Historical Dimension of Education

1. SOCIAL DIMENSION OF
EDUCATION
Historical Dimension of
Education

2. Education
• Education is defined as, “teaching and learning
specific skills, and also something less tangible is
defined as: the imparting of knowledge, positive
judgment and well developed wisdom.
• Education has one of its fundamental aspects that is,
the imparting of culture from generation to
generation”.
• The first formal education can be attributed to the
nation of Israel c.1300 BCE, that is c.3300 before
present, with adoption of the Torah which means
“teaching”, “instruction”, “scribe”, or “law” in Hebrew.

3. History of Education
• In other contemporary, ancient civilization
such as Dynastic Egypt, Babylon and later
Ancient Greece and the Roman Republic the
provision of education was restricted to the
wealthy elite, or to professional scribal guilds.

4. Historical Foundation
• Education is as old as life itself. No one can
present an accurate account concerning the origin
of education.
1. Evolutionist – education started from primitive
people
2. Creationist – education started from Adam and
Eve
3. Modern day education owes much of its system
to the institutions established by the ancient
civilization of China, India, Israel, Egypt, Greece
and Rome.

5. Chinese Education
• Chinese are descendants from the river banks of Huang
Ho and Yang Tze river
• Aimed at selecting and training people for public service
• Emphasis on molding a person’s character and moral
values
• Believed that government has the responsibility to
provide education
• Centered on the mastery of the Chinese language and
classical literature particularly on the work of Confucius
• Analects- the most revered Chinese classical literature
which contains the sayings of Confucius

6. Egyptian Education
• Polytheist people (worshipper of many gods)
• Pharaohs considered their kings and their gods.
• Priest and scribes were teachers of noble class
• Parents were teachers of lower class or fellahin
• Education was highly practical and empirical
• Hieroglyphics-system of picture writing
• Provided the modern world with the basic
foundation of education, art, science, engineering
and others.

7. Greek Education
• Ancient Greece was divided into several
Poleis (small city states)
• Greeks were mixture of Germanic and Aryan
stock (strong race)
• Sparta and Athens were the two popular city
states
• Constant struggle between Sparta and Athens
resulted in Peloponnesian War which lasted
for 27 years

8. Spartan Education
• Sparta was the largest city
• Purely military state
• Mothers function as state nurses
• At age 7 boys were turned over to Piadonomus-a
military commander who cared for boys until age
18
• At age 18 boys prepare for military training
• At 20 get assigned for actual war
• At 30 they are compelled to marry
• Girls education was limited to the instructions
given by their mothers

9. Athenian Education
• Men sana en copore sano (sound mind and
sound body)
• Democratic form of living, democracy is the
lasting legacy
• Athens preserved the family
• All schools were private
• Boys were separated from girls
• From 0-7, boys stayed at home received training
from Paidagogus (an educated slave)
• Palaestra - a public gymnasium were boys had
their physical training under a Paedotribe

10. Athenian Education
• Pentathlon – (running, jumping, discus, javelin
and wrestling)
• Kitharistes – music teacher, teaches poetry like
liad and Odyssey
• Grammarian – writing teacher
• Ephebos (novice citizen) once an Athenian boy
finished his training
• Sophist (new class of teachers)

11. Great Greek Educational Theorists
• Socrates – he postulated “know thyself” and accepted the
fundamental principles of Protagoras that man is the
measure of all things. Known for his Socratic method.
• Plato - wrote “the Republic”. Discussions of Philosophy
through eloquent dialogues; the theory of “forms”, or
“ideas”, that exist in an eternal, transcendent realm; a vision
of utopia, where an elite group of philosopher-kings rules
over other members of society
• Aristotle – father of modern sciences. The synthesis of
Plato’s belief in the eternal “forms” and scientist’s belief in
the “real” world that we can see, touch, or smell; the theory
of the Golden Mean (everything in moderation).

12. Philosophical Schools
• Academy - founded by Plato and known as the world’s
first university
• Lyceum – founded by Aristotle
• School of Stoics – founded by Zeno
• Epicurean - founded by Epicurus
• Roman Education
• Pragmatic Education – strived to find practical
applicants of the knowledge they acquired and activities
they pursued
a. Early Roman Education (home based education)
b. Hellenized Roman Education – started when Romeo’s
contact with Greek civilization, then finally conquering

13. Stages of Roman Education
1. Elementary (7-10) = Literator
2. Secondary (10-16) = Grammaticus
3. Higher Education (16 up) = Rhetorical

