2. LET Competencies
Analyze philosophical factors thataffect
the role of the schoolas an agent of change.
Interpret educational problemsin the light
of philosophical foundations ofeducation.
3. EDUCATION
It is derived from the Latin word “educare”
or “educere” which means to lead forth.
It is defined as the process of acquiring
knowledge, habits, attitudes, interests,
skills and abilities and other intangible
human qualities through training
instructions and self-activity, and
transmitting these vital elements of human
civilization to posterity.
4. Types of Education
1. FORMAL EDUCATION – hierarchically
structured and chronologically graded
learning organized and provided by the
formal school system and for which
certification is required in order for the
learner to progress to higher levels.
5. 2. NON - FORMAL EDUCATION – any
school-based educational activities
undertaken by agencies aimed at attaining
specific learning objectives for a particular
clientele.
Types of Education
3. INFORMAL EDUCATION – a type of
education which can be acquired anytime
and anywhere.
7. Why studyHistory?
1. It provides knowledge of the
past.
2. The knowledge of the past yields a
better understanding of the
present.
3. An understanding of the present
generates a means of predicting
the future.
8. Themes in Education
1. It is itself, the story of man.
2. Its scope is as vast as man’s racial
experience.
3. It acquaints students of the wide spectrum
of educational ideas and practices at
different periods and places.
4. In general, education developed from
informal to formal.
5. It covers 3 main periods: ancient, medieval
and modern.
9. Primitive Period
• THEME: Education for security,
survival or self preservation.
• Informal education
• Cultural contacts are limited to tribes
• Basic activities are confined to the
necessities of life
• Observation an demonstration is the
simplest method of teaching.
10. Ancient China
• THEME: Career-oriented education
• Aimed at selecting and training people for
public service.
• Focused on the mastery of Chinese
language and classical literature.
• Concerns in molding a person’s character
and moral values.
• It is the forerunner of the present character
education.
11. Ancient China
• It has given us filial piety, family ties,
respect for elders, selfless and honest
service in the government, civil service,
Golden Rule, reverence for teachers,
scholarship, and the earliest form of
education for all or democratic education.
• Confucius, Mencius and Lao Tzu were the
Chinese famous teachers.
12. Ancient Egypt
• THEME: Practical and Empirical Education
• Showed the evidence of skilled labor,
craftsman, knowledge of practical arts and
sciences and true apprenticeship programs.
• They are polytheists.
• Priests and scribes were teachers of the
noble class while parents were the teachers
of the lower class or fellahin.
13. Ancient Egypt
• Devised a system of picture writing –
hieroglyphics.
• They were very much ahead of their time:
knowledgeable in arithmetic, algebra,
trigonometry, astronomy, medicine,
chemistry and other practical sciences.
14. Ancient India
• THEME: Education for cultural transmission
and assimilation, and spiritual attachment.
• Deep spiritual and rigid social class.
• Hinduism is a spiritual way of life tied to the
rigid caste system.
• Persons who belong to high class receive
highest or complete education while the
untouchables receive least or no education
at all.
15. AncientGreek(Athenian)
• THEME: Liberal Education and Preparation
for a well-rounded individual for
participation in citizenship.
• Emphasis on the development of reason
• Curriculum includes 3R’s – reading, writing,
arithmetic; logic, physical education, music
and drama.
• Schools were generally music schools.
16. AncientGreek(Athenian)
• There were teachers – Paidagogus
(learned slave), palaestra (public
gymnasium), kitharist (music teacher),
grammatist (teacher of letters) and
paedotribe (teacher of gymnastics).
• The well-known Triumvirates were:
Socrates (devised Socratic Method), Plato
(Father of Idealism) and Aristotle (Father
of Science).
17. Ancient Greek(Spartan)
• THEME: Military Education. Prepare the
boys for citizenship and military service and
the girls for family life as healthy wives and
mothers.
• Training was concerned with cultivating the
4 great virtues: prudence, temperance,
fortitude and obedience.
