GENERAL EDUCATION – ENGLISH

STUDY AND THINKING SKILLS

Study Skills:
1. Organizing
2. Scheduling
3. Managing time
4. Concentrating
- Concentration is the ability to direct your thinking.
5. Memorizing
- Memorizing is act or process of remembering.
MNEMONICS – techniques that can help in memorizing
- Allows learner to remember information using short retrieval cues.
Types of Mnemonics
• Chunking – breaking up complicated lists into sensible groupings.
e.g. cellphone / telephone numbers (484-**-***)
• Acronyms – using the first letter from a group of words to form a new word.
e.g. ROYGBIV (colors of the rainbow)
• Visualization – creating pictures on your mind or on paper
• Linking Method - linking each items using crazy images
• Peg Method – visualizing words literally attached to familiar objects
• Method of Loci – uses location to cue memory
• Place Method – uses numbers and a poem instead of landmarks
• Chaining – create a story where each word or idea you have to remember cues the
next idea you need to recall
• Keywords – using sound likes; imagine an image that involves the keyword
• Acrostics – create sentences from the first letter of every word that needs to be
remembered
• Rhymes and Songs – create your own songs and rhymes to be remember
• Movement Learning or Hands-on Learning – same as rhyme and songs the
difference is the person has to take physical action to remember
• Face Association – looking at a person’s face closely, but discretely finding a feature
to make it stand out in your mind
• Taking notes and Summarizing – one of the best ways to retain what you have read
• Image-naming – creating relationships between the name and the physical
characteristics of the person to remember the person’s name
• Rhyme-keys – using to or more words that if combined rhymes the word you want to
remember
• Repetition

Learning Styles
Plata, 2005
a. Active vs Reflective
b. Factual vs Theoretical
c. Visual vs Verbal
d. Linear vs Holistic
Menoy, 2010
a. Auditory
b. Visual
c. Tactile
d. Kinesthetic
Neologism
 - A newly coined word or phrase
- The process of coining or using of new words
• To coin is to invent a word or phrase.
PROCESS OF WORD FORMATION
1. Coinage – using generic terms as part of the whole
e.g. Pampers = diaper Tempra = paracetamol

2. Borrowing – using of loanwords or taking from another language

e.g. piano = Italian robot = Czech

3. Compounding – use of two or more roots to form a word

Kinds of Compounding
a. Close – bittersweet, countdown
b. Open – pushcart vendor, optical art
c. Hyphenated – merry-go-round, officer-in-charge

4. Clipping – “shortening”/ reducing parts of the word

Types of Clipping
a. Back clipping – retains the first part
e.g. Advertisement = Ad Doctor = Doc
b. Fore-clipping – retains the last part
e.g. charcoal = coal
c. Middle clipping – middle of the word is retained
e.g. influenza = flu detective = tec
d. Complex clipping – one or two parts are clipped
e.g. optical art = op art science fiction = sci-fci

5. Blending – forming of words from parts of two other words

Ways of Blending
a. Beginning of the other + ending of the other
e.g. brunch; splutter; infotainment
b. Beginning of both words
e.g. cyborg; sitcom
c. One complete word + part of the other
e.g. guesstimate
d. Multiple sounds from two component words are blended
e.g. chortle; aerobicize; telecast
6. Acronyming – forming of word from the initials of words in a set phrase

7. Derivations – forming of new words through the addition of affixes

8. Reduplicating – the root or stem of a word, or part of it, is repeated

Types of Reduplicating
a. Rhyming reduplication
e.g. claptrap; hokey-pokey; honey-bunny
b. Exact reduplication
e.g. bye-bye; choo-choo; night-night
c. Ablaut reduplication
e.g. bric-a-brac; chit-chat; criss-cross
9. Abbreviating – the process or result of representing a words by a shorter form of the
word.
e.g. Acct – account; Jrnl. – journal; Wd. - word
PARTS OF SPEECH
• The building blocks of language
• They function to explain usage of word in a sentence
Content Words (Open Class) – Noun, Verb, Adjective, Adverb, Interjection
Function Words (Closed Class) – Pronoun, Preposition, Conjunction, Article

