Foundations of Education 1.3.

Education for the Development of Individuality / Greek

Education
Competencies: Aims: To promote individual success and welfare through the
harmonious development of the various aspects of human
1. Interpret educational problems in the light of philosophical and
personality
legal foundations of education.
Spartan: To develop a good soldier in each citizen Athenian: To
2. Analyze historical, economic, socio-cultural, geographical,
perfect man (body and mind) for individual excellence needed for
environmental, political and social-psychological factors
public usefulness
that affect the role of the school as an agent of change.
Contents: Spartan- Military and physical training
Athenians- Liberal education
Methods: Athenian- Principle of individuality
PART I - CONTENT UPDATE
Spartan- Competition and rivalry
Proponents: Greeks
I. HISTORICAL FOUNDATIONS
1.4. Education for Utilitarianism / Roman Education
1. EARLY CONCEPTIONS OF EDUCATION
Aim: To educate the Roman youth for realizing national
ideals
1.1. Education for Conformity / Primitive Education
Content: Physical training (martial arts, use of war weapons)
Methods: Elementary - memorization, imitation
Aims: To survive and to conform to the tribe to which they belong
Secondary - literary exercises, intensive drill on
Contents: Practical and Theoretical Education
speech, grammar
Methods: Tell me and show me, trial and error, enculturation,
Proponents: Romans
indoctrination
Proponents: Primitives
2. MODERN CONCEPTIONS OF EDUCATION
1.2. Education for the Preservation of Social Stability / Oriental
2.1. Education for Rich, Full Life / Italian or Individualistic
Education
Humanism
Aim: To secure rich and full life for each individual
Aims: To impress traditional ideas and customs in order to
through
maintain and perpetuate the long established social order
contacts with the ancient
Contents: Moral and Theoretical Training Methods: imitation,
Contents: Grammar, Literature and Mathematics
memorization
Proponents: Orientals (Chinese, Indians, Egyptians)

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Methods: Text study, written themes, self-activity and self- develop intellectual capacities. To form character (mental, physical
expression and moral)
Proponent: Vittorino da Feltre Contents: Classical Languages and Math; Physical (vigor of the body)
mental (mental power) and moral (good conduct)
2.2. Northern or Social Humanism Methods: Formal- sensation, memory and reasoning, Drill method
Aim: For social reform Proponent: John Locke
Contents: Classical and biblical literature (Religious) 2.6. Rationalism
Methods: Individualized instruction, repetition and mastery, Aim: To enable man to think for themselves
motivation, use of praise and rewards Contents: Philosophical/scientific knowledge, ethics and morality
Proponent: Desiderius Erasmus Methods: Critical analysis, application of reason
2.3. Reformation 2.7. Education in Harmony with Nature / Naturalistic
Aim: Religious moralism Conception of Education
Content: Physical education, Character education, Math, History, Aims: To develop the individual in accordance with the laws of
Science human development and to preserve the natural goodness of man
Methods: Memorization, religious indoctrination Contents: Holistic education (physical, moral, intellectual)
Proponent: Martin Luther Proponent: Jean Jacques Rousseau

2.4. Counter-Reformation 2.8. Education for Patriotic Citizenship / Nationalistic

Aim: To develop an unquestioning obedience to the
authority of the church
Content: 4R's (religion included)
Methods:
♦ Adapting the lesson to the abilities, needs, and
interests of children
♦ Reviewing the previous lessons
♦ Repetition for mastery
♦ memorization with understanding
♦ use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
2.5. Education as Training of the Mind / Formal Discipline
Aims: To train the mind through rigorous exercises in order to
Conception
Aim: To develop military preparedness and aggressiveness
for the preservation and glorification of the State
Content: Social Studies
Methods: Practical
2.9. Education as Psychological Development
Aim: To direct and control growth and development
through appropriate educational procedures
JOHANN HEINRICH PESTALOZZI- Social regeneration
of humanity
FRIEDRICH FROEBEL - Development of the
child
JONATHAN HERBART - Moral development
EDWARD LEE THORNDIKE- realize the fullest satisfaction of

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 human wants ♦ to develop the individual spiritually,
Contents: Math, science, language, arts, history, literature mentally, morally
Methods: Principles and Laws of Learning (mind, soul and spirit)
2.10. Education as a Scientifically Determined Process ♦ to discover and develop each
Aim: To make education a science individual's abilities and full
Content: Science moral excellence in order to better
Methods: Experimental, problem-solving, scientific method serve society.
and research Methods: Critical discussions, lecture, Socratic
2.11. Education as Social Reconstruction / Social Experimentalism method,introspection, imitating models,
Aim: Prepare for a progressive rebuilding of the social reflection/reflective thinking,
order Content: Literature, History, Philosophy, and Religion
Content: Social Studies; The Learner:
Intellectual - critical examination of the social conditions  imitates the teacher who is an exemplar of an ideal
and social problems person
Civic - intelligent participation and cooperation in civic  tries to do the very best he can and strive toward
affairs perfection
Vocational - social relationships of one's job The Teacher:
Methods: Guidance (including social guidance), intelligent  excellent example/ role model for the student -
and cooperative participation; Field Trips, Directed Classroom intellectually and morally exercise great creative skill in
Study (community life) providing opportunities for the learners' minds to discover,
analyze, synthesize and create applications of knowledge to
II. PHILOSOPHICAL FOUNDATIONS life and behavior questioner- encourages students to
think and ask more questions and develop logical thinking
1. MAJOR PHILOSOPHICAL THOUGHTS The School:
1.1. Idealism ♦ train future leaders
♦ adheres to the view that nothing ♦ develop morality and to distinguish right
exists except in the mind of man, from, wrong
the mind of God, or in a super or ♦ maintain and transmit values
supra-natural realm ♦ place emphasis on developing the mind,
♦ idealists believe that ideas and personal discipline, and character
knowledge are enduring and can development
change lives Proponent: Plato - "In order to know something, we
Aims: need to withdraw from the use of our senses and