18. Ancient Greek(Spartan)
• The aim of education is to inculcate
patriotism and the ideal of sacrifice
of the individual to the state, as well
as to develop and train physically fit
and courageous warriors.
19. Ancient Rome
• THEME: Practical or Utilitarian Education.
Emphasis on education for practical
administrative skills relating education to
civic responsibility
• They are noted for their political
organization and law.
• They also practiced the electoral system,
legislation, political machineries, veto,
lobbying, taxation and other political ideas
that we have today.
20. Ancient Rome
• It has an educational organization –
ludus (elementary), grammar
(secondary) and university.
• Philosophy, law, mathematics,
medicine, architecture and rhetoric
were the subjects taught.
• Quintilian – most noteworthy
educator.
21. Jewish
• THEME: Religious Conformity
• From patriarchal to the Birth of Christ.
• Models of Teaching: Gnomic method (use
of proverbs); use of parables,
conversational method and personal
example.
• Jesus Christ – taught new principles of
human relationships based on universal
love.
22. Saracenic/Arabic
• THEME: Scientific Education
• Reentry of classical materials on science
and medicine.
• Drawn its tenets from the Five Pillars of
Islam: Shahada, Salat, Zakat, Ramadan
and Hajj.
• The whole world owes them the scientific
method of investigations and its
application to the affairs of daily life.
23. Early Christian
• THEME: Moral Regeneration
• Cathecumenal – schools for
prospective converts.
• Catechetical – advance training
• Cathedral – under the bishoprics.
• Constantine the Great – made
Christianity the official state religion
of Rome.
24. Monasticism
• THEME: Religious Discipline
• “Monos” – one who lives in a solitary life.
• Monks strictly adhered to their vows of
monastic life such as obedience,
simplicity and industry.
• Parish schools taught the 4R’s: reading,
writing, arithmetic and religion.
• St. Benedict – founder of the Benedictine
Order.
25. Scholasticism
• THEME: Intellectual Discipline
• Particular method of scholarly, intellectual
and philosophical pursuit of universal
truth.
• It aims to support the doctrines of the
church by reason.
• Universitas – corporation of teachers and
students
• Stadium Generale – entire student body
26. Scholasticism
• St. Thomas Aquinas – reconciled
religion with the rediscovered ancient
philosophies, particularly rationalism.
Reason supports what man knows by
faith; reason and faith are
complementary sources of truth
(Thomism)
27. Chivalry
• THEME: Social Discipline
• Resulted from a feudalism, a system
of political, social and economic
relationship based on landlord-vassal
relation.
• A response to the increasing
educational needs of the sons of the
nobility
28. Guild System
• THEME: Education for the
Preparation for commerce and
industry
• A response brought by the
educational needs of the new social
class – the burghers, bourgeoisie,
pre-middle class in Crusades.
29. ModernEducators
1. Francis Bacon – introduced the
inductive method of teaching.
2. Wolfgang Ratke – initiated repetition to
ensure mastery.
3. John Amos Comenius – regarded as
father of modern education, wrote “Orbis
Pictus Sensualis or the first illustrated
book that led to the use of visual aids in
the classroom.
30. ModernEducators
4. John Locke - known as the father of
English Empiricism, foremost exponent
of “disciplinism” and authored the “tabula
rasa” theory
5. Richard Mulcaster - suggested that
teachers be required to obtain university
training and developed teacher training
schools (normal schools).
31. ModernEducators
6. Francois Fenelon - pioneered in the
education of women.
7. John Baptist de la Salle – founded the
La Salle schools that aimed to the poor
and underprivileged and introduced a
practical teacher training program.
8. Jean Jacques Rousseau - “Emile,” his
naturalistic philosophy of education and
“Social Contract” that advocated a
democratic government.
32. ModernEducators
9. Johann Heinrich Pestallozi -
advocated the following object study with
language, education for societal
regeneration, learning through
observation and experience avoidance
of bookish learning, discipline based on
love, and education as contact of souls.