1. NOUN - a word used to name a person, place, thing, state or quality.

Kinds of Nouns:
a. Proper nouns are specific. Their first letters are capitalized.
Jake , Fenilla, Monday, Davao
b. Common nouns are general.
man, student, clinic, teacher, school
c. Collective nouns name groups.
family, flock, army, choir
d. Mass nouns cannot be counted.
salt, sugar, flour, feedback, equipment
e. Concrete nouns exist in the physical world.
petals, tables, pens, cups
f. Abstract nouns refer to ideas and feelings.
sadness, joy, brilliance

Function of Nouns
i. Subject of the Sentence (S) – the one that is talked about in the sentence.
Bright expressed her gratitude to her fans.
ii. Vocative (V) – indicates that somebody is being directly addressed by the speaker.
Where is everybody, Bright?
iii. Direct Object (DO) – the one that receives the action of the verb. Answers the question
who or what after the verb.
Bright kicks the chair.
iv. Indirect Object (IO) – answers the question to whom/ for who.
Win left Bright food for the holidays.
v. Subject Noun Predicate (SNP) – a word or phrase that refers back to the subject. Comes
after a “be” or linking verb.
Bright is the actor.
vi. Object Noun Predicate (ONP) – comes after a direct object. Refers back to the object.
The group appointed Bright leader of the club.
vii. Object of the Preposition (OP) – comes after a preposition (in, for, of, to, with, etc.)
Bright correlates love with effort.
viii. Appositive – is a noun or noun phrase that renames another noun right beside it.
Bright, my brother, celebrates his birthday.
2. PRONOUN – a word used to replace a noun.
Kinds of Pronoun:
A. Personal Pronouns
• Refer to people or things which can be singular or plural. Refer to the speaker, the
person spoken to, and the person spoken about.

Case Function
Subjective/ nominative Subject of the sentence
Objective Object of a verb, compound verb, preposition, or infinitive phrase
Possessive Marker of possession; ownership of particular object or person
 Nominative Objective Possessive
Singular
1st person I Me My, mine
2nd person You You Your, yours
3rd person He, she, it Him, her, it His, her, hers, its
Plural
1st person We Us Our, ours
2nd person You You Your, yours
3rd person they them Their, theirs

Terms of Arrangement
Nominative Case
i. Pronoun – Verb
Ex. He and ( I, me ) sang.
ii. Be verb – Pronoun
Ex. The singer is ( he, him).
iii. Appositive – (Pronoun – Noun)
Ex. (He, Him), my friend, is cute.
Objective Case
i. Action Verb – Pronoun
Ex. I gave (he, him) a chance.
ii. Preposition – Pronoun
Ex. I smiled at (he, him)
Possessive Case – sense of ownership
Ex. The bag is (me, my, mine)
B. Indefinite Pronouns
- refer to an identifiable but not specified person or thing.
Singular Any, anybody, nobody, anyone, each, everyone, one, someone, somebody,
every, either, neither
Plural Many, all, some, several, both, few (MASSBF)

C. Reflexive and Intensive Pronoun – SELF - pronouns

Myself, yourself, herself, itself, himself
Reflexive Pronouns (cannot be deleted)
Refers back to the subject in the sentence/ gives emphasis to the subject.
I owe it to myself.
Intensive Pronoun (can be deleted)
Is used to emphasize the antecedent.
I myself made the decision.
D. Demonstrative Pronoun
This (singular) (near) This is my bag.
These (plural) (near) These are my shoes.
That (singular) (distant) That is my bag.
Those (plural) (distant) Those are my notebooks.

E. Relative Pronoun
- used to link one phrase or clause to another phrase or clause.
Who, whose, whoever, which, that, whom, whichever

F. Interrogative Pronoun
 who, which, what, whom, whose, whoever
Who wrote the novel Les Miserables?
Whom do you think they should talk to?

3. VERB – a content word that denotes action, occurrence, or state of existence

- heart and soul of the sentence.
INFLECTION FUNCTION EXAMPLE
-s Present form (singular) sing-s
-d/ -ed Past form walk-ed
-en Perfect form be-en
-ing Progressive form walk-ing

