Foundation Lecture

8/10/2019 Foundation Lecture

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Area: Professional EducationFocus : Philosophical, Historical, Legal, Sociological Foundations and Social Dimension of EducationLecturer: Prof. Michael M. Nael

!er!ie" of Education

#hat is Education$Education is the total social processes that bring a person into life in a culture. It is the process of acquiring knowledge, habits, attitudes,

skills, and abilities. It is the art of utilizing knowledge to make humans more humane. It is the sharing of wisdom.

Purpose of EducationThe purpose of education is total human formation. The school system is tasked to be the catalyst of educative processes, which will bring

about social, cultural, intellectual, economic, moral-spiritual and technological formation of students in order to develop them into productive membersof society. The schools are challenged to provide quality education through an efficient, effective and logical educational delivery system becausesociety epects the graduates to contribute to the attainment of society!s internal integration and eternal adaptation Education is also perceived as an investment of human capital. The stakeholders of education epect a return of investments not only interms of personal but societal benefits as well. The development of human resources who think correctly and reason rightly that will mobilizeindustries, produce goods and services and that will serve as the manpower of the nation in achieving its goals is the benefit that the stakeholdersclamor for.

"hared philosophies, beliefs and values, which members have agreed upon to uphold and practice, weld the interrelationship among the

members of the social subsystem. This interrelationship, guided by the school cultural sub-system and supported by the economic subsystem,determines the school!s ability, to face up to the challenge of providing quality education.

Focus %: Philosophical Foundation of Education

PA&' (: )AS(* *N*EP'S

A. *oncepts from +eneral Philosoph

#. $hilosophy %from the &reek words, '$hilia' and '"ophia,' meaning 'love of wisdom'( - is defined technically as the science of beings in their ultimatereasons, causes and principles, acquired by human reason alone.$hilosophy is the "cience and )rt of all things naturally knowable to man!s unaided powers in so far as these things are studied in their deepestcauses and reasons. It is humanity!s attempt to think speculatively, reflectively, and systematically about the universe and the human beings!

relationship to the universe. It is humanity!s communal search for the ultimate eplanation of the realities of life.

*. Types of $hilosophy %according to functions(*.# "peculative %synoptic+synthetic+armchair( - is systematic thinking designed to arrive at worldviews, coherent systems of

thought, or world outlook. Eamples a. aturalism b. Idealism c. realism d. pragmatism*.* )nalytical %critical( - is critical thinking that aims to eamine ideas, concepts, issues, or problems with the purpose of

clarifying them.Eamples a. logical analysis b. languages analysis c. philosophical analysis*. $rescriptive %normative+evaluate( - is reflective thinking that strives to formulate goals, norms, or standards with the purpose

of guiding human thinking and conduct. Eamples a. ethics b. logic c. social philosophy, etc.

. /ranches of $hilosophy

.# Metaphsics. It is the theory of reality. It is the philosophical study of essence and eistence. It establishes what to be taught in education-.%. )asic A/ioms)n aiom is an irreducible primary. It doesn0t rest upon anything in order to be valid, and it cannot be proven by any 'more basic'

premises. ) true aiom cannot be refuted because the act of trying to refute it requires that very aiom as a premise. )n attempt to contradictan aiom can only end in a contradiction.

%. E/istence e/istsis an aiomwhich states that there is something, as opposed to nothing... 'he La" of (dentit. To have an identity means to have a single identity1 an ob2ect cannot have two identities.-. *onsciousness03escartes argued that consciousness is aiomatic because you cannot logically deny your minds eistence at the

same time as using your mind to do the denying.

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(mplications of these A/ioms%. &ealit is A1solute: 'he Primac of E/istence-This means that reality is not sub2ect to wishes, whims, prayers, or miracles. If you

want to change the world, you must actaccording to reality.. *ausalit-4ausality is the La" of (dentitapplied over time. It is the identity of actions. )ction is a change in the identity of an entity.-. E!er effect must ha!e a cause.That cause, however, is an effect of a previous cause. 4ausality is the law that states that each

cause has a specific effect, and that this effect is dependent on the identities of the agents involved.2. Nothing. othing, or non-eistence, is that which doesn0t eist. It is not a metaphysical entity. It doesn0t eist. It has no identity.3. *ontradiction04ontradictions don0t eist in reality because reality simply is as it is and does not contradict itself.4. An Entit is the Sum of its Parts-)ssuming there are basic building blocks of the universe, it is conceivable that these entities have a

fied identity, ecept location. They do not change. They act, and interact, but do not ever actually change their identity.

.* Epistemolog.It is the theory of knowledge. Its ma2or concerns are the nature of knowledge itself and the grounds for itsvalidity.

.*.#. $ositions in relation to knowledgea. )gnosticism - coined a+by Thomas 5uley which means 'not being able to know' or belief in the impossibility ofknowledge.b. "kepticism is the doubting or questioning attitude towards knowledge %also known as the scientific attitude(.c. )ffirmation of knowledge. It is the possibility of knowledge.

.*.*. Types of knowledge in relation to observationa. ) priori - knowledge not requiring observation1 literally means 'before' or 'prior to'b. ) posteriori - knowledge based on observation1 literally means 'after' or 'posterior to'

c. Eperimental - knowledge resulting from tested observation.

.*.. Types of knowledge according to means + instrumentsa. Empirical - knowledge acquired through sense perception %equivalent to scientific knowledge(. The school of thought is known as

empiricism.b. 6ational - knowledge acquired primarily through reason and belief is called rationalism.c. Intuitive - knowledge acquired primarily through intuition %sudden flash of insight( and the belief is known as intuitionism.d. )uthoritative - knowledge acquired through an authority %epertise( and the belief is known as authoritarianisme. 6evealed. 7nowledge acquired through revelation %what &od discloses to man(. )nd the belief is revelation ism. It is also

called religious knowledge.

.*.8. 9n the 4riterion of truth#.a:ve realism ; argues that reality is precisely what as it appears to be. "o it adheres to the belief that < seeing is believing=Truth therefore is what is seen and eperienced. The disadvantage of this criterion is the overdependence on appearance*.>eelings- the belief that what one feels is the truth. that the best criterion of truth is a hunch.The disadvantage of this is that feelings are not sometimes true.4ustom and tradition- this is used by many as a criterion of truth particularly in matters pertaining to morals, politics, dress etc.8.Time- is regarded as an ecellent test i f not the final test of truth.The disadvantage is that we have to wait until the end of time to discover the truth?.Intuition-


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.8.# The types of Haluesa. Ethics. - Theory of morality %good and evil(b. )esthetics. - 6ealm of art and beautyc. 6eligions. - realized through worship, eperience and serviced. Educational. - Inherent in the educative process.e. "ocial. - 6ealized in the community through then individual0s relation to society.f. tilitarian. - 6ealized in harmonious ad2ustment to or efficient control of the forces of the physical environment.

.8.*. Issues about values in general Halues are eithera. absolute %contrast( or relative %changing(

b. ob2ective or sub2ectivec. hierarchical or non-hierarchicald. bipolar or unipolar

.8.. Theories on nature of valuesa. interest theory - believes that values depend upon the interest of the person who en2oys them. Bhat is desired has

value.b. eistence theory. /elieves that values eist on their own right, independent of the person and his interest.c. Eperimentalist theory. /elieves that what is of value yields a greater sense of happiness in the present and most likely in the

future.d. $art-whole theory. /elieves that the key to realizing and en2oying value is the effective relating of parts to whole.

2. ther 1ranches of Philosoph

4.1 Cosmologyis the study of the theories of the nature and origin of the universe4.2 Philosophy of Man/ Philosophy of human person- deals with the nature and purpose of man.4.3 Social and Political Philosophy- deals with the nature of society and socialization $rocess.4.4 Theodicyis thestudy of the nature, essence and eistence of &od using human4.5 Aesthetics-the study of the nature and appreciation of beauty4.6 Ethics- the study of the morality of 5uman4. !ational Psychology;the study of the human mind and its $rocesses

The following branches serve as foundations to the educative processes and are very much related to Education.Metaphsics0 because we will have to know the nature and essence of Education.Epistemolog- because we will investigate the different theories of truth and knowledgeA/iolog5Ethics- for education has a moral dimensionLogic- since we will be looking at the reasonability of the aims, the curriculum, and the methodologies and strategies of different

$hilosophies as applied in education

). Philosoph of Education

%. It is an attempt to comprehend education in its entirely, interpreting it by mean of general concepts that will guide the choice of educational ends andpractices. %7neller(. It is the application of philosophical ideas to educational problems %9zmon J 4raver(. It is the study of educational problems ofaims, curriculum, and methods from philosophical perspective %/otor J 9rtinero(.