10. Friedrich Froebel – father of
kindergarten and advocated the use of
play or games in the school program.
33. ModernEducators
11. John Newman – advanced that a
university should offer universal
knowledge.
12. Herbert Spencer - He defined education
as “preparation for complete living.”
13. Pedro Poveda - commits Christianity to
the upliftment of the poor and
marginalized people. He also pioneered
on the establishment of Teacher
Formation Centers.
34. ModernEducators
14. Maria Montessori - introduced a new
pedagogy for young children which has
three main features: freedom and
individuality, prepared environment, and
specific goals for each child.
15. Paolo Freire – wrote “The Pedagogy of
the Oppressed” in 1968. He described
conventional education as the banking
concept of education responsible for the
culture of silence among the masses.
35. ModernEducators
16. John Dewey and other American
educators like Horace Mann, William
James, J. Stanley Hall, Francis Parker,
and Edward Lee Thorndike, among
others – also made great contributions to
education. John Dewey believes that
education is life, a continuous process
(i.e. never complete) and its aim is social
efficiency.
37. Pre-Spanish
• Education during those times was a result
of individual experiences as well as a by-
product of the accumulation of race
experiences.
• Tell me/Show me or demonstration
method where the students can do
observation and imitation.
• Study of History and Tradition to preserve
and transmit the culture from generation
to generation.
38. Spanish
• Education was then considered as a
status symbol, a privilege, and not a right.
• Education was purely religious in nature
and it aimed at the so-called
Christianization of the natives for the
glory of God.
• Religious instructions through the
teaching of catechism/doctrine and
character education
39. Spanish
• The use of vernacular as medium of
instruction
• Establishments of Parochial Schools that
offer doctrine instruction, arithmetic, music
and various arts and trades.
• Linguistics – Spanish friars produced the
first grammars and dictionaries that led to
the development of Filipino languages.
• Rote-memorization as a method in
teaching
40. American
• Educational aims: training for self-
government and provision of English as a
common language.
• They believed that education should be
universal and free for all
• The American soldiers taught the Filipinos
how to speak English and the first civilian
teachers of English called the
“Thomasites” carried out later education.
41. American
The philosophy operates on the
following:
• The schools would be public and
secular.
• They should not give religious
instructions.
• They should not depend upon the
church for assistance.
• The schools should be open to all.
42. American
• The schools were to serve society by
developing the intelligence, right attitudes
and habits of the children who were to
become citizens of the future.
• The democratic ideal as a philosophy was
greatly emphasized.
• Supervision of schools would take the role
of guidance and consultancy.
43. Commonwealth
• Re-orientation of educational plans and
policies to carry out the educational
mandates of the Constitution;
• Citizenship training to develop an
enlightened citizen
• Required the teaching of the Filipino
language in the senior year of all high
schools and in all years in the normal
schools.
44. Japanese
• Educational Aims: eradicate the old idea
of reliance upon western nations, and
foster a new Filipino culture based on self-
consciousness of the people as Orientals,
elevate the morals of the people, strive for
the diffusion of the Japanese language in
the Philippines and terminate the use of
English, promote vocational education and
inspire the people with the spirit of labor.
45. Japanese
• Promotion of Vocational Education
and establishment of agricultural
schools
• Citizenship Education
• Teaching of Physical education
46. 3rd Republic
• Educational development were formulated
to bridge the gap between manpower
development and the needs of industries.
• Provision for a guidance program in every
secondary school
• Provision for adult education
• Compulsory enrolment of children in the
public school upon reaching seven years
of age and completion elementary grades.
47. 3rd Republic
• Curricular contents that stressed social
orientation as manifested by the
conservation of the Filipino heritage,
training for occupation, promotion of
democratic nation building, and a new
thrust on community development.
• A daily flag ceremony was made
compulsory in all schools including the
singing of national anthem.
48. New Society
• Educational aims: to foster love for
country, teach the duties of citizenship,
develop moral character, self-discipline
and scientific, technological and vocational
efficiency.
