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LET REVIEW 2009

FOUNDATIONS OF EDUCATION

PROF. EDGARDO S. VILLASEOR

LECTURER
HISTORICAL FOUNDATIONS
PERIODS AND INFLUENCES

Education During the Ancient Period

Education in Ancient Asia
Education in Ancient Greece
Education in Ancient Rome
Medieval Education
Renaissance Education
Education in the 20th Century
 PRIMITIVE EDUCATION ( Education in
the Preliterate Period )
Education for Conformity
Aims:
1. Security or survival
2. Conformity
Methods or Means of Learning
( Practical / Informal Education )
1. Simple telling and instruction ( show me or tell me )
2. Imitation / trial and error
3. Observation
4. Indoctrination
Content:
1. Simple forms of domestic, vocational, physical, moral,
and military training;
2. Religious, musical or literary activities.
 THE EFFECTS

The culture was passed on and preserved for

generation

Tribes were able to meet their economic needs

and were able to survive

People were able to adjust and adapt to

political and social life
 EDUCATION IN ANCIENT ASIA

Education was basically a system of social stratification and division of

classes.
Aims:
1. To acquire group traditions
2. To learn ordinary skills and trades of life

Methods of teaching and learning:

1. Imitation and apprenticeship
2. Rote learning and memorization
Content:
1. Memorizing the contents of the Confucian classics, the Vedas, the
Tripitaka, the Mosaic Law of the Jews etc.

Contributions:
1. From the Chinese - The civil service examination.
2. From the Assyrians Cuneiform writing
3. From the Egyptians Pictographic & Hieroglyphic writing
 EDUCATION IN ANCIENT GREECE

The Greeks were the first people in Europe to

develop civilization; but it was from the Minoans,
Egyptians and the Phoenician traders that the
Greeks learned how to write, to use metals, to trade,
and to build and sail ships.
There are two contrasting types of education in
Greece:
1. Spartan Education
2. Athenian Education
 SPARTAN EDUCATION
It is controlled by the state and exercised the right to
expose sickly babies on the mountainside to die
A seven boys and girls were gathered in the barracks
for physical training
Memorizing the laws of Lycurgus the Spartan
lawgiver and the epics of Homer, Iliad and the
Odyssey
At 18, definite training in the use of arms and warfare
began
At 20-30, service in the army and guarding the borders
of the state were required
Physical training for the girls were also rigorous to bear
healthy children at 20
 Agoge state training
Arete a virtue or excellence, moral
goodness, one which makes a thing a hero,
the best, the most effective of its kind.
Paidonomus a barracks commander
The Spartan education system ensured that
the citizens were reared in such a way that
they neither would , nor could live by
themselves one with the public good. This
involved a long process of conditioning,
beginning at birth where deemed much less
the children of their parents than the wards of
the state.
 ATHENIAN EDUCATION
The first state in the worlds history where human
capacities were allowed to develop freely
They believed that the greatest work of art was the
human form
Man should be molded in the ideals of the arte or
chivalrous honor
School attendance was voluntary
At seven, boys can be sent to the palaestra for
physical training
Introduced Holistic education the development of
perfect citizens, knowing both how to rule and to be
ruled on the basis of justice (Plato & Aristotle)
 They approached their problem in a scientific way, by examining
principles governing human life , asking what a man was, body,
mind and spirit.
Education is the making of man, not training men to make
things (technicism). Teaching someone the skills of using a
computer or a mobile phone is not education, it is not a true
culture of the whole person. To Plato and Aristotle, useful, no
doubt necessary, but not education.
Palaestrae public gymnasiums
Didaskaleon music school
Paidogogus once a slave but very learned and was in-charge
with teaching the boys with the intricacies of manner and morals
Heterae cultured women who participated in social life and
intellectual discussions of the upper class males
Kitharist music teacher
Grammalist grammar teacher
Paedotribe gymnastics teacher
 Great Athenian philosophers:
A. Socrates developed the question-and- answer method of
inquiry known as the Socratic Method.
B. Plato wrote the Republic, a treatise founded on the
aristocratic ideals that education must be controlled by the
state.
C. Aristotle developed the first scientific argument based on
human nature.
Sophists Gr. wise men , scholars who teach for fees
Protagoras one of the leading Sophists who wrote extensive
description of Greek education.
Ephebus a young man at 18, enters military training and join
the Ephebi.
Two categories of curriculum:
1. Mousike- includes music, language and literature
2. gymnastike- physical training and athletics needed in war
and competitions.
 ROMAN EDUCATION
The aim of Roman education was utilitarian, not theory but
application, not learning but practice.
It emphasized a practical training for the military life and
citizenship acquired through memorization of the Laws of the
Twelve Tables and the historical traditions of Rome.
It is concerned with the development of a vir bonus, a man
endowed with the highest virtues, a good citizen.
Ludus primary school
Ludi magister- schoolmaster
Grammaticus teacher of language and literature
Rhetor teacher of rhetoric
Schola secondary school
Two most influential Roman teachers and thinkers:
1. Cicero- wrote De Oratore, providing the ideals of education
in the Middle Ages
2. Quintillian- wrote Instituto de Oratore, emphasized that an
orator must be a man of integrity and character.
 MEDIEVAL EDUCATION
EARLY CHRISTIAN EDUCATION
Aim: Moral regeneration of man
Types of education:
a. Moral and,
b. Religious training
Schools:
a. Catechumenal schools for those who desire to
become members of the church

