Sociology of Education 2

Abletis, John N.
Sociology of Education
BSS 4-1
Dr. Zenaida T. Medrano
1. The Educational Philosophy in the Philippines.
The Department of Education’s Philosophy of Education is stated

below:
• The State shall promote the right of every individual to relevant quality
education regardless of sex, age, breed, socio-economic status, physical and
mental condition, social or ethnic origin, political and other affiliation. The State
shall therefore promote and maintain equality of access to education as well as
the enjoyment of benefits of education by all its citizens (BP Blg. 232).
(Source: http://www.deped.gov.ph/bureau of elementary education)

The text implies democracy as the primary principle of the state in
governing matters with regards to education. Adhering to the principles of
democracy, the state condemns discrimination. An inherent responsibility of
the state is to promote and protect the rights of individuals (Filipinos) to
have quality education.
The philosophy stated above is very ideal, in the sense that the
government fails to provide basic, quality education to the Filipinos. The
philosophy remains abstract; it was not materialized (although considerable
effort was made by the government, NGOs, and IOs). I will construct my
argument within the following premises:
a. The government fails to monitor the present quality of
education the education system (schools) has in educating the
youth. Indicants to this are the proliferation of “instant schools” giving
short courses to people who wanted to be immediately hired (the
motivation of these people is not to learn but to be employed right
away), making schools “diploma mills.” Learning involves considerable
time, therefore, short-cutting it (e.g. tri-semesters, two-three year
courses) endangers the quality of education the youth receives. Books
were not thoroughly scanned for the correction of errors, thus,
perverting what truth should supposedly be. Lacking support from the
government makes public schools suffer from degraded teaching
staffs, books, and facilities. This consequently makes public schools
(negatively) different from the caliber of private and exclusive schools.
b. The government fails “to promote and maintain equality of
access to education.” Socioeconomic status is a powerful variable
that determines which schools students would enroll and what kind of
education students would receive. The failure of the government to
alleviate poverty makes parents to select schools which they could
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afford (and they have not choice but to choose such). Scholarships are
provided both by the government and by private schools, but the fact
that scholarship grantees only constitute a small percentage of the
total population of students in the country makes me think that only
small percentage of the youth receives quality education.
c. The government fails to provide education without
discrimination. Discrimination within (and between) the classrooms
and the curriculum is implied. Issues on tracking, on which cultural and
symbolic capital (usually of the middle class) should be taught to
students, on curriculum components, on education for the gifted, etc.
called many sociologists sensitive to discrimination to render efforts
(researches) aimed in emancipating people against abuses brought by
those practices.
2. The Educational Philosophy of the PUP are as follows:
• Education is an instrument for the development of the citizenry and for

the enhancement of nation building;
• Meaningful growth and transformation of the country are best achieved
in an atmosphere of brotherhood, peace, freedom, justice and a
nationalist-oriented education imbued with the spirit of humanist
internationalism.
(Source: http://www.pup.edu.ph)
The PUP believes that education is vital in nation building. Therefore, it

basically follows that the school should provide education that is affordable
to poor but deserving students. Education offered by PUP should not be
elitist, since the school is committed to provide a “nationalist-oriented”
education (how could education be nationalist if it is elitist while the majority
of the people are poor?). Also, PUP should adhere to academic freedom, if
not; I believe PUP would not attain such atmosphere of “brotherhood, peace,
freedom, [and] justice…” What I mean is that, in order for you to express
your self, you should have a stimulating environment with least constraints
i.e. not worrying that you could be jailed after a statement.
“Humanist internationalism” transcends geographic boundaries and
nationalities. It implies that PUP should also recognize international academic
innovations. Application of such innovations, however, should be structured
and applied with a nationalist perspective.
Again, these were ideals, and as I see, the university fails to meet
many of these. Books, although rigorously Filipinized (because they were
written by authors), are still borrowing foreign terms and concepts not
applicable to the Philippine condition. Transmission of knowledge became
primary at PUP, not the creation of knowledge which universities are
supposedly to do. Brotherhood depends on whether you belong to the fence
of the pros and the cons. Increasing commercialization threatens PUP to
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abandon its state university nature. Poor facilities and low income for
teachers and staffs still constrain the university to achieve its full distinction
as a premier university without being commercialized.
Should PUP continue to provide education to the most needy members
of our society, I think it should so, and it must. Majority of the top caliber
universities in the country are private, except PUP. Without PUP,
representation on academic supremacy and creation of knowledge will be
hegemonized by private and fast earning universities.
-JNA

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Abletis, John N.

1. The Educational Philosophy in the Philippines.

The Department of Education’s Philosophy of Education is stated

(Source: http://www.deped.gov.ph/bureau of elementary education)

2. The Educational Philosophy of the PUP are as follows:

• Education is an instrument for the development of the citizenry and for

The PUP believes that education is vital in nation building. Therefore, it

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