Philippine Christian University

Samploc I, City of Dasmarinas Cavite

Master of Arts in Education

Philosophy/ Foundation of Education

(Chapter 1 to 5 Guide Questions)

Norence Paul L. Regis Dr. Cherrielyn L. Casco

Chapter I: Ancient to Roman Education

1. Why was security emphasized in primitive education?

As we know in our ancient times there is a war or survival of each city, kingdoms or
civilization. To ensure their security from the other country or civilization from being extinct or from
domination. Just like the Spartans they use the military type of education that focus on having
healthy mind and strong body to defend their civilization from the other civilization just like the
Persians.

2. How significant was primitive education?

We all know that a primitive person have a culture that the universe is it his totality meaning
the education center on their environment or community they belong to. It develops the children
to become a good member of their tribe or band. This education emphasized the training for
citizenship, because in this said education is highly concentered with the development of
individuals of their tribe.

3. How did China’s policy of isolation influence the education of its people?

China is a type of nation that have isolationism, it means the policy or doctrine of isolating
one's country from the affairs of other nations by declining to enter into alliances, foreign economic
commitments, international agreements, etc., seeking to devote the entire efforts of one's country
to its own advancement and remain at peace by avoiding foreign entanglements and
responsibilities. The education in early china was The wife exists only for the comfort of her
husband. She receives punishment by one hundred stripes when she abuses her husband, but
abuse from her husband is not a punishable offense. The birth of a boy in the family is presented
by hanging a bow and arrow over the door while the birth of a girl is presented by a hanging a
spindle and yarn over the door. Instruction at home and in school is limited to boys. Boys are
more important than girls. The child enters school at the age of six or seven. The school is held
sometimes in a temple, home of the teacher, or home of a wealthy patron. The room has an altar
consecrated to Confucius and the god of knowledge, a desk and a chair for the teacher, and
student’s self-provided desks and stools. Rich families used to employ teacher to educate their
children. Men who have taken degrees gather about them young students, who are devote
themselves to study, and give them instruction in the Chinese classics and prepare them for the
State examinations for degrees. Students in this education are required to memorize writings from
classical authors and to write essays and verses which are evaluated by their teachers. Education
is confined solely to the Chinese Classics. So the Chinese persevere their ancient belief and their
education is differ from the outside word.

4. Discuss the different educational aims and methods and how these were carried out, from the
ancient to Roman period.
Period Aim of Learners Teaching Curriculum Teachers Influence on
Education Methods Education
Primitive To teach Children Informal, Practice Parents, Transmission
Education survival skills children fishing, tribal elders, of tribal
and to impart imitate adults hunting, religious culture and
cultural poems, leaders tribal
believes and songs, and practices
practices dances
 Chinese To prepare Males of Memorization Confucian State Written
Education elites to upper and classics and officials examination
govern the class Recitation writing for civil
empire in service
accordance to
Confucius
principles
Hindu To learn Males of Memorization Vedas and Brahmin Cultural
Education behavior and upper and religious transmission,
rituals based caste interpretation books assimilation,
on Vedas of sacred and spiritual
texts detachment
The Jews To foster Male Learning the Reading, Rabbis Obedience,
Education nationalism, children verses in the writing, patriotism,
patriotism, ages 6-20 Scriptures natural and religion
and to history,
strengthen arithmetic,
religious belief geometry,
astronomy,
Scripture
Spartan To prepare for Male Developing Drills, Military Concept of
Education the life of the children survival skills, military officers military state
soldier ages 6-20 listening to songs and
older men’s tactics
stories of
heroism
Athenian To nurture Male Memorization, Gymnastics Philosophers Well-rounded,
Education civic children recitation, and music, or wise men liberally
responsibility ages 6-20 discussion, reading and educated
lecture writing, person
drama and
poetry, but
little of
arithmetic
Roman To develop Male Memorization Reading, Literators Practical
Education civic children and recitation, writing, (elementary administrative
responsibility ages 6-20 oration arithmetic, education), skills, relate
for the empire, law, literatus education to
administrative philosophy, (secondary civic
and military and rhetoric education, responsibility
skills Assigned to
person
experienced
in respective
field (higher
education)

5. Discuss the Roman education system.

Roman education aims To develop civic responsibility for the empire, administrative and
military skills, it focus on teaching method of Memorization and recitation, oration, the curriculum
was Reading, writing, arithmetic, law, philosophy, and rhetoric.
 Chapter 2: Medieval Educatio.