14. Influential Thinkers of Roman Education
• Cicero – his writings provided the ideal education
for the middle ages
• Quintillian – he stressed on memory and used it
as a motivation. He also used rewards instead of
corporal punishment. He suggested the use of
play and games

15. Medieval Education
• Started when the Roman empire fell around 400
A.D.
• Christianity was declared as the official religion of
the state by Constantine the Great, therefore
Catholics grew in number.
• Hierarchy of church in the middle ages
1. Pope
2. Cardinal
3. Archbishop
4. Bishop
5. Priest/clergy

16. Modern Education
1. Humanism – studia – humanitatis - studies of
humanities; A way of thought and a way of life
concerned the realization of the fullest human
career.
Influential Characters:
Vittorino de Feltre – established the most celebrated
Humanist School. The purpose of education was to
educate the complete citizen.
Desiderius Eramus – he advocated the importance
of studying the character of the child. He likewise
believed that women should enjoy the same
educational rights enjoyed by men.

17. Modern Education
2. Reformation
The Catholic Church held so much power.
This power gave rise to corruption and other
abuses.
Martin Luther – he wrote “95 Theses” where he
attacked the ecclesiastical abuses.
Philip Melanchon – organized a state school
system.
Melanchon obtained considerable success in
making Reformation acceptable to intellectual as
Luther did to the masses.

18. Modern Education
3. Rise of Protestantism
The public at this time was increasingly
becoming aware and angered by the excesses of
the papacy.
4. John Calvin
The theological doctrines of Calvinism
emphasize the sovereignty of God in the bestowal
of grace and that specifically includes election of
predestination, limited atonement, total depravity,
irresistibility of grace, and the perseverance of
saints.

19. Modern Education
5. Catholic-Counter Reformation
Realizing that Protestants used education to further
ends, the Catholic used education to win back dissenters.
The Aim of education of the Roman Catholic
Education was religious moralism.
In order to carry-out these ends the church authorized
the establishment of several priestly orders that would serve
as the educational and social arm of the church.
1. Jesuits - St. Ignatius of Loyola
2. Jansenist – Jean Duvegier de Haureme or Abbe de
Saint-Cyran
3. Christian Brothers – Jean Baptiste de La Salle

20. Socio-Anthropological Dimension of Education
• Culture – is the complex whole which includes
the customs, beliefs, mores, folkways of a certain
group of people.
• Education is transferring of culture.
• Sub Culture – specialized form of culture
practiced by a small group of people which shows
uniqueness compared to other groups
• Norm – what is considered “normal” is basically
based on the number od people practicing a
certain behavior.
• Folkways - actions that has some moral
significance and became repetitive.

21. Kinds Of Groups
• Primary groups
• Secondary groups
• In group
• Out group
• Reference group
• Peer group
• Circle
• Gang

22. Types of Groups
• Integrated group – the members have common
action in shared meanings and values.
• Crowd – members act together on the basis of a
shared emotion and feelings, as in religious
revival meetings, revolutionary mob or a panic.
• Audience or mass – members act together on the
basis of a common attitudes without interaction
among members; like people at film showing.
• Public – this refers a number of people in some
form of communication with each other who have
common interest but do not necessarily come to a
common agreement.

23. Social Problems
- Growing groups and countries experience various
societal problems brought about by various factors.
• Juvenile delinquency
• Crime
• Alcoholism
• Suicide
• Drug addiction
• Racial prejudice
• Industrial conflict
• Poverty
• Graft and corruption

24. Social Control
- refers to the ways in which members of a society
influence one another so as to maintain social order.
 Informal Social Control
• Mores and folkways
• Expectations not written down but perceived and
made known to him
• Pressure to conform
• Internalizing the values and attitudes of family
• Helping the child to understand the norms of the
bigger group
• Desire for acceptance of the bigger group

25. Social Control
Formal Social Control
• Passage of law
• Formal mechanism to maintain control over the
behavior of its members
• Tendency to level an individual who is out of
line and gossip
• Curbing anti-social attitudes by disallowing
privacy or ascribing undesirable status to
deviants

26. Social Process
- sociologists have noted that social change occurs in
patterns and these patterns are called social process, this is
also to interpret social behavior.
CLASSIFICATION OF SOCIAL PROCESS
• Competition – an impersonal attempt to gain scarce and
valued resource of wealth, land etc.
• Conflict – involves the use of deliberate power
• Accommodation – is the conscious adjustment and
compromise among conflicting groups to live without
conflict.
• Assimilation – is the learning and acceptance by one
group of the beliefs and values of another groups so they
gradually become virtually indistinguishable.

