EDUC 30 (Philosophical Thoughts on Education)

a) John Locke (1632-1704)

 one of the most influential Enlightenment thinkers, the father of Classical Liberalism, and
one of the great philosophers of the late 17th and 18th centuries.
 believed that children are born with their minds a blank sheet of paper, a clean or blank
slate, a tabula rasa to which the world then proceeds to write its impressions.
 offered the theory of mind wherein he states that knowledge is something you are not
born with, but learn and experience.
 did not believe in the Divine Right of Kings theory, which emphasized that God chose
people to rule on earth in His will, where the monarch’s actions were the will of God, and
to criticize the ruler meant you were challenging God. He challenged this theory and
wrote his writings which greatly influenced the founding fathers of the United States
when writing the Constitution. They implemented his idea that the power to govern was
obtained from the permission of the people.
 believed that the purpose of education was to produce an individual with a sound mind
in a sound body to better serve his country.
b) Herbert Spencer (1820-1903)
 Specialized Education of Spencer vs. General Education
 To survive in the complex society, Spencer favors specialized education over general
education. The experts who concentrate on a limited field are useful, but if they lose
sight of the interdependence of things, he become a man who knows more and
more about less and less.
 Survival of the Fittest
 He who is fittest survives. Individual competition leads to social progress. Learning
as an individual effort.
c) John Dewey (1895-1952)
 it was vitally important that education should not be the teaching of mere dead fact, but
that the skills and knowledge that students learned be integrated fully into their lives as
a person, citizens, and human beings, hence his advocacy of “learning-by-doing” and the
incorporation of the student’s past experiences into the classroom.
 firmly believed that education should be more than teaching students’ mindless facts
they would soon forget. – Instead of relying on rote memorization to learn, he thought
education should consist of a journey of experiences, building upon each other to create
and understand new ideas. He believed that school activities and the life experiences of
students should be connected, otherwise real learning would be impossible.
 Schools are democratic institutions where everyone regardless of age, ethnicity, and
social status is welcome and encouraged to participate in the democratic process of
decision-making. Learners and stakeholders practice and experience democracy in
schools.
d) George Counts (1889-1974)
 an American educator and activist who, as a leading proponent of social
reconstructionism, believed that schools should bring about social change. – schools are
considered instruments for social improvement rather than as agencies for preserving
the status quo. Whatever change we work for should always be change for the better not
just change for the sake of change.
 argued that teachers should serve as leaders, effecting social change. – teachers should
lead society rather than follow it. Teachers are agents of change.
 Counts and several of his colleagues launched a journal of social and educational
commentary, The Social Frontier which became the voice of the educational theory
called social reconstructionism, which was based on the theory that society can be
reconstructed through education.
e) Theodore Brameld (1904-1987)
 A philosopher and visionary educator who developed the reconstructionist philosophy of
education, spent a lifetime working for personal and cultural transformation through
education.
 Influenced by John Dewey’s educational philosophy, Brameld urged that schools become
a powerful force for social and political change.
 considered democracy the core of his educational philosophy. – Education is a right that
all citizens regardless of race and status must enjoy.
 Reconstructionism is a philosophy of values, ends, and purposes, with a democratically
empowered world civilization as the central goal of education. – Social reconstructionists
are firmly committed to equality and equity in society and education.
f) Paulo Freire (1921-1997)
 one of the most influential philosophers of education of the 20th century.
 worked wholeheartedly to help people both through his philosophy and his practice of
critical pedagogy.
 His goal was to eradicate illiteracy among people from previously colonized countries
and continents.
 CRITICAL PEDAGOGY AND DIALOGUE VS. THE BANKING MODEL OF EDUCATION
 Freire’s critical pedagogy, or problem-posing education, uses a democratic approach
to reach the democratic ideal.
 Freire is very critical of teachers who see themselves as sole possessors of
knowledge while they see their students as empty receptacles into which teachers
must deposit their knowledge. He calls this pedagogical approach the “banking
method”. The banking method of education is characterized as a vertical
relationship that can be characterized by insecurity, suspicion of one another, the
teacher needs to maintain control, and power dynamics within a hierarchy that are
oppressive.
 Instead of banking method, Freire proposes a reciprocal relationship between the
teacher and the students in a democratic environment that allows everyone to learn
from each other. The critical pedagogy that Freire proposes allows for a horizontal
 relationship wherein both the teacher and the student are willing and open to the
possibility of learning from each other. No one is above anyone and there is mutual
respect.
 A central element of Freire’s pedagogy is Dialogue. It is love and respect that allows
us to engage people in dialogue to discover ourselves in the process and learn from
one another. Dialogue means equality, mutual recognition, affirmation of people,
and remaining open to questions.

