Prof. GERRY C. ARETA Faculty, PNU Manila - 1 File Download

Prof. GERRY C. ARETA

Faculty, PNU Manila

• 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

HISTORICAL FOUNDATIONS

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


Contributions

Spartan: Development of patriotism, discipline and military education

Athenian: Olympic games and free development of all human capacities


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

PHILOSOPHICAL FOUNDATIONS

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


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


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


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

PHILIPPINE EDUCATIONAL SYSTEM

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

SOCIOLOGICAL AND ANTHROPOLOGICAL

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

Church (Education through the Bible

- History

- Prophecies

- Divine Values

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.

Prof. GERRY C. ARETA Faculty, PNU Manila - 1 File Download

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