Republic of the Philippines LNU VISION

Leyte Normal University

GRADUATE SCHOOL A leading university of education and diverse
Tacloban City disciplines attuned to local and global
development needs
LNU MISSION
To produce top performing professionals
equipped to engage on knowledge and
technology production so necessary to
develop a sustainable society
An Outcomes-Based Syllabus in CORE VALUES

Philosophical, Sociological, and Integrity, Excellence and Service

Psychological Foundations of Education GRADUATE SCHOOL GOAL

To turn out professionals and leaders imbued

OUTCOMES
with values and a high degree of expertise
and competence

QUALITY POLICY

We, at the Leyte Normal University (LNU),

commit to pursue satisfaction of our
customers through good governance, quality
and relevant instruction, research, extension,
and support services and to continuously
improve our quality management system in
compliance with ethical standards and
applicable statutory, regulatory, and
stakeholders’ requirements.
 INSTITUTIONAL OUTCOMES PROGRAM OUTCOMES (M.A.Ed.) COURSE OUTCOMES

Graduates who are articulate on the rootedness of Graduates integrate theoretical underpinnings to
Critical Thinkers
education in the philosophical, psychological, and professional practice.
sociological contexts

Graduates who effectively communicate information Graduates articulate and carry out an oral defense of
that facilitate meeting organizational/institutional goals researchable concepts through well-crafted Concept
Effective Communicators Papers.

Graduates who are adherent to professional and ethical Graduates exhibit appropriate school and community
teaching standards sensitive to local, national, and behavior that upholds dignity.
Professionally Competent
global realities

Graduates who apply skills on the development and Graduates produce materials that address issues in
utilization of ICT to promote quality, relevant, and society and emphasize the schools’ roles in the crafting
ICT Competent accessible reporting of learning process and outcomes of solutions to such problems.

Graduates who practice transformative leadership skills Graduates exhibit appropriate behavior as educational
and ethical standards in the teaching profession leaders.
Value-laden Leaders
Vertical Alignment Matrix
I. PROGRAM : Master of Arts in Education
II. COURSE CODE: FD503a
III. COURSE TITLE : Philosophical-Sociological-Psychological Foundations of Education
IV. COURSE CREDIT: 3 units
V. PREREQUISITE: None
VI. COURSE DESCRIPTION : This course provides the graduate student an overview of the theoretical foundations on which pedagogical practice is based and gives them a
frame of reference for understanding the dynamics of teaching and the teaching profession in general. It traces the history and legal bases and turns to matters of
philosophy, sociology, and psychology for the formulation of visions and perspectives in Philippine Education and their implications to educational practices.
VII. Course Coverage

LEARNING OUTCOMES CONTENT TIME FRAME TEACHING AND ASSESSMENT REFERENCE/INSTRUCTIONAL

(LOs) LEARNING EXPERIENCE MATERIALS
At the end of the
meeting, the students
shall have:
1. acquainted with the Class Onboarding Meeting 1 Presentation of teaching Reflection Statement  Googleclassroom.com
content, grading system, (Asynchronous) & philosophy emblem: a through an image or  Facebook.com
policies, and requirements 2 (Synchronous) personal incline any creative work post  Canva.com
of the course; (at the Stream Section
2.developed a sense of of Google Classroom)
preparedness for the
course;

