Jean Piaget's Cognitive Development

Theory Basic Cognitive Concepts:

1. Schema - the cognitive structure by which individuals intellectually adapt to and organize their
environment.

2. Assimilation - the process of fitting new experience into an existing created schema.

3. Accommodation - the process of creating a new schema

4. Equilibrium - achieving proper balance between assimilation and accommodation.

Stages of Cognitive Development:

1. Sensorimotor (birth to 2 years) Object permanence – ability attained in this stage where he knows
that an object still exists even when out of sight

2. Preoperational Stage ( 2 to 7 years) Symbolic Function – the ability to represent objects and events.

Egocentrism – the tendency of a child to only see his point of view and assume that everyone else also
has his same point of view.

Centration – the tendency of the child to only focus on one thing or event and exclude other aspects.

Lack of Conservation – the inability to realize that some things remain unchanged despite looking
different.

Irreversibility – Pre-operational children still have the inability to reverse their thinking.

Animism – the tendency of the child to attribute human like traits to inanimate objects.

Realism - – believing that psychological events, such as dreams, are real

Transductive reasoning – reasoning that is neither inductive nor deductive, reasoning that appears to be
from particular to particular.

3. Concrete Operational Stage (7 to 11 years).

Decentering – the ability of the child to perceive the different features of objects and situations.
Reversibility – the ability of the child to follow that certain operations can be done in reverse.
Conservation – the ability to know that certain properties of objects like number, mass, volume or area
do not change even if there is a change in appearance.

Seriation – the ability to arrange things in a series based on one dimension such as weight, volume, size,
etc.

4. Formal Operational Stage (11 years and beyond)

Hypothetical Reasoning – ability to come up with different hypothesis about a problem and weigh data
to make judgement.

Analogical Reasoning – ability to perceive the relationship in one instance and use that relationship to
narrow down possible answers in similar problems.

Deductive Reasoning – ability to think logically by applying a general rule to a particular situation.

Domains of Learning

1. Cognitive Domain

a. Knowledge – recalling

b. Comprehension – grasping the meaning of the material

c. Application – using new and learned material in new and concrete situation.

d. Analysis – breaking down material into parts.

e. Synthesis – putting together parts to make a new whole.

f. Evaluation – Pass on judgment about something based on a given criteria.

2. Affective Domain

a. Receiving – willingness to pay attention to events

b. Responding – active participation

c. Valuing – the worth or value a student attaches to a particular phenomena

d. Organization – bringing together different values and building a value system

e. Characterization – developing a lifestyle from a value system.

3. Psychomotor Domain

a. Perception – using senses to guide motor activities.

b. Set – readiness to take part in an action

c. Guided response – early stages in learning complex.

d. Mechanism – responses being habitual.

e. Complex overt response – skillful performance and with complex movement patterns
f. Adaptation – well development of skills that the ability to modify is very easy.

g. Origination – creating new movement patterns to fit the situation.

Philosophy of Education

1. It is an attempt to comprehend education in its entirely, interpreting it by mean of general concepts

that will guide the choice of educational ends and practices. (Kneller). It is the application of
philosophical ideas to educational problems (Ozmon & Craver). It is the study of educational problems of
aims, curriculum, and methods from philosophical perspective (Botor & Ortinero).

1. Distinct Character of Eastern/Asian Philosophy.

1.1 It thinks of time in a cyclical manner. Nothing really ends; nothing really begins absolutely. Once in
existence, always in existence.

1.2 There is no dichotomy between a way of life and a way of thinking. As one thinks, so one lives.
Religion and philosophy are one.

1.3 It has propensity to mysticism, at its use of super-consciousness, existence of the third eyes, or a
sixth sense.

2. Influences upon the Filipino

2.1 G. Zaide. Contact with India, China, Japan and Arabia before 1521 enriched the ancient Filipino
civilization.

2.2 O.D. Corpuz. Asian influences persist in modern times, having become part of Filipino dialects, myths
and art forms.

2.3 L. Estioko. The Filipino is enterprising, maintains close family ties and community structures, loves
learning, cared for the soil and surrounding, and is deeply religious. These are traits embedded in the
Filipino souls before the first contact with the West.

3. Chinese Philosophy

3.1 Confucianism

3.1.1. It is body of beliefs based on the Analects, the teachings of Confucius

3.1.2. Confucius was born at Kung-Fu-tzu in 551 B.C. and died in 479 B.C.

3.1.3. He taught the importance of li which means propriety and orderliness ad the ideal of a gentleman.
He also taught filial piety, devotion to the family, loyalty to elders, love for learning, brotherhood,
honesty and efficiency in government service (civil service), and universal love and justice.

