Post on 20-Jan-2023
• Interpret educational problems in the light of philosophical and legal foundations of education; and
•Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change.
LET Competencies
Theme: Education for survival and conformity
Aims: To survive and conform to the tribe to which they belong
Content: Practical and Theoretical Education
Methods: Demonstration Method, Trial and Error, Enculturation, Indoctrination
Proponent: Primitives
Ancient EducationPrimitive Education
Effects:
•Preservation of culture for generation
• Survival of species and being able to meet their economic needs
•Adjustment and adoption of people to political and social life
Ancient EducationPrimitive Education
Aims: To impress traditional ideas and customs in order to maintain and perpetuate the long established social order
Contents: Moral and Theoretical Training
Methods: Imitation, Memorization
Proponents: Chinese, Indians, Egyptians
Ancient EducationOriental Education
Influences:
• Liberal education in all levels
•Complimentary development of human person for social transformation of the state
•Holistic integration of human personality
•Education for individuality
• Stability but lacking in progressiveness
Ancient EducationOriental Education
Aims: To promote individual success and welfare through the harmonious development of the various aspects of human personality
Spartan: To develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness
Ancient EducationGreek Education
Contents:
Spartan: Military and physical training
Athenian: Liberal education
Methods:
Spartan: Competition and rivalry
Athenian: Principle of Individuality
Ancient EducationGreek Education
Contributions
Spartan: Development of patriotism, discipline and military education
Athenian: Olympic games and free development of all human capacities
Ancient EducationGreek Education
Theme: Education for Utilitarianism
Aim: To emphasize practical training for military life and citizenship
Contents: Physical training, civic training, literacy and vocational education
Methods: Memorization, imitation (elementary) literacy exercises, intensive drill on speech, grammar (secondary)
Ancient EducationRoman Education
Contributions:
• Ladderized education system – ludus, grammar and rhetor schools
•Organized body of civil law
•Empathy in the teacher-pupil relations
• Setting the qualities that a teacher should have
Ancient EducationRoman Education
Theme: Religious discipline“Monos” means to live alone or dwelling alone. It is characterized by vows of poverty, chastity and obedienceContents: Trivium (Grammar, Dialectic, Rhetoric) Quadrivium (Geometry, Arithmetic, Music and Astronomy)Methods: Moral and religious training, Literary Education, Manual TrainingProponent: St. Patrick; St. Anthony
Medieval EducationMonasticism
Contributions:
•Preserving and spreading learning and culture by the Christian monasteries
•Opposition to vices and corruption
• Tamed the warlike spirits and refining the rustic customs of the Teutonic people
•Dignity of labor
Medieval EducationMonasticism
Theme: Intellectual discipline
Aim: To give supporting authority to the intellect, to justify faith by reason and substantiate theology by logic
Contents: Disputed Questions on Truth and Summae
Methods: Argumentative Method; Lecture, repetition and examination methods; Aristotelian logic and problem method
Medieval EducationScholasticism
Proponents: St. Anselm (scholastic realist), Peter Abelard (conceptualist)and Thomas Aquinas
Contributions:
•Organization of the university
•Emphasis on intellectual training
Medieval EducationScholasticism
Theme: Social Discipline
Aim: Develop morality, responsibility, horsemanship, gallantry, religiosity and social graces to the sons of nobility
Contents: religion, music, dance, physical exercises, reading, writing, literature in vernacular, good manners, right conduct, social graces & etiquette, household duties and 7 Free Arts
Medieval EducationChivalry
Methods: Observation, imitation and practice, Apprenticeship and Motivation
Contributions:
•Use of vernacular as a tool of teaching
• The emphasis on learning of social graces, rules of etiquette or good manners and right conduct
Medieval EducationChivalry
Theme: Vocational Preparation
Aim: Business interest and preparation for commercial and industrial life
Contents: Reading and writing in vernacular, arithmetic, religious tenets and ceremonies
Methods: Apprenticeship, Catechetical methods, Discipline
Medieval EducationGuild System of Education
