Crystal Ann M.

Tadiamon

Activity Number 1:
In 30 sentences, described the most significant development in education during the Ancient
Roman Period, Medieval and Renaissance.
Answer:
Ancient Roman Period
Education was very important to the Ancient Romans. The rich people in Ancient Rome put a
great deal of faith in education. While the poor in Ancient Rome did not receive a formal
education, many still learned to read and write. Children from rich families, however, were well
schooled and were taught by a private tutor at home or went to what we would recognize as
schools. In general, schools as we would recognize them, were for boys only. Also, Roman
schools were rarely an individual building but an extension of a shop – separated from the crowd
by a mere curtain! Education was very important to the Ancient Romans. The rich people in
Ancient Rome put a great deal of faith in education. While the poor in Ancient Rome did not
receive a formal education, many still learned to read and write. Children from rich families,
however, were well schooled and were taught by a private tutor at home or went to what we
would recognize as schools. In general, schools as we would recognize them, were for boys only.
Also, Roman schools were rarely an individual building but an extension of a shop – separated
from the crowd by a mere curtain! The education that the Ancient Roman children had was a
strong education.  This education was important to Roman families and children that were from
rich families would find tutors that would teach their children. These tutors cost a lot of money
and people that were poor, or slaves could not afford to have this type of education. Children that
were poor, most of the time, they had no education at all.  This meant that those people would
usually have jobs and would have to find work. Most of the time, the children would be taught at
home and most of them would not go inside of a school.  If a family member was able to teach
the child to read and write, that would be his or her job for a period of time.

Medieval Period :

Education in the medieval period was the prerogative of the Church, especially
during the early medieval period. Following the fall of the Western Roman Empire,
it was under the Frankish ruler Charlemagne that a concerted campaign began to
offer education to the people. Beginning in the late 8th century, monasteries and
cathedrals started establishing schools of their own where they would educate young
boys in a variety of sciences. Most of the secular education was concerned with
classical Greek and Roman subjects while a significant section of the taught syllabi
comprised religious education. The Church played a very significant role in
medieval education. At the time of Charlemagne’s ascension, the Roman heritage
and culture of Western Europe had largely been forgotten. It was the Church and its
bishops and monks who continued learning and teaching classical subjects such as
grammar, rhetoric, and logic. A wide range of subjects was taught as part of
education during the medieval period. In grammar schools which typically fell
under a large church, subjects such as Latin, rhetoric, Greek, and basic sciences
such as arithmetic were taught. Towards the later medieval period, this list included
geography and a number of other natural sciences as well. In monastic schools
which were directly associated with monastic orders, a wider latitude was exercised
in the choice of subjects. Such schools typically taught directly from the rich
treasure-trove of Greek and Roman books, often exploring even such subjects as
physics, philosophy and botany. Until the High Middle Ages, formal education for
serfs or peasants was simply never considered. Education was mostly limited to the
nobility or the rich and wealthy. It was towards the late High Middle Ages that this
began to change as more and more members of the nobility started to support
education for the common person. Even in this period, a peasant or serf could get an
education only with the permission of his lord.

Renaissance :

The renaissance was a time of learning, but it wasn’t a time of schools as we know them today.
Public schools for everyone were still a long off. In Renaissance Europe, schooling was for those
who could afford it. Some people were well educated, while others never attended school. Boys-
education for Renaissance boys was of two sorts .There was classical education based on the Latin
language for boys who planned to go on to a university. There was also education through
apprenticeships for boys who planned to pursue a trade. Girls received less education than boys
during the renaissance .Some girls did become well educated in the classics, and some also became
apprentices. Many more were educated mainly in practical matters at home. The object of
education In the Renaissance was religious schooling and schooling in the high culture (classic).
Regarding the content of education, to religion and the classic of the Renaissance, the reformation
added the vernacular (mother tongue). Boys were taught at home. Those in the elite classes had
tutors within their own households, and in these households, tutors were often extremely respected
individuals. At about the age of five, boys were introduced to basic Latin grammar. Some of these
were the ones that we associate with a modern curriculum, but from a very different perspective.
Science, per se, was not stressed during the Renaissance. The gigantic effect that education had on
Renaissance society was greatly stimulated by the new development of humanism. Humanism was
responsible for the curiosity of many intellects during the Renaissance, which ultimately led to the
discoveries and developments that made the Renaissance such a remarkable time. It proposed a
different way of thinking, unprecedented by scholars.