b. Catechetical schools- for the training of church leaders

c. Cathedral or Episcopal schools- theological training

schools under the direct instruction of the bishops.

Contribution: The spread of Christianity all over the world.

 MONASTICISM
Aims: 1. Salvation of individual souls
2. Worldly renunciation for the sake of moral
improvement ( thru vows of chastity, poverty and
obedience)
Type/Content:
a. Literacy activities and manual training based on The
Rule of Benedict
b. The Seven Liberal Arts ( Trivium and Quadrivium)
Schools:
Monastic schools were established by Charlemagne and
supervised by a missi dominici
Alcuin- the greatest schoolmaster of this time
Contribution:
The principle of self-abnegation or organized asceticism
as those in seminaries and monasteries.
 SCHOLASTICISM
Aims:
a. Support the church doctrines by rational arguments
b. Intellectual discipline
Types:
1. Scholastic Realists (Anselm)
2. Conceptualists (Abelard)
Summa Theologicae- official doctrine of the church by papal
decree written by St. Thomas Aquinas
Agencies: Monastic schools - Abbot
Cathedral schools - Bishop
Medieval universities Pope, emperor, king
Palace schools - King
Organization:
Chancellor-given authority to issue a teaching license.
Universitas Magistrorum et Scholarium or universitas- a
corporation of teachers and students
Studium Generale- student body
Nation group of students according to place of origin
Councilor head of the nations
Facultas group of teachers teaching the same subject
Dean head of the facultas
Rector chief executive officer of the university
Methods: Lecture
Repetition
Disputation
Examination
Contribution:
Knowledge on how to organize our own schools
 CHIVALRIC EDUCATION
Aim: Teach the best ideals for entrance into aristocracy
Type/Content:
Taught young nobles to manage their estate and
acquire the class consciousness of superiority over the
lower class.
Consisted of physical, social, military and religious
activities.
Agency
Home, then court schools, and the fields of battle
Contribution:
Training for effective warfare
 THE GUILD SYSTEM OF EDUCATION
Aim: Vocational training
Types/Content:
Reading and writing in the vernacular for commerce
and industry.
Agencies:
1.burgher schools
2.chantry schools
3.guild schools
Organization:
Stages of development as craftsman:
1. apprentice
2. journeymen
3. master craftsmen
Contribution:
Mercantilism and industrial knowledge.
 SARACENIC APPROACH TO EDUCATION
Aim: Search for knowledge and the application of
scientific facts to the affairs of daily life.
Type/Content:
Memorizing the Koran
Elementary education was open to all. Financial aid
was given to needy students
Muslim curriculum was the most complete.
Agencies:
Early caliphs founded elementary schools including
universities.
Contribution:
1. Improved strategies in teaching subjects like
science because of the inventions they made
2. Scholarship
 RENAISSANCE EDUCATION
A. INDIVIDUALISTIC HUMANISM
Aim: To develop personality through music and the arts.
Types/Content
Literary Physical Education
Aesthetic Social training
Classical Art Literature
Agencies:
Home and court schools
Contribution: ( From Vittorino da Feltre)
Developing the power to think
Adapting the work of an individual to his needs and
capacities
Inclusion of play in the curricula
 B. NORTHERN OR SOCIAL HUMANISM
Aim: Eliminate the ignorance of the common people and the
hypocrisy of the social leaders.
Types/Content
1. Moral education 4. Classical literature
2. Social education 5. Biblical literature
3. Literary education
Agencies:
Court schools French lycees
German gymnasium Universitas
Methods:
Erasmus: Individualized instruction
Vives: Use of the vernacular; education of women
Strum: Memorization and imitation
Ascham: Double translation in teaching language.
Contribution
Leading figure was Guarino Veronese who designed a
curriculum consisting of physical and intellectual education.
 PROTESTANT REFORMATION MOVEMENT
Leading Advocates:
1. Martin Luther
2. John Calvin
3. Philip Melancthon

