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Orca Share Media1558681767994
Orca Share Media1558681767994
Orca Share Media1558681767994
(Foundations of Education)
I. HISTORICAL FOUNDATIONS
2.3. REFORMATION
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AIM: Religious moralism
CONTENTS: Physical education, Character education, Math, History,
Science
METHODS: Memorization, religious indoctrination
PROPONENT: Martin Luther
2.4. COUNTER-REFORMAION
AIM: To develop an unquestioning obedience to the authority of the
church
CONTENT: 4R’s (religion included)
METHODS:
Adapting the lesson to the abilities, needs, and interests
reviewing the previous lessons
repetition for mastery
memorization with understanding
use of textbooks
PROPONENTS: Christian Brothers, Jansenists, Jesuits
2.6. RATIONALISM
AIM: To enable man to think for themselves
CONTENTS: Philosophical/scientific knowledge, ethics and morality
METHODS: Critical analysis, application of reason
1.1. IDEALISM
adheres to the view that nothing exests except in the mind of
man, the mind of God, or in a super or supra-natural realm
idealists believe that ideas and knowledge are enduring and can
change lives
AIMS:
to develop the individual spirituality, mentality, morally (mind,
soul and spirit)
to discover and develop each individuals abilities and full moral
excellence in order to better serve the society
METHODS: Critical discussions, lecture, Socratic method, introspection,
imitating models, reflection/reflective thinking
CONTENTS: Literature, History, Philosophy and Religion
THE LEARNER:
imitates the teacher who is an exemplar of an ideal
person
tries to do the very best he can and strive toward
perfection
THE TEACHER:
excellent example/role model for the student-
intellectually and morally
exercise great creative skills in providing opportunities
for the learners’ minds to discover, analyze, synthesize
and create applications of knowledge to life and behavior
questioner-encourages students to think and ask more
questions and develop logical thinking
THE SCHOOL:
train future leaders
develop morality and to distinguish right from wrong
maintain and transmit values
place emphasis on developing the mind, personal
discipline, and character development
PROPONENT: Plato – “in order to know something, we need to withdraw from
the use of our senses and rely on a purely intellectual approach”.
1.2. REALISM
Stresses that the world is made up of real, substantial and
material entities
Knowledge is derived from sense of experience
THE LEARNER:
Sense mechanism, a functioning organism which,
through sensory experience, can perceive the natural
order of the world
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Can learn only when he follows the laws of learning
THE TEACHER:
A guide, a demonstrator, who has full mastery of the
knowledge of the realities of life
Requires the learner to recall, explain, and compare
facts; to interpret relationships, and to infer new
meanings
Rewards the success of each learner and reinforces what
has been learned
Utilizes learner’s interest by relating the lessons to the
learner’s experiences, and by making the subject matter
as concrete as possible
THE SCHOOL:
Transmits knowledge
Classrooms are highly ordered and disciplined
PROPONENTS: Aristotle, Herbart, Comenius
1.3. PRAGMATISM/EXPERIMENTALISM
Pragmatists believe that the curriculum should reflect
the society, emphasizing the needs and interest of the
children.
AIM: To teach students how to think so that he can adjust to the demands
of an ever changing world
METHODS: Project method, free and open discussion, individual problem-
solving research
CONTENTS: Practical and utilitarian subjects
THE LEARNER:
Learn from experiences through interaction to the
environment
THE TEACHER:
Capture the child’s interest and build on the natural
motivation
Use varying teaching methods to accommodate each
individual learning style
Helper, guide, and arranger of experiences
PROPONENT: John Dewey
2.1. PERENNIALISM
Knowledge that has endured through time and space
should constitute the foundation of education
Perennialists believe that when students are immersed
in the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true
intellectuals.
AIM: To develop power thought
PROPONENT: Robert Hutchins
THE LEARNER:
Passive recipients
THE TEACHER:
Interprets and tells eternal truth
Spends more time teaching about concepts and
explaining how these concepts are meaningful to
students
2.2. ESSENTIALISM
Teaching the basic/essential knowledge and skills
2.3. PROGRESSIVISM
Education is always in the process of development
Focused on the whole child and the cultivation of
individuality
Centered on the experiences, interests, and abilities of
students
Progressivists strive to make schooling both interesting
and useful
AIM: To provide the pupil the necessary skills to be able to interact
PROPONENTS: John Dewey, Johann Pestalozzi
2.4. EXISTENTIALISM
Man shapes his being as he lives
Knowledge is subjective to the person’s decision, and
varies from one person to another
AIM: To train the individual for significant and meaningful existence
PROPONENT: Jean Paul Sartre
THE LEARNER:
Determines own rule
THE TEACHER:
Assists students in their personal journey
Aides children in knowing themselves
3. EASTERN PHILOSOPHIES
3.1. HINDUISM
Emphasizes a commitment to an ideal way of life
characterized by honesty, courage, service, faith, self-
control, purity and non-violence which can be achieved
through YOGA
PROPONENT: Mahatma Gandhi
HINDUISM IN EDUCATION:
The teacher shows the way and imparts knowledge by
his own example, responsible for the students’ spiritual
welfare.
