foundation in education

7/21/2019 foundation in education

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Foundations of Education

Dr. MAY P. PASCUAL

Professor

Compiled:

CHARISSE A. COMPUESTO

CATHERINE B. MAGAT

Room 2


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NATURE OFPHILOSOPHY, MAN

and SOCIETY


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What is Philosophy?

Etymological definition from Greek: thelove of wisdom

We sometimes use the term philosophyto refer to a persons code of values or

the beliefs by which they liveAn academic disciplineA methodology which lies at the root of

all subects

!he practical activity of raisingfundamental "uestions and attempting toanswer them in thinking and writing


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he !istory of Philosophy

Ancient #hilosophy $%thcentury &'('to )thcentury A'*'+

,edieval #hilosophy $)-- to .)--+

,odern #hilosophy $./th

to .0th

centuries+#ostmodern or (ontemporary

#hilosophy $1-thcentury to present+


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he "ranches of Philosophy

,etaphysics 2 literally3 after or beyondthe physical3 the study of ultimatereality or how things really are'

Epistemology 2 the study of knowledge orhow to tell when we really know something'

Ethics 2 the study of moral problems3right and wrong3 and practical reasoning'

4ogic 2 the study of the rulesof correct

reasoning'Aesthetics 2 the study of feelings andudgments related to beauty and art'


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he Search for ruth

#hilosophy is perhaps the most open ofall subects3 since no "uestion or point ofview is off limits'

!he history of philosophy has been

described as the history of heresy3since it challenges us to "uestion evenour most cherished beliefs'

As one famous philosopherput it3 5 do

not know how to teach philosophywithoutbecoming a disturber of the peace' 2&aruch 6pino7a


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So#e philosophical $uestions%

*o our senses3 of sight3 touch3 hearing3taste and smell3 present us with a truepicture of the world around us8

We each have a body of flesh and bones3

and we also have a mind9 are mindsseparable from bodies $could we have mindswithout bodies+89 do minds and bodiesinteract and3 if so3 how8


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MAN AND SOCIETY


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THE HUMAN BEINGAND THE GROUP


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!he problem of man cannot be solvedscientifically without a clear statement of therelationship between man and society3 as seen

in the primary collectivitythe family3 the playor instruction group3 the production team andother types of formal or informal collectivity'


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!he life of the family is related to the divisionof labour according to se; and age3 the carryingon of husbandry3 mutual assistance in everydaylife3 the intimate life of man and wife3 theperpetuation of the race3 the upbringing of the

children and also various moral3 legal andpsychological relationships'


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!he family is a crucial instrument for the

development of personality' 5t is here that thechild first becomes involved in social life3absorbs its values and standards of behavior3its ways of thought3 language and certain valueorientations'

5t is this primary group that bears the maorresponsibility to society' 5ts first duty is to thesocial group3 to society and humanity' !hroughthe group the child3 as he grows older3 enterssociety'


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A person


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!he individual is a link in the chain of the

generations' >is affairs are regulated not onlyby himself3 but also by the social standards3by the collective reason or mind' !he truetoken of individuality is the degree to which a

certain individual in certain specific historicalconditions has absorbed the essence of thesociety in which he lives'


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5t is sometimes said that society carries the

individual as a river carries a boat

An individual does not float with the river9 heis the turbulently flowing river itself' !he

events of social life do not come about bythemselves9 they are made'


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The key to the mysteries of humannature is to be found in society. Society isthe human being in his social relations, andevery human being is an individual

embodiment of social relations, a productnot only of the existing social system but ofall world history.


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!he individual is free where he not only servesas a means of achieving the goals of the ruling

class and its party but is himself the chief goalof society3 the obect of all its plans andprovisions'


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he Philosophical Foundations of

Education


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Topic OutlinT! P!ilo"op!# o$ t!Rnai""anc P%iod

Mod%n P!ilo"op!i" o$ Education


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Rnai""anc P%iod

Monalisa by eona!do

"a #in$i

Pie%a by Mi$&elan'elo


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Rnai""anc P%iod

G(%enb(!' Pe!)e$% P!in%in'Col(mb(s dis$o*e!ed

Ame!i$a


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Rnai""anc P%iod

Col(mb(s dis$o*e!s%&e ea!%& !e*ol*ed

a!o(nd %&e s(n

Ma!%in (%&e! )o(nded a ne+

!eli'ion


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T! P!ilo"op!# o$ t!Rnai""anc P%iod

Mo"t aut!o%iti" a&% t!at 'od%n ti'"(&an )it! t! RENAISSANCE*

It )a" a &n%al %+a)anin&, a %-i-al o%%(i%t! o$ la%nin&*

T! %nai""anc up!ld t! di&nit# o$ t!!u'an (in&, %n)d t! "pi%it o$nationali"'*

It i" al"o t! ti' $o% inc%a"d t%ad a'on&count%i", and a p%iod o$ .plo%ation*

T!i" lad to "cinti/c %"a%c! )!ic! )a"u"d to "ol- p%o(l'"*

Boo" )% p%intd and t!u" )% 'ad 'o%

)idl# a-aila(l*


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Di0%nt 'o-'nt" t!ata%i" du%in& t!Rnai""anc P%iod

Hu'ani"' T! R$o%'ation P%ot"tant R$o%'ation

Cat!olic+Count% R$o%'ation Rali"' Di"ciplini"' Rationali"' Natu%ali"' Nationali"' D-lop'ntali"'


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Di0%nt 'o-'nt" t!at a%i" du%in& t!

