Karl Marx - the founder of the conflict school of thought believed that because the class system separates the employers from workers and workers from the benefits of their own labor, class struggle is inevitable. According to him inevitably the workers would overthrow the capitalists and establish a new society where the proletariat could freely avail of the benefits of their labor.
Max Weber - the father of bureaucratic thought was convinced that although power relations between dominant and powerless group shape society, class differences alone could not fully explain the complex way human beings from hierarchies and belief systems and make them work. Weber examined status cultures as well as class positions. According to him, the main activity of schools is to teach particular “status cultures” both in and outside the classroom

Interaction Theories - the focus of the interaction theory is the communication and the relationship that exists among and between groups in education- peers, teachers, students, teacher-principal and teacher- parents. The concern is to study the social-psychological questions that impact on normative attitudes, values, aspirations and self –concepts of particular groups that in return impact on the teaching- learning process.

Labeling Theory - this theory is related to expectations. For instance, in general the expectations of significant others on the learners, determine to a large extent in the behavior of students. To this extent, the processes by which students are labeled either as gifted or learning disabled, fast or slow learner, smart or dumb, affect the quality as well as the extent and speed of learning.
Exchange Theory - is based on the concept of reciprocity or ”katugunan”. Reciprocal interactions bind individuals (teachers, students, parents, administrators) with obligations. The consequences of interaction are rewards and benefits.

CULTURE, SOCIETY AND INTERACTION IN THE PHILIPPINE SETTING

Jocano (1998) proposed a social framework that could be used as basis for understanding the relationships and interaction between and among groups in the Philippine education setting. The Framework shows the interlocking and interfacing of relationships of kinship and family, socialization practices and cultural themes that impact on the school system.

Culture - is the complex whole which includes the customs, beliefs, more, folkways of a certain group of people.
Education is transferring of culture
Sub-Culture - specialized from culture practiced by a small group of people which shows uniqueness compared to other groups.
Norm - what is considered” normal” is basically based on the number of people practicing a certain behavior.

Kinds of Groups A group can be defined as a unit in which different personalities with different interdependence roles and status interacts. There are different kinds of groups; these are the Primary, the Secondary, the

In-Group, the Out-Group, the Peer Group, the Reference Group and the Voluntary Associations.

The Primary Group is a group by which there is an intimate, there is face to face, there is informal as well as personal relationship among the members such as the “family”
The Secondary Group is a group by which there is an impersonal, there is an informal, and there is a contractual, business-like as well as casual relationship among the members such as the “religion” or “school”.
The In-Group is a group by which the member feels to have been given a sense of belongingness.
The Out-Group is a group by which an individual feels some indifferences, dislike, strangeness, antagonism or hatred.
The Peer Group is a group by which the members are almost in the same age as well as social and economic status. The Peer Group comes in different types; the Play-Group, the Gang and the Clique.
The Play-Group is common among the children; there could be a minimum or no adult supervision in this group; it is also spontaneous and informal.
The Gang is a group by which there is a recognized leader. The members are expected to follow their rules of behaviors; they have a definite place to stay, meeting time and they have planned activities. Sometimes, they even have a password.
The Clique is a group by which the members have the same line of thinking as well as interest.
The Reference Group is a group by which an individual or a member identifies him or herself consciously or unconsciously. This kind of group is more likely on identification and not really on the actual membership.
The Voluntary Association is a group by which the members tend to join together because of their common needs, decisions, aims or goal.

Types of Groups:

Integrated group - the members have common action in shared meanings and values
Crowed- members act together on the basis of a shared emotion and feelings, as in religious revival meetings, revolutionary mob or a panic.
Audience or mass - members act together on the basis of a common attitudes without interaction among members; like people at film showing.
Public - this refers a number of people in some form of community come to a common agreement who have common interest but do not necessarily come to a common agreement.

Social Institution: According to Anthony Giddens, Social Institutions are” enduring features of social life”. It is a complex of positions, norms and social relations performing a social role. Social institutions includes government, families, and other groups of people with recognizable social interaction and norms of conduct.

Characteristics:

Social Purpose-institution satisfy social needs
Permanence-institution are relatively permanent
Enforcing rules and regulations- institution governs behavior
Promotes values- institution exerts social pressure regarding right conduct

Major Social Institutions

Family – is a group of people affiliated by consanguinity, affinity and co-residence. It is the smallest social institution. One of the primary function of the family is to produce and reproduce persons both biologically and socially (in cases of adoption).

Conjugal Family-includes the husband, wife, and children who are not of age yet.
Consanguinity Family- consist of a parent and his or her children, and other people.
Matrilocal Family- consists of a mother and her children

Education is the transmission of knowledge is the primary purpose of education. As a social institution school has the following purpose.

Intellectual - schools teach basic knowledge and skills commonly known as the 3 Rs and eventually developing their HOTS (higher order thinking skills)
Political - schools develop allegiance to the country and promotes patriotism
Social - schools develop person’s ability to interact with fellow human being
Economic - schools prepare the person to achieve suitable occupational endeavors.

Religion: According to Stark religion is the “socially defined patterns of beliefs concerning the ultimate meaning of life; it assumes the existence of the supernatural” and has a characteristics like:

Belief in the higher being (deity)
Doctrine of salvation
A code of conduct
Religious rituals

Government: A government is an institution entrusted with making and enforcing the rules of a society as well as with regulating relations with other societies. In order to be considered a government, a ruling body must be recognized as such by the people it purpose to govern.

Types of Government

Democracy - is a system of government in which the citizens exercise power directly or elect representatives from among themselves to form a governing body, such as a parliament.
Monarchy - is this system or form of government. A monarch, such as a king or queen, rules a kingdom or empire. In a constitutional monarchy, the monarch's power is limited by a constitution. But in an absolute monarchy, the monarch has unlimited power.
Authoritarianism - is a form of government characterized by strong central power and limited.
Totalitarianism - is a form of government that seeks to subordinate all aspects of individual life to the authority of the state.

Social Problems - growing groups and countries experience various societal problem brought about by various factors.

Juvenile delinquency, Crime, Alcoholism, Suicide, Drug addiction, Racial prejudice, Industrial conflict, Poverty and Graft and corruption

Social Control - refers to the ways in which members of a society influence one another so as to maintain social order.

Informal Social Control includes Mores and folkways, Expectations not written down but perceived and made known to him, Pressure to conform, Internalizing the values and attitudes of family, Helping the child to understand and norms of the bigger group and Desire for acceptance of the bigger group
Formal Social Control includes Passage of law, Formal mechanism to maintain control over the behavior of its members, Tendency to level an individual who is out

of line and gossip and Curbing anti-social attitudes by disallowing privacy or ascribing undesirable status to deviants.

Social process - sociologist have noted that social change occurs in patterns and these patterns are called social process, this is also used to interpret social behavior.

Classification of Social Process:

Competition - an impersonal attempt to gain scare and valued resources of wealth, land etc.
Conflict - involves the use of deliberate power
Accommodation - is the conscious adjustment and compromise among conflicting groups to live without conflict
Assimilation - is the learning and acceptance by one group of the beliefs and values of another groups so that they gradually become virtually indistinguishable.

Characteristics of Culture

Culture is Learned
Pakikipagkapwatao
Family orientation
Joy and humor
Flexibility, adaptability, creativity
Hard work and industry
Faith and religiosity
Ability to survive

Weakness of the Filipino Character

Extreme personalism
Extreme family centeredness
Lack of discipline
Passivity and lack of initiative
Colonial mentality
Kanya-kanya syndrome
Lack of self-analysis and self-reflection

PILLARS OF EDUCATION

PILLARS OF LEARNING: The Four Pillars of Education all started with the report entitled” Learning the Treasure within” of the International Commission of Education for the Twenty-first –Century chaired by Jacques Delors in 1996. It was published by the UNESCO.

LEARNING TO KNOW

Implies learning how to learn by developing one’s concentration, memory skills and ability to think; acquiring the instrument of understanding.
To learn to know, students need to develop learn-to-learn-skills. Such skills are learning to read with comprehension, listening, observing, asking question, data gathering, note taking and accessing, processing, selecting and using information
The role of the teacher is as facilitator, catalyst, monitor and evaluator of learning.

LEARNING TO DO

Represents the skillful, creative and discerning application of knowledge
One must learn how to think creatively, critically and holistically, and how to deeply understand the information that is presented.
To perform a job or work, the learning to do must be fulfilled. This entails the acquisition of competence that enables people to deal with a variety of situations, and to work in teams.