• Bilingual education program
• The National College Entrance
Examination was created.
• Tertiary honor students are granted civil
service eligibility
49. New Society
• Professional Board Examination for
Teachers (PBET)
• Curriculum reorientation based on
activity program and projects in line
with the pupils’ interests.
• Selected admission
• Improvement of teachers in service
• Accreditation process
50. New Society
• Guidance and counseling program
• Improvement of instruction in
Mathematics and Science
• Government grants and loans to
institutions and other agencies.
51. EDSA Republic
• Educational aims: Shall inculcate patriotism
and nationalism, foster love for 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 vocational efficiency.
52. EDSA Republic
• Free public secondary education
• Government assistance to students
and teachers in private education
• Teaching of values in the New
Elementary School Curriculum
• Student Employment Law
• Creation of CHED
53. EDSA Republic
• Professionalization of teachers (LET)
• Global Education- Education aims for
responsible participation in an
interdependent world community.
• Education For All
55. PHILOSOPHY
It is derived from the Greek word philein
which means to love and sophia meaning
wisdom. It is the science of beings in their
ultimate reasons, causes and principles
acquired by human reason alone (C.
Brittle)
It is the study of general and fundamental
problems concerning matters such as
existence of knowledge, truth, beauty,
law, justice, validity, mind and language.
56. Types of Philosophy
1. Speculative or Arm Chair Philosophy - is
systematic thinking designed to arrive at
world views, coherent systems of thought or
world outlook. E.g. Classical Philosophies
2. Prescriptive or Evaluative Philosophy - is
reflective thinking that strives to formulate
goals, norms or standards with the purpose
of guiding human thinking and conduct. E.g.
ethics, logic
57. 3. Analytical or Critical Philosophy - is
critical thinking that aims to examine ideas,
concepts, issues or problems with the
purpose of clarifying them. E.g. language
analysis and logical analysis
Types of Philosophy
58. Branches of Philosophy
1. Metaphysics - it is simply described as the
theory of reality. It deals with the nature of
being and reality, essence, truth, space,
time, causation, essence of God, as well as
the origin and purpose of the universe.
2. Epistemology - the major concerns are the
nature of knowledge, the process of
knowing and the grounds for establishing
the validity of knowledge.
59. Branches of Philosophy
Positions in relation to knowledge
(Epistemology)
Agnosticism – impossibility of knowledge
Skepticism - doubting attitude towards
knowledge
Affirmation of knowledge – possibility of
knowledge
Types of knowledge according to observation
A Priori - knowledge comes from pure reason
alone and knowledge is independent
A Posteriori - knowledge comes form
experience
60. Branches of Philosophy
Types of knowledge according to means of
acquiring them
Empirical - acquired from sense perception
Rational – acquired primarily through reason
Intuitive - obtained through sudden flash of
insights
Authoritative - acquired through an expert
Revealed - disclosed by God to man
61. Branches of Philosophy
3. Logic - science and art of correct thinking/
reasoning
Modes of Thinking
Inductive – e.g.- rule
Deductive - rule – e.g.
Dialectic – truth is arrived at through contrast
or conflict of ideas.
Experimental - testing of hypothesis with the
use of induction and deduction
62. Branches of Philosophy
4. Axiology - deals with values in general thinking
Kinds of Values
Ethics - theory of morality
Aesthetics - the realm of art and beauty
Religious – value realized through worship
Educational - value inherent from the
educative process
Social - realized through interaction with
society
Utilitarian - actualized in harmonious
adjustment to physical environment
63. Philosophy of the World
Comparisons of the East and West Philosophy
Distinctions between religion and philosophy
is not important to the East while the West, the
dichotomy works.
Religion and philosophy is taken together in
the East, religious societies has its own
philosophy.
Eastern thinks of time in a cyclical manner.
The East resorts or relies much on intuition
and mysticism while the West relies on logic
and science.