27. Characteristics of Culture
1. Culture is Learned.
2. People have varied culture.
3. Culture is a group product.
4. Culture is transmitted from generation to
generation.
5. Culture is adaptive.

28. Philippine Cultural Values
Strengths of the Filipino Character
1. Pakikipagkapwa tao
2. Family orientation
3. Joy and humor
4. Flexibility, adaptability, creativity
5. Hardwork and industry
6. Faith and religiosity
7. Ability to survive

29. Philippine Cultural Values
Weakness of the Filipino Character
1. Extreme personalism
2. Extreme family centeredness
3. Lack of discipline
4. Passivity and lack of initiative
5. Colonial mentality
6. Kanya-kanya syndrome
7. Lack of self-analysis and self reflection

30. Philosophical Dimension of Education
ORIENTAL PHILOSOPHY
CONFUCIANISM
• Had its beginning in the teachings of Confucius but the following sages took the
lead in building its formulation: Mencius and Hzun-Tzu.
• Confucius is the Latinized name of Kung-Tzu or Kung-Fu-Tzu. “tze” which means
master, is a polite suffix added to the names of most of the philosophers during the
Chou Dynasty.
• Confucius was the founder of the Ju School which was known in the west as the
Confucian School.
• The Ju or Confucian School emphasized matters concerning human-heartedness
and righteousness, and the six liberal arts commonly translated as Liu Yi or the Six
Classics namely:
-Yi Ching or the Book of Changes
-Shi-Ching or the Book of Odes
-Shu-Ching or the Book of History
-Li-Chi or the Rituals and Rites
-Yueh-the music
-Ch’un Vh’iu or the Book of Spring and Autumn Annals

31. CONFUCIANISM
• The primary goal of Confucius was not just to
make his “disciples” to be well versed of the
Classics but to be “rounded men”, useful to the
state and the society.
• Confucius philosophy is HUMANISTIC. It
occupies mainly with HUMAN RELATIONS and
VIRTUES. Thus, his concept of the Yi
(Righteousness) and Jen (Human heartedness)
• Confucianist’s great virtues were: benevolence,
righteousness, propriety, wisdom, sincerity and
harmony.

32. Confucius Ideas
• His ethics is based upon the nature of man and society
• For him MAN is essentially a social being; he is the main
component of a society
• A MORAL man is the cooperating member of the society
• The measure of man’s life is not “how long” but “how good”.
• All men desire happiness and in order to achieve it
everyone's goal must be to make each other happy.
• The secret of his mark in history is based on the great
emphasis on the Supremacy of HUMAN VALUES.
• “wisdom is to KNOW men; VIRTUE is to LOVE men”.

33. On Government
• A government is GOOD when it makes its
people happy.
• The government should bring about welfare
and happiness of the whole people.
• A good government must be administered by
the most capable men of the country; those
who have CHARACTER and KNOWLEDGE.
• Character and knowledge were produced by
PROPER EDUCATION.

34. CONFUCIANISM: DOCTRINE OF JEN
• Jen or benevolence is the central thesis of his whole system-his ethic,
politics and his life ideal-followed from this; this is PERFECT and
SUPREME VIRTUE.
• Jen stresses correct procedure for human relations-proper way for men to
meet each others leading to positive efforts for the good of others.
• A man of Jen is man of all around virtue.
• Jen is the Confucian ideal of:
– Cultivating human relations
– Developing human faculties
– Sublimating one’s personality
– Upholding human rights
• To achieve Jen one must practice the Chung and the Shu (the Principle of
Reciprocity ).
– Chung - means faithfulness; a state of the mind when one is completely honest with
himself.
– Shu - means altruism; a regard for others; a state of the mind when one has complete
understanding and sympathy with the outside world, opposite of selfishness.

35. CONFUCIANISM: DOCTRINE OF YI
• Literally, Yi means righteousness.
• The concept of Yi is the one that upholds
man’s conduct.
• It is the highest principle embodied in the
activities of mankind.

36. CONFUCIANISM
• Spirit of Confucianism
It is not a religion but a Philosophy and a system of
Ethics. It emphasizes human relationships – how to live
in harmony with others.
• Man's personality reflects itself in his actions and
behavior in the five relationships:
1. Governmental (King and Subject)
2. Parental (Father and Son)
3. Conjugal (Husband and wife)
4. Fraternal (Elder Brother and Younger Brother)
5. Friendship (Friend and Friend)

37. CONFUCIANISM
• On Ethics
– Confucianism upholds five (5) constant virtues:
1. Human heartedness (jen)
2. Righteousness (yi)
3. Propriety (li)
4. Wisdom (chih)
5. Sincerity (hsin)

38. Chinese Ethical Principle or Doctrine
• This is the most significant contribution of Confucianism
in the Chinese civilization.
• It stresses that every man is encouraged to practice filial
piety and fraternal love. This action when extended to a
larger social group world.
• Doctrine of Social Status or the Rectification of Names
– Refers to the idea of the position of man among men;
that every man must be in his proper place and with
his proper responsibilities and duties.
– Very name contains certain implications which
constitute the essence of that class of things to which
the name applies.