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 rely on a purely intellectual approach".
1.2. Realism
♦ Stresses that the world is made up of
real, substantial and material entities
♦ Knowledge is derived from sense
experience.
Aim: To provide students with essential knowledge to
survive the natural world
Methods: lectures, demonstrations, and sensory experiences,
inductive logic
Content: Science and Mathematics
The Teacher:
 A guide, a demonstrator, who has a full mastery of the
knowledge of the realities of life.
 Requires the learner to recall, explain and compare facts;
to interpret relationships, and to infer new meanings.
 Rewards the success of each leaner and reinforces what
has been learned.
 Utilizes learner’s interest by relating the lessons to the
learner’s experiences, and by making the subject matter as
concrete as possible.
The Learner:
 Sense mechanism, a functioning organism which, through
sensory experience, can be perceive thae natural order of
the world.
 can learn only when he follows the laws of learning.
The School:
 transmit knowledge
 classrooms are highly ordered and disciplined
Proponents: Aristotle, Herbart, Comenius
1.3 Pragmatism / Experimentalism
 Pragmatists believe that the curriculum should reflect the
society, emphasizing the needs and interest of the
children.
Aim: To teach students how to think so that he can adjust to the
demands of an ever changing world.
Content: Practical and utilitarian subjects.
Methods: Project methods, free and open discussion, individual
problem-solving research.
The Learner:
 Learn from experiences through interactions to the
environment
The Teacher:
 Capture the child’s interest and build on the natural
motivation
 Use varying teaching methods to accommodate each
individual learning style
 Helper, guide, and arranger of experiences
Proponent: John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS
2.1 Perennialism
 Knowledge that has endured through time and space
should constitute the foundation of education
 Perennialists believe that when students are immersed in
the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true
intellectuals.
Aim: To develop power of thought
Proponent: Robet Hutchins
The Teacher:
 Interprets and tells eternal truth
 Spends more time teaching about concepts and explaining
how these concepts are meaningful to students
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 The Learner: Aim: To train the individual for significant and meaningful existence
Passive recipients Proponent: Jean Paul Sartre
2.2 Essentialism The Teacher:
 Teaching the basic/essential knowledge and skills  Assists students in their personal journey
Aim: To promote the intellectual growth of the learners.  Aids children in knowing themselves
Proponent: William Bagley The Learner:
The Learner:  Determines own rule
 Receives instruction in skills such as writing, reading, 2.5 Social Reconstructionism
measurement/arithmetic (3Rs)  Emphasizes the addressing of social questions and a quest
The Teacher: to create a better society.
 Social reconstructionist believe that systems must be
 Focuses heavily on achievement test scores as a means of changed to overcome oppression and improve human
evaluating progress conditions.
2.3 Progresivism  Curriculum focuses on student’s experiences.
 Education is always In the process of development. Aim: Education for change and social reform
 Focused on the whole child and the cultivation of Proponent: George Counts
individuality. The Learner:
 Centered on the experiences, interest, and abililities of  Takes social action on real problems such as violence,
students. hunger, international terrorism, inflation, discrimination,
 Progressivists strive to make schooling both interesting inequality and environmental problems.
and useful. The Teacher:
Aim: To provide the pupil the necessary skills to be able to interact  Uses community-based learning and brings the world into
with his ever changing environment. classroom.
Proponents: John Dewey, Johann Pestalozzi 3. EASTERN PHILOSOPHIES
The Learner: 3.1 Hinduism
 Learns through experiences, by doing  Emphasizes a commitment to an ideal way of life
The Teacher: characterized by honesty, courage, service, faith, self-
 Plans lessons that arouse curiousity and encourage the control, purity and non-violence which can be achieved
students to develop a higher level of knowledge through YOGA.
2.4. Existentialism Proponent: Mahatma Gandhi
 Man shapes his being as he lives. Hinduism in Education:
 Knowledge is subjective to the person’s decision, and
varies from one person to another.

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  The teacher shows the way and imparts knowledge by his Strongly believes in WU WEI (Let things come naturally)
own example, responsible for the student’s spiritual Proponent: Lau-Tzu
welfare. Taoism in Education:
 The students aim to remember everything by heart and  Taoist ethics emphasize compassion, moderation and
gain mastery of every subject learned. humility.
 Teaching methods are oral and memory intensive,  Physical exercises involve slow and controlled body
discussion and debates. movements to achieve mental stillness.
3.2 Buddhism 3.5 Zen Buddhism (Japanese version)
 Believes in the FOUR NOBLE TRUTHS  Believes in the THIRD EYE (to see things which are
 Believes in the LAW OF KARMA invisible to the naked eyes and to get attuned to the things
Proponents: Siddharta Gautama around us).
 Encourages meditation (mind-awakening)
Buddhism in Education:  Teaches that the entire universe is ones’ mind, and if one
 Education is rooted on faith cannot realize enlightenment in one’s own mind now, one
 Continuing educational system to receive additional cannot ever achieve enlightenment.
teaching and learn from each other during class 3.6 Islam
discussions. Has Five pillars: belief in Allah, prayer (5x a day), fasting,
almsgiving and pilgrimage.
Proponent: Muhammad/ Mohammed
3.3. Confucianism Islam in Education:
Teaches moral life through devotion to the family, loyalty to the  Useful knowledge is necessary for the benefit of the self and
elders, love of learning, brotherhood, civil service, and universal of humanity.
love and justice.  A truly Islamic government is required to provide all means
Stresses the FIVE CARDINAL VIRTUES (benevolence, to promote adequate education for its citizens, to the best of
righteousness, propriety, wisdom and sincerity) its ability.
Proponent: Confucius
Confucianism in Education:
 Civil service exams III. PHILIPPINE EDUCATIONAL SYSTEM
 Religious rituals in the schools
3.4 Taoism Education during the Pre-Spanish Period
TAO: a way of life , a philosophy advocating simplicity, frugality, Aims: For Survial, Conformity, and Enculturation
and the joys of being close to nature and being harmony with the Contents: Informal Ecuation, Religion-oriented
whole universe Methods: Tell me and show me, observation, trial and error.

