FOUNDATION OF EDUCATION
ANCIENT, ORIENTAL, SUMERIAN EARLY
EGYPTIAN AND JEWISH EDUCATION
EDUCATION
c
✓ Has always been a social process wherein
a community , society or nation has sought
to transmit to the emergent question, those
traditional aspects of its culture which were
considered fundamental and vital for its
own stability and survival.
EDUCATION FOR CONFORMITY
(PRIMITIVE EDUCATION)
c
✓ The main goal of primitive education was
merely to survive and to conform to the
tribe.
✓ Another aim of primitive education was
preservation and transmission of tradition.
Characteristics of Primitive Culture
✓ Relatively simple;
✓ Relatively narrow social and cultural
contacts;
✓ Extraordinary conservative and prone to
superstitions;
✓ The organizational of primitive life is tribal
not political so that one function of
education is to enable one to live with his
relatives;
✓ Absence from primitive cultures of reading
and writing.
Types of Education
✓ Vocational and Domestic Training -
Practical activities necessary to stay alive
✓ Religious (Animistic) – Learning through
participating in rituals to please or
appease the spirits
Methods of Instructions
✓ Enculturation
1 |B E L L I O D O
✓ Observation and imitation
✓ Telling and Demonstration
✓ Participation
Agencies of Education
✓ Home – No formal agency for education,
the family was the center for practical
training.
✓ Environment – is the good place for
learning (Catching fish through a wooden
pointed object, making fire using stones
and wood)
The Effects
✓ Culture was passed on and preserved for
generation
✓ Tribes were able to meet their economic
needs and were able to survive
✓ People were able to adjust and adopt to
political and social life.
EDUCATION FOR SOCIAL STABILITY
(ORIENTAL EDUCATION)
c
Aims of Education
✓ China: To Preserve and perpetuate
ancestral tradition
✓ India: To preserve traditions of the caste
system and religious beliefs
✓ Egypt: To preserve religious traditions
✓ Persia: To Strengthen military traditions.
Types of Education
✓ Moral Training/ Social Training: Customs,
Duties and polite behavior, Ethical aspects
of discipline
✓ Theoretical/ Religious Training: Language,
Literature and Religious beliefs, Elementary
and higher levels.
Methods of Instructions
✓ Memorization
✓ Direct Imitation
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 FOUNDATION OF EDUCATION
✓ Trial and Error
✓ Conscious Imitation
✓ Indoctrination
Agencies of Education
✓ Pagoda
✓ Temple
✓ Under the trees
✓ Covered sheds
The Effects
✓ Has influenced the inclusion of liberal
education in all levels
✓ Stressed the complimentary development
of the human person for the social
transformation of the state.
✓ Intertwined the holistic integration of
human personality for his cultural
improvement
✓ The concept of education for individuality
furnished the first real conception of life
✓ Stability was achieved but lacking in
progressiveness
EDUCATION FOR BUSINESS DEVELOPMENT
(SUMERIAN EDUCATION)
c proper respect for the gods.
✓ Sumerians were Indo-European, they
reclaimed swamps around the mouth of
the rivers. Their priest were commercial
people. Their King called patesi was their
temporal as well as spiritual leader.
Aims of Sumerian Education
✓ Train the scribes to do ecclesiastical work
in the temple
✓ Train bookkeepers to record their
multifarious business transactions.
Types of Education
✓ Writing Education – Their system of writing is
called the cuneiform. This form of writing
were later used by the Akkadians,
2 |B E L L I O D O
Assyrians, Babylonians, Persians and
Egyptians
✓ Mathematical Education – There was a little
arithmetic most likely include counting and
operations of low digit numbers.
EDUCATION FOR PUBLIC ADMINISTRA-
TION (EGYPTIAN EDUCATION)
History
✓ It is the birthplace of one of the world’s first
civilizations
✓ One of the longest lasting civilizations in
history
✓ Ancient Egypt was called by their citizens
as “Kemet” or black land after the fertile
dark soil.
✓ Herodutus called Egypt as the “gift of the