Aim: Religious moralism

Type/Content
Character Education
Bible study
Vocational training
Agencies:
Home and church
Methods:
Religious indoctrination
Memorization

Contribution:
1. Made education available to masses
2. Organization of school system ( Saxony Plan, later Wurttemberg Plan)
3. Parents were obliged to send children to school
 COUNTER-REFORMATION MOVEMENT
Aim: Religious moralism to develop an unquestioning
obedience to the authority of the church.
Type/Content:
Religious and moral education
Agencies/Methods:
a. Jesuits-Doing small amount of work at a time,
doing it well and making sure it is retained
b. Christian Brothers-Grade pupils according to
abilities
c. Jansenists-Nothing is to be memorized unless
understood
Contribution:
Discipline among Catholic schools was firm but free
from brutality.
 REALISTIC MOVEMENT
Three Groups
1. Humanistic or literary realists
2. Social realists
3. Sense realists
Aims:
1.Knowledge and understanding human society
through the study of literature ( Vives, Rabelais and
Milton)
2.To prepare aristocratic youth for the life of a
gentleman in the world affairs( Michael de Montaigne)
3. To develop a harmonious society working in
accordance with natural and universal law (Bacon,
Comenius, Mulcaster and Ratke)
 FORMAL DISCIPLINE
Aim: Formation of character or habits through exercises of the
mind, body and self-control
Types/Content
Physical, moral and intellectual development through mastery
of linguistics and mathematics
Agencies
Grammar schools- England
Gymnasium- Germany
Lycees- France
Tutorial System
Methods
Lockes three steps of learning:
Sensation, memory and reasoning
The use of corporal punishment in case of obstinacy
(stubbornness)
Contribution: The value of drill subjects such as spelling,
mathematics and grammar to enhance memorizing, reasoning,
analyzing and problem solving skills.
 RATIONALISM
Aim: To develop an individual capable of controlling all aspects of
his life by reason, suppressing passions and feelings, to live in
a highly artificial world.
Content
Results to the creation of a group of intellectual aristocrats
called illuminati
Old moral values were replaced by sexual laxity, immodesty,
infidelity, and extravagance.
Implication
Upheld the right of an individual to his own opinion, liberty of
conscience, and freedom of thought
Rationalist Thinkers
1. Rene Descartes Cogito ergo sum I think, therefore I
exist

2. Benedict Spinoza- Psycho-physical parallelismseries of

phenomena pertaining to extension are parallel to those
pertaining to thought.
 EDUCATION IN THE 20TH CENTURY
NATURALISM
Aim: Preservation of natural goodness and virtue of the
individual
Type/Content
Democratic and universal type of education
Informal exercises of the senses
Textbook was dwelt on Robinson Crusoe (Dafoe)
and Emile (Rousseau).
Methods
1. Principle of growth
2. Principle of pupil activity
3. Principle of individualization
Contribution
Education should consider the nature of the child
 NATIONALISM
Aims: Preservation of the state, economic protection,
unity, and identity
Types/Content
1. Religious and moral
2. Physical education
3. Vocational training
Methods
1. Pestalozzian
2. Herbartian
Agencies
Public and private schools (Elementary, secondary
and Colleges)
Contributions:
Ladder system of education
Free and absolute education for all
 DEVELOPMENTALISM
A psychological movement advocating a child-centered point of
view which aimed to unfold the natural capacities of the child
which can be enhanced or retarded by the methods used in the
school.
Noted Developmentalists:
1. JOHANN HEINRICH PESTALOZZI He believed that
pedagogical reform would lead to social reform. Learning come
through the senses.
2. FREIDRICH WILHELM AUGUST FROEBEL- known for his
kindergarten. Children should not be thought why they dont
understand. Introduce the role of play in the school program.
3. JOHANN FRIEDRICH HERBART- known for his highly
structured methodology of teaching (Herbartian Method)
4. MARIA MONTESSORI- known internationally because of her
Casa de Bambini which offered early childhood education.
Three major activities: practical, sensory and muscular, and
formal.
 5. JOHN DEWEY- known for his philosophy of
pragmatism. He viewed education as a process of
social activity and the school was related to the
society which it served.

