Cultural foundation of education
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this presentation is mainly about the definition, characteristics, mechanisms and modes of acquiring culture. It also discusses the relationship of culture to education and a brief historical background on the Philippine educational system
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Anthropological Foundations of Education
The following slides contain the concepts on anthropological foundations of education which serve as one of the pillars of our educational system. This anthropological foundation traces back the history of our education in terms of the early forms of Philippine culture, beliefs, customs and traditions which served as patterns reflected to the kind of educational reform who have today.
Educational legislation
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Sociological foundation of education
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the values and beliefs of their culture and internalize them to guide behavior.
3. From the structural perspective, socialization occurs through the roles and positions defined by social institutions like family, school, and church that people experience over their lifetime. The interpersonal perspective views socialization as a process of giving and receiving feedback between individuals to conform to expectations.
BATAS PAMBANSA Blg. 232
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
Republic Act 9155
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
Act No 74 & 2706.pptx
ACT NO. 74
AN ACT ESTABLISHING A DEPARTMENT OF PUBLIC INSTRUCTION IN THE PHILIPPINE ISLANDS AND APPROPRIATING FORTY THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF A NORMAL AND A TRADE SCHOOL IN MANILA, AND FIFTEEN THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF AN AGRICULTURAL SCHOOL IN THE ISLAND OF NEGROS FOR THE YEAR NINETEEN HUNDRED AND ONE.
ACT NO. 2706
AN ACT MAKING THE INSPECTION AND RECOGNITION OF PRIVATE SCHOOLS AND COLLEGES OBLIGATORY FOR THE SECRETARY OF PUBLIC INSTRUCTION, AND FOR OTHER PURPOSES.
Multiple Functions of School
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Code of Ethics for Professional Teachers (Articles I, II, and III)
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
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Anthropological Foundations of Education
The following slides contain the concepts on anthropological foundations of education which serve as one of the pillars of our educational system. This anthropological foundation traces back the history of our education in terms of the early forms of Philippine culture, beliefs, customs and traditions which served as patterns reflected to the kind of educational reform who have today.
Educational legislation
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
Sociological foundation of education
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the values and beliefs of their culture and internalize them to guide behavior.
3. From the structural perspective, socialization occurs through the roles and positions defined by social institutions like family, school, and church that people experience over their lifetime. The interpersonal perspective views socialization as a process of giving and receiving feedback between individuals to conform to expectations.
BATAS PAMBANSA Blg. 232
This document outlines the key provisions of the Education Act of 1982 in the Philippines. It establishes the national policy of developing a complete and integrated education system to achieve economic and social progress. The objectives of the education system are to provide broad general education, train manpower, develop professions, and respond to changing national needs. It also defines the educational community, which includes parents, students, school personnel, and schools. It aims to foster cooperation within this community and participation in school governance.
Republic Act 9155
1. The document establishes the governance framework for basic education in the Philippines by defining the roles and responsibilities of the national, regional, and divisional levels of the Department of Education.
2. At the national level, the Secretary of Education is responsible for formulating policies, plans, and standards and monitoring national learning outcomes.
3. Regional offices are responsible for developing regional plans and standards in line with national frameworks as well as research, projects, and resource management.
4. Divisions oversee schools and learning centers, personnel, and implementation of education plans, standards, and resource allocation at the local level.
Act No 74 & 2706.pptx
ACT NO. 74
AN ACT ESTABLISHING A DEPARTMENT OF PUBLIC INSTRUCTION IN THE PHILIPPINE ISLANDS AND APPROPRIATING FORTY THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF A NORMAL AND A TRADE SCHOOL IN MANILA, AND FIFTEEN THOUSAND DOLLARS FOR THE ORGANIZATION AND MAINTENANCE OF AN AGRICULTURAL SCHOOL IN THE ISLAND OF NEGROS FOR THE YEAR NINETEEN HUNDRED AND ONE.
ACT NO. 2706
AN ACT MAKING THE INSPECTION AND RECOGNITION OF PRIVATE SCHOOLS AND COLLEGES OBLIGATORY FOR THE SECRETARY OF PUBLIC INSTRUCTION, AND FOR OTHER PURPOSES.
Multiple Functions of School
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
Code of Ethics for Professional Teachers (Articles I, II, and III)
The document outlines the Code of Ethics for Professional Teachers which includes 8 articles describing the responsibilities and conduct of teachers. It establishes that teachers must be committed to providing quality education for all citizens, adhere to high moral and professional standards, and help carry out state policies. Teachers are expected to serve the interests of both the state and Filipino people by being physically, mentally and morally fit as well as fully devoted to their duties. The code also describes the role of teachers in the community by requiring them to behave honorably, provide leadership, and maintain good relations with others.