Nile” because of the water used for
irrigation purposes and as the main
transport route.
Aims of Egyptian Education
✓ To train scribes – it was the most coveted
profession that time.
✓ Religion – to inculcate to the learner’s
✓ Utilitarian – Transferring skills from parents to
their children
✓ Preservation of culture patterns – to
preserve the Egyptian way of life.
Types of Education
✓ Religious Education - respect for the gods,
moral conducts, and prepare for the
afterlife
✓ Vocational-professional education -
perpetuate artistic skills, engineering and
architecture
✓ Military Education - given only to sons of
nobles
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 FOUNDATION OF EDUCATION
✓ Education of Public Administration -
aspiring for government position in the
implementations of the pharaoh's desire
✓ Priesthood Education - aspiring priest
✓ Home Arts Education - vocational and
offered to women
Agencies of Education
✓ Temple School - higher education:
Engineering, architecture, medicine,
dentistry, surveying, etc.
✓ Military School - for the purpose of defense
against aggression
✓ Court School - taking law, and partly
priesthood
✓ Vocational School – Arts and Trades
Methods of Instruction
✓ Apprenticeship
✓ Dictation, Memorization, Copying,
Imitation, Repetition
✓ Observation and participation
✓ Flogging – was used to penalized failure to
learn
Effects/Contribution
✓ Made outstanding contributions to the
development of civilization
✓ Created the first national government,
basic forms of arithmetic, and a 365-day
calendar
✓ Develop geometrical measurement and
surveying
✓ Invented a form of picture writing called
the Hieroglyphics
• From the Greek word “Hieros” – Sacred
and “glypho” – to carve
• Later simplified to hieratic (sacred) and
into the form called demotic
✓ Invented the papyrus paper
✓ Developed the first religion to emphasized
life after death
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✓ Built great cities in which many skilled
architects, doctors, engineers, painter and
sculptors worked.
✓ Built pyramids as tombs for the rulers.
The Downfall of Egypt
✓ Egypt declined due to the refusal of the
priestly class to change accepted rules
and practices. The old prevented the
young from learning further because of
apprenticeship. The incapacity of
Egyptian mind to ascend from practical
and empirical to the scientific and
universal was the chief cause. Conceptual
thinking, reasoning, creative imagination,
and intellectual curiosity were foreign to
them. They saw knowledge only as a
means of practical advancement and
love knowledge for its own.
EDUCATION FOR DISCIPLINE (JEWISH
EDUCATION)
c
✓ Aim of Education was Ethical and Religious.
This was taught by the parents whose goal
is the performance and observance of the
“Mosaic Law”
✓ Method of Instruction was Oral and
Learning by Practice. Corporal punishment
was regarded as an essential element in
training.
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 FOUNDATION OF EDUCATION
PSYCHOLOGICAL FOUNDATIONS ✓ Interests
OF EDUCATION (1) ✓ Family and cultural background
✓ Attitudes and values
THE LEARNER
c Principles of Human Growth and Development
✓ A person who is trying to gain knowledge ✓ Development is Continuous
or skill in something by studying, practicing, ✓ Development is Gradual
or being taught. An adult learner. An ✓ Development is Sequential
advanced learner. ✓ Rate of Development Varies Person to
Person
Cognitive Faculties ✓ Development Proceeds from General to
✓ Senses Specific
✓ Instinct (tendency to respond to ✓ Most Traits are Correlated in Development
environment stimuli) ✓ Growth and Development is a Product of
✓ Imagination (to build mental scenes, Both Heredity and Environment
events or objects) (to build mental scenes, ✓ Development is Predictable
events or objects) ✓ Development brings about both structural
✓ Memory (recalling) and functional changes.
✓ Intellect (conceptualize, modified, and ✓ There is a Constant Interaction Between All
engage ideas) Factors of Development

