Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Philosophical Education in Different Period

•Download as PPTX, PDF•
•
Daniel Bragais
Daniel Bragais

The document discusses philosophical education in the Philippines during different historical periods. It covers education during the American period (1901-1941), the Japanese period (1941-1945), and after the declaration of martial law. Some key points are: the American period emphasized English education and a US-style school structure; the Japanese period focused on moral character and citizenship duties per the 1935 Constitution; and martial law-era education aimed to develop love of country and technical/vocational skills according to the 1973 Constitution.

Related slideshows

Historical Development of Philippine Educational System
Historical Development of Philippine Educational SystemHistorical Development of Philippine Educational System
Historical Development of Philippine Educational System
 
HISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERS
HISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERSHISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERS
HISTORICAL FOUNDATIONS OF EDUCATION - THEORIST AND PHILOSOPHERS
 
Organizational Structure of DEPED
Organizational Structure of DEPEDOrganizational Structure of DEPED
Organizational Structure of DEPED
 
1 of 23
Philosophical Education in Different Period Reported by: Ms. Elizabeth Ricafor (by daniel bragais)
Educational Goals ◦ To promote democratic ideals and way of life. ◦ Formation of good citizens, including the rights and responsibilities of people.
Highlights of Education During the American Time:  Education Act of 1901 laid the foundation of the Philippine Public school system.  In August 1901, 600 teachers called “Thomasites” arrived.  English was made medium of instruction
 Curricular structure and programs were patterned from the U.S. College High School Elementary  There were 3 levels of education: Elementary level, Secondary or High school level, and College or Tertiary level.  New subject areas were introduced.
 Religion was not included in the curriculum of the schools.  Normal, vocational, agricultural, and business schools were also opened.  Schools were also built in non- catholic areas like Sulu in Mindanao, and in Mountain Province.
 “Adult Education”  the Pensionado Program was established on 26 August 1903.
Philosophical Education in Different Period
Philosophical Education in Different Period
Philosophical Education in Different Period
Issues  Public School System  English language was used as a medium of instruction.
Strengths, and Weaknesses during that time: Strengths:  Education allowed the Americans to spread, share their culture.  Gave everyone chance to study.  Equality between men and women
 Religious freedom.  Technical/ vocational skills were emphasized.  The knowledge of Filipinos in reading and writing were very high.
Weaknesses  Americans’ main objective is to colonize and use the country and its people.  Education was the most powerful means in pursuing peaceful relationship with the Philippines.
 Education under American colonization led to widespread Americanization of the Philippines.  Through education, the Americans influenced the Filipinos in terms of what they eat, to love the American culture, and most of all, to prioritize their products.
Insights  “Americans thought us the importance of education, and that importance is still evident today. Before the Americans, education was not for everyone, only the elite people were given the chance of the Spaniards to study. Americans introduced the public school system and by that we should thanked them because they’re the reason why there’s Philippine Normal University, our school. We all know that they had hidden agendas for their own good that’s why they helped and educated us. But In my own opinion, I must say that both parties benefitted, what they did had a mutual effect to the Americans and to us Filipinos.”
Philosophical Education During Japanese Period
Japanese Period  The educational philosophy was in accordance with the provisions of Article XIV Section 5 of the 1935 Constitution which provides that:  All educational institutions shall be under the supervision and subject to the regulation by 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.  All schools shall aim moral character, and vocational efficiency and to reach the duties of citizenship.
 Optional religious instruction shall be maintained by law. Universities established by the State shall enjoy academic freedom.  The state shall create scholarship in arts, sciences, and letters for especially gifted citizens.
Philosophical Education after Proclaming of Martial Law
 As far as education concerned, the Marcos Constitution of 1973, Article XV Sec. 8 states that:  All educational institutions shall be under the supervision and subject to the regulation by the State.
 The State shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development  All institutions shall aim to inculcate love for country, teach the duties of citizenship, and develop moral character, personal discipline and scientific and technological and vocational efficiency.
 The State shall maintain a system of free public elementary education and in areas where finances permit, establish and maintain at least up to the secondary level.  The state shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarships for poor and deserving students.

More Related Content

Philosophical Education in Different Period

  • 1. Philosophical Education in Different Period Reported by: Ms. Elizabeth Ricafor (by daniel bragais)
  • 2. Educational Goals ◦ To promote democratic ideals and way of life. ◦ Formation of good citizens, including the rights and responsibilities of people.
  • 3. Highlights of Education During the American Time:  Education Act of 1901 laid the foundation of the Philippine Public school system.  In August 1901, 600 teachers called “Thomasites” arrived.  English was made medium of instruction
  • 4. Curricular structure and programs were patterned from the U.S. College High School Elementary  There were 3 levels of education: Elementary level, Secondary or High school level, and College or Tertiary level.  New subject areas were introduced.
  • 5. Religion was not included in the curriculum of the schools.  Normal, vocational, agricultural, and business schools were also opened.  Schools were also built in non- catholic areas like Sulu in Mindanao, and in Mountain Province.
  • 6. “Adult Education”  the Pensionado Program was established on 26 August 1903.
  • 10. Issues  Public School System  English language was used as a medium of instruction.
  • 11. Strengths, and Weaknesses during that time: Strengths:  Education allowed the Americans to spread, share their culture.  Gave everyone chance to study.  Equality between men and women
  • 12. Religious freedom.  Technical/ vocational skills were emphasized.  The knowledge of Filipinos in reading and writing were very high.
  • 13. Weaknesses  Americans’ main objective is to colonize and use the country and its people.  Education was the most powerful means in pursuing peaceful relationship with the Philippines.
  • 14. Education under American colonization led to widespread Americanization of the Philippines.  Through education, the Americans influenced the Filipinos in terms of what they eat, to love the American culture, and most of all, to prioritize their products.
  • 15. Insights  “Americans thought us the importance of education, and that importance is still evident today. Before the Americans, education was not for everyone, only the elite people were given the chance of the Spaniards to study. Americans introduced the public school system and by that we should thanked them because they’re the reason why there’s Philippine Normal University, our school. We all know that they had hidden agendas for their own good that’s why they helped and educated us. But In my own opinion, I must say that both parties benefitted, what they did had a mutual effect to the Americans and to us Filipinos.”
  • 17. Japanese Period  The educational philosophy was in accordance with the provisions of Article XIV Section 5 of the 1935 Constitution which provides that:  All educational institutions shall be under the supervision and subject to the regulation by the State.
  • 18. 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.  All schools shall aim moral character, and vocational efficiency and to reach the duties of citizenship.
  • 19. Optional religious instruction shall be maintained by law. Universities established by the State shall enjoy academic freedom.  The state shall create scholarship in arts, sciences, and letters for especially gifted citizens.
  • 20. Philosophical Education after Proclaming of Martial Law
  • 21. As far as education concerned, the Marcos Constitution of 1973, Article XV Sec. 8 states that:  All educational institutions shall be under the supervision and subject to the regulation by the State.
  • 22. The State shall establish and maintain a complete, adequate and integrated system of education relevant to the goals of national development  All institutions shall aim to inculcate love for country, teach the duties of citizenship, and develop moral character, personal discipline and scientific and technological and vocational efficiency.
  • 23. The State shall maintain a system of free public elementary education and in areas where finances permit, establish and maintain at least up to the secondary level.  The state shall provide citizenship and vocational training to adult citizens and out-of-school youth, and create and maintain scholarships for poor and deserving students.