Review Article
The Root and the Branch: Eguale Gebre Yohannes’s Philosophy of ‘Tewahido’ in Ethiopian Higher Education
Mohammed Zeinu Hassen*
Issue:
Volume 14, Issue 1, March 2026
Pages:
1-7
Received:
2 October 2025
Accepted:
13 October 2025
Published:
7 January 2026
Abstract: This article provides an analysis of the seminal work of the 20th-century Ethiopian philosopher Eguale Gebre Yohannes, የከፍተኛ ትምህርት ዘይቤ (The Style of Higher Education). Published at a critical juncture during the establishment of Ethiopia's modern university system, the book confronts the profound cultural crisis arising from the encounter between indigenous Ethiopian civilization and modern Western thought. The article examines Eguale's central thesis, which rejects both the uncritical imitation of the West and a retreat into stagnant traditionalism. In their place, he proposes a sophisticated philosophy of "Tewahido" (synthesis), an organic and authentic integration that preserves the integrity of both traditions. We explore Eguale's diagnostic framework, particularly his use of potent archetypes, the restless, knowledge-seeking "Faustian" West versus the spiritually-grounded "Yaredic" Ethiopia, to articulate the cultural dilemma. The core of the analysis focuses on his powerful metaphor of grafting a "wild" branch of Western science and methodology onto the "cultivated" rootstock of Ethiopian heritage. This study demonstrates how Eguale argues that the root (Ethiopian tradition) is the primary, life-sustaining element, a radical reversal of the colonial educational model. Furthermore, the article delves into Eguale's humanistic educational aims, which stand in stark opposition to purely utilitarian models of education. He prioritizes the cultivation of a virtuous and self-aware "whole person" over the mere production of skilled technocrats, advocating for a curriculum that fosters self-knowledge and ethical responsibility. The study concludes that Eguale's work offers more than just a historical perspective; it provides a timeless and coherent philosophical blueprint for post-colonial education, presenting a model for authentically integrating local identity with global knowledge.
Abstract: This article provides an analysis of the seminal work of the 20th-century Ethiopian philosopher Eguale Gebre Yohannes, የከፍተኛ ትምህርት ዘይቤ (The Style of Higher Education). Published at a critical juncture during the establishment of Ethiopia's modern university system, the book confronts the profound cultural crisis arising from the encounter between i...
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Research Article
Project Main (Monitoring Assessment of Instructional Needs): Maximizing Oral Communication Proficiency Through Needs–Driven Instruction
Rodrigo Concepcion Morales*,
Gerry Ariate Lumaban,
Zenaida Nicomedez Regodon,
Richard Rabe Ribleza,
Emmanuel Bandibas Elpides,
Joy Men Openiano Mendoza,
Maria Theresa Corral Ribleza,
Eddie Anerdes Rubi Jr.,
Kimberly Ann Pigos Ugerio,
Ivy Abocado Avis,
Lea Jane Gaindo Baldidomar,
John Casiano Colona Mayuga,
Elmerito Balondo Melindo Jr.,
Alejo Jann Corral Paraoan,
Shera Mae Martinez Rosagas
Issue:
Volume 14, Issue 1, March 2026
Pages:
8-20
Received:
22 November 2025
Accepted:
23 December 2025
Published:
19 January 2026
DOI:
10.11648/j.ijsedu.20261401.12
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Abstract: Oral communication performances of PNHS-Main Senior High School students obtained the lowest Mean Percentage Score (MPS) from the performative assessment administered by the Schools Division of Paranaque City. These results were alarming which needed to be intervened. The current study aimed at a two-fold objective, such as providing schools with accurate, data-driven insights into teaching practices through ongoing assessments and instructional monitoring; and improving classroom outcomes by linking assessment findings directly to instructional adjustments. The study employed a mixed-method research design which means to say that collected quantitative data will be supported with qualitative data. Applying this design would help the researchers find out a holistic approach to identify the effectiveness of contextualized assessments. Further, the investigation included 30 class sections comprised of 6 clusters, particularly involving 1,112 Grade 11 students as research participants. In particular, the said research participants came from four senior high school strands, namely: STEM, HUMMS, ABM, and TVL. Furthermore, the teacher-researchers were asked to develop ten assessment tools with 10 multiple-choice test items, aligning these with the Oral Communication in Context Curriculum Guide (CG) and Definitive Budget of Work (DBOW). To ensure the