The Educational Philosophies and the

Prevailing Issues in the Philippine Basic Education

Maria Beatriz A. Vergara


This research talks about the different educational philosophies (perennialism,
progressivism, existentialism, essentialism, social reconstructionism, and analytic
philosophy) used by the elementary and high schoolteachers and educational
institutes in the Philippines, the effect of these theories to the students, as well as
the prevailing issues in the basic education. The instruments used for this
research are surveys and interviews. The respondents are mostly students who
are currently taking up the Educational and Thought Practice course and
students who have taken the course. Questions in the survey and interview were
about teachers and their way of teaching and the content of their lessons. The
respondents were to rate the statement from 1 to 5 one being strongly
disagree and five being strongly agree. Results will vary specially that the
respondents came from different schools (public or private schools). Also, the
research could provide certain issues happening in a classroom or school.
Hopefully, this research can recommend solutions to these issues.

The educational system in the Philippines during the pre-Hispanic era was
informal. Teachers then were parents and/or the leaders of the tribe. Lessons
were delivered orally and were focused on the practical arts, and vocational
practices such as haunting, taking care of offspring, cooking etc. When the
Spaniards came, the system became formal education. Missionaries then
replaced parents and leaders as teachers. They centered their teachings to
Christianity. It was the Spaniards objective to promulgate the religion thus
conceptualizing an educational institution for an efficient way to gather the
people. They also required the people to learn Spanish since they were
colonizing the country. It was their way of controlling the community. According
to the Department of Education, education during the Spanish era was for the
elite since schools were costly. Therefore, during the American era, upon the
recommendation of Schurman Commission, the Americans established a free
and public education. Teachers at this era were called the Thomasites.
Thomasites were the American teachers and one implication to our education
was the medium of instruction was in English. This was an opportunity for the
Americans to maintain power and dominance over the Filipinos.

There is no doubt that the Americans and Spaniards influenced our educational
system greatly. But has the Philippines and government moved on and made
significant changes to the system? Or has continuously adapted western ideas?
In the first part of this paper, I will discuss the changes occurred in the system
through my own experience, observations and impressions.

Private & Public Schools

I have not been exposed much to public schools because I was enrolled
in an exclusive all-girl private school from elementary to high school. I can say
that we are fortunate to have more resources and teachers compared to some
public schools that I have encountered. In our school, there were four sections
with at least 45 students per class while in public schools; I observed that there
were also 40 to 50 students per class with one teacher.

Situations like these would be threatening not only for the students but
also for the teacher. To handle 40 to 50 students with different socio-economic
status, personality, cognitive level etc., would be very difficult. It is also much
more difficult to handle a class with some students who may have special
needs. Also, student learning may be jeopardized because teachers may not
be able to relate to all students or may not be able to use the appropriate
teaching style that suits everyone.

Personally, I did experience difficulty in learning with that kind of situation
because some teaching styles were not suited for me. And some students were
difficult to relate to. For some students like me, I would see this as a challenge
but for some, it would appear as a discouragement.

In terms of materials, we had our own books, computers, and projectors in
television sets, radios and the like in our own classroom, while in public schools,
they did not have these equipment and even lacked books for some students.
This could affect teachers approach and methodology in teaching. With
resources lacking, teachers would have to find a way to deliver their lessons in a
creative and effective manner. This, too, affects students, because all students
have different learning styles and one cannot simply adopt another learning
style with much ease.

In the aspect of teachers competencies, according to the previous and
unrevised R.A. 4670 (The Magna Carta for Public School Teachers), public school
teachers in the elementary and secondary education are not required to pass
the Licensure Examination for Teachers (LET) while in some, if not most private
schools, teachers must take the LET and pass it in order for them to teach in the
school. Since it has only been implemented recently that public teachers must
have taken and passed the LET, this can be a factor in the level of standards set
by the school. A students learning may greatly suffer with incompetent
teachers.