1. Differentiate the teachings of Christianity from those Islam.

Term Christianity Islam

Date Founded Approx. 30 AD (CE) 622 AD (CE)

Founders, Leaders Jesus, Peter, Paul Muhammad

Where Founded Palestine (Israel) Arabian Peninsula

Major Branches Catholic, Orthodox, Protestant Sunni, Shiite

Bible The inspired and inerrant word of God. (2
Tim. 3:16). Consists of Hebrew scriptures
of Judaism (Old Testament); and later
writings recording the lives and teachings of
Jesus and his followers (New Testament).
Koran (Qur’an) The work of Muhammad. It is not inspired,
nor is it scripture. There is no verification
for its accurate transmission from the
originals.
Respected word of the prophets but the
Bible has been corrupted through the
centuries and is only correct in so far as
it agrees with the Koran. (3:78)
The final revelation of God to all of
mankind given through the archangel
Gabriel to Muhammad over a 23 year
period. It is without error and guarded
from error by Allah. Accepts the
Christian Bible (2:136, 4:163, 10:94)

2. What caused the downfall of the Roman Empire?

The phrase "the Fall of Rome" suggests some cataclysmic event that ended the empire
that stretched from the British Isles to Egypt and Iraq. But there was no straining at the gates, no
barbarian horde that dispatched the Roman Empire in one fell swoop. Rather, the Roman Empire
was challenged from within and without, changing over the course of hundreds of years until its
form was unrecognizable. Historians have put the end of the empire at many points on this
continuum; the Fall of Rome is rather an idea, a syndrome of various maladies that changed a
large swath of human habitation over many hundreds of years. Easily the most argued question
about the Fall of Rome is Why? The Roman Empire lasted over a thousand years and represented
the height of civilization. Some historians maintain that the split into an eastern and western
empire governed by separate emperors caused Rome to fall. Most classicists believe that a
combination of factors including Christianity, decadence, lead in the water supply, monetary
trouble, and military problems caused the Fall of Rome. Imperial incompetence and chance could
be added to the list. And still others question the assumption behind the question, and maintain
that Romeadapted rather than fell.

3. Why did men enter monasteries during Middle Ages?

During the years from, say, 500 to 1000 there were very few institutions that maintained an
existence that outlasted their members. As urban life decayed, fewer and fewer institutions could
survive beyond the lifespan of a powerful patron or perhaps the heyday of a wealthy family: you
would be very unlikely to find, say, a commercial firm which lasted more than a couple of
generations as families rose and fell. Primogeniture -- the practice of leaving an estate wholly to
a single (male) heir to keep the family property together -- was not yet common; in many parts of
Europe the practice was instead to divide properties equally; for example the Salic
law encouraged divisions of large estates end even of entire kingdoms: The Merovingian
dynasty of Gaul dissolved this way in the 6th century, Charlemagne's kingdom was supposed to
be divided the same way but two of his three heirs died before him (the 3-way division instead
happened among his grandchildren). The net effect of this was a constant churn of power and
influence as families rose and fell, estates dissolved and sometimes reformed.

4. Compare the aims and teaching methods of:

a. Scholasticism

b. Chivalry

c. Monasticism

d. Saracenic education

e. The Guild System

Education System Aims Teaching Methods

To support the docrines of the Intellectual discipline.
Scholasticism
church by rational argument
To inculcate gallantry toward Imitation, example and
women, protection of the learning by doing.
Chivalry weak, honesty in everything, Motivation
courage at all times. Discipline
Teach the best ideals
Salvation of individual souls. Catechetical method.
(a kind of moral and physical Dictation was used and the
discipline based on bodily pupils were made to
mortification and worldly memorize everything.
renunciation for the sake of Meditation and discipline
moral improvement.).
Vow of chastity – giving up the
Monasticism
family and all human
relationships.
Vow of poverty – rejection of
all material interests in life.
Vow of obedience –
renunciation of ranks and
distinction.
A search for knowledge and Scientific method (use of
an application of scientific repetition drills), catechetical
facts to the affairs of daily life. method, memorization and
Saracenic Education Development of individual lecture.
initiative and social welfare- Higher schools emphasized
liberal education in its truest travel and explanation.
sense
 Vocational training to prepare Much the same way as the
children for the requisites of monastic and parish schools.
commerce and industry. Example, imitation and
practice.
Guild System
Dictation, memorization, and
catechetical method.
Discipline was severe and
harsh.

Chapter 3: The Renaissance Period and the Educational Movement of the 20th Century.