3.1.4. For almost 2500 years it has been the religion of the great masses in China.

3.2 Taoism

3.2.1. The word "tao" means the path, the way, of the great. It is the source of all being, the First Cause,
the Ultimate Reality.

3.2.2. The original teachings of Taoism are found in Tao Te Ching, attributed to Lao Tzu, born in 604 B.C.

3.2.3. To follow the Tao is to follow the way of nature. Thus, its main tenet is harmony with nature. It
regards nature as sacred and even as an extension of human selves.

3.3. General Character of Chinese Philosophy

3.3.1. The highest achievement of man is to be a sage or wise man.

3.3.2. The Chinese are a this-world people. Life is desirable.

3.3.3. They believe in the cycle of ups-and-downs in this life.

3.3.4. They believe in the coordination of thought and action.

4. Indian Philosophy

4.1 Hinduism. It is the major religion of India, accounting for 85% of the population. It has known as
"Trimurti" which consists of BRAHMA, the supreme spirit, VISHNU, the preserver, and SHIVA, the
destroyer and creator. Since the ancient times, people are already destined into social classes known as
the caste system.

Brahmins / Brahmans - the priests

Kshatriyas - the nobles and the warriors

Vaisyas - the traders, cultivators, peasants

Sudras - the servants (Outside the caste system are the untouchables or outcasts)

The Hindu's life is governed by the law of "karma" which is a process or series of birth and rebirth until
one attains perfection and finally reaches "nirvana" - the place or eternal happiness and bliss. Under this
belief, the sum of the person's actions carried from one life to the next results in either an improved or
worsened fate.
The "Veda" is the most sacred of all Hindu scriptures composed of four main collections:

-Rig Veda - hymns and praises

-Yajur Veda-prayer and sacrificial formulas

-Sama Veda - tunes and chants

-Athan/a Veda- magical formulas

4.2 Buddhism. It is one of the major religions of the world; founded by Siddharta Gautama, the Buddha,
who lived in Northern India. Today, Buddhism has two major divisions:

1. Theravada or "Way of the Elders" (the more conservative type), popular in Sri Lanka, Burma, and
Tahilanf

2. Mahayana or "Great Vehicle" (liberal type), dominant in Taiwan, Korea, Japan, and Tibet

Buddha advocated four noble truths:

1. Life is suffering (duhka);

2. The cause of suffering is desire;

3. the end of suffering is to stop desire; and

4. to stop desire is to follow the Noble Eight-fold Path (to break the chain of karma and to reach Nirvana)

The Noble Eight-fold Path consists of 1) Right View; 2) Tight Resolve; 3) Right Speech; 4) Right Action; 5)
Right Livelihood; 6) Right Effort; 7) Right Concentration; and Right Contemplation.

5. Japanese Philosophy

Shintoism. It was popular during the Imperial regime but lost its popularity when Japan lost during the
Second World War. Shinto was not a Japanese word. It was derived from the Chinese "shon" (Gods) and
"tao" (the way). The intention was to distinguish this religion from Buddhism when it first entered Japan.

Shintoism is the belief in the "kami no michi" or the "way of the kami". Kami are Japanese deities or
goods of nature like the sun goddess, Kmaterasu, whom the Japanese believed that the Imperial family
came from. During the Imperial reign, Japan is said to be a theocratic state.

6. Arabian Philosophy (Islam)

Islam is a major world religion (one of the three monotheistic religions), comes from the Arabic word
"al-islam" which literally means complete submission to God (Allah).

Islam traces its origin to the prophet Muhammad who was born in Mecca, Arabia about AD 571. in
middle life, Muhammad showed mystical traits and developed the habit of withdrawing to the bills for
contemplation. Later, at the age of forty, he received a revelation calling him to denounce the paganism
and polytheism of Mecca and reach the existence of one God - Allah. In AD 622, he left Mecca for
Medina. This came to be known as hijra, the event from which the Muslim calendar begins. Is AD 632,
Muhammad died without naming a successor. He was succeeded by a series of Caliphs, the first being
Abu Bakr and Umar.

The Islamic faith is centered on these five Pillars of Islam:

1. Shahada (confession of faith): There is no other God but Allah and Muhammad is his prophet.

2. Salat (prayer). Muslims pray five times daily facing Mecca - at daybreak, noon, mid afternoon, after
sunset and early in the night. They also go to the Mosques during Fridays.