LEARNING TO LIVE TOGETHER

Vital in building a genuine and lasting culture of peace in the world.
Can be achieved by developing in understanding of others and their history, traditions and spiritual values, and appreciation of interdependence.
A wide range of skills is necessary for the pillar of education; self-control, handling emotions, communication, interpretation of behaviors, critical thinking, relationship building and cooperation, negotiation, mediation and refusal, problem solving and decision making.
Teachers should help the students realize the value of being able to live together, in their gradually enlarging world: home, school, community, city, town, province, country, and the world as a global village.

LEARNING TO BE

Dominant theme of Edgar Faure is report” Learning to Be: The World of Education Today and Tomorrow”, published UNESCO
If refers to the role of education in developing all the dimensions of the complete person: to achieve the physical, intellectual, emotional and ethical integration of the individual into a complete man. Pertains to the overall development of the human person as individual and a member of the society

GENDER and DEVELOPMENT: In many countries where women still face discrimination, let us promote gender equality and development between boys and girls in primary school. It is the 3rd UN Millennium Goal which aims to eliminate gender disparity in primary and secondary education, preferably by 2005, and all levels of education no later than 2015. Let us step up to empower women in access to education, work and involvement in decision making.” Gender and development or GAD is an approach on socially constructed basis of the difference between men and women and emphasized the need to challenge the existing gender roles and relations.

Sex vs. Gender

SEX	GENDER
Categorized as male or female Biological Fixed at birth Does not change across time and space Equally	Masculinity and femininity Socially, culturally and historically determined Learned through socialization Varies over time and space Unequally valued (masculinity as the norm

Socialization - is a process by which social norms, roles and expectations are learned and internalize. Gender Socialization- is a process by which norms, roles and expectation in relation to gender are learned by men and women.

Gender Stereotype - a form of prejudgment, bias or limitation given to roles and expectations of male and females.

Channel of Socialization:

Family : Manipulation, Canalization, Verbal Application and Activity Exposure
Church
Mass media
School: Instructional Language , Classroom Management and Instructional Materials

MULTICULTURAL EDUCATION

Multicultural education refers to any form of education or teaching that incorporates the histories, texts, values, beliefs, and perspectives of people from different cultural backgrounds.

A field of study and an emerging discipline whose major aim is to create equal opportunities from diverse racial, ethnic, social class and cultural groups.
The primary goal of multicultural education is to transform the school so that male and female students, exceptional students, and students from diverse cultural social-class, racial, and ethnic groups experience an equal opportunity to learn.

Who is the father of multicultural education? James A. Banks, considered the “father of multicultural education,” will speak at K-State about “Diversity in America: Challenges and

Opportunities for Educating Citizens in a Global Age.” He will deliver his address from 5-6:30 p.m. Thursday, Oct. 6, in the Town Hall Room of the Leadership Studies Building.

What is the main goal of multicultural education? One of the goals of multicultural education is to acknowledge the experiences and perspectives of oppressed groups that are commonly excluded from mainstream academia (eg. racial, ethnic, class, gender, etc.).

What are the dimensions of multicultural education? The Dimensions of Multicultural Education. The five identification of dimensions of multicultural education. They are: content integration, the knowledge construction process, prejudice reduction, an equity pedagogy, and an empowering school culture and social structure.

TEACHING IN MULTI-CULTURAL CLASSES

A Multicultural Classroom is one in which both the students and the teacher are accepting of all races, cultures, and religions. This acceptance is evidenced by the books that are read, the activities that are completed, and the lessons that are taught.

Multicultural education embodies a perspective rather than a curriculum. Teachers must consider children’s cultural identities and be aware of their own biases
Teachers and parents need to acknowledge the fact that we are inevitably influenced by the stereotypes and one-sided view of society that exists in our schools and the media. Hence, we must we recognized those biases and change the attitude they represent by accepting all children as we receive them.
OPPRESSION- (racism or biased attitudes) a problem in multi-cultural classes vs. OPPENESS- developing as much effort to changing to learn about other’s culture, nurturing diversity by making multicultural education a process of action.

LEGAL DIMENSIONS OF THE PHILIPPINE EDUCATION

The educational system in terms of curriculum, instruction, structure and organization at any given period of history is defined by organic laws, acts, and policies crafted by legal and educational experts as well as national policy makers. These statutes provide direction and guidance to those involved in the educational system.

NATIONAL COMMISSIONS

Monroe Survey (1925)- The work of the commission because the basis for reforms in administrative organization and supervision, basic and higher education, teacher education and training, language instruction, private education, finance and education of non- Christians. ( martin, 1980)
Swamson Survey (1959) - Two important recommendations of the Commission were the restoration of grade 7 and the provision of higher financing for schools. (Martin, 1980).
PCSPE(1989)- Presidential Commission to Survey Philippine Education-recommendations of the commission include: Mismatch between educational priorities and national development priorities and Lack of systemic planning and evaluation in education became the basis for major reforms.
EDCOM (1991) -Congressional Commission on Education-some of the radical changes that came about as a result of the EDCOM report were: the creation of the independent Commission on Higher Education (CHED), the professionalization of teachers through the creation of the Licensure Examination for Teachers (LET), the clear definition of career service paths for teachers and administrators, the creation of the Technical Education and Skills Development Authority (TESDA).
PCER (1999)- Presidential Commission on Educational Reform- the recommendations of the commission became the basis for the formulation of a package of policy and projects known as the Higher Education Development Project ( HEDP)

SPECIFIC DECREES ACTS and LAWS (Legalizing Philippine Education)

PROVISIONAL CONSTITUTION OF BIAK NA BATO: Article XV- the Secretary of Interior was to take charge among other duties, with the advancement of the public instruction.

Elimination of the friar control over all or most aspects of education
Secularization of a universal system of primary education
Greater supervision and control higher education by the state
Implementation of a more modern and progressive educational system patterned after western models

THE MALOLOS CONSTITUTION (1899 Constitution: Article 23 not only contain instruction regarding the public schools; it also specifies the manner by which private schools maybe established in order to provide more access to education to a greater number of Filipinos. All primary education was offered free and compulsory in all schools in the country as explicitly stated in the constitution.

“Any Filipino may establish and maintain institutions of learning, in accordance with the laws authorizing them, Public Education shall be free and obligatory in all schools of the nation”

THE 1935 CONSTITUTION: Article XIV - provides ”All schools shall aim to develop moral character, personal discipline, civic conscience, and vocational efficiency, and to teach the duties of citizenship”

Article XIV, Sec 5; “All educational institution shall be under the supervision of a subject to regulation by the state. The government shall establish and maintain a complete and adequate system of public education, and shall provide at least free public primary instruction and citizenship training to adult citizens.

The Japanese occupied the City of Manila in 1942. Subsequently, the Japanese dissolved the National Government and replaced it with Central Administrative Organization of the Japanese Army. The Japanese created the Department of Education, Health and Public Welfare with Claro M. Recto as commissioner. The Bureau of Private Education supervised private schools and colleges. The six basic principles of Japanese education basic principles of Japanese education in the Philippines include the following as enumerated by Bago.

To make people understand the position of the Philippines as member of the EAST-ASIA Co Prosperity Sphere.
To eradicate the old idea of the reliance upon the western nations especially upon the United States and Great Britain, and to posters a new Filipino culture based on the self- consciousness of the people as Orientals
To endeavor to evaluate the morals of the people, giving up the over emphasis on materialism
To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of English in due course.
To put importance to the diffusion of elementary education and to the promotion of vocational education.
To inspire the people with the spirit to love labor.

THE 1973 CONSTITUITION: The 1973 constitution provided specific provisions on education in several sections that demonstrates the important role assigned to education in creating the New Society. Section 8 of Article XV provides that: “All educational institutions shall, be under the supervision of a subject to regulation by the state. The state shall establish and maintain a complete, adequate, and integrated system of education relevant to the goals of the national development”.

THE FREEDOM CONSTITUTION OF 1986: Article XV, Section 8 contained the specific provisions on education. Thus the educational system during the interim period was basically the same as the one operating under the Martial Law.

THE 1987 CONSTITUTION: Section 17 of the Constitution states:” The state shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development”. This general principle was defined in sections 1-5 of article IV on Education, Science and Technology, Arts, Culture and Sports Education.