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 Education during the Spanish Period
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and memorization
 The vernacular was used as the medium of instruction
in the parochial schools.
 The religious orders introduced the parochial school.
 Education is suppressed, exclusive (for the elite), and
inadequate.
Education during the American Period
Aim: To teach democracy as a way of life.
Methods: Socialized recitation, Student’s participation.
Contents: Reading, writing, arithmetic, language, GMRC, civics,
hygiene and sanitation, gardening, domestic science, American
History and Philippine History.
 Formal Education was established
 Education during the Commonwealth Period (1935-
1942)
Aims: (as provided for in the 1935 Constitution)
 To develop moral character, personal discipline, civic
conscience and vocational efficiency
 To teach the duties of citizenship
 To continue the promotion of democratic ideals and
way of life
Content: Character education and citizenship training
 Education under the Commonwealth helps prepare for
the coming independence of a new Filipino nation.
Education During the Japanese Era (1943-45)
Aims:
To strive for the diffusion of the Japanese language in the
Philippines and to terminate the use of English language in
schools to stress the dignity of manual labor.
Contents: Vocational, Technical, Agriculture, Values rooted on
love for labor, physical physical education and singing
Japanese songs, health/vocational education.
Education During the Republic (1943-1972)
Aims:
 Full realization of the democratic ideals and way of life
 Promotion of equal educational oppurtunities for all
Contents:
 Social orientation as manifested by the conservation of
the Filipino heritage.
 Training for occupation
 Promotion of democratic nation building
 A new thrust on community development
Education During the New Society (1972-1986)
Aims: For National development
 Curricular changes in Elementary Education
a) Focused on the 3Rs
b) Integration of values in all learning areas
c) Emphasis on mastery learning
 Curricular changes in Secondary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses
c) Elective offerings as part of the curriculum
 Made education relevant to the needs of the changing
world
 Bilingual Education Policy – use of English and Filipino
as media of instruction in specific learning areas
Aims of education in the Philippines based on the 1973
Constitution:
 Foster love of country
 Teach the duties of citizenship; and develop moral
character, self-discipline, and scientific, techonological
and vocational efficiency
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Education During 1986-2000
Aim: To promote national development and values education
 The national government appropriates the highest
budgetary allocation to education
 Promotion and improvement of the public school
teachers
 Implementation of NESC – addressed to civic,
intellectual and character development of the child. Its
features are:
 Emphasis on mastery learning; Focused on fewer
learning areas
 Focused on the development of the 3Rs
 Emphasis on the development of intellectual skills
which are as important as work skills
 Multi-disciplinary treatment of curriculum content
 Student-centered
 Cognitive-affective manipulate based curriculum
 Values education offered as separate subject area
 Emphasis on Science and Technology
 Billigual policy
 Emphasis on Critical thinking
 The Congressional Commision on Education (EDCOM),
in its report 1991, recommended the following:
a) Trifocalization of DECS into the Department of
Education (DepEd), Technical Education and Skills
Development Authority (TESDA), and Commission
on Higher Education (CHED);
b) Establishment of Teacher Education Council and
Centers of Excellence;
c) Professionalization of teachers; and
d) Technical-Vocational Education reform
Education During 21st Century
Aim: To provide the school age population and young adults
with skills, knowledge and values to become caring, self-
reliant, productive and patriotic citizens.
 Republic Act 9155 (Governance of Basic Education
Act). Was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to
the Department of Education (DepEd) and redefining
the role of field offices (regional offices, division
offices, district offices and schools). The act provides
the overall framework for:
 School head empowerment by strengthening their
leadership roles
 School-based management within the context of
transparency and local accountability
The K-12 program
 Implementation started on SY 2012-2013
 Kindergarten is now part of the compulsory education
system
 A new curriculum for Grade 1 and Grade 7 pupils and
students, respectively introduced.
 By SY 2016-2017, Grade 11/Year 5 will be introduced,
and Grade 12/Year 6 by SY 2017-2018;
 The phased implementation of the new curriculum will
be finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF
EDUCATION
Sociology
 The science of man and society
 Study of patterns of human behavior
 Study groups and societies and how they affect the people
Society – a group of organized individuals who think of
themselves as a distinct group, and who live together
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 sharing the same culture occupying the same territory,
who interrelates and interacts with one another,
recruits its members by inter group sexual
reproduction and has shared comprehensive culture,
with common shared attitudes, sentiments,
aspirations, and goals
Socialization
 A process of adapting or conforming to the
common needs and interest of a social group
 A process whereby people learn the attitudes,
values and actions appropriate to individuals
as members of particular society, where a
member of a group learns and internalizes the
norms and standards of the other member
among whom she/he lives.
Agents of Socialization:
a) Family – smallest social institution whose members are
united by blood, marriage or adoption, constituting a
household and having a common culture.
b) School / Education – established by society for the basic
enculturation of the group; an agency which makes
student learns how to value oneself and eventually
others; an agency organized by society for the basic
function of teaching and learning.
c) Church
d) Mass media
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for
learning:
1.) Family
 Smallest social institution
Educative Functions of the Family (Home)
 Health Education – proper food to eat, proper
hygiene
 Ethics, Morality, Religion – spiritual, moral and
desirable social values.
 Socialization – roles and status in society
 Psychomotor and manipulative skills – how to walk,
dance and to use properly kitchen tools, utensils, etc.
 Recreational Skills.
 Academic – reading, writing, arithmetic
2.) School
 An institution, center of learning, established by society
in which the accumulated experiences of the past
generations are passed on to the incoming generation by
means of systemized programs of instructions.
Roles of Schools:
1.) The School as an agent of Socialization
 Children learn how to get along with other
student in the scholl
 Social Ethics are taught in the schools.
 The student government trains the student
to become a good leaders and followers.
 The school prepares the individual to
become worthy members of the society by
making them aware of their responsibilities.
2.) The school as an agent of cultural transmission
 Culture can be transferred through:
a) Enculturation
 The passing on of group’s custom, beliefs
and traditions from one generation to the
next generation
b) Acculturation
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  Learning other culture; the passing of
customs, beliefs and traditions through
interactions/reading/intermarriages, etc.
 Values and attitudes formation are easily transmitted
through lessons provided by the teachers.
 Culture can be transmitted through field trips,
experiential learning, experimentation, group
dynamics, cooperative learning, peer learning, role
playing and dramatization.
 Knowledge about the latest development in science
and technology, and about the nations and people of
the world can be acquired through different learning
activities.
3.) The school as an agent of cultural change
 Cultural changes are best discussed in the school.
4.) The school as an agent of modernization
 Educational systems are focused on future beeds of the
students.
 Changes which are mostly attempts to modernization
are being discussed in the school.
 The elements of cultural change which lead to
modernization:
 Development of oral and written
communication and other modern means
of communication
 Improvement of science and technology
in all fields
5.) Other functions of the schools:
 Serves as a multi-purpose institution
 Provides training of the mind, teaches the basic
 Develops problem solving and ciritical thinking
 Promotes social integration, enculturation and
cultural perception
 Accelerates adjustments of society
3.) Church
 A lifetime school of learning
Education from the Church (through the bible)
 History
Ex: Persia (now Iran), Mesopotamia (now Iraq)
 Prophecies
Ex: Earthquake, Famine, Calamities
 Divine Values
Ex: Love, Hope, Faith, Wisdom
Sociology of Education
 Provides a study of the relationships between society
and the educational processes which contributes to the
analysis and solution to problems confronting the
educational system.
Anthropology
 Science that studies the origin and development of man,
his work and achievements which includes the study of
physical, intellectual, moral, social and cultural
development of man, including his customs, mores,
folkways and beliefs
Culture
 The shared products of human learning, the set of
learned behaviors, beliefs, attitudes, values and ideals
that are characteristics of a particular society or
population
 The complex whole which includes knowledge, beliefs,
arts, laws, morals, customs and other capabilities and
habits acquired by man as member of society
Characteristic of Culture:
Culture is
 Transferable
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  Continous 1.) Cultural change – refers to all alteration affecting
 Symbolic new trait or trait complexes to change the culture’s
 Dynamic content and structure
 Shared 2.) Technological change – revision that occur in
 Adaptive man’s application of his technological knowledge
 Learned and skills as he adopts himself to environment
 Universal Examples of technological changes in education:
 Borrowed  Introduction of new methods of learning
Elements of Culture  Vocational education, computer education
 Language – an abstract system of word meanings and and practical arts in the curriculum
symbols for all aspects of culturel verbal and  Inclusion of information and
nonverbal communication technology in the
 Norms – are established standards of behavior curriculum
maintained by a society; it must be shared and 3.) Social change – refers to the variation or
understood modifications in the patterns of social organization,
 Sanctions – penalties or rewards for conduct of such groups within a society or the entire
concerning social norms society
a) Positive sanctions – pay, promotion, medals, Example of Social changes in education:
word of gratitude  Revival of nationalism themes in literature,
b) Negative sanctions – fines, imprisonment, music and arts, etc.
threats, stares, ostracism Anthropological-Sociological Implications to Education:
 Values – are collective conceptions of what is  The curricular program of all learning institutions should
considered good, desirable and proper or bad, be examined by the Commision on Higher Education
undesirable and improper in a particular culture. (CHED) and the Department of Education (DepEd) so that
those will be responsive to the needs of the society.
Change  Parents should be involved in the school projects and
 An enduring force in history; is inevitable, takes place activities, and in encultural and socialization process.
from time to time
 The adjustment of persons or group to achieve relative SOCIAL CONCEPTS:
harmony 1. Values
 Generally considered as something – a
Forms of Change: principle, quality, act or entity – that is
intrinsically desirable