39. MENCIUS
• Mencius represents the IDEALISTIC Wing of Confucianism
• He is famous for his theory on the Original Goodness of -Human Nature.
- Human nature is neither good or bad.
- Human nature can either be good or bad.
-The nature of some men is good while the others is bad.
- The human nature is good.
• For him, the proof of the original goodness of human nature is
COMMISERATION. This feeling where man cannot bear to see the
suffering of others.
• Four (4) elements that makes MAN:
1. The feeling of Commiseration – the beginning of human heartedness (jen)
2. The feeling of Shame and Dislike – the beginning of righteousness (yi)
3. The feeling of Modesty and Yielding – the beginning of propriety (li)
4. The sense of right and wrong – the beginning of wisdom (chi)

40. Mencius’ Political Philosophy
- Man is a political animal.
- Concerned on having GOOD Government -depends
on the good example of the ruler.
- The state is a moral institution and the head of state
should be moral leader.
- There are two (2) forms of government:
1. Wang (King Government) - the ruler is a sage and
government is carried on through moral instruction
and education.
2. Pa (Military Government) – the ruler is a military
man and the government is carried through force
and compulsion.

41. Hierarchy of the elements of the state:
1. The People (the most important)
2. Spirits of the Land and of the Grain (secondary
importance)
3. Sovereign (least important)
• The way of Good Governance consists of:
1. Enriching and improving the lives of the people
through reforms such as land tenure, reduction of
taxes and age-old pensions.
2. Educating people in personal cultivation, social
order and national loyalty.

42. Definitions of Philosophy
1.1 Etymology Definition
The word Philosophy is said to be invented by Pythagoras according to him,
only the gods should be called wise men should be called ‘lovers’ or ‘friends’
of wisdom. Hence, the term ‘philo’ and ‘Sophia’ were formulated which literally
mean ‘love’ and ‘wisdom’.
1.2 Formal Definition
Philosophy is defined as ‘certa scientia per ultima causas’ which means
certain knowledge through ultimate causes – acquired by the use of human
reason alone.
1.3 Popular Definition
Philosophy can be regarded as a private wisdom giving the person the ability
to look things on a positive note. Hence, this gives man the opportunity to be
optimistic especially in times of misfortune.
1.4 Technical Definition
Philosophy is the science of science. It does not only unify all sciences but
also criticizes and defends the conclusion of other science.

43. 2. The Necessities of Philosophy
• As a lover of wisdom, man always searches for the
best Philosophy, the TRUTH. In seeking for this, he
needs Philosophy:
2.1 For the accumulation of knowledge and information
2.2 For the achievement of intellectual perfection and
integrity
2.3 For solutions to the different problems that
confronts him about God, the world and of himself
2.4 For the unification human knowledge (all sciences)

44. Philosophy of Education
3.1 Naturalism
• Rooted from Ancient Philosophers such as Thales,
Anaximander, Anaximenes
• Denies everything that has supernatural significance-
dogmas/revelations-for all can be accounted by scientific law
• Preserves the natural goodness of man
• Truth can only be found through nature
• Advocates: J.J. Rousseau, John Lock, Montaigne
• On Education
– Naturalism stands for a democratic and universal way-everyone must
be educated in the same manner
– Education is in accordance to human development and growth
– Aims to unfold the child’s potential not to prepare him for a definite
vocation or social position-but to prepare him to adapt to the changing
times and needs.

45. 3.2 Idealism
• Ideas are the only true reality, the ultimate truths for matter is
nothing but just a mere representation of ideas.
• Focus is on conscious reasoning of the mind in order to attain
truth.
• Advocates: Socrates, Plato
• On Education
- its aim is to discover the full potentials in child and
cultivates it in order to prepare him for a better position in
the society and for him to serve the society better.
- emphasis is given on subjects – philosophy, literature,
religion and history – that will develop and enhance the
mind of a child.