The students aim to remember everything by heart and
gain mastery of every subject learned.
Teaching methods are oral and memory intensive,
discussion and debates.
3.2. BUDDHISM
Believes in the FOUR NOBLE TRUTHS
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Believes in the LAW OF KARMA
PROPONENT: Siddharta Gautama
BUDDHISM IN EDUCATION:
Education is rooted on faith
Continuing educational system – to recive additional
teaching and learn from each other during class
discussions
3.3. CONFUCIANISM
Teaches moral life through devotion to the family,
loyalty to the elders, love of learning, brotherhood, civil
service, and universal love and justice. Stresses the
FIVE CARDINAL VIRTUES (benevolence, righteousness,
propriety, wisdom and sincerity).
PROPONENT: Confucius
BUDDHISM IN EDUCATION:
Civil Service Exams
Religious rituals in the schools
3.4. TAOISM
3.6. ISLAM
Has five pillars: belief in Allah, prayer five (5) times a
day, fasting, almsgiving and pilgrimage).
PROPONENT: Muhammad/Mohammed
ISLAM IN EDUCATION:
Useful knowledge is necessary for the benefit of the self
and of humanity.
A truly Islamic government is required to provide all
means to promote adequate education for its citizens, to
the best of its ability.
SOCIOLOGY
The science of man and society
Study of behavior
Study of groups and societies and how they affect the people
SOCIALIZATION
A process of adapting or conforming to the common needs and interest of a
social group.
A process whereby people learn the attitudes, values and actions appropriate
to individuals as members of a group learns and internalizes the norms and
standards of the other member among whom she/he lives.
AGENTS OF SOCIALIZATION
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a. Family – smallest social institution whose members are united by blood, marriage
or adoption, constituting a household and having a common culture.
b. School/Education- established by society for the basic enculturation of the group;
an agency which makes student learns how to value oneself and eventually
others; an agency organized by society for the basic function of teaching and
learning.
c. Church
d. Mass media
INSTITUTIONAL GROUP AGENCIES FOR EDUCATION (There are three (3) very
important groups that serve as agencies for learning:
ANTHROPOLOGY- science that studies the origin and development of man, his work and
achievements which includes the study of physical, intellectual, moral, social and cultural
development of man, including his customs, mores, folkways and beliefs.
CULTURE
The shared products of human learning, the set of learned behaviors, beliefs,
attitudes, values, and ideals that are characteristics of a particular society or
population.
The complex whole which includes knowledge, beliefs, arts, laws, morals,
customs and other capabilities and habits acquired by man as a member of
society.
Culture is transferable, continuous, symbolic, dynamic, shared, adaptive,
learned, universal and borrowed.
Elements of Culture
1. Language- an abstract system of word meanings and symbols for all aspects of
culture; the foundation of culture; verbal and nonverbal
2. Norms – are established standards of behavior maintained by a society; it must
be shared and understood
3. Sanctions- penalties or rewards for conduct concerning social norms
a. Positive sanctions- pay, promotion, medals, word of gratitude
b. Negative- fines, imprisonment, threats, stares
4. Values- are collective conceptions of what is considered good, desirable and
proper or bad, undesirable and improper in a particular culture
CHANGE
An enduring force in history; is inevitable, takes place from time to time
The adjustment of persons or group to achieve relative harmony
Forms of Change:
a. Cultural change- refers to all alteration affecting new trait or trait complexes to
change the culture’s content and structures
b. Technological change- revision that occur in man’s application of his technical
knowledge and skills as he adopts himself to environment. Ex: introduction of
new methods of learning; vocational education, computer education, and
practical arts in the curriculum; inclusion of information and communication
technology in the curriculum.
c. Social change- refers to the variation or modifications in the patterns of social
organization, of such groups within a society or of the entire society (example of
social changes in education: the revival of nationalism themes in literature, music
and arts, etc.)
SOCIAL CONCEPTS:
THEORIES OF ETHICS: