EDUCATION

•SOCRATES: ATHENS’ STREET-CORNER PHILOSOPHER

Socrates was the big-city philosopher in ancient Athens. Accused and convicted of corrupting
the youth, his only real crime was embarrassing and irritating a number of important people. His
punishment was death.

Famous quote: “The unexamined life is not worth living.”

Socrates didn’t write books; he just liked to ask probing and sometimes humiliating questions,
which gave rise to the famous Socratic Method of Teaching. This street-corner philosopher made a
career of deflating pompous windbags.

He advocated for a well rounded education. Students were to be exposed to play, physical
training, music, debate, and the study of science and philosophy. He also believed that education should
include ethics and political philosophy. This is what is sometimes called a liberal arts education in
modern society.

He wanted education to be done through reason and for students to have an active role in their
education. He stated that:

“Anything that we have to learn to do we learn by the actual doing of it… We become just by doing just
acts, temperate by doing temperate ones, brave by doing brave ones.” (Aristotle Niconachean Ethics,
Book II, p.91)”.

Socrates’ greatest contributions to education were to focus on teaching the techniques of

rational thought and to emphasize the importance of questioning dogma and authority.

Socrates contribute a lot to Philosophy and education in general. He was one of the few Philosophers
who shaped reasoning and the culture of argument (desiccation). he famously known for his method of
inquiring knowledge called the Socratic method (Dialectic method). we can also mention his
contribution to moral Philosophy. he gave a higher state for intellectual development that’s why he said
“an examined life is not a worth living”.

To illustrate the use of the Socratic method, a series of q.s are posed to help a person or group to
determine their underlying beliefs & the extent of their knowledge. The Socratic method is a negative
method of hypothesis elimination, in that better hypotheses are found by steadily identifying &
eliminating those that lead to contradictions. It was designed to force one to examine one's own beliefs
& the validity of such beliefs.

•PLATO: THE PHILOSOPHER WHO WOULD BE KING

The man’s real (and little known) name was Aristocles; Plato was just a nickname given to him by
his friends, whose original connotation made reference to his broad shoulders.

Plato became an enthusiastic and talented student of Socrates and wrote famous dialogues
featuring his teacher verbally grappling with opponents. As his crowning achievement: He wrote a
famous treatise (The Republic) on the ideal society, in which he expressed the thought that a
philosopher, of all people, who should be king (big surprise!).

 Plato removed education from informality to formality and that is the greatest contribution of
Plato to education.

Eventually, Plato's system of education was adopted in the whole of Greece and then from
Greece to the rest of Europe and when Europeans went to America they took it there.

Contributions of Plato to the development of education in the world —He said that every boy
and girl should attend primary education.

—plato recommended that the government of the country must be responsible for education because of
two reasons:

1.Plato said that the government should be responsible for making of school curriculum because it
knows all the interests and needs of the people

2.Plato said that education must be morally based

•ARISTOTLE: A LONG WALK TO THE GOLDEN MEAN

Aristotle was Plato’s best student. He went on to become the very well-paid tutor of Alexander
the Great — probably the highest paid philosopher in history.

This great thinker was called a peripatetic philosopher (peripateo = “to walk around”) because he
liked to lecture to his students while taking a walk. Another group of philosophers were called stoics
because they preferred sitting around on porches (stoa) when they shot the breeze.

The founder of logical theory, Aristotle believed that the greatest human endeavor is the use of
reason in theoretical activity. One of his best known ideas was his conception of “The Golden Mean” —
“avoid extremes,” the counsel of moderation in all things.

Father of modern Biology and father of realism in philosophy of Education.

realism is what is actual must be demonstrated

The truth is independent of the knower

aristotle and socrates - idealism & descartes -

possible to live according to very high standards
of behavior and honesty.

https://www.dummies.com/education/philosophy/philosophy-shapeshifters-personal-identity/

https://www.quora.com/What-did-Aristotle-contribute-to-education

https://www.quora.com/How-did-Plato-contribute-to-education

https://www.quora.com/What-are-the-educational-contributions-of-Socrates

THE ANCIENT CIVILIZATION

ROMANS

The Romans education was based on the classical Greek tradition but infused with Roman
politics, cosmology, and religious beliefs. The only children to receive a formal education were the
children of the rich. The very rich families employed a private tutor to teach their children. Those that
could not afford to do this used either slaves or sent their children to a private school.

Children of poor families, those living in the country or those whose parents were slaves were
not educated at all.