HISTORICAL FOUNDATION OF EDUCATION

 THE RELATIONSHIP OF SCHOOL AND SOCIETY

o Education or school is an institution created by society. Education is a function of society
and as such arises from the nature and character of society itself. Society seeks to preserve
itself and to do this it maintains its functions and institutions, one of which is education, to
assure its survival, stability, and convenience.
o As John Dewey claimed, it is the school that introduces and trains each child of society into
membership within such a little community, saturating him with the spirit of service, and
providing him with the instruments of effective self-direction…” When schools succeed to
do this, in the words of Dewey “we shall have the deepest and best guaranty of a larger
society which is worthy, harmonious, and lovely.
o Socialization is the process of learning the roles, statuses, and values necessary for
participation in social institutions. (Brinkerhoff, D., 1989) It is a lifelong process. It occurs
primarily during early childhood but as we progress from infancy to old-age we shed old
roles and adopt new ones. Role learning that prepares us for future roles is termed
anticipatory socialization. (Brinkerhoff, D., 1989) Because of anticipatory socialization,
most of us are more or less prepared for our future roles like spouse, parent, and
professional teacher.
o The family is the most important agent of socialization. Psychology tells us that the self-
concept formed during childhood has lasting consequences. Besides, “the parent’s
religion, social class, and ethnicity influence the child’s social roles and self-concept which
in turn influence the expectations others have for the child, and they determine the
groups with which the child will interact outside the family”. (Brinkerhoff, D., 1989)
o The school is also an important agent of socialization. It is an institution charged by society
to impart specific knowledge and skills necessary for functioning in a society. They are also
charged with the task of transmitting society’s cultural values.
 EDUCATION IN PRIMITIVE SOCIETY
o Brinkerhoff (1989) explains further that in primitive societies, preliterate persons faced
the problem of survival in an environment that pitted them against natural forces and
wild animals. To survive, human beings need food, shelter, warmth and clothing. To
transform a hostile environment into one that is life-sustaining, humankind developed
life skills that eventually became cultural patterns. These life skills included:
 1) Tool or instrument making
2) Adherence to the moral behavior code of group life
3) Language
o Early humankind found security in group life based on kinship and tribal patterns. Life in
the human group was educational as children observed and learned from the elders and
as they were deliberately taught by their parents to continue, the adults had to teach
these skills and values to their children. This is socialization, a function of education in
society. Socialization is the process by which individuals internalize the norms and values
of society and so social and cultural continuity are attained. This is also informal
education in action.
o As abstract thinkers, humans could create, use, and manipulate symbols. They could
communicate with one another through gestures, sounds, and words. These symbols
were expressed in signs, pictographs, and letters. The creation and introduction of oral
and written language made a great leap in literacy which in turn had tremendous
educational consequences that citizens of a civilized society like netizens of the 21st
century enjoy.
 KEY PERIODS IN EDUCATIONAL HISTORY
Table 1. Points of emphasis on Education in History (1000 BC to AD 1600)

HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES ON

GROUP OR GROUP WESTERN
PERIOD EDUCATION
PRIMITIVE to teach group Practical skills Parents, tribal Emphasis on the
SOCIETIES survival skills; of hunting, elders, and role of informal
(7000 B.C. – to cultivate fishing, food priests education in the
5000 B.C.) group gathering transmission of
cohesiveness stories, skills and values
myths, songs,
poems,
dances
GREEK To cultivate Athenian: Athens: private Athens: the
(1600 B.C. – civic reading, teachers and concept of the
300 B.C.) responsibility writing, schools; well-rounded,
and identify arithmetic, liberally educated
with the city- drama, Shopists: person
state; music, philosophers
Athenian: to physical Sparta: the
develop a education, Sparta: military concept of the
well-rounded literature, teachers, drill military state
person poetry sergeants