Rnai""anc P%iod + HUMANISM

D%i-d $%o' studia humanitatis)!ic! 'an" 1"tudi" o$ !u'anit#2

T!i" 'o-'nt "ta%td in t! a%l#pa%t o$ t! 34t!cntu%#*

T!i" p%iod )a" 'a%d (# a %-i-alo$ t! cla""ical in5unc" o$ t!

Ro'an" and G%", .p%""d int! 5o)%in& o$ t! a%t" andlit%atu% a" )ll a" t! (&innin&o$ 'od%n "cinc 6Duca73889:


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It )a" a )a# o$ li$ conc%nd )it!t! $ull"t %ali;ation o$ !u'and-lop'nt*

It 'a# ( t%acd to t! "a#in& o$P%ota&o%a", 1Man i" t! 'a"u% o$all t!in&", o$ t!o" t!at a%, t!at

t!# a%, o$ t!o" t!at a% not, t!att!# a% not2 6Tulio73888:


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Hu'ani"tic Education )a" t!out&%o)t! o$ t! %nai""anc* Itidnti/d t)o p!a""7

1. Italian or individual humanism

2. Social humanism


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1. Italian or

individualhumanism

This stressed

personal culture, individual freedom and

thedevelopment

of the elite

group.


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Popular Humanist during thistime:

DANTE

ALIGHIERI

Author of DivineComedy


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Petrarch

A prolic writerand a

progressive

thinker


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Da Feltre

A scholar andeducator whoopened the

schoolsfor the poor


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1. Social

Humanismthis gave moreemphasis on

moraland socialreforms

as the best

meansfor providingrich

and full livesfor all


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Erasmus

- a utch scholar

- !nown for his

educationalworks "#iberal$ducation ofchildren% & 'nthe 'rder of(tud)%


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HUMANISM cont%i(utd t!$ollo)in& to ducation7

3* Allo)d t! d-lop'nt o$ducational talnt*


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T!i" )a" on o$ t! 'o-'nt" du%in&t! 3?t!cntu%# di%ctd a&ain"t t!p%actic" o$ Ro'an Cat!olic C!u%c!*

R$o%'ation )a" not '%l# a %$o%' in

%li&iou" doct%in* It in-ol-d political,cono'ic, 'o%al, p!ilo"op!ical andin"titutional c!an&"*

C%dit to it" "ucc"" )a" MARTINLUTHER, an Au&u"tinian 'on andp%o$""o% o$ t!olo at t! n)l#+

"ta(li"!d Uni-%"it# o$ ittn(u%&* H )a" t!%atnd )it!.co''unication $%o' t! Cat!olic $ait!,

LUTHER and ot!% p%ot"tant %$o%'%",$o%'d a 'o-'nt calld 1P%ot"tantR$o%'ation2

i*erent movements that arise during the

+enaissance Period TH$ +$'+AT/'0


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T! ai' o$ P%ot"tant R$o%'%")a" %li&iou" 'o%ali"' li-in& a)o%t!# li$ )ould &ua%ant a&lo%iou" a$t% li$*

Education 'u"t p%o-id aduatt%ainin& in t! duti" at !o'*

It al"o p%o'otd pa%ntal di"ciplinand a "ound $a'il# li$ a" a$oundation" o$ a &ood &o-%n'nt*

i*erent movements that arise during the

+enaissance Period TH$ +$'+AT/'0 Protestant +eformation


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= T#p" o$ P%ot"tant Sc!ool"

3*%nacula% "c!ool* T!i" )a"o%&ani;d $o% popula% ducation*T! ducational "#"t' )a"co'pul"o%#*


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Popular scholar during this time:

Melanchtion

- 'ne of thegreatest

(cholars who made

a(urve) of what was

in1erman).

-the outcome ofwhich

became the basis ofthe

(A2'03 Plan toestablish a


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Melanchtion

ethods used in school were:

+eading 4orrect pronunciation of words emori5ation of answers from the

1ospel H)mns and Psalms

$ventuall), classroom instructionbecame more

rigid, discipline was harsh and religious/ndoctrination was the chief method

used.


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T!i" )a" anot!% 'o-'ntintndd to cla%i$# doct%in andi'p%o- t! p%actic" o$ t!cat!olic p%actic" o$ t! Cat!olic

C!u%c!*

T!i" ai'd to d-lop an

unu"tionin& o(dinc to t!aut!o%it# o$ t! c!u%c!

i*erent movements that arise during the+enaissance Period 4ATH'#/4 4'60T$++$'+AT/'0


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T! di0%nt %li&iou" con&%&ational"o "t%""d

t!i% o)n ai'"7

T! "uit "c!ool" )% d"i&natdto t%ain lad%"

T! C!%i"tian B%ot!%"

an"ni"t" )ill tac! "pi%itual"al-ation*



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"uit" "c!ool" )% d"i&natd to t%ainlad%"

t!%ou&! t! $ollo)in&7

3*Doin& a "'all a'ount o$ )o% at a ti'and doin& it )ll**Rptition $o% 'a"t%#*?*R-i)@*Moti-ation (# %i-al%# and 'ulation*