6. JEAN PIAGET- known for his contribution to early

childhood education in the field of cognitive
development.

7. EDWARD L. THORNDIKE- a scientific educator

known for his laws of learning such as: the law of
readiness, law of exercise and the law of effect.
 SOCIOLOGICAL MOVEMENT
This leading movement in education is attributed to John
Dewey. The focus is on the contribution of education to
the preservation and progress of the society; what he
called as the social function of education.
Two points of View:
1.Social Traditionalism
Aim: To give pupils insight into their traditions to
arouse sympathy toward social service
2. Social Experimentalism
Aim: To foster social change specially in the field of
science and technology to meet the needs of the
changing society.
 INTERNATIONALISM

Ethical belief or scientific approach where in

which people of different nations are held to be
equal as opposed to national chauvinism and
racism.
It encourages an active partnership between
teachers and students moving from awareness
and analysis of issues to action.
Styles of internationalism
1. Unilateral internationalism
2. Bilateral internationalism
3. Multilateral internationalism
 PHILOSOPHIES OF EDUCATION
a. NATURALISM
Considered to be the oldest philosophy in the Western
world. The early Greek thinkers were naturalists. Some
of them were Thales, Democritus, Epicurus and
Lucritus. The contemporary naturalists are:
1. THOMAS HOBBES
According to him, the native condition of man is a war
of everyone against everyone. He is continually in
competition with others, grasping for honor and dignity.
Man should be kept busy from which he must struggle
for something better, because he is troublesome if he is
not at ease. His hunger for power is unquenchable and
only ceases at death.
 2. JEAN JACQUES ROUSSEAU
He views that everything is good as it comes from the
hands of nature but everything degenerates in the
hands of man.
He established three (3) great principles of learning:
1) The principle of growth the order of nature is need,
activity, experience and knowledge. The teachers role
is not to impel learning but merely to guide it in such a
way that it follows the natural order.
2) The principle of student activity- Nothing must be
done for the student that he can do for himself.
3) The principle of individualization The needs and
interests of the student must be placed above those of
the society.
3. HERBERT SPENCER
He believed in an Absolute Being, the foundation of
all phenomena which man can observe. It is
conceivable yet unknowable. It is the continuing force
or power in the world of nature. Defined education as
complete living.

b. REALISM
The philosophical doctrine that universals have a real
objective existence. It is based on what is real as they
are; something that exists independently of all other
things and from which all others are derived.
Some realist thinkers:
a. ST. THOMAS AQUINAS- According to him, matter
which is the material substance out of which the world
was made, did not co-exist with God before the
creation of the universe.
b. JOHN AMOS COMENIUS The mind of man is like a
spherical, mirror suspended in a room which reflects
images of all things that are around it. Father of Modern
Education.
c. RENE DESCARTES- Believes that the physical world is
real and his senses are not deceived.
d. BARUCH SPINOZA- Believes that there is only one
substance and this is his being identical with God.
e. JOHN LOCKE- Believes that there are no innate ideas in
the mind. At birth, it is just similar to a blank sheet of paper
(tabula rasa) upon which the world writes its impressions.
f. IMMANUEL KANT- Our sensory experience and
perceptions are representations of the external world and
not direct representations of it. Our experience of the
world is private.
c. IDEALISM
Reality is composed of thought related to mind and
idea, and that matter is just an appearance. Reality is
spirit. Act of knowing takes place in the mind.

