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1. Philosophical Thoughts on Education GROUP 1- part 1 BANDIN AND DAGOHOY CHAPTER 1PHILOSOPHICALTHOUGHTSONEDUCATION Abstracon - Let's Conceptualize   Isolated Facts and the Banking Method   Depicted in the queson and answer proceeding in class are a common classroomscenario. Most lessons are devoted to teacher asking low level quesons and studentsanswering with what they memorized the night before. Teacher deposited these facts a daybefore and withdraws them the next day. A perfect example of the banking system of educaon that Paulo Freire is very much against as it does not make the learner reect andconnect what he/she was taught to real life.We have nothing against facts. But isolated facts make no sense but becomemeaningful when seen in relaon to other facts. These facts when combined with otherfacts (with further quesoning from the teacher) help the learner see meaning andconnecon to his/ her life. Example: The pupil learned that food is broken down into smallpieces, which is digested by the stomach and is absorbed by the intesne. To connect thefacts, teacher should ask more quesons like: "What if the food is not chewed in the mouth,what happens to food in the stomach and to the stomach itself? What if the stomach fails todigest food from the mouth, what happens to the food in the B small intesnes? Will thesmall intesnes be able to absorb food, etc.?...Below are summaries of thoughts of educaon philosophers on what should betaught and how learners should be taught. A. John Locke (1632-1704): The Empiricist Educator    Acquire knowledge about the world through the senses - learning by doing and byinteracng with the environment  Simple ideas become more complex through comparison, reecon andgeneralizaon the inducve method  Quesoned the long tradional view that knowledge came exclusively from literarysources, parcularly the Greek and Lan classics  Opposed he “divine right of kings” theory which held that the monarch had the rightto be an unquesoned and absolute ruler over his subjects.  Polical order should be based upon a contract between the people and thegovernment  Aristocrats are not desned by birth to be rulers. People were to establish their owngovernment and select their own polical leaders from among themselves, civiceducaon is necessary  People should be educated to govern themselves intelligently and responsibly(Ornstein, 1984) Comments:    For John Locke educaon is not acquision of knowledge contained in the GreatBooks. It is learners interacng with concrete experience, comparing and reecngon the same concrete experience, comparing. The learner is an acve not a passiveagent of his/her own learning.  From the social dimension, educaon is seeing cizens parcipate acvely andintelligently in establishing their government and in choosing who will govern themfrom among themselves because they are convinced that no one person is desnedto be ruler forever. B. Herbert Spencer (1820-1903): Ulitarian Educaon  Spencer's concept of "survival of the est" means that human development hadgone through an evoluonary series of stages from the simple to the complex andfrom the uniform to the more specialized kind of acvity.  Social development had taken place according to an evoluonary process by whichsimple homogeneous sociees had evolved to more complex societal systemscharacterized with humanisc and classical educaon.  Industrialized society require vocaonal and professional educaon based onscienc and praccal (ulitarian) objecves rather than on the very generaleducaonal goals associated with humanisc and classical educaon.  Curriculum should emphasize the praccal, ulitarian and scienc subjects thathelped human kind master the environment.  Was not inclined to rote learning; schooling must be related to life and to theacvies needed to earn a living.  Curriculum must be arranged according to their contribuon to human survival andprogress.   Science and other subjects that sustained human life and prosperity should havecurricular priority since it aids in the performance of life acvies.  Individual compeon leads to social progress. He who is est survives. (Ornstein,1984). Comments:Specialized Educaon of Spencer vs. General Educaon    To survive in a complex society, Spencer favors specialized educaon over that of general educaon. We are in need of social engineers who can combineharmoniously the ndings of specialized knowledge. This is parcularly true in theeld of medicine.   The expert who concentrates on a limited eld is useful, but if he loses sight of theinterdependence of things he becomes a man who knows more and more about less   and less. We must be warned of the deadly peril of over specialism. Of course we donot prefer the other extreme, the supercial person who knows less and less aboutmore and more. Spencer's Survival of the Fiest  He who is est survives. Individual compeon leads to social progress. Thecompeon in class is what advocates of whole-child approach and Socio-emoonalLearning (SEL) atmosphere negate. The whole child approach a powerful tool forSELF-focused schools has as tenets "each student learns in an environment that is physically  and emoonally  safe for students and adults" and "each student hasaccess to personalized learning and is supported by qualied and caring adults ...”(Frey, N. 2019)The highlighted words point to no compeon for compeon works against anemoonally safe environment. C. John Dewey (1859-1952): Learning through Experience    Educaon is a social process and so school is inmately related to the society that itserves.  Children are socially acve human beings who want to explore their environmentand gain control over it.  