LIST OF LAWS, ACTS AND DECREES AS LEGAL BASES OF PHILIPPINE EDUCATION

 Act #74-enacted in January 21, 1901. It provides for the establishment of Department of Public Instruction and establishment of PCAT now TUP and PNS now PNU
 Act #1870 founding of UP (June 18, 1908)
 Act #2706 Private School Law (enacted March 10, 1917)
 Commonwealth Act #1- preparatory military training shall begin in Elementary grade school at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all citizens to render civil welfare service, law enforcement service and military service.

 Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education (vocational training in an effort to eliminate illiteracy)
 Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers
 Commonwealth Act #586 Education Act of 1940-reduction of number of years in elementary (from 7 to 6), fixing school entrance age 7 years old, national support of elementary education, compulsory attendance in the primary grades for all children enrolled in grade one, introduction of double single session
 Commonwealth Act #589-(August 19, 1940) established school rituals in private and public schools
 RA #137 (June 14, 1947) enacted the Board of Textbooks
 RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed Commonwealth Act #586 (restoration of grade 7, abolition of double single session, compulsory completion of elementary, compulsory enrolment of children in public school upon reaching 7 years old)
 RA #1124 (June 16, 1954) created the Board of National Education
 RA #1265 (June 11, 1955) compulsory daily flag ceremony in all educational institutions
 RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especially Noli and Fili in all public and private schools
 RA #4760 (June 18, 1966) Magna Cart of Public School Teachers
 RA #1079 (June 15, 1959) provided that civil service eligibility shall be permanent and valid lifetime
 RA #6655 (May 25, 1988) Free Public Secondary Act of 1988
 RA #7722 (May 18, 1994) created CHED
 RA #7743 (June 17, 1994) established public libraries and reading centers in every barangay
 RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Education Council
 RA #7796 (August 25, 1994) established TESDA
 RA #7836 (December 16, 1994) Phil Teachers Professionalization Act (supercedes PBET)
 RA #7877 (February 14, 1995) Anti-Sexual Harassment Act
 EO #27 (July 4, 1986) inclusion of human rights courses or subjects
 EO #189 (June 10, 1987) Basic Salary and COLA of public school teachers will be paid for by national government
 PD 6-A-(September 29, 1972) Education Development Decree of 1972
 PD 146-(March 9, 1972) NCEE (superceded by RA7731 on June 2, 1994)
 PD 688-(April 22, 1975) gave power to CSC the authority to give appropriate exam to all public school teachers
 PD 907-(March 11, 1976) all honor graduates of colleges and universities are granted civil service eligibility
 PD 1006 (September 22, 1976) PBET
 DECS Order #30 s 1993- NEAT
 DECS Order #30 s 1994- NSAT

APPLICATIONS OF DIFFERENT PHILOSOPHIES IN EDUCATION
NATURALISM
o Naturalism stands for a democratic and universal way-everyone must be educated in the same manner o Education is in accordance to human development and growth o Emphasis is given more on the physical development-informal exercise-and hygiene of the person rather of the 3 R’s o Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and needs o Consequently, one’s conduct is governed by impulse, instincts and experience. o It puts the child at the center of educational process and prepares him to experience life as it is.
IDEALISM
o Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas. o Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only things worth knowing for o Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and the use of logic o Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better o Emphasis is given on subjects—philosophy, literature, religion and history—that will develop and enhance the mind of the child o Methods used in teaching include lecture, discussion and Socratic dialogue o Character development is through emulation of examples and heroes
REALISM
o The most effective way to find about reality is to study it through organized, separate and systematically arranged matter—emphasis is on subject matter concerning Science and Mathematics o Methods used in teaching include recitation, experimentation and demonstration o Character development is through training in the rules of conduct
EXIXTENTIALISM
o Subject matter is personal choice o Learning is based on the willingness of the student to choose and give meaning to the subject o Emphasis is given on the students rather than on the curriculum content o Students should not be treated as objects to be measured and standardized o Methods are geared on giving opportunities for the students for self-actualization and self-direction o Character development is through the responsibility of every individual in making a decision
ESSENTIALISM
o Schooling is practical for this will prepare students to become competent and valuable members of the society o Focuses on the basics-reading, writing, speaking and the ability to compute (arithmetic) o Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene o Stresses the values of hard work, perseverance, discipline and respect to authorities o Students should be taught to think logically and systematically-grasping not just the parts but the whole o Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation
PRAGMATISM
o Involves students to work in groups o Methods of teaching include experimentation, project making and problem solving. o Stresses on the application of what have learned rather that the transfer of the organized body of knowledge
PERENNIALISM
o Some of the ideas in the past are still being taught because they are significant o Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and religious principles. This includes history, language, mathematics, logic, literature, humanities and science. o Curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths o The teacher must have the mastery of the subject matter and authority in exercising it. o Aims for the education of the rational person—to develop man’s power of thought—the central aim of this philosophy
PROGRESSIVISM
o Focuses on the child as a whole rather than of the content or the teacher o Curriculum content comes from the questions and interests of the students o Emphasis is given on the validation of ideas by the students through active experimentation o Methods of teaching include discussions, interaction (teacher with students) and group dynamics o Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four walled philosophy of education
CONSTRUCTIVISM
o A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by reflecting on his own experience and gives meaning to it. o Learning is the process of adjusting one’s mental modes to accommodate new experience.
RECONSTRUCTIVISM
o Schools should originate policies and progress that will bring social reforms and orders o Teachers should be an instrument to encourage and lead students in the program or social reforms o Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems o Method of teaching include the problem-oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning o The classroom will serve as a laboratory in experimenting school practices “bringing the world into the classroom”
BEHAVIORISM
o Asserts that human beings are shaped entirely by their external environment o The only reality is the physical world
NATIONALISM
o The most important development was the creation of common language o Stresses on the teaching of the principles of democracy, and duties of citizenship o Stimulates the development of the state which includes the control and support of public school system o Curriculum includes the teaching of grammar, geography and history o Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play activities
HUMANISM
o Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding of nature o The learner should be in control of his destiny o Concern is more on methods which include theme writing rather than oral discussions, drills and exercises, playing o Asserts the importance of playing in the curriculum o Emphasizes motivations and the use of praise and rewards * Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development.

CURRICULUM APPROACHES The curriculum approaches reflect the developer’s philosophy, view of reality, history, psychology, social issues and the domains of knowledge. Analysis of an approach provides information about personal and collective commitments to a particular viewpoint and the values deemed important by individuals, school and society.
1. TECHNICAL-SCIENTIFIC APPROACH
The curriculum developers which may include specialists, superintendents, principals and coordinators are likened to engineers and architects who use instruments and empirical methods in preparing a blueprint with well defined elements orderly-sequenced procedures and quality control measures to increase the probability of success in its implementation
2. BEHAVIORAL-RATIONAL APPROACH
It is a means-end approach. Curricula developed through this approach become the actual blueprints which prescribe the roles of key figures in the educative process. Viewing the curricula as the means and instruction as the end is a behavioral orientation
3. SYSTEMS-MANAGERIAL APPROACH
Motivate interest of all stakeholders. Encourage participation and involvement of all stakeholders. Synthesize divergent viewpoints. Monitor curriculum implementation. Create a climate of innovation and change.
4. INTELLECTUAL-ACADEMIC APPROACH
It emphasizes the importance of theories and principles in curriculum planning. This model is influenced by the philosophy of John Dewey.
5. NON-TECHNICAL/NON-SCIENTIFIC APPROACH
Flexible and less structured without pre-determined objectives to guide the learning-teaching process. Contends that not all ends of education can be known nor indeed to be known in all cases.
6. HUMANISTIC-AESTHETIC APPROACH
It argues that those who favor the rational approach miss the artistic and personal aspects of curriculum and instruction. It is rooted in progressive philosophy which promotes the liberation of learners from authoritarian teachers.
7. RECONCEPTUALIST APPROACH
It criticizes the technocratic-scientific models as not sensitive to the inner feelings and experience of individuals. It reflects on existentialist orientation. The aim of education is not to control instruction in order to preserve existing order.
8. RECONSTRUCTIONISM
The school is an institution of social reform. It criticizes the progressivists for putting too much emphasis on the individual learner to the neglect of the needs of society.
9. ECLECTIC MODEL
Oftentimes, Filipino educators, in particular, prefer eclectic models (halo-halo) which are a combination of several approaches, rather than commit themselves to one particular approach only. Eclectic models are not mere patchwork (pagtagpi-tagpi) but a synthesis (pagbuo o paghahabi) where desired features from several models are selected and integrated into a new whole.

The Teaching Profession: An Overview "If your plan is for one year.....plant rice; if your plan is for ten years....plant a tree; but if your plan is for eternity...EDUCATE children." (Confucius)

A. Basic Concepts STRATEGY OF TEACHING---refers to the science of developing a plan to attain goal and to guard against undesirable results. It means the art of using psychological plan in order to increase the probabilities and favorable consequences of success and to lessen the chances of failure.

METHOD OF TEACHING-----refers to the series of related and progressive acts performed by a teacher and the students to attain the specific objectives of the lesson. It is a plan involving sequence of steps to achieve a given goal or objective.

TECHNIQUE OF TEACHING--refers to the personalized style of carrying out a particular step of a given method. It is a skill employed by the teacher in carrying on the procedures or act of teaching.

DEVICE----is a teaching aid or tool to facilitate instruction. Examples: pictures, flash cards, etc.

PANITIKANG PILIPINO SA IBA’T-IBANG PANAHON

Ang Panitikan sa Panahon ng Kastila
Mga Akdang Panrelihiyon:
 Doctrina Cristiana----kauna-unahang aklat na panrelihiyong nailimbag sa Pilipinas. Ito ay isinulat nina Padre Juan de Placencia at Padre Domingo Nieva noong 1592 |
 Nuestra Seńora del Rosario---ikalawang aklat na nalimbag sa Pilipinas. Sinulat ni Padre Blancas de San Jose noong 1602
 Barlaan at Josaphat---ikatlong aklat na nalimbag sa Pilipinas na sinulat ni Padre Antonio de Borja. Ipinalalagay ito na kauna-unahang nobelang nalimbag sa Pilipinas.
 Urbana at Felisa---ito ay sinulat ni Padre Modesto de Castro, tinaguriang “Ama ng Klasikang Tuluyan sa Tagalog”
Pasyon---ito ay naglalaman ng buhay at pagpapakasakit ni Hesus. Ito ay karaniwang binabasa tuwing Mahal na Araw.
Pag-usbong ng Nasyonalismong Pilipino:
 Noli Me Tangere at El Filibusterismo---Dr. Jose Rizal (Wikang Espanyol)

Ang Panitikan sa Panahon ng Amerikano
 Isang Dipang Langit----Amado V. Hernandez (Makata ng Manggagawa)
 Ang Pagbabalik---------Jose Corazon de Jesus (Huseng Batute)
 Binibining Phatupahts-Juan Crisostomo Sotto(Ama ng Panitikang Kapampangan)
 Anabella---------------Magdalena Jalandoni (Ina ng Panitikang Hiligaynon)
 Greta Garbo---------Deogracias Rosario (Ama ng Maikling Kwento sa Tagalog)
 Ako ang Daigdig------Alejandro Abadilla (Tulang Walang Sukat at Tugma)
 Banaag at Sikat------Lope K. Santos (Ama ng Balarilang Tagalog)
 Walang Sugat--------Severino Reyes (Lola Basyang)
 Tanikalang Ginto---Juan Abad |
 Hindi Ako Patay----Juan Cruz Matapang
 Kahapon, Ngayon at Bukas---Aurelio Tolentino
 Anak ng Dagat------Patricio Mariano
 Dalagang Bukid----Hermogenes Ilagan
 Nabasag ang Banga---Atang dela Rama

Ang Panitikan sa Panahon ng Hapon
 Lupang Tinubuan----Narciso Reyes
 Uhaw ang Tigang na Lupa----Liwayway Arceo
 Suyuan sa Tubigan-----Macario Pineda
 Luad-----Gloria Villaraza
 Bansot----Aurora Cruz
 Lungsod, Nayon at Dagat-dagatan----NVM Gonzales
 Ibon mang may Layang Lumipad-----Amado Pagsanjan
 May Uling sa Bukana------Teo Buhain
 Nagmamadali ang Umaga------Serafin Guinigundo