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Rali"' 'aintaind t!at ducation"!ould ( conc%nd )it!actuali;ation o$ li$*

T!# (li-d t!at t! n) t#p o$ducation "!ould ( d-lopd top%pa% t! c!ild $o% t! conc%tduti" o$ p%actical li-in&*

T! di0%nc (t)n %ali"t,!u'ani"t and %$o%'%" &a- %i"to -a%iou" &%oup" o$ %ali"t"*

i*erent movements that arise during the+enaissance Period +$A#/(


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3* %(al Rali"t ai'd at co'pltno)ld& and und%"tandin& o$!u'an "ocit# and to /t t!indi-idual to t! n-i%on'nt in

)!ic! ! li-d*

= Fa'ou" -%(al %ali"t"

a* i-"

(* Ra(lai"

c* Milton

i*erent movements that arise during the+enaissance Period +$A#/( various groups


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i-"7(panish8 believed that

educationshould develop personalit). To do

this ateacher should stud) each pupil

individuall)adapt school work.


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Ra(lai" 7rench8

stressed that the aimof

learning was thedevelopment of a

wholeperson


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Milton 7$nglish8 saidthat

education was to

prepare


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Montai&n afamoussocialrealists. Heproposed a

broad socialeducationthat wouldmake )oungaristocrats"men of theworld%


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=* Sn" Rali"t" 'p!a"i;d ap%actical t#p o$ ducation t!at"t%""d "cinti/c t%ainin&* T!#

$a-o%d d'oc%atic ducation andt! u"" o$ -%nacula%*

i*erent movements that arise during the+enaissance Period +$A#/( various groups


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Co'niu"hadore

s)mphath)

for themasses andhe

4hampionededucation for

all.


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Mulca"t%emphasi5edthat

children mustbe

(tudiedthoroughl),their

innate abilitiesshould

respected.He

recommends

that games,la ,


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Bacon(tressedmans

dominanceover

things. Heusedthe inductivemethod oflearning.


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Rat$mphasi5edthe

developmentof a

naturalmethodof teaching.+epetition heinsisted must

bedone as often

aspossible. He

alsorescribed


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It )a" t! t)o doct%in c!a%act%i;d(# t)o %action" du%in& t! 3"t!al$o$ t! 39t!cntu%#7 t! %i" o$

$o%'al di"ciplin and t!d-lop'nt o$ %a"on o%%ationali"'*

i*erent movements that arise during the+enaissance Period /(4/P#/0/(


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o!n Loc(trongl)Advocated thedisciplinar)

theor)

of education inhisSome ThoughtsConcerningEducationbelieving that

themind of the

child

at birth was ablank tablet or


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It )a" t! 'o-'nt t!at up!ld t!%i&!t o$ ac! indi-idual to !i" o)nopinion, li(%t# o$ con"cinc and

$%do' o$ t!ou&!t*

T!i" )a" con"id%d a" t! a& o$REASON, "o' ti'" no)n a" t!AGE OF ENLIGHTENMENT*

i*erent movements that arise during the+enaissance Period +AT/'0A#/(


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T! 'o"t in5untial 'o-'nt o$ t!39t!cntu%# )!ic! "tood $o%ducation in acco%danc )it!

natu%*

i*erent movements that arise during the+enaissance Period 0AT6+A#/(


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an+acu"Rou""au

;elieved thatthe

basic tenet ofnaturalism wasconviction and

thatthe natural

growthof children in a0atural$nvironment

4onstitutedAde uate

i*erent movements that arise during the+enaissance Period 0AT6+A#/( !e)


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+enaissance Period 0AT6+A#/( !e)4oncepts and the $ducators role based onthe octrine of 0aturalism accdg, to Tulio.

&ey Concepts 'aturalist Education

,. Ed($a%ion m(s% sa%is)y %&ebasi$ needs o) man as an

indi*id(al.

2. Ed($a%ion is 'ea!ed %oindi*id(al '!o+%& ea$&

$&ild.

-i% is %&e !ole o) ed($a%ion %op!o*ide no+led'e and sills

%&a% a!e )(ndamen%al )o!$es+i%&in %&e indi*id(al %o seesa%is)a$%ion.

-Belie*es %&a% ea$& $&ild

)ollo+s a lo'i$al pa%%e!n o)'!o+%& and de*elopmen% and%&a% ed($a%ion m(s% bea%%(ned %o %&ese na%(!al

pa%%e!ns.



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/. Ed($a%ion is no% simplymen%al in na%(!e.

0. S%(den%s ed($a%e%&emsel*es

-Ad*o$a%es %&e ed($a%ion o)bo%& mind and body.

En$o(!a'es %&e de*elopmen%

o) mo!al $&a!a$%e!1 dis$iplineand p&ysi$al +ell bein'.

-Ed($a%ion in*ol*es sel)

a$%i*i%y A$%i*i%ies a!e o))e!ed)o! eplo!a%o!y p(!poses and)o! %&e de*elopmen% o)aes%&e%i$s and sel)

ep!ession.



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3. T&e %ea$&e! &as an

a+a!eness o) %&e na%(!e o)%&e $&ild.