Appetitive Faculties Stages of Development

✓ Feelings and Emotions ✓ Erik Erikson was an ego psychologist who
developed one of the most popular and
influential theories of development. While
his theory was impacted by psychoanalyst
Sigmund Freud's work, Erikson's theory
centered on psychosocial development
rather than psychosexual development.

✓ Rational Will
• The learner’s will serves as guiding force
and the main integrating force in his
character.

Factors That Contribute to The Difference

Among Learners
✓ Ability
✓ Aptitude
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 FOUNDATION OF EDUCATION
THE LEARNING PROCESS Right/Left Brain
c ✓ Holistic/Serialist
✓ To learn is to acquire knowledge or skill. ✓ Dependent/Independent
Learning also may involve a change in ✓ Reflective/Impulsive
attitude or behavior. Children learn to
identify objects at an early age ; teenagers Basic Levels of Learning
may learn to improve study habits; and ✓ Rote
adults can learn to solve complex • The ability to repeat something back
problems. People need to acquire the which was learned, but not
higher levels of knowledge and skill, understood.
including the ability to exercise judgement ✓ Understanding
and solve problems, and more importantly, • To comprehend or grasp the nature or
to be able to apply that knowledge to the meaning of something.
learning environment. ✓ Application
• The act of putting something to use that
Learning Theory has been learned and understood.
✓ Learning theory may be described as a ✓ Correlation
body of principles advocated by • Associating what has been learned,
psychologists and educators to explain understood, and applied with previous
how people acquire skills, knowledge, and or subsequent learning.
attitudes. Various branches of learning
theory are used in formal training programs Domains of Learning
to improve and accelerate the learning ✓ Besides the four basic levels of learning,
process. Key concepts such as desired educational psychologists have
learning outcomes, objectives of the developed several additional levels. These
training, and depth of training also apply. classifications consider what is to be
learned. Is it knowledge only, a change in
Characteristics of Learning attitude, a physical skill, or a combination
✓ Purposeful of knowledge and skill?
✓ Result of Experience ✓ One of the more useful categorizations of
✓ Multifaceted learning objectives includes three
✓ Active Process domains:
• cognitive domain (knowledge)
Learning Styles • affective domain (attitudes, beliefs,
✓ Although characteristics of learning and and values)
learning styles are related, there are • psychomotor domain (physical skills).
distinctions between the two. Learning ✓ Each of the domains has a hierarchy of
style is a concept that can play an educational objectives. The listing of the
important role in improving instruction and hierarchy of objectives is often called a
student success. It is concerned with taxonomy.
student preferences and orientation at • A taxonomy of educational objectives
several levels. is a systematic classification scheme for
sorting learning outcomes into the

5 |B E L L I O D O FOED211_PRELIM
 FOUNDATION OF EDUCATION
three broad categories (cognitive,
affective, and psychomotor) and
ranking the desired outcomes in a
developmental hierarchy from least
complex to most complex
COGNITIVE DOMAIN
c Krathwohl. Like the Bloom taxonomy,
✓ The cognitive domain, described by Dr.
Benjamin Bloom, is one of the best-known
educational domains. It contains
additional levels of knowledge and
understanding and is commonly referred
to as Bloom's taxonomy of educational
objectives.
✓ In aviation, educational objectives in the
cognitive domain refer to knowledge
which might be gained as the result of
attending a ground school, reading about
aircraft systems, listening to a preflight
briefing, reviewing meteorological reports,
or taking part in computer-based training.
The highest educational objective level in
this domain may also be illustrated by
learning to correctly evaluate a flight
maneuver, repair an airplane engine, or
review a training syllabus for depth and
completeness of training.
6 |B E L L I O D O
AFFECTIVE DOMAIN
c
✓ The affective domain may be the least
understood, and in many ways, the most
important of the learning domains. A
similar system for specifying attitudinal
objectives has been developed by D.R.
Krathwohl's hierarchy attempts to arrange
these objectives in an order of difficulty.
✓ Since the affective domain is concerned
with a student's attitudes, personal beliefs,
and values, measuring educational
objectives in this domain is not easy. For
example, how is a positive attitude toward
safety evaluated? Observable safety-
related behavior indicates a positive
attitude, but this is not like a simple pass/fail
test that can be used to evaluate
cognitive educational objective levels.
Although a number of techniques are
available for evaluation of achievement in
the affective domain, most rely on indirect
inferences.
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 FOUNDATION OF EDUCATION
PSYCHOMOTOR DOMAIN
c
✓ There are several taxonomies which deal
with the psychomotor domain (physical
skills), but none are as popularly
recognized as the Bloom and Krathwohl
taxonomies. However, the taxonomy
developed by E.J. Simpson also is generally
acceptable.
✓ Psychomotor or physical skills always have
been important in aviation. Typical
activities involving these skills include
learning to fly a precision instrument
approach procedure, programming a GPS
receiver, or using sophisticated
maintenance equipment. As physical tasks
and equipment become more complex,
the requirement for integration of
cognitive and physical skills increases.

