Frontier Thinkers of Education and Some Filipino Educators

Socrates
Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education?
Socrates believed that there were different kinds of knowledge, important and trivial. e acknowledges that most of us know many !trivial!
things. e states that the craftsman possesses important knowledge, the practice of his craft, but this is important only to himself, the
craftsman. "ut this is not the important knowledge that Socrates is referring to. The most important of all knowledge is !how best to live.!
e posits that this is not easily answered, and most people live in shameful ignorance regarding matters of ethics and morals.
Through his method of powerfully #uestioning his students, he seeks to guide them to discover the sub$ect matter rather than simply telling
them what they need to know. The goals of education are to know what you can% and, even more importantly, to know what you do not
know.
Plato
&lato is the earliest important educational thinker. e saw education as the key to creating and sustaining his Republic. e advocated
e'treme methods: removing children from their mothers( care and raising them as wards of the state, with great care being taken to
differentiate children suitable to the various castes so that they could act as guardians of the city and care for the less able. )ducation
would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.
*or &lato the individual was best served by being subordinated to a $ust society. &lato believed that talent was distributed non+genetically
and thus must be found in children born in any social class. is belief moves us away from aristocracy as a political system. e builds on
this by insisting that those suitably gifted are to be trained by the state so that they may be #ualified to assume the role of a ruling class.
&lato(s writings contain some of the following ideas: )lementary education would be confined to the guardian class till the age of ,-,
followed by two years of compulsory military training and then by higher education for those who #ualified. While elementary education
made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. "oth boys and girls
got the same kind of education. )lementary education consisted of music and gymnastics, designed to train and blend gentle and fierce
#ualities in the individual and create a harmonious person.
.t the age of /0, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and
harmonics. The first course in the scheme of higher education would last for ten years. 1t would be for those who had a flair for science. .t
the age of 20 there would be another selection% those who #ualified would study dialectics and metaphysics, logic and philosophy for the
ne't five years. They would study the idea of good and first principles of being. .fter accepting $unior positions in the army for ,3 years, a
man would have completed his theoretical and practical education by the age of 30.
Aristotle
4nly fragments of .ristotle(s treatise On Education are still in e'istence. We thus know of his philosophy of education primarily through
brief passages in other works. .ristotle considered human nature, habit and reason to be e#ually important forces to be cultivated in
education. Thus, for e'ample, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student
systematically% this differs, for e'ample, from Socrates( emphasis on #uestioning his listeners to bring out their own ideas 5though the
comparison is perhaps incongruous since Socrates was dealing with adults6.
.ristotle placed great emphasis on balancing the theoretical and practical aspects of sub$ects taught. Sub$ects he e'plicitly mentions as
being important included reading, writing and mathematics% music% physical education% literature and history% and a wide range of sciences.
e also mentioned the importance of play.
4ne of education(s primary missions for .ristotle, perhaps its most important, was to produce good and virtuous citi7ens for the polis. All
who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.
&age 7 of 16
John Amos Comenius
8omenius( philosophy of pansophism presents the goal of education as the development of universal knowledge among all people,
including women and children, and all nations. 8omenius envisaged educated people as those who sought knowledge from all sources in
order to become more like the 9od in whose image they were made:omniscient and universally compassionate. *or 8omenius, though,
education was not for the rich or other elite, but for everyone. e advocated universal education, teaching children both in their native
language as well as ;atin, the universal language in )urope at the time. 1n this way, his educational system retained the uni#ueness of
individual culture while at the same time promoting the unity of humankind.
8omenius wrote several te'tbooks on education. These were so original that they won him the name !*ather of <odern )ducation.! e
advocated the establishment of a universal system of education with opportunities that included women and peoples of all nations.
To begin with, he saw children through 8hrist(s eyes: &recious gifts from 9od to be cherished, rather than annoyances to be suppressed.
*or 8omenius, children will be $oint heirs of 8hrist $ust as much as their 8hristian parents.