3. Zakat (almsgiving). Muslims give 2 Vi percent of their income and other properties to charity.

4. Ramadan (fasting) During this period, Muslims do not eat, drink, smoke, or engage in sex between
dawn and sunset.

5. Haji (Pilgrimage). A Muslim is required to go to Mecca at least once in his lifetime.

Other important concepts in Islam are:

1. Qur'an/Koran (recitation) - collection of the revelations received by Muhammad from Allah.

2. Hedith (tradition) - is the record of the life and activities of Muhammad and early Muslim
communities.

3. Sunna (example) - set of standards of Muhammad which all Muslims should follow.

4. Shiari'a (law) - formed by the combined Qur'an and Sunna to serve as an extraordinary
comprehensive guide to life and conduct.

D. Western Philosophies

1. Naturalism. It is probably the oldest philosophic thought in the west.

1.1. Nature is the be-all and end-all of reality. Its antithesis is supernaturalism. Nature is the aggregate of
things around us.

1.2. its educational theme is harmony with nature as exemplified in Rousseau's Emile and the hedonistic
principle of pleasure in the educative process.

1.3. Its chief educational spokesman is Herbert Spencer who believes that the goal of education is
complete living.

1.4. The child (pupil) is viewed as a child of nature and so is inherently good.
2. Idealism. It is also one of the oldest schools of thought in the West. It rebelled against the philosophy
of naturalism.

2.1 Its origin is traced to Plato who advocated a doctrine of ideas (also the doctrine of the universals).

2.2 Since an idea is nonmaterial, idealism stresses moral and spiritual reality.

2.3 Rene Descartes, an idealist, advocated a perfect being. God and humans are imperfect beings (the
belief of the one and the many)

2.4 Its educational philosophy is ideal-centered. God is the absolute/ perfect ideal. Sometimes, it is
regarded as perfectionalism.

2.5 Plato's Republic is believed to be the first educational classic/treatise ever written. It envisioned a
society ruled by a philosopher-king.

3. Realism. It is attributed to Aristotle, a pupil of Plato.

3.1 Realism believes that things exist independent of the mind. Its origin is traced to Aristotle's doctrine
of particulars.

3.2 It has greatly influenced the socialistic (communistic) educational philosophy.

3.3 John Amos Comenius, a great realist, believes that education is formation and that the school is the
true forging place of man.

3.4 It believes in determinism (man is not free because he is governed by laws or forces of nature
beyond his control). One of the primary goals of education is habit formation.

3.5 The teacher is the key figure, a master teacher; one who transmit knowledge to his pupils (an
authority).

4. Pragmatism. It is the most recent among the four classical philosophies.

4.1. Pragmatism is the belief that the meaning of an idea is determined by the consequences when it is
put into test or practice in the world of reality.

4.2. Although Greek in origin, it later became an American philosophy. The foremost American
philosophers are William James (practicalism), Charles Peirce (experimentalism), and John Dewey
(intrumentalism)

4.3 It believes that change is the essence of reality. "Everything flows; nothing remains the same."

4.4 Its chief method is the experimental method that yields experimental knowledge.

4.5 It believes that education is life; a continuous process of reconstruction. Education is never
complete.
5. Existentialism. It is principally a contemporary or modern philosophy.

5.1. It grew out from the works of European philosophers particularly Soren Kieregaard (Danish)

5.2. Its chief principle is "existence precedes essence."

5.3. It was two types: atheistic and theistic. The chief atheistic philosopher is Jean Paul Sarte (French)

5.4. It clamors for individually and freedom in education.

5.5. It stresses individual decision-making; the teacher offers knowledge and the pupil can either accept
or reject it.

6. Language Analysis. It is the most recent contemporary philosophy and one of the schools of thought
under philosophical analysis.

6.1. It regards philosophy as an activity of clarifying thoughts through the careful use of language and
logical methods.

6.2. It advocates the principle of verifiability - what is true can be verified or confirmed.

6.3. The proper use of language is to avoid ambiguity or vagueness; for precision or accuracy.

6.4. In education and in anything," the more general a statement, the less accurate it becomes."

6.5. Its principal exponent is Ludwig Wittgenstein. Others are Bertrand Russell and A.J. Moore.

6.6. Words can have different meanings under different contexts.

E. CONTEMPORARY EDUCATIONAL THEORIES

A Theory is a set of assumptions initially verified or tested but not yet universally accepted. An
educational theory is one that is directed to education. The contemporary educational theories have
their roots in formal philosophies.