65. Hinduism
Hindus define their community as “those
who believe in the Vedas” or “those who
follow the way (dharma) of the four classes
(varnas) and stages of life (ashramas).
The cardinal principles of Hinduism are the
divinity of soul, the unity of existence,
the oneness of Godhead and harmony
of religion.
66. Hinduism
Hinduism also teaches that the soul never
dies . When the body dies, the soul is
reborn. The law of karma states that every
action affects how will the soul will be born
in the next reincarnation.
67. Buddhism
Founded by Siddharta Gautama
Originates from the experiences of misery
life. Life, for the Buddhist, is caught in a
labyrinth of changes so that there is no
peace to be found in this world. There is an
endless cycle of change, of birth and death
and therefore, the only way for man to
attain peace is the state of “nirvana”, or
the fading out of suffering.
68. Buddhism
Four Noble Truths:
1. Life is full of pain and suffering.
2. The cause of pain and suffering is selfish
craving.
3. The cause of pain can be eliminated.
4. The way towards the end of suffering is
by the 8-fold path.
69. Buddhism
Eightfold Path:
1. Right View (Wisdom)
2. Right Intention (Wisdom)
3. Right Speech (Ethical Conduct)
4. Right Action (Ethical Conduct)
5. Right Livelihood (Ethical Conduct)
6. Right Effort (Mental Development)
7. Right Mindfulness (Mental Dev’t)
8. Right Concentration (Mental Dev’t)
70. Jainism or Jinism
Founded by Jina.
The doctrine is discussed under four
headings:
1. Knowledge is relative.
2. The universe is a living organism
animated by life.
3. Its ethics is non-violence
4. Every action has a karmic color.
71. Confucianism
Founded by Confucius
The ideal man is the sage and the wise
man.
Life is deemed desirable. They believe in
the coordination of thought and action
agrees with thought.
The way to attain virtues is through natural
means: 1) being true to one’s nature and 2)
applying those principles in relationships.
72. Confucianism
Confucius
Propagated the idea of democracy
Contends that rulers and officials should
make the people affluent and educated
Taught that life is a gift that must be
treasured
Taught the golden rule
Sufficient food, sufficient weapons and
the confidence of the people make for
good government.
73. Confucianism
Mencius
Man is innately good because he has the
4 germs of goodness: heart of
compassion, heart of courtesy and
modesty, heart of right and wrong and
heart of wisdom.
His all embracing love has the hierarchy:
parent, other people and things.
It is with the heart that man thinks.
Everything must be out in its right place
74. Taoism
Founded by Lao Tzu
Strongly emphasizing man’s place in
nature. It is concerned with society, except
as something to move away from, stressing
man’s passive role in nature.
It believes in the central idea of dualism of
the universe.
Taught that the Tao is most fully revealed in
tranquillity whether through action nor
religious living.
75. Legalism
Advocated a strict interpretation of law in
every respect. Morality was not important;
adherence to the letter of the law was
paramount. Officials who exceeded
expectations were as liable for punishment
as were those who underperformed their
duties, since both were not adhering exactly
to their duties
76. Zen Buddhism
A fusion of Mahayana Buddhism with
Taoist principles.
Bodhidharma founded in China in the fifth
century CE. There, at the Shaolin temple,
he began the Ch'an school of Buddhism,
known in Japan and in the West as Zen
Buddhism.
The philosophy places emphasis on
existing in the moment, right now.
77. Shinto
The indigenous religion of Japan, a
sophisticated form of animism that holds
that spirits called kami inhabit all things.
Worship is at public shrines, or in small
shrines constructed in one's home.
79. Naturalism
“Nature” is the ground of reality.
Nature refers to the aggregate of things in
the physical world including human
beings and human nature.
Education should not be a mastery of
bookish information dealing with
environment using their senses in solving
problems.
80. Naturalism
Principles of its Educative Process:
1. Confirm to the natural processes
2. Education should be pleasurable
3. Engage the self-activity of the child
4. Acquisition of knowledge
5. Education for the body and mind
6. Practices the art of delay
7. Should be inductive
8. Punishment be constituted by
consequences of wrong deeds.
