CONFUCIAN THOUGHTS WITHIN A CHILD FRIENDLY SCHOOL (CFS): A CASE STUDY IN CAMARINES NORTE, PHILIPPINES
Keywords:Child-Friendly School, Confucian Philosophy, contextualization, child-centered, childseeking
This qualitative descriptive study has examined a Child Friendly School (CFS) model visà-vis the Confucian philosophy in the Philippine education setting. CFS model is a child-centered framework curriculum design that is considered to be of western thought and which espouses a holistic philosophy of an inclusive, healthy and protective school environment for children. The contextualized adoption of CFS in one of the elementary public schools was examined through the Confucian tenets of a moral, holistic and self-actualized learning. This contextualization can have mismatch or misalignment especially on a case where the system was developed outside of the locale, such as the case of CFS. Thus, this paper has explored a child-friendly school in terms of its
curriculum, practices, school policies and integrated programs that corresponds to the core elements of a CFS model in the case of Iraya Elementary School. Specifically, it responded to the questions: what are the features of Child Friendly School model that relates to a Confucian philosophy of education? What are the Child Friendly School practices of Iraya Elementary School? How is the Confucian philosophy reflected in the Child Friendly School practices of Iraya Elementary School?
Data were gathered through survey, key informant interview and document analysis to examine how the Confucian philosophy of education is reflected in the CFS model. We concluded that although CFS originated from the west and Confucianism from the east, there exists congenial principles. The development of a whole child is an output of CFS with the Confucianism idea of perfection of a learner. Furthermore, the CFS upholds that education is a right and Confucius believes that everyone is educable and perfectible.
Department of Education (DepEd). Basic Education Sector Reform Agenda (DepEd Order No. 23, series of
. DepEd, Philippines.
Flanagan, F.M. (2011). Confucius, the Analects and western education. London: Continuum International
Legge, J. (1971). Confucius: Confucian Analects, the great learning and the doctrine of mean. New York: Dover
Leung, F.K.S. (1998). The implications of Confucianism for education today. Journal of Thought, 33(2), pp.25-
Lind, G. (2006). Perspektive ‘Moralisches und demokratisches Lernen [Perspective ‚moral and democratic
learning’]. In A. Fritz, R. Klupsch-Sahlmann & G. Ricken, (Eds.), Handbuch Kindheit und Schule. Neue
Kindheit, neues Lernen, neuer Unterricht, 296-309. Weinheim: Beltz.
O’Dwyer, S. (2003). Democracy and Confucian values. Philosophy of East and West, 53(1), pp. 39-63.
Retrieved from http://www.jstor.org/stable/1400054
Ryu, K. (2008). The teachings of Confucius: A humanistic adult education perspective, “Adult Education
Research Conference. http://newprairiepress.org/aerc/2008/papers/57
Shaohua Hu (1997). Confucianism and western democracy. Journal of Contemporary China, 6(15), pp. 347-363.
Sim, M. (2009). Dewey and Confucius: On moral education. Journal of Chinese Philosophy. Retrieved from
Melanie G. Riva et al / Confucian Thoughts Within A Child Friendly School…..
Tan, C. (2017). Confucianism and education. In Noblit, G. (Ed.), Oxford Research Encyclopedia of Education
(pp. 1-18). New York: Oxford University Press.
Tosam, J.M. and Takov, P. (2016). Philosophy in culture: A cross-cultural perspective. Cameroon: Langaa
Research and Publishing Common Initiative Group.
UNICEF. Child-Friendly School. Retrieved from
UNICEF (2009). Child Friendly Schools evaluation: Country report for Philippines. Retrieved from
Wang Fengyan (2004). Confucian thinking in traditional moral education: Key ideas and fundamental features.
Journal of Moral Education, 33(4), pp. 29-447. doi: 10.1080/0305724042000327984
Wen Ma (2009). Self-realization in John Dewey and Confucius: Its philosophical and educational feature
(master’s thesis). Retrieved from
Yum, J.O. (2009). The impact of Confucianism on interpersonal relationships and communication patterns in
east Asia. Communication Monographs 55(4), pp. 374-388. https://doi.org/10.1080/03637758809376178