Therefore, children are to be treated as if more precious than gold. They should be showered with love. <aterials should be adapted to
their ability to learn. Since a combination of words and pictures is more powerful than either alone, the two should be united in children(s
te'ts. 8urricula should move from simpler to more comple', with repetition and review so that the learner will gain mastery.
8omenius( book, Orbis Pictus 5,=3-6, was the first picture book for teaching children and remained a standard te't in )urope 5and in
.merica6 for over /00 years. 1n it he e'pressed his views:
8hildren ought to be dearer to parents than gold and silver, than pearls and gems, may be discovered from a comparison
between both gifts of 9od% for>9old and silver are fleeting and transitory% children an immortal inheritance. > ?ever should
children be punished for failing but rather helped and encouraged. The sub$ects taught should have practical use. Where
possible, demonstration and direct observation should be the norm 58omenius ,=3-6.
e was also an advocate of continuing education, believing that learning should be a lifelong process.
JOH !OC"E
T)4@A 4* V.;B): What knowledge and skills are worthwhile learning? What are the goals of )ducation?
The skill and knowledge needed to order our actions in accordance with the laws of nature% to treat our possessions and persons
responsibly, and to avoid coming under the absolute control of others.
.c#uiring knowledge fre#uently establishes a habit of doing so C satisfying natural curiosity fre#uently establishes the habit of loving and
esteeming all learning.
&ursuit of truth is a duty we owe to 9od and ourselves.
The goal of education is the welfare and prosperity of the nation C ;ocke conceived the nationsD welfare and prosperity in terms of the
personal happiness and social usefulness of its citi7ens.
)ducation for ;ocke provides the character formation necessary for becoming a person and for being a responsible citi7en.
T)4@A 4* E?4W;)F9). What is knowledge? ow is it different from belief? What is a mistake? . lie?
Enowledge is publicly verifiable, measurable, plain, demonstrable facts + not imagination. The best instance of knowing is intuiting C
intuiting is a power which the mind possesses of apprehending truth.
Enowledge is limited to imperfections of ideas we have% we can have probable knowledge even when we can(t have certain knowledge.
&age # of 16
Enowing is an infallible intuition% opening is coming to a conclusion after weighing the evidence, but without certainty. <istakes and lies
would be a lack of evidence and defiance of evidence.
THEO$% OF H&'A AT&$E What is a human being? ow does it differ from other species? What are the limits of human potential?
<an becomes moral through education + humans have no innate ideas of 9od, no innate moral truths, no natural inclination of virtue +
;ocke defined man as both rational and moral.
<an is sub$ect to the rule of natural law which was ultimately 9od(s law made known to man through the voice of reason.
;ocke(s denial of innate ideas put a premium on individual effort, on the labor necessary to gain knowledge from e'perience.
THEO$% OF !EA$() What is learning? ow are skills and knowledge ac#uired?
;earning is the last and least part of education. ;earning is a great help to virtue and wisdom, but without them it produces only the more
foolish or worse men.
*rom infancy onwards, the child(s efforts toward bodily pleasure and toward power in possessions and over others should be thoroughly
frustrated. The result will be that habits of self+centered, aggressive behavior and of preferring ignorance to learning will not become
established.
Skills and knowledge are ac#uired by e'ample and practice instead of charging of children(s memories with rules and principals.
Bnconscious habits are bred by practice and manners learned by e'ample.
THEO$% OF T$AS'(SS(O
Who is to teach? "y what methods? What will the curriculum be?
The goal of the gentlemen(s education cannot be achieved by sending him to a school. ;earning should be superintended by a tutor
assisted by genuinely interested parents.
*or working classes, poor children of both se'es between the ages of 2+,G should be compelled to attend school with !teachers!.
;ocke attacked ordinary method of teaching + manners must be learned by e'ample, ;atin learned by speaking.
