Foundations of Education

1. Interpret educational problems in the light of philosophical and legal foundations of

education.
2. Analyze historical, economic, socio-cultural, geographical environmental, political, and
social-psychological factors that affect the role of the school as an agent of change.

PART I – CONTENT UPDATE

I. HISTORICAL FOUNDATIONS

1. EARLY CONCEPTIONS OF EDUCATION

1.1 Education for Conformity / Primitive Education

Aims: To survive and to conform to the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me; trial and error; enculturation; indoctrination
Proponents: Primitives
1.2 Education for the Preservation of Social Stability / Oriental Education
Aims: To impress traditional ideas and customs in order to maintain and perpetuate
the long established social order
Contents: Moral and Theoretical Training
Methods: imitation, memorization
Proponents: Orientals (Chinese, Indians, Egyptians)
1.3 Education for the Development of Individuality / Greek Education
Aims: To promote individual success and welfare through the harmonious development
of the various aspects of human personality.
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual excellence needed for public
usefulness
Contents: Spartan—military and physical training
Athenians—liberal education
Methods: Athenian—Principle of Individuality
Spartan—Competition and rivalry
Proponents: Greeks
1.4 Education for Utilitarianism / Roman Education
Aims: To educate the Roman youth for realizing national ideals
Content: Physical training (martial arts, use of war weapons)
Methods: Elementary—memorization, imitation
Secondary—literary exercises, intensive drill on speech, grammar
Proponents: Romans

2. MODERN CONCEPTIONS OF EDUCATION

2.1 Education for Rich, Full Life / Italian or Individualistic Humanism

Aims: To secure rich and full life for each individual through contacts with the ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino de Feltre
2.2 Northern or Social Humanism
Aims: For social reform
Contents: Classical and Biblical literature (Religious)
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and
rewards
Proponent: Desiderius Erasmus
2.3 Reformation
Aims: Religious moralism
Content: Physical education, Character education, Math, History, Science
Methods: memorization, religious indoctrination
Proponent: Martin Luther
 2.4 Counter-Reformation
Aims: To develop an unquestioning obedience to the authority of the church
Contents: 4R’s (religion included)
Methods: > Adapting the lesson to the abilities, needs, and interests of children
➢ Reviewing the previous lessons
➢ Repetition for mastery
➢ Memorization with understanding
➢ Use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
2.5 Education as Training of the Mind / Formal Discipline
Aims: To train the mind through rigorous exercises in order to develop intellectual
capacities
To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body), mental (mental
power), and moral (good conduct)
Methods: Formal—sensation, memory and reasoning, Drill method
Proponent: John Locke
2.6 Rationalism
Aim: To enable man to think for themselves
Contents: philosophical / scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
2.7 Education in Harmony with Nature / Naturalistic Conception of Education
Aims: To develop the individual in accordance with the laws of human development
and to preserve the natural goodness of man
Contents: Holistic education (physical, moral, intellectual)
Proponent: Jean Jacques Rousseau
2.8 Education for Patriotic Citizenship / Nationalistic Conception
Aims: To develop military preparedness and aggressiveness for the preservation and
glorification of the State
Content: Social Studies
Methods: Practical
2.9 Education as Psychological Development
Aims: To direct and control growth and development through appropriate educational
procedures
JOHANN HEINRICH PESTALOZZI—social regeneration of humanity
FRIEDRICH FROEBEL—Development of the child
JONATHAN HERBART—Moral development
EDWARD LEE THORNDIKE—realize the fullest satisfaction of human wants
Contents: Math, Science, Language, Arts, History, Literature
Methods: Principles and Laws of Learning
2.10 Education as a Scientifically Determined Process
Aims: To make education a science
Contents: Science
Methods: Experimental, problem-solving, scientific method and research
2.11 Education as a Social Reconstruction / Social Experimentalism
Aims: Prepare for a progressive rebuilding of the social order
Contents: Social Studies
Intellectual—critical examination of the social conditions and social problems
Civic—intelligent participation and cooperation in civic affairs
Vocational—social relationships of one’s job
Methods: Guidance (including social guidance), intelligent and cooperative participation;
Field Trips, Directed Classroom Study (community life)

