Philosophical Foundations of Education
 Nature, Purpose, Aim ,
1. Essentialism
 basics; 3 Rs (reading, writing,
arithmetic)
 curriculum-centered, teacher-centered,
subject-centered
 do not care with others, focuses only on
basics
2. Existentialism
 focused on student’s choice, self-
regulation, self-governance, free will of
the child and freedom
 Sartre (father of existentialism)
 Student-centered, learner-centered
 K-12 is existentialism because it has
elective subjects that can be chosen by
students
 Example: “you can teach a man how to
think but not what to think”-
Existentialism
 Example: “You think of an individual
pace of the stuudents”-Existentialism
3. Perennialism
 Perennial means everlasting (matagal
na), would not change
 Outdated, archaic, classical,
traditional, old-fashion, unchanging,
fixed and not flexible
 Looks like Essentialism
 curriculum-centered, teacher-centered,
subject-centered
 Example: It means eternal and
unchanging
4. Progressivism
 Progress, change, improvement, look
at the student as a whole
 Looks like Existentialism
 Student-centered, learner-centered
5. Pragmatism
 Practical use, practice, application of
learning, activation of skills, drills
 John Dewey- learning by doing
 KC ApAnSE- Knowledge,
Comprehension (LOTS) Application,
Analysis, Synthesis and Evaluation
(HOTS)
 Pragmatism is under application in
KC ApAnSE
 Example: Teacher wants her students
to master vocabulary so she conducted
an oral recitation-Pragmatism
6. Social Reconstructivism
 Social change, society is the focus
 Social-centered
 The goal is to achieve the illusive
social change
7. Idealism
 Ideas are within; logic reasoning;
beliefs; ideas
 “I do not need to see to believe it”
 Plato (father of idealism) proponent of
introspection (metacognition)
8. Realism
 Actualities of life, reality, external
 “to see is to believe”
 Aristotle (father of realism)
9. Constructivism
 Relating prior knowledge to new
knowledge
 David Ausubel (meaningful learning)
 John Locke (Tabula Rasa)
 Jean Piaget (Shema)
 Example: Teacher wants her students
to give importance to previous
knowledge-constructivism
10. Behaviorism
 Theories of learning
 Environment, surroundings, influenced
by environment
 Example: The Teacher models a good
behavior by putting the garbage on its
proper place- Behaviorism
 Psychological Foundations of Education I
 Cognitivism (ex: alphabet)
 Behaviorism (ex: hi, hello)
1. Behaviorism
 stimulus-response
 John Watson (father of behaviorism)
a. Ivan Pavlov
 Classical/Respondent Conditioning
 Automatic response (hi, hello)
 Experiment: Dog & Bell
b. B.F Skinner
 Operant Conditioning
 Reinforcement and Punishment
 Reinforcement: increases response
 Punishment: weakens the response
 Experiment: Rat & Maze
c. Albert Bandura
 Social Learning Theory (gaya-gaya)
 OMI (Observation, Modeling,
Imitation)
 Experiment: Bobo doll
d. Edward Lee Thorndike
 “connectionism”
 Laws of Connectionism
 Law of Exercise – repetition
 Law of Readiness – Freedom
 Law of Effect – up things, ROYGBIV
Motivation/Result
 Law of Recency – Latest
 Law of Primacy – First
 Law of Contiguity – Proximity
e. Lev Vygotsky
 ZPD (Zone of Proximal
Development)
 Potentials of students
 Scaffolding (Bruner coined this
term)
 MKO (More Knowledgeable
Others)
2. Cognitivism
 thought-processing
 Jean Piaget (father of cognitivism)
 Stages of Development
a. Sensorimotor (0-2 y/o)
 Senses and movement
 Sucking reflex
 Object Permanence – belief that
something exists even w/o seeing it
 Object permanence is present at 6Th
month (peek a boo)
b. Pre-operational (2-6 y/o)
 Before it operates
 Egocentrism – limited to his own
POV
 Centration – focused on one aspect
of things only
c. Concrete Operational (7-12 y/o)
 Logical reasoning
 Decentering/Decentration-
sees/observes many aspects
 Seriation – put things in order, line
d. Formal Operational (12 y/o and
above)
 Abstract reasoning, figurative,
thinking outside the box, critical
thinking
 Schema
 Prior knowledge
 Accommodation – changing the idea
that you know because the idea
doesn’t fit
  Assimilation – you just added a new
idea to the concept that you know
because the idea fits
Psychological Foundations of Education II

