy born in Tondo on October 24, 1874 was to develop in the process of finding a niche for himself.  It was this mental toughness, together with his confidence in his fluency in Spanish, that impelled him to join Antonio Luna’s La Independencia, the official newspaper of the Revolution, adopting the pen name Dapit Hapon, which became a byword in Spanish-speaking homes.  Palma delighted and inspired his brother Masons with a large number of articles and messages. On January 30, 1931, for example, as Grand Orator, he delivered a lengthy but moving message, in which he showed mainly the place of Masonry in the world of ideas. He said, in part, the following: “The philosophy of Masonry has not lost faith in the goodness of human nature and considers liberty as an inestimable boon and everyman’s birthright. It

consequently endeavours to inculcate the doctrine that man must be educated to be free and to seek to know himself and develop his innate faculties and inclinations. This education involves the free exercise of reason, not only to think and reason for himself, untrammeled by readymade dogma or opinions consecrated by tradition or usage; but to follow a rule of conduct which he considers the most in accordance with prudence and wisdom, through it be conflict with that which is generally accepted and approved. Reason is the noblest gift to man … It is the right nay, the duty of each and every one of us to make our contribution be it ever so small, to the progress of the world, and it is not by waiving the free use of reason that we can add our grain of sand to that building, but by contributing a new thought, a new idea, a new mode of procedure or new rule of conduct. He who contents himself with taking all he needs from the accumulated wisdom of the ages without giving anything in return is a spendthrift, not a collaborator.”

 A scholar par excellence, Palma was advanced in his ideas. He believed that, despite our imperfections, we should attain a degree of perfection, i.e., find the selves we were meant to be, and that this quest or search should start with an open and tough mind. Listen to him once more: “Human life could not be better symbolized than by the Masonic pavement which covers the floor of our temples and is emblematic of how checkered our existence is with good and evil, grief and joy, suffering and happiness. The work of the Mason cannot be symbolized better than by the construction of a temple which has never finished, because whatever may be our wisdom and degree of skill, and however charitable our feelings may be towards our Brethren and fellows, we never attain perfection. The temple, which we are building ourselves. The materials, which we have to polish, adjust and fit into place are passions and vices. There are, unfortunately, too many racial, religious, and political prejudices, which blind the intellect and prevent the heart from recognizing the truth, cementing brotherly love, and relieving distress. We have to rid ourselves of these prejudices. Masonry demands of each individual an open mind, quick sympathy, and disinterested charity, because only those with these quoins and ashlars is it possible for us to construct the temple dedicated to the Fatherhood of God and the Brotherhood of Man which are the strength and secret of our union.”  Palma lived a rich, full life – a life dedicated to the search for the truth, to the fearless articulation of the discovered truth aimed at liberating the minds of men from the bondage and shackles of ignorance, and to the pursuit, not of things mundane, but of what was thought to be the idea of the bonum verum. Having lived such a life, Palma has become a part of history. JORGE BOCOBO

 A “pensionado” of a government-sponsored student traveling from Philippine to the United States.  “To my humble way of thinking education (college) has for its supreme and overshadowing aim the formulation of a sound and noble outlook of life.” FRANCISCO BENITEZ  “The qualities that should distinguish the educated Filipinos of today are power to do, knowledge of the past and current events, and possession of the elements of conduct that are the accomplishments of culture and morality.”  “The function of our school is neither to fit the individual for the past which is dead and gone, nor to prepare him for a remote future which is problematical, rather it is to train the individual so that he will be a member of the world as it is.” DR. LOURDES QUISUMBING  Believes that education must strengthen the dignity of the learner as a human person. As such, the various dimensions of man’s personhood has to be fully developed by the school system through an effective and systematized values education.

IMPORTANCE OF PHILOSOPHIES OF EDUCATION Philosophies of education are important because they perform certain functions that make the educational system effective and efficient. Among their important functions are the following: 1. It provides guidelines in the formulation of educational policies and programs and in the construction of curricula. For examples, DECS Order no. 91, series 1998 – chang es the Technology and Home Economics (THE) program of the New Secondary Education Curriculum (NSEC). It contributes to students’ holistic development (addressing their perceived cognitive needs in the THE through improvement and update). The rationale: One of the thrusts of the DECS is quality secondary education through continuing improvement and updating of the curricular offerings. To make the THE program more relevant and responsive to the needs of the secondary school students, changes and improvements are being instituted. (PROGRESSIVISM) 2. It provides direction toward which all education efforts should be exerted. For example, DECS Order no. 54, series 1995 – War on Waste. The rationale: To contribute to the national efforts for the conservation of all resources, both natural and physical. It helps human beings improve and perfect their environment by applying methods in solving environmental concern. A brigade was organized in all identified elementary and high schools. Each school submitted a program of activities to implement the WOW crusade. (SOCIAL RECONSTRUCTIONISM) 3. It provides theories and hypothesis in education that may be tested for their effectiveness and efficiency. For example, DECS Order no. 1, series 1993 – Increasing the number of elementary school days and time allotment in the New Elementary

School Curriculum (NESC). The rationale: To make classroom instruction more effective. To ensure the improvement of pupil achievement in particular areas. It provides essential skills needed to cultivate basic literacy (through the increase number of school days and time allotment). (ESSENTIALISM) 4. It provides norms or standards for evaluation purposes. For example, DECS Order no.65, series 1998 – Revised guidelines on the selection of honor students. The rationale: To give due and proper recognition to graduating students who have shown exemplary performance in the high school work. (EXISTENTIALISM)

IMPORTANCE OF PHILOSOPHY OF EDUCATION TO THE TEACHER 1. It provides the teacher with a basis for making his decisions concerning his work. 2. It helps the teacher develop a wide range of interests, attitudes, and values concomitant to his professional life as a teacher. 3. It makes the teacher more aware of his own life and work, and makes him more dynamic, discriminating, critical, and mentally alert. 4. It saves time, money, and effort.

SOURCES OF PHILIPPNE PHILOSOPHIES OF EDUCATION 1. The great philosophies of education that have stood the test of time such as idealism, naturalism, pragmatism, humanism, essentialism, progressivism, and the like. 2. Great educational thinkers such as Socrates, Plato, Aristotle, etc. 3. The philosophies of great Filipino thinkers such as Rizal, Mabini, Palma, etc. 4. The Philippine Constitution especially Article XIV of the 1987 Philippine Constitution. 5. Some important laws such as P.D. 6-A or Educational Act of 1972 and B.P. otherwise known as the Educational Act of 1982. 6. The prevailing social, economic, political, and cultural patterns of great magnitude that have a great impact upon society.

TEACHER’S PHILOSOPHY OF TEACHING The teacher’s philosophy of teaching should be characterized by the following: 1. In accord with the philosophy of education of the state and that of the educational institution he serves 2. The teacher’s philosophy of teaching must have a religious outlook. 3. The teacher’s philosophy of teaching must be in accord with the acceptable social, spiritual, and ethical standard. 4. The teacher’s philosophy of teaching must be characterized by a strong desire to mold the individual child into a self-reliant, independent, and reasonable citizen equipped with a proper cooperative and leadership qualities.

SAMPLES OF A TEACHER’S PHILOSOPHY OF TEACHING 1. Aims and objectives are in accord with the philosophy of education of the State and that of the school he serves. 2. Well-prepared lessons including mastery of subject matters. 3. Punctuality in attendance 4. Diligence in teaching 5. Fairness in measurement and grading 6. Helpfulness to pupils and students 7. Good human relation 8. Always imparting acceptable social, spiritual, and ethical values whenever opportunity occurs. 9. Observing professional ethics for teachers 10. Cooperation with peers and obedience to legitimate orders and decisions of higher authorities

FILIPINO THOUGHTS/PHILOSOPHY In a nationalistic sense, there is no Filipino philosophy to speak of because its content is not universal nor does it transcend mere ethnic or geographical boundaries. The Filipino philosophy can only mean a common perspective, a viewpoint, a thought, or a sense that is peculiarly Filipino as seen in Filipino art and literature, values, and mores.

SOME CHARACTERISTICS OF FILIPINO THOUGHTS  Belief in the existence of the Supreme Being in a personalistic way, the Almighty is thought of as a person who will come to his aid in time of need, over which, however, one has no control, thus, the Filipino says “Bathala na” or Let God do the rest.”  Harmony pervades the Filipino mind as it does the oriental mind; allows individuals to be subsumed to the general; hence the following are observed. o A spirit of mutual cooperation that animates community life and denotes awareness of mutual dependence. o Prudence and self-control in order to avoid offending others. o Deep sense of dignity and personal honor as in precept “sa taong may hiya, ang salita ay panunumpa,” which reflects a desire to follow standard and traditional forms of behavior o Tolerance and the “right of everyone to hold his own opinion, to think as he pleases, and to order his life in his own fashion.” o Debt of gratitude (utang na loob) and filial obedience, which reflects moral obligation to others.  The Filipino psyche is equated to save identity as reflected in his having extreme sensitivity and unreasonable pride which are exemplified through his amor

propio; fear of failure, hence, his ningas-kogon and being segurista tendencies; personalistic perception of laws and mores, and emotional and expressive rather than being concerned with abstract principle and absolute and being rational.

SUMMARY There are many reasons for believing that education is the ultimate human task. It is the process by which a helpless and ignorant infant is transformed into a human being, aware of his powers of mind and able to add to the knowledge of the race. In this sense, philosophy of education is concerned with much more than schools. It is a way of thinking about the purpose men chooses to live by, and the practices they must follow if they are to be true to their ideals. The idea that men can believe different things and still have respect for one another. Philosophy of education contributes to this attitude by demonstrating how men classify their educational agreement and differences and finds reasons why they can and cannot cooperate in educational practices. In a nutshell, the teacher has, through his thinking, become more of an educated person; his orientation is changed, and his actions bear the stamp of himself. The teacher is much more the artist, the applied scientist – both in his application of science and philosophy. This is not in itself “philosophy,” but character, learned philosophy, in action.

CHECK YOUR FACTS 1. 2. 3. 4.

How did Rizal support his ethical philosophy in life? What are the different functions of the philosophies of education? Give the characteristics of the teacher’s philosophy of teaching. Give the philosophy of the following related education: a. Camilo Osias b. Rafael Palma c. Manuel L. Quezon d. Lourdes Quisumbing e. Francisco Benitez f. Jorge Bocobo