II. PHILOSOPHICAL FOUNDATIONS

1. MAJOR PHILOSOPHICAL THOUGHTS

1.1 Idealism
➢ Adheres to the view that nothing exists except in the mind of man, the mind of God, or in a
super- or supra-natural realm
➢ Idealists believe that ideas and knowledge are enduring and can change lives
Aims: > To develop the individual spiritually, mentally, morally (mind, soul and spirit)
 ➢ To discover and develop each individual’s abilities and full moral excellence
in order to better serve society
Methods: Critical discussions, lecture Socratic method, introspection, imitating models
reflection / reflective thinking
Contents: Literature, History, Philosophy, and Religion
The Learner:
➢ Imitates the teacher who is an exemplar of an ideal person
➢ Tries to do the very best he can and strive toward perfection
The Teacher:
➢ Excellent example / role model for the student—intellectually and morally
➢ Exercise great creative skill in providing opportunities for the learners’ minds to discover,
analyze, synthesize and create applications of knowledge to life and behaviour
➢ Questioner—encourages students to think and ask more questions and develop logical
thinking
The School:
➢ Train future leaders
➢ Develop morality and to distinguish right from wrong
➢ Maintain and transmit values
➢ Place emphasis on developing the mind, personal discipline, and character development
Proponent: Plato—“In order to know something, we need to withdraw from the use of our
senses and rely on a purely intellectual approach.”
1.2 Realism
➢ Stresses that the world is made up of real, substantial and material entities
➢ Knowledge is derived from sense experience
Aims: To provide students with essential knowledge to survive the natural world
Methods: lecture, demonstrations, and sensory experiences, inductive logic
Content: Science and Mathematics
The Teacher:
➢ A guide, a demonstrator, who has full mastery of the knowledge of the realities of life
➢ Requires the learner to recall, explain, and compare facts, to interpret relationships, and to
infer new meanings
➢ Rewards the success of each learner and reinforces what has been learned
➢ Utilizes learner’s interest by relating the lessons to the learner’s experiences, and by
making the subject matter as concrete as possible
The Learner:
➢ Sense mechanism, a functioning organism which, through sensory experience, can perceive
the natural order of the world
➢ Can learn only when he follows the laws of learning
The School:
➢ Transmits knowledge
➢ Classrooms are highly ordered and disciplined
Proponents: Aristotle, Herbart, Comenius
1.3 Pragmatism / Experimentalism
➢ Pragmatists believe that the curriculum should reflect the society, emphasizing the needs
and interests of the children
Aims: To teach students how to think so that he can adjust to the demands of an ever
changing world
Contents: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual problem-solving research
The Learner:
➢ Learn from experiences through interaction to the environment
The Teacher:
➢ Capture the child’s interest and build on the natural motivation
➢ Use varying teaching methods to accommodate each individual learning style
➢ Helper, guide, and arranger of experiences
Proponent: John Dewey

2. MODERN PHILOSOPHICAL THOUGHTS

2.1 Perennialism
➢ Knowledge that has endured through time and space should constitute the foundation of
education
 ➢ Perennialism believe that when students are immersed in the study of profound and
enduring ideas, they will appreciate learning for its own sake and become true intellectuals
Aims: To develop the power of thought
Proponent: Robert Hutchins
The Teacher:
➢ Interprets and tells eternal truth
➢ Spends more time teaching about concepts and explaining how these concepts are
meaningful to students
The Learner:
➢ Passive recipients
2.2 Essentialism
➢ Teaching the basic / essential knowledge and skills
Aims: To promote the intellectual growth of the learners
Proponent: William Bagley
The Learner:
➢ Receives instruction in skills such as writing, reading, measurement / arithmetic (3Rs)
The Teacher:
➢ Focuses heavily on achievement test scores as a means of evaluating progress
2.3 Progressivism
➢ Education is always in the process of development
➢ Focused on the whole child and the cultivation of individuality
➢ Centered on the experiences, interests, and abilities of students
➢ Progressivists strive to make schooling both interesting and useful
Aims: To provide the pupil the necessary skills to be able to interact with his ever
changing environment
Proponents: John Dewey, Johann Pestalozzi
The Learner:
➢ Learns through experiences, by doing
The Teacher:
➢ Plans lessons that arouse curiosity and encourage the students to develop a higher level of
knowledge
2.4 Existentialism
➢ Man shapes his being as he lives
➢ Knowledge is subjective to the person’s decision, and varies from one person to another
Aims: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre
The Teacher:
➢ Assists students in their personal journey
➢ Aids children in knowing themselves
The Learner:
➢ Determines own rule
2.5 Social Reconstructionism
➢ Emphasizes the addressing of social questions and a quest to create a better society
➢ Social reconstructionists believe that systems must be changed to overcome oppression and
improve human conditions
➢ Curriculum focuses on students’ experiences
Aims: Education for change and social reform
Proponent: George Counts
The Learner:
➢ Takes social action on real problems such as violence, hunger, international terrorism,
inflation, discrimination and inequality, and environmental problems
The Teacher:
➢ Uses community-based learning and brings the world into the classroom