3.defined the roles of
teachers as individuals and
as classroom managers;
4. discussed the various
aspects of teaching as a
profession;
5. internalized the values of
a professional teacher;
6. mapped out one’s career
growth as anchored on
Unit I. Understanding the Teaching
Profession (as In-Service Teachers)
A. Motivation, Status, and
Preparation of Teachers
B. RA 7836 The Code of Ethics for
Professional Teachers
C. RA 4670 The Magna Carta for
Public School Teachers
D. Efforts to Improve Quality of
Meetings 3 Cooperative Learning  Matrix of Current  Bilbao, Corpuz, Llagas, &
(Synchronous) & Teams Practice to PPST Salandanan. (2018). The teaching
4 (Synchronous) Presentation Career Stages 1-2: profession. Manila: Lorimar Publishing
Inputs to Career Inc.
Option A. Contextualized Progression
synthesized readings (incorporating insights  Philippine National Research
relevant to the assigned of A-E of Unit 1) Center for Teacher Quality (RCTQ).
topic through a preferred  Thesis Statements (2020). How the PPST helps my
mode/style in adherence to for: professional practice as a master
Learner-Centered Teaching teacher.
PPST;
7. related philosophical,
sociological, and
psychological underpinnings
on the aspects of
professional teaching;
8. cited the legal bases of
education in the
Philippines related to
specific school policies
9. deliberated on the
complementing roles of
the legal bases of
education on achieving
quality education
Teachers (LCT) and with perspectives 1.Analytical Paper
E. DO No. 42, s. 2017 National on their philosophical, (Quantitative)  Ornstein, A.C., Levine, G.G., &
Adoption and Implementation of sociological, and 2. Argumentative Paper Vocke, D.E. (2016). Introduction to
PPST psychological bases. (Quanti-Qualitative) Foundations of Education. Boston:
3. Expository Paper Houghton Mifflin Co.
Option B. Exploring (Qualitative)
properly cited research https://www.varkeyfoundation.
paper findings related to  Concept Paper (on a org/media/4790/gts-index-9-11-
the topic with potential Research 2018.pdf
underpinnings on Paper)
philosophy, sociology, 
and/or psychology (https://owl.purdue.edu/owl/general
_writing/the_writing_process/thesis_
statement_tips.html)
Unit II. Legal Foundations of Education Meetings 5 Engagement with  Legal Bases of School 
in the Philippines (Asynchronous) & Learning Guide Material Policies and their Aims Shttps://www.teacherph.com/lega
A. The 1987 Constitution, Article XIV 6 (Synchronous) to Quality Teaching and l-bases-of-philippine-educational-
Sections 1-5 Cooperative Learning Learning (A Matrix system/
B. Batas Pambansa Blg. 232 (the Teams Presentations Presentation)
Education Act of 1982)
https://www.officialgazette.go
C. Other Legal Bases v.ph/constitutions/1987-
1. Act No. 74 Option A. Cooperative
constitution/
2. Act No. 2706 Learning Teams present
3. Commonwealth Act No. 1 contextualized readings
 Teacherph. Professional Learning
(Amended by RA 9163) relevant to the assigned
Online Community of Teachers and
4. Commonwealth Acts No. 80, 578, topic
for Teachers.
586, 589, 139, & 896
https://www.teacherph.com/legal-
5. RA 1124, 1265, 1425, 4670, 1079, Option B. Exploring
bases-of-philippine-educational-
& 6655 properly cited research
system/
paper findings related to
the topic
10. defined philosophy;
11. explained the areas
of philosophy;
12. discussed the
philosophical schools of
thought;
13. synthesized the
philosophical thoughts’
application to
education;
14. discussed the
educational priorities of
each given epoch and their
timeless relevance;
15. traced the roots of
prevailing educational
tenets, policies, and
practices that have drawn
their tenacious prevalence;
16. outlined the aspects of
both sociology and
education as they relate to
mutual interests;
Unit III. Philosophical Foundations of Meetings 6 Asynchronous  Thesis Statement for: https://courses.lumenlearning.com
Education (Asynchronous), Individualized Work: 1.Analytical Paper /suny-oneonta-
1.Major Philosophical Thoughts 7 1.Synthesized Reading (Quantitative) education106/chapter/5-1-
1.1 Idealism (Synchronous), Notes on items 1-3 under 2. Argumentative Paper foundations-of-educational-
1.2 Realism Unit III with the specs: (Quanti-Qualitative) philosophy/
&8
1.3 Pragmatism/ Experimentalism a. 1 page Synthesis Paper 3. Expository Paper
(Asynchronous)
2. Modern Philosophical Thoughts b. 1 page Reflection Paper (Qualitative)
2.1 Perennialism  1 Learning Plan