THE ROYAL EDUCATIONAL DECREE OF 1863: In an attempt to correct the existing deficiencies in education, the Royal Educational decree of 1863 was promulgated. The main objective of the decree was to establish a system of elementary schools for the country and to provide training for teachers in order to “broaden as much as possible the teaching of the Holy Catholic Faith, of the language of the fatherland, and of the elementary knowledge of life.”

EDUCATIONAL ACT OF 1901: In 1901, a few years after the establishment of the American Rule in the country, the Philippines Commission passed the first comprehensive school law for the Philippines. The main objective of the Educational Act of 1901, which is also known as Philippine Commission Act no.74 and considered as the “Organic school law of the Philippines” was to establish a highly centralized educational system in the country.

EDUCATIONAL ACT OF 1940: The educational act of 1940 during the Commonwealth period ushered a new era in educational history. The primary aim of the act was “to meet the increasing demand for public elementary instruction at the same time comply with the constitutional mandate on public education.

EDUCATIONAL ACT OF 1982: The act provides for the establishment and maintenance of an integrated system of education (both formal and non-formal) relevant to the goals of national development. In recognition of the right of every individual to have equal access to relevant quality education. The act defines the structure of the formal education consisting of elementary, secondary and tertiary levels as well as delineates the objectives of each category.

THE PHILIPPINES BILINGUAL POLICY (BEP): The policy provided an operational definition of Bilingual Education in the Philippines, which is the separate use of Filipino and English as the media of instruction in specific subject area. (As reiterations of DECS order No. 25 of 1974- Implementing Guidelines for the policy on Bilingual Education

FREE PUBLIC SECONDARY ACT OF 1988: The act established and provided for a free public secondary education to all qualified citizens.

THE HIGHER EDUCATION ACT OF 1994: The act created the Commission on Higher Education (CHED) which is independent and separate form DECS.

TECHNICAL EDUCATION AND SKILLS DEVELOPMENT ACT OF 1994: This Act (R.A. No. 7796) which is also known as the TESDA Act of 1994, created the Technical Education and Skills Development Authority, providing for its powers, structure and for other purposes. The general aim of the Act is to provide “relevant, accessible, high quality and efficient technical education and skills development in support of the development of high quality Filipino middle-level manpower responsive to and in accordance with Philippine development goals and priorities”.

HIGHER EDUCATION MODERNIZATION ACT OF 1997: Otherwise known as R.A. 8292. This act provides among others for the uniform composition and powers of the governing boards of state universities and colleges, with the chairman of CHED as the chair of the governing boards of all SUCs.

AN ACT TO LENGHTHEN THE SCHOOL CALENDAR: Under this act, the school year shall start on the first Monday of June but not later than the last day of August. In the implementation of this act, the Secretary of Education shall determine the end of the regular school year, taking into consideration the Christmas and summer vacations, and the particular circumstances of

each region.

GOVERNANCE OF THE BASIC EDUCATION ACT OF 2001: This act contains provision that are also found in the educational act of 1982 regarding the organizational structure of the educational bureaucracy. The important provision of this act is the remaining of the department of education, culture and sports to the department of education

PSYCHOLOGICAL DIMENSIONS OF EDUCATION

Learning is not a function of the mind alone but of the total person which is the overreaching principle of holistic education, that is, to provide learning opportunities for the development of the physical, intellectual, psychomotor, character and social development of human beings.

Definition of Holistic Education - The concept of holistic education, based on a spiritual/philosophical orientation’s encapsulated in the Primer for 2002 Basic Education Curriculum: “The Department of Education envisions every learner to be functionally literate, equipped with life skills, appreciative of the arts and sports, and imbued with the desirable values of a person who is makabayan (patriotic), makatao (mindful of humanity), makakalikasan ( respectful of nature) and maka-diyos (godly).

Purpose of Holistic Education - The purpose of holistic education is to prepare students to meet the challenges of living as well as schooling. To ensure holistic education, it is important for young people to learn a variety of human concerns which include knowing and understanding about the following: (Holistic Education, 2003)

Themselves
Healthy relationships with others
Social development
Resilience
Beauty, truth and transcendental experience

Cognitive Development: Cognition represents the manner by which a human being acquires, stores, processes and uses information about the internal and external environment.

Three famous cognitive psychologists:

Jean Piaget - considered the development of the intellect according in four sequential stages that form a continuum of mental processes which increasingly become more sophisticated as the individual grows and develops.
Jerome Bruner - like Piaget. Bruner considered intellectual development as taking place in stages, from the simple to the complex. According to Bruner, human beings represent in their minds the world around them based on the cognitive level they are in at a particular point in time, however, unlike Piaget, Bruner did not consider cognitive levels as age-bound.
Lev Vygotsky - on the other hand, he focused on the important role of language and social interaction in cognitive development. To Vygotsky, it is necessary to understand the interrelations between thought and language, in order to understand intellectual development.

Social emotional development, like cognitive development is the product of interaction between the biological and environmental factors. The social dimension refers to the interaction with others, while the emotional refers to feelings about oneself.

Eric Erikson is known for “identity crisis”. He formulated a theory of social-emotional development based on his extensive experience in psychotherapy and dealings with children and adolescents from all social class levels. He proposed that socialization consists of “the eight stages of man” each stage involves a “psycho- social crisis”.

Lawrence Kohlberg, proposed six stages of moral development. The first three of which share many features with the stages in the Piagetian model. He believes that moral development tales place through a series of six under three levels of development.

Krathwohl, Bloom and Masia (1956) developed a taxonomy of objectives in the affective domain. Affective phenomena run through from simple behaviors to increasing more complex ones that require organization and characterization or internalization.

TAXONOMY OF THE PSYCHOMOTOR DOMAIN

Holistic education not only involves the development of the cognitive and affective domains. It also involves the development of the psychomotor domains which pertain to physical movement, perceptual abilities and non-verbal communication. Harrow, A.J. developed a taxonomy of objectives for psychomotor with six categories:

Reflex Movements - this includes segmental reflexes.
Fundamental Movements - this include walking, running, jumping and etc.
Perceptual Abilities - this include kinesthetic, visual, auditory, tactile and coordination.
Physical Abilities - involve endurance, strength, flexibility, agility, and dexterity.
Skilled Movements - these are the movements necessary in games, sports, dances and the arts.
Non-Discursive Communications - these relate to expressive movements through posture, gestures, facial expressions and creative movement.

HISTORICAL DIMENSION OF EDUCATION

Education is as old as life itself. No one can present an accurate account concerning the origin of education. There are 2 opposing school of thoughts when it comes to origin of education.

Evolutionist – education started form primitive people. Some of these evolutionists do not believe in any type of god. Others believe in one or more gods who are not involved in the process.
Creationist - education started from Adam and Eve

Modern day education owes much of it system to the institutions established by the ancient civilizations of China, India, Israel, Egypt, Greece and Rome

Chinese Education

Chinese are descendants from the rivers banks of Huang Ho and Yangtze River.
Aimed at selecting and training people for public services.
Emphasis on modeling a person’s character and moral values.
Believed that government has responsibility to provide education
Centered on the mastery of Chinese language and classical literature particularly the work of Confucius (the first teacher in China).
Analects- the most revered Chinese classical literature which contains the sayings of Confucius.

Egyptian Education

Egyptians were polytheist people (worshippers of many gods)
Pharaohs were considered their god and king
Priest and scribes were teachers of noble class
Parents were teachers of lower class or fellahin
Education was highly practical and empirical
They devised a system of picture writing called hieroglyphics.
Provide the modern world with the basic foundation of education, art, music, literature, mathematics, engineering, architecture, astronomy, geography, geology, medicine etc.

Greek Education

Ancient Greece was divided into several Poleis (small city-states)
Greeks were mixture of Germanic and Aryan stock ( strong race)
Sparta and Athens were two or more popular poleis
Constant struggle between Sparta and Athens resulted in Peloponnesian War which lasted for 27 years.