A Roman school would be one room with one teacher. Teachers were very badly paid and
worked long hours. Children learned to read and write. It was important to be able to read and write
because words were everywhere. If a boy answered a question with the wrong answer, the teacher
would beat him with a cane. If he spoke in class without permission he would be dragged to the front of
the class and beaten with a cane or a whip.

Boys and girls did not receive the same education.

Boys

Boys would be given lessons in honourability and physical training which were considered
preparation for a man’s role in society and the army. Although they learned how to do simple addition
and subtraction more difficult mathematics was not taught because it was difficult to add up numbers
written in the Roman system.

Girls

Girls were only allowed to learn to read and write

GREEKS

The Greeks made important contributions to philosophy, mathematics, astronomy, and

medicine. Literature and theatre was an important aspect of Greek culture and influenced modern
drama.

ANCIENT CHINA – also known as Han China

China has been the source of many innovations, scientific discoveries and inventions. This
includes the Four Great Inventions: papermaking, the compass, gunpowder, and printing (both
woodblock and movable type).

Ancient Chinese education began with classic works, namely, the Four Books and the Five
Classics (Great Learning, Doctrine of the Mean, Analects, and Mencius; Classic of Poetry, Book of
Documents, Book of Rites, I Ching, and Spring and Autumn Annals), regarded as cardinal texts that one
had to learn, in order to understand the authentic thought of Confucianism. Beginning from the time of
the Xia dynasty (2070-1600 BC), it was traditional for ancient kings and emperors to select well-
educated officials to assist them in administering their kingdoms.

The civil service examination system for selecting officials was established by Emperor Yang
(569-618 AD) of the Sui dynasty (581-618). It was further refined by Emperor Taizong (598-649) of the
Tang dynasty (618-907). It was not until the late Qing dynasty (1644-1911) that the civil service
examination system was dismantled by Yuan Shikai (1859-1916), and replaced by a more western
education system. Since the foundation of the People's Republic of China in 1949, the Chinese
education system has been modeled on the Russian system, with perhaps more spoon-feeding and
rote-learning than in some other countries.

Civil Service Examination System - Ke Ju

The civil service examination system for selecting government officials was established and
came into force during the Sui dynasty (581-618). It not only served as an education system, but as the
standard of selection for talented people across the nation.

The system comprised an examination convened by local governments, plus the final imperial
examination (palace examination) held by emperors. Scholars passing the county-level examination were
called Xiucai, and the first-ranked Xiucai received the title of Anshou. Scholars passing the provincial-
level examination were called Juren, and the first- and second-ranked Juren received the titles of
Jieyuan and Huiyuan respectively. The first-ranked scholar in the palace examination received the title of
Zhuangyuan, the second Bangyan and the third Tanhua. All scholars who passed the examination were
conferred different official positions according to their results.

The system was improved during the Tang dynasty (618-907). Some scholars from poor and
humble families held office at court, greatly easing the class discrepancies in society. During the Tang
dynasty (618-907), the national examination system played a substantial role in training qualified officials
and promoting cultural prosperity, and it was adopted as a legacy by subsequent feudal rulers.

During the Song dynasty (960-1279), it was a national policy to emphasize literature and restrict military
force. The Song emperors inherited the national examination system and ordered the establishment of
many famous academies throughout the kingdom, such as Bailudong, Yuelu, Yingtianfu, and Songyang
(see below). These academies perfectly combined educational activity and academic research, and led
to the publication of many famous books, including Three-Character Scripture, One Hundred Family
Names, One Thousand Character Primers and Golden Treasury of Quatrains and Octaves.

Unlike during the Song dynasty (960-1279), the Mongolian ruling classes of the Yuan dynasty
(1271-1368) took strict control over academies, for fear that the Han people might unite and rebel. The
rulers of the Ming (1368-1644) and Qing (1644-1911) dynasties exerted more control over the thoughts
of the common people. During this time the national examination system became ossified, and scholars
were even persecuted due to ‘heretical ideologies’.

MAYAN CIVILIZATION

Five major contributions of the Mayan civilization to the present day world are as follows:

1) The Mayans had discovered the concept of zero in mathematics.

2) They prepared a more accurate calendar than the Georgian calendar.

3) The Mayan astronomers had realized that the solar year is slightly more than 365 days.

4) They performed the advanced intercranial surgical operation in the field of medicine.

5) The Mayans had perfected the techniques of architecture, metallurgy, hieroglyphics and agriculture.