Aim: To secure rich and full life for each individual through contacts with the ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression
Proponent: Vittorino de Feltre, founder of La Giocosa (The Pleasant House) advocated no corporal punishment
Modern EducationItalian or Individualistic Humanism
Aim: For social reform
Contents: Classical and biblical literature
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
Proponent: Desiderius Erasmus, attacked religious superstition and abuses in the church
Modern EducationNorthern or Social Humanism
Aim: Religious moralism
Contents: Physical education, character education, math, history, science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther – established Protestantism
Contribution: Saxony plan, vernacular elementary school
Modern EducationReformation
Aim: To develop an unquestioning obedience to the authority of the church
Contents: 4R’s
Methods: Adapting the lesson to the abilities, needs and interests of children; reviewing previous lessons, repetition for mastery; memorization with understanding and use of textbooks
Modern EducationCounter-Reformation
Jesuits – designated to train leaders
Christian Brothers – designated to teach the poor
Jansenists – designated for spiritual salvation
Contributions:
•Conception of the role of the teacher
•Well-knit hierarchical structural organization
• Industrial revolution
Modern EducationCounter-Reformation
Aims: Education as training of the mind; to form character
Contents: classical languages and math; physical, mental and moral
Methods: Formal – sensation, memory and reasoning, drill method
Proponent: John Locke – Father of Liberalism
Modern EducationFormal Discipline
Aims: To enable man to think for themselves
Contents: Philosophical/ scientific knowledge, ethics and morality
Methods: Critical analysis, application and reason
Contribution: Training of creative thinking and reasoning, logic, inductive method
Modern EducationRationalism
Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man
Contents: Holistic educationProponent: Jean Jacques RousseauContributions: 3 Modern Principles of Teaching –
Principle of growth, pupil activity and individualization; Order of Nature – Need, Activity, Experience and Knowledge
Modern EducationNaturalism
Aim: To develop military preparedness and aggressiveness for the preservation and glorification of the State
Contents: Social Studies
Method: Practical
Modern EducationNationalism
Aim: To direct and control growth and development through appropriate educational procedures
Johann Heindrich Pestalozzi – social regeneration of humanity
Friedrich Froebel – Development of the child
Jonathan Herbart –
Edward Lee Thorndike – realize the fullest satisfaction of human wants
Modern EducationPsychological Development
Contents: Math, science, language, arts, history, literature
Methods: Principles and laws of learning
Modern EducationPsychological Development
Aim: To make education a science
Content: Science
Methods: Experimental, problem-solving, scientific method and research
Modern EducationScientifically-determined Process
Aim: Prepare for progressive rebuilding of the social order
Content: Social studies; Intellectual – critical examination of the social conditions and social problems; Civic – intelligent participation and cooperation in civic affairs; Vocational – social relationships of one’s job
Methods: Guidance, intelligent and cooperative cooperation; field trips, directed classroom study (community life)
Modern EducationSocial Experimentalism
Nature:
•Adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super or supra-natural realm
• Idealists believe that ideas and knowledge are enduring and can change lives
Major Philosophical ThoughtsIdealism
Aims:• To develop the individually spiritually, mentally and morally• To discover and develop each individual’s abilities and full moral excellence in order to better serve society
Methods: critical discussion, lecture, Socratic method, introspection, imitating models, reflection/reflective thinking
Major Philosophical ThoughtsIdealism
Learner – imitates as an exemplar of an ideal one; -strives toward perfection.
Teacher – role model for the student; exercise great creative skill in providing learning opportunities; and questioner – encourages students to think.
School – train future leaders; develop morality; value transmission; develop the mind, dicipline and character
Major Philosophical ThoughtsIdealism
Proponent:
Plato – “in order to know something, we need to withdraw from the use of our senses and rely on a purely intellectual approach.