4. Tea$&e! as a '(ide in %&e

in%elle$%(al p!o$ess1

-A+a!eness %&a% na%(!al

en*i!onmen% is !esponsible)o! %&e de*elopmen% o) %&e

indi*id(al di))e!en$es1 ea$&$&ild &as a dis%in$% lea!nin'

needs %&a% !e5(i!eindi*id(ali6ed lea!nin'

a$%i*i%ies.

-T&e ed($a%ion and

ins%!($%ion (sed m(s% be

based on %&e (nde!s%andin'le*el o) %&e $&ild!en %o

na%(!ally de*elop %&em

a$$o!din' %o %&ei! needs and


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T! %apid %i" o$ nationali"' in t!38t!cntu%# "ti'ulatd t!d-lop'nt o$ t! "tat+cont%olld and "tat "uppo%tdpu(lic "c!ool "#"t' (cau"natu%ali"' $ocu"d on t! pat%ioticciti;n"!ip*

i*erent movements that arise during the+enaissance Period 0AT/'0A#/(


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T! "alint point" (%ou&!t a(out (#natu%ali"t ducation*

3* G%a''a% (ca' t! ladin&"u(ct in t! cu%%iculu'*


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T!i" )a" a c!ild cnt%d t!o%# t!at'p!a"i;d a ca%$ul "tud# o$ t!c!ild* D-lop'ntali"t" -i)d

ducation a" a natu%al p%oc"", a&%o)t! and un$oldin& o$ innattalnt" and potntial"*

i*erent movements that arise during the+enaissance Period $=$#'P$0TA#/(


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o!annHin%ic!P"talo;;i

He combined

ph)sical, moral,intellectual andmanual work in

hisaim to

"ps)chologi5eeducation%.


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o!nannF%id%ic!H%(a%t

His central

principlewas that ideasare

developed in themind through

e9ternal stimuli.


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F%id%ic!F%o(l

His theor) wasbased on

the conceptof theabsolute asa creativeforce.


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Fo%'ulatd > (a"ic p%incipl" o$tac!in&*

T! P%incipl o$ Sl$ Acti-it#

T! P%incipl o$ Int%"t T! P%incipl o$ App%cption P%incipl o$ Indi-idual Di0%nc P%incipl o$ Sociali;ation*

i*erent movements that arise during the+enaissance Period $=$#'P$0TA#/(


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T!i" "c!ool o$ t!ou&!t !old" t!atno)ld& i" indpndnt o$ "n"p%cption o% .p%inc*

T!i" al"o clai'" t!at 'an"no)ld& i" (a"d on !i" 'ntal"tat and t! 'ntal "ti'ulu"p%ci-d (# 'an" "oul co'"$%o' an in/nit "pi%it )!ic! i" God*

T! idali"t .pct" t! tac!%"to ( %ol 'odl" o$ intllctual,'o%al, a"t!tic, and -ocational.cllnc to t!i% "tudnt"*

T!# "!ould tac! (# .a'pl*

'$+0 PH/#'('PH/$( '$64AT/'0 - /dealism


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T!i" "c!ool o$ t!ou&!t !old" t!atno)ld& i" indpndnt o$ "n"p%cption o% .p%inc*

T!i" al"o clai'" t!at 'an"no)ld& i" (a"d on !i" 'ntal"tat and t! 'ntal "ti'ulu"p%ci-d (# 'an" "oul co'"$%o' an in/nit "pi%it )!ic! i" God*

T! idali"t .pct" t! tac!%"to ( %ol 'odl" o$ intllctual,'o%al, a"t!tic, and -ocational.cllnc to t!i% "tudnt"*

T!# "!ould tac! (# .a'pl*

'$+0 PH/#'('PH/$( '$64AT/'0 - Progressivism


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It i" a p!ilo"op!ical doct%in )!ic!'p!a"i; t! $%do' o$ !u'an(in&" to 'a c!oic", in a )o%ld)!% t!% i" no a("olut -alu"

out"id 'an it"l$* T! dci"ion" t!at a 'an 'a" )illna(l !i' to %ali; )!at ind o$p%"on ! )ill ( and )ill 'a !i'di"tinct $%o' ot!% popl*

And i$ a p%"on !a" d-lopd and i"

a)a% o$ !i" o)n idntit#, ! )ill (a(l to /nd 'anin& and pu%po" $o%!i" .i"tnc*

Education to t! .i"tntiali"t "!ouldna(l 'an to 'a c!oic" $o% !i" li$*

'$+0 PH/#'('PH/$( '$64AT/'0 - $9istentialism


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It i" an p!ilo"op!ical t!o%# t!ata"c%i(" ulti'at %alit# to""nc '(odid in a t!in&p%cpti(l to t! "n""*

In ducation, it i" a p!ilo"op!#!oldin& t!at c%tain (a"ic ida"and "ill" o% di"ciplin" ""ntialto on" cultu% a% $o%'ula(l and"!ould ( tau&!t to all ali (#c%tain ti'+t"td 't!od"*

'$+0 PH/#'('PH/$( '$64AT/'0 - $ssentialist


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Idali"'P%a&'anti"'P%o&%""i-i"'E.i"tntiali"'

E""ntiali"'

MODERN PHILOSOPHIES

OF EDUCATION


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P%a&'anti"' It clai'" t!at t! c!ild" &%o)t!

and d-lop'nt a" anindi-idual dpnd on !i".p%inc" and "l$ acti-it#*

E'p!a"i;" t!at ducationalconc%n 'u"t ( on t! c!ild"int%"t, d"i%" and t! la%n%"$%do' a" a an indi-idual %at!%t!an t! "u(ct 'att%*

Ad!%" to t! ida" t!att!inin& and %a"onin& "!ould ('p!a"i;d, and t!at &ood

MODERN PHILOSOPHIES

OF EDUCATION


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()*A'+,A+(' A'D S)UCU)E (F!E SYSEM

Pre-Spanish Period Spanish )ei#e


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Education was informal

&efore the coming of the 6paniards3 theearly ?ilipinos had a culture of their own.