reliability and accuracy of the assessment tools, these were validated by an expert in the field of Language teaching. The teacher-researchers administered a weekly assessment aligned with the targeted competencies for the week with their respective oral communication classes. Moreover, the administration of the weekly assessment lasted for 10 weeks (two quarters or one semester) to be specific. Across 10 weeks the mean scores increased from 6.80 to 7.48, indicating steady improvement associated with weekly formative assessments. To check the assessment results, the data or the test scores were recorded by taking the mean, MPS (Mean Percentage Score), and SD (Standard Deviation) to determine the statistical average and dispersion of the recorded scores. Research findings implied a positive impact, rendering increasing line trends, seemingly proving that the academic interventions employed were effective and appropriately addressed the instructional needs for both teachers and students in Oral Communication in Context. Consequently, the results indicated that formative assessments are needed to assist teachers to adjust their instructions in order to address the needs of the students in the said subject area. Pedagogical implications and recommendations were provided for future research directions.
Abstract: Oral communication performances of PNHS-Main Senior High School students obtained the lowest Mean Percentage Score (MPS) from the performative assessment administered by the Schools Division of Paranaque City. These results were alarming which needed to be intervened. The current study aimed at a two-fold objective, such as providing schools with a...
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Research Article
Chemical Concept Teaching That Integrates Experimental Exploration to Solve Real-life Problems----Taking "Molar Mass" as an Example
Tan Gaoliang*
Issue:
Volume 14, Issue 1, March 2026
Pages:
21-28
Received:
16 December 2025
Accepted:
29 December 2025
Published:
20 January 2026
Abstract: This paper analyzes the current status of existing teaching research on "molar mass." In response to the problem of lacking student learning experiences in traditional teaching, it proposes a chemistry concept teaching strategy that integrates experimental inquiry to solve real-world situational problems. Based on the requirements of the new curriculum standards for cultivating core disciplinary competencies and guided by constructivist learning theory and the SOLO taxonomy evaluation theory, specific strategies are formulated-including "creating real problem situations and integrating experimental inquiry activities," "implementing task-based learning and constructing cognitive models of knowledge," and "following the laws of knowledge generation and adopting concept formation strategies"-to design teaching approaches. In teaching, a real-life scenario of drinking water is used to pose the question, "How many water molecules are consumed in one sip?" thereby introducing the learning of molar mass. During the process of completing learning tasks, the concept of molar mass is constructed through concept formation strategies (including exemplification, induction, abstraction, deduction, and application), and a cognitive model for mutual conversion among mass, amount of substance, molar mass, and number of particles is established. Based on this model, students are guided to design experimental plans, which, combined with experimental inquiry, solve the problem of "How many water molecules are consumed in one sip?" In discussions and exchanges, students are prompted to evaluate the strengths and weaknesses of each plan, further helping them enhance their disciplinary abilities in learning comprehension, application practice, and transfer innovation, and implement core disciplinary competencies such as model cognition and social responsibility. The research results indicate that this teaching strategy can effectively address the challenge of the abstract nature of chemical concepts, deepen the understanding of the essence of chemical concepts, and reveal the intrinsic connections between knowledge. It can also significantly enhance students' learning initiative and problem-solving abilities, and strengthen their sense of learning experience and achievement.
Abstract: This paper analyzes the current status of existing teaching research on "molar mass." In response to the problem of lacking student learning experiences in traditional teaching, it proposes a chemistry concept teaching strategy that integrates experimental inquiry to solve real-world situational problems. Based on the requirements of the new curric...
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