Spartan Education

Sparta was the largest polis
Purely military city-state
Mothers functioned as state nurses
At age 7 boys were turned over to Paidonomus - a military commander who cared for boys until age 18
Boys stayed with the paidonomoud
At 18 boys prepare for the military training
At 20 get assigned for actual war
At 30 they are compelled to many
Girl’s education was limited to the instructions given by their mothers
Because of their system, there was no famous Spartan

Athenian Education

Men sana en coporesano’ (sound mind sound body). This is the ultimate aim of Athenian education
Democratic form of living, democracy is the lasting legacy of Athens to the world
Athens preserved the family
All schools were private
Boys were separated from girls
Form 0-7 yr. old, boys stayed at home received training form Paidogogus ( an educated slave)
Palaestra - a public gymnasium were boys had their physical training under a Paedotribe
Pentathlon (running, jumping, discus, javelin and wrestling
Kitharistes- music teacher, teaches poetry like lliad and Odyssey
Grammarian - Writing teacher
At 18 if Athenian boy finished his training he will be called an Ephebos ( novice citizen), after
The Sophist ( New Class of Teachers)

Sophist were well traveled men who were mostly non-citizen of Athens, they offered new perspective in learning through declamation and oration, grammar, rhetoric, critical and reflective thinking.

Protagoras - Chief of the Sophist

The 3 Great Educational Theorists:

Socrates - he postulated” know thyself” and accepted the fundamental principles of Protagoras that man is the measure of all things
Plato – wrote the “Republic”, he advocated a government which he termed Aristocratic Socialism (philosophical king, warrior and artisan)
Aristotle - father of modern sciences

Greek Universities:

Rhetorical Schools ( founded by Sophists)
Philosophical Schools

Academy- founded by Plato
Lyceum- founded by Aristotle
School of Stoics- by Zeno
Epicurean-by Epicurus

Combined Rhetorical and Philosophical School

University of Athens-most teachers were Sophist supported by Athenian Government bust disappeared when Constantine declared Christianity as official religion

School Outside Greece- University of Alexandra (Egypt) Built in honor of Alexander the Great Famous Alumni - Euclid (geometry), Eratosthenes (Geography and Astronomy), Archimedes (Physics)

Roman Education - Pragmatic education-strived to find practical application of the knowledge they acquired and activities they pursued.

Early Roman Education (home based education)
Hellenized Roman education- started when Rome’s contact with Greek civilization then finally conquering Greece.

Stages of Roman Education:

Elementary (7-10) = Literator
Secondary (10-16) = Grammaticus
Higher Education (16 up) = Rhetorical

Medieval Education

Medieval education started when the roman empire fell around 400 Ad
Christianity was declared as the official religion of the state by Constantine the Great, therefore Catholics grew in number and power
Hierarchy of Church in Middle ages:

Pope-leader of the church and held office in Rome
Cardinal
Archbishop
Bishop
Priest/Clergy

Movements during middle Ages

Monasticism - advocated by St. Benedict. They were called as ”monks” and stayed in monasteries which serve as repositories of classical literature.
Scholasticism -“Education as an intellectual discipline.

Anseim - Father of Scholasticism

Abelard - One of the famous schoolmen

St. Thomas Aquinas - wrote “Summa Theolagiae” (official doctrine of Catholic Church)

Early School during middle Ages

Catechumenal School - “catechumens” are new converts, they held their classes in small churches
Catechetical School - for in-depth training in religion
Episcopal/Cathedral School - organized by bishop to train clergy

The Medieval University

The most important contribution of the middle ages
The first universities focused on teaching medicine
University of Napes (the first organized university

Composition of Medieval University

Stadium Generale ( entire studentry)
Nation (students and teachers who came from same place of origin)
Councilor (leader of Nation)
Facultas (teachers who teaches the same subjects
Dean (leader of Facultas)
Rector (chosen by councilors and facultas)

Degree Offered by Medieval University

At 13 to 14, a boy may enter a university and study Liberal Arts
At 21 teach younger boys
At 25 write thesis
If the students pass the thesis defense he will receive Licential Docebdi
Renaissance Period (the peak of Arts and Sciences)- Renaissance is considered the start of modern period
Reformation Period- Martin Luther nailed his 95 theses containing the abuses of the church to the door of his church.
Counter Reformation = to win back protestants, the pope assigned 3 congregations to head counter-reformation.

Brothers of Christian School (founded by St. La Salle)
Society of Jesus ( founded by St. Francis of Loyola)
Jansenites ( founded by St. Cyrene)

Notable Names in Education

Socrates -“know thy self”
Plato - wrote the “Republic”
Aristotle - Father of Modern Sciences
Ciero - Wrote the “Oratore”
Quintillian - Wrote” Institution Oratoria” he was a famous Grammaticus
Anselm - father of scholasticism
Abelard - spearheaded Conceptualism
St. Thomas Aquinas - “wrote” Summa Theolgiae”
Erasmus - suggested that education be in accordance with the needs of society, he was a humanist who advocated the importance of studying the character of the child
Ascham - wrote the “Schoolmaster” condemning brutal punishment in English schools during his time.
John Amos Comenius - father of modern education, he wrote the first picture book”Orbis Senualium Pictus”
Mulcaster - said that” Education should be in accordance with nature”
John Locke-“tabula rasa’ ( blank sheet)
John Jacques Rosseau - wrote”Emile” (Education should be in accordance with the nature of the child)
Pestallozzi - defined education as natural ,symmetrical and harmonious development of the faculties of the child
Herbart - conceived education as aimed towards the development of morality and virtue. He is famous for the Herbatian Method in psychology
Froebel - father of kindergarden
John Dewey - “Education is not preparation for life, it is life”
St.John Baptiste de la Salle - patron saint of teachers
Maria Montessori - advocated the child- centered education and prepared environment

ORIENTAL PHILOSOPHY

The first Philosophy in order is the so-called Oriental, which, however, does not enter into the substance or range of our subject as represented here. Its position is preliminary, and we only deal with it at all in order to account for not treating of it at greater length, and to show in what relation it stands to Thought and to true Philosophy. The expression Eastern philosophy is specially employed in reference to the period in which this great universal Oriental conception aroused the East — the land of circumscription and of limitation, where the spirit of subjectivity reigns. More particularly in the first centuries of Christendom — that significant period — did these great Oriental ideas penetrate into Italy; and in the Gnostic philosophy they began to force the idea of the illimitable into the Western mind, until in the Church the latter again succeeded in obtaining the ascendency and hence in firmly establishing the Divine. That which we call Eastern Philosophy is more properly the religious mode of thought and the conception of the world belonging generally to the Orientals and approximates very closely to Philosophy; and to consider the Oriental idea of religion just as if it were religious philosophy, is to give the main reason why it is so like.

CONFUCIANISM

Had its beginning in the teachings of Confucius but the following sages took the lead in building its formulation? Mencius and Hzun-Tzu.
Confucius is the Latinized name for Kung-Fu-Tzu-Fu-Tzu. Tze which means master, is a polite suffix added to the names of most of the philosophers during the Chou Dynasty.
Confucius was the founder of the Ju School which was known in the west as the Confucian School.
The Ju or Confucian School emphasized matters concerning human-heartedness and righteousness and the six liberal arts commonly translated as Liu Yi or the Six Classics namely:

Yi Ching or the Book of Changes
Shi-Ching or the Book of Odes
Shu-Ching or the Book of History
Li-chi or the Rituals and Rites
Chu’unCh’iu or the Book of Spring and Autumn Annals

The primary goal of Confucius was not just to make his” disciples” to ne well versed of the Classics but to be “rounded men”, useful to the state and the society. Thus, he taught them various branches of knowledge (ancient cultural history, interpretations based on his moral concepts) based on the different Classics.
Confucius ‘philosophy is HUMANISTIC. It occupies mainly with HUMAN RELATIONS and VIRTUE. This, his concept of the Yi (Righteousness) and Jen (human heartedness).
Counfucianist’s great virtue were: benevolence, righteousness, propriety, wisdom, sincerity and harmony.
Confucius’ Ideas

His Ethics is based upon the nature of man and society’
For him MAN is essentially a social being; he is the main component of a society (made by the individuals who compose it and the interaction they have each other)
A MORAL man is the cooperating member of the society.
The measures of the man’s life is not “how long” but “how good”.
All men desire happiness and in order to achieve it everyone’s goal must be to make each other happy.
The secret of his mark in history is based on the great emphasis on the Supremacy of HUMAN VALUES. WISDOM is to KNW men; VIRTUE is to LOVE men”.
A government is GOOD when it make its people happy
The government should bring about welfare and happiness of the whole people.
A good government must be administered by the most capable men of the country- those who have the CHARACTER and KNOWLEDGE.
Character and knowledge were produced by PROPER EDUCATION

CONFUCIANISM: DOCTRONE OF JEN

Jen or benevolence is the central thesis of his whole system- his ethic, politics and his life ideal-flowed from this; this is the PERFECT and SUPREME VIRTUE.
The Jen stresses correct procedure fir human relations-proper way for men to meet each other’s leading to positive efforts for the good of others.
A man of Jen is man of all around virtue
Jean is the Confucian ideal of:

Cultivating human relations
Developing human faculties
Sublimating one’s personality
Upholding human rights

To achieve Jen one must practice the Chung and the Shu (the Principle of Reciprocity).