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2. Justice
 giving others what is due to them; rendering to
every man that exact measures of his due
without regard to his personal worth or merit.
3. Freedom, Rights and Responsibility
 Freedom is not absolute, it is not doing
something without restrictions or reservations
or interference and influence others.
 Right means what is just, reasonable, equitable,
what ought to be, what is justifiable, something
that is owed or due to others.
 Rights and responsibitility come in pairs. If one
wants more rights and freedom, she/he shale
also have to accept more responsibility. A right
is abused when it interferes with the right of
others.
 The reciprocation of rights and duties is the
true foundation of social order.
 Duties – refer to those that are due justice, to
another individual or collective persons and to
God.
 Authority – refers to the right given to give
commands, enforce laws, take action, make
decisions, and exact obedience, determine or
judge.
 Accountability – means to be answerable for;
emphasizes liability for something value either
contractually or because of one’s position of
authority
 Responsibility – refers to trustworthy
performance of fixed duties and consequent
awareness of the penalty for failure to do so.
4. Ethics/Moral law
Ethics is based on one’s station in life: to each
station corresponds a certain behavior according
to which a person must live.
THEORIES OF ETHICS:
1) Consequentialism – claims that the morality of
an action is determined by its consequences
a) Hedonism – views that only pleasure is
good as an end;
b) Utilitarianism – believes that the
greatest happiness of the greatest
number is the test of right or wrong
c) Self-realizationism – holds that the
ultimate end ids the full development
or perfection of the self.
4) Non-consequentialism – claims that the morality of an
action depends on its intrinsic nature or on its motives.
5) Divine Command Theory – claims that the morality of an
act depends on whether it is in accordance with the will of
God.
6) Categorical Imperative Theory – holds that for one’s action
to be morally right, s/he must be willing to have everyone act
in the same way.
7) Egoism – claims that an action is right only if it is in the
interest of the agent.
8) Situation Ethics – claims that morality of an action depends
on the situation and not on the application of the law.
9) Intuitionism – claims that one’s knowledge of right and
wrong is immediate and self-evident
10) Emotive Theory – claims that moral judgements do not
state anything that is capable of being true or false but merely
express emotions like oaths or exclamations
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 11)Ethical Relativism – holds the view that there is no one
correct moral code for all times and peoples, that each group
has its own morality relative to its wants
The correct answer is B-Confucianism which advocates the
religious rituals in the schools. Option A-Buddhism influences the
idea on continuing educational system. Option C-Hinduism
emphasizes a commitment to an ideal way of life. Option D-Islam
advocates that useful knowledge is necessary for the benefit of
the self and of humanity.
PART II ANALYZING TEST ITEMS
Directions: Read and analyze each item and select the correct option
that answers each question. Analyze the items using the first 5 items
as your sample. Write only the letter of your choice in your answer
sheet.
The correct answer is A-Essentialism which focuses on basic skills
and knowledge.Option B-Existentialism on self/individual. Option
C-Perennialism focuses on unchanging truth. Option D-
Pragmatism emphasizes the needs and interests of the children.
1. The Department of Education gives greater emphasis on the
development of basic skills. What is the philosophical basis for
this?
A. Essentialism C. Perennialism
B. Existentialism D. Pragmatism
The correct answer is B-Existentialism which focuses
self/individual. Option A-Essentialism on basic skills and
knowledge. Option C-Progressivism focuses on the whole child
and the cultivation of individuality. Option D-Realism emphasizes
that knowledge is derived from sense of experience.
2. Teacher M views his students as unique, free-choosing and
responsible individuals. All classroom activities revolve
around the said premise. What theory underlies this?
A. Essentialism C. Progressivism
B. Existentialism D. Realism
3. Religious rituals in the classroom and in the school programs
prove the deep natural religiosity of the Filipinos. Which has
greatly contributed to this tradition?
A. Buddhism C. Hinduism
B. Confucianism D. Islam
4. In order to make Roman education truly utilitarian, how
should the day-to-day lessons be taught?
A. Taught in the students’ native dialect
B. Taught interestingly through the play way method
C. Related and linked to the events happening in everyday life
D. Practiced at home under the guidance of their respective
parents.
The correct answer is C. Utilitarian education focuses on the
usefulness of the lessons to the daily life of the students. Option A, B,
and D do not adhere to utilitarian education.
5. Which influenced the military training requirements among
Students in the secondary and tertiary levels?
A. Chinese C. Orientals
B. Greeks D. Romans
The correct answer is B. Greeks. They focus on military training.
Option A-Chinese focuses on the preservation of culture. Option C-
Orientals focus on social stability. Option D-Romans focus on the
usefulness of individuals.
 Which philosophy has the educational objective to
indoctrinate Filipinos to accept the teachings of the
Catholic church which is to foster faith in God?
A. Realism C. Idealism
13
B. Pragmatism D. Existentialism and a new society eventually. What philosophy
 Virtue as one component in the teaching of Rizal as supports this?
a course focuses on the teaching of good and beauty A. Existentialism C. Progressivism
consistent with the good andbeauty in God. What B. Perennialism D. Social Reconstructionism
philosophy supports this?  Teacher V demonstrated the technique on how to
A. Existentialism C. Progressivism group students according to their needs and
B. Idealism D. Social Reconstructionism interest and how to use self-paced instructional
 Giving education the highest budgetary allocation, materials. Which philosophy is manifested in this
the Philippine government recognizes the possible activity?
contribution of its future citizens to the national A. Essentialism C. Realism
development goals of the Philippine society. Which B. Progressivism D. Social Reconstructionism
stressed this goal of education for social  Teacher G, a Christian Living teacher, puts so much
transformation? significance on values development and discipline.
A. Athenian education C. Greek education What could be her educational philosophy?
B. Followers of Christ D. Roman education A. Idealism C. Progressivism
 The progressivists emphasized the individuality of B. Pragmatism D. Realism
the child. What is the concern of the  Which one does NOT illustrate the principle that
reconstructionists? rights and duties are correlative?
A. Experiential learning C. Social problem A. The right of an unmarried pregnant teacher to abort her
B. Socialization D. Values Education baby in relation to her duty to protect her name and her
 One of the following quotations does not conform to job as a teacher.
the Christian doctrine of Education for B. The right of a state to compel students to military service
humanitarianism. Which one is it? is reciprocated by the duty of the state to protect them.
A. Do unto others as you would like other do unto you. C. The right to a living wage involves the duty of the school
B. Love thy neighbor as thyself administrators to give the salary agreed upon and the duty
C. Not on bread alone is man to live but on every utterance of the teachers to give a fair amount of work.
that comes from the mouth of God D. The right to life of children and to be given respect such
D. Whatever good things we do to our poor, helpless right.
brothers, we do it for God.  Why should a teacher take the obligation upon
 Scouting and Citizen Army’s Training (CAT) give himself to study and understand the custom and
training in character-building, citizenship training, traditions of the community where he works?
etc. which leads to the creation of a new social order A. To change the culture of the community