3. EASTERN PHILOSOPHIES

3.1 Hinduism
➢ Emphasizes a commitment to an ideal way of life characterized by honesty, courage,
service, faith, self-control, purity and non-violence which can be achieved through YOGA
Proponent: Mahatma Gandhi
Hinduism in Education:
 ➢ The teacher shows the way and imparts knowledge by his own example, responsible for the
students’ spiritual welfare
➢ The students aim to remember everything by heart and gain mastery of every subject
learned
➢ Teaching methods are oral and memory-intensive, discussion and debates

3.2 Buddhism
➢ Believes in the FOUR NOBLE TRUTHS
➢ Believes in the LAW OF KARMA
Proponent: Siddharta Gautama
Buddhism in Education:
➢ Education is rooted on faith
➢ Continuing educational system—to receive additional teaching and learn from each other
during class discussions
3.3 Confucianism
➢ Teaches moral life through devotion to the family, loyalty to the elders, love of learning,
brotherhood, civil service, and universal love and justice
➢ Stresses the FIVE CARDINAL VIRTUES (benevolence, righteousness, propriety, wisdom, and
sincerity)
Proponent: Confucius
Confucianism in Education:
➢ Civil Service Exams
➢ Religious rituals in schools
3.4 Taoism
➢ TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of being close
to nature and being in harmony with the whole universe
➢ Strongly believes in WU WEI (Let things come naturally)
Proponent: Lau-Tzu
Taoism in Education:
➢ Taoist ethics emphasize compassion, moderation, and humility
➢ Physical exercises involve slow and controlled body movements to achieve mental stillness
3.5 Zen Buddhism (Japanese version)
➢ Believes in the THIRD EYE (to see things which are invisible to the naked eye and to get
attuned to the things around us)
➢ Encourages meditation (mind-awakening)
➢ Teaches that the entire universe is one’s mind, and if one cannot realize enlightenment in
one’s own mind now, one cannot ever achieve enlightenment
3.6. Islam
➢ has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving, and pilgrimage
Proponent: Muhammad / Mohammed
Islam in Education:
➢ useful knowledge is necessary for the benefit of the self and of humanity
➢ a truly Islamic government is required to provide all means to promote adequate education
for its citizens, to the best of its ability

III. PHILIPPINE EDUCATIONAL SYSTEM

Education during the Pre-Spanish Period

Aims: For Survival, Conformity, and Enculturation
Contents: Informal Education, Religion-oriented
Methods: tell me and show me, observation, trial and error
Education during the Spanish Period
Aims: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memoriozation
➢ The vernacular was used as the medium of instruction in the parochial schools
➢ The religious orders introduced the parochial school
➢ Education is suppressed, exclusive (for the elite), and inadequate
Education during the American Period
Aims: To teach democracy as a way of life
Methods: Socialized recitation, Student’s participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation,
gardening, domestic science, American History, and Philippine History
 ➢ Formal Education was established
Education during the Commowealth Period (1935-1942)
Aims: (as provided for in the 1935 Constitution)
➢ To develop moral character, personal discipline, civic conscience, and
vocational efficiency
➢ To teach the duties of citizenship
➢ To continue the promotion of democratic ideals and way of life
Content: Character education and citizenship training
➢ Education under the Commonwealth helps prepare for the coming independence of the new
Filipino nation
Education during the Japanese Era (1943-1945)
Aims: > to strive for the diffusion of the Japanese language in the Philippines and to
terminate the use of the English language in schools
➢ To stress the dignity of manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical
education and singing Japanese songs, health / vocational education
Education during the Republic (1943-1972)
Aims: > full realization of the democratic ideals and way of life
➢ Promotion of equal educational opportunities for all
Contents: > Social orientation as manifested by the conservation of the Filipino heritage
➢ Training for occupation
➢ Promotion of democratic nation-building
➢ A new thrust on community development
Education during the New Society (1972-1986)
Aim: For National Development
➢ Curricular changes in Elementary Education
✓ Focused on the 3Rs
✓ Integration of values in all learning areas
✓ Emphasis on mastery learning
➢ Curricular changed in Secondary Education
✓ Increased in time allotment
✓ YDT and CAT introduced new courses
✓ Elective offerings as part of the curriculum
➢ Made education relevant to the needs of the changing world
➢ Bilingual Education Policy—use of English and Filipino as media of instruction in specific
learning areas
Aim of education in the Philippines based on the 1973 Constitution:
➢ Foster live of country
➢ Teach the duties of citizenship, and
➢ Develop moral character, self-discipline, and scientific, technological and vocational
efficiency
Education during 1986-2000
Aim: To promote national development and values education
➢ The national government appropriates the highest budgetary allocation to education
➢ Promotion and improvement of the public school teachers
➢ Implementation of NESC—addressed to civic, intellectual, and character development of
the child. Its features are:
✓ Emphasis on mastery learning; focused on fewer learning areas
✓ Focused on the development of 3Rs
✓ Emphasis on the development of intellectual skills which are as important as
work skills
✓ Multi-disciplinary treatment of curriculum content
✓ Student-centered
✓ Cognitive-affective manipulative based curriculum
✓ Valued education offered as separate subject area
✓ Emphasis on Science and Technology
✓ Bilingual policy
✓ Emphasis on Critical Thinking
➢ The Congressional Commission on Education (EDCOM), in its report in 1991,
recommended the following:
✓ Trifocalization of DECS into the Department of Education (DepED), Technical
Education and Skills Development Authority (TESDA), and Commission on Higher
Education (CHED);
 ✓ Establishment of Teacher Education Council and Centers of Excellence;
✓ Professionalization of teachers; and
✓ Technical-Vocational Educational reform.
Education during the 21st Century
Aim: To provide the school age population and young adults with skills, knowledge and values to
become caring, self-reliant, productive, and patriotic citizens.
➢ Republic Act 9155 (Governance and Basic Education Act), was passed transforming the
name of the Department of Education, Culture and Sports (DECS) to the Department of
Education (DepEd) and redefining the role of field offices (regional offices, division
offices, district offices and schools). The act provides the overall framework for:
✓ School head empowerment by strengthening their leadership roles
✓ School-based management within the context transparency and local
accountability
The K-12 Program
➢ Implementation started SY 2012-2013
➢ Kindergarten is now a part of the compulsory education system
➢ A new curriculum for Grade 1 and Grade 7 pupils and students, respectively was
introduced
➢ By SY 2016-2017, Grade 11 / Year 5 will be introduced, and Grade 12 / Year 6 by SY
2017-2018
➢ The phased implementation of the new curriculum will be finished by the SY 2017-2018

IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION

Sociology
➢ The science of man and society
➢ Study of patterns of human behaviour
➢ Study of groups and societies and how they affect the people
Society- a group of organized individuals who think of themselves as a distinct group, and who live together
sharing the same culture occupying the same territory, who interrelates and interacts with one another,
recruits its members by intergroup sexual reproduction and has a shared comprehensive culture, with
common shared attitudes, sentiments, aspirations and goals.
Socialization
➢ A process of adapting or conforming to the common needs and interests of a social group
➢ A process whereby people learn the attitudes, values and actions appropriate to individuals as
members of a particular society, where a member of a group learns and internalizes the norms and
standards of the other member among whom s/he lives
Agents of Socialization:
a. Family- smallest social institution whose members are united by blood, marriage or adoption,
constituting a household and having a common culture.
b. School / Education- established by society for the basic enculturation of the group; an agency which
makes student learns how to value oneself and eventually others; an agency organized by society for
the basic function of teaching and learning
c. Church
d. Mass media
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for learning:
1. Family
➢ Smallest social institution
Educative Functions of the Family (Home)
➢ Health Education- proper food to eat, proper hygiene
➢ Ethics, Morality, Religion- spiritual, moral, and desirable social values
➢ Socialization- roles and status in society
➢ Psychomotor and manipulative skills- how to walk, dance and to use properly kitchen
tools, utensils, etc.
➢ Recreational skills
➢ Academic- reading, writing, arithmetic
2. School
➢ An institution, center of learning, established by society in which the accumulated experiences of
the past generations are passed on to the incoming generation by means of systematized
programs of instructions.
Roles of the School:
1. The school as an agent of socialization.
 ➢ Children learn how to get along with other students in the school.
➢ Social ethics are taught in the schools.
➢ The student government trains the students to become good leaders and followers.
➢ The school prepares the individual to become worthy members of the society by making them
aware of their responsibilities
2. The school as an agent of cultural transmission
➢ Culture can be transferred through:
a. Enculturation
- The passing on of group’s customs, beliefs, and traditions from one generation to the
next generation
b. Acculturation
- Learning other culture; the passing of customs, belief and tradition through
interaction / reading / intermarriages, etc.
➢ Values and attitudes formation are easily transmitted through lessons provided by the
teachers.
➢ Culture can be transmitted through field trips, experiential learning, experimentation, group
dynamics, cooperative learning, peer thinking, role playing and dramatization.
➢ Knowledge about the latest development in science and technology, and about the nations
and people of the world can be acquired through different learning activities.
3. The school as an agent of cultural change
➢ Cultural changes are best discussed in the school
4. The school as agent of modernization
➢ Educational systems are focused on future needs of the students.
➢ Changes which are mostly attempts to modernization are being discussed in the school
➢ The elements of cultural change which lead to modernization:
✓ Development of oral and written communication and other modern means of
communication
✓ Improvement of science and technology in all fields
5. Other functions of the schools:
➢ Serves as multi-purpose institution
➢ Provides training of the mind, teaches the basics
➢ Develops problem-solving and critical thinking
➢ Promotes social integration, enculturation and cultural perception
➢ Accelerates adjustment of society
3. Church
➢ a lifetime school of learning
Education from the Church (through the Bible)
➢ History
✓ Ex.: Persia (now Iran), Mesopotamia (now Iraq)
➢ Prophecies
✓ Ex.: earthquake, famine, calamities
➢ Divine Values
✓ Love, Hope, Faith, Wisdom
➢ Provides a study of the relationships between society and the educational processes which contribute
to the analysis and solution to problems confronting the educational system.