1. Discuss the importance of the Renaissance to the lives of the people during this period.

We all know that the Renaissance is the rebirth of European country coming from the dark
ages. In this period happens the enlightenment of the people that creates opportunities to think
outside the box and creates new way of learning and how to teach to able to reach new
knowledge? In historical retrospect, the Renaissance is arguably the best example of a civilization
with its feet in worlds of the past and the future. While all ages are guided by visions of what
came before and what lies ahead to a certain degree, the way that those living in the fifteenth and
sixteenth centuries (particularly in Italy) straddled ancient and modern is particularly
impressive. Historians today consider the period preceding the Renaissance to be the Middle
Ages, which effectively began with the fall of Rome in the fifth century and lasted for some eight
or nine centuries. Although the Middle Ages cannot be thought of as an entirely homogenous
entity, we might say that the rate of change during that time was relatively less when compared
to history during and after the Renaissance.

2. Differentiate the various movement in the 18th century and 19th century based on the aims,
methods of teaching used and their influences on the educational system of the Philippines.

Different movements that arise during the Renaissance Period – HUMANISM

 Derived from studia humanitatis which means “studies of humanity”

 This movement started in the early part of the 14th century.

 This period was marked by a revival of the classical influences of the Romans and Greeks,
expressed in the flowering of the arts and literature as well as the beginning of modern
science (Duca:1998)

 It was a way of life concerned with the fullest realization of human development.

 It may be traced to the saying of Protagoras, “Man is the measure of all things, of those
that are, that they are, of those that are not, that they are not” (Tulio:1999)

 Humanistic Education was the outgrowth of the renaissance. It identified two phases:

o Italian or individual humanism

o Social humanism

Italian or individual humanism

This stressed personal culture, individual freedom and the development of the elite group.

Aims

• Individualistic humanism aimed to develop individual personality through nature, art,

music, literature and architecture. The aim of humanistic education was for the humanist
to get the most possible out of life; he was expected to live a full, excellent and rich
existence.

Types

• Aesthetic education aimed at the appreciation of art, music and drama which became the
most outstanding characteristic of humanistic education.

Content

• The curriculum of the humanistic schools was varied. Students were exposed to extensive
art and literature.

Agencies and Organizations

• One of the greatest contributions of humanistic education was the establishment of a new
school, a secondary school type, founded by the nobility for the nobility, thus the name
court schools.

• One of the triumphs of humanistic education was the establishment of classical secondary
schools; the Lycees of France; the gymnasium in Germany; the Latin Grammar School in
England.

Popular Humanist during this time

• DANTE ALIGHIERI-Author of Divine Comedy

• Da Feltre-A scholar and educator who opened the schools for the poor

• Petrarch-A prolific writer and a progressive thinker

Northern or Social Humanism-this gave more emphasis on moral and social reforms as the
best means for providing rich and full lives for all.

Aims

• The aims of education of Northern Humanism were more social than individual. Rather
than aiming for individual happiness, education aimed at social reform and the
improvement of human relationships.

Types

• Social humanistic education stressed religious, moral and social education. Religious
instruction was taken seriously and it attacked more evils in the church. Literary education
was encouraged as a means for social ends.

Content
 • The curricula of social humanism consisted of classical and biblical literature. One of the
northern humanists was Erasmus of Rotterdam. He edited many of the Greek and Latin
authors including the New Testament which later became the basis of the King James
Version in English.

Agencies and Organizations

• To carry out their educational aims, the court schools became models of humanistic
influence. Other secondary schools, the French lycees and the German gymnasium,
became popular.

Popular Humanist during this time

Erasmus-a Dutch scholar and known for his educational works “Liberal Education of children” &
On the Order of Study”

HUMANISM contributed the following to education

1. Allowed the development of educational talent.

2. Encouraged involvement and participation in all educational opportunities.

3. Encouraged students toward actualization and self-fulfillment.

4. Placed a premium on humanity and individual potential.

5. Introduced innovations in teaching methods.

6. Stimulated creativity and independence among students.

7. Increased person to person interaction.

Different movements that arise during the Renaissance Period – THE REFORMATION

 This was one of the movements during the 16th century directed against the practices of
Roman Catholic Church.

 Reformation was not merely a reform in religious doctrine. It involved political, economic,
moral, philosophical and institutional changes.

 Credit to its success was MARTIN LUTHER, an Augustinian monk and professor of
theology at the newly-established University of Wittenburg.

 He was threatened with excommunication from the Catholic faith,

 LUTHER and other protestant reformers, formed a movement called “Protestant

Reformation”

Different movements that arise during the Renaissance Period – THE REFORMATION –
Protestant Reformation

• The aim of Protestant Reformers was religious moralism – living a worthy life would
guarantee a glorious after life.

• Education must provide adequate training in the duties at home.

 • It also promoted parental discipline and a sound family life as a foundations of a good
government.