14
B. To have sympathetic attitude for the people of the
community
C. To identify the weaknesses of the culture of the
community
D. To please the people of the community
 A teacher who is recognized expert in carpentry
works, taught his student how to prepare and
construct good and aesthetic furniture from local
resources. What cultural transmission process is
this?
A. Acculturation C. Indoctrination
B. Enculturation D. Observation
 Every first day of the school year, Miss Bautista
prepared activities which will make her Grade III
children sing, play, learn and introduce themselves
to the class. What process did the teacher
emphasize?
A. Accculturation C. Indoctrination
B. Enculturation D. Socialization
 Which program in the educational system seems to
be aligned to the Christian humanitarian principle
respect for the human personality?
A. The alternative learning system delivery
B. The functional literacy program for the out-of-school
youth and adults
C. The promotion of the basic human rights of the Filipino
D. The study of the Philippine Constitution
 With a death threat over his head, Teacher Myra is
directed to pass an undeserving student. If she is a
nedonist, which of the following will she do?
A. Don’t pass him, live by the principle of justice. She will get
reward, if not in this life, in the next time.
B. Don’t pass him. She surely will not like someone to give
you a death threat in order to pass.
C. Passs the student. That will be of use to her, the sduent,
and his parents.
D. Pass the student. Why suffer the threat?
 Which philosophy approves of a teacher who
lectures most of the time and requires his students
to memorize the rules of grammar?
A. Existentialism C. Pragmatism
B. Idealism D. Realism
 In a study conducted, the pupils were asked which
nationality they would prefer if given a choice.
Majpority of the pupils wanted to be Americans, In
this case, in which obligation relative to the state
are schools seemed to be failing?
A. Instill allegiance to the constitutional authorities
B. Promote national pride
C. Promote obedience to the laws of the state
D. Respect for all duly constituted authorities4
 Which subject in the elementary and likewise in the
secondary schools are similar to the goal of Rome to
train the students for citizenship?
A. Communication Arts C. Science
B. MAPE/PEHMS D. THE/TLE
 Which of the following school practices is NOT
based on Social Reconstructionism?
A. Establishment of SOF
B. Exemption of scouts from CAT
C. Promoting culture and arts in schools
D. Promoting project WOW
 Which of the following is the focus of the Japanese
education in the Philippines?
A. Democratic ideals and nationalism
15
 B. Love and service to one’s security
C. Religion and love for Asian brothers
D. Vocatipnal and health education
 According to recontructionism, the goal of
education is to bring about a new social order.
Which practice best mabifests this view?
A. The class conducts scientific experiments to discover or
verify concepts.
B. The class discusses role models and their impact on
society
C. The class is allowed to engage in divergent thinking
D. The class undertake well-planned projects on the
community.
PART III – ENHANCING TEST TAKING SKILL
Directions: enhance your test taking skills by answering the items below.
Write only the letter of the best answer.
1. Teacher D, a Values Education teacher emphasizes ethics in almost
all her lessons. Which of the following emphasizes the same?
A. Liberal Education C. Religious Training
B. Moral Education D. Social Education
2. Which reforms in the Philippine Educational System advocates the
use of English and Filipino as media of instruction in specific
learning areas?
A. Alternative Learning C. K-12 Program
B. Billingual Education D. Multillingual Education
3. Activities planned by school clubs/organizations show school-
community connection geared towards society needs. Whats the
philosophy is related to this?
A. Existentialism C. Realism
B. Progressivism D. Social reconstructionism
4. What philosophy is related to the practice of schools acting as
laboratory for teaching reforms and experimentation?
A. Essentialism C. Progressivism
B. Existentialism D. Social reconstructionism
5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their
priorities.
B. The teacher and the administrator follow a set of criteria in
giving grades.
C. The teacher has students whose parents want their children to
obtain higher grades than what they are capable of getting.
D. The teacher sets high expectations for her intelligent students
such as getting higher grades.
6. Which situation shows that a sense of nationhood is exemplified?
A. The class conducted a debate using Filipino medium.
B. Tge class is required to watch the TV sitcom of Oprah to
improve their English communication skills.
C. The class opted to make a choral rendition of the theme song
of a foreign movie.
D. When Teacher Eva asked her Grade II students in what
country they wish to live, most of them chose United States.
7. A teacher who believes in the progressivist theory of education
would embrace certain reforms on methodology. Which reform
would be consistent with this theory?
A. Active participation of the learner
B. Formal instructional pattern
C. Strict external discipline
D. Teacher domination of class activities
8. What philosophy of education advoacates that the curriculum
should only include universal and unchanging truths
A. Essentialism C. Perennialism
B. Idealism D. Pragmatism
9. Which of the following is NOT a function of the school?
16
 A. Changing cultural practices 15. Who among the following believes that learning requires
B. Development of attitudes and skills disciplined attention, regular homework, and respect for
C. Reproduction of species legitimate authority?
D. Socialization among children A. Essentialist C. Realist
10. Which move liberalized access to education during the Spanish B. Progressivist D. Reconstructionist
period? 16. Which of the following is the main function of the philosophy of
A. The education of illiterate parents education?
B. The establishment of at least one primary school for boys and A. Reconsider existing educational goals in the light of society’s
girls in each municipality. needs
C. The hiring of tribal tutors to teach children B. Provide the academic background prerequisite to learning
D. The provision of vocational training for school age children C. Defines the goals & set the direction for which education is to
11. Which of the following is the chief aim of Spanish education? strive
A. Conformity and militarism D. Aid the learner to build his own personal philosophy
B. Perpetuation of culture 17. Homeroom advisers always emphasize the importance of
C. Propagation of the Catholic religion cleanliness of the body. Children are taught how to wash their
D. Utilitarianism and conformity hands before eating. What is this practice called?
12. Which of the following is the aim of our education during the A. Folkway C. Mores
Commonwealth period? B. Laws D. Social norm
A. Designed after Japanese education 18. Which curricular move served to strengthen spiritual and ethical
B. Patterned after the American curriculum values?
C. Predominantly religious A. Integration of creative thinking in all subject
D. Purely nationalistic and democratic B. Introduction of Values Education as a separate subject area
13. Which of the following: is NOT a reason why the basic education C. Reducing the number of subject areas into skills subject
curriculum has been restructured? D. Re-introducing Science as subject in Grade 1
A. To become globally competetive during this industrial age. 19. “The greatest happiness lies in the contemperlative use of mind”.
B. To be relevant and responsive to a rapidly changing world Said Plato. Which of the following activities adheres to this?
C. To empower the Filipino learners for self-development A. Cooperative learning C. Role playing
throughout their life B. Introspection D. Social interaction
D. To help raise the achievement level of students. 20. Your teacher is of the opnion that the world and everything in it
14. Which philosophy of education influence the singing of the are ever changing and so teacher you the skill to cope with the
National anthem in schools? changes. Which in his governing philosophy?
A. Nationalism C. Pragmatism A. Experimentalism C. Idealism
B. Naturalism D. Socialism B. Existentialism D. Realism