Spartan: to Spartan: drill,

develop military songs
soldiers and and tactics
military
leaders
ROMAN To develop a Reading, Private schools Emphasis on the
(750 B.C. – sense of civic writing, and teachers; ability to use
A.D. 450) responsibility arithmetic, schools of education for
for the Laws of rhetoric practical
republic and Twelve administrated
the empire; to Tables, law, skills; relating
develop philosophy education to civic
administrative responsibility
and military
skills
ARABIC To cultivate a Reading, Mosques; Arabic numerals
(A.D. 700 – religious writing, court schools and computation;
A.D. 1350) commitment mathematics, re-entry of
to Islamic religious classical materials
beliefs; to literature; on science and
develop scientific medicine
expertise in studies
mathematics,
medicine, and
science
MEDIEVAL To develop Reading, Parish, chantry, Establishing the
(A.D. 500 – religious writing, and cathedral structure, content,
A.D. 1400) commitment, arithmetic, schools; and organization
knowledge liberal arts; universities; of the university
and ritual; re- philosophy, apprenticeship; as a major
establish theology, knighthood institution of
social order, to crafts; higher education;
prepare military the
persons for tactics and institutionalization
appropriate chivalry and preservation
roles of knowledge
RENAISSANCE To cultivate a Latin, Greek, Classical An emphasis on
(A.D. 1350 – humanist who classical humanist literary
A.D. 1500) was an expert literature, educators and knowledge,
in the classics poetry, art schools such as excellence, and
– Greek and lycee, style as expressed
Latin; to gymnasium, in classical
prepare Latin grammar literature; a two-
courtiers for school track system of
service to schools
dynastic
leaders
REFORMATION To cultivate a Reading, Vernacular A commitment to
(A.D. 1500 – sense of writing, elementary universal
A.D. 1600) commitment arithmetic, schools for the education to
to a particular catechism, masses; provide literacy to
religious religious classical the masses; the
denomination; concepts and schools for the origins of school
 to cultivate ritual; Latin upper class systems with
general and Greek; supervision to
literacy theology ensure doctrinal
conformity

THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

 Education during the Pre-colonial Period

o Education was informal and unstructured, decentralized. Fathers taught their sons how
to look for food and other means of livelihood. Mothers taught their girls to do the
household chores. This education prepares their children to become good husbands and
wives. Children were provided more vocational training but less academics. Teachers
were tribal tutors (Babaylan or Katalonan).
 Education during the Spanish Era
o Education was formal and organized. It was authoritarian. Tribal tutors of the pre-Spanish
period were replaced by Spanish missionaries. Pupils attended formal schooling in the
parochial school. Instruction was Religion-oriented. Christian doctrines, sacred songs,
music, and prayers were taught because they were required for confession and
communion. There was a separate school for boys and girls. Wealthy Filipinos or the
ilustrados were accommodated in the schools.
 The Educational Decree of 1863
o This law gave Filipinos a complete system of education from elementary to the college
level. The law provided for the establishment of elementary schools in all municipalities
in the country. Although religion was the core of the curriculum, the curriculum included
subjects reading, writing, arithmetic, history Christian doctrine, Spanish language, vocal
music, agriculture for the boys, and needlework for the girls. Attendance in school was
compulsory between the ages of seven and twelve.
 Education during the American Regime (1898-1946)
o The Americans promoted democratic ideals and the democratic way of life. The schools
maintained by the Spaniards for more than three centuries were closed but were
reopened on August 29, 1898, by the Secretary of the Interior. A system of free and
compulsory elementary education was established by the Malolos Constitution.
o (Political Constitution of 1899). In May 1898, the first American school was established in
Corregidor, and shortly after the capture of Manila in 1899, seven schools were opened
in the city.
o Training was done through the schools both public and secular manned by Chaplains and
Military Officers of the US Army.
o Thomasites arrived in the Philippines on August 23, 1901. The University of the
Philippines was founded in 1908. UP was the first state school of university status.
o The Department of Public Instruction set up a three-level school system. The first level is
considered a four-year primary and three-year intermediate or seven-year elementary
 curriculum. The second level was a four-year junior college and later a four-year
program.
 The Commonwealth Period (1935-1942)
o Free education in public schools was provided all over the country, per the 1935
Constitution.
o Vocational education and some household activities like sewing, cooking, and farming
were also given importance.
o Education also emphasized nationalism so the students were taught about the life of the
Filipino heroes.
o Vocational education and some household activities were also given importance. Good
manners and discipline were also taught to the students.
o The Institute of Private Education was established to observe private schools.
o Formal adult education was also given.
 Executive Order No. 134 (of 1936) was signed by Pres. Manuel L. Quezon designating Tagalog as
our National Language.
o Executive Order No. 217 otherwise known as the Quezon Code of Ethics was taught in
schools.
o Executive Order No. 263 (1940) required the teaching of Filipino, the national
language in the senior year of all high schools and all years in the normal schools.
 The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7,
1940, which provided for the following:
o Reduction of the 7-year elementary course to 6 years
o Fixing the school entrance age at 7
o National support for elementary education
o Compulsory attendance of primary children enrolled in Grade 1
o Adoption of double-single sessions in the primary grade with one teacher and one
class assignment of intermediate teachers.
 The Japanese Occupation
 Aims of education during the Japanese occupation:
o Make the people understand the position of the Philippines as a member of the East Asia
Co-Prosperity Sphere
o Eradication of the idea of reliance upon the Western States particularly the US and Great
Britain
o Fostering a new Filipino culture based on the consciousness of the people as Orientals
o Elevating the morale of the people giving up over-emphasis on materialism
o Diffusion of elementary education and promotion of vocation education
o Striving for the diffusion of the Japanese language in the Philippines and the termination
of the use of English in schools
o Developing in people the love of labor
 Post-colonial Philippines
o Education aimed at the full realization of the democratic ideals and way of life.
 o The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 on
June 15, 1954.
o A daily flag ceremony was made compulsory in all schools including the singing of the
National Anthem pursuant to R.A. 1265 approved on June 11, 1955.
o Curricular offerings in all schools, the life, the works and writings of Jose Rizal especially
the Noli Me Tangere and El Filibusterismo shall be included in all levels.
o Elementary education was nationalized and matriculation fees were abolished.
o Magna Carta for Teachers was passed into law by virtue of R.A. 4670
 The fundamental aims of education in the 1973 Constitution are:
o Foster love of country
o Teach the duties of citizenship
o Develop moral character, self-discipline, and scientific, technological, and
vocational efficiency
 Other Developments
o Integration of values in all learning areas
o Emphasis on mastery learning
o Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure
Examination for Teachers)
o CHED is responsible for higher education. R.A. 7722 – Higher Education Act of 1994
o In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education
Act, was passed transforming the name 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). RA 9155 provides the
overall framework for (i) school head empowerment by strengthening their leadership
roles and (ii) school-based management within the context of transparency and local
accountability. The goal of basic education is to provide the school-age population and
young adults with skills, knowledge, and values to become caring, self-reliant,
productive, and patriotic citizens.
o Values education is offered as a separate subject in NSEC and integrated in all areas in
both curricula – Implementation of New Secondary Education Curriculum (NSEC)
o R.A. 10157, Jan 20, 2012 – Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system
o K to 12 Program (R.A 10533), May 15, 2013 – The K to 12 Program covers Kindergarten
and 12 years of basic education (six years of primary education, four years of junior High
School, and two years of Senior High School (SHS) to provide sufficient time for mastery
of concepts and skills develop lifelong learners, and prepare graduates for tertiary
education, middle – level skills development, employment and entrepreneurship.
SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION

1. STRUCTURAL-FUNCTIONAL THEORY
 Herbert Spencer – the proponent of structural-functional views society as “a system of
interconnected parts each with a unique function. The parts have to work together for
stability and balance of society.”
o Society – is compared to the human body with different but interrelated parts
performing different functions. Just as the human body has many parts, society has
different but interrelated components such as the family, the state, the school, the
Church, mass media, and economics. These must coordinate and collaborate for
society to function well. If one part of the human body does not function well, the
whole body is affected. In the same way, when one component of society does not
do its part, society will not function well. The overall health of the organism
(society) depends upon the health of each structure.
 Educational institutions must teach adults new skills to relate to the tech-savvy young
and the world and to be more effective in the workplace. With more women in the
workplace, policies against sexual harassment and discrimination were formulated. The
Cybercrime Act of 2012 came about to address legal issues concerning online
interactions and the internet in the Philippines.
 The functionalist theory of education focuses on how education serves the need of
society through the development of skills encouraging social cohesion. The role of
schools is to prepare students for participation in the institutions of society. Education is
concerned with the transmission of core values for social control. Education is concerned
with socializing people by bringing together people from different backgrounds. The
functionalist theory is focused on social stability and solidarity. Functionalists see
education as a beneficial contribution to an ordered society.
 Functionalism does not encourage people to take an active role in changing their social
environment, even when such change may benefit them. Instead, functionalism sees
active social change as undesirable because the various parts of society will compensate
naturally for any problems that may arise. For example, schools can compensate for the
lack of time and the lack of parental advice from home.
 Purposes of Schooling according to Functionalists:
a. Intellectual purposes – acquisition of cognitive skills, injury skills
b. Political purposes – educate future citizens; promote patriotism; promote
assimilation of immigrants; ensure order, public civility, and conformity to laws
c. Economic purposes – prepare students for later work roles; select and train the
labor force needed by society
d. Social purposes – promote a sense of social and moral responsibility; serve as a
site for the solution or resolution of social problems; supplement the efforts of
other institutions of socialization such as the family and the church.
2. CONFLICT THEORY
 there are always two opposing sides in a conflict situation. People take sides between
maintaining the status quo and introducing change then agree. Conflict theory welcomes
conflict for that is the way to the establishment of a new society. Conflict theorists find
potential conflict between any groups where inequality exists: racial, gender, religious,
political, economic, and so on. Conflict theorists note that unequal groups usually have
conflicting values and agendas, causing them to compete against one another. This
constant competition between groups forms the basis for the ever-changing nature of
society.
 education is not truly a social benefit or opportunity as seen by functionalists. Rather,
education is a powerful means of maintaining power structures and creating a docile
workforce for capitalism. The purpose of education is to maintain social inequality to
preserve the power of those who dominate society and teach those in the working class
to accept their position as a lower-class worker in society. Conflict theorists call this the
“hidden curriculum”. The “hidden” curriculum socializes young people into obedience
and conformity for them to be developed as docile workers.
 Functionalists disagree strongly. They assert that if schools teach adherence to policies,
obedience to rules, and respect for persons including authorities, punctuality, and
honesty, civil rights it is because they are the very principles dear to a democratic way of
life. It is not because they want to make the workers remain in power.
3. SYMBOLIC INTERACTIONIST THEORY
 An individual’s action depends on meaning – we act based on the meaning we give to
symbols. Symbols can be actions, objects, or words. If a student understands that the
teacher believes in his/her ability he/she tries his/her best to prove that indeed he/she is
able. If a teacher does otherwise, a student tends to behave in accordance with the
teacher’s poor reception.
 Different people may give different meanings to the same thing – when teachers are
strict, some students see it as an expression of care. Others may rebel because they
perceive the teacher’s behavior as limiting their moves and desires. A businessman may
look at a tree and start estimating how much money he can get if he has the tree cut
down for lumber. A philosopher or poet may look at it with the thought, “They also serve
those who only stand and wait” like in John Milton’s poem “On His Blindness”.
 Meanings change as individuals interact with one another – a negative meaning that you
used to associate with a hospital when you went to a hospital that looked more like a
hotel than the usual hospital you know is changed. After you have taught well, your first
impression of teaching as boring is changed to teaching as exciting.
Implications to Teaching
o Let us continue to teach for meaning. Let us promote and create opportunities for
genuine interaction among our students, teachers, between students and teachers.
Interaction does not only mean dealing with warm bodies. Interaction includes
 reading, listening, and viewing. Other people’s views and meanings are conveyed in
what they have written, in speeches and lectures they have delivered.
o Let us use positive symbols – in the form of gestures, words, actions, and
appearances – to express our trust, belief in our student’s abilities, and an
affirmation of their being. In fact, our belief in our students also has positive effect
in us. We find ourselves more prepared in class, more caring, truly professional.
o The symbolic interactionist perspective, also known as symbolic interactionism,
directs sociologists to consider the symbols and details of everyday life, what these
symbols mean, and how people interact with each other.
o As the term implies, symbolic interactionist theory states that people interact with
one another through symbols. Language is a predominant symbol among people.
According to the symbolic interactionist perspective, people attach meanings to
symbols, and then they act according to their subjective interpretation of these
symbols. Verbal conversations, in which spoken words serve as dominant symbols,
make this subjective interpretation especially evident. The words have a certain
meaning for the “sender” and, during effective communication, they hopefully have
the same meaning for the “receiver”. In other terms, words are not static “things”;
they require intention and interpretation. Conversation is an interaction of symbols
between individuals who constantly interpret the world around them. To ensure
mutual understanding, the sender of the symbol and the receiver of the symbol
must give the same meaning to the symbol or run the risk of misunderstanding.
o Faulty communication can result from differences in the perception of the same
events and symbols. Our symbols must be understood by others in the way they
were intended to be. Sometimes it happens in the language we speak. Often, we are
misunderstood or we misunderstand others. So, let’s keep on communicating.
Weakness of Symbolic Interaction Theory
o Critics claim that symbolic interactionism neglects the macro level of social
interpretation- the “big picture.” In other words, symbolic interactionists may miss
the larger issues of society by focusing too closely on the “trees” or by restricting
themselves to small or individual interactions.
o Symbolic interactionism traces its origin to Max Weber’s assertion that individuals
act according to their interpretation of the meaning of their world. However, it was
the American philosopher George H. Mead (1863-1931) who introduced this
perspective to American sociology in the 1920s.
THE STRENGTHS AND WEAKNESSES OF THE FILIPINO CHARACTER: A SOCIO-CULTURAL ISSUE