1. Perennialism. It is a theory founded on the belief that the body of knowledge that has endured
through time and space should form the basis for one's education. Rooted in classical realism and
idealism, the chief exponent is Robert N. Hutchins. He believes that the basic principles of education are
both timeless and recurring.

1.1 Purpose. To help students uncover and internalize truths that are universal and constant.

1.2 Curriculum and Method. Its curriculum is subject-centered relying heavily on the disciplines of
literature, mathematics, languages, history, philosophy, and-reltgioft (liberal education). Reading and
discussion of the

"Great Books" would be the principal method of study.

1.3 Teacher. The teacher is viewed as an authority, a master teacher, whose expertise is not to be
questioned.

1.4 School. The school's role is to train intellectual elite and to prepare the young for life,

2. Progressivism. It grew out from pragmatic philosophy and pats emphasis on democratic experience
and skills on how to think. Its chief exponent is Francis Parker.

2.1 Purpose. To give the necessary skills-and-tools with which they interact with the-environment within
a constant process of change.

2.2 Curriculum and Method. Its curriculum is built around the personal and social experiences of the
learners. It draws most often from the social sciences. Scientific methods of inquiry and problem solving
are its favored methods.

2.3 Teacher: Since the students are capable of thinking and exploring their own environment, the
teacher's role is that of a guide, group leader, consultant, and facilitator in the student's activities.

2.4 School. It is viewed as a microcosm of society, a living learning laboratory, and a working model of
democracy.

3. Essentialism. It is rooted in classical idealism and realism with William C. Bagley as principal advocate.
It clamored for curricular reforms with emphasis on the basics or essential.

3.1 Purpose. To transmit the cultural and historical heritage to each new generation of learners.

3.2 Curriculum and Method. It puts emphasis on the 3 r's in the elementary and a concentrated study of
mathematics, sciences, humanities, languages and literature in the secondary. Mastery of the basic facts
and concepts of essentials is imperative.

3.3 Teacher, The teacher is a master of his/her discipline and a model worth emulating.

3.4 It becomes one of conserving and transmitting to the present generation to the rich cultural heritage
of man.

4. Reconstructionism

Also known as social reconstructionism it is rooted in pragmatism and progressivism. It is Utopian

because it clamors for a new world social order, its principal exponents are George Counts, Theodore
Brameld and Edwin

Reischauer." ,-,

4.1 Purpose. To raise the consciousness of students regarding social, economic, and political^ problems
facing mankind.
4.2 Curriculum and Method. Its subject is the multitude of social, political and economic problem of man
and uses pragmatic methods of scientific inquiry.

4.3 Teacher. The teacher is a social catalyst, a change agent, a social engineer, and the other roles of the
progressivist teacher.

4.4 School. It becomes the primary agency for societal change.

FREE REVIEWER PROF ED - CURRICULUM DEVELOPMENT PART I - 25 ITEMS 1. Which is NOT a provision
for the development of each learner in a good curriculum?

a. Extensive arrangements are made for the educational diagnosis of individual

learners.

b. Self-directed, independent study is encouraged wherever possible and advisable. c. Self-motivation

and self-evaluation are stimulated and emphasized throughout the

c. learning opportunities of the school.

d. The program provides a wide range of opportunities for individuals with same

abilities, needs and interests.

Answer: D

2. Teacher Lily would like to take part in developing a subject-centered curriculum because she believes
that all subjects in this type of curriculum are geared towards the hollistic development of the learner. Is
her belief about the subject-centered curriculum true?

a. Yes, because the subject-centered curriculum focuses on the learners needs, interests and abilities.

b. No, because it is the experience-centered curriculum that emphasizes the

teaching of facts and knowledge for future use.

c. Yes, because the subject-centered curriculum involves cooperative control.

d. No, because it is the experience centered and not the subject-centered curriculum that emphasizes
integration of habits and skills in learning the knowledge component of subject areas.