 Wilhelm Wundt (Father of Psychology)  Anus & surrounding area

 Sigmund Freud (Father of Modern
Psychology)
 Clusters of Personality
1. Id – pleasure, primary response (the
devil)
2. Ego – reality principle (the
balancer)
3. Superego – conscience (the angel)
 Levels of Consciousness
1. Conscious – available; immediate
memory; Ex: What is your name?
2. Pre-conscious/Su-conscious – needs
concentration/focus; Ex: What’s
your breakfast yesterday?
3. Unconscious – not known
 Slip of the tongue (Freudian Slip)
(pag nasa dulo na ng dila mo)
 Psychosexual/Psychoanalytic
Stages of Development
 Libido
 O.A.Pha.La.Ge
 Anal Fixation: not organized;
stubborn
3. Phallic (3-6 y/o)
 Playing with genitals
 Phallic Fixation: Rapist or
afraid of sexual intercourse
 Oedipal/Oedipus Complex –
boy is jealous with his father
 Electra Complex – girl is
jealous with her mother
 Penis Envy – preschool girl
(anxiety) envious of boy’s penis
4. Latency (6-12 y/o)
 Sexual drive/libido is absent
 More on schooling/playing
5. Genital (12 y/o and above)
 Genitals
 Attraction to the opposite sex

1. Oral (0-18 months)

 Mouth
 Fixation - stagnant; was not
able to move on
 Regression – the person goes
back to the first stage
 Oral Fixation: smoking; over
eating; nail biting

2. Anal (18 months-3 y/o)

 Ethical Foundations of Education I
 12 units (6 units pedagogy and 6 units content
Legal Foundations of Education course)
 RA 7836 (Philippine Teachers  RA 4670 (Magna Carta for Public
Professionalization Act of 1994) School Teachers)
 The only law that regulates the teaching  Elementary and Secondary education
profession in the Philippines  Promote social and economic status of public
 Regulating teaching profession school teachers
 LET first before teaching in basic education  REGULAR TEACHING HOURS: 6 hours
 LET – the pre-requisite for employment  ADDITIONAL: maximum of 2 hours
 LET – basis for being competent (emergency) (plus 25% of basic salary)
 LET – to be at par with other professions  HARDSHIP ALLOWANCE: hazardous
 QUALIFICATIONS: areas (plus 25% of basic salary)
 Filipino citizen or reciprocity  INDEFINITE LEAVE: an illness that
 Natural born Filipino citizen requires at least 1 year treatment
 Naturalized Filipino citizen  STUDY LEAVE: at least 7 years of service;
 Of good moral character max. of 1 year; at least 60 % of basic salary
 Bachelor’s in Education or any Bachelor’s
degree (at least 4 years; should take Prof Ed  ARTICLE XIV OF THE
courses at least 18 units) PHLIPPINE CONSTITUTION
 RATING: At least 75%  Education (highest budget allocation)
 OATH: required (mandatory)  State (EFA – Education For All)
 Inclusive education
 REGISTRATION: License PRC (3 years-
 Parents-elementary only
birthdate)  Religion – within school hours (written
 RENEWAL *then: CPD Act of 2016 (RA consent from parents/guardian); no
10912) required (45 units) additional pay
 RENEWAL *now: IRR of CPD Act of 2016  Academic Freedom: Tertiary education;
(15 units) colleges; Higher Education only
 APO: (Accredited Professional  Primary Language: Filipino and English
 Promote: Mother tongue
Organization) optional (voluntary)
 LICENSE: Privilege because it can be revoked
 Periodic Merit Exam
 LPT
 Optional (voluntary)
 Every 5 years
 2 exams (1 written and 1 oral)
 Free
 Maximum of 2 takes
 Can be a basis for promotion and scholarship
 RA 9293 (Amendment of the RA
7836)
 Special/Temporary Permit
 Expert (field of specialization)
 Gained international recognition
 Para-Teachers
 Rating is 70% and above
 DepEd (ARMM)
 Remote areas