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 FOUNDATION OF EDUCATION
THE LEARNING ENVIRONMENT
c

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 FOUNDATION OF EDUCATION
PSYCHOLOGICAL FOUNDATIONS
OF EDUCATION (2)
THE LEARNER
c ✓ There are traditional beliefs about people
✓ The center of the educative process in a
school
Growth
✓ Quantitative change in an individual as he
progress in chronological age which
includes increase in size, height, or weight.
Development
✓ The gradual and orderly unfolding of the
characteristics of the successive stages of
growth involving the emerging and
expanding capacities of the individual.
Heredity
✓ transmission of genetic characteristics from
parent to the offspring
Environment
✓ nurture, which includes all the conditions
inside and outside the organism that in any
way influence its behavior, growth, and
development
Basic Principles of Human Development
✓ Early foundations of human development
are critical.
✓ No two individuals are alike.
✓ Maturation and learning play important
roles in development.
✓ Development follows a definite and
predictable pattern.
✓ Every phase of development has
characteristic behavior.
✓ Every phase of development has hazards.
✓ Stimulation plays an important role in
development.
11 |B E L L I O D O
✓ Cultural changes affect human
development.
✓ There are social expectations for every
stage of development.
of all ages.
Stages of Human Development
1. Prenatal Period (Conception to Birth)
2. Infancy/ Babyhood (Birth to 2year old)
3. Early childhood (2 to 6year old)
4. Late childhood (6 to 12year old)
5. Adolescence (13 to 19year old)
6. Early Adulthood (19 to 40year old)
7. Middle Age (40 to Retirement)
8. Old Age (Retirement to Death)
Theories of Human Development
✓ Piaget’s Cognitive Development Theory
✓ Vygotsky’s Theory of Mental Development
✓ Erikson’s Psychological Theory of
Development
✓ Freud’s Psychoanalytic Theory
✓ Kohlberg’s Theory of Moral Development
PIAGET’S COGNTIVE DEVELOPMENT
THEORY
c
✓ Believes that a child enters the world
lacking virtually all the basic cognitive
competencies of the adult, and gradually
develops these competencies by passing
through a series of stages of development.
Adaptation
✓ assimilation and accommodation
Organization
✓ process of creating a new scheme by
modifying an existing scheme after an
individual’s interaction with the
environment.
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 FOUNDATION OF EDUCATION
4 Stages of Cognitive Development
1. Sensorimotor Stage (Birth to 2year old)
2. Preoperational Stage (2 until about 6 or 7
years old)
3. Concrete Preoperational Stage (between
7 and 11 years of age)
4. Formal Operational Stage (11 to 12 years
through adulthood)
ERIKSON’S PSYCHOSOCIAL THEORY OF
DEVELOPMENT
c
✓ Believes that personality emerges from a
series of inner and outer conflicts that, if
resolved, result in a greater sense of self.

VYGOTSKY ’S THEORY OF MENTAL

DEVELOPMENT
c
✓ Believes that individuals acquire
knowledge of their world simply in the
course of doing whatever they happen to
be doing, without having to be formally
instructed.