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Pre-Spanish Period


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Spanish Era


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Education /Spanish era06pain introduced the European system of

education in the #hilippines?irst schools established were parochial

schools3 with 6panish missionaries asteachers'

!here was a separate school for boys andgirls!he wealthy ?ilipinos were accommodated in

the school

?ilipino children were taught the (atholicdoctrine3 the @ s $reading3 writing3arithmetic+3 music3 arts and trades


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Education Decree 1f 2345

!he .steducational system in the country was establishedby 6pain

!his law gave ?ilipinos a complete system of educationfrom the elementary to the collegiate level

5t provided the foundations of separate public elementaryschools for boys and girls

!he Bormal 6chool was also established!he friars controlled the educational systemduring 6panish

times

!he ?ilipinos were only able to enter the school in the late.0thcentury

Effects of Colonial Education in the


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Effects of Colonial Education in thePhilippines

!he ?riars were effective in evangeli7ing the(atholic religion to the ?ilipinos'

Cne maor failure of the educational systemof the religious congregation was the

withholding of the ?ilipinos to learn otherbodies of knowledge'Education during the 6panishregime was

privileged only to 6panish students'

6everal educated ?ilipinos referred to asilustrados began movements directed towardschange in the system of the government inthe #hilippines'


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AME)+CA' )E*+ME


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")+EF !+S()Y

American E;peditionary forces were sent to#hilippines with a mission to destroy the 6panishArmanda in ,anila &ay as part of the strategy to

defeat the 6paniards in the 6panish=AmericanWar ranging at that time in (uba'


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!he Americans won3 and on the !reatyof #aris on *ecember .-3 .D0D3 the#hilippines was ceded to the nited 6tate by

the 6panish for the paltry sum of 6 F1-million'

Administration of Educational 6ystem


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Administration of Educational 6ystem

se of English language as medium of instruction

#roviding formal educationprimary educationintermediate educationsecondary education

ocational education


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!he te;tbooks and the teaching materials adoptedfor use in #hilippines 6chools were those prepared byAmerican authors primarily for American children'

!homasites=is a group of about five hundredpioneer Americanteachers sent by the '6'government to the #hilippinesin August .0-.'
http://en.wikipedia.org/wiki/United_Stateshttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/Philippineshttp://en.wikipedia.org/wiki/United_States


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!hey are the Americans who are professionally trainedteachers sent by the nited 6tates Government to the

#hilippines'


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?ilipinos were trained for self


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?ilipinos were trained for selfgovernment preparatory to the granting

of independence after a ten yeartransition period'

FU'DAME'ALS (F 6(CA+('ALEDUCA+('

Reading

Writing Arithmetic

C++,E'S!+P M()ALC!A)ACE)


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Filipino children were taughtAmerican songs and were reuired tomemori!e literary masterpieces like"incoln#s $%ettysburg Address.&School rooms were decorated withAmerican paintings andthe portraits

of American heroes, like "incoln#s'ashington, (efferson, Franklin, etc.


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After a decade of instruction in

the )nglish language in schoolspatterned after the Americansystem, directed by American

administrators and using Americantextbooks and American songs, theFilipino children who were the

products of the public schools cameto know more of American poems andto admire American heroes.


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*n brief, they came to know moreof America than of their own

country and culture.


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7apanese andConte#porary

!istory of Education

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+ost schools were damaged during'orld 'ar **and had to be closed

down. *n (une -/, the schools were

reopened by the (apanese.

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Military (rder 'o. 8 in 29:8 -
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7apanese educational policies

The order mandated the teachingof Tagalog, 0hilippine history, and

character education to Filipinostudents, with emphasis on lovefor work and dignity of labor.

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7APA'ESE )E*+ME


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7APA'ESE )E*+ME

The 0hilippine )xecutive 1ommission21ommission of )ducation, 3ealth and0ublic 'elfare and schools reopened in

(une -/.

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4n 4ctober , -5, the (apanese 2

sponsored 6epublic created the+inistry of )ducation.

7APA'ESE )E*+ME


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7APA'ESE )E*+ME

February /7, -8 2 the9epartment of *nstruction was

made part of the 9epartment of0ublic *nstruction.

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!ihlihts of Education durin the


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!ihlihts of Education durin the7apanese

:se ;iponggo and to stop using the)nglish language.

Spread elementary and vocational education

9evelop love for work

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Depart#ent of Education


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p

-7, by virtue of )xecutive 4rder ;o.-, the 9epartment of *nstruction waschanged to 9epartment of )ducation.