 Inactive Teachers
 At least 5 years of no practice
 Refresher course (DepEd)
 Ethical Foundations of Education II
Ethical Principles:
1. Material Cooperation
 w/o intention
 w/o knowledge
Ex: The teacher that is threatened using a
gun by a parent to pass his child was forced
to pass the student – Material Cooperation
2. Formal/Moral Cooperation
 With intention
 With knowledge
Ex: Country A is supplying materials to use
in a war in country B – Formal/Moral
Cooperation
Ex: Teacher C accepted the one million
peso offer of one parent to make his child an
honor student - Formal/Moral Cooperation
3. Double Effect
 Two or more equally satisfying or
dissatisfying solutions (both good &
bad effects)
 Resulting to dilemma
Ex: Doctor D is thinking deeply if he will
take out the life support of his brain
dead/dying patient – Double Effect
4. Lesser of the Two Evil
 Choosing the lesser evil among the
options
Ex: Jello is trapped in a 10th floor burning
building so he chose to jump from that
building – Lesser of the Two Evil
Ex: Raven is a diabetic patient, he decided
to cut off his left leg in order to live longer -
Lesser of the Two Evil
5. Hedonism/Egoism
 Self-interest; pleasure
Ex: A teacher is directed to pass an
undeserving student, there is a death threat
on that teacher. What will a hedonist do?
a. Pass the student, why suffer death
threat?
b. Pass the student, it will be of use to
the student, parent, teacher
6. Utilitarianism/Teleological approach
 Greater good for the greater number
 Help more people
Ex: A teacher is directed to pass an
undeserving student, there is a death threat
on that teacher. What will a utilitarianist do?
a. Pass the student, why suffer death
threat?
b. Pass the student, it will be of use to
the student, parent, teacher
7. Deontology
 Duty/responsibility
 a.k.a “Kantianism”- Emmanuel Kant
Degrees of Moral Certitude (Types of
Conscience)
1. Certain – absolute; sure
2. Doubtful – uncertain; not sure
Ex: Alegre will marry someone to obey his
parents but he is not certain if he really
wanted to enter marriage at all – Doubtful
3. Callous – insensitive; criminal minds
Ex: Rapist, murderer, etc. – callous
4. Pharisaical – hypocrite; self-righteous;
santa-santita
Ex: Donna is always attending mass in
church to confess and lessen her sins –
Pharisaical
Ex: Hispanic friars teaching religion to
Filipinos but were land grabbers –
Pharisaical
 Marcelo H. Del Pilar – Termed the
Frailocracia
5. Scrupulous – he thinks that he is wrong
but he is not; guilt-ridden
6. Lax – he thinks that he is right but
actually not
Stages of Moral Development
 Lawrence Kohlberg
 Level I – Pre-conventional
 Stage 1: Punishment and Obedience
 Fear of punishment
 Stage 2: Instrumental Relativist
 Reward
 Level II – Conventional
 Stage 3: Good boy-Nice Girl
Orientation
 Social acceptance
 Stage 4: Law and Order
 Peace and order
Assessment of Learning
 Level III – Post-conventional
 Stage 5: Social Contract Orientation
 Following because there is an existing
law
 Stage 6: Universal Ethical Principle
 Moral Standards
Cultural Relativism – One culture may be
good to others but for some, may not
 Ethnocentrism – thinks that his own
culture is superior to others
 Xenocentrism – thinks that the foreign
culture is superior (colonial mentality)
 Enculturation
 “enside”
 One culture
 Own culture
 Acculturation
 “awtside”
 Two cultures met
 Own culture plus foreign culture
 Assimilation
 One culture becomes dominant
 The other culture is forgotten
 Code of Ethics – ethical guidelines that
should be followed by teachers in the
Philippines; for actions to be good

 Assessment FOR Learning (teacher)
 Before and during instruction
 FOR the students learning (para sa
kaalaman)
 Can still help students
 Assessment/instruction is not yet done
 Enhance/improve students
 Diagnostic Test: testing students
strengths/weaknesses
 Formative Test: teacher is conducting
a quiz while teaching
 Assessment OF learning (teacher)
 After instruction
 Cannot help students anymore
 Assessment/instruction is already
done
 Midterms/Finals
 LET examination
 Assessment AS Learning (student)
 Self-evaluation; Self-awareness
 Metacognition – thinking about your
thinking; assessing your own answer
 Validity
 The instrument measures what it
intends/supposed to measure
 Reliability
 Consistency
 “reliable” source
Note: Not all reliable tests are valid tests,
but valid tests are always reliable
 Criterion-referenced testing
 Based on standards; criteria; specific
target; objectives
 Norm-referenced testing
 Based on performance of others;
classmates; batch mates
 Difficulty Index
 Easiness of the test/question
 0-0.20: Very Difficult; reject
 0.21-0.40: Difficult: revise
 0.41-0.60: Moderate; retain
 0.61-0.80: Easy; revise
 0.81-1.00: Very Easy; reject
 Discrimination Index
 Differentiates upper group from lower
group
 Positive Discrimination Index (+) –
More from upper group
 Negative Discrimination Index (-) –
More from lower group
 Zero Discrimination Index – cannot
discriminate; useless
 Traditional Assessment
 pen and paper test
 focus is cognitive aspect of learning
only
3 Domains of Learning
o Cognitive
o Psychomotor
o Affective
 Authentic Assessment
 Real-life situation; holistic
Measures of Central Tendencies
1. Mean 1. Hawthorne Effect
 Average; most reliable except if there  Increase the performance because of
are OUTLIERS (extreme scores) knowledge that he is being assessed
2. Median 2. Halo Effect
 Middlemost; most reliable if there’s  Gives high scores due to positive
outliers impression
3. Mode 3. Horn Error
 Most frequently occurring; not unique  Gives low scores due to negative
Unimodal – 1 impression
Bimodal – 2 4. Central Tendency Error
Multimodal – many  Gives only average scores may it be
No mode – no mode good or bad
5. Rosenthal/Pygmalion Effect
Bloom’s Taxonomy  Expectations lead to better results
 Cognitive; objectives
 KC ApAnSE Objective Test vs. Subjective Test
 KC – LOTS  Objective Test
 ApAnSE – HOTS  No bias
 Wide variety of objectives
1. Knowledge  Multiple choice; matching type
 Just remembering  Prone to guessing
 Most basic; foundation  Subjective Test
2. Comprehension  Biased
 Understanding; gets only the idea  Wide sampling of ideas
3. Application  Essay
 Can apply; use; utilize; transfer of  Prone to bluffing
knowledge
4. Analysis Rubric
 general to specific (deductive); critical  Guide for scoring
thinking  Objective scoring
5. Synthesis a. Holistic
 Specific to general (inductive) o Whole; general performance; single
6. Evaluation b. Analytic
 Judging; checking; validating o Specific; details