 The weaknesses of the Filipino character as cited in an excerpt of the Report “A Moral Recovery
Program: Building a People, Building a Nation” submitted on April 27, 1988 by the Task Force to
President Corazon Aquino, the Senate and the members of the press by then Senator Leticia
Shahani, the moving spirit behind the program.
1) EXTREME FAMILY CENTEREDNESS – excessive concern for the family means using one’s
office and power to promote family interests and thus factionalism patronage, political
dynasties and the protection of erring family members. It results in the lack of concern for
the common good, and acts as a block to national consciousness.
2) EXTREME PERSONALISM – takes things personally, cannot separate objective task from
emotional involvement. Because of this the Filipino is uncomfortable with bureaucracy,
with rules and regulations and with standard procedures. He uses personal contacts, and
gives preference to the family and friends in hiring services and even voting. Extreme
personalism leads to the graft and corruption evident in Philippine society.
3) LACK OF DISCIPLINE – a casual attitude toward time and space, manifested in lack of
precision and compulsiveness, in poor time management and procrastination. Aversion to
following procedures strictly results in short cuts, palusot, ningas cogon. Lack of discipline
often results to inefficient work systems, the violation of rules and casual work ethic
lacking follow through.
4) PASSIVITY AND LACK OF INIATIVE – waiting to be told what to do, reliance on others
(leaders and government), complacence, lack of sense of urgency. There is high tolerance
of inefficiency, poor service, and even violations of one’s basic right. Too patient and
matiisin, too easily resigned to his fate, the Filipino is easily oppressed and exploited.
5) COLONIAL MENTALITY – lack of patriotism, or of an active awareness, appreciation and
love of the Philippines and an actual preference for things foreign.
6) KANYA-KANYA SYNDROME, TALANGKA MENTALITY (CRAB MENTALITY) – done by tsismis,
intriga, unconstructive criticism… it is evident in the personal ambition that is completely
intensive to the common good, e.g., the lack of a sense of service among people in the
government bureaucracy. This result in the dampening of cooperative and community
spirit, and in the trampling upon other’s rights.
7) LACK OF SELF-ANALYSIS AND SELF-REFLECTION – the tendency to be superficial and
somewhat flighty. In the face of serious personal and social problems, there is lack of
analysis or reflection, and instead satisfaction with superficial explanations and solutions.
8) EMPHASIS ON PORMA RATHER THAN SUBSTANCE – this lack of analysis and emphasis on
form is reinforced by an educational system that is more from than substance. - These
weaknesses are rooted in many factors: home, social and economic environment; culture
and language; history; religion; educational system; mass media; leadership and role
models. Change is possible, however, and the following goals are proposed to develop in
the Filipino: (1) a sense of patriotism and national pride; (2) a sense of the common good;
(3) a sense of integrity and accountability, (4) the values and habits of discipline and hard
 work;(5) the value and habits of self-reflection and analysis; the internalization of spiritual
values and the emphasis on essence rather than on form. (Shahani, Leticia. (1988). A
Moral Recovery Program: Building a People, Building a Nation.