In my previous school, we had an average of 12 different subjects per
year. In one day, we would have 8 subjects and the class duration was 40
minutes or 1 hour and 20 minutes (if double period). I believe that this may be
ideal for high school setting because according to a study by Middendorf and
Kalish (1996), students zone out after 15 minutes that may cause the inability for
a student to absorb everything the teacher is saying. In some private schools,
there are fewer subjects but longer class duration per subject. But compared to
some public schools, there are fewer subjects and shorter class duration per
subject (50 minutes). I think this is ideal because students would get to focus
more. I do find 8 subjects a day an overload because this might cause
confusion to some students.

Goals, Plans, Projects

The government has finally approved K-12. It was stated by the
Department of Education in the Official Gazette that the goal of K-12 is first, to
strengthen early childhood education by teaching the students the alphabet,
shapes, numbers in their mother tongue. Second, to make the curriculum
relevant to learners by contextualization. Third, is to build proficiency through
language by mother tongue-based multilingual education. Fourth, is to ensure
integrated and seamless learning through spiral progression. Fifth, is to gear up
students for the future through senior high school. In line with these goals, the K-
12 program has included a Track feature. During senior high school, students
may choose on which track they would want to pursue. Also, it is said that after
successfully passing the tenth grade, the student may receive the National
Certificate Level 1 (NC 1); and may receive National Certificate Level 2 (NC 2)
after passing the twelfth grade in the Technical-Vocational Track. NC 1 and NC
2 improves employability of graduates in fields like Agriculture, Electronics, and
Trade.
Through discussions in class, I have realized that nothing much will be
implemented from the K-12 program because most schools I know, and even
my school has introduced most of the features in the program before K-12 was
implemented.

The core curriculum stated in the program is similar to what I have
experienced in my previous school. The Technical-Vocational courses were
likened to our Home Economics or Technology and Living classes. There were
also entrepreneurship classes that introduced the idea of businesses. There were
specific weeks intended for Science and Math, Arts, English and Literature,
Filipino, Intramurals etc. and this could lead to students to know which track they
would want to pursue in the future; and a means to know and value MLE,
nationalism, as well as diversity. Although, I agree that receiving a certificate
that after the 10
th
or 12
th
grade students may be employed is an opportunity for
students who need to work for a living to get to college and finance other life
essentials that their parents alone could not provide for them and for the whole
family.

Stated in the program was that students in the private school who start
schooling at age 4 would end at age 17. I do not see any difference between
K-12 and the old educational system because based on my experience,
majority in our batch were aged 17. So if they say that K-12 is to decongest the
curriculum, then I believe that that statement is unsound since firstly, they are
adding more courses such as vocational courses and secondly, there will be no
additional years in high school thus still having a congested curriculum.

Through K-12, students may have an easier time in deciding on what
course or field to take in college since they have more idea through the track
feature. I believe this system can quite boost our nationalism because through
contextualization and MLE, we become aware of our own, and we learn to
appreciate our culture, country and selves.

There have been changes in our system since the colonizers came to the
Philippines but nothing drastic has been changed. We also continued to adapt
ideas from the west. We still have not created a system that could boost the
quality of education in the Philippines.

If the government would invest more on the teachers through training for
effective teaching, valuing their welfare (higher salary) etc., then teachers
would become better. Having effective and competent teachers may greatly
affect students. This can result in higher quality of education and a better
society.

I believe that there is enough money to fund teachers more so that the
role of a teacher is crucial to the development of a student. For our country to
continue improving, we Filipinos must choose to stay here and work for our
nation because we are the only ones who can make our country a better
country.

Educational Philosophies

There are many educational philosophies and as future teachers, it is very
important to know the features of these philosophies and theories. This can
helpful in knowing the best teaching strategy and style for future students. Also,
this can be a way of knowing whether the commonly used educational
philosophies are effective in the learning of the child and how these affect the
current state of the Philippine basic education.