Elementary Mental Functions

✓ The child is endowed by nature and
include memory, attention, and
perception.
Higher Mental Functions
✓ Voluntary attention and logical and
abstract thinking represent new level of
psychological processing for the child.
Zone of Proximal Development
✓ The distance between a child’s actual
development level as determined by
independent problem solving, and the
higher level of potential development as
determined by problem solving under
adult guidance or in collaboration with
adult peers.
Scaffolding
✓ Instructional process in which the teacher
adjusts to the child’s level of development
the amount and type of support he or she
offers the child.
FREUD’S PSYCHOANALYTIC THEORY
c
✓ Focuses on the effects of early childhood
experiences to adult's behavior.
Freud’s Stages of Development
✓ Oral Stage (0 to 18months)
✓ Anal Stage (18 to 36 months)
✓ Phallic Stage (3 to 6 years)
✓ Latency Stage (6 to puberty)
✓ Genital Stage (puberty onward)
KOHLBERG’S THEORY OF MORAL
DEVELOPMENT
c
✓ Believes that moral stages emerge from a
child’s active thought about moral issues
and decisions
Stages of Moral Development
✓ Level 1 - Preconventional Morality (4-
10years)

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 FOUNDATION OF EDUCATION
• Stage One: Punishment and • Law of Exercise
Obedience • Law of Effect
• Stage Two: Obey rules but only for pure
self-interest OPERANT CONDITIONING
✓ Level 2 - Conventional Morality (10- c
13years) ✓ Expanded the importance of positive
• Stage Three: Approval reinforcement which is a powerful tool in
• Stage Four: Decides based on the shaping and control of behavior, both
established rules and laws in and out of the classroom.
✓ Level 3 - Postconventional Morality (13
Years and Over) Positive Reinforcers
• Stage Five: Moral decision is ✓ Events that are presented after a been
legalistically or contractually response has been performed and that
• Stage Six: Informed conscience defines increase the behavior or activity they
what is right follow.

THE LEARNING PROCESS Negative Reinforcers

c ✓ Events removed after a response has
Learning
✓ The process of acquiring new knowledge,
skills, techniques and appreciation which
enable the individual to do something that
he could not do before.
Types of Learning
✓ Cognitive
✓ Affective
✓ Psychomotor
Basic Theories of Learning
✓ Behavioral Learning Theories
• Thorndike's Connectionism
• Operant Conditioning
• Classical Conditioning
• Social Learning Theory
THORNDIKE'S CONNECTIONISM
c ✓
✓ Believes that all learning is explained by
connections (or bonds) that are formed
between stimuli and responses.
• Law of Readiness
performed, whose removal also increases
the behavior or activity they follow.
CLASSICAL CONDITIONING
c
✓ Based on the basic stimulus response
sequential relationship about behavior
changes.
• Stimulus Generalization
• Discrimination
• Extinction
SOCIAL LEARNING THEORY
c
✓ Learning occurs through observing others,
even when the observer does not
reproduce the model's responses during
acquisition and therefore receives no
reinforcement .
The observer may acquire new responses.
✓ Observation of models may strengthen or
weaken existing responses.
✓ Observation of models may cause the
reappearance of responses that were
apparently forgotten.