Anthropology
➢ Science that studies the origin and development of man, his work and achievements which includes the
study of physical, intellectual, moral, social and cultural development of man, including his customs,
mores, folkways and beliefs.
Culture
➢ The shared products of human learning, the set of learned behaviours, beliefs, attitudes, values, and
ideals that are characteristics of a particular society or population
➢ The complex whole which includes knowledge, beliefs, arts, laws, morals, customs, and other
capabilities and habits acquired by man as a member of society
Characteristics of Culture:
CULTURE is
-transferable -dynamic -learned
-continuous -shared -universal
-symbolic -adaptive -borrowed
Elements of Culture
➢ Language- an abstract system of word meanings and symbols for all aspects of culture; the
foundation of culture; verbal and nonverbal
 ➢ Norms- are established standards of behaviour maintained by a society; it must be shared
and understood
➢ Sanctions- penalties or rewards for conduct concerning social norms
✓ Positive sanctions- pay, promotion, medals, word of gratitude
✓ Negative- fines, imprisonment, threats, stares, ostracism
➢ Values- are collective conceptions of what is considered good, desirable and proper or bad,
undesirable and improper in a particular culture.
Change
➢ An enduring force in history; is inevitable, takes place from time to time
➢ The adjustment of persons or group to achieve relative harmony
Forms of Change:
a. Cultural change- refers to all alteration affecting new trait or trait complexes to change the
culture’s content and structures
b. Technological change- revision that occur in man’s application of his technical knowledge and
skills as he adopts himself to environment
Examples of technological changes in education:
➢ Introduction of new methods of learning
➢ Vocational education, computer education, and practical arts in the curriculum
➢ Inclusion of information and communication technology in the curriculum
c. Social change- refers to the variation or modifications in the patterns of social organization, of
such groups within a society or of the entire society
Example of social changes in education:
➢ Revival of nationalism themes in literature, music and arts, etc.
Anthropological-Sociological Implications to Education:
➢ The curricular program of all learning institutions should be examined by the Commission on Higher
Education (CHED) and the Department of Education (DepEd) so that those will be responsive to the
needs of the society.
➢ Parents should be involved in the school projects and activities, and in enculturation and socialization
processes.

SOCIAL CONCEPTS:
1. Values
➢ Generally considered as something—a principle, quality, act or entity—that is intrinsically desirable
2. Justice
➢ Giving others what is due them; rendering to every man that exact measures of his due without
regard to his personal worth or merit
3. Freedom, Rights and Responsibility
➢ Freedom is not absolute, it is not doing something without restrictions or reservations or
interference and influence of others.
➢ Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something
that is owed or due to others
➢ Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall also have
to accept more responsibility. A right is abused when it interferes with the rights of others.
➢ The reciprocation of rights and duties is the true foundation of social order.
➢ Duties—refers to those that are due justice, to another individual or collective persons and to God.
➢ Authority—refers to the right given to give commands, enforce laws, take action, make decisions,
and exact obedience, determine or judge.
➢ Accountability—means to be answerable for; emphasizes liability for something of value either
contractually or because of one’s position of authority
➢ Responsibility—refers to trustworthy performance of fixed duties and consequent awareness of the
penalty for failure to do so
4. Ethics / Moral Law
Ethics is based on one’s station in life: to each situation corresponds a certain behaviour according to
which a person must live.
Theories of Ethics:
1. Consequentialism—claims that the morality of an action is determined by its consequences.
a. Hedonism- views that only pleasure is good as an end; pleasure is the highest good
b. Utilitarianism- believes that the greatest happiness of the greatest number is the test of right or
wrong
c. Self-realizationism- holds that the ultimate end is the full development of perfection of the self
2. Non-consequentialism—claims that the morality of an action depends on its intrinsic nature or on its
motives
 3. Divine Command Theory—claims that the morality of an act depends on whether it is in accordance
with the will of God
4. Categorical Imperative Theory—holds that for one’s action to be morally right, s/he must be willing to
have everyone act in the same way
5. Egoism—claims that an action is right only if it is the interest of the agent
6. Situation Ethics—claims that the morality of an action depends on the situation and not on the
application of the law
7. Intuitionism—claims that one’s knowledge of right and wrong is immediate and self-evident
8. Emotive Theory—claims that moral judgements do not state anything that is capable of being true or
false but merely express emotions like oaths or exclamations
9. Ethical Relativism—holds the view that there is no one correct moral code for all times and peoples,
that each groups has its own morality relative to its wants