Essentialism

Essentialism is a theory that asserts that education properly involves the
learning of the basic skills, arts, and sciences that have been useful in the past
and are likely to remain useful in the future. (Gutek, 1997) The three Rs, reading,
writing and arithmetic are considered the essentials in education. Some
essentialists say that the 3Rs and research skills are to be mastered in elementary
while Science, Mathematics, History, English, and foreign languages are learned
and mastered in secondary education. Essentialists believe that these subjects
must be given most focus on. These subjects are said to be most necessary in
the development of a learner. Also, these subjects will prepare them for the
necessary skills needed in the future. Students are expected to master these skills
in order to become an effective citizen.

For essentialists, the ultimate purpose of formal education is to preserve
and transmit the basic elements, or essentials of human culture. (Gutek, 1997)
Through education, the culture of the community is being passed on to the
students for the preservation of heritage.

In essentialism, teachers are expected to be experts in the subject matter
especially that the theory is teacher-centered. Teachers are the only source of
information in the classroom. The teachers role is then very crucial in student
learning. Meanwhile, students are expected to absorb everything the teacher
has to say.

I believe that essentialism suggests rote learning in the classroom. With
teachers entirely prompting ideas and feeding lessons to the students, analytic
and critical thinking are not developed. Students are not challenged to analyze
and critique situations because the source of information is the teacher solely. It
depicts the purpose of education- to learn and be educated. I, personally, do
not consider rote learning to be real learning because rote learning is purely
memorization. Memorizing facts and formulas does not make a child educated.
He or she must understand fully and think critically. He or she must learn to think
on his or her own.

I believe that with only the 3Rs do not help the child develop holistically.
For me, to be developed holistically is when one is taught the other fields such
as art, home economics, physical education etc. because these subjects teach
the child discipline and creativity. Strength and endurance too may be
developed. To be holistic is to not only be cognitively smart. One must be
physically, emotionally, behaviorally and spiritually smart.

Learning may suffer especially for students who have different interests.
Yes, it is important to learn the 3Rs and science, history etc. but there are
students who are more interested in other fields. I think that there should be
subjects other than the subjects stated above to address the needs of those
who excel more in those fields. Also, teachers might not be able to adjust
teaching style for the reason that students are like sponges that they accept all
information given.

Without critical and analytical thinking and reasoning, the society may
suffer greatly. Voters may not be knowledgeable enough to vote for the good
politicians. Others may not be able to resolve certain conflicts in life. Some may
fully depend on others. It is very important for everyone to develop analytical
and critical thinking and reasoning and become holistic members of the society.



Perennialism

Perennialism comes form the assertion that the important principles of
education are changeless and recurrent. Perennialists see the school as a social
institution specifically designed to develop human intellectual potentiality.
(Gutek, 1997) For Perennialists, truth is the ultimate aim of education, and truth is
constant, universal and unchanging thus having a constant, universal and
unchanging curriculum. Included in the curriculum are ethical and political
philosophy, natural science and fine arts, mathematics and poetry.

Perennialists also believe that the curriculum must be permanent
regardless of culture of the people. Unlike essentialists, they extract ideas or
experiences from the students and work their way in. They also give importance
to values such as love of truth, love of goodness and justice, simplicity and
openness, a sense of a job well done, and a sense of cooperation.

School is seen as an intellectual agency with a purpose of the
development of reasoning or rationality. Like essentialist teachers, perennialist
teachers are expected to be the master of subjects and guided discussion in
the classroom although they may not be the only source of information.
Students in the other hand are expected to learn from reading and analyzing
classic works or also known as the great books.

I do like the idea that compared to essentialists, perennialists included
moral and religious training and the liberal arts in the curriculum. This, I believe,
promotes holistic development the student. Although, I believe that having a
universal curriculum proposes imbalance or bias because all countries and
communities have their own culture. One may not be able to cope to the
expectations of the curriculum. I think that an educational system should be
contextualized. Students may have an easier time if they could relate to lessons.
Having a standard or universal curriculum may be a barrier to learning because
students have different interests, learning styles, socio-economic status and of
course, culture.