THE FILIPINO CHARACTER: STRENGTHS AND WEAKNESSES

o In 1988 Senator Leticia Shahani submitted to the Senate this Report titled “A Moral
Recovery Program: Building a People, Building a Nation”. This report cites the strengths
and weaknesses of the Filipino character. The strengths of the Filipino characters are:
1) pakikipagkapwa-tao
2) family orientation
3) joy and humor
4) flexibility, adaptability and creativity
5) hard work and industry
6) faith and religiosity
7) ability to survive
o The Filipino character also have weaknesses:
1) extreme family centeredness
2) extreme personalism
3) lack of discipline
4) passivity and lack of initiative
5) colonial mentality
6) kanya-kanya syndrome, talangka mentality
7) lack of self-analysis and self-reflection
8) emphasis on porma rather than substance
o There is so much good in the Filipino but so much needs to be changed, too. Many of our
strengths as a people are also sources of our weaknesses. Shahani’sreport (1988)
explains that family orientation becomes in-group orientation that prevents us from
reaching out beyond the family to the larger community and the nation. In our
personalism, we are warm and caring but this leads us to lack of objectivity. We are
concerned with people we know but unfair to people we don’t know. In our flexibility,
we compromise precision and discipline. We are a joyful people with a sense of humor
but we can’t take things with humor all the time for serious problems need serious
analysis. Our faith in God is our source of strength but this makes us dependent on forces
outside us, do nothing that makes us submissive to God’s will. We are good at
pakikipagkapwa-tao and so we can easily empathize but we can at the same time be
envious of others. We can be hardworking and yet can be lazy and passive in the
workplace.

VALUES EDUCATION IN SCHOOLS

 Senator Shahani’s Report was given in 1988. But its findings as reported may still be true
today. The Department of Education has as its vision to help… “Filipinos who
passionately love their country and whose values and competencies enable them to
 realize their full potential and contribute meaningfully to building nation.” It has its core
values – maka-Diyos, makatao, makakalikasan and makabansa. This can be an uphill
battle for Philippine schools to realize these considering the: 1) extreme family
centeredness, 2) extreme personalism, 3 lack of discipline, 4) passivity and lack of
initiative, 5) colonial mentality, 6) kanya-kanya syndrome, talangka mentality, 7) lack of
self-analysis and self-reflection, and emphasis on porma rather than substance.
 So that it will not be “more form than substance” as described in Senator Shahani’s
Report, Philippine schools have to intensify values education in the curriculum. In fact, in
response to this Report, Values Education now Edukasyon sa Pagpapakatao in K to 12
Curriculum, was introduced as a separate subject in the basic education curriculum
under the Values Education Framework program of Dr. Lourdes Quisumbing, the
Department of Education, Culture, and Sports Secretary in 1988-1990. The Values
Education Framework was conceptualized in 1987. In 2002, the Basic Education
Curriculum (Grade 1-6, and First-Fourth Year High School) integrated values in the major
learning areas or subjects. Beginning with the K to 12 Curriculum in 2013, Values
Education was renamed Edukasyon sa Pagpapakatao (EsP) for Grades 1-10. In the Senior
High Curriculum (Grades 11-12), there is no course with the title, Values Education or
Edukasyon sa Pagpapakatao but core courses such as Introduction to the Philosophy of
the Human Person and Personal Development, are in essence, Values Education subjects
themselves.