EGYPTIAN CIVILIZATION

Lasting Contribution of Egyptian Education System. Egypt was the first civilization to use
writing on large scale.They wrote hieroglyphics(pictures), hieratic(sound systems).The two forms of
writing are widely used everywhere in the modern society.

The Egyptian system of education was successful in achieving its aims for more than 300 years .
It has had a long lasting contribution to modern education in Various fields such as Literature,
agriculture, architecture, mathematics, medicine and writing as discussed below;



WRITING



Egypt was the first civilization to use writing on large scale.They wrote hieroglyphics(pictures),
hieratic(sound systems).The two forms of writing are widely used everywhere in the modern society.



PAPER



The Egyptians developed the rudiments of the present day paper by use of papyrus reeds that
were abundant in the Nile valley.



MODERN PRINTING AND SCULPTURE



These two arts have been borrowed heavily from the early Egyptian forms.There art was brightly
coloured so do the modern art.


ARCHITECTURE



It was highly developed in ancient Egypt.The building of pyramids and tombs required highly
specialized skill and knowledge in architecture.

Similarly, in modern building and construction, one is required to have Better skills and
knowledge in architecture before designing structures such as roads, towers, electric railway lines.



ARITHMETIC



Egyptians used a complex mathematical system known as the Egyptian method to compute the
twelve months calendar based on the floods of Nile and the knowledge of Astronomy.The Egyptian
calendar is still in use in the modern society. Egyptians also came up with several methods and formulae
for calculating distance, area, volume, mass and force.This methodologies and formulae are being used
widely today in the field of mathematics.





MEDICINE



The book of surgery, demonstrates their keenness in the field of medicine.They had advanced
knowledge by contemporary standards of surgery and blood circulation. Mummification of the dead also
demonstrate their knowledge to preserve the dead.All these techniques are used by modern health
expatriates.

MESOPOTAMIAN CIVILIZATION

Mesopotamian education was a cornerstone of elite life for all empires that dwelt in the Fertile Crescent.
The first schools were started by the Sumerians in southern Mesopotamia. The invention of writing in the
mid-4th millennium B.C. made kings and priests realize the need for educating scribes.

ST. THOMAS AQUINAS

-1256 he became a master of theology

- he wrote the Summa Contra Gentiles and Summa Theologicae

What is the Civil Service Exam?

Also known as the Career Service Examination, the Civil Service Examination (CSE), is an annual
eligibility exam for individuals who want to pursue a career in the government. It is conducted by the
Civil Service Commission (CSC), the constitutional commission responsible for overseeing the
government services, as a way to screen and select prospective civil servants. Passing the CSE is
required for everyone who wants a job in the government.

What are the two types of Civil Service Exam?

Before taking the Civil Service Exam, you should first decide which type of CSE you’ll take: the
Professional level and Subprofessional level.
Taking the Professional level qualifies you for both first-level and second-level government positions.
This gives you a wide range of options from clerical work to technical, managerial positions in the
government. Keep in mind that examinees for the Professional level must be graduates of a four-year
college course.

On the other hand, the Subprofessional level only allows you to take jobs in first-level government
positions such as clerical, administrative work. Unlike the Professional level, examinees who have less
than four years of college education can take the test under this category.

Historical highlights

The civil service system in the Philippines was formally established under Public Law No. 5 ("An
Act for the Establishment and Maintenance of Our Efficient and Honest Civil Service in the Philippine
Island") in 1900 by the Second Philippine Commission. A Civil Service Board was created composed of
a Chairman, a Secretary and a Chief Examiner. The Board administered civil service examinations and
set standards for appointment in government service. It was reorganized into a Bureau in 1905.


The 1935 Philippine Constitution firmly established the merit system as the basis for
employment in government. The following years also witnessed the expansion of the Bureau’s
jurisdiction to include the three branches of government: the national government, local government and
government corporations.


In 1959, Republic Act 2260, otherwise known as the Civil Service Law, was enacted. This was
the first integral law on the Philippine bureaucracy, superseding the scattered administrative orders
relative to government personnel administration issued since 1900. This Act converted the Bureau of
Civil Service into the Civil Service Commission with department status.


In 1975, Presidential Decree No. 807 (The Civil Service Decree of the Philippines) redefined the
role of the Commission as the central personnel agency of government. Its present mandate is derived
from Article IX-B of the 1987 Constitution which was given effect through Book V of Executive Order No.
292 (The 1987 Administrative Code). The Code essentially reiterates existing principles and policies in
the administration of the bureaucracy and recognizes, for the first time, the right of government
employees to self-organization and collective negotiations under the framework of the 1987 Constitution.