The best way to get men to do what is wanted is not to terrify or force them but to motivate them, to arouse and then rely on desires.
8urriculum for the poor: focus on regular worship for sake of religion and moral improvement, handicrafts and agricultural skills, vocational
arts.
8urriculum for gentlemen: health + the first ingredient of personal happiness% development of good character + consisting of three groups of
habits + virtue, wisdom and breeding% to include reading, writing and arithmetic, ;atin, language and literature 59reek for scholars only6%
literature of *rance and )ngland, the natural and social sciences% the arts should occupy a minor place +which ;ocke considered a useless
or dangerous thing.
THEO$% OF SOC(ET% What is society? What institutions are involved in the educational process?
<en possess these traits: ,6 natural freedom + right to life and liberty% /6 necessity for labor% and 26 capacity of reason + from H , I / + f
lows right of property in things which is chief factor in foundation of society.
&age * of 16
The child enters both a family and a nation. The family(s duty is to awaken the child to virtue. The government must perform its part in the
social contract + to preserve the rights to life and liberty of all the citi7ens.
THEO$% OF OPPO$T&(T% Who is to be educated? Who is to be schooled?
The citi7ens of the nation fall into two kinds: those who possess property to some significant degree and those who do not. The first group
is made up of gentlemen, the second of workingmen. "oth gentlemen and workingmen ought to be personally happy and socially useful,
but since they occupy different stations in society, their happiness and usefulness must differ. The welfare and prosperity of the nation
demand that children of the propertied class be educated in a way #uite different from children of the poor.
JEA JAC+&ES $O&SSEA&
@ousseau held that there was one developmental process common to all humans. This was an intrinsic, natural process, of which the
primary behavioral manifestation was curiosity.
@ousseau wrote in his book Emile that all children are perfectly designed organisms, ready to learn from their surroundings so as to grow
into virtuous adults, but due to the malign influence of corrupt society, they often fail to do so. @ousseau advocated an educational method
which consisted of removing the child from society.
@ousseau was unusual in that he recogni7ed and addressed the potential of a problem of legitimation for teaching. e advocated that
adults always be truthful with children.
e once said that a child should grow up without adult interference and that the child must be guided to suffer from the e'perience of the
natural conse#uences of his own acts or behavior. When he e'periences the conse#uences of his own acts, he advises himself.
Theor, of -alue
The sciences and the arts, while brilliant, are not a genuine e'pression of fundamental human needs but the result of pride and vanity.
<an(s fundamental first duty is to learn the art of living% man(s first duty is to be human.
Eeep harmful influences away from the young child% a child should grow in accordance with his own nature% no early childhood education.
8hildren should be children before being men.
Well regulated freedom provides the only valid basis and aim of sound education.
4b$ect of education is to make a man, not a soldier, priest etc% improvement of inner self as worth as an end to itself.
Theor, of "no.led/e
Enowledge constitutes the ability to reason and use our senses to learn% if we use books in place of nature and our senses it teaches us to
believe much and know little.
The instrument of knowledge is our own body.
Theor, of Human ature
The original nature of man is good but corrupted by society.
.ll passions are good if they are under our control% all are bad if they control us.
&age 10 of 16
<an(s nature is not fully mature until it becomes social.
4ne cannot separate morality and politics.
Theor, of !earnin/
e stresses the importance of a progressive education adapted to the individuals developing needs so to follow !the natural progress of
the human heart.(
)arly education is based primarily on the senses% promotes direct contact with the physical world% no book learning for early education.
;earning is done through trial and error, e'perimentation through concrete medium.
.fter lessons of necessity, lessons of utility are to be learned to develop reason to be applied to what interests and helps him.
)arly $udgments must be formed not through words or abstractions but through sensations and feelings. . positive education begins only
when the child becomes aware of his relationships with other people based on sensibility, particularly the innate feeling of pity, and later
love and aversion.
Theor, of Transmission
Teachers will teach outside of society in the realm of nature.