&ureau of #ublic and #rivate 6chools-7> < the conversion of 9epartments

into +inistries

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*epartment of Education and(ulture becomes ,inistry ofEducation and (ulture in virtue of

#'*' Bo' .@0%' 5 regional offices were created ma?or organi!ational changes were

implemented

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Ba%as Pambansa BP; Bl' 2/2


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Ba%as Pambansa BP; Bl'. 2/2

The )ducation Act of ->/ created the+inistry of )ducation, 1ulture and Sports

This act shall apply to and govern both formal

and non2formal systems in public and privateschools in all levels of the entire educationalsystem.

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The structure of 9)1S as embodied in )4;o. 7 has practically remained unchangeduntil -- .

*n -- the 1ommission on 3igher)ducation @13)9 were established to

supervise tertiary degree programs.*n --8 the Technical )ducation and Skills

9evelopment Authority @T)S9A wereestablished to supervise non2degreetechnical2vocational programs.

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The 1ongressional 1ommission on

)ducation @)914+ report provided theimpetus for 1ongress to pass 6A 77// and 6A77-B in -- creating the 1ommission on3igher )ducation @13)9 and the Technical

)ducation and Skills 9evelopment Authority@T)S9A, respectively.

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Co##ission on Education /EDC(M0


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*n --/, it released to the publics areport specifying that the uality ofthe 0hilippine )ducation is continuously

declining particularly basic educationdue toC

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a failure to teach the competence the averageciti!ens need to become responsible, productiveand self fulfillingD

b technical and vocational schools are notproducing the manpower we need to develop oureconomyD and

c graduate education is mediocreand failed to

generate the research2based knowledge we needto create more ?ob and raise value of production

113


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This decline has been attributedto a number of causes, namelyC

a low budget, high enrolmentD

b shortage of teachersDc shortage of classrooms and

d shortage of textbook.

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he rifocal Education Syste#


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he rifocal Education Syste#

*E(6 2 elementary, secondary andnonformal education, including culture andsports.

!E6*A2 post2secondary, middle2levelmanpower training and development

(>E*is responsible for higher education

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)epulic Act 92@@


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August 1--.3 $Governance of &asicEducation Act+ @9)1S to @9ep)d redefining the role of field offices

@regional offices, division offices,district offices and schools.

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)epulic Act 92@@


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An act instituting a frame work ofgovernance for basic education,establishing authority and accountability,

renaming the 9epartment of )ducation,1ulture and Sports as the 9epartment of)ducation, and for other purposes.

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)epulic Act 92@@


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provides the overall framework for @i school head empowerment by

strengthening their leadership roles @ii school2based management within the

context of transparency and localaccountability.

goal of basic educationC provide the school age

population and young adults with skills3knowledge3 and values to become caring3 self=reliant3 productive and patriotic citi7ens'

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At present


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Sixteen @B 6egional 4ffices4ne hundred fifty2seven @87 0rovincial and

1ity Schools 9ivisions

Schools 9ivision 4ffices are /,//7=,7B5 elementary schools @5B,/5 public and

,8/- private

7,B>5 secondary schools @,// public and5,/B private

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PSYC!(L(*+CAL F(U'DA+('(F EDUCA+('


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!E )+L(*Y (F EDUCA+('

.' !he 4earner

1' !he 4earning #rocess

@' !he 4earning 6ituation


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!he learner is the center of anyeducation'

he Learner

Understandin *roBth and


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De

"asic Principles of *roBth and


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as c c p es o * o t a dDe


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De


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"asic Principles of *roBth andDe


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pDe


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De


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Learners Staes of De


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@' Early (hildhood

From /2B years, the pre2school age. Thechild begins to learn some social relationships andmixes and plays with children of his age group.The child wants to explore or anything he canreach and asks too many uestions.

I' 4ate (hildhood

From B or 7 years to or / years, theelementary period. They learns things taught in schoolsuch as reading, writing, arithmetic, and language, and

social studies. Further learns what is right and wrong.They begins to be interested in the opposite sex.

)' #uberty 6tage


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From / or 5 to or 8 years, the early high schoolperiod. This is the stage when the urge of sex begins toassert itself very rapidly. *n fact, man at this age is alreadycapable of procreation. The girls start having their monthlyperiod.

/' Early Adolescence

From puberty to 7 years, middle high schoolperiod. 6apid sex maturation occurs. Some youngpeople get married at this age. Eoice, feeling and

thinking continue changing. Start to develop their lifeambitions and aspirations.

%' 4ate Adolescence


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From > to / years. The student in college

are now preparing for the professional or vocationalcareers and those out of school are entering orfinding ?obs in preparation for an independent life.9evelopment of intellectual and social skillscontinues.

D' Early Adulthood

From / < = years, productive years. ;ewlife ad?ustments occur such as courtship andmarriage, parenthood, employment, recreationalhobby, religious affiliation which may occur earlier,?oining clubs, and years of achievement.

0' ,iddle Age


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From B 2 B8 years. +an or woman must haveachieved most of hisher aspirations in life such as a

well2established home and family, stable and lucrativeemployment or business, creative achievements evenpolitical achievement. Some physical and physiologicalfunctioning begin to decrease or deteriorate. Thepreparation of retirement.