(https://owl.purdue.edu/owl/general
2.2 Essentialism Mirroring Specific
2.3 Progressivism _writing/the_writing_process/thesis_
Philosophical
2.4 Existentialism statement_tips.html)
Influences
2.5 Social Reconstructionism  Concept Paper
3. Eastern Philosophy
3.1 Hinduism
3.2 Buddhism
3.3 Confucianism
3.4 Taoism
3.5 Zen Buddhism
Meeting 9 (Synchronous): MIDTERM EXAMINATION
Unit IV. Historical Foundation of the Meetings 10  Reflective Thought:  Collab Work:  Macha, W., Mackie, C., &
Philippine Education System (Synchronous) , & What is the worth of tracing 1. Infographics that Magaziner, J. (2018). Knowledge
1. Education during the Pre- and the 11 the history of the Philippine Trace the Roots of Analysts at World Education
Spanish Periods (Asynchronous) Education System? Identify Philippine Education Services (WES).
2. Education during the American significant aspects System (with highlights
Period (reflective of Perennialism) on aspects that have  Sajid, M., & Ziatdinov, R. (2012).
3. Education during the Japanese that have stood the test of bearing on the current Features and historical aspects of the
Period time. system) Philippine educational system.
4. Education during the New Society 2. Critique Paper on European Journal of Contemporary
Era Output at the Assignment one (1) related
space of Google C: Education.
5. Education in 1986-2000 Published Research
6. Education of the 21st Century 1. Reflection Gist (with appropriate
7. The Present Education System citations)
Unit V. Sociological Foundations of Meetings 12  Do related readings on  Thesis Statement for:  Hodges, D. J. (Ed.). (2011). The
Education (Synchronous), the topics: Feminist 1.Analytical Paper anthropology of education. San Diego
1. Sociology as a Resource of General 13 Theories in Sociology of (Quantitative) California: Cognella.
Education (Asynchronous), Education, Modernism and 2. Argumentative Paper
2. Sociology as a Resource in the Postmodernism, Critical (Quanti-Qualitative)  Sujata, P. & Swarnalata, H.
& 14
Analysis of Educational Process Pedagogy, and “New” 3. Expository Paper Sociological foundation of education.
17.indicated points where
the sociologist can help
formulate meaningful
educational research and
theory;
18.identified educational
aspects anchored on
sociological perspectives;
19.reflected on the
significant links between
sociology and teaching and
learning
20. described and explained
the link between education
and psychology;
21. explained selected
psychological theories of
learning;
22.cited psychological
implications of the various
pedagogical concepts.
VIII. GRADING SYSTEM
Major Examinations (Midterm/Final)
Presentations
3. The Foundation Fields and
Professional Education
4. Relationship of Sociology and
Education
4.1 sociology and the curriculum
4.2 sociology and the method of
teaching
4.3 sociology and the teacher
5. Educational Research
Unit VI. Psychological Foundations
of Education
1. Functionalism
2. Behaviorism
3. Constructivism
4. Gestalt Psychological Theories
4.1 Law of similarity
4.2 Law of proxility
4.3 Law of closure
4.4 Law of continuity
4.5 Law of contrast
Meeting 18 (Synchronous) Final Examination – Research Paper Concept Defense
40%
30%
(Asynchronous) Sociology of Education (Qualitative) Mumbai. https://ddceutcal.ac.in.
Retrieved: April 30, 2021.
 Concept Paper
Theoretical or  Ballantine, J. H, Hammack, F. M.,
Conceptual Framework & Stuber, J. (2017). The sociology of
education: A systematic analysis. 8th
Ed. Routledge.
Meeting 15  Presentation of  Thesis Statement  Belsky, L. Steinberg, and P,
(Synchronous), Critique Paper at the for: Draper. (1991). Childhood experience,
16 Synchronous Meeting (on 1.Analytical Paper interpersonal development, and
(Asynchronous), any topic within the Unit (Quantitative) reproductive strategy: An
& 17 Scope) 2. Argumentative evolutionary theory of socialization.
Child Development, bl, 647-70.
(Asynchronous)  Synchronous Paper (Quanti-
Engagement: Qualitative)
 Gangestad, J.W. and Simpson, I.A.
1.The Muddiest point 3. Expository Paper
(1990). Toward an evolutionary
2. Categorizing Grid (Qualitative) history of female sociosexual
3. Analytic Memos variation. Journal of Personality, 58,
4. Word Journal  Concept Paper 69-96.
5. Application Cards
6. RSQC2 (Recall,  Center for Excellence in
Summarize, Question, Teaching and Learning.
Connect, and Comment) Rochester.edu/college/cetl/faculty
/online/la-synchronous.html
 Term Requirement/Project 20%
Synchronous Engagement 10%
TOTAL 100%