Students are provided with concrete materials, ob$ects and situations for learning to take place.
To teach a child you must understand him.
Theor, of Societ,
Society opposes virtue 5what is morally right6% society forces man to assume hypocrisy and deceit as a means of selfish interests.
Society displays a prevalence of an unnatural ine#uality based on power and wealth.
e felt that the small republics, while still far from nature, could retain simplicity and innocence and protect themselves from further
corruption.
Self love: Through pride, he is taken outside himself into the realm of illusion and opinion% prevents him from becoming a complete person.
Theor, of Opportunit,
)ducation of girls similar to boys in regard to naturalness but different because of gender.
. girl cannot be educated to be a man. Studies must be on the practical side because a woman should be the center of the family, a
housewife, and mother% should strive to please her husband and have a good reputation.
Theor, of Consensus
<an disagrees because of wants, avidity, oppression, desires, pride.
@ule by the general will% e'pressed in laws to which all submit% represents the public spirit seeking the common good% assumes that
everyone(s true interests must coincide.
&age 11 of 16
JOHA HE($(CH PESTA!O11(
&estalo77i took up @ousseau(s ideas and e'plored how they might be developed and implemented. is early e'periments in education ran
into difficulties but he persisted and what became known as the (&estalo77i <ethod( came to fruition. 1nstead of dealing with words, he
argued, children should learn through activity and through things. They should be free to pursue their own interests and draw their own
conclusions.
&estalo77i goes beyond @ousseau in that he sets out some concrete ways forward + based on research. e tried to reconcile the tension,
recogni7ed by @ousseau, between the education of the individual 5for freedom6 and that of the citi7en 5for responsibility and use6.
is initial influence on the development of thinking about pedagogy owes much a book he published in ,-0,: How ertrude !eaches Her
"hildren + and the fact that he had carried his proposals through into practice. e wanted to establish a (psychological method of
instruction( that was in line with the (laws of human nature. .s a result he placed a special emphasis on spontaneity and self+activity.
8hildren should not be given ready+made answers but should arrive at answers themselves. To do this their own powers of seeing, $udging
and reasoning should be cultivated, their self+activity encouraged. The aim is to educate the whole child + intellectual education is only part
of a wider plan. e looked to balance, or keep in e#uilibrium, three elements + hands, heart and head.
William . Eilpatrick summari7ation of the si' principles that run through &estalo77i(s efforts around schooling:
.nd what is his significance to informal educators today? *irst, there is his concern with social $ustice and his commitment to work
with those who have suffered within society. e saw education as central to the improvement of social conditions
&estalo77i made a significant contribution to the establishment of the school as a central educational force 5in contrast to @ousseau(s
emphasis on the tutor6.
Third, there is &estalo77i(s concern with e#uilibrium between elements + head, hands and heart + and the dangers of attending to $ust
one.
*ourth, &estalo77i is a classic e'ample of the (reflective practitioner(. e is concerned with action, with e'perimentation and yet, at the
same time, he is committed to observation and reflection, and to trying to make sense of e'periences and situations.
*ifth, he attempted to a form of schooling that has subse#uently appealed to 9andhi and others concerned with combating
colonialism and its legacy. e wanted the school to combine education with work. The school was to be a production unit so that
children could finance their own learning + and in so doing they would be under no obligation to anyone. *urthermore, the school
could be free from state interference.
;ast, and not least, he strove to combat the tyranny of method and (correctness(. 1t is ironical that his approach should become known
as a method% and that observers attempted to systemati7e his thought. 1t was his commitment to people and their well+being that
animated his life(s work + and in .ristotle(s terms he would put that which is (right( or good before that which is (correct(.
JOHA F$(E2$(CH HE$3A$T
Principles of Education
erbartDs pedagogy emphasi7ed the connection between individual development and the resulting societal contribution. 1n &latonic
tradition, erbart espoused that only by becoming productive citi7ens could people fulfill their true purpose: Je believed that every child is
born with a uni#ue potential, his 1ndividuality, but that this potential remained unfulfilled until it was analy7ed and transformed by education
in accordance with what he regarded as the accumulated values of civili7ationK.
4nly formali7ed, rigorous education could, he believed, provide the framework for moral and intellectual development. The five key ideas
which composed his concept of individual maturation were 1nner *reedom, &erfection, "enevolence, Lustice, and )#uity or @ecompense.
&age 14 of 16
.ccording to erbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and
intellectual development. 1n order to develop an educational paradigm that would provide an intellectual base that would lead to a
consciousness of social responsibility, erbart advocated that teachers utili7e a methodology with five formal steps:
Bsing this structure 5,6 a teacher prepared a topic of interest to the children and presented that topic, and 5/6 #uestioned them
inductively, so that they reached new knowledge based on what they had already known, 526 looked back, and 5G6 deductively
summed up the lessonDs achievements, then 536 related them to moral precepts for daily living.
erbartDs pedagogy continues to influence the field by raising important #uestions about the role of critical thinking, and literary
appreciation in education.
HE$3E$T SPECE$
Theor, of -alue5 What knowledge and skills are worthwhile learning? What are the goals of education?
... importance of study of nature and fundamentals of science% development of independent thought% importance of presenting the !natural
history of society!% sociology% goals of education+promote competition, individualism, !survival of the fittest!% learning as an individual effort%
education should be directed to self+preservation, care of offspring, preparing adults to en$oy nature, literature, fine arts, prepare to be
good citi7ens% knowledge of science worth more than any other knowledge% train the memory, cultivate $udgment, impart an admirable
moral and religious discipline% advocacy of instruction in public and private hygiene.
46 Theor, of "no.led/e5 What is knowledge? ow is it different from belief? What is a mistake? . lie?
... knowledge as the scientific study of education, psychology, sociology, and ethics from an evolutionary point of view% two fundamental
beliefs ++ importance of science, sanctity of political and economic laisse7+faire% philosophy is knowledge of highest generality% knowledge
of lowest kind is reunified knowledge, science is partially unified knowledge% philosophy is completely unified knowledge% universal truths
vs. particular truths 5used for proof6% man can only know from e'periences% all thought founded on relations ++ humans think in terms of
differences and likenesses% ideas are e'pressions of relationships between things.
76 Theor, of Human ature5 What is a human being? ow does it differ from other species? What are the limits of human potential?
... organisms, species, political systems, and entire societies are alike in that all tend to evolve from relatively simple and homogeneous
entities into comple' and heterogeneous ones% only the fittest survive and perpetuate their kind% concept of organic evolution++all nature
moves from the simple to the comple' +fundamental law seen in the evolution of human society as it is seen in the geological
transformation of the earth and in the origin and development of plant and animal species, natural selection% !1f they are sufficiently
complete to live, they do live, and it is well they should live. 1f they are not sufficiently complete to live, they die, and it is best they should
die.!% man of the universe ++ result of evolutionary processes% man is result of adaptation to the environment% man is what he is because his
universe, his environment, makes certain consistent and definite demands upon him% man as a part, a stage of evolution
86 Theor, of !earnin/5 What is learning? ow are skills and knowledge ac#uired?
...learning as an individual effort% learning as synthesis of all thought% learning should be collaborative% good training of the senses to
observe accurately% !rational e'planation of phenomena!% pupil sees and records for self+, children habitually e'perience the normal
conse#uences of their conduct% importance of motivation and interest of students% variety of instruction
96 Theor, of Transmission5 Who is to teach? "y what methods? What will the curriculum be?
... science as the most important sub$ect matter% curriculum to be a synthesis of thought based on science 5especially evolution6, and
including philosophies of education, biology, psychology, sociology, ethics, and politics% sciences are superior in all respects to languages
as educational material% history ++ nature and action of government, intellectual condition of the nation, description of people(s food,
shelters, and amusements, importance of drawing in education% individual to teach self, aided by teachers, books, observation, laboratory