PART II – ANALYZING TEST ITEMS

Directions: Read and analyze each item and select the correct option that answers each question. Analyze the
items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.

1. The Department of Education gives greater emphasis on the development of basic skills. What is the
philosophical basis for this?
a. Essentialism c. Perennialism
b. Existentialism d. Pragmatism
❖ The correct answer is A-Essentialism which focuses on basic skills and knowledge. Option B-
Existentialism focuses on self / individual. Option C- Perennialism focuses on unchanging truth.
Option D- Pragmatism emphasizes the needs and interests of children.

2. Teacher M views his students as unique, free-choosing and responsible individuals. All classroom
activities revolve around the said premise. What theory underlies this?
a. Essentialism c. Progressivisim
b. Existentialism d. Realism
❖ The correct answer is B- Existentialism which focuses on self / individual. Option A- Essentialism
focuses on basic skills and knowledge. Option C- Progressivism focuses on the whole child and the
cultivation of individuality. Option D- Realism emphasizes that knowledge is derived from sense
experience.

3. Religious rituals in the classroom and in the school programs prove the deep religiosity of the Fi lipinos.
Which philosophy has greatly contributed to this tradition?
a. Buddhism c. Hinduism
b. Confucianism d. Islam
❖ The correct answer in B- Confucianism which advocates the religious rituals in the schools. Option A-
Buddhism influences the idea on continuing educational system. Option C- Hinduism emphasizes a
commitment to an ideal way of life. Option D- Islam advocates that useful knowledge is necessary for
the benefit of the self and of humanity.

4. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught?
a. Taught in the students’ native dialect
b. Taught interestingly through the play way method
c. Related and linked to the events happening in everyday life
d. Practiced at home under the guidance of their respective parents
❖ The correct answer is C. Utilitarian education focuses on the usefulness of the lessons to the daily life
of the students. Options A, B, and D do not adhere to utilitarian education.

5. Which influenced the military training requirements among students in the secondary and tertiary
levels?
a. Chinese c. Orientals
b. Greeks d. Romans
❖ The correct answer is B- Greeks. They focus on military training. Option A- Chinese focuses on the
preservation of culture. Option C- Orientals focus on the preservation of social stability. Option D-
Romans focus on the usefulness of the individuals.

