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There were famous Filipino educators whose work is undeniably contributed to the present
Philippine education setting. I truly believe that these educators had an impact on how Filipino
teachers deals with the present Filipino learners and adapting to the continuous changing on
education system .
The Educational Philosophies Of Filipino Educators
“Rizal’s concept of the importance ofeducation is enunciated in his work
entitledInstruction wherein he sought improvements in theschools and in the methods of teaching.
”For Rizal, the mission of education is to elevate thecountry to the highest seat of glory and to
develop the people’s mentality. Since Education is the foundation of society and aprerequisite for
social progress, Rizal claimed thatonly through education could the country be savedfrom
domination.Rizal’s philosophy of education, therefore, centers onthe provision of proper
motivation in order to bolsterthe great social forces that make education a success, tocreate in the
youth an innate desire to cultivate hisintelligence and give him life eternal.He believed in the
importance of the school as a social organization. According to him, the school must train the
citizens inthe three phases of life: 1. Moral 2. Intellectual 3. Physical .The school should prepare
the individual to live efficiently both as individual and as a member of the community to which he
belongs.
Dr. Camilo Osias“School has an important role in the development of dynamicnationalism
and internationalism in relation to democracy in theeducation of the youth.”“High educational
institutions should do more to turn outgraduates who can think logically, scientifically and
creatively.” “Our education should instill love for work, spirit of tolerance, respect for law, love
for peace and practice of thrift. Dr. Osias’ suggestions to Philippine schools:1. Preserve the
solidarity of Filipino;2. Maintain the unity of the Philippines;3. Work out a proper equilibrium in
economic order;4. Develop social justice;5. Observe the merit system in government service;6.
Promote peace and national defense;7. Uphold the inalienable rights of life, property, liberty, and
happiness;8. Keep in their prestige majesty the fundamental freedom, especially freedom of
speech, freedom of press, freedom of peace and assembly, and freedom of worship;9. Conserve
the principle of equality.10.Hold high the ideals of religion.11.Keep over aloft the torch of
education, and12.Make democracy a living and functional reality.
Palma “Education must produce individualswho are both useful to themselves and
tosociety.”Jorge Jacobo prepared himself well for any task that awaited him.Into any undertaking,
he always put the best of hisenergies and, to use his own expression, "made the failureof any work
which I undertake my own failure, its success my own success." He stressed that Filipino culture
and tradition should be thebases of education in the Philippines. According to him, the educational
concept is closely relatedto nationalism and love of country. He also stressed that education in this
country shouldprepare the child for the democratic way of life.
Apolinario Mabini “Thou shalt cultivate the special gifts whichhad been granted thee,
working and studyingaccording to thy ability, never leaving the path ofrighteousness and justice
in order to attain thineown perfection.”
TH Pardo De Tavera “Our education should instill love forwork, spirit of tolerance, respect
for law, lovefor peace and practice of thrift.”
Francisco BenitezThe qualities that should distinguish the educatedFilipinos of today are
(1) power to do (2) knowledgeof the past and current events and (3) possession ofthe elements of
conduct that area theaccomplishment of culture and morality.“The function of our school is neither
to fit theindividual for the past which is dead and gone, nor to prepare him for a remote future
which is problematic, 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 thedignity of the learner
as a human person. Assuch, the various dimensions of man’spersonhood has to be fully developed
by theschool system through an effective andsystematized values education”
Venancio Trinidad “Education should aim to develop men andwomen who are as deeply
concerned in thedevelopment and uplift of ourcommunities, particularly in the ruralareas, as in the
promotion of their ownpersonal or individual well-being.”
Manuel L. Quezon “Show me people composed of vigorous, sturdy individuals, ofmen and
women healthy in mind andbody, courteous, industrious, self-reliant , purposeful inthought as well
in action, imbued with sound patriotism andprofound sense of righteousness, with high social
ideals andstrong moral fiber and I will show you a great nation, a nationthat will not submerged, a
nation that will emerge victoriousfrom the trials and bitter strife of a distracted world, anation that
will live forever, sharing thecommon task of advancing the welfareand promoting the happiness
of mankind”
The Filipino value system arises from our culture or way of life, ourdistinctive way of
becoming human in this particular place and time. Wespeak of Filipino values in a fourfold sense.
First, although mankind shares universal human values, it is obvious thatcertain values take on for
us a distinctively Filipino flavor. When we speak of Filipino values, we do not mean that elements
ofthese Filipino values are absent in the value systems of other peoples andcultures, Universal
human values in a Filipino context (historical, cultural, socio-economic, political, moral and
religious) take on a distinctive set of Filipinomeanings and motivations. Lastly we can speak of
Filipino values in the sense that the historical consciousness of values has evolved among our
people.