Charles Cornwallis
Charles Cornwallis is known as the 'Father of Civil Service in India'. He introduced
Covenanted Civil Services (Higher Civil Services) and Uncovenanted Civil Services (Lower Civil Services).
Civil Services was started by Lord Cornwallis and hence he is called the “Father of Indian Civil Service”.

Imperial China was famous for its civil service examination system, which had its beginnings in
the Sui dynasty (581-618 CE) but was fully developed during the Qing dynasty.

Legal Bases of Philippine Educational System

MAJOR LEGAL BASES

The Philippine Constitutions

1. 1935 CONST. Article XIV Section 5

2. 1973 CONST. Article XV Section 8 (1-8)

3. 1987 CONST. Article XIV Sections 1-5(5)

THE 1987 CONSTITUTIONS

Article XIV Sections 1-5(5)

Section 1. The state shall protect and promote the right of all the citizens to quality education at all
levels and shall take appropriate steps to make such education accessible to all.

Section 2. The state shall:

1. Establish, maintain and support a complete, adequate and integrated system of education relevant
to the needs of the people and society;

2. Establish and maintain s system of free public education in the elementary and high school levels.
Without limiting the natural rights of parents to rear their children, elementary education is
compulsory for all children of school age;

3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other
incentives which shall be available to deserving students in both public and private schools,
especially to the underprivileged;

4. Encourage non- formal, informal and indigenous learning system, as well as self- learning
independent and out-of-school study programs particularly those that respond to community
needs; and

5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational
efficiency and skills.

Section 3.
1. All educational institutions shall include the study of the Constitution as part of the curricula.

2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the
rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character
and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge and promote efficiency.

3. At the option expressed in writing by the parent or guardians, religion shall be allowed to be taught
to their children or wards in the public elementary and high schools within the regular class hours
by instructors designated or approved by the religious authorities of the religion to which the
children or wards belong, additional cost to the Government.

Section 4.
1. The state recognizes the complementary roles of the public and private institutions in the
educational system and shall exercise reasonable supervision and regulation of all educational
institutions.

2. Educational institutions, other than those established by religious groups and mission boards, shall
be allowed solely by citizens of the Philippines or corporations or associations at least sixty per
centum of the capital of which is owned by such citizens. The Congress may, however, require
increased Filipino equity participation in all educational institutions. The control and administration
of educational institutions shall vested in citizens of the Philippines. No educational institution shall
be established exclusively for aliens and no group of aliens shall comprise more than one third of
the enrollment in any school. The provisions of this subsection shall not apply to schools
established for foreign diplomatic personnel and their dependents and, unless otherwise provided
by law, for other foreign temporary residents.

 3. All revenues and assets of non- stock, non- profit educational institutions used actually, directly
and exclusively for educational purposes shall be exempt from taxes and duties. Upon the
dissolution or cessation of the corporate existence of such institutions, their assets shall be
disposed of in the manner provided by law. Proprietary educational institutions, including those
cooperatively owned, may likewise be entitled to such exemptions subject to the limitations
provided by law including restrictions on dividends and provisions for reinvestment.

4. Subject to conditions prescribed by law, all grants endowments, donations or contributions used
actually, directly and exclusively for educational purposes shall be exempt from tax.

Section 5.
1. The State shall take into account regional and sectoral needs and conditions and shall encourage
local planning in the development of educational policies and programs.

2. Academic freedom shall be enjoyed in all institutions of higher learning.

3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and
equitable admission and academic requirements.

4. The State shall enhance the right of teachers to professional advancement. Non- teaching
academic and non-academic personnel shall enjoy the protection of the State.

5. The State shall assign the highest budgetary priority to education and ensure that teaching will
attract and retain its rightful share of the best available talents through adequate remuneration and
other means of job satisfaction and fulfillment.

6.
BATAS PAMBANSA BLG. 232 (THE EDUCATION ACT OF 1982)
This was an act providing for the establishment and maintenance of an integrated system of
education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal
system in public and private schools in all levels of the entire educational system.

As provided by this Act, the national development goals are as follows:

1. To achieve and maintain an accelerating rate of economic development and social progress.

2. To assure the maximum participation of all the people in the attainment and enjoyment of the
benefits of such growth; and

3. To achieve and strengthen national unity and consciousness and preserve, develop and promote
desirable cultural, moral and spiritual values in changing world.

It is also stated in Section 3 that:

The State shall promote the right of every individual to relevant quality education, regardless of sex, age,
creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other
affiliation. The State shall therefore promote and maintain equality of access to education as well as the
benefits of education by all its citizens.