Having a permanent and universal curriculum may affect learning
because lessons might not be timely. There are certain issues and situations that
already changed history. If curriculum is perennial, then the society may not
move on to the current situation and may not resolve certain issues.
Curriculum must change depending on the situation of a community so that
learning is appropriate and timely.

It is also confusing that some perennialists (religious) would suggest that
teachers must be dynamic in the classroom because they extract ideas from
students but some would say that perennialists do not focus on the interests of
the child. I think that for learning to occur, an exchange of ideas and thoughts
through relevant discussions should be present. Exercises as such would help
develop the learners critical and analytical thinking and reasoning.

Progressivism

Progressivism is the orientation that believes that improvement and
reform in the human condition and society are both possible and desirable.
(Gutek, 1997) Progressivism, as an educational theory, focuses on the individual
rather than the norm- it is criterion-referenced. Progressive education focuses on
the abilities of the child rather than the subject matter. Progressivists focus on the
interests, abilities and experiences of the child. The aim of education, for
progressivists, is to meet the needs of the growing child. (Gutek, 2011) According
to Betrand Russell, education is the key to a new world. Students are not in
school to learn to become adults but continue growing and become good
members of the society. Progressivism aims to prepare learners to face a
changing democratic society.

Generally, teachers are very crucial in learning. In a progressivist
classroom, the teacher is expected to be the resource person and a guide to
learning activities. Unlike essentialists and perennialists, progressivist teachers
only guide the child. They are not the main source of information. They guide
students to form ideas and concepts. They are considered as a facilitator in
the classroom. They are also expected to motivate their students to initiate
discussions. The teaching style depends on the learning style, interest and needs
of the student.

Progressivism is a student-centered theory. Students are free from restraints
and repression. They go at their own pace in learning and interests and needs of
the students are given much importance in this theory. Students are
encouraged to engage in collaborative activities that would develop problem
solving, may be relevant to the situation of the society, but discourage them
from a competitive environment. They are also encouraged to be aware of
social issues because eventually, they are expected to participate in social
reform.

I think that focusing entirely on the interests and needs of the child and
neglecting the subject matter does not help a child develop holistically. Yes, it is
important to consider the needs and interests but learning is not complete
without the content. Progressivists may be against rote learning but with lack of
content, there may be not much to learn. It also proposes an anti-intellectual
system because students may not become interested in learning the 3Rs, liberal
arts, science etc.
Being a student-centered theory, the student may not progress or may
become stagnant in a particular level. Another possibility is that he or she may
be very slow in learning that he or she has wasted a lot of time. Too much focus
is given to the interests and needs of the child that reality is forgotten. Students
are supposed to learn in school. I believe that there are other outlets for the
interests and needs of the child.

Other issues such as lowering of standards and abuse are also raised.
There may be tendencies that standards are lowered just so students may attain
instructional goals. And because they focus on they student, he or she may
prefer low cognitive level. Abuse may also be an issue because students may
take advantage of having a student-centered system by complaining and
throwing tantrums when needs and expectations are not met.

Social Reconstructionism

Social Reconstructionism focuses on the changes in the society. Education
is used as an instrument to bring about social change. Reconstructionists believe
that all philosophies, ideologies, and theories, including educational ones are
culturally based. Also, they believe that culture is growing and changing thus
humans are capable of refashioning culture so that it promotes human growth
and development. (Gutek, 1997) Reconstructionists see education as a means
to shape students so that these students are to bring solutions to social crisis and
reformation and change to the society.

According to George S. Counts, crisis is the unpreparedness of people to
cope with change. Overpopulation, pollution, violence and terrorism are
examples of changes in the society; and the social reconstruction theory sees
education as means to prepare the people for these kinds of changes.
The curriculum is composed of subject matters that introduce awareness
to social issues. It is to train students to think analytically and critically about
recommendations for these issues. It is also to train students to research about
underlying issues of the society. The curriculum must also focus on critical literacy
and democratic ideals. Eventually, the aim is for students to be responsible for
the planning and changing of the society.