46. 3.3 Realism
• Concerns with the actualities of life, what is real.
• Ultimate reality is the word of physical objects. Hence, reality
is independent of the human kind.
– Objective existence of the world and beings in it
– Knowability of these objects as they are in themselves
• Advocates: Aristotle, St. Thomas and Jonathan Herbart
• On Education
- Emphasis is on subject matter concerning Science and
Mathematics.
- Methods use in teaching include recitation, experimentation
and demonstration.
- Character development is through training in the rules of
conduct.

47. 3.4 Existentialism
• Defining feature is “existence precede essence”
- man conceives and makes of himself: Life is what
you make it.
• Proclaims man’s freedom in the accomplishments of his
destiny.
• Advocates: Soren Kierkegaard, Jean Paul Sartre
• On Education
• Subject matter is personal choice
• Learning is based on the willingness of the student to choose and give
meaning to the subject
• Emphasis is given to the students to choose and give meaning to the
subject
• Character development is through the responsibility of every individual
in making a decision

48. 3.5 Essentialism
• Rooted in idealism and realism and arose in response to progressive
education
• Defining feature is “essence precede existence”
• Refers to traditional or back to the basic approach in education
• Concerns with the fundamental of education skill and knowledge without
which a person can’t either be efficient individually or socially
• Advocates: William Bagley, James Koerner, H.G Rickover, Paul
Copperman
• On Education
– Schooling is practical for this will prepare students to become competent and valuable
members of the society
– Focuses on the’basics’-reading, writing, speaking, and the ability to compute (arithmetic)
– Subjects: geography, grammar, reading, history, mathematics, art and hygiene
– Stress the value of hardwork, perseverance, discipline and respect to authorities to
students
– Students should be taught to think logically and systematically-grasping not just the parts
but the whole
– Methods of teaching centers on giving regular assignments, drills, recitation, frequent
testing and evaluations

49. 3.6 Pragmatism
• What is experienced and observe is true. Hence, what is
useful is true.
• Synonymous to functionality and practicality
• Focuses more on ‘praxis’
• Thought must produce actions (realization) rather than to
continue lying inside the mind and leading into certainty
• Advocates: Charles Sanders Peirce, John Dewey
• On Education
– Involves student to work in groups
– Methods of teaching include experimentation, project making and
problem solving
– Stresses on the application of what have learned rather than the
transfer of the organize body of knowledge.

50. 3.7. Perennialism
• The word itself means ‘eternal’, ‘ageless’. ‘everlasting’, ‘unchanged’
• Influenced by the philosophy of realism
• Truth is universal and does not depend on circumstances od place, time
and person
• To learn means require understanding of great works of civilizations
• Advocates: Robert Hutchins, Mortimer Adler
• On Education
– Some of the ideas in the past are still being taught because they are
significant
– Curriculum should contain cognitive subjects that cultivates rationality,
morality, aesthetics and religious principles. This includes history,
language, mathematics, logic, literature, humanities and science.
– The teacher must have mastery of the subject matter and authority in
exercising it
– Aims for the education of the rational person-to develop man’s power of
thought

51. 3.8 Humanism
• Rooted in the economic and political changes during the Renaissance period
• Has three main lines of growth:
– Intellectual (includes Education)
– Aesthetics
– Scientific
• Divisions:
1. Individualistic Humanism
- making the most out of one’s life.
- living life to the fullest
- stresses on individual freedom, culture and development
2. Social Humanism
- aims for social rather than individual happiness
- includes social reforms and improvement of social relationships
Advocates: Da Feltre, Erasmus, Pestalozzi
On Education
- Emphasizes motivations and the use of praise and rewards
- curriculum includes subjects concerning literary appreciation, physical
education, social training in manners and development

52. 3.9 Progressivism
• Contrasted the traditional view of essentialism and perennialism
• Emphasis change and growth
• Stresses that man is a social animal who learns well through active
interplay with others
• Proponent: John Dewey
• On Education
– Focuses on the child as a whole rather than of the content or the
teacher
– Curriculum content comes from the questions and interests of the
students
– Emphasis is given on the validation of ideas by the students through
active experimentation
– Methods of teaching include discussions, interaction (teacher with
students) and group dynamics
– Opposes the extreme reliance on bookish method of instruction,
learning through memorization, the use of fear and punishment and the
four (4) walled philosophy of education

53. 6.10 Nationalism
• Rapid ride was the 18th century
• Center of ideology is the concept of national sovereignty
• Aims for the preservation and glorification of the state
• Emphasis is on the development of loyalty, patriotism, national
feeling and responsible citizenship
• Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi
• On Education
– The most important development was the creation of common
language
– Stresses on the teaching of the principles of democracy and
duties of citizenship
– Curriculum includes the teaching of grammar, geography and
history
– Method of teaching gives emphasis on the content regarding on
nature studies, physical exercises and play activities

54. 6.11 Constructivism
• A philosophy of learning which asserts that reality
does not exist outside of human concepts. It is the
individual that construct reality by reflecting on his
own experience and gives meaning to it.
• Learning is the process of adjusting one’s mental
modes to accommodate new experience.