Contemporary Idealist:
GEORGE BERKELEY
Considered as the founder of modern idealism.
Believes that the fundamental element of the world is
not matter but spirit or mind.
d. PRAGMATISM OR EXPERIMENTALISM
A philosophical movement stressing practical
consequences as constituting the essential criterion in
determining meaning, truth or values. This was
primarily an American philosophical movement
formulated by CHARLES SANDERS PEIRCE.

WILLIAM JAMES
For him, the test of a theory, doctrine or belief must be
its results. The only reason that we have for asserting
that anything is true is whether it works.
e. INSTRUMENTALISM
According to JOHN DEWEY, what constitutes our brute
or animalistic experience is the interaction between a
biological organism and its environment. Experience is
not an object known, but rather, an action performed.
He proposed that the educational system should try to
develop methods for problem solving. If the student
learned how to solve problems, presumably he would
be better fit for living in our ever-changing world with
its manifold perplexities.
For him knowledge is not an end but an instrument an
individual can utilize to attain his desired goal. It
emphasizes the importance of experience,
experimentation, and learning by doing which brought
tremendous influence on the learner.
f. EXISTENTIALISM
A modern movement encompassing the doctrine that individual
existence determines essence, that man has no absolute
freedom of choice but there are no rational criteria serving as a
basis for choice.
Two prominent exponents of existentialism:
1. SOREN KIERKEGAARD-For him, man is a subjective thinker
and comprehends himself not as an abstraction but as an
ethically engaged existing subject. An authentic choice is
fundamentally a product of passion and zealous intention.
2. FRIEDRICH NIETZSHE- He sees that the nature of man
makes him vulnerable to deficiencies which have to be
corrected to produce a superior race. He said that traditional
morality is the reason of an inferior race of man. Nature is
beyond good and evil; all men are unequal; morality is an
invention of the weak to limit and deter the strong; that power is
the supreme virtue and the supreme desire of man; and that of
all forms of government, the wisest and most natural is
aristocracy.
 OTHER PROMINENT EXISTENTIALISTS

1. JEAN PAUL SARTRE- According to him, in anxiety, man

becomes aware of his freedom, knows himself and is
responsible for his own actions and commitment. He believes
that there is no creator of man. Man determines his essence.
Man first is, then he defines himself.
2. KARL JASPERS- For him existence is always in a situation. It is
mans reactions to inescapable situations (death, suffering, guilt,
struggles) that our potential existence becomes actual.
3. MARTIN HEIDEGGER- Man is a being-in-a- world by
participation and involvement. His world is a world which he
shares with others. Human existence itself is essentially
togetherness. There are three (3) fundamental features of man.
They are factuality (He is already involved in the world);
Existentiality (He is a project and a possibility); and fallenness
or forfeiture ( He has the tendency to become a mere presence
in the world; failing to make the most of his possibilities because
of gossip, curiosity and ambiguity)
g. PERENNIALISM

Implies or views truth as constant or perennial.

Reality is a world of reason. Schools exist primarily
to reveal reason by teaching eternal truths.
Goodness is to be found in rationality itself. The
teacher interprets and tells, the students receive
the information.
The role of education is to ensure that students
acquire knowledge of these unchanging principles
or great ideas.
 Perennialist Educational Philosophers

ROBERT MAYNARD HUTCHINS

Assumptions:
1. Education must promote humankinds
continuing search for truth.
2. Education of human rationality is the
essential function of education
3. Education should train students to think
thoughtfully about significant ideas.
4. The best education for the best is the best
education for all.
MORTIMER ADLER

To develop students to become independent

and critical thinkers, the focus of education
must be on enduring disciplines of knowledge
rather than on current events or students
interest. (Padeia Proposal, 1982)
g. ESSENTIALISM
There are certain essentials that all men need to know
such as essential skills : the 3 Rs and essential
subjects: English, History, Math, Science and Foreign
Language.
Individuals should be able to distinguish between the
essentials and non-essentials in ones existence.
William C. Bagley-There are common knowledge and
aspects of culture that the school is obligated to
transmit to students in a systematic and disciplined
way.
Upholds the back-to-basics movement
 FIELDS OF PHILOSOPHY AND
ITS AREA OF INQUIRY
METAPHYSICS- Studies the nature of reality and
being
EPISTEMOLOGY-Inquires about the nature,
presuppositions, and scope of knowledge
LOGIC- Studies correct thinking or rules of inference
to arguments
ETHICS- Inquires into morally right conduct and
morally good life
AESTHETICS- Analyzes standards and values in art
and aesthetic experience
AXIOLOGY- Studies the nature, status and types of
values
 EDUCATIONAL PHILOSOPHY AND THE
ROLE OF THE TEACHER

Why study Educational Philosophy?