Curricular Emphasis – Subject matter of the mind
Major Philosophical ThoughtsIdealism
Nature:
• Stresses that the world is made up of real, substantial and material entities;
• Knowledge is derived from sense experience
Aim: To provide students with essential knowledge to survive the natural world
Method: lecture, demonstrations, sensory experiences and inductive logic
Major Philosophical ThoughtsRealism
Teacher – a guide, a demonstrator; requires the learner to interpret relationships; rewards and reinforces learning; relates the subject matter as concrete as possible.Learner – Sense mechanism; follows the laws of learningSchool – transmits knowledge; classrooms are highly ordered and disciplinedProponents: Aristotle, Herbart, Comenius
Major Philosophical ThoughtsRealism
Nature: Believes that the curriculum should reflect the society, emphasizing the needs and interests of the children
Aim: To teach students how to think so that he can adjust to the demands of an ever-changing world
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual problem-solving research
Major Philosophical ThoughtsPragmatism/ Experimentalism
Nature:
• Knowledge that has endured through the time and space should constitute the foundation of education
• Students should be immersed in the study of profound and enduring ideas to appreciate learning for their own sake and become true intellectuals
Aim: To develop the power of thought
Proponent: Robert Hutchins
Modern Philosophical ThoughtsPerennialism
Teacher – interprets and tells eternal truth; spends more time teaching about concepts and explaining how these concepts are meaningful to students
Learner – passive recipients of knowledge
School – produce intellectually elite individuals to become intellectuals.
Modern Philosophical ThoughtsPerennialism
Nature: Teaching the basic/ essential knowledge and skills
Traditionalism or conservatism
Aim: To promote the intellectual growth of the learners
Proponent: William Bagley
Modern Philosophical ThoughtsEssentialism
Learner – receives instruction in 3Rs; develop the values of discipline, hard work and respect for authority
Teacher – focuses heavily on achievement test scores as a means of evaluating progress; prepares well-organized lesson to prove his authority
School – ensures mastery of essential skills; prepare students for real-life situations
Modern Philosophical ThoughtsEssentialism
Nature:
• Education is always in the process of development
• Focused on the whole-child and cultivation of individuality;
•Centered on the experiences, interests and abilities of students
• Strived to make schooling both interesting and useful
Modern Philosophical ThoughtsProgressivism
Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment
Proponents: John Dewey, Johann Pestalozzi
Learner – “Learning by doing”
Teacher – arouse curiosity and encourage development of higher level of knowledge
Modern Philosophical ThoughtsProgressivism
Nature: Man shapes his being as he lives; Knowledge is subjective to the person’s decision, and varies from one person to another
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre – “existence precedes essence”
Modern Philosophical ThoughtsExistentialism
Teacher – Assists students in their personal journey; aids children in knowing themselves
Learner – determines own rules
School – create an atmosphere for active interaction; plan better solutions to their everyday problems; discuss the situation based on an individual
Modern Philosophical ThoughtsExistentialism
Nature: emphasizes the addressing of social questions and a quest to create a better society; systems must be changed to overcome oppression and improve human conditions
Aim: Education for change and social reform
Proponent: George COunts
Modern Philosophical ThoughtsSocial Reconstructionism
Learner – takes social action on real problems such as violence, hunger, international terrorism, inflation, discrimination and inequality and environmental problems
Teacher – uses community-based learning and bring the world into the classroom
School – primarily agent of change; center of controversy
Modern Philosophical ThoughtsSocial Reconstructionism
Nature:
Emphasizes a commitment to an ideal way of life characterized by honesty, courage, service, faith, self-control, purity and non-violence through yoga.
Proponent: Mahatma Gandhi
Eastern PhilosophiesHinduism
Education:
• The teacher is responsible for the students’ spiritual welfare;
• Students aim to remember everything by heart and master the subjects learned;
•Methods: oral and memory intensive, discussion and debates.