Kinds of Verbs:
A. Regular verbs – form their past tense by adding ‘d or ‘ed to the base form.
Jump jumped
Watch watched
B. Irregular verbs – form their past tense and past participle in several ways.
be was/were been
lie lay (past) lain (past participle)
lay laid (past) laid (past participle)
C. Transitive Verb – is a type of action verb that requires a direct object.
He kicks the ball.
D. Intransitive Verb – is a type of action verb without a direct object.
He sings in the room.
E. Linking Verbs – are used to link or join the subject with a word in the predicate which
relates to the subject. The “be” form of the verb (am, is, are, was, were) is the most
commonly used linking verbs.
Other forms: become, seem, look, smell , appear, feel, taste, sound, remain
F. Auxiliary Verb – or Helping Verbs are used together with a main verb. The most
commonly Auxiliary verb is have.
Has – singular, present tense of the verb
Have – (base form) plural, present tense of the verb
Had – singular / plural, past tense of the verb
Auxiliary Verbs must be followed by a past participle form of the verbs.
He has seen him. We have seen him. I had loved him before
G. The Emphatic Verbs – the EV must be followed by a simple form of the verb.
Do – present tense, plural + the simple form of the verb
Does – present tense, singular + the simple form of the verb
Did – past tense, singular/ plural + the simple form of the verb
He does love me. We do love him. He did love me.

4. ADJECTIVE – used to modify nouns and pronounce

Kinds of Adjectives:
A. Descriptive Adjective (subjective) – gives color and vividness to the person(s), place(s),
or thing(s) we talk or write about. It tells what kind, what color, what size, what shape,
etc.
B. Limiting Adjective (restructing) – indicates the number or quality. It tells how many,
how much, which one, whose, etc.
Descriptive Limiting
high grades two lives
new job one love
 C. Demonstrative Adjective
- a demonstrative adjective (this, that, these, those) shows the noun that it modifies is
singular or plural and whether the position of the noun is near or far from the person
who is speaking or writing.
This clock is mine.

Other Descriptive Adjectives

a. Proper Adjective - derived from proper units
Ex.
Philippine flag Korean food
French bread Spanish sardines
b. Predicate Adjective – is that which completes the meaning of the verb, and modifies the
subject. It follows the linking verb, and usually describes the subject noun or
pronoun.
Ex.
Life is beautiful.
c. Possessive Adjective – nouns used as adjectives. (‘s)
Ex.
Marry’s house is the biggest in their compound.

Order of Adjectives in an Adjective Phrase (DOSSACOMQ)

Determiners – a, an, the, my, your, etc.
Observations – lovely, boring, nice, etc.
Size – big, small, huge, tiny, etc.
Shape – round, rectangular, square, etc.
Age – ancient, old, new, etc.
Color – pink, green, orange, etc.
Origin – American, British, Mexican, etc.
Material – silver, leather, cotton, etc.
Qualifier – limiters for compound nouns

5. ADVERB – modifies a verb, adjective, or another adverb. It is generally placed immediately

before or after the word it modifies.
a. Adverb of Time – tells us WHEN something is done or happens. We use it at the beginning
or at the end of the sentence. We use it as a form of emphasis when we place it at the
beginning.
• Adverbs of time include afterwards, already, last month, now, soon, then, and
yesterday.
Ex. See you later.
b. Adverb of Place – tells us WHERE something is done or happens. We use it after the verb,
object or at the end of the sentence.
• Above, below, here, outside, over there, there, under, upstairs, etc.
Ex. My room is upstairs. Do not find love elsewhere; it is here.
c. Adverb of Manner - tells us HOW something is done or happens.
• Most adverbs of manner ends in –ly such as badly, happily, sadly, carefully, slowly,
quickly, and others that include well, hard, fast, etc.
Ex. The people are slowly responding to the call for change.
Bright spoke in politics well.
d. Adverb of Degree - tells us the LEVEL OF EXTENT that something is done or happens.
• Words of adverb of degree are almost, much, quite, so, too, very.
Ex. I so love her.
 It was quite impressive.
e. Adverb of Frequency - tells us HOW OFTEN something is done or happens.
• Hardly ever, nearly always, never, occasionally, often, rarely, seldom, sometimes,
twice, usually, etc.
Ex. He always organizes shows.
I sometimes miss you.