Answer: D

3. In the elementary level, English literature and Social studies relate well. While history is being studied,
different literary pieces during the historical period is being studied as well. What curriculum design is
shown here?

a. Separate subject design c. Discipline design

b. Correlation design d. Broad field design

Answer: C

4. This phase of curriculum development involves decisions, among other things, on grade placement
and sequencing of content. Which phase is this?

a. Curriculum planning c. Curriculum organization

b. Curriculum evaluation d. Curriculum implementation

Answer: C

5. One example of this design of subject-centered curriculum is that which shows social studies being
combined with geography,civics, culture and history to comprises subject area. Which design is this?

a. Correlated c. Separate Subject

b. Broadfields d. Core

Answer: B

6. Ms. Ortiz, as Science teacher tries to enrich the content of her lesson by identifying related concepts
in Math. What pattern of organizing subjects did Ms. Ortiz consider?

a. Broadfield c. Core

b. Correlated d. Separate Subject

Answer: B

7. Which design is easy to deliver because complementary books and materials are commercially
available?

a. Experience centered design c. Process design

b. Problem design d. Subject centered design

Answer: D

8. What refers to the matching between curriculum and test to be used to assess the learners?

a. Alignment c. Articulation

b. Auditing d. Delivery

Answer: A
9. Ms. Mateo, a History teacher considers the element of time in arranging content of her lessons in
World History. What way of establishing sequence is given emphasis by Ms. Mateo?

a. Simple to complex c. Concrete to abstract

b. Part to whole d. Chronological

Answer: D

10. Mr. Rivera, a new teacher believes that education is a process of development and is life itself;
therefore, experience related to the child's need and interest should be given primary consideration.
What educational philosophy is being exhibited by Mr. Rivera?

a. Idealism c. Progressivism

b. Reconstructionism d. Realism

Answer: C

11. A stakeholder in curriculum development, Mr. Cruz, a district supervisor and a member of the school
board has one of the following primary roles.

a. Support and participate in parent-school organization activities.

b. Authorize school expenditures for curriculum development, implementation and evaluation

c. Enact legislation to effect curriculum improvement.

d. Recommend changes in curriculum.

Answer: D

12. The schools in the first District plan to adopt the reading program used in the third district. What
level of curriculum improvement is used?

a. Variation c. Substitution

b. Value orientation d. Restructuring

Answer: C

13. Mr. Bernardo, a curriculum consultant on Economics insists that in selecting the curriculum content,
it is better that throughout the high school years, economic geography concepts be used to recur and be
repeated with depth for effective learning. What criterion in content selection is shown here?

a. Validity c. Significance

b. Continuity d. Learnability
Answer: B

14. The Filipino learners envisioned by the Department of Education (DepEd) in the light of K-12
Curriculum is

a. Technologically literate or logistically developed Filipino

b. Functionally literate or logistically developed Filipino

c. Scientifically Advanced and Values Oriented Filipino

d. National Oriented and Internationally Competitive Filipinos

Answer: B

15. Teacher Dominguito believes that a new respect for the child is fundamental in curriculum. Thus, all
activities in the classroom are geared towards the development of the child - the center of the educative
process. To which approach in curriculum does Teacher Dominguito adhere?

a. Learner-centered c. Problem-centered

b. Subject-centered d. Pragmatic

Answer: A

16. Mrs. Manuel, the Principal of Bagong Barrio ElementarySchool invited the Brgy. Captain in the school
to solicit inputs for a new curriculum in Social Science which highlights indigenous knowledge in the
community. What is shown in this situation?

a. Community members as supporters of curriculum

b. Community members as curriculum resources

c. Community members as managers of curriculum

d. Community members as beneficiaries of curriculum

Answer: B

17. Teacher Bert puts emphasis on the immediate felt interests and needs of his students and not on the
anticipated needs and interests. What type of curriculum does teacher Bert adheres?

a. Subject-centered c. Experience-centered

b. Learner-centered d. Culture-based

Answer: C
18. What type of curriculum divides the school day into different periods such as language arts, social
studies, science and health, arithmetic, etc.?

a. Correlated c. Integrated

b. Broad fields d. Separate Subject

Answer: D

19. Which curriculum design element is taking place when Eduardo, a 4th year student can connect the
lessons he learned in a subject area to a related content in another subject area?

a. Articulation c. Continuity

b. Balance d. Integration

Answer: D

20. The following curricular changes took place in what particular period? Restore Grade VII, double-
single session was abolished and more textbooks were written by Filipino authors.

a. American Period c. Japanese Occupation

b. Philippine Republic d. New Society

Answer: B

21. This concept includes the sub-processes of curriculum planning, organization, implementation and
evaluation. Which concept is this?

a. Curriculum development c. Curriculum management

b. Curriculum assessment d. Curriculum and instruction

Answer: A

22. If curriculum is the "means", what is the "end"?

a. Strategies c. Technique

b. Instruction d. Approaches

Answer: B

23. The curriculum used during the period in Philippine history terminated the use of English as a
medium of instruction, What period is this?