Eastern PhilosophiesHinduism
Nature: Believes in the 4 Noble Truth; Believes in the Law of Karma
Proponent: Siddharta Gautama Buddha
Education: It is rooted in faith; continuing educational system – additional teaching and learn from each other during class discussions
Eastern PhilosophiesBuddhism
Nature: Teaches moral life through devotion to the family, loyalty to the elders, love of learning, brotherhood, civil service and universal love and justice. 5 Cardinal Virtues (benevolence, righteousness, propriety, wisdom and sincerity
Proponent: Confucius
Education: civil service exam, religious rituals in schools
Eastern PhilosophiesConfucianism
Nature: Tao is a way of life, a philosophy advocating simplicity, frugality and the joys of being close to nature and being in harmony with the whole universe. Wu Wei (let things come naturally)
Proponent: Lao Tzu
Education: emphasize compassion, moderation and humility, mental stillness through slow and controlled body movements
Eastern PhilosophiesTaoism
Nature:
•Believes in the 3rd eye – to see things which are invisible to the naked eye
•Encourages meditation (mind-awakening)
• The entire universe is one’s mind, and if one cannot realize enlightenment in one’s own mind now, one cannot ever achieve enlightenment.
Eastern PhilosophiesZen Buddhism
Nature:
•Has 5 pillars: Shahada, Salat, Zakat, Ramadan and Hajj
Proponent: Mohammad
Education: useful knowledge is necessary for the benefit of the self and of the humanity; required to provide all means to promote adequate education for its citizens, to the best of its ability
Eastern PhilosophiesIslam
PRE-SPANISH PERIOD
Aim:
- For survival and conformity; for enculturation
Training: Domestic chores and practical/occupational honing of skills; Theoretical/ moral and spiritual awakening
Methods: Demonstration Method; Observation and Imitation; Indoctrination
Content: Broad, indefinite and unwritten; Unstructured/ incidental
PRE-SPANISH PERIOD
Evidences for an elaborate civilization:
- Effective Technology – ceramic industry 4000 BC
- Predictive Sciences – Preserved mummies
- Art & Religion – Petroglyphs or Line Drawings
- Foreign Trade – barter with Tang Dynasty
- Big Population Center – 20,000 in Manila
- Megalithic Structures – Payew of Ifugao
- Government – Barangay System
- Laws – Code of Kalantiaw
- Warfare – Barangay vs. Barangay
SPANISH PERIOD
Aims:
- Indoctrination of Christianity; Promotion of the Spanish language; Imposition of Spanish Culture
Agencies: Home, parochial schools, visitas, colegio, beaterio
Content: Christian Doctrine, arithmetic, music and various arts and trades, Spanish and vernacular
Methods: Dictation, Memorization, Moro-moro, cenaculo, zarzuela, etc.
Media of Instruction: Latin, Spanish, vernacular
SPANISH PERIOD
Type:
- Authoritarianism, Teacher-dominated, Subject-centered and imposition of severe discipline
Contributions:
- Upliftment of Phil. Education
- Establishment of an overall public school system
- Training of teachers
- Complete system of education
- Church domination in education
- Production of grammars and dictionaries
AMERICAN PERIOD
Aim:
- To promote democratic ideals and way of life
Agencies:
- Parochial schools, municipal schools, universities, public and secular schools, state university (UP)
Contents:
- English language, reading, writing, arithmetic, GMRC, civics, hygiene and sanitation, gardening, domestic science, American history and Philippine History
AMERICAN PERIOD
Method:
- Democratic way of teaching
Contributions:
- Religious freedom was enforced
- Emphasis on citizens of the future
- Citizenship education for adults
- Democratic ideal as a philosophy was emphasized
- Supervision of schools took the role of guidance and consultancy
AMERICAN PERIOD(LEGAL MANDATE)
BAP: “America would assume full control and administration of Philippine affairs”
Ed Act 1901: Act No. 74
- Establishment of a highly centralized
- Importation of Thomasites
- Separation of Church and State
- Creation of Philippine Normal School
Reorientation of the Aims based on Monroe Survey
- Training for self-government and Provision of English as a common language
COMMONWEALTHPERIOD
Aims: To develop moral character, personal discipline, civic conscience and vocational efficiency; and to teach the duties of citizenship
Agencies: Public and Private (Sectarian and Non-sectarian) School
Content: Character Education and Citizenship Training
Legal Mandate
Exec. Order No. 17 – Quezon Code of Ethics –which laid the foundation of emerging philosophy of Philippine education
COMMONWEALTHPERIOD
Exec Order No. 134 – Tagalog as the basis of a national language
Exec Order No. 263 – required the teaching of Filipino national language in the senior year of all high schools and in all years in the normal school
Education Act of 1940 (C. A. 586) –
a. Reduction of the 7-year elementary education
b. 7 years as school entrance age
c. National support for elementary education
d. Compulsory attendance of primary children in G1
e. Adoption of a double-single sessions in the primary grade with 1 T, 1 class assignment of intermediate teachers
JAPANESE ERA
Aims:
- Understand the East Asia Co-Prosperity Sphere;
- Eradication of reliance to western states;
- Fostering a Filipino culture as orientals;
- Elevating the morals giving up on materialism;
- Diffusion of elementary education and promotion of vocational education
- Diffusion of the Japanese language and termination of the use of English; and
- Inspiring the people with the spirit of labor
JAPANESE ERA
Agencies / Content:
- Training at schools on vocational, technical and agriculture;
- Opening of vocational schools
- Establishment of agricultural schools and colleges
- Curricular content was centered on values rooted on love for labor; emphasizing vocational education; diffusing the use of Nippongo; and teaching physical education and singing Japanese songs
THIRD REPUBLIC
Aim: Full realization of the democratic ideals and way of life
- Democracy is upon the intrinsic worth of the individual
- Realization of capacities in a social contract
- Society is not separated from the individual
- Democracy thrives on change: dynamic & flexible
- Fosters persuasion and consensus and rejects coercion & indoctrination
THIRD REPUBLIC
Legal Mandates: Screening and adoption of textbooks in public schools (R.A.139)
- Civil Service eligibility of teachers (R.A. 1079)
- BNE was tasked to formulate educational policies
- Compulsory daily flag ceremony and singing of National Anthem (R.A. 1265)
- Study of life, works and writing of Rizal (R.A. 1425)
- Nationalization of elementary education and abolishment of matriculation fees (R.A. 4007)
- Promotion of the socio-economic status of public school teachers (R.A. 4670)
THIRD REPUBLIC
Legal Mandates:
- Finance and support provincial schools and Special Education Fund and local school board (R.A.5447)
- Rise of Barrio High Schools by Dr. Pedro T. Orata (R.A. 6054)
- Constitutional Convention (R.A. 6132)
- Exec. Order No. 202 – Presidential Commission to Study the Philippine Education
NEW SOCIETY
Aims: (P.D. 6-A of 1972)
- Provision for a broad education which will enhance self-actualization
- Manpower training in middle-level skills; and
- Development of the high-level professions and evaluation
Aims: (1973 Constitution)
- To foster love of country;
- To teach the duties of citizenship; and
- Develop moral character, self-discipline and scientific, technological and vocational efficiency
NEW SOCIETYAgencies/ Contents Studied:
- Curricular changes in Elem Ed
- Focused on education
- Integration of values in all learning areas
- Emphasis on mastery learning
- Curricular changes in secondary education
- Increased in time allotment
- YDT and CAT introduced as new courses
- Elective offerings as part of the curriculum
NEW SOCIETY
Medium of Instruction: Bilingual Policy
Educational Programs:
- Proj IMPACT – Inst’l Mngmt by Parents, Community & Teachers
- ISOSA – In School- Off-School Approach
- CPS – Continuous Progression Scheme
- PRODED – Program for a Decentralized Educational Development
- NCEE – National College Entrance Exam
- NEAT – National Elem Assessment Test
- NSAT – National Secondary Assessment Test
NEW SOCIETY
Legal Mandates:
- P.D. No. 1 – decentralization of DECS
- PD 146 – NCEE Law
- PD 907 – Tertiary honor students are granted civil service eligibility
- Dep Order No. 25 – Bilingual Education Program
- P.D. 1006 – Teachers are considered professional and teaching as a profession upon passing PBET