6. PREPOSITION – a word expressing the relationship between a noun, pronoun, and other
elements of a sentence.
Preposition denotes various relationships:
a. Place or Position
At, over, up, in, to, under, down, on, from, beneath, across, above, by, on , top of,
around, below.
b. Time
At, in, during, at the beginning of, after by, on, since, at the end, before, of, until, in
the middle of
c. Agent or Instrument
By, with
d. Accompaniment
With
e. Purpose
For
f. Association
Of
Preposition of Time and Place: at, on, in
i. We use at to designate specific times or specific addresses
ii. We use on to designate days and dates or name of streets, avenues, etc.
iii. We use in for non-specific times during a day, a month, a season, or a year. Names
of land-areas (towns, countries, states, countries, and continents)
Preposition of Time: for, since
i. We use for when we measure time (seconds, minutes, hours, days, months, years) –
duration of time
ii. We use since with a specific date of time – beginning span

7. CONJUNCTION – used to connect sentences, clauses, phrases, or words.

Kinds of Conjunction
a. Coordinating Conjunction – join equals to one another i.e. words, phrases, clauses
For, and, nor, but, or, yet, so (FANBOYS)
b. Subordinating Conjunction – conjunction that introduces a subordinating clause.
After In order (that) Unless Even if
Although Insofar as Until Even though
As In that When How
As far as Lest Whenever If
As soon as No matter how Where Inasmuch as
As if Now that Wherever In case (that)
As though Once Whether So that
Because Provided (that) While Than
Before Since Why Though

c. Correlative Conjunction – a correlative conjunction is a paired conjunction that links

balanced words, phrases, and clauses.
Either … or
 Neither … nor
Not only … but also

8. INTERJECTION – is a word that expresses the feeling of emotion, and functions independently in
a sentence.
Ah! Oh! Uh! Alas! Hey! Ouch!
Well! Wow!

SUBJECT VERB AGREEMENT

• Rule 1 - A verb must agree with its subject in person and number.
Example.
She is a good dancer.
We are close friends.
• Rule 2 - When two or more subjects are joined by and, a base form of the verb is
required.
Example:
Sonie and Rey are good friends.
English, Spanish, and Filipino are language subjects.
• Rule 3 - When the word every or each precedes a compound subject joined by and, s-
form of the
verb is needed.
Example:
Every son and daughter is expected to do well in school.
Each officer and member prepares his own project.
• Rule 4 - Nouns modified by each, every, either, neither, and many a require s-form of
the verb.
Example:
Either plan is acceptable.
Many a man has dreams of power.
• Rule 5 - When the compound subject joined by and refers to one and same person or
thing, or when expresses closely related ideas, s-form of the verb is used.
Example:
The secretary and treasurer is Josie.
•But when a determiner (a, an, my, his, her, the, etc.) is repeated before each noun
plural form of the verb is necessary since two different persons are referred to.
Ex: The secretary and the treasurer are my neighbors.
• Rule 6 - When an adjective is used a subject of the sentence; base form of the verb is
needed.
Example:
The poor have less privilege.
The humble are blessed.
• Rule 7 - Mathematical computation may use either s-form or base form of the verb.
Example:
Six times six is thirty-six.
Six times six are thirty-six.
• Rule 8 - When two subjects are joined by or, nor, either...or, neither...nor, not only... but
also, the number of the verb agrees with the nearer subject.
Example:
Neither the teacher nor the students are here.
Not only Josefa but I am to blame for this.
 • Rule 9 - Intervening expressions such as in addition to, including, including with, as well
as, no less than, with, together with, should not affect the agreement of the verb and
the subject.
Example:
The captain as well as the soldiers is here.
The mayor together with his councilors was praised.
• Rule 10 - The verb agrees with the subject not with the object of the preposition or any
other modifying phrase or clause.
Example:
The nature of the young people's problems is emotional.
Our school constructed by good builders is producing good students.
• Rule 11 - Fractional ideas such as a part of, a portion of, a great deal of, etc., or
fractions such as one half of, two thirds of, etc. if used as subjects take verbs that
agree in number with the object of the preposition "of".
Example:
One half of the students are scholars.
A part of a book is wet.
• Rule 12 - Use s-form of the verb with a regular indefinite pronoun (any, anybody,
anymore, anyone, anything, each, either, everybody, everyone, everything, much,
neither, nobody, no one, nothing, one, other, somebody, someone, and something).
Example:
Everybody is present today.
Neither is absent.
• Rule 13 - Use base form of the verb with a plural indefinite pronoun (several, both, few,
and many).
Example:
Many are present today.
Few are left in the classroom.
Several of the boys come to visit her.
• Rule 14 - The pronouns none, all, some, and most may take s-form of base form of the
verb depending upon the object of the prepositions, if any.
Example:
None of the students are absent.
None of the corn is spoiled.
All of the girls dance on the stage.
• Rule 15 - The expression "The number of ..." always takes s-form of the verb.
Example:
The number of absences is unpredictable.
The number of negative notes was negligible.
• Rule 16 - The expression "A number of ..." always takes base form of the verb.
Example:
A number of students have reported on time.
A number of his answers were correct.
• Rule 17 - The verb agrees with the positive subject not with the negative subject.
Example:
The hotel, not the houses was burned.
Not the horses but the saddles were for sale.
• Rule 18 - Collective nouns such as jury, committee, family, etc. may take s-form of the
verb if there is an idea of unity, unified action or agreement, and take base form of the
verb if there is an idea of disagreement or individual action.
Example:
 The family is bent on spending Easter in Baguio.
The jury are divided on this legal matter.
• Rule 19 - Sentences introduced by here or there may have s-form of the verb depending
upon the noun following the verb.
Example:
There are five ways to develop a character.
There goes my heart.
Here comes the bride and the groom.
Here is your plane ticket.
• Rule 20 - The expletive "It" always takes s-form of the verb.
Example:
It is taxes that they are talking about.
It is the roses that everyone is so excited about.
• Rule 21 - Use s-form of the verb with words or phrases that express a fraction, a
measurement, a sum total, an amount of money, a distance or a specific interval of
time when they refer to a single unit.
Example:
Seventy-two hours was all the time left.
Six kilometers is a long walk.
• Rule 22 - Title of a book, magazine, movie, newspapers, play, poem, story, television
program, musical, composition, etc. always takes s-form of the verb.
Example:
The Three Musketeers is a thrilling adventure story.
The Manila Times is owned by a rich family.
• Rule 23 - Some nouns in plural form are singular in meaning and therefore need s-form
of the verb. (Economics, physics, measles, ethics, news, mumps, dynamics,
acoustics, semantics, electronics)
Example:
Physics is a difficult subject.
• Rule 24 - Some nouns plural in form are always plural in usage and therefore need base
form of the verb. (Scissors, jeans, trousers, gallows, greetings, pants, tidings,
pajamas, proceeds, slippers, contents, pliers, shoes, thanks)
Example:
My shoes are wet.
• Rule 25 - A single clause used as subject takes s-form of the verb.
Example:
What he does is not my concern.
Where Mary goes is what father is taking about.
• Rule 26 - Two clauses used as compound subjects take base form of the verb.
Example:
That Rudy gambles and that Rose drinks are known to everyone.
What I left and where I'm going are questions that I have no answers.
• Rule 27 - A single infinitive used as subject take base form of the verb.
Example:
To cross five bridges in an hour is a thrilling experience.
To hear your crosses with patience is indeed a virtue.
• Rule 28 - Two infinitives used as compound subject take base form of the verb.
Example:
To study the exams and to prepare my term paper are my present problems.
To read the papers and to render a report are my duties in this conference.
• Rule 29 - A singular gerund used as subject take s-form of the verb.
 Example:
Singing folk songs is my hobby.
Painting still figures is her pastime.
Rule 30 - Two or more gerunds or gerund phrases used as a subject take base form of the verb.
Example:
Singing and dancing are healthy leisure time activities.
•
Sample questions:
1. Teacher Jane is concerned more on conceptual matters since reality is mental.
2. The values education student teaches faith, hope and love and values which are
believed to be the permanent values whether they be valued by people or not.

REALISM (Aristotle)
• Reality exists independent in human mind
• Reality is not in the mind but in the external world
• Ultimate reality is the world of physical objects
• Concern with what is real, what is actual
• Truth is objective – what can be observed

EMPIRICISM (John Locke)

• Legitimate knowledge arises from what is provided to mind by the senses
• Experience through the use of senses is the source of knowledge
• Only source of knowledge is the senses or sense-based experience
Sample questions:
1. In the schools, we teach realities that cannot be verified by the senses like an invincible
god or Allah. Whose beliefs does this practice negate?
a. Rationalist
b. Empiricist
c. Skeptics
d. Stoicistics

Existentialism (Soren Kierkegard)

• Reality is subjective, lies within the individual
• Individual choice and standards are central (need to be responsible with the
consequences)
• Man’s freedom of in the accomplishment of his destiny
• Unique individual
Sample questions:
• 1. “Subject matter should help students understand and appreciate themselves as
unique individuals who accept complete responsibility for their thoughts, feelings, and
actions.” from which philosophy is the thought based?
• 2. According to Sartre, “existence precedes essence.” teachers who adhere to this
philosophical thought is considered as?
 • 3. Teacher John views his students as a unique, free choosing and responsible
individuals. He encourages them to develop their own individualities. What philosophy
does teacher John adhere to?

