Commission on Higher Education

Region VIII
SAMAR COLLEGE
COLLEGE OF GRADUATE STUDIES
City of Catbalogan

NAME : APRIL RONA A. CASTILLO

COURSE : MAED-EM
SUBJECT : EM 210 (10:30-1:30 Saturday)
INSTRUCTOR : LETECIA GUERRA, PhD
SEMESTER : 2ND SEMESTER
S. Y. : 2021-2022
INSIGHT PAPER
IN
FOUNDATION OF EDUCATION
PSYCHOLOGICAL FOUNDATION

My insight about psychological foundation, this chapter reviews selected

materials in psychology that are related to the nature of man and his development and
that are relevant to a humanistic system of education. Humanistic is used to indicate
a concern with the learner as a whole person rather than simply as a disembodied
intellect or repository of cognitive processes. In reviewing the field of psychology,
emphasis is placed on the "third force," or humanistic, psychology of Maslow and
Rogers as it contrasts with behaviorism and, further, on the role of perception in the
development of a self-concept. There are two major aspects of humanistic education.
The first is the general psychological conditions for learning, which are empathic
understanding, respect, and genuineness. The second is affective education, which
has three major aspects-modeling, didactic instruction (both indirect and direct), and
the experiential approach. Humanistic methods of education do not ignore or de-
emphasize cognitive learning; they provide the conditions for better, more effective
cognitive education.
Psychology is the “science of mind and behavior”, it defines psychology as “the
science that seeks to describe and explain and on decision, to change the behavior of
man and other animals.” Education also means change in the behavior of an
individual. So, education and psychology are as inseparable from one another as two
sides of a coin. Without understanding the psychology of a child, the teacher cannot
educate him in the true sense of the word. Psychology is the most important of the
foundations of education. It plays pivotal role in the process of teaching and learning.
The psychology used specifically in education is called educational psychology. We can
say that both psychology and education are interrelated. Education is the shaping of
behavior, whereas psychology is the study of how, when and why to shape these
behaviors.
 SOCIOLOGICAL FOUNDATION

My insight about sociological foundation, how is social order possible?

According to the reporter, social order works because of a broad consensus on values
and institutions (government, family, religion etc.) among members of a society. This
consensus is especially characteristic of nonliterate societies based on mechanical
solidarity – social unity that comes from a consensus of values and norms, strong
social pressures for conformity, and dependence on traditional and family. Durkheim,
witnessing the social upheaval brought on by the industrial and democratic
revolutions, attempted to describe how social order was achieved in complex,
industrial society. In modern society, he contended, social order is based on organic
solidarity – social unity based on a complex of higher specialized roles that makes
members of society dependent on one another.
 ANTHROPOLOGICAL FOUNDATION

To achieve this, ideas taken from the social sciences in general, and from
anthropology in particular, can be useful. 
he second idea is to recognize the rapidly changing social realities of today’s
students. Many individuals today find themselves disconnected from their
native, home or national culture, heritage and language. Cultures and
identities have become hybrid and fluid. By recognizing this, the teacher can
help students find their way actively and consciously in the multitude of
choices available to them.

Teachers can use these approaches to help students explore the social,
cultural and political circumstances that shape their lives. They can lead them
in understanding issues such as social, economic, environmental and
historical changes and developments, as well as gender roles and languages
and dialects, including those learned from local heritage and folklore.

Finally, using anthropological understandings of race, gender and class

can give room for a more inclusive education that avoids cultural determinism
and gives more attention to culture as a set of inquiries, skills and language.
With this idea, teachers can consider ways to encourage students to be
individually active and informed in response to social change and to crises
such as wars, forced migrations and their long-lasting effects.

One could argue that this is particularly difficult due to the troubled
history of education policy and the political climate in most Arab states.
Education policy has been in the hands of elite groups that view education as a
tool for achieving economic modernization. And governments have used
education policy to force minority cultures and people on the economic
periphery to assimilate with the culture of the majority. In the street and in
social media we hear voices calling urgently for change.

While these suggestions are ambitious and demanding—and might

constitute a further burden on teachers—attending to social and cultural
issues in the way I have described may help students learn in a way that is in
tune with the world they live in.