With a curriculum based on the social issues, the process of making and
writing it is continuous. It must be timely to the current issues and crisis of the
society. Social reconstructionists observed that the curriculum created was for
the past. It is not appropriate and suitable for the needs of the society.

A teacher in a social reconstructionist oriented institution must be aware
of social issues. The teacher must be seen as a good model and friend in the
classroom so that students follow him or her for social change. The teacher must
also be prepared not only to produce oppositional form of knowledge and
social practice, but also to struggle and take risks in fighting injustices. He or she
should be open to diversity and should view education from a global
perspective. The teacher is expected to have a high tolerance for ambiguity
and comfortable with change especially that change is what they are
proposing. He or she should have excellent interpersonal skills and command of
languages to easily express reformation.

Like progressivism, social reconstructionism is a student-centered theory.
Students are not controlled in learning. They can express their ideas freely, and
they are to define major issues in the society. Students are encouraged to share
experiences and knowledge thus proposing collaborative learning. Students
must also be aware of forces that manipulate them so that through education,
they can improve their lives and become better citizens.
Schools must be a neutral place but teachers who have a firm stand or
take part on social and political affairs may lose objectivity in teaching. I think
that it is contradicting to the student-centered feature of the theory because
students might follow whatever the teacher says. Yes, they may be encouraged
to express their thoughts but it may be useless if they just follow their teachers.

I think that a continuously changing curriculum is not practical. Since
social issues are also continuously changing, curriculum must also be changed.
Creating a curriculum is a very tedious job and changing it every so often gives
a difficult time for the teachers. This could also cause confusion to the student.

Academics may be neglected because of much focus on the social
issues. Their purpose of finding solutions and changes to the society could affect
the learner. There are also values learned from academics and it must not be
neglected.

I also think that social reconstructionism is idealistic. I do believe that
change starts from oneself but their expectation is too high to be met. It can be
difficult to find solutions for social issues that can be implemented and these
solutions can be costly and time consuming.

Analytic Philosophy

Analytic philosophy is a method of analyzing language to clarify and
establish its meaning. Analytic philosophy conceives its function to be the
examination and classification of the language of both common discourse and
scientific expression. The purpose of education is to analyze and examine
concepts, language and strategies that deal with the formulation of policies
and the elaboration of teaching-learning strategies. (Gutek, 1997)
Philosophical analysts are concerned about the process of educational
plans so that they can critically analyze and reconstruct ambiguous or vague
meanings and purposes. Paradigms, which are models of logic that help clarify
concepts, are important in this theory so that meanings are clear and well
defined. Assumptions and conceptions are discouraged. Policies, methods,
materials, and procedures are important in this theory because these are the
basis for examining the curriculum.

In the classroom, teachers give emphasis on language and do not teach
the traditional grammar and syntax. They develop this because students learn to
analyze and think critically so that they can define and create meaning clearly.
Teachers also use language in expressing ideas and this can unintentionally
influence the students thus teachers are expected be masters in the field. They
should be aware of the limitations and possibilities of language. Language can
be very powerful and when not used properly may cause trouble.

According to Ludwig Wittgenstein, words do not have one meaning but a
lot. It depends on the person using it because he or she gives the meaning of it.
Students then are expected to produce meaning rather than purely accepting
ideas from the teacher and with proper usage in language, students learn to
reason out clearly.

I think that the theory is encouraging that philosophical analysts develop
critical and analytical thinking but focusing too much on this does not develop
other aspects such as emotional and spiritual aspects. I do believe though that
analytical thinking is very important in a person because a lot can be
contributed to the welfare of the society and oneself. Analytical philosophy
does clarify educational terms but the theory may be too philosophical that it
neglects education purposes and changes in the world.