OTHER LEGAL BASES

1. Act No. 74
This law was enacted on January 21, 1901 by the Philippine Commission, and provided:

a. establishment of the Department of Public Instruction headed by the General superintendent

b. the archipelago was divided into school divisions and districts for effective management of the school
system.

c. English was made as medium of instruction in all levels of schooling

d. optional religious instructions in all schools (Section 16)

e. establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now known as
Technological University of the Philippines), a school of Agriculture in Negros, a Normal school in Manila
(Philippine Normal School) (Section 18)

• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue of
Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted to
Philippine Normal University as provided by Republic Act No. 7168.

2. Act No. 2706

This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine Legislature,
which made obligatory the recognition and inspection of private schools and colleges by the Secretary
of Public Instruction so as to maintain a standard of efficiency in all private schools and colleges in the
country.

This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which provided
that:

The Secretary of Public Instruction was vested with power to “supervise, inspect and regulate said
schools and colleges in order to determine the efficiency of instruction given in the same.”

And all private schools come under the supervision and regulation of the Secretary of DPI, thus
eliminating “diploma mills” and substandard schools.

3. Commonwealth Act No. 1 (Amended by R.A. 9163)

Known as the “National Defense Act” passed by the Philippine Assembly on December 21, 1935, which
provided in Section 81 that:

“Preparatory Military training shall be given with the youth in the elementary grade school at the age of
ten years and shall extend through the remainder of his schooling into college or post-secondary
education.

By virtue of Presidential Decree 1706, issued by the late President Marcos on August 8, 1980, otherwise
known as the “National Service Law”, Commonwealth Act No. 1 was amended, and required all citizens
to render, civic welfare service, law enforcement service and military service.

4. Commonwealth Act No. 80

This law created the Office of Adult Education on October 26, 1936, so as to eliminate illiteracy and to
give vocational and citizenship training to adult citizens of the country.

5. Commonwealth Act No. 578

Enacted on June 8, 1940, conferred the status of “persons in authority” upon the teachers, professors,
and persons charged with the supervision of public or duly recognized private schools, colleges and
universities.

This Act also provided a penalty of imprisonment ranging from six months and one day to six years and
a fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon those teaching
personnel.

6. Commonwealth Act No. 586 (Repealed by R.A. 896)

This is known as Education Act of 1940. It was approved on August 7, 1940 by the Philippine Assembly.

The law provided for the following:

a. reduction of seven- year elementary course to six- year elementary course.

b. fixing the school entrance age to seven.

c. national support of elementary education.

d. compulsory attendance in the primary grades for all children who enroll in Grade I.

e. introduction of double- single session- one class in the morning and another in the afternoon under
one teacher to accommodate more children.

7. Commonwealth Act No. 589

This law, approved on August 19, 1940, established a school ritual in all public and private elementary
and secondary schools in the Philippines.

The ritual consists of solemn and patriotic ceremonies that include the singing of the National Anthem
and Patriotic Pledges.

8. Republic Act No. 139 (Repealed by R. A. 8047)

Enacted on June 14, 1947, and the Board of Textbooks. This law provided that all public schools must
only use books that are approved by the Board for a period of six years from the date of their adoption.

The private schools may use books of their choice, provided the Board of Textbooks has no objections
with those books.

9. Republic Act No. 896

Enacted on June 20, 1953 and known as the Elementary Education Act of 1953, it repealed
Commonwealth Act 586 and provided for the following:

a. restoration of Grade VII (but never implemented due to lack of funds)

b. abolition of the double- single session and return to the former practice of only one

c. class under one teacher in the primary and three teachers to two classes or five teachers to three
classes in the intermediate level

d. compulsory completion of the elementary grades

e. compulsory enrollment of children in the public schools upon attaining seven years of age.

10. Republic Act No. 1124 (Repealed by R. A. 7722)

Approved on June 16, 1954, this law created the Board of National Education charged with the duty of
formulating general educational policies and directing the educational interests of the nation.

However, this Board which was later renamed National Board of Education (P.D. No. 1), was abolished
bu virtue of the Creation of the board of Higher Education as stipulated in Batas Pambansa Blg. 232. The
Board’s function is now assumed by the commission on Higher Education or CHED by virtue of Republic
Act No. 7722.

11. Republic Act No. 1265 (amended by R. A. 8491)

This law was approved on June 11, 1955, and provided that a daily flag ceremony shall be compulsory in
all educational institutions. This includes the singing of the Philippine National Anthem.