Activity Number 2:

1. What are the effect of the competition in technology of the US and USSR?
The competition in technology of the US and USSR can be made more credible, and
apprecibly more useful, if they take account of striking and importent differences in the
style and characteristics of research of research and development in two countries. In
particular, a priori assumptions about the relative inefficiency of the Soviet military
research and development may be invalid. In several important respects US practices may
be inferior. One Important distiction lies in the evidence that the Soviet military and
 development system is markedly more efficient than its civil sector equivalent, which
may well be reverse of the situation prevailing in the US.

2. Differentiate educational and Instructional technology. Give samples.

Educational technology is more student-centric i.e. focus is on how applications whether

desktop, web-based, or mobile creates a new and exciting platform for the delivery of knowledge
and skills. The purpose is to deliver it in ways that are interactive and immersive experiences via
augmented reality or virtual reality for educational purposes.

 Is specific to the development of teaching and learning

 Educational Technology applies theories of instruction, learning, behavioral and
cognitive psychology to the assessment, design, implementation, and evaluation of
instructional material
 It also applies research, theory, technologies, and psychology to solve instructional
and performance problems
 Is an approach used to achieve the ends of education
Samples:

Learning Achievements/Badges AI-Generated Applications

Podcasting Deep Neural Networks
Gamification Smart ‘Bots’
Video Games Spatial Computing
Interactive Whiteboards (e.g., Google Automation and Hyperautomation
Jamboard) Internet Of Things
Learning Management Systems (Moodle, Internet Of Behaviors
Google Classroom, etc.) Natural Language Processing
Asynchronous Learning Platforms (often a Software
part of learning management systems but not Hardware
always) Apps
Online collaboration spaces (e.g., Microsoft social media platforms like facebook,
Teams) instagram, etc;
The Cloud YouTube
Adaptive Learning Algorithms live video streaming platforms (from
Voice Search YouTube or twitch for video games to
Haptic Response streaming public events
Blockchain Google Chromebooks, MacBooks, Windows
Augmented Reality laptops
Virtual Reality iPads and Android tablets
5G

Instructional technology is the process of executing instructions which are technology-driven

for both online and offline learning for teaching and learning in a specific area in-depth. These
instructions are executed and delivered at a pace at which a learner would be able to apply to
solve a problem or develop their ideas in a structured and systematic way.
 Instructional technology deals with the process of using technology for instruction
 Describes the technologies that facilitate access to information of all types
 Includes acquisition, processing, storage, and dissemination of information in all of its
forms.
 It also includes evaluation, management, and integration of instruction with tools
available.
Sample:

Blackboard Web 2.0 tools

Canvas Mobile devices
Moodle Augmented reality (AR) and virtual
Mobile learning app reality (VR)
E-books and e-textbooks Wearable technology
Learning management systems Digital projectors
(LMS) Document cameras
Virtual classrooms  Audio and video conferencing
Webinars and webcasts  Podcasts
Online simulations Digital storytelling
Gamification Flipped classrooms
Social media

3. Give your own suggestion on what needs needs to be done to improve our education in
the philippines.

Answer: There should be reforms in teacher certification, hiring, distribution and

promotion of teachers.  Continuing professional development should be made
available to teachers.  Priority should be given to developing large pool of early
childhood educators.