Chung- means faithfulness; a state of the mind when one is completely honest with himself
Shu- means altruisn; it is regard for the others; a state of mind when one has complete understanding and sympathy with the outside world, the opposite of selfishness.

CONFUCIANMISM DOCTRINCE OF YI

Literally, Yi means righteousness
The concept of Yi is the one that upholds man’s conduct
It is the highest principle embodied in the activities of mankind
CONFUCIANIS
Spirit of Confucians
Confucianism is not a Religion but a Philosophy and a system of Ethics. Confucianism emphasizes human relationships- how to live in harmony with others. Man’s personality reflects itself in his actions and behavior in the five relationships:

a. Governmental (King and Subject) b.Parental (Father and Son)

Conjugal ( Husband and Wife)

d.Fraternal ( Elder Brother and Younger Brother)

e.Friendship ( Friend and Friend)

On Ethics

Confucianism upholds (5) constant virtues:

a. Human heartedness (jen) b.Righteousness (yi)

Propriety (li)
Wisdom (chin)
Sincerity (hsin)

Chinese Ethical Principles or Doctrine of Social Norms
This is the most significant contribution of Confucianism in the Chinese civilization.
It stresses that every man is encouraged to practice filial piety and fraternal love. This action when extended to a larger social group would mean regulation of the family and also the good government of the state. This could translate to PEACE in the world.
Doctrine of the Social Status or the Rectification of Names

Refers to the idea of the position of man among men; that every man must be in his proper place and with is proper responsibilities and duties.
Every name contains certain implications which constitute the essence of that class of things to which the name applies.

MENCIUS

Mencius represents the IDEALISTIC Wing of Confucianism.
He is famous f9e his theory on The Original Goodness of Human Nature

Human nature is neither good or bad
Human nature can either be good or bad
The nature of some men is food while the other is bad
Human nature is good

For him, he proof of the original goodness of human nature is COMMISERATION. This feeling where man cannot bear to see the suffering of others.
Four (3) Elements that what makes man, MAN

The Feeling of Commiseration- the beginning of human heartedness (jen)
The Feeling of Shame and Dislike-the beginning of righteousness (yi)
The Feeling of Modesty and Yielding- the beginning of propriety (li)

Mencius’ Political Philosophy

Man is a political animal
Man can fully developed these relationships only within state and society
Concerned on having GOOD Government-depends on the good example of the ruler.
Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems.
Method of teaching include the problem oriented type (student are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning
The classroom will serve as a laboratory in experiencing school practices-bringing the world into the classroom.

TEACHING PROFESSION: THE TEACHER AND THE SOCIETY

Philosophical Background: Teachers are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies of various thinkers who believed before us. These thinkers reflected on life in this planet. They occupied themselves by searching for answers to questions about human existence.

Five Main Philosophies of Education

Essentialism: Main proponent-William Bagley
Progressivism: “Education is nor preparation for life” Main proponent-John Dewey
Perennialism: Main proponent- Robert Hutchins
Existentialism: Existence precede essence” Main proponent- Jean Paul Sarte
Behaviorism: Main proponent-John Watson

Man by nature is curious. He wants to know the “whatness, whyness, and howness” of the things around him. It is in the exploring of things that he finds fulfillment for the numerous complexities that confront him. The eagerness to look for more answers or find solution to manifolds problems that beset him leads him to the unending journey of seeking for truth. Truly, this manifests the true desire of man which is to know. It affirms not only his essence, his rationality. It is also a fulfillment of his purpose to keep the truth and pass it from one generation to another so as to preserve humanity. Ideas flow from the human mind eternally. It is in the ideas that the truth lies. Unending as the ideas are, the more the need for a man to harness and cultivates it to perfection. Ideas that are not nourished and protected will not just prevent man in possessing the truth but it will also deprive him a taste of his rationality. Hence , ideas must and should be at all times shine in luster of naturalness, profound by simplicity and contain true and real meaning.

The truth in the ideas must be preserved in as much as man wants to preserve the gift of knowledge and wisdom that it brings. And delicate as it is, it should be protected from all forms of deterioration and artificialities. Presented it maybe in various ways, the real meaning must be conveyed at all

times. It is philosophizing that the ideas can be best presented and conveyed. This can be best enhanced through proper education. Since then philosophy and education complement and work hand-in-hand in the acquisition of knowledge and the preservation of Truth. True enough, one can say then that Philosophy is knowledge and Education is the most essential tool of philosophy in the search for wisdom and truth.

Man and Philosophy: The ultimate aim of man is to possess for the Truth. The process ends not in the search but in the possession of the truth. It is in his capacity to think, to rationalize that the responsibility of philosophizing is realized. It is but proper then to have a closer look on the man and a glimpse of what philosophy is, so that we can fully understand the meaning of our search for the truth and the desire to possess it.

Definition of Man: The quest for the truth is the ultimate goal of man. There is no way but up, the goal is to achieve it. Thus, man is defined vertically as Rational Animal.

Innate in man is the desire to be with his fellow beings. It is in his relationship with others that fulfillment of another dimension of his rationality is achieved. Time and time, it has been proven that man cannot live by himself alone. The need to share himself with others-share his innermost thoughts, feelings, experiences and unravel the kind of person he is-is a must fully realize the aspect of being political animal. Hence, the aim to develop a relationship not only with him spreads to other beings. Here he develops friendship, camaraderie, companionship with other fellow beings. He grows and finds fulfillment with them. This, man is defined horizontally as a SOCIAL or POLITICAL ANIMAL.

Being rational and social or political animal are not enough to realize the value of man. Another aspect must also be present, functionality. Man is created for a certain reason or purpose. He has a role to perform in order to preserve him and all other beings. He is the steward of the world. In this regard, man should work. Hence man is defines as a Working Animal.

Relationship of Philosophy and Education: While philosophy establishes the fundamental principles (concepts, theories, learning). It is Education that carries out these principle. Furthermore, it is Philosophy that provides the goal or aims while Education is the instrument in realizing these goals.

Philosophy and Education complement each other. Both of them spouse theory and practice. The absence of one of the one will make a man insufficient and aimless.

PHILOSOPHIES OF EDUCATION

NATURALISM

Rooted from Ancient Philosopher such as Thales, Anaximander, Anaximenes
Denies everything that has supernatural significance-dogmas/revelations-for all can only be found through nature
Preserves the natural goodness of man
Truth can only be found nature
Advocates: J.J. Russeau, John Lock, Montaigne
On Education

Naturalism stands for democratic and universal way-everyone must be educated in the same manner.
Education is in accordance to human development and growth
Emphasis is given more on the physical development- informal exercise-and hygiene of the person rather of the 3R’s
Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and needs. Consequently, ones conduct is governed by impulse, instinct and experience.
NOT writing poems
Jean Jacques Rousseau claimed that everyone is essentially good. This view can help the teacher best when--- dealing with misbehaving students
NOT Analyzing expositions
Believes in things that exist within the physical realm of nature which is itself the source of value
A democratic and universal way-everyone must be educated in the same manner"
person rather of the 3 R's"
One's conduct is governed by impulse, instincts and experience."
It puts the child at the center of educational process and prepares him to experience life as it is."

IDEALISM

Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.
Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only thing worth knowing for.
Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and the use of logic.
Advocates: Socrates, Plato
On Education.

Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better.
Emphasis is given on subjects-philosophy, literature, religion and history that will develop and enhance the mind of a child
Methods used in teaching include lecture, discussion and the Socratic dialogue.
Character development is through emulation of examples and heroes.
Knowledge is arrived through reasoning
Freud's superego
Honesty remains a value if nobody in an organization values it.
Mrs. Tan always ask her students to memorize and recite poems and speeches they have studied in her literature class.
To come to closer to the truth we need to "go back on the things themselves
The spiritual nature of man and stresses that the human spirit, soul or mind are the most important elements in life
Faith, hope, and love are values now and forever whether they will be valued by people or not.
Has the educational objective to indoctrinate Filipinos to accept the teachings of the Catholic Church which is to foster faith in God.
Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty consistent with the good and beauty in God.
A Christian Living teacher, puts so much significance on values development and discipline.
A teacher who lectures most of the time and requires his students to memorize the rules of grammar?
Teacher Zany is an inspiration to almost of the students. Her efficiency and effectiveness in the profession is truly outstanding. Which of the following describe this attitude toward her?
Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.
Focus is on conscious reasoning of the mind in order to attain truth.
Focus includes the activities pertinent to the human mind such as introspection and intuition and the use of logic

REALISM

Concerns with the actualities of life, what is real.
Ultimate reality is the world of physical objects. Hence, reality is independent of the human mind.

Objective existence of the world and beings in it
Knowability of these objects as they are in themselves

Advocates: Aristotle, St. Thomas and Jonathan Herbart
On Education:

The most effective way to find about reality is to study it through organized, separate and systematically arranged matter- emphasis is on subject matter concerning Science and Mathematics
Methods used in teaching include recitation, experimentation and demonstration
Character development is through training in the rules of conduct
Values are eternal
truth exists in an objective order that is independent of the knower
A movement based on the belief that education should be concerned with actualities of life, in effect it was a form of protest against the formalism of humanist and the religious reformers.
The inclusion of the study of Rizal and other national heroes in the school curriculum in order to inculcate love of country is based on a (an).
Believes that learning requires disciplined attention, regular homework, and respect for legitimate authority?
The belief that sometimes it is better to make a "wrong" decision when there is urgency than make a "right decision too late," is encouraged
When teachers are convinced that it is best to teach students the skill to adapt to change since change is the only thing permanent in this world, they subscribe to the philosophy
Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you the skill to cope with change which is his governing
The logic behind the practice of using lecture method in tackling long lesson in history is
Stresses that knowledge is the result scientific inquiry?
Methods used in teaching include recitation, experimentation and demonstration"
Character development is through training in the rules of conduct"
emphasis is on subject matter concerning Science and Mathematics"

EXISTENTIALISM

Rooted from the dehumanization of man by technology and reaction to the traditional Philosophy of Kant and Hegel
Defining feature is “ existence precede essence” - Man conceives and makes of himself
Known as the Philosophy of Subjectivity - Proclaims man’s freedom in the accomplishment of his destiny
Conceives philosophy as something that is human life and the choice that each person has to make.
Advocates: Soren Kierkegaard, Jean Paul Sarte
On Education:

Subject matter is a personal choice
Learning is based on the willingness of the student to choose and give meaning to the subject
Emphasis is given on the students rather than on curriculum content
Students should not be treated as objects measured or standardized
Methods are geared on giving opportunities for the students for self-actualization and self-direction.
Character development is through the personality of every individual in making a decision.
Schools exist for children to know themselves and their place in society
The school is a place where individuals -- Can meet to pursue dialogue and discussion about their lives & choices
Every person has the same predicament and the same possibilities." This is said by an teacher who adheres to _ principles
Schools should teach students to make responsible choices and be made accountable for such choices
The learner can choose what he can become despite his environment.
Approach every student/pupil as- she/he is without allowing yourself to be influenced by your foreknowledge of her/his home background.
Identify the ninth intelligence which is described as the ability to seek connections involving one's place in the family, school, community and "role in the world." They ask "why are we here?" This intelligence is termed
Principal C shares this thought with his teachers: Subject matter should help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions
As a member of the curriculum committee, your chief concern is to give the child freedom to choose what to learn and believe, as you allow them to set their own identities and standards.
Teacher M views his students as unique, free-choosing and responsible individuals. All classroom activities revolve around the said premise.
In his class, Teacher Jakob always presents principles and values so as to encourage his students to examine them and decide for themselves whether to accept them or not.
That training in the humanities is most important
Richard excels in classifying current types of leaves and rocks. He love sot collect specimens and catalogs them. His strength is
Man first exists the defines him/herself
A balance between freedom and responsibility
A teacher who always consults the students whenever decisions have to made like number in a school program, class customs for the intramurals, etc
Subject matter is personal choice
Learning is based on the willingness of the student to choose and give meaning to the subject
Emphasis is given on the students rather than on the curriculum content
Students should not be treated as objects to be measured and standardized
Methods are geared on giving opportunities for the students for self-actualization and self-direction
Character development is through the responsibility of every individual in making a decision

ESSENTIALISM

Rooted in idealism and realism and arose in response to progressive education
Defining feature is ”essence precedes existence”
Refers to the traditional or back to basic approach in education
Concerns with the fundamental of education skill and knowledge without which a person can’t either be efficient individually or socially
Advocates: William Bagley, James Koerner, H.G. Rickover, Paul Copperman
On Education:

Schooling is practical for this will prepare students to become competent and valuable members of the society.
Focuses on the “basics”-reading, writing, speaking and the ability to compute (arithmetic)
Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene
Stresses the values of hard work, perseverance, discipline, and respect to authorities to students.
Students should be taught to think logically and systematically-grasping not just the parts but the whole (entirely)
Methods of teaching centers on giving regular assignments, drills, recitation, frequent testing and evaluations.
From the very start students must be made to realize that study is indeed hard work
Specialization is knowing more and more about less and less". Then it is better to be a generalist, claims Teacher Lani
Schools should go back to basics, they should teach the 3 R's
Teacher R asserts that he needs to make his students get interested in the subject whether they like it or not or may not get interested at all
The authority of the teachers and the value of a subject matter curriculum
the teacher is the sole authority in her field of specialization
Believes in the doctrine that there is an indispensable common core of culture that can be identified and should be taught to all with religious standards of achievements.
The Department of Education gives greater emphasis on the development of basic skills
Learning requires disciplined attention, regular homework, and respect for legitimate authority
The back to basic curriculum is essence a (an) curriculum.
Subject matter should help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions
The thought that the teacher is the sole authority in her field of specialization
Increasing the time basic subjects to facilitate acculturation of basic literacy by providing basic and needed essential skills is anchored on the philosophy
Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation

PRAGMATISM

What is experienced and observed is true. Hence, what is useful is true.
Synonymous to functionality and practicality
Focuses more on praxis’
Thought must produce actions (realization) rather than continue lying inside the mind and leading into uncertainty
Advocates: Charles Sanders Peicer, John Dewey
On Education:

Involves students to work in groups
Methods of teaching include experimentation, project making and problem solving
Stresses on the application of what have learned rather than the transfer of the organized body of knowledge
Word meanings aid textual understanding.
Providing learners opportunities to apply theories and principles
Provide her students to apply their skills and abilities
The philosophical doctrine that emphasizes the role of experience rather than the role of reason as the source of knowledge.
Knowledge is true if it is workable.
The significance of liberal education in holistic development of students is supported
The environment of education should be life itself, where the experience living, not prepare for it.
I cannot see perfection but I long for it. So it must be real

PERENNIALISM

The word itself means” eternal”, ageless, everlasting, unchanged’
Influenced by the philosophy of realism
Truth is universal and does not depend on circumstances of place, time and person.
To learn means to acquire understanding of great works of civilizations
Advocates: Robert Hutchins, Mortimer Adler
On Education:

Some ideas in the past are still taught because they are significant
Curriculum should contain cognitive subjects that cultivate rationally, morality, aesthetic and religious principles. This includes history, language, mathematics, logic, literature, humanities and science.
Curriculum must be based on recurrent themes of human life for it views education as recurring process based on eternal truths
The teacher must have the mastery of the subject matter and authority in exercising it.
Aims for education of the rational person- to develop man’s power of thought
The central aim of this philosophy
Exercising the students higher order thinking skills
teacher helps learners think with reason
Act of knowledge takes place in the mind
NOT Francis Bacon
Schools should develop in the students' appreciation of the humanities. This way, they become highly rational and moral.
Curriculum should only include universal and unchanging truths.
The learner is a rational being. Schools should develop his rational and moral powers
After finishing the degree in education, teacher Tess learns that learning never stops. In fact, she accumulates more knowledge after leaving the portal of her alma mater.
Education aim the promotion of democratic and social living
Man has the same essential nature with others.
The teacher must have the mastery of the subject matter and authority in exercising it.

