1. EDUCATION:
-is the acquisition of knowledge, skills and attitudes that make man do
better. It is not only a preparation for life but its life itself. This is because
throughoutlife man learns many things in and out of schoolthat changehis life
for the better.
-is informalif the things learned areacquired outside the school system. It
is formalif the things learned are acquired within a formally organized school
system.
FOUNDATION:
-is a baseupon which any structureor sytemstands. A strong foundation
makes the structureor systemfirmly established and strong enough to be able to
serveits purposeand to suvivecalamitous events. The structureor systemis like
a housewith a strong foundation which cannot be blown down by a typhoon nor
wrecked by an earthquake no matter how strong these natural disasters are.
FOUNDATIONOF EDUCATION:
-arethose systems or sciences upon which education stands and has its
roots, origins, or bases.
-arethose of education fromwhich education aroseand came into being.
They are the factors that affected education so much, particularly, curriculum
content.
SIX FOUNDATIONOF EDUCATION:
1.psychological 5. philosophical
2. sociological 6. Legal foundations
3. anthropological
4. historical
2. 1. PSYCHOLOGY:
-it is the study of human behaviour, of how person acts and reacts under
different situations, consciously or unconsciously, mentally, physiologically,
physically, overtly or covertly. Itis the study of man’s reactions to life stimultions.
2. SOCIOLOGY:
-it is the study of human beings living in groups, of how people act and
interact under different social situations, and how they relate themselves to one
another. Terms that indicate group action are used here such as cooperate, team
work, sociable, conflict etc.
3. ANTHROPOLOGY:
-it is the study of civilizations and cultures of people: their origins, customs,
traditions, beliefs, more ,folkways and practices. Also included are languages,
forms of writing, tools and weapons, buildings and other physicalstructures.
4. HISTORY:
-it is the study of pastevents that makes us understand the present
situation, and to enable us to predict future events.
5. PHILOSOPHY:
-it is a systematized truth or principle that serves us a guide for conductor
thinking.
-is a fixed idea or principle arrived at after a very rigid scrutiny or study of
the state of things, situations or events.
6. LEGALITY:
- refers to the conformity to the laws passed by the State to established
and guide the conductof educational system. The Constition is the most
important legal document that establishes and guides the conduct of an
educational system. Itcontains the philosophy of education of the country.
3. COMPONENTS OF EDUCATIVEPROCESS:
1. The learner- the mostimportant and occupies the center stage of
educational system.
2. The teaching learning process
3. The teacher
4. And the policy maker
THE SYSTEMS OR SCHOOL OF PSYCHOLOGY:
1. STRUCTURALISM:
- This is the point of view held by Wundt and Titchner.
- They contend that experienced are mental states are made
of sensations,images or ideas and feelings as well as
analysis of these elements,their attributes and their
combinations.
- In other words all consciousnessof facts and phenomena of
experiences are based upon the operation of the nervous
system, particularly the brain. Then follows an abstract
analysis of the mental structures that are operating.
2. FUNCTIONALISM:
-Asserts that the mental process should be regarded as
functions or operations of the organism in its adaptation to and
modificationof the environment.
-its approach is distinctly biological,thereby forming the
psychologicalbasis of pragmatism and instrumentalization in
philosophy.
-led by Dewey and Carr
-are interested in how an organism makes its adjustment to its
environment, that is, it changes or makes adaptation to it. For
instance, a big river separates a barrio from the town. To be able to
go to the town, the barrio folks have to learn how to swim or construct
a bridge across the river.
3. BEHAVIORISM:
-maintains that psychology can be scientific only if it deals with
activities that can be measured objectively.
4. -founded by Watson
-considers the stimulus-response hypothesis as its basic
theory.
- this theory believes that a stimulus, physical or otherwise,
creates a response.
-behaviour is considered the result of various responsesto
stimulation and should be controlled or directed by modifying either
the stimulus or the response without regard to consciousness or the
nervous system.A particular stimulus calls for a particular response
and so education or training is merely a matter of building up
innumerable bonds or connections betweenstimuli and responses.
The thorndike laws of learning were formulated by the behviorists and
stresses the law of exercise as well as the importance of drill and
repetition as a mode of learning.
4. GESTALT PSYCHOLOGY:
-the central thesis of this system or schoolof psychologyis that
the conceptionof experience at any given moment is determined by
the totality of its related phases which constitute an integrated pattern
or configuration.