Educaon is a social process by which the immature members of the group,especially the children, are brought to parcipate in the society.  The school is a special environment established by members of society, for thepurpose of simplifying, purifying and integrang the social experience of the groupso that it can be understood, examined and used by its children.  The sole purpose of educaon is to contribute to the personal and social growth of individuals.  The steps of the scienc or reecve method which are extremely important inDewey's educaonal theory are as follows.  The learner has f a “genuine situaon of experience". involvement in anacvity in which he/she is interested.  Within this experience the learner has a "genuine problem" that smulatesthinking.  The learner possesses the informaon or does research to acquire theinformaon needed to solve the problem.  The learner develops possible and tentave soluons that may solve theproblem.  The learner tests the soluons by applying them to the problem. In this oneway one discovers their validity for oneself.    The fund of knowledge of the human race-past ideas, discoveries and invenons wasto be used as the material for dealing with problems. This accumulated wisdom of cultural heritage has to be tested. If it served human purposes, it becomes part of areconstructed experience.  The school is social, scienc and democrac . The school introduces children tosociety and their heritage. The school as a miniature society is a means of bringingchildren into social parcipaon  The school is scienc in the sense that it is a social laboratory in which children andyouth could test their ideas and values. In here, the learner acquires the disposionand procedures associated with scienc or reecve thinking and acng.  The school is democrac because the learner is free to test all ideas, beliefs andvalues. Cultural heritage, customs and instuons are all subject to crical inquiry,invesgaon and reconstrucon  School should be used by all, it being a democrac instuon. No barrier of customor prejudice segregate people. People ought to work together to solve commonproblems.  The authoritarian or coercive style of administraon and teaching is out of placebecause they block genuine inquiry and dialogue.  Educaon is a social acvity and the school is a social agency that helps shape humancharacter and behavior.  Values are relave but sharing, cooperaon, and democracy are signicant humanvalues that should be encouraged by schools. (Ornstein, A. 1984) Comments:   The Fund of Knowledge of the Human Race    Dewey does not disregard the accumulated wisdom of the past. These past ideas,discoveries and invenons, our cultural heritage, will be used as the material fordealing with problems and so will be tested. If they are of help, they become part of a reconstructed experience. If they are not totally accurate, that the ideal learner forDewey is not just one who can learn they will sll be part of a reconstructedexperience. This means by doing, e.g., conduct an experiment but one who canconnect accumulated wisdom of the past to the present. Schools are For the People and By the People    Schools are democrac instuons where everyone regardless of age, ethnicity,social status is welcome and is encouraged to parcipate in the democrac processof decision-making Learners and stakeholders pracce and experience democracy inschools. D. George Counts (1889-1974): Building a New Social Order      Educaon is not based on eternal truths but is relave to a parcular society living ata given me and place.  By allying themselves with groups that want to change society, schools should copewith social change that arises from technology.  There is a cultural lag between material progress and social instuons and ethicalvalues.  Instrucon should incorporate a content of a socially useful nature and a problem-solving methodology. Students are encouraged to work on problems that have socialsignicance,  Schools become instrument for social improvement rather than an agency forpreserving the status quo.  Teachers should lead society rather than follow it. Teachers are agents of change.  Teachers are called on to make important choices in the controversial areas of economics, polics and morality because if they failed to do so, others would makethe decisions for them.  Schools ought to provide an educaon that aord equal learning opportunies to allstudents. (Ornstein, A. 1984) Comments:Schools and Teachers as Agents of Change    For George Counts, schools and teachers should be agents of change. Schools areconsidered instruments for social improvement rather than as agencies forpreserving the status quo. Whatever change we work for should always be changefor the beer not just change for the sake of change.  Teachers are called to make decisions on controversial issues Not to make a decisionis to actually making a decision  Like Dewey, problem solving, should be the dominant method for instrucon Lag Between Material Progress and Ethical Values  Counts asserts that "there is a cultural lag between material progress and socialinstuons and ethical values." Material progress of humankind is very evident but moraland ethical development seems to have lagged behind. A friend once wrote: "The Egypanshad their horses. Modern man has his jets but today it is sll the same moral problems thatplague humankind." Indeed with science and technology, we have become very powerfuland yet powerless. We have conquered a number of diseases and even postponed death formany, we have conquered aging, the planets, the seas but we have not conqueredourselves. E. Theodore Brameld (1904-1987) - Social Reconstruconism      As the name implies, social reconstruconism is a philosophy that emphasizes thereformaon of society. The social reconstruconists contend that:… humankind has moved from an agricultural and rural society to an urban andtechnological society... there is a serious lag in cultural adaptaon to the realies of a technological society. Humankind has yet to reconstruct its values in order to catchup with the changes in the technological order, and organized educaon has a majorrole to play in reducing the gap between the values of the culture and technology.