55. 6.12 Recontructivism
• A philosophy that aims to awaken the consciousness of individual about
the social issues, concerns and problems that confront him.
• Primary goal is to achieve the elusive Social Change
• Advocates: Theodore Brameld, George Counts, Paulo Freire
• On Education
– Schools should originate policies and progress that will bring social
reforms and orders
– Teachers should be an instrument to encourage and lead students in
the program of social reforms
– Curriculum emphasizes on the social reforms as the aim of education. It
focuses student experience and taking social actions on real problems
– Method of teachings include the problem oriented type (students are
encouraged to critically examine cultural heritage), group discussions,
inquiry, dialogue, interactions and community-based learning
– The classroom will serve as a laboratory in experimenting school
practices-’bringing the world’ into the classroom.

56. 6.13 Behaviorism
• Rooted in the work of Russian experimental
psychologist Ivan Pavlov and American psychologist
John Watson in the early 1900s
• Asserts that human beings are shaped entirely by
their external environment
• The only reality is the physical word
• Man by nature is neither good or bad but a product of
his environment. Hence, an autonomous acting man
is but an illusion since it negates the faculty of freewill
• Advocate: John Watson, B.F Skinner

57. 6.14 Other ‘ISM’s
• Utilitarianism
- Actions are geared toward the greatest total amount of happiness that one can
achieved
• Rationalism
- Source of knowledge is the mind, independent of the senses
• Empiricism
– Source of knowledge is the sense-based experience
• Experimentalism
– Form of empiricism and asserts that only reliable from of knowledge is gained
through scientific experiments
• Hedonism
– Pleasure is the only good thing to the person
– Used as a justification in evaluating action by giving emphasis on ‘how much’
pleasure can be achieved and how little pain that the action entails
• Epicurianism
- considers as a form of ancient hedonism, it identifies pleasure with
tranquility and reduction of desire

58. LEGAL BASES OF EDUCATION
Philippine Educational System
• Pre-Spanish Period- the early Filipinos considered education
as a way to preserve their culture and transmit this knowledge
to future generations.
• Spanish Regime-Schools were established with the objective
of rearing children to learn skills acquired by the youth in
Spain. The educational system was under the control of the
Roman Catholic Church.
• American Era-Education was a means by which people can be
oriented toward a democratic way of life, they made education
accessible to all.
• Japanese Occupation-education was an instrument for
Filipino’s to embrace Japanese ideologies. It promoted
vocational education and inspired people with the spirit of
labor.

59. Post War/3rd Republic/Roxas
• All educational institution shall be under the
supervision of and subject to the regulation of the
State. 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.

60. Marcos Administration
• The country’s educational system’s adapted the acronym
PLEDGES.
P=peace and order
L=land reform
E=economic reform
D=development of moral values
G=government re-organization
E=employment and man-power services
S=social services
• PD no. 1081, Article XV Section 8 of the 1973 Constitution
• All educational institutions shall aim to inculcate love of country,
teach the duties of citizenship, and develop moral character,
personal discipline , and scientific and technological and vocational
efficiency.
• Batasang Pambansa Education Act of 1982

61. Aquino Administration
• The education department started as the Ministry of
Education which was later changed to the
Department of Education Culture and Sport (DECS)
• The 1986 Constitution provides the present
philosophy of Education as stated in Article XIV,
Section 3
• Strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical
and creative thinking, broaden scientific and
technological knowledge and provide vocational
efficiency.

62. Ramos Administration
• E.O. 337 May 17, 1996
• Transferring the National Training of Technical
Education and Staff Development (NTTESD)
from the Department of Education Culture and
Sports (DECS) to the Technical Education and
Skills Development Authority (TESDA)

63. Arroyo Administration
• Republic Act No. 9155 (August 11, 2001),
otherwise known as Governance of
• Basic Education Act of 2001, renamed the DECS
to the Department of Education (DepED)
• Article XIV of the 1987 Philippine Constitution

64. Educational Act of 1982 (Batas Pambansa Blg. 232)
• Applies both to private and public schools in the entire
educational system
• The act provides that the basic policy of the State is to
establish and maintain a complete adequate, and integrated
system of education relevant to the goals of national
development as follows:
- achieve and maintain an accelerating rate of economic
development and social progress;
- assure the maximum participation of all people in the
attainment and enjoyment of such growth; and
- achieve and strengthen unity and consciousness and
preserve, and develop and promote desirable cultural,
moral, and spiritual values in a changing world.