HUMANISM

Rooted in the economic and political changes during the Renaissance period
Has three main lines of growth: (1) Intellectual (includes Education, Aesthetic and -Scientific
Divisions: Individualistic Humanism (Making the most out one’s life, Living life to the fullest and stresses on individual freedom, culture and development), (2) Social Humanism (Aims for social rather than individual happiness and Includes social reforms and improvement of social relationships)
Advocates: Da Feltre, Erasmus, Pestalozzi
On Education:

Education is a process and should not be taken abruptly. The unfolding of human character proceeds with the unfolding f nature
The learner should be in control of his destiny
Concern is more on methods which include theme writing rather than of oral discussions, drills and exercises, playing.
Asserts the importance of playing in the curriculum
Emphasizes motivations and the use of praise and rewards
Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development
Teacher L gives his students opportunities to be creative because of his conviction that much learning results from the need to express creativity.
The strengthening of liberal education which includes classical literature in the curriculum
The inclusion of Logic in the curriculum is perhaps an influence of the importance of logic that stressed
Our present educational system gives more emphasis on science and technology.
The learning of social graces, rules of etiquette or good manners and right conduct was given much importance in
Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development."

PROGRESSIVISM

Contrasted the traditional view of essentialism and perennialism
Emphasizes change and growth
Stresses that man is a social animal who learns well through active interplay with others
Learning is based from the questions of one’s experience of the world. Hence, it is the learner himself if who thinks, solves and gives meaning through his individual experience.
Proponent: John Dewey
On Education:

Focuses on the child as a whole rather than of the content or the teacher
Curriculum content comes from the questions and interests of the students
Emphasis is given on the validation of ideas by students through active experimentation
Methods of teaching include discussions, interaction (teacher with students) and group dynamics
Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four (4) walled philosophy of education
Active participation of the learners
continues process of experiencing and visiting or reorganizing experience
If your students appear to be more interested in a topic outside your planned lesson for the day, you set aside your lesson plan for that day and take the opportunity to discuss the topic of particular interest to your students. Strike the iron while it is hot!
Schools should help develop students to become enlightened and intelligent citizens of a democratic society.
Let's make the use of the experiential methods of teaching.
The learner is a social being who learns well through an active interplay with others.
The use of values clarification as a strategy in Values Education
The practice of non-graded instruction stems from .
All learning should center on the child's interests and needs. The school should be a pleasant place for learning. Its emphasis is on the child as the learner and not on subject matter, on activities and experience than on textbook.
the subjects are interdisciplinary, integrative and interactive
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.
Teacher V demonstrated the technique on how to group students according to their needs and interests and how to use self-paced instructional materials.
The practice of schools acting as laboratory for teaching reforms and experimentation?
If it is billiard that brings students out of the classroom, let us bring it into the classroom. Perhaps, I can use it to teach Math.
the basis of a curriculum if the subjects are interdisciplinary.
Human beings are capable of improving and perfect their environment
When a mother ask her fourth year high school son what he would like to take in college, she is in a little way applying
The means and ends of education must be completely refashioned to meet the demands of the present cultural crisis

NATIONALISM

Rapid rise was in the 18th century
Center of ideology is the concept of national sovereignty
Aims for the preservation and glorification of the State
Emphasis is on the development of loyalty, patriotism, national feeling and responsible citizenship
Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi
On Education:

The most important development was the creation of common language
Stresses on the teaching of the principles of democracy and duties of citizenship
Stimulates the development of the state which includes the control and support of public school system
Curriculum includes the teaching of grammar, geography and history
Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play activities.

CONSTRUCTIVISM

A philosophy of learning which asserts that reality does exist outside of human conceptions. It is the individual that construct reality by reflecting on his own experience and gives meaning to it.
Learning is the process of adjusting one’s mental modes to accommodate new experience
On Education:

Scaffolding is integral to the theory of learning
Jerome Bruner's idea that learning is constructing new ideas based on current and past knowledge is the essence of .
One learns Math by building on Math lessons previously learned. This is an application of the theory.
After listening to the homily of the priest about fidelity, Cathy has a moment of reflection. Her understanding of the value of fidelity has become deeper as she related this to her past experience
What individuals learn depends on the meaning they give the new knowledge acquired.
Man is a maker of meaning
Man is a constructor of knowledge
Learning approach based on relevant experiences
Two of the following learning theories have some influences on educational technology.
flexible and creative
One who enables learners to become discoverers of knowledge
Attribute wheel
Open and flexible
For learners to learn, knowledge should be transmitted directly from teachers to learners.
Student writes a reaction paper to an article read in the Internet. AND Student does group project PowerPoint presentation to the class.
Make her students derive meaning from what is presented
memorization of facts for testing
Hypotheses
NOT Unquestionable laws
Students learn by personally constructing meaning of what is taught.
engage his students in convergent thinking
the curriculum holds that the school role is to remake society
Needs and interest of learners are prioritized
Students construct and reconstruct meanings based on experiences
A learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by reflecting on his own experience and gives meaning to it
Learning is the process of adjusting one's mental modes to accommodate new experience

RECONTRUCTIVISM

A philosophy that aims to awaken the consciousness of individual about the social issues, concerns and problems that comfort him. This should involve him to look for solutions and engage in addressing this social concerns and issues
Primary goal is to achieve the elusive Social Change.
Advocates: Theodore Brameld, George Counts, Paulo Friere
On Education:

Schools should originate policies and progress that will bring social reforms and others
Teachers should be an instrument to encourage and lead students in program of social reforms
Curriculum emphasis on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems.
Method of teachings include the problem oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning.
The classroom will serve as a laboratory in experimenting school practices bringing the world into the classroom.
Involving students in extension activities such as community projects makes them aware of the people's needs and problems, suggestion ways to minimize them if not totally solve them is identified with
Social problem
NOT Promoting culture and arts in schools
The class undertakes well-planned projects in the community.
Prepare activities for social life and adjustment
I must teach the child every knowledge, skills and value that he needs for a better future.
Teacher is an agent of change
reconstruction of current problems
Focus on ideas for changing the school order
Schools should develop in the students the ability to adapt to a changing world."
Present trends and current issues of national and international interests are discussed in the curriculum
Scouting and Citizen's Army Training (CAT) give training in character-building, citizenship training, etc. which leads to the creation of a new social order and a new society eventually.
Activities planned by school clubs/organizations show school-community connection geared towards society's needs.
Focuses on the role of curriculum as a means in remarking society and rebuilding culture
The curriculum which makes the school adopt approaches that seek a variety of methods to make education more responsive to human social needs

BEHAVIORISM

Rooted in the work of Russian experimental psychologist Ivan Pavlov and American psychologist John Watson in the early 1990’s
Asserts that human beings are shaped entirely by their external environment
The only reality is the physical world
Man by nature is neither good nor bad but a product of his environment. Hence, an autonomous acting man is but an illusion since it negates the faculty of freewill
Advocates: John Watson, B.F. Skinner

UTILITARIANISM

Actions are geared toward the greatest total amount of happiness that one can achieved

RATIONALISM

Source of knowledge is the mind, independent of the senses

EMPIRICISM

Source of knowledge is the sense-based experience

EXPERIMENTALISM

Form empiricism and asserts that they only reliable form of knowledge is gained through scientific experiments

HEDONISM

Pleasure is the only good thing to the person
Used as a justification in evaluating action by giving emphasis on ’how much’ pleasure can be achieved and how little pain that the action entails

EPICUREANISM

Considers as a form of ancient hedonism, it identifies pleasure with tranquility and reduction of desire
Epicurus claimed that the highest pleasure consists of a simple and moderate life.

THE MORAL PRINCIPLES OF A TEACHERS

Morality refers to the quality of human acts by which we call them right or wrong, good or evil

Do good and avoid evil ( Fundamental Moral Principle)
Do not do unto others what you do not like others do to you (Kung Fu Tzu)
Act in such a way that your rule can be the principle of all ( Immanuel Kant)
Eight Fold Path (Buddhist)
Koran and Five Pillars ( Muslims)
Ten commandments and Beatitudes ( Christian)

As teachers, we are expected to be a person of good moral character as exemplified by being human, loving, virtues; and mature.

