Major Historical, Philosophical, Social and Economic Influences Affecting Education in a Democratic

Society
The attempt to apply scientific method to the study of education dates back to the German philosopher
Johann Friedrich Herbart, who called for the application of psychology to the art of teaching. But not
until the end of the 19
th
century, when the German psychologist Wilhelm Max Wundt established the
first psychological laboratory at the University of Leipzig in 1879, were serious efforts made to separate
psychology from philosophy. Wundts monumental Principles of Physiological Psychology (1874) had
significant effects on education in the 20
th
century.
Against the various progressive lines of 20
th
century education, there have been strong voices
advocating older traditions. These voices again in the 1980s Essentialists stress those human
experiences that they believe are indispensable to people living today or at any time. They favor the
mental disciplines and, in the matter of method and content, put effort above interest, subjects above
activities, collective experience above that of the individual, logical organization above the
psychological, and the teachers initiative above that of the learner.
Closely related to essentialism is what used to be called humanistic, or liberal education in its traditional
form. Although many intellectuals have argued the case, Robert M. Hutchins, president and then
chancellor of the University of Chicago from 1929 to 1951, and Mortimer J. Adler, professor of
philosophy of law at the same institution, are its most recognized proponents. Adler argued for the
restoration of the Aristotelian viewpoint in education. Maintaining that there are unchanging verities, he
sought a return to education fixed in content and aim. Hutchins denounced American higher education
for its vocationalism and anti-intellectualism, as well as for its delight in minute and isolated
specialization. He and his colleagues urged a return to the cultivation of the intellect.
Opposed to the fundamental tenets of pragmatism is the philosophy that underlies all Roman Catholic
education. Theocentric in its viewpoint, Catholic scholasticism has God as its unchanging basis of action.
It insists that without such a basis there can be no real aim to any type of living, and hence there can be
no real purpose in any system of education. Everything in education- content, method, discipline- must
lead in the direction of mans supernatural destiny.
The three concerns that guided the development of 20
th
-century education were: the child, science, and
society. The foundations for this trilogy were laid by so-called progressive education movements
supporting child-centered education, scientific-realist education and social reconstruction.
The idea of social-reconstructionist education rest on a 19
th
century belief in the power of education to
change society. In the last quarter of the 20
th
century there has been considerable pessimism, but the
idea that schooling can influence either society or the individual is widely held, affecting the growth of
tertiary-level alternatives, management strategies, and education of disadvantaged people, both in
industrialized and in developing countries.
The international concern with assistance to people in the non-Western world has been paralleled by
the inclusiveness that has characterized education in the 20
th
century. Education has been seen as a
primary instrument in recognizing and providing equality for those suffering disadvantage because of
sex, race, ethnic origin, age, or physical disability. This has required revisions of textbooks, new
consciousness about language, and change in criteria for admission to higher levels. It has led to more
demanding definitions of equality involving, for example, equality of outcome rather than of
opportunity.
Effective Job Analysis Procedures, Supervisory Techniques and Performance Appraisals for
Instructional and Non-Instructional Staff












EMOTIONAL QUOTIENTS AND PERSONALITY
TRAITS OF THE IMMACULATE CONCEPTION
COLLEGE FACULTY MEMBERS AS PERCEIVED
BY THEMSELVES


By


MARIAN S. CASTILLO


Manuel L. Quezon University
School of Graduate Studies
Manila
2003
MANAGEMENT PRACTICES OF INSTITUTUONAL
HEADS IN PRIVATE AND GOVERNMENT
SCHOOLS: AN ANALYSIS


A Dissertation
Presented to
The Faculty Committee of the Graduate School
The Manuel L. Quezon University


In Partial Fulfillment
Of the Requirements for the Degree
Doctor of Education

By


Jocelyn S. Castillo-Banaybanay
March 2001

Title of Research : PERCEIVED PROBLEMS ON
GOVERNMENT ASSISTANCE
EXTENDED TO SQUATTERS
IN SELECTED CITIES AND
MUNICIPALITIES IN METRO
MANILA

Author : Florencio I. Vergara

Degree Conferred : Master in Public Administration

Name / Address of : Manuel L. Quezon University
Institution 916 R. Hidalgo St., Quiapo,
Manila

Year the Manuscript : 2004
was written


Brief Review of the Study:
______________________________________________
______________________________________________
______________________________________________

Summary of the Findings:
______________________________________________
______________________________________________
______________________________________________

Conclusions:
______________________________________________
______________________________________________
______________________________________________

Recommendations:
______________________________________________
______________________________________________
______________________________________________



Cover page
Cover page is optional. If you are interested, you can define the bound thesis copy, by providing
basic information. Collectively, these can be grouped under Cover Page, which can also become
the front page of the thesis (Appendix A). It generally contains information like :
Title of the thesis
Author name, followed by previous qualification if applicable
Department, University
Name of the Supervisor
Month and year of submission
Title page
Title page should be the same as cover page. Although it is not necessary to follow the same order, or
same page, it should contain the information mentioned in the cover page section.
Writing an Abstract
Process
The actual process of writing an abstract will force you to justify and clearly state your aims, to
show how your methodology fits the aims, to highlight the major findings and to determine the
significance of what you have done. The beauty of it is that you can talk about this in very short
paragraphs and see if the whole works. But when you do all of these things in separate chapters
you can easily lose the thread or not make it explicit enough.

If you have trouble writing an abstract at these different stages, then this could show that the
parts with which you are having a problem are not well conceptualised yet.
We often hear that writing an abstract can't be done until the results are known and analysed. But
the point we are stressing is that it is a working tool that will help to get you there.

Before you know what you've found, you have to have some expectation of what you are going
to find as this expectation is part of what is leading you to investigate the problem. In writing
your abstract at different stages, any part you haven't done you could word as a prediction. For
example, at one stage you could write, "The analysis is expected to show that ". Then, at the
next stage, you would be able to write "The analysis showed that ." or "Contrary to
expectation, the analysis showed that ..".

The final, finished abstract has to be as good as you can make it. It is the first thing your reader
will turn to and therefore controls what the first impression of your work will be. The abstract
has
to be short-no more than about 700 words;
to say what was done and why, how it was done, the major things that were found, and
what is the significance of the findings (remembering that the thesis could have
contributed to methodology and theory as well).
In short, the abstract has to be able to stand alone and be understood separately from the thesis
itself.


References:
https://www.uni-hohenheim.de/pflanzenbau/lehre/guideline/guidelinesforthesiswriting.pdf
https://www.uq.edu.au/student-services/phdwriting/phlink08.html



















Graduate students often struggle to organize their hard work into a potentially strong project/thesis to
fascinate academics for higher grades. Although, the type of work you have done in the last few
months/years plays a key role for making the best thesis, the style and format, which you have
adopted to distribute your innovative ideas to the scientific community might be an important factor.
Most students regard the abstract as one of the last things - along with acknowledgements, title
page and the like - that they are going to write. Indeed, the final version of the abstract will need
to be written after you have finished reading your thesis for the last time.

However, if you think about what it has to contain, you realise that the abstract is really a mini
thesis. Both have to answer the following specific questions:

1. What was done?
2. Why was it done?
3. How was it done?
4. What was found?
5. What is the significance of the
findings?
Therefore, an abstract written at different stages of your work will help you to carry a short
version of your thesis in your head. This will focus your thinking on what it is you are really
doing, help you to see the relevance of what you are currently working on within the bigger
picture, and help to keep the links which will eventually unify your thesis.