81. Naturalism
Advocates:
Jean Jacques Rousseau – emphasized the
importance of the individual’s direct
experience with the natural environment.
John Heinrich Pestalozzi – advocator of
object study with language, education for
social regeneration, learning through
observation and experiences, discipline
based on love.
Herbert Spencer – “Survival of the fittest” –
competition of human against nature.
82. Idealism
Its origin traced to Plato’s doctrine of ideas
and universals. It believes that moral and
spiritual reality has the same essence as
mental reality.
Based on the fundamental idea of
importance of mind and spirit and of
developing them in the learner.
Reality is in the ideas independent of
sense and experience.
83. Idealism
Principles:
1. Education is ideal-centered.
2. The teacher is the ideal of reality.
3. The educative process is done mainly
through imitation, interest and effort.
4. The ultimate goal of education is the
superior life.
5. The school is a value-realizing institution.
6. The pupil is a self, a spiritual being, a
personality whose foundation is God.
84. Idealism
Socrates – used introspection in teaching
Plato – reality has 2 regions: World of Ideas
and World of Senses.
Spinoza – introduced the 3 levels of
knowledge: Imagination, Reason and
Intuition
Descartes – In order to arrive with certain
knowledge, one should doubt everything
that exists in material world.
85. Idealism
Leibniz – material can be broken while the
soul cannot be divided.
Berkeley – “To be is to be perceived or to
perceive”
Kant – Intelligence/ Practical reason is
innate to every human being.
Hegel – developed the dialectic process:
Thesis, Antithesis, Synthesis
86. Realism
School of thought attributed to Aristotle. This
philosophy holds that objects or things exist
independent of the mind.
Realism can be defined as a philosophical
position that asserts the existence of an
objective order of reality and the possibility of
human beings gaining knowledge about that
reality. It further prescribes that our behaviour
should conform to this knowledge.
87. Realism
The most efficient and effective way to find
out about reality is to study it through
systematically organized subject matter
disciplines, i.e. Math, Science, etc.
Principles:
Education is formation (Comenius) through
cultural transmission.
Education is viewed mainly as transmission
of information and knowledge.
The teacher is an authority.
88. Realism
The “tabula rasa” theory is consistent with
this philosophy.
The pupil is an organism with a highly
developed brain, superior to others
It envisioned that the main goal of
education is the attainment of “good life”.
The school’s task is to transcribe the good
life.
89. Realism
Advocates:
Aristotle – the union of forms (ideas) and
matter gives concrete reality to things. He
also developed the logical method,
syllogism which uses propositions.
Thomas Aquinas – “Perfection of human
being and the ultimate reunion of the soul
with God”. Truths were eternally in God.
Humans use reason to seek truth.
90. Realism
Francis Bacon – “Knowledge is power”.
Devised the inductive method.
John Locke – All knowledge is acquired
from sources independent of the mind or as
a result of reflection on data from
independent sources.
Whitehead – Education should enable us
to get into the flow of existence, the process
- patterns of reality.
91. Pragmatism
Practicalism (William James),
Instrumentalism (John Dewey),
Experimentalism (Charles Pierce)
functionalism and even critical naturalism.
It holds the belief that the meaning of an
idea can be determined by the
consequences of its test/practice. It also
believes that change is the essence of
reality.
92. Pragmatism
Principles:
The goals of education are more
educative and social efficiency.
The experimental method is its method
of thought.
Democracy is ideal because there is a
free interplay of ideas.
Initial learning is marked out by an
indeterminate situation leading to a
problem.
93. Pragmatism
Schools exist to supply the volume of
learning each generation needs.
Pupils are unique individuals that
interact actively with forces in the
environment.
Curriculum: Learning by Doing/
Learning by Experience
94. Existentialism
It is a kind of philosophizing that
emphasizes the uniqueness and freedom
of the individual person against the herd,
the crowd or the mass society.