Essentialism (William Bagley)

• Going back to the basics
• Focus on 3R’s (reading, writing, arithmetic)
• Subject matter is the center of the educational process
• The teacher is the authority, a master of his/her discipline
Sample questions:
1. Curriculum’s essence is the back to the basic education.
2. Essence preceded existence
3. Philippines’ Elementary Curriculum emphasizes on the development of the skill in
writing, counting and reading. This manifest the great consideration given to this
philosophy.

Perennialism (Robert Hutchins)

• Maintains that education involves confronting the problems and questions that have
challenged people over the countries. Thus there is a need to study classical tradition of
great books.
• Views education as a recurring process based on eternal truths
• Good education involves a search for and understanding of truth which can all be found
in the great works of civilization.
• Its curriculum is fixed and subject-centered relying heavily on the disciplines of
literature, math, languages, and history
Sample questions:
1. A curriculum should only include those that have survived the test of the time and
combine the symbols of literature, history and mathematics. Thus, curriculum like this
contains values that are constant and universal. What philosophy describes this kind of
curriculum?
2. The school principal emphasizes the importance of the humanities in the curriculum. To
which the educational philosophy does he adhere?

Pragmatism
• It believes that meaning of an idea can be determined by the consequence of its test: if
it works in practice, it is true or good.
• Believes in change as the essence of reality
• Experimental method is its method of thought
Sample questions:
• In recent curricular revision, the humanities are gradually replaced by technical courses
that bear practical consequences. This shows that curricular direction is toward ______.
Progressivism (Francis W. Parker) (John Dewey)
• Directly grew from pragmatic philosophy
• Education should focus on the whole child
• Learner is a problem solver who makes meaning through experience
• A learner learns well if through active interplay with others
• Learning by doing principle
• Involves participation of students and allows them to exercise freedom and moral
powers
• Methods: Scientific Method and Problem Solving
Sample questions:
• Teacher Marie, unlike other teacher in school, practices the non-traditional method of
discussing the lessons using not only the book prescribed by the school as the main
source of information and knowledge. Instead, she went out her way to devise other
means that will help her students to understand better their lessons. To what
philosophy does Teacher Marie submit to?

• Teacher has rich philosophical heritage one which advocates the “Learning by Doing”:
this Philosophy has roots in_______.

Behaviourism (John B. Watson)

• A behavior can be best explained in terms of responses to external stimuli
• Education can be achieved by modifying or changing student behaviors in socially
acceptable manner through the arrangements of conditions of learning
• Human beings are shaped entirely by environment.
Sample questions:
• Giving rewards and reinforcements are the primary technique of this philosophical point
of view.
• S-R has deep roots in this philosophy
• In a faculty recollection, the teachers were ask to share their thoughts of the learner,
their primary costumer. What follow are the gist’s of what were shared;
Teacher A: The learner is the product of this environment. Sometimes her has no choice. He is
determined by his environment.

Teacher B: The learner can choose what he can become despite his environment

Teacher C: The teacher is a social being who learns well through an active interplay with others.

Teacher D: The learner is a rational being. School should develop his rational and moral powers.

Rationalism (Rene Descartes)

• Knowledge can be derived from certain prior truths
 • Virtue and happiness can be obtained through the knowledge of God

Reconstructivism (George Counts & Harold Rugg)

• Covers the underlying factors that constitute reality or society
• Students are encouraged to become involved in the problems whether political, social,
or economical that confronts the society and be able to arrive at solutions in order to
reconstruct society
• Declares that the chief purpose of all educational efforts is to “reconstruct” society in
order to meet the cultural crisis of times.
Sample questions:
• In line with the philosophy of Reconstructivism, which of the following should be given
emphasis in teaching?
a. to compare oneself to less fortunate
b. to become economically self- reliant
c. to designate one’s superiority over the others
• ___________ claims that reality is politically, socially and economically fromed.

Hedonism – pleasure is the only good thing to person

Epicureanism – a form of ancient hedonism – the highest pleasure consists of simple and
moderate life; pleasure is attainable only by REASON

Stoicism – if there are difficulties and adversities, you have to patiently accept them and
endure them.