13 |B E L L I O D O FOED211_PRELIM
 FOUNDATION OF EDUCATION
4 Processes
✓ Attention
✓ Retention
✓ Motor Reproduction Processes
✓ Motivational Processes
Basic Theories of Learning
✓ Cognitive Learning Theories
• Kurt Lewin's Field Theory
• Kohler's Insight Theory
• Ausubel's Meaningful Learning Theory
• Bruner's Cognitive Theory
• Information Processing Theory
KURT LEWIN'S FIELD THEORY
c can be processed at each stage.
✓ The behavior of the individual at a given
moment is the result of existing forces
operating simultaneously in his life space.
KOHLER'S INSIGHT THEORY
c transforms the information.
✓ Believed that animals and human beings
are both capable of seeing relationship
between objects and events and act
accordingly to achieve their ends.
AUSUBEL'S MEANINGFUL LEARNING THEORY
c Metacognition
✓ Meaningful learning occurs when the
material to be learned is related to what
students already know.
BRUNER'S COGNITIVE THEORY
c
✓ Put more effort on discovery learning, a
learning that involves the rearrangement
and transformation of material that leads
to insight.
4 Significant Concerns
✓ Understanding of basic relationships in the
structure of a subject matter
14 |B E L L I O D O
✓ Readiness
✓ Development of the independent learner
✓ Motivation
INFORMATION-PROCESSING THEORY
c
✓ A way of conceptually thinking about how
information is taken in from the outside
world, how it’s Information stored in
memory, and how it is retrieved when
needed.
3 Major Assumptions
✓ Information is processed in steps or stages.
✓ There are limits to how much information
✓ The human information-processing is
interactive which means that learning
occurs, or is likely to occurs, when there is
an interaction between an environmental
input and a learner who processes or
3 Stages
✓ Sensory Memory
✓ Short-Term Memory
✓ Long-Term Memory
✓ the process of knowing about knowing.
Transfer of Learning
✓ the facility in learning subject matter due
to a previously learned one.
Theories of Transfer of Learning
✓ Theory of Mental Discipline
✓ Theory of Identical Elements
✓ Theory of Generalization
✓ Theory of Configuration
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 FOUNDATION OF EDUCATION
THEORY OF MENTAL DISCIPLINE
c ✓
✓ The skill or training gained in the study of
one subject will improve the performance
of the skill in the study of another subject.
THEORY OF IDENTICAL ELEMENTS
c ✓ Linguistic – or Verbal is the sensitivity to the
✓ The amount of transfer depends upon the
identical elements present or are common
in both learning situations.
THEORY OF GENERALIZATION
c to conceptualize the logical relations
✓ Experiences in one learning situation can
be applied in another learning situation.
THEORY OF CONFIGURATION
c
✓ The transfer of training from one situation to
another is the result of the application of
the principles of configuration.
Factors Affecting the Transfer of Learning:
✓ Mental ability
✓ Similarities between subject matter
✓ Motivation and effort-making capacity
✓ Method of teaching
✓ Facilities
✓ Background
THE LEARNING ENVIRONMENT
c
Teacher Roles as the Key Factor in the
Classroom Learning Situation
✓ The Controller (Manages Problem)
✓ The Prompter
✓ The Resource
✓ The Assessor (Progress Monitoring)
✓ The Organizer (Establish Rules)
✓ The Tutor
✓ The Facilitator
✓ The Accountable
15 |B E L L I O D O
✓ The Catalyst of Change
The Role Model (External Parent)
✓ The Manager
✓ The Planner
✓ The Motivator
7 Types of Learning Styles
meaning of words, the order among words
and the sound, rhythms, inflections and
meter of words (e.g. poet). Sometimes
called language intelligence.
✓ Logical – or Mathematical is the capacity
among actions or symbols (e.g.
mathematicians, scientists).
✓ Spatial – or Visual is the ability to
conceptualize and manipulate large-
scale spatial arrays (e.g. airplane pilot,
sailor), or more local forms of space (e.g.
architect, chess player).
✓ Musical – or Rhythmic is sensitivity to
rhythm, pitch, meter, tone, melody and
timbre. May entail the ability to sing, play
musical instruments, and/or compose
music (e.g. musical conductor).
✓ Bodily – or Kinesthetic is the ability to use
one’s whole body, or parts of the body (like
the hands or the mouth), to solve problems
or create products (e.g. dancer).
✓ Interpersonal – The ability to interact
effectively with others. Sensitivity to others’
moods, feelings, temperaments and
motivations (e.g. negotiator). Sometimes
called social intelligence.
✓ Intrapersonal – Sensitivity to one’s own
feelings, goals and anxieties, and the
capacity to plan and act in light of one’s
own traits. It is not particular to specific
careers; rather, it connects to the ability of
every individual to make consequential
decisions for oneself. Sometimes called
self-intelligence.
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 FOUNDATION OF EDUCATION
✓ Others: Linguistics
• Naturalistic – The ability to make ✓ Language is any set or system of symbols
consequential distinctions in the world used in a more or less uniform fashion by a