It provides a means of systematic inquiry by
which teachers can examine their values,
knowledge, and actions and subsequently
make decisions that lead to the
accomplishment of classroom, school and
societal goals.
 New Standards for Teacher Education
(NCBTS,1987)
What is good teaching?
What are the seven domains?
1. Social regard for learning.
2. Learning environment.
3. Diversity of teachers.
4. Curriculum.
5. Planning, assessing, and reporting.
6. Community linkages
7. Personal growth and development.
Important dimensions of good teaching:
1. Nature/Quality.
2. Frequency, consistency and appropriateness.
3. Self- awareness.
Essential Tools of a Teacher
Knowledge. About people and social organizations,
cultures, epistemology, specific disciplines, human
growth and development, communication and language,
scientific inquiry, and research on effective learning and
teaching.

Skills. Assessment, planning, instruction, evaluation,

social behavior management, and role modeling.

Dispositions. Toward self, toward the learner, toward

teaching, and toward the profession.
 CONNECTING PHILOSOPHY TO THEORY
AND PRACTICE

The Early Period (5th Century - 4th Century B.C.)

Philosophers and their philosophy:
a. Plato Ideas are perfect paradigms and
universal.
b. Aristotle- Explained organisms in terms of their
contributions to society or to the ideal state. This is
known as teleological explanation.
c. Socrates- Knowledge is virtue and all virtuous
actions are based on knowledge.
Present-Day Proponents of Perennialism
and Essentialism
1. Mortimer Adler-(1902-2001) Known for his proposal for an
educational system that would fulfill the democratic promise of
equal educational opportunities for all. (The Paideia Proposal)

2. Arthur Bestor-(1908-1994) For him, genuine education is

intellectual education, and this is the only education that has
worth. He stressed that the function of education is to provide
sound training in the fundamental ways of thinking.

3. E.D. Hirsch, Jr.-(1928- ) He is best known for his book-

Cultural Literacy: What Every American Needs to Know and
another one entitled, The Schools We Need. He advocated that
being culturally literate means understanding the necessary
information (shared symbols) to communicate in the national
community.
4. Robert M. Hutchins- He averred that education
should be based on the classical disciplines of
grammar, rhetoric, logic, mathematics, natural
science, philosophy and ideas from the Modern World.
He said that we should not allow students to think that
the purpose of education is simply to get better jobs.

5. Theodore Sizer-He stressed the concept of less is

more when applied to the curricular scope of schools.
It means more is to be gained by committing the
school and its resources to the task of cultivating the
intellect through academic disciplines.
 Implication of the Perennialist/Essentialist
Philosophy to Schools
1. Belief in the need for a common course of study.
2. A minimum of 12 years of study in the fundamental discipline
3. Development of the habit of self-discipline, thoughtfulness
leading to ethical behavior, and the recognition of the need for
lifelong learning.
4. Highly structured schools with universal standards for all,
performance objectives and evaluation methods that are clear
to all.
5. A recognition that a common course of studies for all students
is necessary to fulfill the promise of citizenship in a
democracy.
6. Toughening of standards for entrance to and completion of
the teacher education program in order to prepare highly
qualified teachers who possess the knowledge and skills to
teach-and inspire students.
 Philosophical Paradigm
Major Educational Educational Educational Practice
Philosophies Theories Goals
Idealism Perennialism Development Socratic method
and of intellectual and logical
Essentialism potential reasoning

Realism Perennialism Transmission Universal standards,

and of the basic Teacher-centered
elements of classrooms, highly
Essentialism qualified teachers in
culture content-areas, age,
appropriate materials,
progressive curriculum,
strict order and
discipline
 The Dawning of the Child-centered
Curriculum
Developmentalism-refers to the belief that teaching
based on the developmental stages of the child is the
most effective teaching practice.

It is also called developmentally appropriate practice

and constructivism.