3 Types of Protestant Schools

1. Vernacular school. This was organized for popular education. The educational system
was compulsory.

2. Secondary School. The protestant reformation gained greatest strides in the secondary
level.

3. University School. Trained the masses and other future leaders.

Aims

• The aim of education of the Protestant Reformers was religious moralism-living a worthy
life on earth will guarantee a glorious life hereafter. Education, therefore, must provide
adequate training in the duties of the home, occupation, church, and state.

Types

• To attain this aim, character education was emphasized. It stressed the value of work over
play-The Protestant work ethic.

Content

• The study of Bible and all skills required to understand it was the basis subject in
Protestant elementary schools.

Agencies and Organizations

• The Protestants considered the home as the basic educational agency and considered
good home training, parental discipline, and sound family life as the foundations of good
government and social welfare.

Popular scholar during this time

Melanchtion-One of the greatest scholars who made a Survey of what was in Germany, the
outcome of which became the basis of the SAXONY Plan to establish a secondary school in every
town under the control of the state.

Methods used in school were:

 Reading

 Correct pronunciation of words

 Memorization of answers from the Gospel

 Hymns and Psalms

Eventually, classroom instruction became more rigid, discipline was harsh and religious
Indoctrination was the chief method used.
Different movements that arise during the Renaissance Period – CATHOLIC COUNTER
REFORMATION

 This was another movement intended to clarify doctrine and improve the practices of the
catholic practices of the Catholic Church.

 This aimed to develop an unquestioning obedience to the authority of the church

The different religious congregation also stressed their own aims

 The Jesuit schools were designated to train leaders

 The Christian Brothers

 Jansenists will teach spiritual salvation.

Types

• To attain these aims, the Catholics placed religious and moral education above everything
else. Domestic and vocational training were largely in the hands of parents.

Content

• The Jesuits had the broadest curricula in secondary and higher education.

Agencies

• The Catholic teaching orders had three levels: the elementary which was for the poor, the
Christian Brothers confined their efforts to this level.

Jesuits schools were designated to train leaders through the following:

1. Doing a small amount of work at a time and doing it well.

2. Two steps in the teaching method: pre selection and repetition.

3. Adapting the lesson to the abilities and interests of the children.

4. Student participation through the question and answer method.

5. Repetition for mastery.

6. Review

7.Motivation by rivalry and emulation.

 3. Make a table showing the different psychologist and developmentalist and their
contributions to education.

Psychologist Contributions
First to develop and educational theory based
on a naturalistic view. He had profound
influence on the theory and practice e of
Rousseau education and insisted on nature as the best
guide to educational process. He emphasized
that stimulus to learning should come from
the children’s curiosity and interest.
Combined physical, moral, intellectual and
manual work. His emphasis was on helping
Pestalozzi children to learn by experience and
observation rather than by verbalism and
memorization.
Stressed that ideas are develop in the mind
Herbart through external stimuli. He considered the
lesson plan as chief device.
Emphasized that young unmarried teachers
should serve as teacher of children in the
Froebel kindergarten or preschool level because they
had enough time to attend the needs of
children.
New concept of the social functions to
Dewey
education.

Chapter 4: The Nature and Scope of philosophy.

1. Describe the nature and scope of philosophy.

Man’s philosophy refers to the sum of all his belief and view. Four basic questions
should be asked to have a clearer point of view of what philosophy is. These are: what is there
to know? How do we know? Who or What is the most worthy? And What is the nature of man
and his culture?

2. What are the branches of philosophy?

Metaphysics, epistemology, axiology, logic

3. Give the different concepts of each of the general philosophies and identity their contribution
to education.

Pragmatism was an American philosophy formulated by John Dwey wich was concerned with
the knowledge process and the relationships between ideas and actions.

Existentialism is a philosophy of extreme individualism. The purpose of this philosophy was to

serve the individual human being by guiding the individual into an awareness of his condition
and into a significant existence.
Naturalism was concerned with the training for patriotic citizenship.

4. Which of these educational philosophies greatly influence the Philippines educational

system? Why?

Pragmatism, because we now both in having an ideas about a certain lesson and we must have
a performance task.

Chapter 5: The Nation and Function of Philosophy of education.

1. Discuss the goal of philosophy of education.

Behind every school and every teacher is a set of related beliefs--a philosophy of education--
that influences what and how students are taught. A philosophy of education represents
answers to questions about the purpose of schooling, a teacher's role, and what should be
taught and by what methods.

2. What is philosophy of Education?

3. Why should education consider its philosophical foundations?

4. How important is philosophy of education to teachers and would be teachers