-according to this theory, the whole is more than the sum of all
its parts, meaning that the whole possessesqualities, attributes or
functions which the individual componentelements do not possess.
The prevailing emphasis on insight, generalization and integration
and their related principles is the result of Gestalt psychology.
5. OTHER PSYCHOLOGICAL SCHOOLS
-The hormic or purposive psychologyof McDougall which
emphasizes the function of urges or purposes in behaviour
-Wodsworthdynamic psychologywhich regards the human
individual as a dynamic striving organism instead of a passive one,
and the school of psychoanalysis founded by Freud and developed
by Adler and Jung which furnished explanations for mental and
emotional maladjustments in terms of the inability of the individual to
satisfy his own desires,and popularized the value of mental and
emotional theraphy as a cure for emotional cases.
5. THE ECLICTIC APPROACH:
In applying the principles of the differentschools of psychology
to education, the eclectic approach shoulde be adopted.The
desirable contributions of each schoolor system to the field of
education should be utilized more. The points of commonagreement
of the differentschools or systes should be used to determine the
validity or usefulness of an educational practice suited to the
particular purpose on hand.
THE PSYCHLOGICAL FACTORSTHAT CONDITIONTHE
INTELLECTUALAND BEHAVIORALDEVELOPMENT OF AN
INDIVIDUAL:
1. REFLEXES:
These are inborn automatic responses to simple localized
stimulation involving particular muscles and parts of the body
-the automatic withdrawal of a foot upon stepping on a
live charcoal is an example. An individual with quick reflexes
learns fast action skills such as dancing, calisthenics, games
of volleyball, basketball, and the like.
2. DRIVES,NEEDS,WANTS URGES:
-these are inborn urges and tendencies and wants.
-drives include hunger, thirst, lust or sex rest etc.
-these tendencies develop motives which determine the
actions and reactions of an individual towards certain
situations. These tendencies also give rise to ambitions
which motivate individuals to exert efforts to attain their
goals. The greater the urge or desire, the greater the effort
exerted and the possibilityof success is greater.
3. CAPACITIES AND SPECIAL APTITUDES:
-these include all those latent potentialities that an
individual possesseswhich are developed through the
process ofeducation. Besidesgeneral capacity and
intelligence an individual possesscertain specialtalents or
aptitude, asuch as those for mathematics, art, music and the
like. In addition , effort making capacity is also an important
6. trait of an individual. Taking all other things equal, one with a
greater effort-making capacitycan learn and develop faster
than one with a lessereffortmaking capacity.
4. TEMPAREMENT OR EMOTIONS:
-refers to certain emotional predispositions of an
individual. Some emotional patterns such as rage, some
forms of fear, and lust are inborn. One with a poor
temparement,one who is easily irrated and emotionalized
even with trivial matters, will have many social as well as
learning problems that may retard his learning progress.
DEVELOPMENTALISM:
- Called PESTALOZZINISMis a system of educational
doctrines and practices developed bythe Swiss educator,
Johann Heinrich Pestallozi 1746-1827 and followers. They
conceived of education as a continuous developmentof the
mind through exercises graded from sense impressions from
objectlessonto the apprehensionand application of abstract
ideas, developmentbeing attended by the progressive,
harmonious functioning of the mind in all its capacities of
action and expression.
DEVELOPMENTALTASKS:
- This is an offshootof developmentalism.
- Are lessons arranged sequentially according to difficulty by
maturation of the learner and by the culture of the group to
which he belongs.
TWO BASICSFACTS ABOUT DEVELOPMENT:
1. DEVELOPMENT IS SEQUENTIAL:
-from the foregoing discussion,it is very clear that
developmentfollows strictly a definite sequence of steps
or stages of developmentare observable and
measurable. After a series of stages,the child who learns
to roll over eventually walks. The same is true with the
learner who has to start from grade 1 and pass through a
series of grades before reaching grade vi.
7. THE RATE OF DEVELOPMENT IS NOT THE SAME
FOR ALL INDIVIDUALS.:
- Some persons develop and learn faster than others.
Sometimes the gap is wide. This uneven rate of growth and
learning is caused by two major factors:heredity and
environment.
1. HEREDITY:
-Gives all the potentialities for growth and
development.