Legal foundation of education in the philippines
The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Legal Foundation of Education
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
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The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
Curriculum development in the philippines in new society
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Function of schools
The document discusses the various functions that schools serve from different perspectives at the individual, societal, and group levels. At the societal level, schools socialize youth, select students for roles, transmit culture, provide credentials, promote political integration, conduct research, and serve custodial functions. Theoretical views like interactionist, functionalist, conflict, and critical perspectives are described for each societal function. Schools also have manifest functions like instruction and latent functions like developing youth culture.
FOUNDATION OF EDUCATION DURING MEDIEVAL PERIOD
The medieval concept of education centered on spiritual, intellectual, political, and economic development. During this period, four main educational systems emerged: Monasticism, Scholasticism, Chivalry, and the Guild system. Monasticism focused on spiritual and moral education through monasteries and monks. Scholasticism emphasized intellectual discipline and using logic and reason to prove religious doctrines. Chivalry educated the nobility through apprenticeship and training in skills like combat and etiquette. The Guild system provided vocational training through apprenticeships and helped organize trades.
Philosophical foundations of education
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
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The document discusses the philosophical foundations of education in the Philippines from pre-Hispanic times to the present. It outlines the major periods of Philippine education including pre-Hispanic, Spanish, American, Japanese, and post-WWII eras. The objectives and philosophies of education evolved over time based on influences from each governing power and aimed to develop citizens, literacy, skills, and national/cultural identity. The current system focuses on promoting national development and values education through reforms like the New Elementary School Curriculum.
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The philippine educational system
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Organizational Structure of DEPED
The document summarizes the organizational structure of the Philippine education system. It outlines that the Department of Education (DepEd) is organized into a central office that administers basic education nationally and field offices that administer regionally and locally. It also describes the management structure from the regional director level down to school heads. Key parts of the structure include 16 regional offices, 157 schools divisions, 2,227 school districts, and over 48,000 public and private schools. The Governance of Basic Education Act of 2001 transformed DECS into DepEd and redefined the roles of field offices.
Curriculum Development in the Philippines
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
Philosophy, goals and objective of education
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
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This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
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DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Systematic Approach to Teaching
The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.
Sources of Curriculum Design
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Educational Change in the Philippines
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
Sociological Foundations of Education--Sociology and the Socialization Process
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the beliefs, values, and norms of their culture and society and incorporate them into their own behavior.
3. From the structural perspective, socialization occurs through exposure to various social positions and roles throughout the life cycle, such as roles within the family, school, church and other social institutions.
Social & cultural foundations
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
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Legal foundation of education in the philippines
The document provides a historical overview of the foundation and development of education in the Philippines from pre-Spanish times to the present. It discusses the aims, types, and methods of education during different periods of Philippine history including pre-Spanish, Spanish, American, Japanese, post-WWII eras. It also outlines key laws and policies that shaped the Philippine education system such as the Education Act of 1901, Magna Carta for Teachers, and the 1987 Constitution.
IMPLEMENTING THE CURRICULUM AS A CHANGE PROCESS
This document discusses curriculum implementation and change. It defines curriculum implementation as putting the written curriculum into practice through subjects, syllabi and course guides. Curriculum change is described as an ongoing process that can lead to improvements if done incrementally with time, energy and resources. The document categorizes types of curriculum change and analyzes the driving and restraining forces that impact curriculum changes through a force field analysis model.
Legal Foundation of Education
The document discusses key aspects of the legal foundation of education in the Philippines including:
1) Laws governing admission to public and private schools, colleges and universities which state that education from elementary to high school should be free and compulsory.
2) Requirements for admission to elementary and secondary levels.
3) The K-12 education system which aims to provide students with 12 years of basic education to better prepare them for employment or higher education.
4) Outcome-based education which focuses on measuring what students know and can do rather than inputs like time spent in class.
Philippine education presentation
The document provides an overview of the development and current state of education in the Philippines. It discusses:
1) The history and influences on the Philippine education system from pre-Spanish times through American colonial rule and the development of current policies and curricula.
2) The objectives and competencies of basic education at both elementary and secondary levels, including learning areas and statistics on enrollment, completion rates, and student/teacher ratios.
3) Issues facing higher education and technical/vocational programs, and the role of organizations like CHED in overseeing education quality.
Curriculum development in the philippines in new society
The document discusses curriculum development in the Philippines during the New Society period from 1972 onward. Key points include:
1) Educational decrees aimed to make schools more responsive to national development needs and introduce moral, vocational, and technical education.