17
21. Teacher Mica says: “If it is billiard that brings student out of the
classroom, let us bring it into the classroom. Perhaps, I can use it
to teach Math.” To which philosophy does Teacher Mica adhere?
A. Essentialism C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride
among Filipino youth?
A. Replace the study of folklores and myths with technical subject
B. Re-study our history and stress on our achievements as people
C. Re-study our history from the perspective of our colonizers
D. Set aside the study of local history Child and Adolescent
23. A teacher who subscribe the pragmatic philosophy of education
believes that experience should follow learning in her teaching. Development
Which of the following does she do to support her belief?
A. Encouraging learners to memorize facrual knowledge
B. Equipping learners with the basic abilities and skills
C. Providing learners opportunities theories and principles
Competency:
D. Requiring learners full mastery of lesson
24. Which philosophy influenced the cultivation of reflective & Interpret theories and findings related to child and
meditative skills in teaching. adolescent development along the biological,
A. Confucianism C. Taoism
B. Existentialism D. Zen Buddhism linguistic, cognitive, social and psychological
25. Which of the following situation manifests a balance between dimensions.
teachers responsibility and accountability?
A. She entertains her students with personal stories until the end PART I – CONTENT UPDATE
of the period.
B. She spends most of the time on the latest gossips in showbiz. A. Basic Concepts.
C. She teachers as much as she could for duration of the period.  Growth
D. She teaches as well as entertains the students with her  Pertains to the physical change and increase in
personal stories. size
 Can be measured quantitatively
 Indicators of growth are height, weight, bone
size and dentition