work
&age 17 of 16
66 Theor, of Societ,: What is society? What instruments are involved in the educational process?
Society evolves from relatively simple and homogeneous entities into comple' and heterogeneous ones% should include unbridled
competition% progress of all kinds should be ma'imi7ed by societies and governments that allow free competition to reign in all spheres of
activity% unregulated free enterprise% survival of the fittest% right of the individual and non+interference% competition in harmony with nature
and in interest of general welfare and progress, Social Farwinism 5Spencerism6: narrow view of role of state%
76 Theor, of Opportunit,5 Who is to be educated? Who is to be schooled?
.ll young people should be taught% education open to competent children or adults without fee% survival of the fittest
#6 Theor, of Consensus5 Why do people disagree? ow is consensus achieved? Whose opinion takes precedence?
?o beliefs are wholly false% they are true to the point to which they all agree% eliminate the discordant elements and observe what remains
after% this is truth and should take precedence
:(!!(A' JA'ES
Lames defined true beliefs as those that prove useful to the believer. is pragmatic theory of truth was a synthesis of correspondence
theory of truth and coherence theory of truth, with an added dimension. Truth is verifiable to the e'tent that thoughts and statements
correspond with actual things, as well as the e'tent to which they !hang together,! or cohere, as pieces of a pu77le might fit together% these
are in turn verified by the observed results of the application of an idea to actual practice.
Lames held a world view in line with pragmatism, declaring that the value of any truth was utterly dependent upon its use to the person
who held it.
1n #hat Pragmatism $eans, Lames writes that the central point of his own doctrine of truth is, in brief, that !Truths emerge from facts, but
they dip forward into facts again and add to them%
1n !he $eaning of !ruth, Lames seems to speak of truth in relativistic terms: !The critic(s trouble...seems to come from his taking the word
(true( irrelatively, whereas the pragmatist always means (true for him who e'periences the workings.(
JOH 2E:E%
Fewey stated that in its broadest sense education is the means of the !social continuity of life! given the !primary ineluctable facts of the
birth and death of each one of the constituent members in a social group!. )ducation is therefore a necessity, for !the life of the group goes
on.
Fewey was a relentless campaigner for reform of education, pointing out that the authoritarian, strict, pre+ordained knowledge approach of
modern traditional education was too concerned with delivering knowledge, and not enough with understanding students( actual
e'periences.
Fewey continually argues that education and learning are social and interactive processes, and thus the school itself is a social institution
through which social reform can and should take place. 1n addition, he believed that students thrive in an environment where they are
allowed to e'perience and interact with the curriculum, and all students should have the opportunity to take part in their own learning.
The ideas of democracy and social reform are continually discussed in FeweyDs writings on education. Fewey makes a strong case for the
importance of education not only as a place to gain content knowledge, but also as a place to learn how to live. 1n his eyes, the purpose of
education should not revolve around the ac#uisition of a pre+determined set of skills, but rather the reali7ation of oneDs full potential and the
ability to use those skills for the greater good. e notes that Jto prepare him for the future life means to give him command of himself% it
means so to train him that he will have the full and ready use of all his capacitiesK. 1n addition to helping students reali7e their full potential,
Fewey goes on to acknowledge that education and schooling are instrumental in creating social change and reform. e notes that
&age 18 of 16
Jeducation is a regulation of the process of coming to share in the social consciousness% and that the ad$ustment of individual activity on
the basis of this social consciousness is the only sure method of social reconstructionK.
e argues that in order for education to be most effective, content must be presented in a way that allows the student to relate the
information to prior e'periences, thus deepening the connection with this new knowledge.