#. Distinct *haracter of Eastern5Asian Philosoph.#.# It thinks of time in a cyclical manner. othing really ends1 nothing really begins absolutely. 9nce in eistence, always in eistence.#.* There is no dichotomy between a way of l ife and a way of thinking. )s one thinks, so one lives. 6eligion and philosophy are one.#. It has propensity to mysticism, at its use of super-consciousness, eistence of the third eyes, or a sith sense.

. *hinese Philosoph*.# 4onfucianism

.#.#. It is body of beliefs based on the )nalects, the teachings of 4onfucius.#.*. 4onfucius was born at 7ung->u-tzu in ??# /.4. and died in 8A /.4..#.. 5e taught the importance of li which means propriety and orderliness and the ideal of a gentleman. 5e also taught filial piety,

devotion to the family, loyalty to elders, love for learning, brotherhood, honesty and efficiency in government service %civilservice(, and universal love and 2ustice.

.#.8. >or almost *?FF years it has been the religion of the great masses in 4hina.

*.* Taoism.*.#. The word 'tao' means the path, the way, of the great. It is the source of all being, the >irst 4ause, the ltimate 6eality..*.*. The original teachings of Taoism are found in Tao Te 4hing, attributed to Gao Tzu, born in @F8 /.4..*.. To follow the Tao is to follow the way of nature. Thus, its main tenet is harmony with nature. It regards nature as sacred and

even as an etension of human selves.

*.. &eneral 4haracter of 4hinese $hilosophy..#. The highest achievement of man is to be a sage or wise man...*. The 4hinese are a this-world people. Gife is desirable.... They believe in the cycle of ups-and-downs in this life...8. They believe in the coordination of thought and action.

-. (ndian Philosoph


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-.# Hinduism. It is the ma2or religion of India, accounting for C?K of the population. It has known as 'Trimurti' which consists of/6)5D), the supreme spirit, HI"5, the preserver, and "5IH), the destroyer and creator. "ince the ancient times,people are already destined into social classes known as the caste system.

/rahmins + /rahmans - the priests7shatriyas - the nobles and the warriorsHaisyas - the traders, cultivators, peasants"udras - the servants %9utside the caste system are the untouchables or outcasts(

The 5indu0s life is governed by the law of 'karma' which is a process or series of birth and rebirth until one attainsperfection and finally reaches 'nirvana' - the place or eternal happiness and bliss. nder this belief, the sum of the

person0s actions carried from one life to the net results in either an improved or worsened fate.

-. )uddhism. It is one of the ma2or religions of the world1 founded by "iddharta &autama, the /uddha, who lived in orthernIndia. Today, /uddhism has two ma2or divisions#. Theravada or 'Bay of the Elders' %the more conservative type(, popular in "ri Ganka, /urma, and Tahilanf*. Dahayana or '&reat Hehicle' %liberal type(, dominant in Taiwan, 7orea, Lapan, and Tibet

/uddha advocated four noble truths#. Gife is suffering %duhka(1*. The cause of suffering is desire1. the end of suffering is to stop desire1 and8. to stop desire is to follow the oble Eight-fold $ath %to break the chain of karma and to reach irvana(The oble Eight-fold $ath consists of #( 6ight Hiew1 *( Tight 6esolve1 ( 6ight "peech1 8( 6ight )ction1 ?( 6ight

Givelihood1 @( 6ight Effort1 A( 6ight 4oncentration1 and C( 6ight 4ontemplation .

2. 6apanese Philosoph"hintoism. It was popular during the Imperial regime but lost its popularity when Lapan lost during the "econd Borld Bar.

"hinto was not a Lapanese word. It was derived from the 4hinese 'shon' %&ods( and 'tao' %the way(. The intention was to distinguishthis religion from /uddhism when it first entered Lapan.

"hintoism is the belief in the 'kami no michi' or the 'way of the kami'. 7ami are Lapanese deities or goods of nature likethe sun goddess, 7materasu, whom the Lapanese believed that the Imperial family came from. 3uring the Imperial reign, Lapan issaid to be a theocratic state.

3. Ara1ian Philosoph 7(slam8

Islam is a ma2or world religion %one of the three monotheistic religions(, comes from the )rabic word 'al-islam' which literally

means complete submission to &od %)llah(.

Islam traces its origin to the prophet Duhammad who was born in Decca, )rabia about )3 ?A#. in middle life, Duhammadshowed mystical traits and developed the habit of withdrawing to the bills for contemplation. Gater, at the age of forty, he received arevelation calling him to denounce the paganism and polytheism of Decca and reach the eistence of one &od - )llah. In )3 @**,he left Decca for Dedina. This came to be known as hi2ra, the event from which the Duslim calendar begins. Is )3 @*, Duhammaddied without naming a successor. 5e was succeeded by a series of 4aliphs, the first being )bu /akr and mar.

The Islamic faith is centered on these five $illars of Islam#. "hahada %confession of faith( There is no other &od but )llah and Duhammad is his prophet.*. "alat %prayer(. Duslims pray five times daily facing Decca - at daybreak, noon, mid afternoon, after sunset and early in the night.

They also go to the Dosques during >ridays.. Makat %almsgiving(. Duslims give * Hi percent of their income and other properties to charity.8. 6amadan %fasting( 3uring this period, Duslims do not eat, drink, smoke, or engage in se between dawn and sunset.

?. 5a2i %$ilgrimage(. ) Duslim is required to go to Decca at least once in his lifetime.

9ther important concepts in Islam are#. Nur0an+7oran %recitation( - collection of the revelations received by Duhammad from )llah.*. 5edith %tradition( - is the record of the life and activities of Duhammad and early Duslim communities.. "unna %eample( - set of standards of Duhammad which all Duslims should follow.8. "hiari0a %law( - formed by the combined Nur0an and "unna to serve as an etraordinary comprehensive guide to life and

conduct.

D. #estern Philosophies

%. Naturalism. It is probably the oldest philosophic thought in the west.#.#. ature is the be-all and end-all of reality. Its antithesis is supernaturalism. ature is the aggregate of things around us.

#.*. its educational theme is harmony with nature as eemplified in 6ousseau0s Emile and the hedonistic principle of pleasure in theeducative process.

#.. Its chief educational spokesman is Her1ert Spencerwho believes that the goal of education is complete living.#.8. The child %pupil( is viewed as a child of nature and so is inherently good.

. (dealism. It is also one of the oldest schools of thought in the Best. It rebelled against the philosophy of naturalism.*.# Its origin is traced to $lato who advocated a doctrine of ideas %also the doctrine of the universals(.*.* "ince an idea is nonmaterial, idealism stresses moral and spiritual reality.*. 6ene 3escartes, an idealist, advocated a perfect being. &od and humans are imperfect beings %the belief of the one and the many(*.8 Its educational philosophy is ideal-centered. &od is the absolute+ perfect ideal. "ometimes, it is regarded as perfectionalism.


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*.? $lato0s 6epublic is believed to be the first educational classic+treatise ever written. It envisioned a society ruled by a philosopher-king.

-. &ealism. It is attributed to )ristotle, a pupil of $lato..# 6ealism believes that things eist independent of the mind. Its origin is traced to )ristotle0s doctrine of particulars..* It has greatly influenced the socialistic %communistic( educational philosophy.. Lohn )mos 4omenius, a great realist, believes that education is formation and that the school is the true forging place of man..8 It believes in determinism %man is not free because he is governed by laws or forces of nature beyond his control(. 9ne of the primary

goals of education is habit formation..? The teacher is the key figure, a master teacher1 one who transmit knowledge to his pupils %an authority(.

2. Pragmatism. It is the most recent among the four classical philosophies.8.#. $ragmatism is the belief that the meaning of an idea is determined by the consequences when it is put into test or practice in the worldof reality.8.*. )lthough &reek in origin, it later became an )merican philosophy. The foremost )merican philosophers are Bill iam Lames

%practicalism(, 4harles $eirce %eperimentalism(, and Lohn 3ewey %intrumentalism(8. It believes that change is the essence of reality. 'Everything flows1 nothing remains the same.'8.8 Its chief method is the eperimental method that yields eperimental knowledge.8.? It believes that education is li fe1 a continuous process of reconstruction. Education is never complete.

3. E/istentialism. It is principally a contemporary or modern philosophy.?.#. It grew out from the works of European philosophers particularly "oren 7ieregaard %3anish(?.*. Its chief principle is 'eistence precedes essence.'?.. It was two types atheistic and theistic. The chief atheistic philosopher is Lean $aul "arte %>rench(

?.8. It clamors for individually and freedom in education.?.?. It stresses individual decision-making1 the teacher offers knowledge and the pupil can either accept or re2ect it.