- BP 232 – Establishment and Maintenance of Integrated System of Education
- Voluntary Education
- Government Financial assistance to private school
POST EDSAAim: Promote national development and values education
- Implementation of NESC
- Fewer learning areas, emphasis on mastery learning
- Focused on development of 3R’s
- Emphasis on the development of intellectual skills
- Focus on the development of humanism and Filipinism in all learning areas
POST EDSA Implementation of SEDP
- Subjects generally oriented to the development of values;
- Specific competencies
- Concept-based subject areas
- Uni-disciplinary treatment of curriculum content
POST EDSA
Implementation of NSEC
- Multi-disciplinary treatment of curriculum content
- Student-centered
- Cognitive-affective manipulative based curriculum
- Values education as separate subject area
- Emphasis in Science and Technology
- Uses bilingual policy
- Critical Thinking emphasized
POST EDSAEducation for All – Future Direction –anchored on humanitarianism and equalitarianism
- ECCD – Early Childhood Care and Development
- UQPE – Universal Quality of Primary Education
- EOI – Eradication of Illiteracy
- CE – Continuing Education
POST EDSAProvisions:
- RA 6850 – granting of civil service eligibility who have rendered at least 7 years of service
- Trifocalization of Educational System – RA 7796, RA 7722, RA 9155
- CENTREXES (RA 7784)
- RA 7836
- Technical-vocational reform
- RA 7323 – Student Employment Law
Sociology – science that deals with the study of patterns of human behavior and society.
Society – grouped of organized individuals, a distinct group, and who live together sharing the same culture
Socialization
- Process of adapting or conforming to the common needs and interests of a social group
- Process whereby people learn the attitudes, values and actions appropriate to individuals as members of a particular society, where members learns and internalizes the norms and standards of the other members
Agents
1. Family – smallest social institution united by blood, marriage or adoption, having a common culture.
2. School – established for the basic enculturation of the group, basic function of teaching and learning
3. Church
4. Mass media
Family (functions)
- Health education
- Ethics, morality, religion
- Socialization
- Psychomotor and manipulative skills
- Recreational skills
- Academic
Role of School
- Agent of socialization
- Agent of cultural transmission
- Agent of cultural change
- Agent of modernization
- Multi-purpose institution
- Training of the mind
Anthropology
- Science that studies the origin and development of man, his work and achievements which includes the study of physical, intellectual, moral, social and cultural development of man, including his customs, mores, folkways and beliefs
Culture is
• Transferrable
•Continuous
• Symbolic
•Dynamic
• Shared
•Adaptive
• Learned
•Universal
•Borrowed
Elements of Culture
• Language – the foundation of culture; abstract system of word meanings & symbols
•Norms – established standards of behavior
• Sanctions – penalties or rewards for conduct concerning social norms
•Values – collective conceptions of what is desirable or undesirable
Change – adjustment of persons to achieve relative harmony
•Cultural change – alterations affecting new trait or trait complexes to change the culture’s content and structures
• Technological change – revision that occur in man’s application of his technical knowledge and skills as he adopts himself to environment
• Social change - modifications in the patterns of social organization within a society
Social Concepts
Values – generally considered as something – a principle, quality, act or entity – that is intrinsically desirable.
Justice – giving others what is due to them; rendering to every man that exact measures of his due without regard of personal worth
Freedom – not absolute
Social ConceptsRight – what is just, reasonable, equitable, what out to be, what is justifiable, something what is owed or due to othersDuties – refer to those that are due justiceAuthority – right given to give commands, enforce laws, take action, make decisions or judgeResponsibility – trustworthy performance of fixed duties and consequent awareness of the penalty for failure to do so.