a. American c. Commonwealth
b. Spanish d. Japanese

Answer: D

24. Which of the following statements about the concept of curriculum is NOT quite acceptable?

a. It refers to all experiences that both the school and the teacher provide the students with.

b. It is the set of acquired knowledge, habits and skills

c. It consists of everything that goes within the school.

d. It is a planned action for instruction

Answer: C

25. What process is being undertaken by curriculum developers when they enrich or modify certain
aspects of a particular program without changing its fundamental conceptions?

a. Curriculum improvement c. Curriculum design

b. Curriculum change d. Curriculum implementation

Answer: A

Educational Philosophies and their implications (Ornstein & Hunkins, 2004)

A. Perennialism (Robert Hutchins)

a. Aim of education – educate the rational person, cultivate intellect.

b. Role of education – help students think with reason. Based on the Socratic methods of oral exposition
or recitation. Explicit or deliberate teaching of traditional values

c. Focus on the curriculum – classical subjects and curriculum is constant.

d. Curriculum trends – use of great books and return to liberal arts. Further

Discussion: Human beings are rational and their existence remain the same.

B. Essentialism (William Bagley) (Secondary: Arthur Bestor)

a. Aim of education: promote the intellectual growth of the individual and educate the competent
person.

b. Role of Education: the teacher is the sole authority in his/her field of specialization.
c. Focus in the curriculum: Essential skills of the 3R’s (reading, writing, arithmetic). d. Curriculum trends:
Excellence in education, back to basics and cultural literacy. C. Progressivism (came from Pragmatism –
John Dewey “learning by doing”)

a. Aim of Education: promoting democratic and social living

b. Role of Education: knowledge is brought to learners through actively participating in the learning
process “learning by doing”.

c. Focus in the curriculum: subjects are interdisciplinary, integrative and interactive. d. Curriculum
trends: School reforms, relevant and contextualized curriculum, humanistic education.

D. Reconstructionism –

a. Aim of Education: to improve and reconstruct society. Education for change

b. Role of Education: Teachers act as agents of change and reform.

c. Focus in the curriculum: past and future trends of both national and international issues.

d. Curriculum trends: equality of educational opportunities. Historical Foundation of the Curriculum

Curriculum is not an old field. Scholars argue that it begun in 1918 where Franklin Bobbit published his
book

The Curriculum.

1. Franklin Bobbit (1878 – 1956) – bobbit presented curriculum as a science that emphasizes on
students’ need. Teaches students to adapt to adulthood.

2. Werret Charters (1875 – 1952) – curriculum is also a science. The listing of objectives with
corresponding activities ensures the relevance of the content of the subject matter.

3. William Kilpatrick (1871 – 1965) – curricula are purposeful activities that are child-centered. The
purpose of curriculum is child development and growth. The Project Method – introduced by Kilpatrick
where the teacher and student plan activities.

4. Harold Rugg (1886 – 1960) – it should develop the whole child. Curriculum should provide outcomes.
He emphasized social studies.

5. Hollis Caswell – organized around social functions of themes, organized knowledge and social
interest. Curriculum is a set of experiences.

6. Ralph Tyler (1902 – 1994) – one of the hallmarks of the curriculum. Curriculum is a science and an
extension of the school’s philosophy. Curriculum is always related to instruction. The curriculum aims to
educate generalists not specialists.

Psychological Foundations of Education

1. Behaviorist Psychology – dominated the 20th century psychology. Learning should be organized for
students to experience success in mastering the subject matter Behaviorists:

a. Edward Thorndike: Connectionism

b. which influenced Ralph Tyler and Hilda Taba (known curricularists)

c. Ivan Pavlov: Classical Conditioning

d. B.F. Skinner: Operant Conditioning

e. Albert Bandura – Social learning theory. e.g.:

Voodoo doll experiment

2. Cognitive Psychology – learning constitutes a logical method for organizing and interpreting learning.
Teacher use a lot of problem solving and thinking skills. Cognitivists:

a. Jean Piaget – Cognitive development theory

b. Lev Vygotsky – Social Constructivism

c. Howard Gardner – Multiple Intelligences

d. Felder and Silverman – Learning Styles e. Daniel Goleman – Emotional Intelligences

3. Humanistic Psychology – concerned with how the learners develop their humanity.

a. Gestalt psychology – the whole is greater than the sum of its parts.

b. Abraham Maslow - Hierarchy of Needs