6. Which philosophy has the educational objective to indoctrinate Filipinos to accept the teachings of the
Catholic Church which is to foster faith in God?
a. Realism c. Idealism
 b. Pragmatism d. Existentialism
7. Virtue as one component in teaching of Rizal as a course focuses on the teaching of good and beauty
consistent with the good and beauty in God. What philosophy supports this?
a. Existentialism c. Progressivism
b. Idealism d. Social Reconstructionism
8. Giving education the highest budgetary allocation, the Philippine recognizes the possible contribution
of its future citizens to the national development goals of the Philippine society. Which stressed this
goal of education for social transformation?
a. Athenian education c. Greek education
b. Followers of Christ d. Roman education
9. The progressivists emphasized the individuality of the child. What is the concern of the
reconstructionists?
a. Experiential learning c. Social problem
b. Socialization d. Values Education
10. One of the following quotations does not conform to the Christian doctrine of Education for
Humanitarianism. Which one is it?
a. Do unto others as you would like others do unto you.
b. Love thy neighbour as thyself.
c. Not on bread alone is man to live but on every utterance that comes from the mouth of God.
d. Whatever good things we do to our poor, helpless brothers, we do it for God.
11. Scouting and Citizen’s Army Training (CAT) give training in character-building, citizenship training, etc.
which leads to the creation of a new social order and a new society eventually. What philosophy
supports this?
a. Existentialism c. Progressivism
b. Perennialism d. Social reconstructionism
12. Teacher V. demonstrated the technique on how to group students according to their needs and
interests and how to use self-paced instructional materials. Which philosophy is manifested in this
activity?
a. Essentialism c. Realism
b. Progressivism d. Social Reconstructionism
13. Teacher G, a Christian Living teacher, puts so much significance on values development and discipline.
What could be her educational philosophy?
a. Idealism c. Progressivism
b. Pragmatism d. Realism
14. Which one does NOT illustrate the principle that rights and duties are correlative?
a. The right of an unmarried pregnant teacher to abort her baby in relation to her duty to protect
her name and her job as a teacher.
b. The right of a State to compel students to military service is reciprocated by the duty of the
state to protect them.
c. The right to a living wage involves the duty of the school administrators to give the salary
agreed upon and the duty of the teachers to give a fair amount of work.
d. The right to life of children and to be given respect of such right.
15. Why should a teacher take the obligation upon himself to study and understand the custom and
traditions of the community where he works?
a. To change the culture of the community
b. To have a sympathetic attitude for the people of the community
c. To identify the weaknesses of the culture of the community
d. To please the people of the community
16. A teacher who is a recognized expert in carpentry works, taught his students how to prepare and
construct good and aesthetic furniture from local resources. What cultural transmission process is this?
a. Acculturation c. Indoctrination
b. Enculturation d. Observation
17. Every first day of school year, Miss Bautista prepared activities which will make her Grade III children
sing, play, learn and introduce themselves to the class. What process did the teacher emphasize?
a. Acculturation c. Indoctrination
b. Enculturation d. Socialization
18. Which program in the educational system seems to be aligned to the Christian humanitarian principle
respect for the human personality?
a. The alternative learning system delivery
b. The functional literacy program for the out-of-school youth and adults
c. The promotion of the basic human rights of the Filipino
d. The study of the Philippine Constitution
 19. With a death threat over his head, Teacher Myra is directed to pass an undeserving student. If she is a
hedonist, which of the following will she do?
a. Don’t pass him, live by her principle of justice. She will get reward, if not in this life, in the next.
b. Don’t pass him. She surely will not like someone to give you a death threat in order to pass.
c. Pass the student. That will be of use to her, the student, and his parents.
d. Pass the student. Why suffer the threat?
20. Which philosophy approves of a teacher who lectures most of the time and requires his students to
memorize the rules of grammar?
a. Existentialism c. Pragmatism
b. Idealism d. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer if given a choice.
Majority of the pupils wanted to be Americans. In this case, in which obligation relative to the state are
schools seemed to be failing?
a. Instil allegiance to the constitutional authorities
b. Promote national pride
c. Promote obedience to the laws of the state
d. Respect for all duly constituted authorities
22. Which subject in the elementary and likewise secondary schools are similar to the goal of Rome to train
the students for citizenship?
a. Communication Arts c. Science
b. MAPE/ PEHMS d. THE / TLE
23. Which of the following school practices is NOT based on Social Reconstructionism?
a. Establishment of SOF
b. Exemption of Scouts from CAT
c. Promoting culture and arts in schools
d. Promoting project WOW
24. Which of the following is the focus of the Japanese education in the Philippines?
a. Democratic ideals and nationalism
b. Love and service to one’s country
c. Religion and love for Asian brothers
d. Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new social order. Which
practice best manifests this view?
a. The class conducts scientific experiments to discover or verify concepts
b. The class discusses role models and their impact on society
c. The class is allowed to engage in divergent thinking
d. The class undertakes well-planned projects in the community

PART III – ENHANCING TEST TAKING SKILLS

Directions: Enhance your test taking skills by answering the items below. Write only the letter of the best
answer.

1. Teacher D, a Values Education teacher emphasizes ethics in almost all her lessons. Which of the
following emphasizes the same?
a. Liberal Education c. Religious Training
b. Moral Education d. Social Education
2. Which reform in the Philippine Educational System advocates the use of English and Filipino as media
of instruction in specific learning areas?
a. Alternative Learning c. K-12 Program
b. Bilingual Education d. Multilingual Education
3. Activities planned by school clubs / organizations show school-community connection geared towards
society’s needs. What philosophy is related to this?
a. Existentialism c. Realism
b. Progressivism d. Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching reforms and
experimentation?
a. Essentialism c. Progressivism
b. Existentialism d. Social reconstructionism
5. Which of the following situations presents a value conflict?
a. A teacher and his students have class standing as their priorities.
 b. The teacher and the administrator follow a set of criteria in giving grades.
c. The teacher has students whose parents want their children to obtain higher grades than what
they are capable of getting.
d. The teaches sets high expectations for her intelligent students such as getting higher grades.
6. Which situation shows that a sense of nationhood is exemplified?
a. The class conducted a debate using Filipino as medium.
b. The class is required to watch the TV sitcom Oprah to improve their English communication
skills.
c. The class opted to make a choral rendition of the theme song of a foreign movie.
d. When Teacher Eva asked her Grade II students in what country they wish to live, most of them
chose United States.
7. A teacher who believes in the progressivist theory of education would embrace certain reforms on
methodology. Which reform would be consistent with this theory?
a. Active participation of the learners
b. Formal instructional pattern
c. Strict external discipline
d. Teacher domination of class activities
8. What philosophy of education advocates that the curriculum should only include universal and
unchanging truths?
a. Essentialism c. Perennialism
b. Idealism d. Pragmatism

9. Which of the following is NOT a function of the school?

a. Changing cultural practices
b. Development of attitudes and skills
c. Reproduction of species
d. Socialization among children
10. Which move liberalized access to education during the Spanish period?
a. The education of illiterate parents
b. The establishment of at least one primary school for boys and girls in each municipality
c. The hiring of tribal tutors to teach children
d. The provision of vocational training for school age children
11. Which of the following is the chief aim of Spanish education?
a. Conformity and militarism
b. Perpetuation of culture
c. Propagation of the Catholic religion
d. Utilitarianism and conformity
12. Which of the following is the aim of our education during the Commonwealth period?
a. Designed after Japanese education
b. Patterned after the American curriculum
c. Predominantly religious
d. Purely nationalistic and democratic
13. Which of the following is NOT the reason why the basic education curriculum has been restructured?
a. To become globally competitive during this industrial age
b. To be relevant and responsive to a rapidly changing world
c. To empower the Filipino learners for self-development throughout their life
d. To help raise the achievement level of students
14. Which philosophy of education influence the singing of the National anthem in schools?
a. Nationalism c. Pragmatism
b. Naturalism d. Socialism
15. Who among the following believes that learning requires disciplined attention, regular homework, and
respect for legitimate authority?
a. Essentialist c. Realist
b. Progressivist d. Reconstructionist
16. Which of the following is the main function of the philosophy of education?
a. Reconsider existing educational goals in the light of society’s needs
b. Provide the academic background prerequisite to learning
c. Define the goals and set the direction for which education is to strive
d. Aid the learner to build his own personal philosophy
17. Homeroom advisers always emphasize the importance of cleanliness of the body. Children are taught
how to wash their hands before and after eating. What is this practice called?
a. Folkway c. Mores
b. Laws d. Social norm
18. Which curricular move served to strengthen spiritual and ethical values?
a. Integration of creative thinking in all subject
b. Introduction of Values Education as a separate subject area
c. Reducing the number of subject areas into skills subject
d. Re-introducing Science as a subject in Grade 1
19. “The greatest happiness lies in the contemplative use of mind,” said Plato. Which of the following
activities adheres to this?
a. Cooperative learning c. Role playing
b. Introspection d. Social interaction
20. Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you
the skill to cope with the changes. Which is his governing philosophy?
a. Experimentalism c. Idealism
b. Existentialism d. Realism
21. Teacher Mica says: “If it is billiard that brings students out of the classroom, let us bring it into the
classroom. Perhaps, I can use it to teach Math. To which philosophy does Teacher Mica adhere?
a. Essentialism c. Progressivism
b. Idealism d. Reconstructionism
22. Which of the following should be done to build a sense of pride among the Filipino youth?
a. Replace the study of folklores and myths with technical subjects
b. Re-study our history and stress on our achievements as people
c. Re-study our history from the perspective of our colonizers
d. Set aside the study of local history
23. A teacher who subscribes to the pragmatic philosophy of education believes that experience should
follow learning in her teaching. Which of the following does she do to support her belief?
a. Encouraging learners to memorize factual knowledge
b. Equipping learners with the basic abilities and skills
c. Providing learners opportunities to apply theories and principles
d. Requiring learners full mastery of the lesson
24. Which philosophy influenced the cultivation of reflective and meditative skills in teaching?
a. Confucianism c. Taoism
b. Existentialism d. Zen Buddhism
25. Which of the following situation manifests a balance between teacher’s responsibility and
accountability?
a. She entertains her students with personal stories until the end of the period
b. She spends most of the time on the latest gossips in showbiz
c. She teaches as much as she could for duration of the period
d. She teaches as well as entertains the students with her personal stories.