The theory is critiqued because philosophers find the next step after
defining and clearing educational terms. Relating it to assessment, once a child
with special needs are assessed or diagnosed, he or she must be given an
individual educational plan and placement so that the information that they
have gathered from assessment may not be put to waste. It goes with this
theory as well that after definition, there should be an application.

Existentialism

Existentialism is a student-centered theory. It is merely the students choice
on what he or she wants to learn. The student decides on what to include in the
curriculum. Everything is individualized. You are what you are by choice.
(Muega, 2013) In existentialism, the students decide for everything on their
selves.

Teachers are only guides in the classroom. They may also be called
facilitators. They try to get ideas from the child but they are not solely the source
of information. They are expected to help students organize their thoughts.

The subjects are divided into three: the givens (sciences), open areas
(arts) and history. In the classroom, students are free to choose the medium of
instruction and the content from the subjects above to be learned. Students
thoughts and opinion are given much importance in this theory because this is
how they learn. Also, there is no right and wrong in an existentialist classroom.
There is no censorship. Every student is free to talk about anything. Students are
very open-minded because existentialists think that being open helps
development in the behavior of the child. Also, students, after presenting ideas
and issues, are expected to provide a solution to their problems.
One must know him or her self fully so that he or she could generate ideas
and to know oneself is to not restrain with the laws of nature. Existentialists
encourage thinking and creating new ideas thus one must know oneself. It then
follows that people develop completely with subjectivity thus becoming a self-
actualized person.

I believe that this theory also promotes becoming anti-intellectual
because the learner chooses whatever he or she wants to learn. But in order for
a person to be fully developed he or she must know the basics. To be a well-
rounded person, he or she must be developed physically, emotionally, spiritually
and of course, cognitively. If the person chooses to not learn at all, then the
objective of education is not meant.

The theory also encourages learners to be lazy because they were given
the freedom to choose whatever they wanted. They may also abuse this power
that they no longer value learning and just slack off. Values are not developed
in this theory because of this reason.

Teachers then will be having difficulties in handling an existentialist
classroom because not all the demands and needs of the student may not be
met; especially if there is only one teacher for a whole bunch of students. It is not
practical for everyone in an existentialist classroom to have such system. It is a
lose-lose situation because learning and development of the child may suffer
and as well as the welfare of the teacher. It is also impractical because of the
resources needed and to have a student-centered or existentialist setting
requires a lot of resources so that the student may learn fully.



Results

A. Respondents
Male Female
17 51
* One did not specify his/her gender
Social Science Major Empirical, Formal, Applied Science Major
Arts & Humanities Major
36 20 13
Private Elementary and
Secondary School
Private elementary and
Public Science High
School
Public Elementary and
Secondary school
Others
30 13 6 15

B. Survey Outcomes

Essentialism &
Perennialism
Progressivism & Social
Reconstructionism
Analytic Philosophy Existentialism

33 5 0 31

There are a total of 69 people who responded to the survey on the
different educational philosophies. These people are of students who are
currently taking Educational and Thought Practice course and students who
have taken the course. 30 respondents came from a private elementary and
secondary school, 13 were from a private elementary and public science high
school, four from a public elementary school and public science high school, six
from a public elementary and secondary school, and 15 others. Out of 69
respondents, 33 said that their schoolteachers were mostly essentialists and
perennialists, 31 said that their schoolteachers were existentialists, 5 said that
theirs were progressivists and social reconstructionists while no one answered
that their teachers were models of analytical philosophy.
Implications

Most answered that their schoolteachers were essentialists and
perennialists. Ideally, schoolteachers have equipped them with the necessary
skills to meet the standards at the tertiary level. Skills in communication, math
and science, moral and practical reasoning, imaginative thinking, and critical
thinking are considered necessary. Although, it is interesting that most
mentioned that it was not solely the teachers who developed these skills rather
parents or professors in the University of the Philippines Diliman have helped
develop these skills.