2. ENVIRONMENT:
- modifies to a certain extent the effects of heredity. A
personendowed with intelligence but bereftof
education cannot fully develop into a community
achiever. On the other hand, a person who combines
intelligence and formal education can fully develop
himself into an achieving citizen.
Environment provides the direction of the growth and
developmentof an individual.
INDIVIDUAL DIFFERENCES:
-Heredity and environment affectthe factors that
cause the uneven rate of growth and development
among individuals. These factors are called individual
differences.
A. HEREDITY:
- AGE. Certainly, age is a big factor in making one
differentfrom another.
2. SEX- in our cultures sex determines certain roles.
Males are expected to be aggressive,fearless and
capable of doing heavier work. Females are expected
to be passive,demure, prim and the like.
3. PHYSICAL CONDITION:
-It has been observed that some people are born
bigger,healthier and stronger than others. Naturally,
healthier persons progressmore rapidly in their
8. developmentthan those who are less healthy.
Moreover, they selectactivities that call for more
energy like athletics, mechanics, driving etc. there are
also people who are born with handicaps such as
deafness,muteness,defective arm or legs,and the
like. Naturally, normal people develop fasterand better
and are able to attain higher status than the
handicapped people.
4. INTELLIGENCE ( MENTAL ABILITY)
-children do not same level of mental ability. Some
are more intelligent than others. And those who are
more intelligent progress and grow faster than those
who are less intelligent. The formerfinish professional
courses which make leaders in certain endeavors in
their respective communities while the letter chooses
careers that do not demand to much work of the mind
thus doing the less honourable work in the community.
5. APTITUDEAND SPECIAL TALENT:
-Children are gifted with special aptitudes and
talents in music, painting, acting, science,mathematics
and the like. These children, given the chance, often
excellence of performance and leadership in their
respective fields of specializations far above the
ordinary individuals.
6.TEMPAREMENT ( EMOTIONAL MATURITYAND
STABILITY)
- There are individuals who are easily irritated and
tensed even with trivial things, symptomatic of
emotional immaturity and instability. Generally,
children who are more emotionally mature and stable
are more patient in studying their lessons hence, learn
faster than those who are more temperamental.
7. EXTROVERSION-INTROVERSION,DOMINANCE-
SUBMISSIVENESS.
9. -extroverts are usually gregarious and like the
dominants, enjoy interacting with people.Hence, they
choose careers that afford them more contacts with
other people.On the other hand, introverts and
submissiveness preferjobs than can be performed in
peace,quiet, and with less contacts with other people.
These traits determine the direction of the growth and
developmentof individuals.
8. EFFORT-MAKING CAPACITY:
-an important trait, one with much effort-making
capacity studies and works harder, concentrates more,
and exhibits steadiness in his work. One cannot hope
to succeed without an effort-making capacity is a great
determinant of success.
9. CRIMINAL TENDENCY:
- Psychologists can prove that criminal tendency is
inherited. Children who have this tendency are usually
bullies, troublemakers and they commitmany anti-
social acts, in or out of school.
TEMPAREMENT:
-refers to certain emotional predospositions of an
individual.
EMOTIONAS IT AFFECTSTHE LEARNER:
-is a stirred up state or disorganized behaviour
caused by a situation which the individual cannot cope
with.
THEORIES OF EMOTION:
1. EVOLUTIONARYTHEORY.
( STANLEY, RUCHMICK, SPENCER,AND
DARWIN)
-emotion is the primitive matrix from which all
later mental powers are developed.
2. JAMES-LANGE THEORY.
-According to this theory, bodily changes are
antecedents of the mental state. Bodily changes
10. occur before emotionalreactions. For instance, im
meeting a snake, we run and feelfrightened shortly
after.
3. CANNON-DANA THEORY:
-emotion is the result of the action and
reaction of the cerebralcortex and the diencephalon
( part of the brain ). Bodily changes are not
antecedents nor consequents of conscious menatal
states.
4. EMERGENCYOR CONFLICT THEORY:
- States that emotion is a mechanism that
enables an individual to meet conflicts or
emergencies.
1.SUBSTITUTION:
-is replacing an activity for another in which
the individual fails to excel. For instance, an
unpopular student failing to excel in academics joins
the basketball team in his school.Because of his
height and agility, he excels thus becoming popular
among his schoolmates.
