A hooksian critique of Spady's outcomes-based framework as applied in the Philippines
This dissertation employs bell hooks’ feminist philosophy of education as a critique of the philo- sophical foundations of Outcome-Based Education. Specifically, it asks: From a hooksian framework of critique, how does William Spady’s philosophy of education as reflected in the Philippine’s institut...
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| Format: | text |
| Language: | English |
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Animo Repository
2020
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| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etd_doctoral/1402 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=2420&context=etd_doctoral |
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| Institution: | De La Salle University |
| Language: | English |
| Summary: | This dissertation employs bell hooks’ feminist philosophy of education as a critique of the philo- sophical foundations of Outcome-Based Education. Specifically, it asks: From a hooksian framework of critique, how does William Spady’s philosophy of education as reflected in the Philippine’s institutionalization of OBE in the country’s educational system engender oppres- sion? The study employs a critical analysis of the text and language of OBE in the original
works of Spady and in the documents of its institutionalization in the Philippine educational sys- tem and points out its limitations in the light of the feminist educational philosophy of bell hooks. It argues that OBE rests on shaky philosophical foundations and that the claims of OBE’s pragmatist and constructivist roots have no merit either on the level of Spady’s theoretical level or at the level of its implementation in the Philippine setting. A hooksian critique critically sees that underlying Philippine OBE is a new dominant structure that embeds not only the learner but also the teacher in a neoliberal system that perpetuates and strengthens existing modes of oppres- sion and inequalities of various types (gender, class, ethnicities, etc.). It also sees OBE as inade- quate to address, much more correct, the basic deficiencies of the Philippine tertiary education system it purports to resolve and that instead of correcting such flaws, OBE ignores them and perpetuates them in principle through policy and implementation.
Keywords: Philosophy of education, feminism, outcome-based education, bell hooks, Philippine education |
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