Threats to Validity and Reliability

Types of Test
 Diagnostic Test
 Before instruction (enhance)
 Strengths and weaknesses
 Helps students
 Assessment FOR learning
 Formative Test
 During instruction (enhance)
 Monitor student’s progress
 Helps students
 Assessment FOR learning
 Summative Test
 After instruction (evaluate)
 Don’t help students
 Assessment OF Learning
 LET, Finals
Classroom Management
*Jacob Kounin (Father of Classroom b. Flip-flop – two topics (original and
Management Theory) unrelated); able to return to original
1. “Withitness” (+) topic
 “Eyes at the back of the head” 6. Ripple Effect
 Aware of what is happening around the  Domino effect; “escalating” effect
4 corners of the room Examples:
2. Overlapping (+) 1. Why do teachers need “eyes in the
 Multi-tasking back of their heads” in managing a
 Performing multiple activities at the class?
same time  To know what is going on at
3. Stimulus-boundedness (-) all times
 Gets easily distracted 2. What mistake is teacher Benny trying to
4. Thrust avoid when he never drops a topic
 Students are not ready; not prepared before it is completed?
 Surprise quiz – not good  Dangling topic
5. Dangling (-) 3. Of subcategories of teacher movement
 Leaving a topic; hanging behavior, what is happening when the
a. Truncation – jumping from one topic to teacher bursts into activities without
another; not able to return; discontinuing assessing student’s readiness and gives
the topic orders, statements, or questions that
confuse students?
 Thrust
Concepts of Discipline
a. Signal interference
 Gestures; body language; non-verbal
 Gestures – movement of body
(frowning)
 Body language – emotions (mad,
bored, happy)
 Affect – external
 Mood – internal
b. Proximity control
 Distance
c. Direct Appeal
 Directly talking to the student
d. Antiseptic bouncing
 Ask student to leave the room
e. Planned ignoring
 Ignoring positively
f. Hurdle help
 Proactive (provide solution before it
happens)
g. Removal of seductive objects
 Removing distracting objects
Examples:
1. The class has become uncontrollable,
and so teacher Yen decided to have
some undisciplined out of the room to
the counsellor’s office. What did teacher
Yen apply by way of preventive
approach to discipline? *Antiseptic
bouncing
2. What is the immediate and effective way
to deal with three misbehaving students?
*Assign them separate seats
PPPF (Naegel’s Acronym)
1. Prepare yourself
2. Prepare your students
3. Present material
4. Follow up the lesson objectives
Example:
1. According to Naegel’s acronym
PPPF, what is important to follow
up in the proper use of
instructional materials? *lesson
5S – Conducive workplace
1. Sort – removing the unnecessary
clutters
2. Set in order – place the items in the
rightful position
3. Shine – clean the work area
4. Standardize/systematize – include
everyone in the work area
5. Sustain – maintain
Example:
1. In the 5S formula to create a
conducive learning environment,
which S stands for cleanliness of the
workplace? *Shine
 Sage on the stage
 Dispenser of knowledge
 Only teacher gives knowledge
 Authoritarian
 Guide on the side
 Facilitator of learning
 Two-way interaction flow; student
and teacher
 Democratic
Example:
1. What does the teacher assume as a “sage
on the stage” *Dispenser of Knowledge
4 Framework
1. Modeling – teacher only; giving
examples, template
2. Guided Response/practice – teacher
and students
3. Peer Practice – students with their
classmate
4. Independent Practice – student only
Examples:
1. What is the framework for assigning
students to create their own journals
in the internet using a free domain?
*Independent Practice
2. Among the components in the
instructional framework for learning
strategies, which is demonstrated by
teacher Ana who assigns homework
for students to do on their own?
*Independent Practice