(Ornstein, 1984)  So the social reconstruconist asserts that schools should: crically examine presentculture and resolve inconsistencies, controversies and conicts to build a newsociety not just change society... do more than reform the social and educaonalstatus quo. It should seek to create a new society... Humankind is in a state of profound cultural crisis. If schools reect the dominant social values... thenorganized educaon will merely transmit the social ills that are symptoms of thepervasive problems and aicons that beset humankind... The only legimate goalof a truly human educaon is to create a world order in which people are in controlof their own desny. In an era of nuclear weapons, the social reconstruconists seean urgent need for society to reconstruct itself before it destroys itself (Ornstein, A.1984)  Technological era is an era of interdependence and so must be internaonal in scopefor global cizenship.  For the social reconstruconists, educaon is designed "to awaken students'consciousness about social problems and to engage them acvely in problemsolving”. (Ornstein, 1984)  Social reconstruconists are rmly commied to equality or in both society andeducaon. Barriers of socio-economic class and racial discriminaon should beeradicated.  They also emphasize the idea of an interdependent world. The quality of life needsto be considered and enhanced on a global basis. (Ornstein, A. 1984) . Comments:    Like John Dewey and George Counts, social reconstruconist Brameld believe inacve problem- solving as the method of teaching and learning.  Social reconstruconists are convinced that educaon is not a privilege of the fewbut a right to be enjoyed by all.  Educaon is a right that all cizens regardless of race and social status must enjoy. F. Paulo Freire (1921-1997) - Crical PedagogyCrical Pedagogy and Dialogue vs. the Banking Model of Educaon    Paulo Freire, a crical theorist, like social reconstruconists, believed that systemsmust be changed to overcome oppression and improve human condions.  Educaon and literacy are the vehicle for social change. In his view, humans mustlearn to resist oppression and not become its vicms, nor oppress others. To do soquires dialogue and crical consciousness, the development of awareness toovercome dominaon and oppression.  Rather than “teaching as banking,” in which the educator deposits informaon intostudents' heads, Freire saw teaching and learning as a process of inquiry in which thechild must invent and reinvent the world.  Teachers must not see themselves as the sole possessors of knowledge and theirstudents as empty receptacles. He calls this pedagogical approach the "bankingmethod” of educaon.  A democrac relaonship between the teacher and her students is necessary inorder for the conscienzaon process to take place.  Freire's crical pedagogy is problem-posing educaon.  A central element of Freire's pedagogy is dialogue. It is love and respect that allow usto engage people in dialogue and to discover ourselves in the process and learn fromone another.. By its nature, dialogue is not something that can be imposed. Instead,genuine dialogue is characterized by respect of the pares involved toward oneanother. We develop a tolerant sensibility during the dialogue process, and it is onlywhen we come to tolerate the points of view and ways of being of others that wemight be able to learn from them and about ourselves in the process. Dialoguemeans the presence of equality, mutual recognion, armaon of people, a senseof solidarity with people, and remaining open to quesons.  Dialogue is the basis for crical and problem-posing pedagogy, as opposed tobanking educaon, where there is no discussion, only the imposion of the teacher'sideas on the students. (Ornstein, 1984) Comment:    All of these educaon philosophers, point to the need of interacng with others andof creang a "community of inquiry" as Charles Sanders Peirce put it. The communityof inquiry is “a group of persons involved in inquiry, invesgang more or less thesame queson or problem, and developing through their exchanges a beerunderstanding both of the queson as well as the probable soluons.” (Lee, 2010) Acommunity of inquiry will engage learners in acve problem solving. Applicaon - Let's Apply  1. The modern explosion of knowledge has led to an age of specializaon with thisconcomitant quip:   A specialist knows more and more about less and less.An expert knows more and more about less and lessunl he or she knows everything about nothing.A related joke cleverly twists this saying:A generalist knows less and less about more and more unl he or she knows nothingabout everything.Should schools produce generalists or specialists? Defend your answer.2. Spencer is convinced that he who is most t survives and so encouraged individualcompeon. Read this arcle about Singaporean educaon today and nd out with whomyou agree - Spencer's individual compeon or Singaporean educaonal system wherecompeon is not encouraged. Learning is not a compeon: No more 1st, 2nd or last in class for primary