E. *N'EMP&A&9 ED*A'(NAL 'HE&(ES

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

%. Perennialism. It is a theory founded on the belief that the body of knowledge that has endured through time and space should form the basis forone0s education. 6ooted in classical realism and idealism, the chief eponent is 6obert . 5utchins. 5e believes that the basic principles of educationare both timeless and recurring.

#.# $urpose. To help students uncover and internalize truths that are universal and constant.#.* 4urriculum and Dethod. Its curriculum is sub2ect-centered relying heavily on the disciplines of literature, mathematics,

languages, history, philosophy, and-religion %liberal education(. 6eading and discussion of the'&reat /ooks' would be the principal method of study.

#. Teacher. The teacher is viewed as an authority, a master teacher, whose epertise is not to be questioned.#.8 "chool. The school0s role is to train intellectual elite and to prepare the young for life,

. Progressi!ism. It grew out from pragmatic philosophy and pats emphasis on democratic eperience and skills on how to think. Its chief eponent is>rancis $arker.

*.# $urpose. To give the necessary skil ls-and-tools with which they interact with the-environment within a constant process ofchange.

*.* 4urriculum and Dethod. Its curriculum is built around the personal and social eperiences of the learners. It draws most often from thesocial sciences. "cientific methods of inquiry and problem solving are its favored methods.

*. Teacher "ince the students are capable of thinking and eploring their own environment, the teacher0s role is that of a guide, group

leader, consultant, and facilitator in the student0s activities.*.8 "chool. It is viewed as a microcosm of society, a living learning laboratory, and a working model of democracy.

-. Essentialism. It is rooted in classical idealism and realism with Billiam 4. /agley as principal advocate. It clamored for curricular reforms withemphasis on the basics or essential..# $urpose. To transmit the cultural and historical heritage to each new generation of learners..* 4urriculum and Dethod. It puts emphasis on the r0s in the elementary and a concentrated study of mathematics, sciences, humanities,

languages and literature in the secondary. Dastery of the basic facts and concepts of essentials is imperative.. Teacher, The teacher is a master of his+her discipline and a model worth emulating..8 It becomes one of conserving and transmitting to the present generation to the rich cultural heritage of man.

2. &econstructionism)lso known as social reconstructionism it is rooted in pragmatism and progressivism. It is topian because it clamors for a new world social

order, its principal eponents are &eorge 4ounts, Theodore /rameld and Edwin 6eischauer.' ,-,8.# $urpose. To raise the consciousness of students regarding social, economic, and political problems facing mankind.8.* 4urriculum and Dethod. Its sub2ect is the multitude of social, political and economic problem of man and uses pragmatic methods of

scientific inquiry.8. Teacher. The teacher is a social catalyst, a change agent, a social engineer, and the other roles of the progressivist teacher.8.8 "chool. It becomes the primary agency for societal change.

Focus : Historical Foundation of Education

Early 4onception of Education


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#. Education for 4onformity+ $rimitive EducationAims Education for security, survival or self-preservation

To conform to the tribe to which they belong'pes: $ractical Education- work activities necessary to stay alive

Theoretical Education- spiritual and worship activities, social knowledge on customs, rites of his social groupsAgenc:the family was the center for practical training. >ather taught the boys duties of securing life.

Dother instructed the girls! duties of household management. Tribe elders acted as priests.rgani;ation:o levels of instruction*ontents:6itualistic and prescriptiveMethods tell me and show me, organic, trial and error, enculturation, indoctrination

Effects:culture was passed on and preserved for generations. $eople were able to ad2ust and adapt political and social lifeProponents $rimitives

*. Education for the Preser!ation of Social Sta1ilit5 riental EducationAims:to impress traditional ideas and cultures in order to maintain and perpetuate the long established social order. 6ecapitulation, i.e. to

recall the pastChina: to preserve and perpetuate ancestral traditionIndia: to preserve he caste system Egypt: to preserve religious tradition Persia: to strengthen military traditions

'pes Doral Training- training in customs, duties and polite behaviorTheoretical training- language and literature

Agenc:home as center for most ethical and social training. 9thers are pagoda, temple, and covered sheds

rgani;ation:elementary and high school levels*ontents:imitation, memorizationEffects:development of static and highly formal education system. Gearning was mechanical and Individual development becomes

impossible$roduced individuals who are patient, obedient, gentle, polite, submissive and respectful but lacking in ambition, self-confidence,

responsibility, initiative and resourcefulnessIdeal for those who oppose changeTraditions were perpetuated4itizens were easily integrated to social life

Proponents:9rientals

*hina: It was taken mostly from the teachings of philosophical masters like 4onfucius, Dencius, and Gao Tzu. 4onfucianism and Taoismteach the ethical life and lo!e of naturerespectively. The 4hinese have given us filial piety, close family ties, respect for elders, selflessand honest service in the government, civil service, The &olden 6ule, reverence for teachers, scholarship %earnest learning(, and the earliestform of education for all or democratic education. 4hinese ethical education is the forerunner of our present day character education%&D64 and Halues Education( in our schools.

6apan: Its ancient educational activities were patterned mostly from the 4hinese. The ethical teaching of 4onfucianism and the religiousbeliefs of Men /uddhism were assimilated into the Lapanese way of life. Though it develop its own religion called "hintoism %worship of the


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Ancient +ree< EducationIt has been said that the origin of Bestern civilization and culture is the


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a. $atriarchal period, from the call of )braham to Dosesb. Tribal period, from Doses to the monarchyc. 6oyal period, from 7ing "aul to the /abylonian 4aptivityd. $eriod of 6estoration, from the /abylonian 4aptivity to the birth of Lesus 4hrist

&oal 6eligious 4onformity %9bedience to Torah(

6e"ish Education under 6esus *hristLesus 4hrist was born in 8 /.4. during the reign of Emperor )ugustus with Lewish parents. 4hristianity came from 4hrist, the

&reek word for


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welfare. There were two types the merchant guild and the craft guild. These types of schools were established to meet their educationalneeds

%. *hantr schools; established through foundation under the clergy. +uild schools; served the children of the members of the craft guild.-. )urgher schools; served the children of the members of the merchant guild.

The stages of development under these systems are apprentice %usually A years(, 2ourneyman, and master craftsman. "ubsequentlygovernmental regulation and the licensing of polytechnics and vocational education formalized and bureaucratized the details ofapprenticeship.

MDE&N *N*EP'(NS F ED*A'(N

%. Education for rich and full life5 (talian or (ndi!idualistic HumanismAims: to secure rich and full life for each individual through contacts either the ancient'pes:literary, aesthetic, aristocraticAgenc:"chool*ontents: worlds- Borld of the past, sub2ective world of emotion and Borld of grammar, rhetoric and mathematicsMethods:tet study, written themes, self-activity and self0e/pressionEffects:4lassic learning was revived.

Education was very aristocratic"erved as foundation of modern academic freedom

Proponent:Hittorino de >eltre

*. Northern or Social HumanismAims for social reform'pes:religious, moral, socialAgenc court, schools, secondary schools, universities*ontents:classical and biblical literaturesMethods:individualized instruction, repetition and mastery, motivation, use of praise rewardsProponent:3esiderius Erasmus

. &eformationAims:6eligious moralism'pes:character Education, universal, compulsory and free educationAgenc:home, vernacular school, secondary school, university*ontents:singing, physical education,Methods:memorization, religious indoctrinationProponent:Dartin Guther

2. *ounter0&eformation Aims:to develop an unquestioning obedience to the authority of the church

Lesuits train leaders4hristian /rother!s teach the poorLansenists spiritual salvation

'pes:religious and moral, domestic and vocationalAgenc:elementary, secondary and higher*ontents:86!sMethods:

LE"IT"

)dapting the lesson to the abilities and interest of children$articipation of pupils by question and answer6eview) lot of repetition for mastery3oing a small amount of work at a time, doing it well, and making sure it is retained

456I"TI) /69T5E6!"$upils recite to the class not to the teacher&rade pupils according to ability

L)"EI"T"Demorization with understandingse of tetbooks

3. Humanistic or >er1al &ealism

Aims:complete knowledge and understanding of human societyL) GI" HIHE"- 3evelop one!s personality>6)49I" 6)/EG)I"- develop the whole manL95 DIGT9- prepare for actual living

'pes:literary and liberalAgenc vives- home then public school at age of A

6abelais- tutorDilton- academy

*ontents:vives- vernacular6abelais- physical eercises, games and sports, bible studyDilton- ancient and literary classics


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Methods vies- make use of the principle of individual differences6abelais- incidental methodDilton- discussion, fieldtrips