Note: The Final Rating is determined using the Transmutation below:

Percent Rating Percent Rating
97-100 1.0 70-74 1.6
93-96 1.1 65-69 1.7
89-92 1.2 60-64 1.8
85-88 1.3 55-59 1.9
80-84 1.4 50-54 2.0
75-79 1.5 40-49 3.0
70-74 1.6 Below 40 Failure

IX. REFERENCES

Ballantine, J. H, Hammack, F. M., & Stuber, J. (2017). The sociology of education: A systematic analysis. 8th Ed. Routledge.

Belsky, L. Steinberg, and P, Draper. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, bl,
647-70.
Bilbao, Corpuz, Llagas, & Salandanan. (2018). The teaching profession. Manila: Lorimar Publishing Inc.

Center for Excellence in Teaching and Learning. Rochester.edu/college/cetl/faculty/online/la-synchronous.html

Gangestad, J.W. and Simpson, I.A. (1990). Toward an evolutionary history of female sociosexual variation. Journal of Personality, 58, 69-96 (1990).

Hodges, D. J. (Ed.). (2011). The anthropology of education. San Diego California: Cognella.

https://courses.lumenlearning.com/suny-oneonta-education106/chapter/5-1-foundations-of-educational-philosophy/

https://www.varkeyfoundation.org/media/4790/gts-index-9-11-2018.pdf
(https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html)

Macha, W., Mackie, C., & Magaziner, J. (2018). Knowledge Analysts at World Education Services (WES).
 Ornstein, A.C., Levine, G.G., & Vocke, D.E. (2016). Introduction to Foundations of Education. Boston: Houghton Mifflin Co.

Philippine National Research Center for Teacher Quality (RCTQ). (2020). How the PPST helps my professional practice as a master teacher.

Sajid, M., & Ziatdinov, R. (2012). Features and historical aspects of the Philippine educational system. European Journal of Contemporary Education.

Shttps://www.teacherph.com/legal-bases-of-philippine-educational-system/

Sujata, P. & Swarnalata, H. Sociological foundation of education. Mumbai. https://ddceutcal.ac.in. Retrieved: April 30, 2021.

Teacherph. Professional Learning Online Community of Teachers and for Teachers. https://www.teacherph.com/legal-bases-of-philippine-educational-system/

Prepared/Revised by:

(Sgd.) PERLITA M. VIVERO, Ph.D.

Associate Professor 3
Date: October 23, 2020

Reviewed by:

(Sgd.) MARIETTA B. MANAOG, Ed.D.

Ed.D. Program Coordinator
Date: October 23, 2020

Recommending Approval:
(Sgd.) MA. ROCINI E. TENASAS, Ph.D
Dean, Graduate School
Date: October 23, 2020

Approved by:

(Sgd.) MYRNA L. MACALINAO, Ph.D.

Vice-President for Academic Services (VPAS)
Date: October 23, 2020