and secondarystudents SINGAPORE - Whether a child nishes rst or last will no longer be indicated in primary andsecondary school report books from next year - a move which Educaon Minister Ong YeKung hopes will show students that “learning is not a compeon”.Report books will not just stop showing a student's posion in relaon to class or cohort.The informaon to be dropped includes:  Class and level mean  Minimum and maximum marks  Underlining and/or colouring of failing marks  Pass/fail for end-of-year result  Mean subject grades  Overall total marks  L1R5 (English plus ve relevant subjects), L1R4, EMB3 (English, maths, best threesubjects) and EMB1 for lower secondary levels . The Ministry of Educaon (MOE) said on Friday (Sept 28) that the change is to alloweach student to focus on his or her learning progress and discourage them from being overlyconcerned about comparisons. From next year all examinaons for Primary 1 and 2 pupilswill also be removed, and whatever forms of assessment they have will not count towardsan overall grade. #Amelia TengEducaon CorrespondentFacebookTwier EmailSep 28, 2018, 2:00 pm SGT3. The following is an excerpt of the keynote Address of Senator Shahani before the NaonalAcademy of Science and Technology at its 15th Annual Scienc Meeng, 7 July 1993,Manila.           Read it. Underline those parts that emphasize development in moral and ethical values asmost necessary to eect change. Do you agree with her thoughts in these underlinedsentences?Keynote Address of Senator Shahani before the Naonal Academy of Science andTechnology at its 15th Annual Scienc Meeng, 7 July 1993, Manila In essence, the Moral Recovery Program is a movement which aims to mobilize Filipinos fornaon-building through praccal exercise of human values in our daily lives as cizens, andto awaken us to the power of these values in achieving our individual and naonal goals.Those values are free of charge; we do not have to borrow, nor to beg regularly andconstantly from the outside world to obtain them; we only have to look inward, internalizethese values for our own self transformaon, then externalize them for our individual livesand for building our naon. To use current terminology, the Moral Recovery Program seeksto empower people - the poor, the middle-class and the rich - trough the sustainedapplicaon of human values and virtues to overcome our problems and build our country inaccordance witll our collecve vision. We can also see the Program as an aempt tocomplete the complex picture of naonalism. If naon-building has its polical, economicand cultural dimensions, it also has its moral and ethical imperave. This imperave is amost compelling dimension of naon-building. It goes beyond mere legislaon of an-grameasures or Congressional invesgaons of wrongdoing in the Government. We need to goback to the basics and ask the fundamental quesons: what is our vision of ourselves and of Filipino society? how do we achieve that vision despite overwhelming odds? what key valuesare needed to aain our goals? I submit that this vision and the strategies and polical willneeded to realize it should constute the main framework to build tllis naon. Nothing lesswill do. This combinaon of vision and acon is the key to our naonal sunrival, rebirth andrenewal. In this context, the Moral Recovery Program becomes a major ingredient of analternave strategy for naonal development. Ethics and PolicsThe close interrelaonship between ethics and polics is obvious in our manyproblems -our large foreign debt; the state of permanent disrepair of our roads andpublic toilets; gra and corrupon in Government; the perennial squabbling andintramurals between Government bodies; and bureaucrac ineciency. Chronicproblems in such vital areas as agriculture and industry, rural development and landreform could be overcome if some of the values such as love of country, discipline,honesty, accountability and teamwork were pracced on a daily basis in Governmentoces and polical circles, as well as by the people themselves. VisionThe over-all vision I have for our country has the following essenal elements: reverence for allforms of life and the primacy of human values, a priority given to culvaon of the spiritual and   cultural life of the naon, the democrazaon of power, resources and wealth, the nightcombinaon of a free market economy and Government intervenon in appropriate areas atappropriate stages to provide for the basic needs cons development of our agricultural resourcesand an environmentally reform conscious industrializaon plan, a well-implemented agrarianreform. In independent foreign policy within the framework of other words, we should have a visionwhich represents strong combinaon growth, naonal interest; and global orientaon. A tall orderindeed, but a of human dignity, sustainable development and appropriate economic vision mustinspire over the long-term, shed light in the midst of darkness and make possible the seeminglyimpossible.Individual and Naonal TransformaonAt this point, we come to the queson: what is to be transformed or changed the structures of society or the individual? In my view, both should be transformed, each dynamically aecng theother, but the starng point is always the individual, or a group of individuals within instuons. Theempowerment of the poor must come from the poor themselves, the poor must help themselves;others can only help them to empower the poor, and such empowerment help themselves. There isa welcome opportunity in this country to help vital to the creaon of more just social and economicstructures.Human Values: Powerful Building BlocksIt is obvious from what I have said that human values are powerful building blocks in thedevelopment of a naon. Yet the non-economic and non-budgetary dimensions of progress andgrowth, i.e., the moral and cultural elements, have been conveniently overlooked or disregarded bythe learned technocrats and theorecians of development perhaps to make way for smootJ1, non-controversial discussions of the development process. The technocrac and neutral language of development, which has evolved from the agenda of internaonal instuons, has eclipsed themoral choices which have to be made in the development process. Terms like equity, social jusce,distribuve jusce when repeated over and over again without any explanaon of the painful ethicalchoices which have to be made by individuals and governments in order to achieve them cannottouch the hearts and minds of the popular, the rich, the middle-class and the poor, on whom theburden of transformaon rests. Development is, aer all, a grassroots-oriented process and achallenge in mass mobilizaon, for the people and not for polical expediency. 4. "If you cannot bring the learners to the world, bring the world to the classroom." Will thisgo with John Dewey's philosophy of educaon: Explain your answer.5. Considering DepEd mission statement to protect and promote the right of every Filipinoto quality, equitable, culture-based, and complete basic educaon" can we say thatPhilippine educaonal system is in a sense equitable? What acons and what recentlegislaons are proofs that the Philippines gives equal access to quality educaon to itscizens?6. Is free terary educaon really pro-poor in the sense that it is the poor who are indeedbeneted? Jusfy your answer.   7. Freire opposed the banking method of educaon and favored crical pedagogy. Why?The banking method is characterized as a vercal relaonship while crical pedagogy ischaracterized by a horizontal type of relaonship. Be guided by the Figure below teacherstudentteacher student TAKEAWAYSJohn Locke - the empiricist    Educaon is not acquision of knowledge contained in the Classics. It is learnersinteracng with concrete experience. The learner is an acve not a passive agent of his / her own learning.  From the social dimension, educaon is seeing cizens parcipate acvely andintelligently in establishing their government and in choosing who will govern themfrom among themselves. They are of the thinking that no one person is desned tobe ruler forever. This is in keeping with the An-Polical Dynasty Bill. Spencer - the ulitarianist    To survive in a complex society, Spencer favors specialized educaon over that of general educaon.  "The expert who concentrates on a limited eld is useful, but if he loses sight of theinterdependence of things he becomes a man who knows more and more about lessand less. We must be warned of the early peril of over-specialism. Of course we donot prefer the other extreme, the supercial person who every day knows less andless about more and more  Who is est survives. Individual compeon leads to social progress.  The compeon in class is what advocates of whole-child approach and Socio-emoonal Learning (SEL) atmosphere approach and Socio- emoonal Learning (SEL)atmosphere and Socio-emoonal Learning (SEL) atmosphere negate. The whole childapproach, a powerful tool for SEL focused schools has as tenets - "each studentlearns in an "each student has access to personalized learning and is supported bythat is physically and emoonally safe for students and adults and qualied andcaring adults..." (Frey, N. 2019)  The highlighted words - emoonally safe and caring adults point to no compeonfor compeon works against an emoonally safe environment. John Dewey – experience          Dewey does not disregard the accumulated wisdom of the past. These past ideas,discoveries and invenons, our cultural heritage, will be used as the material fordealing with problems and so will be tested. If they are of help, they become part of a reconstructed experience. If they are not totally accurate, they will sll be part of areconstructed experience. This means that the ideal learner for Dewey is not justone who can learn by doing, e.g., conduct an experiment but one who can connectaccumulated wisdom of the past to the present.  Schools are for the people and by the people. Schools are a democrac instuonwhere everyone regardless of age, ethnicity, social status is welcome and isencouraged to parcipate in the democrac process of decision-making. Learnersand stakeholders pracce and experience democracy in schools. George Counts - Building a new social order    Schools and teachers should be agents of change. Schools considered instrumentsfor social improvement rather than as agencies for preserving the status quo.Whatever change we work for should always be change for the beer not justchange for the sake of change  Problem-solving, like Dewey, should be the dominant method instrucon  "There is a cultural lag between material progress and social instuons and ethicalvalues.” Material progress of humankind is very evident but moral and ethicaldevelopment seem to have lagged behind.  is very evident but moral and ethical development seem to have lagged behind. Theodore Brameld - the Social Reconstruconist    Social reconstruconists crically examine present culture and resolveinconsistencies, controversies and conicts to build a new society not just changesociety  Technological era is an era of interdependence and so educaon must beinternaonal in scope for global cizenship. Paulo Freire - Crical pedagogy vs. Banking method  Employ crical pedagogy and dialogue in contrast to the banking system of educaon.  Learners are not empty receptacles to be lled.