4. Social &ealismAims:to prepare the aristocratic youth for a life of a gentleman in the world of affairs'pes:practical, physical, moral, intellectualAgenc:private tutorial system*ontents:activity curriculumMethods:emphasized understanding and 2udgment, knowledge assimilated action imitated, ideas applied in conduct

Proponent:Dichael de Dontaigne

?. Sense or Scientific &ealismAims:to develop natural individual in a natural society

>6)4I" /)49-to give man dominance over things6I45)63 DG4)"TE6- represses not the natural tendencies and activities on childhoodL95 )D9" 49DEI"- eternal happiness with &93B9G>&)& 6)T7E

'pes:$ractical scientific1 religious, intellectualAgenc:DG4)"TE6- tutors, vernacular schools

6)T7E- eperimental school49DEI"- 8 schools"chool of the Dother!s knee %birth-@ yrs. 9ld(

Hernacular- sensory training %A-#* years old(Gatin- training for understanding and organization of information %#-#@ yrs. old(niversity- %#-*8 yrs. old(

*ontents:>6)4I" /)49-knowledge of natureDG4)"TE6- reading, writing vernacular49DEI"- encyclopedic6)T7E- natural, bible

Methods:DG4)"TE6 Dakes use of games, plays and eercise/)49ses inductive method6)T7E Gearning should only be one thing at a time

6epetition must be done as often as possibleEverything should be learned first in the vernacularGearning should be done naturally6ote memorization should not be doneGearning should be done by induction and eperimentation

49DEI""ense is learning is encouragedEverything learned should appeal to the children!s interestBhatever is learned must be of practical value$rinciples must be thoroughly mastered$upils learn by doingThere should be a daily eercise of senses, memory, imagination and understanding

@. Education as training of the Mind 5 Formal Discipline

Aims: to train the mind through rigorous eercises in order to develop intellectual capacities and to form specific habits'pes:$hysical, mental and moral

Agenc:schools and colleges*ontents:classical languages and mathMethods:formal- sensation memory and reasoningEffect:emphasis on the process of learning and not on the things learnedProponent:Lohn Gocke


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#. &rowth*. )ctivity 6IE36I45 >69E/EG- development of the childL9)T5) 5E6/)6T- moral developmentE3B)63 GEE T5963I7E- realize the fullest satisfaction of human wants

'pes:intellectual, moral, industrial, practical and physicalAgenc:all eisting institution*ontents $E"T)G9MMI- math, science, language

>69E/EG- self-epressing activities play5E6/)6T- studies about thingsMethods:$rinciple of pupil activity- uses impression and epression

$rinciple of interest- interestOwillOaction$rinciple of apperception -new knowledge depends upon previous eperience$rinciple of concentration+ $rinciple of self-activity- learning by doing$rinciple of correlation- focus is achieved on connected units of sub2ect matter$rinciple of socialization- learning through cooperative activity$rinciple of recapitulation+ $rinciple of individualization$rinciple of motivation- stimulating learner!s influence

Gaw of 6eadiness ; learning starts from learner!s enthusiasm and motivationGaw of Eercise- the more frequently the bond is eercised, the stronger it becomesGaw of Effect- pupils! success leads to feeling of satisfaction

13. Education as a Scientificall Determined Process

Aims:to make education a science'pes utilitarian, universal, democratic, liberalAgenc:schools offering and specializing in science*ontents:"cienceMethods eperimental problem-solving, scientific method and researchEffect:"ystematic and ob2ective analysis of the curriculum materials

"cientifically determine learning ob2ectivesInclusion of more sciences in the curriculum

14. Education as a Social *onformit 5 Social 'raditionalism

Aims:to give pupils insights into their social inheritance into the ideals, institutions, conditions and customs of society'pes social education- formation of the skills of social communication through language and the building of human relationship*ontents: elementary-tools of social living

5abits of human education"econdary- specialized training for individuals! specific needsEtra curricular- training the young to live together.

Methods:"ocial 4ommunication and "ocial cooperationEffect:Gearners were trained to make intelligent choices to solve life problems Education was contributory to thedevelopment of human potentials for national development and progress

%3. Education as Social &econstruction5 Social E/perimentalismAims: prepare for a progressive rebuilding of the social order'pes:Intellectual- critical eamination of the social conditions and social problems

4ivic- intelligent participation and cooperation in civic affairs

MDE&N ED*A'(N%. %4th0%?th*enturies: Education of this #orld

The down-to-earth of this world became the focus of education during this period. Harious labels were attached to this period humanism,renaissance, realism, naturalism and modernism. The religious called it 6eformation and the rise of $rotestantism under Dartin Guther.

The outstanding educators were

Sir Francis )acon 7%34%0%4%8 ; introduced the inductive method for scientific inquiry. /efore beginning this induction, the inquirer is to free his orher mind from certain false notions or tendencies which distort the truth. The end of induction is the discovery of forms, the ways in which naturalphenomena occur, the causes from which they proceed.


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#olfgang &atrancis /acon!s philosophy, theprinciple being that of proceeding from things to names, from the particular to the general, and from the mother tongue to foreign languages. 5isfundamental idea was that the /aconian theory of induction was following nature, meaning that there is a natural sequence along which the mindmoves in the acquisition of knowledge, through particulars to the general. 5e advocated, above all, the use of the vernacular as the proper means forapproaching all sub2ects, and demanded the establishment of a vernacular school on the basis of the Gatin school.

6ohn Amos *omenius 7%30%4?B( C regarded as father of modern education1 wrote


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*. $hilippine education went through periods of historical development $re-"panish, "panish, 6evolutionary %#st6epublic(,)merican, 4ommonwealth, Lapanese, Third 6epublic, Dartial Gaw %ew "ociety(, and $ost-E3") 6epublic.

. 9ur country!s educational system has been shaped and influenced by environmental factors and conditions prevailing during eachhistorical period.

8. The primary legal basis of $hilippine education is the eisting fundamental law of the land, the 4onstitution.?. Gegal notations follow a chronological order and+or named according to the political set-up then eisting.

). Education During the Pre0Spanish PeriodEducation aimed for

- survival and conformity

- enculturation- result of individual eperiences+by product of the accumulation of race eperiences

Training consisted of- Informal education through apprenticeship which started at home- 3omestic chores and practical+occupational honing of skills in hunting, farming, etc.- Theoretical+moral and spiritual awakening e.g. worship, laws, codes

Education as done through:- ilipinos formed the


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8. The reforms of the propaganda movement did not materialize. The first republic gained by the revolution in #CC, began withmodest educational plans because education was not the priority at that time. The #CC Dalolos 4onstitution had no directprovisions for education. The


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Third $hilippine 6epublic %Luly 8, #8@(. )dministration of $resident 6oas until the Darcos regime, before the $roclamation of martial law.

Education aimed at the full realization of the democratic ideals and way of li fe the characteristics of which are

- 3emocracy is predicated upon the intrinsic worth of the individual- Individuals realize their capacities best in a social contet- "ociety is not separated from the individual- 3emocracy thrives on change1 it is dynamic and fleible- It fosters persuasion and consensus and re2ects coercion and indoctrination

4urricular content stressed

- social orientation as manifested by the conservation of the >ilipino heritage

- training for occupation- promotion of democratic nation building- a new thrust on community development

Gegal Dandates

- 6epublic )ct o. ##* provided for

creation of the /oard of ational Education as the highest policymaking body of the $hilippines

6.). o C@ known as Elementary )ct of #? Every parent to enroll a child of age to finish elementary

education

revision of the Elementary Education 4urriculum of #?A to emphasize skill development and proper attitude

for work

reduction of class enrollment to 8F

use of vernacular as the medium of instruction in &rades I and II in all schools, and English as medium of

instruction from &rade III to HI revision of the "econdary 4urriculum which consisted of

#. &eneral curriculum for #stand *ndyear*. 3ifferentiated 4urricula for rdand 8thyear

provision for a guidance program in every secondary school

provision of equal educational opportunities

formation of the $residential 4ommission to survey $hilippine Education %$"$E( to determine how to structure

the educational system to meet the demands of society

(. Education 3uring the ew "ociety %#A*-#C@(

Education aimed for national development %Education )ct of #C*(

- achieve and maintain an accelerating rate of economic development and social progress- assure maimum participation of all the people in the attainment and en2oyment of the benefits of such growth

- achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moraland spiritual values in a changing world

4urricular changes in Elementary Education

- Education )ct #C* measures to maintain quality education- Holuntary accreditation refers to the recognition of an educational program or where applicable of an educational

institution as possessing certain standards of quality or ecellence %"utaria, #C( e.g. $))"4+$)449), )4"4-)), I"9