2) The 2002 Reformed Basic Education Curriculum emphasized values formation, critical thinking, and making students productive citizens.
3) It integrated subjects, used both Filipino and English as languages of instruction, and encouraged interactive learning over traditional teaching methods.
Function of schools
The document discusses the various functions that schools serve from different perspectives at the individual, societal, and group levels. At the societal level, schools socialize youth, select students for roles, transmit culture, provide credentials, promote political integration, conduct research, and serve custodial functions. Theoretical views like interactionist, functionalist, conflict, and critical perspectives are described for each societal function. Schools also have manifest functions like instruction and latent functions like developing youth culture.
FOUNDATION OF EDUCATION DURING MEDIEVAL PERIOD
The medieval concept of education centered on spiritual, intellectual, political, and economic development. During this period, four main educational systems emerged: Monasticism, Scholasticism, Chivalry, and the Guild system. Monasticism focused on spiritual and moral education through monasteries and monks. Scholasticism emphasized intellectual discipline and using logic and reason to prove religious doctrines. Chivalry educated the nobility through apprenticeship and training in skills like combat and etiquette. The Guild system provided vocational training through apprenticeships and helped organize trades.
Philosophical foundations of education
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Foundation of Education
The document discusses the philosophical foundations of education in the Philippines from pre-Hispanic times to the present. It outlines the major periods of Philippine education including pre-Hispanic, Spanish, American, Japanese, and post-WWII eras. The objectives and philosophies of education evolved over time based on influences from each governing power and aimed to develop citizens, literacy, skills, and national/cultural identity. The current system focuses on promoting national development and values education through reforms like the New Elementary School Curriculum.
Educational Reform
Presentation done concerning educational reform in areas of the curriculum. Based in T&T. Deals with reform within ECCE, Primary, Secondary and Tertiary Educational Sectors.
The philippine educational system
This document provides an overview of the history and development of the Philippine education system. It traces the system from the pre-colonial period through the Spanish, American, and Japanese periods. It describes the governing bodies that oversee education and the various curricular programs, including early childhood education, basic education, alternative learning systems, and vocational-technical education. The document compares the 2002 Basic Education Curriculum and the K-12 curriculum and discusses efforts to improve student performance in core subjects.
Organizational Structure of DEPED
The document summarizes the organizational structure of the Philippine education system. It outlines that the Department of Education (DepEd) is organized into a central office that administers basic education nationally and field offices that administer regionally and locally. It also describes the management structure from the regional director level down to school heads. Key parts of the structure include 16 regional offices, 157 schools divisions, 2,227 school districts, and over 48,000 public and private schools. The Governance of Basic Education Act of 2001 transformed DECS into DepEd and redefined the roles of field offices.
Curriculum Development in the Philippines
This document provides a history of education in the Philippines from pre-Hispanic times up until the present day. It outlines the major developments and changes that occurred under different occupying forces and governments. Some key points include:
- Education was traditionally informal and practical during pre-Hispanic times.
- The Spanish established the first formal school system from 1521-1896, but it was uneven and focused heavily on religion.
- During the American occupation from 1898-1946, they secularized schools and emphasized subjects like English, science and democracy.
- The Japanese briefly controlled education from 1941-1944 and aimed to promote Japanese language and culture.
- Since independence, the government has aimed to establish an integrated, nationalistic
Philosophy, goals and objective of education
This document outlines the history and goals of education in the Philippines. It discusses how education evolved from informal training by parents and tutors during the pre-Spanish period, to becoming inadequate and suppressed under Spanish rule. After independence in 1935, the constitution mandated free primary education. During martial law, the constitution emphasized developing moral character and vocational skills. The 1987 constitution outlined goals like patriotism, human rights, and critical thinking. At all levels, education aims to develop students' skills and knowledge to contribute to society.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Trifocalization in the Educational System of the Philippines
This document discusses the trifocalized structure of the Philippine education system, which divides responsibilities among three government agencies: the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA). It provides background on how this structure was recommended by the 1991 Commission on Education (EDCOM) report and established in 1994. Both sides of the debate around whether to continue the trifocalized system or consolidate under one department are presented, covering issues like coordination, legal basis, agency responsibilities, governance, and transparency.