2. COMPENSATIONAND OVERCOMPENSATION:
-compensationis a socially acceptable means
of adjustment to make up for deficiencyor
inferiority, physical or otherwise.
-overcompensationis an extreme form of
compensationless rational and oftenanti-social. For
example, a student, to gain popularity tries to excel
in academics but fails. To satisfy his hunger for
popularity, he becomesbully.
3. FANTASYOR INTROVERSION:
Act of imagining success and satisfactions
that are not attained. This consistof two types:
11. A.THE CONQUERING HERO TYPE-one who
imagines himself to be the victorious hero.
B. THE SUFFERING HERO OR MARTYR
TYPE-one who believes that the world is
sympathetic to his cause.
4.RATIONALIZATION:
-act of giving some socially acceptable easons
for one’s frustrations.
3 methods:
a. SOUR GRAPES MECCHANISM-one find fault in
a motive which he fails to attain if an ardent
suitor fails to win the hand of a girl, he would
say, “ anyway, she is not pretty.
b. SWEET LEMONMECHANISM-one finds
satisfaction in his failure because it is a blessing
in disguise.For example, an accountancy
graduate failing to have academic honors
passes the CPA exams. He says it’s a blessing I
wasn’t an honor student. Otherwise I would have
flunked the board exam.
c. PROJECTION-actof blaming someday or
something for ones failure. A flunker in a
licensing examination said that he failed
because he was not able to enrol in a review
center.
5.SIMULATIONOF PHYSICAL AILMENTS:
TWO TYPES:
a. HYSTERIA-simulationof localized ailments.
Usually it is a combination of screaming and
crying.
b. NEURASTHENIA-simulationof generalized
bodily ailments. A nervous breakdown is
evident.
6.NOMADISM:act of wandering aimlessly.
12. 7.REGRESSION-actof submerging into the
subconscious state or forgetting.If one is
wronged, instead of taking a revenge he just
forgets the matter.
8.DELUSIONS-these are strong beliefs in
things opposite to reality. One may believe
that he has a kingdom where he is the king.
PERSONALITY:
1. Physical or biologicaltraits and
characteristics
2. Capacities
3. Psychosocialtraits
4. Spiritual and moral values
5. Temperament
THEORIES OF PERSONALITY
A. TYPE THEORIES
1. PHYSIQUE
A. Kreschemerclassification
1. Asthenic- tall thin body
associated with schizophrenia
or schizothyme temperament,
a mental disorder
characterized by spilitting of
personality…
2. Pyknic-short, fat body with
cyclothymic temperament,a
mild manic depressive
psychosis involving recurring
cycles of exhilaration and
depression.
3. Dysplastic-bodilydefective and
handicapped
4. Normal have only mild forms of
asthenic and pyknic
13. characteristics and have
bodies and temperaments that
are appropriate and accepted
as normal by the majority.
b.SHELDONS
CLASSIFICATION
1.endomorphic-prominence of
the intestines and other
visceral organs, round in body
but weak muscles and bones.
2.mesomorphic-athlete type
with strong and rippling
muscels,broad shouldered
and narrow-hipped
Introvert prefers to be alone,
shy withdrawn but may be a
leader in a discussionif his
level of intelligence is high.
EXTROVERTprefers to be
amidst people,very sociable,
conventional, orthodox well
dressed,outgoing, chooses an
occupation that deals with
people like sales or
promotional work.
AMBIVERT the normal who is
in between the two extremes of
introversion and extroversion.
TRAIT THEORIES:
14. -Describesa personality by its
position on a number of scales, each of which represents a
trait.
1.ALLPORTSPERSONALDISPOSTIONS.
-these are unique for a personcalled by Allport as
personal dispositions.
a. secondarytraits
b. central traits-when the traits are too few to describea
person.
c.cardinal traits- when a person is dominated by a single
outstanding trait that makes him stand out and he becomes
a reference personality whose characteristic we expect
others to know.
2.CATTELS THEORYOF SURFACE AND SOURCE
TRAITS
a. surface traits- found by cluster analysis. They are more
mostly learned or acquired values that make a man
acceptable or not socially such as honest or dishonest
truthful untruthful
b.source traits-these traits are found by factor analysis.
DEVELOPMENTALTHEORIES
Deal with continuities that is one can tell what a personwill
do in a given situation by what he has done before in earlier
situations that resemble the present.