- focused on the 6s- integration of values in all learning areas- emphasis on mastery learning

4urricular changes in "econdary Education

- Increased in time allotment- P3T and 4)T introduced a new courses

- Elective offerings as part of the curriculum Educational $rograms Initiated

- $ro2ect ID$)4T - Instructional Danagement by $arents, 4ommunity, and Teachers- I"9") - In school, 9ff "chool )pproach- 4$" - 4ontinuous $rogression "cheme- $693E3 - $rogram for 3ecentralized Educational 3evelopment- 4EE - ational 4ollege Entrance Eamination- E)T - ational Elementary )ssessment Test for HI O battery of achievement tests of multiple choices- ")T - ational "econdary )ssessment Test replaces 4EE1 not pre-requisite to entrance to college1 *FK of the

result is computed to the &$)

Gegal Dandates

- $3 o. # - Integrated 6eorganization $lan %"eptember *8, #A*(#. 3ecentralization of the 3epartment of Education, 4ulture and "ports

*. 3ecision-making is shared by the # 3E4" regional offices- /ilingual Education $olicy - use of English and >ilipino as media of instruction in specific learning areas

6. 'he Fourth &epu1lic : Education During the Present Period 7%@40present8

$romulgation of the #CA 4onstitution which provided the present philosophy of education in the $hilippine )rt. QIH, "ec. %*(

)rticle QIH, "ec. %*(


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"ystem of education relevant to society

>ree public education 6.). @@?? )ct of #CC >ree $ublic "econdary Education

"cholarship $rogram and "tudent Goan $rogram "elected Ethnic &roups Educational )ssistance $rogram %"E&E)$(

- "tudy ow $ay Gater $lan %"$G$(#. "tate "cholarship for "ciences, )rts and Getters %6.). 8FF, Lan. *A, #@8(*. $rivate Education "tudent >inancial )ssistance $rogram %$E)>)(. 6.). @A*C >inancial )ssistance to "tudents and Teachers in private education sector in #C

on->ormal, Informal and Indigenous Gearning %for profitable employment(. E. Technical and vocational courses. "Indigenous

#earning: ays and methods ithin the cultural communities hich are used in preserving and $uilding certain traditions% ta&inginto account their needs hile alloing for the influ' of e'ternal cultural factors(

"pecial Education and adult education 4onstitution %ph. ? sec. *( stated that training in civics, vocational efficiency and other skills

to adult citizens, the disabled, and out-of-school youth.- 4ommonwealth )ct o. *F provided for the care and protection of disabled children. )rticles ?@ and *? of the

4ivil 4ode of the $hilippines mentioned ollowed by Edward "equin ; student of Itard who published ewer learning areas1 emphasis on mastery learning*. >ocused on the development of the rs. Emphasis on the development of intellectual skills which are as important as work skills

- >ocus on the development of humanism and >ilipinism in all learning areas

Implementation of "E3$ in response to the need to continue pupil development. It aims to improve policy making and increase

the internal efficiency of the educational system. Its features are- sub2ects generally oriented to the development of values- specific competencies- concept-based sub2ect areas- uni-disciplinary treatment of curriculum content

Implementation of "E4. Its features are

- multi-disciplinary treatment of curriculum content

- student-centered- cognitive-affective manipulative based curriculum- values education offered as separate sub2ect area- emphasis in "cience and Technology- uses bilingual policy- critical thinking emphasized

6amos )dministration onward to the $hilippine *FFF Da2or priorities include economic development, political stability, effective

bureaucracy, people empowerment, and environmental protection1 stressed that the delivery of quality education to al l the peopleas mandated by the 4onstitution is the chief means to empower the masses1 people need to become globally competitive1 Hisionof $hilippines *FFF, the $hilippine attaining the status of a ewly Industrialized 4ountry %I4( ; educating the people, equipping


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them with scientific and technological knowledge and skills, and providing them the facility to understand and be understood byothers through communicative competence.

- Bith the passage of 6.). AA** known as the 5igher Education )ct of #8, 4ommission on 5igher Education takingcharge of the tertiary level education

- 6.). AA@ or TE"3) )ct of #8 created the Technical Education "kills and 3evelopment )uthority %TE"3)( tooversee all the technical and vocational programs

'HE& (MP&'AN' LE+AL )ASES:

#. The Education )ct of #C* %/atas $ambansa /lg. **(, provides for the establishment and maintenance of an integrated system of

education that shall apply to both formal and non-formal system in public and private schools in all levels. It also provide for the nationaldevelopment goals and goals of education in all levels. In section *, it provides for alues- are collective conceptions of what is considered good, desirable and proper or bad, undesirable and improperin a particular culture1 values are use to evaluate the behavior of others

. Aspects of *ultural >ariationa. Su1culture 0 is a segment of society which shares a distinctive patterns of mores, folkways and values which differs from the

pattern of the larger society e.g. celebration fiesta among >ilipinos variesb. counterculture ; is a subculture that re2ects societal norms and values and seeks alternative lifestyles e.g. gay lingoc. culture shoc


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e. /enocentrism; belief that the products, styles or ideas of one!s society are inferior to those that originate elsewhere

-. S*(L+9a. "cience of man and societyb. "tudy of patterns of human behaviorc. "tudy of groups and societies and how they affect the people

2. Societ)n organized group of population who interrelates and interacts with one another, with common shared attitudes, sentiments,aspirations and goals %7essing(

4omposed of human beings and the institutions by which people live together in their culture %Ginton(

) group of organized individuals who think of themselves as a distinct group, who have some things in common, a set of loyalties andsentiments, and a


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) process where a member of a group learns and internalizes the norms and standards of the other member among whom she+he livesAgents of Sociali;ation:

Famil ; smallest social institution whose members are united by blood, marriage or adoption, constituting a household

and carrying a common culture whose functions include transmission of culture and providing opportunities for growth anddevelopment

School%Education( ; established by society for the basic enculturation of the group and an agency which makes student

learn how to value oneself and eventually others. It is also an agency organized by society for the basic function ofteaching and learning.

4hurch, government, mass media, workplace, economy, non-government agencies and other institutions wherein an

individual is a part of.

%. *hange)n enduring force in history, is inevitable as this takes place from time to timeThe ad2ustment of persons or group to achieve relative harmonyIs persuasive and is taking place in culture, society and personality

>orms of 4hange

*ultural change; refers to all alteration affecting new trait or trait complees to change the culture!s content and

structures

'echnological change; revision that occur in man!s application of his technical knowledge and skills and he adopts

himself to environment

Social change; refers to the variation or modifications in the patterns of social organization, of such groups within a

society or of the entire society

%-. *ultural Lag9ccurs when society cannot ad2ust to changes for quite a time

%2. Sociolog of Education$rovides a study of the regular patterns of relationships between society and the educational processes and the eplanation for such

relationships which contributes to the analysis and eventual solution to problems confronting the educational system.

Some Social *oncepts:%. >alues

generally considered as something ; a principle, quality, act or entity ; that is intrinsically desirable %5all, et. al(

possesses a degree of ecellence, some lasting genuine merit that rests on deeper intrinsic worth and more enduring qualities

than mere preference by individual or in consonance with given cultures %5all, et. al.(. >alue Sstem

a system of established values, norms, or goals eisting and shared in a society or group

-. >alue *larification 7!alue 1uilding8involves having a clear set of values and realizing the values a person holds depend on such factors as environment, education, and

personality

2. >alue &analue *onflictconflict and polarization occur when somebody imposes a value ranking on someone else. The highest possibility then of polarity in a

group is when two groups of people have opposite value rankings may be seen in the following situations

$ersonal interests v. public interests

/ayanihan spirit v. kanya kanya mentality

4lose family ties v. self-reliance

$ersonalism v. group solidarity

4. 6usticedefined as the habit or readiness to give others what is due to them1 the constant and perpetual disposition of society to render everyman

his due 2ustice includes rendering to every man that eact measures of his due without regard to his personal worth or merit

6ustice and responsi1le go!ernment

provides man with structures that guarantee his right to live a decent life and protect him from eploitation by his

fellowmen and+or certain system provides every citizen a sufficient opportunity for advancement, growth and development

encourages every citizen to help build a 2ust and responsible government, one which promotes growth and progress of

its people

encourages its people to be vigilant and involved to ensure that they control the government and that it functions

effectively for the common good

has authority, the legitimate power to command or bind the citizens of the state to the common good of the society1 the

power that direct social order for the common welfare of the whole community. This authority is the result of the socialcontract between the people and those to whom the people delegate this power