Curriculum In The Philippines
MST Course Design and Dev't
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
Systematic Approach to Teaching
The document discusses the systematic approach to education planning. It emphasizes that a plan focused only on parts may fail to consider the whole, while a plan focused only on the whole may fail to adequately address the parts. The systematic approach views the entire education program as an interrelated system. It integrates instructional methods old and new, with the student as the focus. The process begins with defining objectives based on student needs and selecting teaching methods, then materials, equipment, and personnel to support learning and assessment. The outcomes are evaluated and reteaching is used if objectives were not met, with the goal of ensuring efficient and effective relationships between resources and established instructional goals.
Sources of Curriculum Design
This document discusses the various sources that inform curriculum design, including science, society, moral doctrine, knowledge, and learners. It outlines how each of these sources can influence curriculum development from different philosophical, social, and political viewpoints. The document also notes that there is no simple answer for curriculum design given the diversity of educational thinkers and approaches. It concludes by encouraging readers to consider all potential sources and conceptual frameworks when developing curriculum.
Educational Change in the Philippines
The document discusses the educational system in the Philippines. It describes how the system was influenced by Spanish and American models but has developed its own identity. The key points are:
- The Department of Education (DepEd) administers the entire educational system, including curriculum, teacher hiring, and school funding.
- The typical structure is 6 years of elementary education, 4 years of high school, and 4-5 years for a college degree. Education is now compulsory.
- Schools follow an academic calendar from June to March. The DepEd mandates start and end dates each year.
- Literacy rates are high, at around 96% for both males and females. The system continues to evolve
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2. Socialization is the process by which individuals learn the beliefs, values, and norms of their culture and society and incorporate them into their own behavior.
3. From the structural perspective, socialization occurs through exposure to various social positions and roles throughout the life cycle, such as roles within the family, school, church and other social institutions.
Social & cultural foundations
Sociology and anthropology are relevant to education. Sociology is the scientific study of human society and interactions, helping teachers understand students' backgrounds. Anthropology is the study of humans and cultures, providing insight into how humans react to environments. Both subjects are important for education as they allow deeper understanding of people, societies, and how things change over time. Several institutions play key roles in socializing individuals, including the family, peer groups, mass media, schools, and churches, each influencing values and behavior in different ways.
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- Society was stratified, with Spanish men rarely marrying Filipino women. Their children were called mestizos and had higher social status than Indios or Indigenous Filipinos.
- The Spanish established a central government and introduced Catholicism, though many Filipinos resisted conversion from their ancestral religions. Over time, Spanish influence grew through intermarriage, trade, and the limited education provided by friars.
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Cultural foundation of education
- 3. What is
- 4. One of the comprehensive and complete definitions of culture: According to Sir Edward Taylor,an English Anthropologist, culture is defined as a complex whole which includes knowledge, belief, art, morals, law, custom, and any other capabilities and habits acquired by man as a member of the society.
- 6. How can a man be considered
- 8. Characteristics of Culture: It is a universal human experience , yet its manifestation is local.
- 9. It is stable yet dynamic.
- 10. it is organized and integrated.
- 12. it is a social product.
- 13. What does culture have to do with ……
- 15. Functions of Culture to Education and Society……
- 20. Mechanisms of culture…… They have far – reaching effect on the interaction of people that interpreting a social act is relatively easy.
- 21. Folkways – customary behavior patterns exhibited by a social group. Customary in a sense that these behavior patterns are widely practiced, repetitive, and uniform.
- 22. Mores – a society’s standard of proper moral conduct. They are special customs with ethical significance which are strongly held and emphasized.
- 23. Laws – means of standardizing mores and penalties for violating them. They are formally enacted by the proper authorities so people would act accordingly.
- 24. Institutions – the most stable, uniform, formal, and highly – structured social mechanisms. They have well – established social patterns, roles, and relations that people are expected to carry out for the purpose of maintaining the stability of such relatively permanent structures.
- 25. Fashion, fads and crazes– short – lived mechanisms that represent the changing aspects of culture. Usually, they are common and powerful social controls in urban societies where they are highly – favored because of certain factors.
- 26. Man is the only culture – bearing animal due to his highly – developed nervous system, and his facility of language. Specifically. There are three ways by which culture is learned and acquired.
- 27. Imitation – As a child grows, he tends to imitate the people around him. Formal and informal teaching– culture is best learned through institutional education. Conditioning– culture is acquired by giving praises or punishment depending on the students’ behavioral tendency.
- 30. References: • O'Neil, D. (2012). Human Culture. Retrieved from: anthro.palomar.edu/culture/Default.htm Tulio, D. D. (2010). • Foundations of Education. National Bookstore Publishing, Mandaluyong City, Philippines. Zuleta, F.M. & Maglaya, E.M. (2009). • Foundations of Education. National Bookstore Publishing, Mandaluyong, City Philippines.