of nature as, for example, between number of people who are thus enabled
one plant and another, or one cloud to communicate intelligently with one
formation and another. Sometimes another.
called nature intelligence. • Elements of Language
• Existentialist – tackling the questions of o Phonology
why we live and why we die o Grammar
o Vocabulary
➢ The idea behind multiple intelligence • Functions of Language
theories is not that people learn in only one o Nationalism
way, but that people are stronger. o Communication
o Peace
o Enculturation
o Cooperation
ANTHROPOLOGICAL AND o Knowledge
SOCIOLOGICAL FOUNDATIONS • Children's Acquisition of Language
OF EDUCATION o Children's acquisition of the
structure and meaning of language
has been called the most difficult
ANTHROPOLOGICAL BACKGROUND
intellectual achievement in life.
c
✓ A discipline of infinite curiosity about ✓ Relationships Between Language and
human beings. The term comes from the Culture
Greek anthropos for "man, human" and • If culture can affect the structure and
logos for study. content of its language, then it follows
• Biological/Physical that linguistic diversity derives in part
• Cultural from cultural diversity.
• Archaeology
• Linguistics Cultural
✓ Philippine Cultural Heritage
Anthropology and Sociology • Scientists claim that there is evidence
are very closely related in the sense that both to show that about ½ million years ago,
study man and his social environment. the Philippines was a part of mainland
Asia.
Biological/Physical ✓ Early Man
✓ Theory of Evolution • The first Filipino is believed to have
• Charles Darwin's theory holds that man existed 22,000 years ago.
descended from simple forms of ✓ Ancient Cultural Influences
organism. • Before The Spaniards Came
o Philippines had own Languages,
Arts, Painting and Sculpture, and
Music
• Contemporary Culture
16 |B E L L I O D O FOED211_PRELIM
 FOUNDATION OF EDUCATION
SOCIOLOGICAL BACKGROUND
c
Education and Culture Change
✓ Education and Society
• Education is a social institution and the
goal is to change man to be better
mentally, physically, socially, morally
and spiritually.
• Society refers to people. It is a group of
individuals with well-defined limits
which persists in time, thus enabling
them to develop a set of common
ideas, attitudes, interaction and
techniques for living and fitting
together. It is a collection or people
who feel bound together, who abide
by the special patterns for the group
and who interact overtime.
Concepts of Group
✓ Group is a unit of interacting personalities
with interdependence of roles and status
existing between the members.
• Involuntary (like family)
• Voluntary (like organizations and social
groups we intentionally belong to)
Education and Social Stratification
✓ ranking of individuals and groups in any
given society
Effects of Social Stratification on Learning
✓ Children belonging to a poor
disadvantaged family do not aspire much
for higher education.
✓ Children coming from lower class families
have very little exposure to the influence of
mass media such as newspapers,
magazines, books and other learning
materials, radio, television and computers.
✓ The educational attainment of a child
matches the socio-economic status of the
family.
17 |B E L L I O D O
Education and Socialization
✓ The Socialization Process
• Socialization is a process by which
individuals acquire modes of thinking,
feeling, and acting necessary to
participate actively in society.
Agencies of Socialization
✓ Family
✓ School
✓ Church
✓ Neighborhood
✓ Media
Language and Socialization
✓ Without language, people cannot
communicate with each other.
Status and Role as Key to Socialization
✓ Social status may be viewed as a position
in a social group or grouping, in relation to
other positions held by other individuals, in
the same group or grouping.
Social Mobility
✓ Social mobility is the process of moving
from one social status to another within a
social structure.
✓ Social mobility may also be accomplished
by moving vertically which involves an
upward or downward movement.
✓ Social mobility may also be movement up
or down the Socio-economic ladder that
changes a person's status in society.
Factors Affecting Social Mobility
✓ Hard Work
✓ Level of Education
✓ Marriage
✓ Luck
FOED211_PRELIM
 FOUNDATION OF EDUCATION
Social Order and Social Control
✓ Social control is the means by which
people are led to fulfill their expected roles.

How is Social Control Achieved

✓ They start from the socialization process
itself, in which the members are taught
what is considered desirable or
undesirable, to coercion, physical violence
and other ways of imposing conformity.
✓ In the course of socialization, the individual
learns to be sensitive to the judgment,
opinion and expectations of others.
✓ People conform to social norms because
they are taught to do so, they learn the
conventions of their culture as they are
brought up and educated.

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