?. Some >ie"s a1out the &elation of the (ndi!idual to Societ


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#"ndi#idualistic $ie%- holds that the society is made up of individuals who are independent of one another1 believes that the individualas an indestructible entity and society is merely an effect* Socialistic $ie%- the individual is subordinate to the society &ualistic $ie%- recognizes the individual as independent but as he interacts with the others in a society, sees the need to become apart of a group and conform to i ts rules8 'rganic $ie% - assumes that the society and the individual see common interests and that the development of the individual requiressocial consciousness and involvement1 each one needs the other in realizing their own ends but it must be recognized that a moral bondmust eist between them so that their ends may be fulfilled

@. Freedom, &ights and &esponsi1ilit

#. )reedomis not absolute,*. freedom is independence %in a political contet(. freedom is rights %in social contet(8. the whole moral life revolves around the use of freedom?. 6ight means %in ethics( what is 2ust, reasonable, equitable, what ought to be, what is 2ustifiable, something that is owed or due@. 7inds of 6ights

a. natural rights; inherent in the nature of man and thus above the law b. political rights; privileges of participating in the affairs of government

c. ci!il rights; en2oyed by citizens

A *ights and responsi$ilitycome in pairs. If one wants more rights and freedom, s+he shall also have to accept more responsibility.

rights are intended to be used, not abused. ) right is abused when it interferes with the rights of others

all individual rights and freedoms should be conceived in the light of social order and 2ustice the reciprocation of rights and duties is the true foundation of social order

duties ; refer to those that are due under 2ustice to another individual or collective persons and to &od. If moral obligation

embraces one!s responsibilities toward himself, duties are properly directed to others.

)uthority - refers to the right given to give commands, enforce laws, take action, make decisions, and eact obedience, determine

or 2udge

)ccountability ; means to be answerable for1 emphasizes l iability for something of value either contractually or because of one!s

position of authority

6esponsibility ; refers to trustworthy performance of fied duties and consequent awareness of the penalty for failure to do so1 is

based on good 2udgment and relates to the obligation and commitment

P&FESS(NAL E'H(*S F& 'EA*HE&S

%. )ppropriate ethical standards values and principles of conduct as well as the rights and benefits due all teachers have been set forth and areembodied in such documents as the


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/e imbued with the spirit of professional loyalty, mutual confidence and faith in one another, self sacrifice for the common good, and

full cooperation with colleagues

Dake an honest effort to understand and support policies of the school

6efrain from transacting any business in illegal manner

"how professional courtesy, helpfulness and sympathy to one another and ehibit cooperative responsibility to formulate change for

the system at all levels

/e first and foremost concerned with the interest and welfare of the students and deal with students 2ustly

Establish and maintain cordial %pleasant( relations with parents1 inform them of their children!s progress1 seek their cooperation for

their children!s guidance and hear their complaints with sympathy and understanding

Daintain good reputation with respect to financial matters Daintain dignified personality whether in school, in home, or elsewhere so as to serve as a model worthy of emulation by learners,

peers and all others

. Sense of nationhood;

may be equated with love of country, it may be synonymous with ilipinism= %a concept of a >ilipino community(

the sum of worthwhile values essential to the development of a sense of oneness and

identity of interests with the community and a desire to contribute to common life andnational well-being %9. 3. 4orpuz(

Ideology and 4ommitment ideology ; one must know what a nation is, what it can be, and what it ought to be1 commitment ; one must

recognize and accept his duty to help develop his nation as he has so conceived %3e Ga 4osta(

people!s consciousness of unity based on common ancestry, homeland, customs,

culture and destiny, which drive them to promote their collective interests over those of

people of other countries

%B. Nationalism

fosters a strong feeling of loyalty to the "tate and pride in their nationality, therefore education should be used as a prime means to

develop nationalism

aims to achieve freedom from political oppressors to achieve political self-determination

central to nationalism is the conception of sovereignty, entirely independent from any legal or moral authority beyond its own borders

it is a moral virtue an aspect of 2ustice and embraces the duties of man towards his countrymen because he shares with them the same

homeland, the same government, and common interests

Focus 2: Nature of Social Dimension of Education

'he Social Dimensionof educationrefers to the social inputs, processes and outputs of the educative system by which the stakeholders interrelatefor the total development of the student who are epected to contribute to the development of a 2ust and humane society

The student is a self in a community. ) community that has shared culture and aspirations

The student is educated in a school which is a social institution tasked to transmit society0s culture and aspirations.

"chools are tasked by society to provide quality education through an efficient, effective and logical educational delivery system so that its

graduates will contribute to the attainment of society!s internal integration and eternal adaptation

Teachers, the trustees of cultural heritage, guide and equip the students in attaining personal J societal goals

The social dimension of education implies eualit and euit of opportunities in education, in terms of

)ccess

$articipation and successful completion of studies

"tudying and living conditions

&uidance and counseling

>inancial support

"tudents0 participation in education governance.

6emoval of barriers and provision of incentives which enhance the quality, attractiveness and competitiveness of Education.

Frame"or< of the Social Dimension of Education&iven the task of forming socially responsible graduates, $hilippine Education must

foster social cohesion, reduce inequalities and raise the level of knowledge, skills and competences in society.

maimize the potential of individuals in terms of their personal development and their contribution to a sustainable and democratic

knowledge-based society.

reflect the diversity of the >ilipino 4haracter.

enable students to complete their studies without obstacles brought about by their social and economic background.

provide adequate student services, create more fleible learning pathways and to widen participation at all levels on the basis of equal

opportunity.

Manifest Functions of Schools

). Agent of sociali;ation

The well organized and systematized curricula of the school always have ob2ectives directed to social development of students

students are made aware of their responsibilities to the state and fellowmen

The students0 government trains the students to become good leaders and followers.

The school prepares the individual to be responsible to the state J fellowmen and to become a worthy member of society.

/. Agent of cultural transmission

The classroom is one of the best venues for transmitting culture through


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%. Enculturation; the handling down of culture from one generation to the net. Acculturation; the process of passing of culture from one who knows to somebody who does not know

Emerging strategies and techniques used in teaching help in cultural transmission

The latest development in technology J science and nations and people of the world are learned in school.

4. "chool as agent of change

The school is a social institution utilized by the state to effect changes

"chools enable an individual or a group to adopt the cultures of others and be open to cultural change

"chools cooperate with other institutions to introduce social and cultural change

3. Agent of moderni;ation

"chools develop and use curricula that addresst the present as well as the future needs of the students Dodernization is pursued, discussed and studied in school

"ocial and technological changes are studied, implemented and analyzed in school

E. Agent of Social *ontrol

"chools instill values, discipline, respect for authority and social responsibility

"tudents are taught to promote, foster and defend human rights and to follow the law

>. Agent ofSocial Placement

The education of an individual generally determines his social role, status and mobility

&. Agent ofintegration

Education promotes social, cultural and political unity amidst diversity

Multiple Functions of schools-technical+ economic education

-human+social education-political education-cultural education

'heoretical Perspecti!es of the Social Dimension of Education%. 'he Structural Functionalist 'heor

The focus of this perspective is interdependence and consensus through the socialization process

It states that society is made up of various institutions that work together in cooperation

Education must achieve the necessary elements for all systems to function. These are

#. Adaptation The education system must cope with eternal situational eigencies. Education must adapt to its environment and berelevant to the needs of the individual and his society.

*. +oal attainment The education system must define and achieve its primary goals.. (ntegration The education system must regulate the interrelationship of the component parts.8. Latenc The education system must furnish, maintain, and renew both the motivation of individuals and the cultural patterns that

create and sustain the motivation.

The key principles of the functionalist perspective % >arley,#F( include the following

#. (nterdependenc. 9ne of the most important principles of the functionalist theory is that society is made up of interdependent parts.*. Functionalit of Social Structure and *ulture.social structure and culture eist for a particular purpose.. *onsensus and cooperation.society has the tendency to have the certain basic values which every member of society agree upon.

"ocieties tend toward consensus in order to achieve cooperation.8. Euili1rium.9nce a society has achieved the form that is best adapted to i ts situation, it has reached the stage of balance

equilibrium, and it will remain in that condition until it is forced to change by some new condition.. 'he *onflict theor

$osits the heterogeneous nature of society and the differential distribution of political and social power.

4ontends that a struggle between social classes and class conflicts between the powerful and less powerful groups occur.

)nalyzes how schools contribute to the unequal distribution of people into 2obs in society so that more powerful members of society maintainthe best positions and the less powerful groups %often women, racial and ethnic group( are allocated to lower ranks in society.

"tudies the role that education plays in maintaining the prestige, power and economic and social position of the dominant group in society.