12. Republic Act No. 1425

It was approved on June 12, 1956, it prescribed the inclusion in the curricula of all schools, both public
and private, from elementary schools to the universities, the life, works and writings of Jose Rizal
especially the Noli Me Tangere and El Filibusterismo.

13. Republic Act No. 4670

Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to
promote and improve the social and economic status of public school teachers, their living and working
conditions, their employment and career prospects.

It also provided the following:

1. Recruitment qualifications for teachers

2. Code of Professional Conduct for Teachers

3. Teaching hours- 6 hours of classroom teaching (maximum load)

4. Additional compensation- 25% of the regular remuneration

5. Health and injury benefits (thru the GSIS)

6. One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher
should receive 60% of the monthly salary.

7. One range salary increase upon retirement (basis computing the retirement fee).

8. Freedom to form organizations.

9.
14. Republic Act No. 1079
Approved on June 15, 1959, it provided that Civil Service eligibility shall be permanent and shall have no
time limit.

15. Republic Act No. 6655

Known as the “Free Public Secondary Education Act of 1988”, it was approved on May 26, 1988 and
provided for:

a. Free public secondary education to all qualified citizens and promote quality education at all level.

b. No tuition or other fees shall be collected except fees related to membership in the school community
such I.D., student organization and publication.

c. Non- payment of these shall not hinder a student from enrollment or graduation.

d. Nationalization of all public secondary schools ( Section 7)

e. A student who fails in majority of his academic subjects for two consecutive years could no longer
avail of their program.

He is the brain of TeacherPH. Growing up being surrounded by educators, a passion for education has
grown in him. Mark spends his time writing and spreading online articles about the educational world.
He likes emphasizing critical political issues that involve issued on the educational system of the country.

DIMENSION OF HEALTH

There are five (5) dimensions of health: physical, mental, emotional, spiritual, and social. These five (5)
dimensions of health provide a full picture of health as a change in any dimension affects the others. This
interrelationship between the dimensions of health is one of the key aspects that you need to understand
for Preliminary PDHPE.

PHYSICAL

Physical health can affect the other dimensions of health as a decline in physical health can
result in a decline in other forms of health. E.g. a person who suddenly gets the flu is often isolated
socially as to not infect others, struggles to focus in order to study or learn anything new, and may feel
sad as a result of their isolation.

MENTAL

Mental health refers to the cognitive aspect of health. Often mental health is linked to or includes
emotional health, I want to distinguish the two. Mental health is more the functioning of the brain, while
emotional health refers to the a persons mood often connected to their hormones. Mental health then
includes many mental health issues such as Alzheimers and dementia. It refers to the persons ability to
use their brain and think. This may be to solve problems or to recall information, but the focus is on the
cognitive aspect of the person.

Mental healthcare affect the other dimensions of health. An increase in mental health can come
as a result of increased physical activity, and good mental health can then lead to an increase in self
esteem as mental performance improves. Greater self esteem then leads to more confidence in social
situations and can lead one to ask the larger questions about life leading to increased spiritual health.

EMOTIONAL

Emotional health is about the persons mood or general emotional state. It is our ability to
recognise and express feelings adequately. It relates to you self esteem as well as your ability control
your emotions to maintain a realistic perspective on situations. The relationship between emotional and
mental health is clear and as such some illnesses relate to both, such as: depression and anxiety.

Emotional health affects the other dimensions of health as a person with a good self esteem is
more confident in social settings, makes friends quickly and often performs better in physical activity.

SPIRITUAL

Spiritual health relates to our sense of overall purpose in life. People often find this purpose from
a belief or faith system, while others create their own purpose. A person who has purpose to life is said
to be healthier than those who don’t see a purpose to life.

Spiritual health will very easily affect emotional and mental health as having a purpose in life can
help you to apply yourself to achieving goals. Having a purpose to life can also help people to maintain a
proper perspective on life and overcome adversity. Often people who are spiritual meet together
regularly around their spiritual purpose, which helps to improve their social health.

SOCIAL

The social dimension of health refers to our ability to make and maintain meaningful
relationships with others. Good social health includes not only having relationships but behaving
appropriately within them and maintaining socially acceptable standards. The basic social unit of
relationship is the family, and these relationships impact a persons life the most. Other key relationships
are close friends, social networks, teachers, and youth leaders.

 Social health affects the other dimensions of health in many ways. A bad social life can lead a
person to question their purpose in life or feel isolated and unwanted. Such feelings can demotivate
people from physical activity and lead them towards depression.