65. Other Legal Basis
• R.A 6655 - Free Secondary Public Education
• R.A 7722 - Commission on Higher Education
• R.A 7796 – Technical Education Skills Development Authority
• R.A 7836 – Board of Professional Teachers
• R.A 7877 – Anti-sexual Harassment act of 1995
• E.O 189 – Placed all public school teachers under the supervision of DECS
• P. D 603 – Classes for children with special needs
• Act 74 – enacted in Jan 21, 1901. It provides for the establishment of PCAT now
TUP and PNS now PNU
• Act #1870 – founding of UP (June 18, 1908)
• Commonwealth Act #578 – (June 8, 1940) conferred the status od PERSON IN
AUTHORITY upon teachers
• Commonwealth Act #586 – Education Act 1940 – reduction of number of years in
elementary (from 7 to 6), fixing school entrance age 7yo, compulsory attendance in
the primary grades for all children enrolled in grade one, introduction of double
single session.
• Commonwealth Act #589 – (Aug 19, 1940) established school rituals in private and
public schools

66. Other Legal Basis
• R.A #1265 – (June 11, 1955) compulsory daily flag
ceremony in all educational institutions
• R.A #1425 – (June 12, 1956) teaching life, works and
writings of Rizal especially Noli and Fili in all public
and private schools
• R.A #4760 – (June 18, 1966), Magna Cart of Public
School Teachers
• R. A #6655 – (May 25, 1988), Free public secondary
act of 1988
• R.A #7784 – (Aug 4, 1994), established Centers of
Excellence and Teachers Education Council

67. The Teacher and Society
Philosophical Background
Teachers are heirs to a rich philosophical heritage. Passed on to us
are a number of philosophies of various thinkers who lived before us. These
thinkers reflected on life in this planet. They occupied themselves searching
for answers to questions about human existence.
Five Philosophies of Education
• Essentialism: Main Proponent: William Bagley
• Progressivism: “Education is not a preparation for life” Main proponent:
John Dewey
• Perennialism: Main proponent: Robert Hutchins
• Existentialism: “Existence precedes essence” Main proponent: Jean Paul
Sartre
• Behaviorism: Main proponent: John Watson

68. Moral Principles of Teachers
• Morality refers to the quality of human acts by which we call
them right or wrong, good or evil
• “Do good and avoid evil” ( Fundamental Moral Principle)
• “Do not do unto others what you do not what others to do unto
you” (Kung-fu-tzu)
• “Act in such a way that your rule can be the principle of all
(Immanuel Kant)
• Eight Fold Path (Buddhists)
• Koran and Five Pillars (Muslims)
• Ten Commandments and Beatitudes (Christian)
• As teachers, we are expected to be a person of good moral
character as exemplified by being
1. human, 2. loving, 3. virtuous and 4. mature

69. Teacher’s Values Formation
• Values are taught and caught
• Values have cognitive, affective and behavioral
dimensions
• Value formation includes formation in the
cognitive, affective and behavioral aspects
• Value formation is a training of the intellect and
will

70. Max Scheler’s Hierarchy of Values
• Pleasure Values
• Vital Values
• Spiritual Values
• Values of the Holy

71. THE TEACHER, THE CLASSROOM AND
COMMUNITY
Organizational Plan
• Structured Classroom – well planned ahead of time.
• Flexible Classroom – there is allowance for free
movement, time allotment and even in decisions
regarding modes of undertaking the learning activities
• Individualized approach
• Grouping

72. Scheduling
• Good time management is the key to a smooth flow
of planned activities.
• Teachers must be able to plan thoroughly for their
daily lessons and for additional activities such as:
– Parent teacher conference after class
– Working with other teachers during occasional
school events
– Preparing new teaching devices
– Advance requests for supplies and materials for
the week’s lessons and for learning centers
– Supervising students along the corridors and
school grounds or while eating in the canteen

73. Filler or Emergency Activities
• If you will be able to finish the lesson ahead of time, be
ready with “fillers” or activities which are connected with
the lesson
Tips for Maintaining Good Time Management
• Schedule all activities with corresponding time allotment
ahead of time
• Provide enough time for everything you expect to happen
• Avoid rushing since you know you have carefully allotted
required time for every activity
• Be flexible with assignment
• Set the example by showing that you are time conscious