18
  The growth rate is rapid during the
a. Prenatal
b. Neonatal
c. Onfancy
d. Adolescence
 Development
 Involves increase in the complexity of function
and skill progression
 The capacity and skill of a person to adapat to
their environment
 Pertains to the behavioral aspect of growth
 Maturation
 Consists of changes that occur relatively
independent of the environment
 Usually considered to be genetically
programmed- the result of heredity
 ZPD
 Zone of proximal development wherein the
child acquires new skills and information with
the help or assistan=nce of an adult or an adult
peer.
 Heredity
 The process of transmitting biological traits
from parents to offspring through genes, the
basic unit of heredity
 Environment
 Refers to the surrounding condition that
influences growth and development
 Theory
 Ideas based on observations and other kinds of
evidences which are organized in a systematic
manner.
 Used to explain and predict the behaviors and
development of children and adults.
 Ethological Theory
 Views and development in terms of
evolutionary concepts
 Attachment
 Refers to the emotional bond to another person
 Lasting psychological connectedness between
human beings
 An innate human survival mechanism
 A control system that achieves these specific
goals:
1. Helps the infant maintain proximity
(closeness to the caretaker)
2. Provides the young child with security
as base from which to explore the
world
3. Helps the child regulate his/her
emotions
 John Bowly focused on how attachments
difficulties were transmitted from one
generation to the next.
 Psychosexual Theory
 Sigmund Freud’s theory of personality
development that focuses on the changing seat
of sensual pleasure of the individual
 Pyschosocial Theory
 Erik Erikson’s theory of personality which
focuses on the individual’s interactions with
the society
 Ecological Theory
19
 