It contends that all people are responsible
for the meaning of their own existence
and the creating of their own essence and
self-definition.
95. Existentialism
Curriculum: Stresses activity; recognition
of individual differences, opportunities for
making choices and awareness of
consequence of introspection and self
analysis through individualized learning
experiences.
Principles:
Reality or knowledge is not
predetermined and is not a priori.
96. Existentialism
Existentialists hold that Existence
precedes essence, which means that
each of us comes into the world in a
totally blank way.
Implications on education would center
on the pupil and teacher.
Education should fully consider the
facticity (from particular parents and
particular circumstances)
97. Existentialism
Advocates:
Soren Kierkegaard – stress the
person’s absolute freedom and that
human beings are totally responsible for
the choices they make.
Jean-Paul Sartre – existence precedes
essence. Each person creates his/her
own meaning.
98. Language Analysis
It is one of the two analytical
philosophies. The other is logical
empiricism.
It regards philosophy as an activity of
clarifying thoughts through careful use
of language and logical methods.
Its major concern in education is the
constant examination and reexamination
of educational ideas and practices
through empirical researches and use of
accurate language.
99. Language Analysis
Objectives of education are value
statements couched in education terms
cannot be confirmed.
The teaching concepts should be done with
reference to their specific contexts.
Educational discourse should be done in
specific terms with their meanings made
clear.
100. Language Analysis
Ludwig Wittgenstein - The world is
represented by thought, which is a
proposition with sense, since they all
share the same logical form.
Noam Chomsky – proposes the
Language Learning Device – which
allows human to acquire language
Bertrand Russel – proposes logical
atomism, an ideal which would mirror the
world
101. Perennialism
Rooted in Classical Realism, supported by
some idealists.
Perennial means ‘everlasting’. It has a
conservative/traditional view of human
nature and education.
View all human beings as possessing the
same essential nature that leads them to
think that education of man must also be
universal and constant
102. Perennialism
Believes that students learn from reading
and analyzing the works by history’s finest
thinkers and writers – these are the
classics.
Curriculum: Subject matter consists of
perennial basic education of rational
men: history, language, math, logic,
classical literature, science, fine arts,
cultural heritage.
103. Perennialism
Since human nature is constant, the
nature of education remains constant too.
Since man’s distinctive characteristic in his
ability to reason, education should
concentrate on developing the rational
faculty.
Education is not a replica of life but
preparation of it.
104. Perennialism
Children should be taught certain basic
subjects that would acquaint them with
the world’s permanencies, both spiritual
and physical.
These permanencies are best studied in
what they call the “Great Books”.
105. Perennialism
Advocates:
Robert Hutchins – Schools should
pursue intellectual ideas rather than
practical and should not teach a specific
set of values.
Mortimer Adler – establish the Paidea
Program which study a course that is
general not specialized.
106. Progressivism
Pragmatism is its philosophical root
It is the belief that education must be based
on the principle that humans are social
animals who learn best in real-life
activities with other people.
It claims to rely on the best available
scientific theories of learning.
Change is the essence of reality; it declares
that education is always in the process
of development.
107. Progressivism
Education should be active and related to
the interests of the child.
Learning should take place through
problem solving rather than absorption of
subject matter.
Education as the intelligent
reconstruction of experience is
synonymous with civilized living.
Education should be life itself rather
than preparation for living.
108. Progressivism
The teacher’s role is not to direct but to
advise.
The school encourage cooperation rather
than competition.
Only democracy permits, rather
encourages, the free interplay of ideas
and personalities that is a necessary
condition of true growth.
109. Essentialism
Education in idealism support it.
It asserts that education properly involves
the learning of the basic skills. It sees the
primary function of the school as the
preservation and transmission of the
basic elements of human culture.
Essentialism tries to instill all students with
the most essential or basic academic
knowledge and skills and character
development.
110. Essentialism
It believes that the school should not
abandon traditional methods of mental
discipline.