.-' Cld age

B8 and above, period of retirement.1haracteristics of old age occur, such as deafness, failing

eyesight, forgetfulness, baldness arthritis, senility, etc.0ainful ad?ustments have to be made to meet someunavoidable circumstances such as death of spouse,solitude as children now have their own homes or ?obs infar places, etc.

f L


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ypes of Learners

isual 4earners

Auditory 4earners

Kinaesthetic 4earners

ead=Write 4earners

Environmental 4earners

ypes of Learners


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ypes of Learners

6isual Learners

Eisual learners are characteri!ed by the followingCThey tend to be fast talkers.They exhibit impatience and have a tendency to

interrupt.They use words and phrases that evoke visual images.They learn by seeing and visuali!ing.

Gour teaching strategy for visual learners should

include the use of demonstrations and visually pleasingmaterials, and you should make an effort to paint mentalpictures for learners.

ypes of Learners


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ypes of Learners

< Auditory Learners

Auditory learners are characteri!ed by the followingCThey speak slowly and tend to be natural listeners.

They think in a linear manner.

They prefer to have things explained to them verballyrather

than to read written information.

They learn by listening and verbali!ing.

Gour teaching strategy for auditory learnersshould sound good and should be planned and delivered inthe form of an organi!ed conversation.

ypes of Learners


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< &inaesthetic Learners

Hinaesthetic learners are characteri!ed by thefollowingC

They tend to be the slowest talkers of all.They tend to be slow to make decisions.They use all their senses to engage in learning.They learn by doing and solving real2life problems.

They like hands2on approaches to things and learnthrough trial and error.

yp

ypes of Learners


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< )ead-Write Learners

6ead2write learners are characteri!ed by the followingC

They prefer for information to be displayed in writing, such as

lists of ideas.

They emphasi!e text2based input and output.

They en?oy reading and writing in all forms.

Gour teaching strategy for read2write learners shouldinclude writing out key words in list form. The learners will learnby silently reading or rewriting their notes repeatedlyDwriting out

in their own words the ideas and principles that were taught ordiscussedD organi!ing any diagrams, graphs, other visual depictionsinto statements @e.g., $The trend is . . . &D and putting reactions,actions, diagrams, charts, and flowcharts into words. They likemultiple2choice tests.

ypes of Learners


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ypes of Learners

)nvironmental learners are characteri!ed by thefollowingCThey learn best in their desired $environment.&Some prefer more uiet and stable environment.4thers prefer more musical environment.

)nvironmental learners benefit from temperature,lighting, and mobility

En


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heories of De


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heories of De


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Psychoanalysis /Freud0

"eha Sinner> Pa


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heories of De


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L Iehaviorism "earning Theory @'atson and Skinner

is a theory of animal K human learning that onlyfocuses on ob?ectively observable behaviors Kdiscounts mental activities. Iehavior theorists definelearning as nothing more than the acuisition of newbehavior.

4earning occurs through9

(lassical conditioning $#avlov+= Though association aneutral stimulus becomes a conditioned stimulus.

Cperant conditioning $6kinner+ = Through

reinforcement weak or rare responses become strong, freuentresponses.

6ocial learning $&andura+ $A refinement ofbehaviorism+ = Through modeling, observed behaviors becomecopied behaviors.


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heories of De


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heories of De


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heories of !u#an De


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: Principle theories of !u#an De


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(ean 0iagetMs theory treats 1ognitive9evelopment of 1hildren, while that of )rick

)rickson treats the psycho2sexual

development throughout all the stages of3uman 9evelopment.


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"awrence Holberg#s theory treats humanmoral development.


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;ot presented here is Freud#s theory ofpsycho2sexual development, which does not

offer much insight for the average catechist.

7ean Piaets heory of Coniti


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De


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he Coniti


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0iaget#s theory is based on careful anddisciplined observation of his own children, as

well as some ingenious experiments he didwith them.

7ean Piaets heory


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0iaget describes stages of cognitivedevelopment which have been confirmed by

later studies.

3owever, later studies indicate that 0iaget#sstages may begin earlier than he theori!ed.

7ean Piaets heory


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Although 0iaget is not himself a psychologist,

students of educational psychology and ofpedagogy all study his theory.

Thus his theory should be familiar to catechists

and those responsible for the religiouseducation of children.

7ean Piaets heory

(ean 0iaget#s four stages of developmentC


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(ean 0iaget s four stages of developmentC

Sensory2motor

/ 0re2operational

5 1oncrete 4perations

Formal 4perations

7ean Piaets Staes


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.+ !he 6ensory=motor 6tage of *evelopment:

$&irth to 1 years+

9uring the first stage of development the child makesrandom movements and only slowly begins to be able to

control hisher own movements.

7ean Piaets Staes

.+ ?i t 6t 6 t


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.+ ?irst 6tage 6ensory=motor:

$the first two years+

The child slowly begins to discover the 0ermanenceof 4b?ects towards the end of the first year.

@That is, it begins to dawn on the child thatob?ects that are out of sight still exist.

7ean Piaets Staes

1+ 6 d 6t i th # ti l:


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1+ 6econd 6tage is the #re=operational:

$1 to % years+

9uring this stage the children can begin tothink, but their thought processes are based on thesenses.

They are unable to reason, that is, come toconclusions based on deduction or inductionD nor can

they think abstractly.