)ssumes that social behavior is best understood in terms of conflicts or tensions between competing groups. "uch conflict need not be

violent1 it can take the form of administrators -teachers- students0 negotiations, "chool politics, competition between organizations groups formembers, or disputes over the budget.

-. (nteraction 'heories

>ocus on the communication and the relationship that eists among and between groups in education ; peers, teachers-students, teacher-

principal, and teacher ; parents. "tudy the social-psychological questions that impact on normative attitudes, values, aspirations and self-concepts of particular groups that in

turn impact on the teaching-learning process.

a. La1eling 'heor; the epectations of significant others on the learners, determine to a large etent the behavior of students.

The process 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 etent and speed of learning.

1. E/change 'heor; reciprocal interactions bind individuals %teachers, students, parents, administrators( with obligations. The

consequences of interaction are rewards and benefits.

Sm1olic inter0actionism views the self as socially constructed in relation to social forces and social structures.

'he loo


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A. +lo1al and National (nputs to Education#. +lo1ali;ation%&lobal Education( &lobalization are processes of change which underpin a transformation in the organization of human

affairs by linking together and epanding a human activity across regions and continents %5eld,Dc&rew, &oldblatt, $erraton, ##?(It involves a stretching of social, political and economic activities across political frontiers regions and continents, and

the intensification+or the growing magnitude of interconnectedness and flows of trade, investments, finance, migration, culture

*. *hanging En!ironmental5 Political, Economic and *ultural Landscapes%3evelopment Education(. *ultural Homogeneit%Dulti-4ultural Education(8. Ad!ances in Science and 'echnolog 7(*'8 and High (nterconnecti!it?. (nno!ati!e means and modes of #oralues and Moralit concerning Human Dignit5 Human De!elopment%$eace and 5uman 6ights Education(A. En!ironmental a"areness5protection and Sustaina1le de!elopmentC. +ender Eualit: #omen as partners of De!elopment. Premium on Nationalism, Patriotism and *i!ic Engagement

). Emerging Educational *ontents#. +lo1al Education- involves learning about those problems and issues which cut across national boundaries and about the interconnected of

system- cultural, ecological, economic, political and technological.Education for +lo1al *iti;enship is developing the capability for thoughtful and responsible participation in political, economic, social andcultural life.

. *i!ic Education0 learning for effective participation in democratic and development processes at both local and national levels. It is animportant means for capacity development on the societal level by empowering people for effective civic engagement.It rethinks human-earth relationships, fosters a vision of education for sustainable development promotes care for the environment and builds a global culture

of ecological responsibility*omponents of *i!ic Education for Democrac

#. 4ivic 7nowledge and nderstanding*. 4ivic "kills %intellectual and participatory skills(. 4ivic Halues and 3isposition of 4itizenship8. 4ivic Engagement

. Peace Education- affirms personal and global responsibilities for the promotion of peace, cooperation, disarmament, 2ustice, non-violentresolution of conflict, respect of human rights and environmental care

8. Multi0cultural education- is a field of study and an emerging discipline whose ma2or aim is to create equal educational opportunities forstudents from diverse racial, ethnic, social-class, and cultural groups. 9ne of its important goals is to help all students to acquire theknowledge attitudes and skills needed to function effectively in a pluralistic democratic society and to interact, negotiate and communicate

with peoples from diverse groups in order to create a civic and moral community that works for the common good=.

Dulticultural education is achieved through1 *ontri1utions approach; the ethnic heroes and holidays are included in the curriculum.

! additi!e approach; a unit or course is incorporated but no substantial change is made to the curriculum as a whole.

" transformation approach; the entire Eurocentric nature of the curriculum is changed. "tudents are taught to viewevents and issues from diverse ethnic and cultural perspective.

# social action approach; it goes beyond the transformation approach. "tudents not only learn to view issues frommultiple perspective but also become directly involved in solving related problems.

Dimensions of Multicultural Education%. *ontent (ntegration; deals with the etent to which teachers use eamples and content from a variety of cultures and groups to

illustrate key concepts.. no"ledge construction process; describes how teachers help students to understand, investigate, and determine how the

biases, frames of reference, and perspectives within a discipline influence the ways in which knowledge is constructed within it.-. Preudice reduction;describes lessons and activities used by teachers to help students to develop positive attitudes toward

different racial, ethnic, and cultural groups.2. Euit pedagog; eists when teachers modify their teaching in ways that will facilitate the academic achievement of students

from diverse racial, cultural and social class groups.3. Empo"ering school culture and social structure; dimension is created when culture and organization of the school are

transformed in ways that enable students from diverse racial, ethnic, and gender groups to eperience equality and equal status.?. Human &ights Education- promotes understanding of human rights concepts and values to enable learners to comprehend and transform

conditions which give rise to human rights and violations and ealts dignity and worth of the human person

'polog of Human &ights#. 4ivil and $olitical 6ights 6ight to live

$rohibition of torture

$rohibition of slavery and forced labor

Giberty and security of person

6ight to privacy

6ight to marry and to found a family

6ight to nationality

6ight to poverty

6ight to recognition a person

*. Gaw Equality before the law


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>reedom of thought, conscience and religion

>reedom of opinion and epression

>reedom of assembly and association

>reedom of movement

>reedom to participate in public affairs

. Economic 6ight to an adequate standard of living

6ight to social security

6ight to work

6ight to 2ust and favorable conditions of works 6ight to form and 2oin trade unions

8. 4ultural 6ights 6ight to participate in cultural life

6ight to education and training

6ight to information

?. Education and 6ight to 3evelopment and a /alanced Environment 6ight to development

6ight to ecologically balanced environment

6ight to free of access to natural and cultural patrimonies, including the common patrimony of humanity.

@. De!elopment Education- strives for quality of economic, social and political development in all countries1 fairness in relationship between and

within countries equitable and meaningful linkages between developed and developing countries.

A. Population Education- relates population growth, distribution and immigration patterns to issues of food, housing, transport and delivery ofbasic resources, sees the interconnection in the environment and development

C. +ender Studies5 #omenGs studies; promotes gender equality and harnessing the role of women in development. &ender equalitymeans

that males and females have equal opportunities to realize their full human rights and contribute to and benefit from economic, social cultural

and political development. $arity and equity are the building blocks of equality in education.

Main dimensions of gender eualit:#( Equity of access*( Equity in the learning process( Equality of educational outcomes8( Equality of eternal results

. Future Studies; anticipates the future and cope with its challenges and imagines possible and probable futures. "tudents are encouraged to

envision a preferred future that will help shape their present action.

#F. 'ransformati!e Education- an educational process that brings about deep and significant changes %for the better( in an individual andultimately culminates in similar changes at the societal level, principally brought about through innovative and creative teaching and

learning , curriculum reform and appropriate policy at the school level.

##. Education for Sustaina1le De!elopment0 education that enables people to foresee, face up to and solve the problems that threatened lifeon the planet. It is education that understands the concept and inculcates the values and the principles that are the bases of sustainabledevelopment. It envisions a world where everyone has the chance to benefit from educational opportunities and to learn the lifestyles, valuesand behaviors necessary to create a sustainable future.

Aims ofEducation for sustaina1le de!elopment#. $romote and improve the quality of education to focus lifelong education on the acquisition of knowledge skills and values

needed by citizens to improve the qualities of their lives1*. 6e-orient , re-think and reform the curriculum to be a vehicle of knowledge, thought patterns and values needed to build a

sustainable world. 6aise awareness, developed enlightened, responsible and committed citizens18. 4reate synergies with initiatives of other sectors to adopt sustainable and responsible modes of production and consumption, to

work together towards a common vision a peaceful and sustainable future for generation to come %E"49, *FF8a(

*. Shifts in Educational Processes#. >rom "ub2ect+Teacher centered to Gearner-centered education

>rom teacher as sole purveyor of knowledge to facilitator and motivator of learning

>rom prohibitive selection of students to a more open and equitable access to educational opportunities

>rom traditional pedagogy to more fleible teaching methodologies that are relevant to the needs, interests and uniqueness of the

learner.

*. >rom knowledge+4ontent to 4ontetualized learning

>rom content based to contetualized themes relevant to global realities, the culture and to the learner

>rom local knowledge to more globalized knowledge, values, attitudes, and skills guided by local wisdom >rom traditional modes of teaching and learning to more modern and mied modes process laden with interactive technology.

. >rom limited to a holistic and integrated approach to education

>rom education for mental development to total development of the child through a conducive learning culture, atmosphere and

environment

>rom the education of the head towards education of the heart.

>rom separated rigid discipline to more interdisciplinary and multi-disciplinary approaches to issues, problems solving and decision

making.


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8. >rom school based to Gifelong education for all- from limited access and limited education to borderless education and continuous non-stoplearning process.