Eric Brofenbenner’s theory of development in Center of pleasure: mouth (major
which the process is a joint function of the source of gratifications and
person and all levels of the environment Oral Birth to 1 ½ y/o explorations)
 Sociohistoric-Cognitive/Linguistic Theory Primary need: security
 Lev Semanovich Vygotsky’s belief that the child Major conflict: weaning
is socially dependent at the beginning of his
cognitive life.
 Development is concerned as dependent on Source of pleasure: anus and
social interaction Anal 1 ½ to 3 y/o bladder (sensual satisfaction and
ENVIRONMENT SYSTEM self-control)
Major conflict: toilet training
The Microsyste - the setting in which individual lives Center of pleasure: child’s genital
The Mesosystem – relations between the Microsystem or connections Phallic 4 to 6 y/o (masturbation)
between contexts Major conflict: Oedipus and Electra
The Exosysytem – when experiences in another social setting in which Complex
the individual does not have an active role influences what s/he Energy directed to physical and
experiences in an immediate context intellectual activities
The Macrosystem – involves the culture in which individuals live Latency 6 y/o to puberty Sexual impulses repressed
 Culture refers to the behavior patterns, beliefs and all other Relationship between peers of
products of a group of people that are passed on from generation same sex
to generation. Energy directed towards full sexual
The Chronosystem – the patterning of environmental events and Genital Puberty onwards maturity and function and
transitions over one’s life-span includes sociohistorical circumstances development of skills to cope with
the environment
THEORIES
2. Erikson’s Stages of Pyschosocial Development Theory
STAGE AGE CHARACTERISTICS
STAGE AGE CENTRAL (+) (-)
TASK RESOLUTION RESOLUTION
Birth – 18 Trust vs. Learn to trust Mistrust,
Infancy months Mistrust others withdrawal,
estrangement
Self-control Complusive,

20
 w/o loss of self restraint develop their
Early 1 ½ to 3 Autonomy self-esteem. or compliance sense of
Childhood y/o vs. Shame Ability to and industry
and Doubt cooperate willfulness Coherent Feelings of
and express and defiance sense of self confusion,
oneself Plans to indecisiveness
Learns to Lack of self- actualize and possible
become confidence one’s abilities anti-social
Late Initiative assertive pessimism, *Seeking to behavior
Childhood 3 to 5 y/o vs. Guilt Ability to fear of find an *When the
evaluate wrongdoing, identity, adolescents
one’s own Over-control adolescents fail to develop
behavior and over- Adolescene 12-20 y/o Identity vs. try on many a sense of
restriction Role new roles. If identity,
Confusion they he/she
Learns to Loss of hope, experience experiences
create, sense of being continuity in role confusion
develop and mediocre. their or a “negative
manipulate Withdrawal perception of identity”.
Develops from school self, Identity
sense of and peers develops.
competence *Those who
and ignore, rebuff,
perseverance deride their
School Age 6 to 12 y/o Industry vs *Parents, effort are
Inferiority teachers who strengthening
support, feelings of
reward and inferiority
praise
children are
encouraging
and helping
children

21
 Intimate Impersonal  Eat solid foods
relationship relationships  Walk
with another Avoidance of  Talk
person relationship,  Control elimination of wastes
Commitment career or  Relate emotionally to others
to work and lifestyle  Distinguish right from wrong
Young 18-25 y/o Intimacy vs. relationships commitments Infancy vs. Early Childhood through development of
conscience
Adulthood Isolation *Center to *Failure to
 Learn sex differences and sexual
intimacy is establish modesty
the ability to close and  Achieve personal independence
share with intimate  Form simple concepts of social
and care for relationship. and physical reality
others.

Self-
Generativity Creativity, indulgence,
Adulthood 25-65 y/o vs. productivity, self – concern,  Learn physical skills required
to death Stagnation concern for Lack of for games
others interest and  Build healthy attitudes towards
commitments oneself
Accceptance  Learn to socialize with peers
of worth and  Learn appropriate masculine or
Maturity 65 y/o to Ego, uniqueness Sense of loss, feminine role
death Integrity vs. of one’s own contempt for  Gain basic reading, writing
Middle Childhood mathematical skills
Despair life others
 Develop concepts necessary for
Acceptance
everyday living
of death  Formulate a conscience based
on a value system
3. Havighurst’s Developmental Stage and Tasks  Achieve personal independence
 Develop attitudes towards social
DEVELOPMENTAL STAGE DEVELOPMENTAL TASK groups and intitutions

22
  Establish more mature
relationships with same-age
individuals of both sexes
 Achieve masculine or feminine
social role
 Accept own body
 Establish emotional
independence from parents
Adolescene  Achieve assurance or economic
independence
 Prepare for an occupation
 Acquire skills necessary for
fulfill civic responsibilities
 Develop set of values that guides
behavior

 Select a partner
 Learn to live with a partner
 Start a family
 Manage a home
Early Adulthood  Establish self in a
career/occupation
 Assume civic responsibilities
 Become part of a social
group
Middle Adulthood 

23