Teachers values Formation
Values are taught and caught.
Values have cognitive, affective and behavioral dimensions
Value formation includes formation in the cognitive, affective and behavioral aspects
Value formation is training of the intellect and will

MAX SCHELER AND HIS HIERARCHY OF VALUES

Max Scheler (1874–1928) was an early 20th-century German Continental philosopher in the phenomenological tradition. Scheler's style of phenomenology has been described by some scholars as “applied phenomenology”: an appeal to facts or “things in themselves” as always furnishing a descriptive basis for speculative philosophical concepts. One key source of just such a pattern of facts is expressed in Scheler’s descriptive mapping of human emotional life (the “Stratification of Emotional Life”) as articulated in his seminal 1913–1916 work, Formalism in Ethics and Non-Formal Ethics of Values

First, Scheler seems to be making a case in favor of what we might refer to today as Emotional Intelligence, as a portal to more ethical behavior and optimum personal development, similar to the ancient Greek concern for promoting virtuous character.However quite unlike many of our modern attitudes and prejudices, emotional life ought not be viewed as simply a chaotic impediment to reason, but rather should be understood as a sort of “sixth sense” having an informative objective core: what Scheler termed our Ordo Amoris (or “Logic of the Heart”).

Second, for Scheler values have true primacy as real inherent qualities discovered in things, people, situations and the like. Values and immanent emotive experience are co-extensive: “the plain fact is that we act vis-à-vis values just as we do vis-à-vis colors and sounds. Scheler's claim is that the correlates of feelings and emotions are values, just as the correlates of visual perception are colors and audio perceptions are sounds. If such qualities are present in a person's world, they tend to be apprehended. But the reverse is also true: the meanings ascribed to things, people, situations and the like are uniquely co-extensive with the subjective relativity of every person, as the "totality of acts of different kinds having a unique qualitative direction and destiny.As a value being and bearer of values every person is as unique as a snowflake. This is why Scheler's ethics is commonly referred as a Material Value-Ethics as opposed to a formal ethics (Immanuel Kant).

Third, values are emotively intuited. The whole of "something" is intuited by consciousness before any of the parts can fully be rationally known or assimilated. Common expressions such as "ah ha", "love at first sight," déjà vu or "the cat's pajamas" sum up this basic idea. Values are realized though personal apprehensions (i.e. "attractions" and "repulsions") of positive (and negative) qualities discoverable through our own pre-thought, pre-willed acts of preference.

Fourth, depth of emotion signals importance (intensity) of value, just as absence of feeling signals the lack. This depth structure found in emotive life correlates reciprocally to Scheler’s formulation of an upward vertical apriori hierarchy of values as forming the basis of an intuitive ethics inspired by love, emanating ultimately from the Divine.

Max Scheler’s Hierarchy of Values:

Pleasure Values - describes the broad class of mental states that humans and other animals experience as positive, enjoyable, or worth seeking. It includes more specific mental states such as happiness, entertainment, enjoyment, ecstasy, and euphoria.
Vital Values - Contemporary mass culture is such that it now demands that one takes care of their body. The cult of the body has dominated our actions to such an extent that, oftentimes, the value of a person is perceived in terms of his or her physical perfection.
Spiritual Values - Objectivists mean by "spiritual values" those values that fulfill the needs of human consciousness. The word "spirit" indeed refers in general usage to the human spirit or soul The words "spirit" and "spiritual" refer to real aspects of human experience, namely

the mental aspects of human life.

Values of the Holy - Objects of experience are bearers of values. Historical artifacts bear cultural values, religious icons bear the value of the “holy.

CHARACTERISTICS OF PROFESSIONAL TEACHER: Teaching is a part of life of a committed teacher. To be an effective teacher, you do not only possess knowledge of educational theories. You also possess a willingness to assume your multifaceted roles.

BASIC SKILLS OF A TEACHER

FUNCTIONAL SKILL: This involves the skill of a teacher in planning, organizing, controlling, communicating, motivating, developing and managing.
ADAPTIVE SKILLS: Skills like creativity, dependability, resourcefulness, persuasiveness, discipline, memory, perceptiveness and other personal skills related to self-management
PROFESSIONAL SKILLS: This refers to skills a kin to work content. It includes the teacher’s knowledge of the subject matter to be taught, as well as his understanding of philosophical, psychological, legal, social, historical dimensions of education

The professional teacher possesses an in-depth understanding of the principles governing human behavior.
The professional teacher exhibits attitudes that poster learning and authentic human relationship.

B.1 attitude towards him/himself
B.2 attitude towards others
B.3 attitude towards peers, superiors, and parents
B.4 attitude towards the subject matter

The professional teacher possesses mastery of the subject matter
The professional teacher must possesses the competency to facilitate learning through appropriate teaching skills
The professional teacher must be able to translate knowledge into practical/reality

ROLES DUTIES AND RESPONSIBILITIES OF AN ELEMENTARY SCHOOL TEACHER AND A SECONDARY SCHOOL TEACHER AS STATED IN THE QUALIFICATION STANDARDS

A novice teacher is confronted with various apprehensions. One worries how to efficiently handle the routines of classroom. To become an effective and competent teacher entails a tedious works. One must be aware of the different roles, duties, and responsibilities a teacher must assume. These are:

Teaches subjects
Enrolls pupils/students
Prepares effective lesson plans
Prepares visual aids and other devices for instruction
Sees to it that pupils/students in his/her advisory class provided with necessary textbooks when available.
Implements rules and regulations
Conducts guidance services for his/her advisory class
Evaluates pupils/students’ progress and provides various experiences for their continuous development
Supervises curricular and co-curricular projects and activities of the pupils/ students
Checks/records the attendance of the pupils/students
Keeps up-to-date anecdotal records of pupils/students
Keeps school records and prepares required reports
Keeps parents informed on pupils/student’s progress
Attends and participates in in-service trainings and faculty meetings
Executed the administration of school polices designed for the welfare of the pupils/student’s
Maintains membership in professional organizations
Works with other school personnel, parents, and the community
Participates in the socio-economic development projects in the community
Coordinates and cooperates with other teachers in school projects or activities
Safeguard school facilities and equipment
Does other related works

THE TEACHER AS A PROFESSION

The teacher as a person cannot be detached from a teacher as a professional. Other than the skills of an effective teacher, the teacher as an individual person must possesses certain psychologically/personal characteristics, such as:

Personality Characteristics

A.1 achievement/Intelligence
A.2 directness
A.3 flexibility
A.4 emotional stability
A.5 self- motivation and drive
A.6 dominance and self confidence
A.7attractiveness and pleasantness
A.8 refinement

Attitude

B.1 Motivation to teach
B.2 empathy toward learners
B.3 commitment
B.4 objectiveness
B.5 buoyancy
B.6 resourcefulness
B.7 cooperativeness
B.8 reliability and dependability

Experience

C.1 year of teaching
C.2 experience in subjects taught
C.3 experience with particular grade/year level

Aptitude / Achievement

D.1 scores in ability test
D.2 College grade/point average
D.4 student teaching evaluations

TEACHER AS GLOBAL

DEFINITION OF GLOBAL EDUCATION: Study of Nations and People, that it is “an effort to help individuals to see the world as a single and global system and to see themselves as participants of that system.” Similarly, James Becker Says in his article, Goals of Global Education that the overall goal of his aspect is to, “incorporate into the educational curriculum and the educational experience of each student a knowledge and empathy of cultures of the nation and the world (and to) draw into existing courses of study the illustrations and references to political, social and cultural themes. Students will be encourage to take a global perspective, seeing the world as a whole.” With this in mind, teaching with the adoption of the ideology of global education, children learn to perceive themselves as a participant of a large global culture. Children learn of various cultures and cultural perspective which makes them better able to relate and function in a one-world environment under teachers who are intellectually, professionally and humanly prepares.

UNESCO defines global education as “a goal to become aware of the educational conditions or lack of it, and aim to educate all people to certain world standards. It may also be defined “curriculum that is international in scope”.

Multicultural education enables teachers and educators to give value to the difference in prior knowledge, experiences of learners from diverse background and familiarity with student’s histories of diverse cultures

Teacher Exchange Program

Visiting International Faculty Program (VIF)

Fulbright Teacher Exchange Program

Inter-African Teacher Exchanges

Canadian Educators Exchange

Global Teachers Millennium Awards

THE TEACHER AS A CORPORATE PROFESSIONAL

Polished Look

Dress suited for a professional
Tasteful accessories (jewelry, bags, shoes, etc.)
Tasteful make –up for female
Personal hygiene

Polished Demeanor

Professional walking
The professional ‘Sit”
The professional “handshake”

Polished Language

Voice
Gesture

Classification of Teaching Methods

Traditional: old-fashion way of teaching
Time-tested: methods that stood the test of time and are still being used at present

PROFESSIONAL EDUCATION (3)