One implication of the fact that these students claim to have developed
the skills through the guidance of their parents and/or professors in UP Diliman is
that basic education teachers are not competent. A lack of teacher training is
possibly the cause of this, as well as the lack of funding for the teacher training.

The next most common philosophy is the existentialism. This can be
alarming because the quality of education may be affected. Although it is
good that teachers are lenient on letting students express their ideas, teachers
are supposed to guide the students toward the appropriate and correct lessons.

This can mean that students may become selfish in terms of time because
they are used to having their own pacing which is not a good trait. This could
also mean that the quality of education lies in their hands since there are no
right or wrong teachings in an existentialist class, which could be alarming.

It is not shocking that only five answered that their teachers are
progressivist and social reconstructionist oriented because progressivism and
social reconstructionism requires a lot of resources and effort. It is not very ideal
in the Philippines because of the lack of budget and resources especially in the
public schools. A ratio of 50 students to only one teacher may cause the
teacher difficulty. Also, progressive and social reconstructionist education is very
costly. It is not ideal for Filipinos since mostly are in the lower socio-economic
status.

It is alarming the no one answered that their teachers are analytic
philosophy models. Teachers should have clear and precise language as a way
for students to understand them fully. Unclear language may be a barrier to
student learning. Though some students are lucky to have parents who can be
models for this, teachers must have the skill in having clear and understandable
language because students spend more time in school than at home.

As I have mentioned in the second part, I believe that essentialism may
be a solution to the issues and problems encountered in the current educational
system. Taking in to consideration that there is a possibility that because all
respondents are from the University of the Philippines, essentialism indeed is
effective in developing the skills necessary at the tertiary level. I believe that
most people lack critical thinking and reasoning. These skills are very important
because with these skills people could create solutions for arising problems.
People could vote wisely. People could be leaders and great followers of the
nation.

It is interesting that a difference of two respondents set essentialists and
perennialists teachers as the first and existentialists as the second. The
respondents are from UP and UP is open to become whoever the students he or
she wants to be. Having existentialist models trained them to express themselves
and just be who they wanted to be. It just follows that the respondents are not
restricted to question views of people or express their personal views. This may
be good but sometimes, their thinking might be flawed and guidance is very
much needed.

Conclusion

There is not much difference in public and private schools because
majority answered similarly. The number one factor that I think is the reason for
this is because respondents were all from UP. It is better maybe if the study is
taken outside of UP to fully understand the problems and issues that are needed
to be attended to.

The problem that I saw is that most schoolteachers do not have clear and
precise language and this skill is very important so that students become good
communicators. I believe that the government should consider this and create
seminars, workshops and trainings so that teachers can learn and enhance this
skill.

Proposed Solutions

After learning the different educational theories and knowing the results of
the survey, a combination of essentialism and progressivism is necessary to have
a better basic education. I believe that both could solve the issues and
problems in the educational system in the Philippines. These theories are two
opposite theories but if ideas from both theories are integrated, it may produce
a good theory and educational system. I think that interests and needs of a
child are really important but academics and essential subjects should be given
focus as well. I believe that a child must develop holistically to be a productive
citizen and both theories promote that.

A balance of student-centered and teaching-centered view can help
the child in developing critical thinking and reasoning. A person who is aware of
social issues can suggest solutions for social issues. A person who developed
discipline from the essential subjects may analyze and reason out effectively.

Progressivism suggests that students are taught not just to be adults but
students continue to change and grow over time. It encourages people to take
experiences as teachers thus they become unafraid to live. On the other hand,
essentialism suggests knowing the relevance in everything we do. I think that
these two go side by side and can develop a productive citizen.

The government should take in consideration the needs of the students in
the Philippines, especially the lack of high quality and good written books. Lastly,
the government must prioritize teacher training because their role is the most
crucial in education. Investing on this would surely provide a better educational
system.

Education is the best investment because education leads the people
into greater opportunities, lives, thus having a greater country.










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