D. Foci of Educational utput

Nuality %Ecellence Efficiency and Effectiveness(

Equity %3emocratization of )ccess, Inclusive Education(

6elevance %>unctionality, Deaningfulness(

"ustainability %Education for the future(

>our $illars of Education

'HE F& P(LLA&S F ED*A'(N%. Learning to ELPMEN'S (N PH(L(PP(NE ED*A'(NA. Education for )ll %E>)( ; Dandated by $residential proclamation 8CF whose vision is anchored on humanitarianism and equalitarianism. Itscomponents are

E443 ; Early 4hildhood 4are and 3evelopment

N$E ; niversal Nuality of $rimary Education

E9I ; Eradication of Illiteracy

4E ; 4ontinuing Education

). 'rifocali;ation of the Educational Sstem /asic education-consisting of elementary and secondary levels, is managed by the 3epEd through the passage of 6.) #?? or

&overnance of /asic Education )ct on )ugust *FF# Technical- Hocational Education and Training- is the 2urisdiction of Technical Education and "kil ls 3evelopment )uthority%TE"3)( as

mandated by 6) AA@ otherwise known as the TE"3) )4T signed into law on )ugust *?, #8 and 5igher Education- involving community colleges, university and specialized colleges us the domain of the 4ommission on 5igher

Education %45E3( established through the enactment of 6) AA** or 5igher Education )ct on Day #C, #8.

*. 'he BB )asic Education *urriculumThe ideal >ilipino learner in our rapidly changing world is the one who is empowered for lifelong learning, is an active maker of

meaning, and can learn whatever he+she needs to know in any new contet. "uch an empowered learner is competent in learning how tolearn and has life skil ls so that he+she becomes a self-developed person who is makabayan %patriotic(, makatao %mindful of humanity(,makakalikasan%respectful to nature(, and maka-3iyos%&odly(. This is vision of the $hilippine basic-education, both formal and non-formal. D)7)/)P) curriculum aims to cultivate a healthy personal and national self concept which includes adequate understanding of

$hilippines history and genuine appreciation of local cultures, crafts, music and games. D)7)/)P) hopes to promote a constructive healthy patriotism that is appreciative of global interpedence

D)7)/)P) aims to develop personal and social awareness, empathy and a firm commitment to the common good.

D. Alternati!e Education


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)n alternative education must envision a $hilippine "ociety characterized by an increasingly productive mied economy,essentially nationalist and redistributive in character, and by a democratic government based on the broadest possible sectoralrepresentation at the local, regional and national levels.

&iven the new conception of society and of the educated >ilipino, an alternative education must presuppose the followingprinciples#. Education is a basic right and will therefore be free for all >ilipinos at all levels*. 5uman dignity and total human development for all are inalienable rights to be promoted and guaranteed by the state through all of its

agencies, including education.. 7nowledge gained in this process of development must not be conceived as private property but as understanding, insights and

competencies to be used in the service of the great ma2ority. nder this principle, acquisitive achievement will be discouraged in favor

of self-fulfillment towards socially desirable development and production %of good or knowledge( for shared purposes.8. 5uman diversity in an unequal endowment of innate individual talents, capacities and interests are recognized and will be nurtured, but

those considerations must be balanced by the over-all requirements of the division of labor in the $hilippine society, or our nation!s

efforts towards self-reliance and sovereignty, and of the egalitarian principle which forms the bedrock of a democratic state.

*haracteristics of an Alternati!e Education

1 Nationalistic- the thrust is the development of a strong sense of commitment to and identification with the interest of the >ilipinos as anation and as a people.

! Scientific- means not only using scientific knowledge to demystify and debunk myths but more importantly, to cultivate among thestudents the scientific attitude, that is, to foster in them critical and analytical thinking.

" People riented- the thrust is to develop among the students sense of social commitment, that is, for the advancement of the interestof the ma2ority of the >ilipino people.

# Democratic; imbues the individual with a strong sense of commitment to the respect for and observance of human rights %economic,civil and political and social and cultural rights(, peace based on 2ustice and to upholding the interest of the ma2ority of the >ilipino

people.

E. to %Nature of the ' % ProgramThe 7 to #* $rogram covers indergarten and % ears of 1asic education 7si/ ears of primar education, four ears of 6unior HighSchool, and t"o ears of Senior High School SHSI8to provide sufficient time for mastery of concepts and skills, develop li felonglearners, and prepare graduates for tertiary education, middle-level skil ls development, employment, and entrepreneurship.

Salient Features of to % program#. "trengthening Early 4hildhood Education %niversal 7indergarten(

Every >ilipino child now shall have access to early childhood education through niversal 7indergarten. 4hildren shall be given the means to slowly ad2ust to formal education.

The foundation for lifelong learning and for the total development of a child shall be laid down

In 7indergarten, students shall learn the alphabet, numbers, shapes, and colors through games, songs, and dances, in their

Dother Tongue.*. Daking the 4urriculum 6elevant to Gearners %4ontetualization and Enhancement(

Eamples, activities, songs, poems, stories, and illustrations are based on local culture, history, and reality.

Gessons shall be made relevant to the learners and easy to understand.

"tudents shall acquire in-depth knowledge, skills, values, and attitudes through continuity and consistency across all levels and

sub2ects.

3iscussions on issues such as 3isaster 6isk 6eduction %366(, 4limate 4hange )daptation, and Information J 4ommunication

Technology %I4T( are included in the enhanced curriculum.. /uilding $roficiency through Ganguage %Dother Tongue-/ased Dultilingual Education(

"tudents are able to learn best through their first language, their Dother Tongue %DT(. Twelve %#*( DT languages have been

introduced for "P *F#*-*F# /ahasa"ug, /ikol, 4ebuano, 4habacano, 5iligaynon, Iloko, 7apampangan, Daguindanaoan,Deranao, $angasinense, Tagalog, and Baray. 9ther local languages will be added in succeeding school years.

)side from the Dother Tongue, English and >ilipino are taught as sub2ects starting &rade #, with a focus on oral fluency. >rom

&rades 8 to @, English and >ilipino are gradually introduced as languages of instruction. /oth will become primary languages ofinstruction in Lunior 5igh "chool %L5"( and "enior 5igh "chool %"5"(.

8. Ensuring Integrated and "eamless Gearning %"piral $rogression(

"ub2ects are taught from the simplest concepts to more complicated concepts through grade levels in spiral progression.

)s early as elementary, students gain knowledge in areas such as /iology, &eometry, Earth "cience, 4hemistry, and )lgebra. This

ensures a mastery of knowledge and skills after each level.?. &earing p for the >uture %"enior 5igh "chool(

"enior 5igh "chool is two years of specialized upper secondary education1 students may choose a specialization based on

aptitude, interests, and school capacity. The choice of career track will define the content of the sub2ects a student will take in&rades ## and #*.

"5" sub2ects fall under either the 4ore 4urriculum or specific Tracks.

*&E *&&(*LM"even Gearning )reas under the 4ore 4urriculum.

#. Ganguages*. Giterature. 4ommunication8. Dathematics?. $hilosophy


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@. atural "ciencesA. "ocial "ciences.

'&A*SThree tracks#. )cademic

Three strands /usiness, )ccountancy, Danagement %/)D(

5umanities, Education, "ocial "ciences %5E""(

"cience, Technology, Engineering, Dathematics %"TED(.

*. Technical-Hocational-Givelihood

. "ports and )rts.'>E' 7'E*HN(*AL >*A'(NAL ED*A'(N J '&A(N(N+8 NA'(NAL *E&'(F(*A'E

)fter finishing &rade #F, a student can obtain 4ertificates of 4ompetency %494( or a ational 4ertificate Gevel I %4 I(.

)fter finishing a Technical-Hocational-Givelihood track in &rade #*, a student may obtain a ational 4ertificate Gevel II

%4 II(, provided he+she passes the competency-based assessment of the Technical Education and "kills3evelopment )uthority %TE"3)(.4 I and 4 II improves employability of graduates in fields like )griculture, Electronics,

and Trade.

N&'&(N+ 'HE HL(S'(*ALL9 DE>ELPED F(L(P(N 7*LLE+E AND L(>EL(HD &EAD(NESS, %S' *EN'&9 S(LLS8)fter going through 7indergarten, the enhanced Elementary and Lunior 5igh curriculum, and a specialized "enior 5igh program,

every 7 to #* graduates will be ready to go into different paths ; may it be further education, employment, or entrepreneurship.Every graduate will be equipped with

#. Information, media and technology skills,*. Gearning and innovation skills,. Effective communication skills, and8. Gife and career skills.

Documents

Foundation Lecture