The Advocates of this philosophy were:

1. Jean Jacques Rousseau
2.Johann Heinrich Pestalozzi
3.Friedrich Froebel
 WHAT THIS MEANS FOR SCHOOLS?

Children are diverse in their abilities, and new

information should be introduced only when the child
is ready for it.
A prepared environment is conducive to learning.
Play is an integral factor in learning and uninterrupted
time should be allotted to it.
Curriculum and instruction should match the childs
needs and interests.
Schools provide society with an opportunity to better
the world and the human condition.
The Advent of Rationalism and Empiricism

Empiricism- stresses the search for

knowledge through use of the five senses and
through observation and experimentation.
(Bacon and Locke)

Rationalism emphasizes the importance of

reason as secondary to sensory experience,
feelings, or authority. (Descartes)
 Contemporary Developmentalists

Lawrence Kohlberg- Theory of Moral Development

Jean Piaget- Cognitive Development Theory

Lev Vygotzky- Social Development Theory ZPD

Albert Bandura-Social Development Theory-Internal

Locus of Control
 RATIONALISM AND EMPIRICISM
Major Educational Educational Educational
Philosophies Theories Goals Practice
Rationalism Developmental Education that will Attention to needs,
allow children to interests and
and Empiricism Theory develop naturally in readiness of
(Developmenta accordance with learner.
their own abilities Use of
lism) and interests. manipulatives,
hands-on and
Acquisition of concrete materials
knowledge through Emphasis on
observation, discovery through
experimentation and observation,
reflection of and on experimentation,
the natural world. and reflection.
Emphasis on
sensory experience
 The Contemporary Period
Existentialism- Philosophical and literary movement stemming from
Kierkegaard and represented by Sartre, Camus, and others; based on the
the doctrine that existence takes precedence over essence and that human
beings are totally free and responsible for their actions, and that this
responsibility is the source of the dread and anguish that are part of being
human.

Instrumentalism-The pragmatic doctrine that ideas are plans for actions

serving as instruments for adjustment to the environment, and that their
validity is tested by their effectiveness.

Pragmatism-Philosophical doctrine that denies the possibility of obtaining

absolute truth; truth or validity is determined by consequences.

Utilitarianism-Philosophy brought into full bloom by the 18th and 19th

century English philosopher Jeremy Bentham, affirms that the rightness of
actions is determined by whether or not they bring the greatest good for the
greatest number of people.
 Progressivism and Constructivism
Major Educational Educational Educational
Philosophies Theories Goals Practice
Pragmatism Progressivism Allow Engage students in
individuals to activities that facilitate
And create or the construction of
meaning.
Constructivism construct their
own Curriculum organized in
understanding a spiral meaning so
student can build upon
of knowledge prior knowledge.
through the
Use of techniques like:
interaction of
cooperative learning,
what they project method, problem
already know solving etc.
and believe. Give challenging
activities geared to
students ZPD
 Thoughts Concerning Education: Directions for
the 21st Century ( Nicholas Burbules)

Prepare individuals with capacity to learn and adapt to

the changing world.
Look at problems concerns from a cosmopolitan
perspective.
Developing capacities for curiosity, for flexibility in
thinking in different ways
Fostering of a moral character that is not
fundamentalist
Making education valuable through recognition of
human potentialities: wide-awakeneness (Maxine
Greene)
 THE SOCIOLOGICAL-ANTHROPOLOGICAL
CONCEPTS IN EDUCATION

1. Anthropology-the science that studies the

origin and development of , his works and his
achievements.

It includes the study of physical, intellectual,

moral, social, and cultural development of
man, including his customs, mores, folkways,
and beliefs.
 Culture

The shared products of human learning.

The sum total of skills, beliefs, knowledge, and
products that are commonly shared by a
number of people and transmitted to their
children (Dressler)
A complex whole which includes knowledge,
beliefs, arts, laws, morals, customs and other
capabilities and habits acquired by man as a
member of society. (Taylor)
A standards for doing what is. (Goodenough).
Characteristics of Culture

It is learned.
It is transmitted / transferable.
It is social.
It is adaptive.
It is dynamic.
It is universal.
 Sociology

Science of man and society.

Study of patterns of human behavior.