Development of Philippine Education

The present educational system of the Philippines is the result of a long process of educational
evolution.
• Pre-Spanish Period
o During the pre-Spanish period, education was informal. It means that there was
no overruling agency that governs the educational system.
o The child is taught at home by the parents or by some tribal tutor.
o The practice of apprenticeship, whereby a person usually learns some
occupational skill from his parents or sent to somebody as an apprentice who
knows a certain job [say, a blacksmith]
o Institutionalized education in the form of initiation rites and religious
ceremonies. The priest called sonats provided a specialized training for would-be
priest.
o We can safely assume that subjects of instruction that is being taught inside the
house deals with tribal rules/codes, instructions of faith [paganism, animism],
 basic counting system [I believe that there should be since early Filipinos [or
should we say Indio] were already exchanging trades with neighboring Asian
countries], and basic literacy [the Alibata, our local alphabet system and local
language].
• Spanish Period
o The Royal Decree of 1555 of King Carlos I mandated the three goals of Spanish
education; Indoctrination of Christianity of Spanish language and imposition of
Spanish culture.
o Education of the Filipino was mainly learning the Christian doctrine. Iiit was
simple catechism, not the same as Christian education in Europe.
o The vernacular, not Spanish was used as the medium of instruction in the
parochial schools.
o The religious orders introduced the parochial school concept practiced in Europe
during the Dark Ages. The rise of parochial schools started in Cebu in 1565 by
the Augustinian missionaries. Subjects other than the Doctrine were soon offered
and these were simple arithmetic, music and various arts and trades.
o The Royal Decree in 1863, penned by Minister Jose de la Concha, was the first
attempt of the Spaniards to establish an overall public school system and to
provide for the training of teachers through a normal school attached to “ Escuela
Pia”, now Ateneo de Manila University
• Revolutionary Republic
o The first was established on June 12, 1898 in Kawit, Cavite with General Emilio
Aguinaldo as President, June 12 is now the official independence day in the
country.
o The first organized reaction against Spanish in justice happened from 1862 to
1872. Patriotic Filipinos formed the “Comite de Reformadores” in 1862 to work
for reforms for the assimilation of the country as a province of Spain. This group
was led by the priest Mariano Gomez, Jose Burgos, and Jacinto Zamora
(GOMBURZA). The reform movement ended up at the Cavite mutiny and the
execution of the three priests in 1872.
• American Period
o The treaty of Paris on December 10,1898 put an end to the First Republic
President McKinley issued his “Benevolent Policy of Assimilation” by which the
America would assume full control and administration of Philippine Affairs.
o In 1899 he appointed a commission to study the newly acquired territory and this
was the Schurman Commission. In 1990 another commission was appointed and
this was the Taft Commission. Its task was to organized a civil government. In
March 1900 the office of Superintendent of Public Instruction was created with
Capt. Albert Todd as the general superintendent of schools.
 o The education act of 1901, also known as Act No. 74 of the Philippine
Commission was promulgated to establish a department of Public Instruction.
Sections 1 to 13 were meant to establish a highly centralized system. Sections 14
and 15 provided for the importations of teachers (the Thomasites). Section 16
provided for the separation of Church and state. Section 17 created the Philippine
Normal School.
o The Department of Public Instruction set up a three-level instruction of schools.
The first level consisted of a four-year primary and three-year intermediate. The
second level was a four-year high school. The third level at first was a two-year
junior college and later a four-year program.
o The name of Bureau of Public Instruction become Bureau of Education under
Act No.477 which was passed on November 1,1902
o The high school system supported by provincial governments, special
educational institutions, established 1902 by the Phil. Commission.
o In 1908, the Philippine Legislature approved Act. No 1870 which created the
University of the Philippines.
o The Reorganization Act of 1916 provided the Filipinization of all department
secretaries except the Secretary of Public Instruction.
o In 1925, the Monroe Survey Commission was created to evaluate the entire
school system the Americans set up. It was the first of its kind in the country and
headed by Paul Monroe.
• Japanese Period
o Japanese educational policies were embodied in Military Order No. 2 in 1942
o On Oct. 14, 1943, the Japanese sponsored Republic created the Ministry of
Education.
o Under the Japanese:
▪ Teaching of tagalog,Phlippine History &Character Education was
reserved for Filipinos
▪ Love for work and dignity of labor was emphasized.

Prepared by:
JERICHO MATUTINAO, LPT
TOP 10