A philosophy of education for Filipinos must alsoconsider the Filipino behavioral context.
Our negativetraits must be and taken in tow, and efforts must beexpended to transform the Filipino
fromselfish, indolent, grasping, uncaring man into theindependent, hard-working concerned man..
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Two and a half millenniums ago, Plato stated that knowledge is justified true
belief, an influential notion that shaped educational theories across time. Since
then, modern thinkers had never stopped seeking knowledge about the
human psychology, development, and education. Here, are the ten greatest.
John Locke and the Tabula Rasa
Information Processing
Information Processing theorists focus on the mind and how it works to explain
how learning occurs. The focus is on the processing of a relatively fixed body
of knowledge and how it is attended to, received in the mind, processed, stored,
and retrieved from memory. This model is derived from analogies between how
the brain works and computer processing. Information processing theorists
focus on the individual rather than the social aspects of thinking and learning.
The mind is a symbolic processor that stores information in schemas or
hierarchically arranged structures.
Behaviorism
Behaviorist theorists believe that behavior is shaped deliberately by forces in
the environment and that the type of person and actions desired can be the
product of design. In other words, behavior is determined by others, rather than
by our own free will. By carefully shaping desirable behavior, morality and
information is learned. Learners will acquire and remember responses that lead
to satisfying aftereffects. Repetition of a meaningful connection results in
learning. If the student is ready for the connection, learning is enhanced; if not,
learning is inhibited. Motivation to learn is the satisfying aftereffect, or
reinforcement.
Ivan Pavlov's research on using the reinforcement of a bell sound when food
was presented to a dog and finding the sound alone would make a dog salivate
after several presentations of the conditioned stimulus, was the beginning of
behaviorist approaches. Learning occurs as a result of responses to stimuli in
the environment that are reinforced by adults and others, as well as from
feedback from actions on objects. The teacher can help students learn by
conditioning them through identifying the desired behaviors in measurable,
observable terms, recording these behaviors and their frequencies, identifying
appropriate reinforcers for each desired behavior, and providing the reinforcer
as soon as the student displays the behavior. For example, if children are
supposed to raise hands to get called on, we might reinforce a child who raises
his hand by using praise, "Thank you for raising your hand." Other influential
behaviorists include B.F. Skinner (1904-1990) and James B. Watson (1878-
1958).
Cognitivism/Constructivism
Cognitivists or Constructivists believe that the learner actively constructs his or
her own understandings of reality through interaction with objects, events, and
people in the environment, and reflecting on these interactions. Early
perceptual psychologists (Gestalt psychology) focused on the making of wholes
from bits and pieces of objects and events in the world, believing that meaning
was the construction in the brain of patterns from these pieces.
For learning to occur, an event, object, or experience must conflict with what
the learner already knows. Therefore, the learner's previous experiences
determine what can be learned. Motivation to learn is experiencing conflict
with what one knows, which causes an imbalance, which triggers a quest to
restore the equilibrium. Piaget described intelligent behavior as adaptation. The
learner organizes his or her understanding in organized structures. At the
simplest level, these are called schemes. When something new is presented, the
learner must modify these structures in order to deal with the new information.
This process, called equilibration, is the balancing between what is assimilated
(the new) and accommodation, the change in structure. The child goes through
four distinct stages or levels in his or her understandings of the world.
Humanism
The roots of humanism are found in the thinking of Erasmus (1466-1536), who
attacked the religious teaching and thought prevalent in his time to focus on
free inquiry and rediscovery of the classical roots from Greece and Rome.
Erasmus believed in the essential goodness of children, that humans have free
will, moral conscience, the ability to reason, aesthetic sensibility, and religious
instinct. He advocated that the young should be treated kindly and that learning
should not be forced or rushed, as it proceeds in stages. Humanism was
developed as an educational philosophy by Rousseau (1712-1778) and
Pestalozzi, who emphasized nature and the basic goodness of humans,
understanding through the senses, and education as a gradual and unhurried
process in which the development of human character follows the unfolding of
nature. Humanists believe that the learner should be in control of his or her own
destiny. Since the learner should become a fully autonomous person, personal
freedom, choice, and responsibility are the focus. The learner is self-motivated
to achieve towards the highest level possible. Motivation to learn is intrinsic in
humanism.
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