74. Record Keeping
• Daily Attendance
• Student’s Progress
Physical Environment
• Maintaining cleanliness
• Using proper ventilation
• Avoiding unnecessary noise
• Bulletin boards and displays
• Seating arrangements

75. Discipline
Causes of discipline problems
• Overcrowded students in class
• Poor lighting facilities
• Inadequate ventilation
• Disorderly cabinets
• Inappropriate seating arrangement
• Near sources of noise
Prevention
• Cooperative learning, team learning, peer tutoring
• Switch from one technique to another as need arises
• Patience, compassion, caring attitude, respect for others
• Warm respectable relationship with students
• Unpretentious gestures
• Proper facial expression
• Kind words or praises
• Avoiding unusual closeness/favoritism and biased treatment

76. Common ways od establishing
discipline/classroom control
• Discipline is students responsibility
• Discipline is the teacher’s way of establishing a
desirable student-oriented environment for learning
• Discipline is coupled with effective teaching
strategies and techniques
• Discipline is achieved through the effects of group
dynamics on behavior

77. Tips to make the teacher a good disciplinarian
• Be prepared to face a class with multi-behavior
tendencies
• Know your students well
• Show your sincere concern for their welfare
• Commendable behavior is reciprocal
• Be calm, poised and tactful
• Ne firm at all times
• Be enthusiastic
• Practice good sense of humor
• Speak with good voice, volume and pitch
• Be humble

78. Common ways of dealing with discipline problems
Acceptable:
• Use verbal reinforces that encourage good behavior
• Use nonverbal gestures to dissuade them from mischief
• Dialogues could help discover problems and agree on mutuality beneficial solution
• Time out
• Awards merits for good behavior
• A private, one on one brief conference
• Allow students the freedom to express themselves
Unacceptable:
• Scolding
• Harsh words
• Nagging
• Long sermons
• Keeping students in ‘detention area’
• Denying a student some privilege
• Assignment of additional homework
• Using ridicule or sarcasm
• Subtracting points from grades due to misbehavior

79. Establishing Routine
• Routine is a regular procedure or a normal practice that is to
be followed. It contributes to a smooth flow of activities thus
lessening the unnecessary disruptions.
• Keeping tables and chairs in order before leaving
• Returning borrowed tools and materials after use
• Cleaning chalk board to be ready for the next topic
• Transferring from one room to another on time
• Order in waiting for ones turn in borrowing books
• Cleaning stains or drops after the lesson

80. Batas Pambansa 232 (Education Act of 1982)
• Students have the right to receive primarily
through competent instruction, relevant quality
education in line with national goals and
conducive to their full development as person
with the human dignity
• Teachers shall be deemed persons in authority
when in the discharge of lawful duties and
responsibilities and shall therefore be
accorded with due respect and protection

81. The UNESCO
(United Nations Scientific and Cultural
Organization)
• Learning to know
• Learning to do
• Learning to live together
• Learning to be

82. EFA (Education for All 2015)
• Institutionalize early childhood care and
development
• Provide universal quality primary education
• Eradicate illiteracy
• Launch continuing education programs for
adults and out-of-school youth

83. UN Millennium Development Goals 2015 (MDG’s)
• Reducing by half the number of people who live in
extreme poverty
• Reducing death in mothers and children below five
• Making primary education accessible to all
• Reducing gender disparities
• Providing access to reproductive health services
• Pursuing national strategies for sustainable
development
• Reserving environment resources losses
• Developing a global partnership for development

84. Child Friendly School System (CFSS)
Initiated by the Phil government and UNICEF
• Characteristics of CFSS
• Gender sensitive and not discriminating
• Child centered
• Promotes good health
• Has the best interest of children in mind
• Works closely with children’s families

85. Magna Carta for Public School
Teachers (R.A 4670)
• Stability of employment
• Teachers shall enjoy academic freedom particularly
with regard to teaching and classroom methods
• Teachers salary at the every least keep pace with the
rise in the cost of living by payment of cost of living
index
• Compulsory medical examination for free.

86. Presidential Decree 1006 (Decree
Professionalizing Teaching)
• Enacted during the time of Marcos
• Teachers will undergo professional test jointly given
by Civil Service Commission and Department of
Education and Culture
• RA 7836 (Philippine Teachers Professionalization Act
of 1994)
• RA 9293 (An Act Amending some sections of RA
7836)
• Code of Ethics for Professional Teachers

87. THANK YOU!!! 
msm