.t the same time, Fewey was alarmed by many of the !child+centered! e'cesses of educational+school pedagogues who claimed to be his
followers, and he argued that too much reliance on the child could be e#ually detrimental to the learning process. 1n this second school of
thought, Jwe must take our stand with the child and our departure from him. 1t is he and not the sub$ect+matter which determines both
#uality and #uantity of learningK. .ccording to Fewey, the potential flaw in this line of thinking is that it minimi7es the importance of the
content as well as the role of the teacher.
FeweyDs ideas went on to influence many other influential e'periential models and advocates. <any researchers even credit him with the
influence of &ro$ect "ased ;earning 5&";6 which places students in the active role of researchers.
Fewey not only re+imagined the way that the learning process should take place, but also the role that the teacher should play within that
process. .ccording to Fewey, the teacher should not be one to stand at the front of the room doling out bits of information to be absorbed
by passive students. 1nstead, the teacherDs role should be that of facilitator and guide.
Thus the teacher becomes a partner in the learning process, guiding students to independently discover meaning within the sub$ect area.
This philosophy has become an increasingly popular idea within present+day teacher preparatory programs.
Jesus Christ
@ight relationship with 9od should precede all kinds and types of education. J"ut seek ye first the kingdom of 9od, and is righteousness%
and all these things shall be added unto youK. e emphasi7ed holiness. e taught about humility, purity, righteousness, mercy, unselfish
love, peace, endurance in times of persecution, patience, simplicity, and other eminent virtues. is classrooms are the synagogues, the
market place, the mountains and almost everywhere.
e had three methods of teaching: parable, conversational 5Socratic <ethod6, and proverbial.
)ducation should be used for service. 9ive thyself is the philosophy of service.
;ove is higher the laws.
$i;al
@i7alDs concept of the importance of education is clearly enunciated in his work entitled 1nstruction wherein he sought improvements in the
schools and in the methods of teaching. e maintained that the backwardness of his country during the Spanish ear was not due to the
*ilipinosD indifference, apathy or indolence as claimed by the rulers, but to the neglect of the Spanish authorities in the islands. *or @i7al,
the mission of education is to elevate the country to the highest seat of glory and to develop the peopleDs mentality. Since education is the
foundation of society and a prere#uisite for social progress, @i7al claimed that only through education could the country be saved from
domination.
@i7alDs philosophy of education, therefore, centers on the provision of proper motivation in order to bolster the great social forces that make
education a success, to create in the youth an innate desire to cultivate his intelligence and give him life eternal.
The school is the book in which is written the future of the nations. Show us the schools of a people and we will tell you what those people
are.
'a<ini6 JThou shall cultivate the special gifts which had been granted thee, working and studying according to thy ability, never leaving the
path of righteousness and $ustice in order to attain thine own perfectionK.
&age 19 of 16
T6 H6 Pardo de Ta=era6 4ur education shall instill love for work, spirit of tolerance, respect for law, love for peace, and practice of thrift.
Jor/e 3oco<o6 5*rom 9erona, Tarlac6 Fean, B& college of ;aw and a Lustice of the &hilippine Supreme 8ourt. To my humble way of
thinking, education has its supreme and overshadowing aim the formulation of a sound and noble outlook of life. *ilipino 8ulture and
tradition should be the basis of a truly *ilipino )ducation. )#uated education with patriotism and nationalism.
Camilo Osias6 e was the first *ilipino assistant director of the bureau of )ducation. )ducation must secure for every person the fullest
measure of freedom, efficiency and happiness.
$afael Palma6 1n ,M/2 he became the president of B&. )ducation must produce individuals who are both useful to themselves and to
society.
Francisco 3enite;6 The #ualities that should distinguish the educated *ilipinos of today are: ,6 power to do /6 knowledge of the past and
current events, and 26 possession of the elements of conduct that are the accomplishment of culture and morality.
-enancio Trinidad6 )ducation should aim to develop men and women who are as deeply concerned in the development and uplift of our
communities, particularly in the rural areas, as in the promotion of their own personal or individual well+being.
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