Activity number 3:

1. What is philosophy of education? Expound your answer.

Answer: Philosophy of education is the branch of applied or practical philosophy
concerned with the nature and aims of education and the philosophical problems
arising from educational theory and practice. Because that practice is ubiquitous
in and across human societies, it’s social and individual manifestations so varied,
and its influence so profound, the subject is wide-ranging, involving issues in
ethics and social/political philosophy, epistemology, metaphysics, philosophy of
mind and language, and other areas of philosophy. Because it looks both inward
to the parent discipline and outward to educational practice and the social, legal,
and institutional contexts in which it takes place, philosophy of education
concerns itself with both sides of the traditional theory/practice divide. Its subject
matter includes both basic philosophical issues (e.g., the nature of the knowledge
worth teaching, the character of educational equality and justice, etc.) and
 problems concerning specific educational policies and practices (e.g., the
desirability of standardized curricula and testing, the social, economic, legal and
moral dimensions of specific funding arrangements, the justification of
curriculum decisions, etc.). In all this the philosopher of education prizes
conceptual clarity, argumentative rigor, the fair-minded consideration of the
interests of all involved in or affected by educational efforts and arrangements,
and informed and well-reasoned valuation of educational aims and interventions.

2. How do the realist, pragmatist, extentials, and naturalist educators differ?

Answer:

Realist is a school of philosophy with origins in the work of Aristotle. This philosophy
emphasizes that “reality, knowledge, and value exist independent of the human mind” Realists
argue for the use of the senses and scientific investigation in order to discover truth. The
application of the scientific method also allows individuals to classify things into different
groups based on their essential differences. Within a realist educational philosophy, the
curricular focus is on scientific research and development. Outcomes of this thinking in
classrooms today include the appearance of standardized tests, serialized textbooks, and
specialized curriculum (Johnson et. al., 2011). Teaching methods used in realism include:

 Demonstration
 Recitation
 Critical thinking
 Observation
 Experimentation

Pragmatist- Pragmatism is “a process philosophy that stresses evolving and change rather than
being” in other words, pragmatists believe that reality is constantly changing so we learn best
through experience. According to pragmatists, the learner is constantly conversing and being
changed by the environment with whom he or she is interacting. There is “no absolute and
unchanging truth, but rather, truth is what works” (Cohen, 1999, p.1). Based on what is learned
at any point and time, the learner or the world in which he or she is interacting can be changed. A
pragmatist educational philosophy calls for teachers who can support students learning by
promoting questioning and problem-solving during the natural course of lesson delivery. The
curriculum is also interdisciplinary. Teaching methods used in pragmatism include:

 Hands-on problem solving

 Experimenting
 Projects
 Cooperative Learning

Exentialist- Existentialism is a school of philosophy that “focuses on the importance of

the individual rather than on external standards” Existentialists believe that our reality is made up
of nothing more than our lived experiences, therefore our final realities reside within each of us
as individuals. As such, the physical world has no real meaning outside our human experience.
Within an existentialist classroom, the subject matter should be a matter of personal choice as
each student is viewed as an individual by the teacher. Furthermore, answers come from within
the individual in an existential classroom, not from the teacher.
 
By examining students’ lives through authentic thinking, students are actively involved in the
learning experience. Existentialists are opposed to thinking about students as objects to be
measured, tracked, or standardized. “Such educators want the educational experience to focus on
creating opportunities for self-direction and self-actualization”. Therefore, they start with the
student, rather than the curriculum.

Naturalist- Naturalism is a philosophy with the belief that nature alone represents the entire
reality. There is nothing beyond behind, or other than nature. According to this philosophy,
human life is the part of the scheme of nature. This philosophy gives emphasis to matter, the
physical world. It does not believe in spirituality and supernaturalism. There are three different
types of naturalism: 
 Physical naturalism: It is believed that reality exists in the natural universe not within the
individual. Tagore has called nature as a 'manuscript of God'.
 Mechanical naturalism: It regards man as a mere machine. There is no spirit or soul. Only
matter is everything. Mind is also a matter made up atoms, empty space, and motion.
 Biological naturalism: It tries to explain man in terms of lower form of life from which he
has evolved.
 The chief exponent of naturalism are Bacon, Comenius, Herbert Spencer, Huxley,
Bernard Shaw, and Rousseau.

Naturalism is a revolt against traditional system of education, which gives very little freedom to
the child. In naturalism, maximum freedom and central position is given to the child. This
philosophy believes that education should be according to the nature of child. It advocates
creation of natural conditions in which natural development of child can take place.
   Whenever a system of education becomes stereotype, there is reaction against it in the form of
revival of naturalism. According to Rousseau, there are three sources of education namely,
nature, men, and things. Education from nature is to prepare a natural man.