2. Introduction Education is influenced by philosophy. Philosophers provide guiding principles for teaching and learning. Their ideas continue to shape modern education.

3. Empiricism by John Locke Learning comes from experience and the senses (not inborn ideas). Mind = blank slate (tabula rasa) shaped by education.

4. Teachers guide learners through observation, practice, and reflection . Example: A child learns honesty not by memorizing rules but by real-life practice—telling the truth and seeing its value.

5. Utilitarian Education by Herbert Spencer Education should be useful and practical for survival in society. Focus on science, technology, and vocational skills instead of rote memorization.

6. Learning prepares people for the “struggle for existence” (survival of the fittest). Example: Teaching computer skills in school so students can adapt to modern workplaces.

7. Learning through Experience by John Dewey Education is a social process —school is a miniature society . Students learn best by doing, experimenting, and problem-solving .

8. Teachers connect past knowledge with present needs . Example: Instead of just reading about plants, students grow a school garden to understand science, teamwork, and responsibility.

9. Conclusion Locke: Learning through experience → develops reason and character. Spencer: Education should be practical → prepares for survival and work. Dewey: Learning by doing → connects school to real life. Their ideas continue to shape modern teaching and learning practices.

10. THANK YOU 

11. Each should be answered in one to two sentence , and there are no fixed right or wrong answers : 1. Do you agree with John Locke that experience is the best way to gain knowledge? Why or why not? 2. In today’s world, what kind of “useful education” do you think Herbert Spencer would value most?

12. 3. How can John Dewey’s idea of “learning by doing” be applied in your own classroom or daily life? 4. Which of the three philosophers’ ideas (Locke, Spencer, Dewey) do you think is most relevant today? Why? 5. Do you think schools should focus more on practical skills or on theories? Explain your choice.