Name: BENDAÑA, MA. CARMELA M.

BSED 2D-MATHEMATICS
EDUC 8: The Teacher
Organizational and the Community School Culture and
Leadership

SUMMARY CONCEPTS

TOPIC: PHILOSOPHY OF EDUCATION

Philosophy – love of wisdom
Philo – Love
Sophos – Wisdom
Philosophies of Education
▪ESSENTIALISM
▪PERENNIALISM
▪PROGRESSIVISM
▪EXISTENTIALISM
▪BEHAVIORISM
▪CONSTRUCTIVISM
▪RECONSTRUCTIONISM
ESSENTIALISM
- Training the mind with what are essential.
- Basic skills or fundamental R’s such as reading, writing, arithmetic and right conduct.
Why: To instill students with the “essentials” academic knowledge, enacting a back-to-basic
approach.
How: Emphasis
academic year. on mastery of subject matter. Observance of core requirements and longer
PERENNIALISM
- Teaching ideas that are everlasting.
- Lessons are lifted from classic and great books.
Why: To teach students to think rationally and develop minds that can think critically.
How: Classrooms are teacher-centered. Students engaged in Socratic dialogue.
PROGRESSIVISM
- Education comes the experience.
-experience.
Curriculum that responds to students’ needs and that relates to their personal lives and

Why: To develop learners into becoming enlightened and intelligent citizens.

How: Teachers employ experiential methods. They believe that one learns by doing.
EXISTENTIALISM
- Focuses on individual’s freedom to choose their own purpose in life.
-emphasis.
Students are given a wide variety of options from which to choose. Humanities are given

Why: To help students understand and appreciate themselves as unique individuals.

How: Methods focus on the individual. Learning is self-paced and self-directed.
BEHAVIORISM
- The acquisition of new behavior based oon environmental conditions.
- Teachers teach students to respond favorably to various stimuli in the environment.
Why: To modify and shape students’ behavior.
How: Teachers arrange environmental conditions. They provide reinforcement and
punishment.
CONSTRUCTIVISM
- People construct their own understanding and knowledge of the world.
- Students are taught how to learn.
Why:
skills. To develop intrinsically motivated and independent learners equipped with learning
How: Teacher
predict, providepose
manipulate, students with data or experiences that allow them hypothesize,

questions, research and invent.

RECONSTRUCTIONISM
- Emphasizes the addressing of social questions and a quest to create a better society.
- Curriculum focuses on student taking social action in solving real problems.
Why: To attain social reform.
How: Inquiry, dialogue, and multiple perspectives. Community-based learning is utilized.
CONSERVATISM
-for
Refers
entrytointo
thean
belief that the original intended purpose of education was to prepare learners

established culture, with its traditional values and social pathways.

LIBERALISM
- Multidisciplinary, allowing learners some freedom to choose their path while allowing
them the opportunity
to develop knowledge
- Well-rounded in a wide range subject.
education
TOPIC: PHILOSOPHICAL FOUNDATIONS OF EDUCATION
IDEALISM
- Adheres to the view that nothing exists except in the mind of man, the mind of God or in a
super or supra-
natural
- Idealistrealm.
believe that ideas and knowledge are enduring and can change lives.
PRAGMATISM/ EXPERIMENTALISM
- Believe that the curriculum should reflect the society, emphasizing the needs and interests
of the children.
PERENNIALISM
- Knowledge that has endured through time and space should constitute the foundation of
education.
- believe that when students are immersed in the study of profound and enduring ideas,
they will appreciate
learning for its own sake
ESSENTIALISM
- teaching the basic/essential knowledge and skills.
EXISTENTIALISM
- man shapes his being as he lives.
- Knowledge is subjective to the person’s decision and varies from one person to another.
SOCIAL RECONSTRUCTIONISM
- Emphasizes the addressing of social questions and a quest to create a better society.
- Systems must be changed to overcome oppression and improve human conditions.
- Curriculum focuses on students’ experiences.
HINDUISM
- Emphasizes a commitment to an ideal way of life characterized by honesty, courage,
service, faith, self-
control, purity and non-violence which can be achieved through YOGA.
BUDDHISM
- Believes in the FOUR NOBLE TRUTHS.
- the truth of suffering, the truth of the cause of suffering, the truth of the end of suffering,
and the truth
of the pathinthat
- Believes the leads
LAW OFto the end of suffering.
KARMA
CONFUCIANISM
- Teaches moral life a life through devotion to the family, loyalty to the elders, love of
learning, brotherhood,
civil service and universal love and justice.
- FIVE CARDINAL VIRTUES (Benevolence, Righteousness, Prosperity, Wisdom, and Sincerity.
TAOISM
-inaharmony
philosophy advocating simplicity, frugality and the joys of being close to nature and being
with
the
- WUwhole universe.
WEI (let things come naturally)
ZEN BUDDHISM (Japanese Version)
- Believes in the THIRD EYE
- Encourages meditation (mind-awakening)
-one’s
Teaches
ownthat
mindthe entire universe is one’s mind and if one cannot realize enlightenment in
now,
one cannot ever achieve enlightenment.
ISLAM
- has five pillars: belief in Allah, Prayer (5x a day), fasting, almsgiving, and pilgrimage)
TOPIC: EDUCATIONAL THEORIES
Purpose:
guide theWith the help
to success by of educational theories, teachers can connect with students and
managing them according to their personalities.
JEAN
- ChildPIAGET (1896-1980)
Development
- stated that intelligence wasn’t a fixed trait and it varied for every human.
- 3 Basic Components:
▪SCHEMAS – the blocks of knowledge.
▪Adaptation Processes
▪Stages of Cognitive Development
LEV VYGOTSKY (1896-1934)
- Social Development
- Socialization is absolutely necessary for learning.
JEROME BRUNER (1916-2016)
- Human Cognitive Psychology
- Cognitive Learning Theory
SIGMUND
- Father of FREUD (1856-1939)
Psychoanalysis
- Mental illness, subconscious structure and motivation.
HOWARD GARDNER (1943-present)
- Theory of Multiple Intelligences
- 7 Primary Forms of Intelligence:
▪Linguistic
▪Musical
▪Logical-Mathematical
▪Spatial
▪Body-Kinesthetic
▪Intrapersonal
▪Interpersonal
JOHN DEWEY
- Theory (1859-1952)
of Education and Learning
- Progressive Education
- His theory was centered on the idea that people learn things by doing.