The heart of the educational process is the
absorption of prescribed subject matter.
Curriculum focused on assimilation of
prescribed basic subject matter: 3Rs,
history, science, math, language
111. Essentialism
Advocates:
William Bagley – Educators and
Schools should provide each generation
with possession of a common core of
ideas, meanings, understandings and
ideals representing the most precious
elements of the human heritage.
Arthur Bestor – Education should
provide sound training in the
fundamental ways of thinking.
112. Social Reconstructionism
This theory claims to be the true successor
of progressivism and declares that the chief
purpose of education is to “reconstruct”
society in order to meet the cultural
crisis brought about by social, political
and economic problems.
The means and ends of education is
geared towards meeting demands of the
present cultural crisis.
113. Education must commit here and now to
the creation of a new social order, which
will fulfill the basic values of our culture and
at the same time, harmonize with the
underlying social and economic forces of
the modern world.
Includes subjects that deals with social
and cultural crises to prepare students to
make become analyzer and ensure that
democratic principles are followed.
Social Reconstructionism
114. Behaviorism
An educational theory that is predicated on
the belief that human behavior can be
explained in terms of responses to
external stimuli.
The basic principle of behaviorism is that
education can best be achieved by
modifying or changing student
behaviors in socially acceptable manner
through the arrangement of the conditions
of learning.
115. Behaviorism
For behaviorists, the predictability and
control of human behavior are paramount
concepts.
Curriculum: Experience-centered,
environmental variables,
reinforcements, use of teaching
machines, programmed instruction,
computer assisted instruction,
interactive multimedia
116. Behaviorism
Advocates:
Ivan Pavlov - Classical Conditioning
John Watson - We can predict and
control the behavior of an individual
Edward Lee Thorndike - Law of
Connectionism
B. F. Skinner - Operant Conditioning
118. Filipino Traits
Strength:
Pakikisama o pakikipagkapwa-tao –
the ability to emphatize with others, in
helpfulness and generosity, in times of
need.
Joy and Humor – manifested in the
Filipino’s love for social celebrations, in
our capacity to laugh even at the most
trying times, and in the appeal of political
satire.
119. Filipino Traits
Family Orientation – Concern in the
family which results in a feeling of
belongingness and rootedness.
Flexibility, Adaptability and Creativity–
being creative, quick learners and have
the ability to improvise and make use of
whatever is on hand in order to create
and produce
120. Filipino Traits
Hardwork and Industry - the desire to
save one’s standard of living and to
possess the essentials of a decent life
Faith and Religiosity – Having deep
faith in God.
Ability to Survive –Living through the
harshest economic and social
circumstances.
121. Filipino Traits
Weakness:
Extreme Personalism – the tendency to
give personal interpretations to actions
such as pakiusap, lagay and areglo,
palakasan, nepotism and favoritism.
Lack of Discipline – “Filipino Time”
usually considered in poor time
management and delays of work.
“Palusot syndrome”, “Ningas Cogon” and
“Pwede na Iyan”
122. Filipino Traits
Extreme Family Centeredness -the use
of ones’ office and power as a means of
promoting the interest of the family, in
factionalism, patronage, and political
dynasties; and in protection of concern
for the common good and acts as a block
to national consciousness.
Passivity and Lack of Initiative –
Having a need for reliance on a strong
authority figure to feel safer.
123. Filipino Traits
Colonial Mentality - Cultural vagueness
or weakness that makes Filipinos
extraordinarily susceptible to western
culture.
Kanya-Kanya Syndrome – “Crab
mentality”, using the leveling instruments
of gossips or “tsismis”; intrigue and
destructive criticism
124. Answer Analyzing Test Items.
Remember to underline
keywords both in the stem and
in the options in 30 minutes.
Remember not to go back to
the lecture part of the reviewer
when you started o answer
parts 2 and 3.
Answer Enhancing Test Taking
Skills in 30 minutes
Test Part of the Review