7ean Piaets Staes

1+ !h s c nd st is th # p ti n l:


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1+ !he second stage is the #re=operational:

1hildren in this stage can#t reason in reverse.

@4peration is any mental activity that isreversible.

At this stage children do not comprehendthat 4b?ects conserve or retain their physicalproperties.

1hildren are )go2centric during this stage.

7ean Piaets Staes

@+ !h thi d t ( n t Cp ti n :


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@+ !he third stage (oncrete Cperations:

$from around / to.. years+

2They develop the capacity to reverse mentaloperations.

2They begin to take into account theconservation of physical properties.

7ean Piaets Staes

@+ !hird 6tage (oncrete Cperations:


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@+ !hird 6tage (oncrete Cperations:

$from around / to .. years+

2The nature and uality of their thinkingdevelops significantly

2They begin to understand the law of $1ause and)ffect.&

2They begin to comprehendthe principle of1onservation

7ean Piaets Staes


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@+ !he !hird 6tage (oncrete Cperations:

$?rom about / to .. years+

29evelop the capacity to reverse theirthinking.

2 They learn to recogni!e the essence of things.2They develop the capacity to order things in a

series.

7ean Piaets Staes


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I+ !he fourth stage ?ormal Cperations:$.1 year a adulthood+

*s the capacity to think in abstract terms.


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he Psyco-social heory

of

Eric Ericson

Eric Ericsons heory


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Erick Erickson divides his #sycho=social theoryinto D stages'

Eric Ericsons heory

!he D stages:


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!he D stages:

!rust vs' ,istrust

Autonomy vs' 6hame

5niciative vs' Guilt

5ndustry vs' 5nferiority

5dentity vs' (onfusion5ntimacy vs' 5solation

Generativity vs' 6tagnation

5ntegrity vs' *espair

Eric Ericsons heory


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*n each step, the task of each individual is tostrike a balance between two extremes.

The name )rickson gives to each of his stages are

the extreme ualities that each individual mustbalance according to their own situation.

Eric Ericsons heory


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An important principle of )rickson#s theory is thateach succeeding stage depends greatly on theeuilibrium established in each of the previous

stages.

Eric Ericsons heory

.+ !he first stage !rust vs ,istrust


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.+ !he first stage !rust vs ,istrust

@from / to > months

*n this first stage a child learns to trust and mistrustthe significant persons in his life.

According to their experience each child combines thesetwo extremes into a functional or disfunctional

personality.

Eric Ericsons heory

1+ !he second stage Autonomy vs 6hame


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1+ !he second stage Autonomy vs' 6hame

@from / to > months until 5 years

9uring this stage the child begins to learn to do

for himself. According to his success and thereactions of significant others he learns tobalance these two extremes.

Eric Ericsons heory

@+ !h !h d G l


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@+ !he !hird stage: 5nitiative vs' Guilt

@from 5 to 7 years

9uring this stage the child begins to explore the

environment within the limits set by thesignificant others.

Eric Ericsons heory

I+ !he fourth stage: 5ndustry vs 5nferiority


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I+ !he fourth stage: 5ndustry vs' 5nferiority

@7 to years

*n this stage, the child attempts to balance doingthings on his own with his feelings of inferiority.

Eric Ericsons heory

)+ !he fifth stage: 5dentity vs (onfusion


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)+ !he fifth stage: 5dentity vs' (onfusion

@puberty until early adulthood

From about years of age adolescents begin

discovering their gender role as influenced bysignificant others.

@ 8=N of sexual identity is attributed togenetic factors while the social environment

contributes the other half.

Eric Ericsons heory


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/+ !he si;th stage: 5ntimacy vs' 5solation

@from about /= years or early adulthood

+uch of the individual#s capacity for intimacy

depends upon their social skills learned in earlierstages.

Eric Ericsons heory

%+ !he 6eventh 6tage: Generativity vs' 6tagnation


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%+ !he 6eventh 6tage Generativity vs' 6tagnation

@9uring *ntermediate Adulthood, that is from around= to B8 years

The individual learns to value contributing to thefollowing generation.

Eric Ericsons heory

D+ !he Eighth 6tage: 5ntegrity vs' *espair


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D+ he Eighth 6tage 5ntegrity vs' *espair

@"ate Adulthood, that is beginning from around B8years of age

The person, reali!ing their own mortality begins toevaluate their life. This re2evaluation is moreproductive when done together with a significant

other.


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he heory of Moral De


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There are 5 stages in Holberg#s theoryC

0re2conventional )thics

1onventional )thics

0ost21onventional )thics

LaBrence &olers heory

.+ !he first 6tage of #re=conventional Ethics


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.+ !he first 6tage of #re=conventional Ethics

$(hildhood+

6ules are obeyed for fear of punishment, that is,out of one#s self2interest.

@+any never move beyond this first stage.


1+ !he 6econd stage: (onventional Ethics


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1+ !he 6econd stage: (onventional Ethics

$Adulthood+

)thics based on Trust, 1onformity and "oyalty.

The individual bases their behavior or moraldecisions on the $social contract&.


@+ !he !hird 6tage: #ost=(onventional


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+ g

The individual understands laws to be limited,imperfect and relative.

The individual#s ethics are based on :niversal+oral 0rinciples.

foundation in education

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