Study of groups and societies and how they

affect people.
 The nature of man

Basically a social being who cannot afford to

live alone
Constantly interacts with others to satisfy most
of his needs
Develops further as a person as he shares or
interacts with others
 Society

An organized group of population who

interrelates and interacts with one another, with
common shared attitudes, sentiments,
aspirations and goals.
A group of organized individuals who think of
themselves as a distinct group, who have some
things in common, a set of loyalties and
sentiments, and a esprit de corps which make
the individuals under certain circumstances to
sacrifice himself for the good of the group.
 Status
-Refers to the position assigned by a person in a
group or organization.

Social Stratification
-Refers to the classification of group
members according to certain criteria which
may differ according to the nature of the group.
 Social process

Refers to the patterned and recurrent form of

social interaction.

May come in the form of competition, conflict,

cooperation, accommodation, assimilation or
acculturation.
 Socialization

A process of adapting or conforming to the

common needs and interests of a social group.

A process where a member of a group learns

and internalizes the norms and standards of
the other member among whom he lives.
 Agents of Socialization

a. Family
The smallest social institution whose members are
united by blood, marriage, or adoption, constituting a
household and carrying a common culture whose
functions include:
-Providing needed socialization of children in terms
of roles and status.
-Transmission of culture
- Providing opportunities for growth and development
of personality, self-concept in relation to others.
b. School
An agency originated by the society for the
basic function of teaching and learning and for
the enculturation of its members.
A place where attitudes , behaviors, customs
and values are processed and refined.
An agent of :
Socialization
Cultural transmission
Cultural and social change
Modernization
c. Church
Prepares the people spiritually.

Change
Denotes a making or becoming distinctly different
and implies either a radical transmutation of character
or replacement with something else.
For change to be successfully initiated and
managed , 3 important components have to be
present:
a. relevance
b. readiness
c. resources
 Reactions to Change

a. Passive resistance
No verbal resistance but no cooperation shown
either.
b. Active resistance
Verbal concrete actions present (rallies, petition
papers etc).
c. Passive readiness
Follow with questions.
d. Active readiness
Questions but cooperates
 Stages of Change

1. Unfreezing (readiness)

2. Change Implementation (actual practice)

3. Refreezing (becoming a habit)

 Forms of Change

a. Cultural change-refers to alterations affecting

new trait or trait complexes in the cultures
content and structures.
b. Technological change- revisions that occurs
in mans application of his technical knowledge
and skills as he adapts to his environment.
c. Social change-variations and modifications in
the patterns of social organization, of groups
in a society, or of the entire society.
 How change may be Managed

1. Orient the stake holders as to the nature , benefits,

effects, manners of implement of change.
2. Involve specialists to initiate change.
3. Manage change implement by focusing only on
useful and necessary change, following gradual
manner of implement, giving adequate attention to
human needs, keeping lines of communication open,
sharing the benefits of change, and diagnosing and
treating remaining problems after the change has
occurred.
 Sociology in Education

Provides a study of the regular patterns of

relationship between society and the
educational processes and the explanation for
such relationships which contributes to the
analysis and eventual solutions to problems
confronting the educational system.
 Socio-Anthropological Implications to
Education
1.Schools need to provide students with a curriculum that gives them
insight into social traditions, customs, institution for the perpetuation
of the long established social order.
2. Schools and the community must teach the young the concepts of
social order and social control for the survival of the society.
3. Schools must have activities that reinforce role and status,
expectations and values to promote harmonious relationship.
4. Schools are a necessity and government should see to it that they
function and work towards improving the educational system and the
people involved in the system
5. The government and TEIs should enforce policies on admission,
selection, and retention of teacher candidates.
6. The government should regularly review the curriculum of basic
education and higher learning institutions to make certain that the
educational and societal goals are achieved.
 Seven Lessons on Leading the Voyage
to the Future

1. Leaders dont wait.

2. Character counts.
3. Leaders have their head in the clouds and
their feet on the Ground.
4. Shared values make a difference.
5. You cant do it Alone.
5. The Legacy you Leave is the Life you Lead.
6. Leadership is Everyones Business.
 CHARACTERISTICS OF A GOOD
PROBLEM SOLVER

Positive attitude
Concern for Accuracy
Habit of Breaking the Problem Into Parts
Avoidance of Guessing
Active Problem Solving