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Placement assessment - specific knowledge that

student need to learn FORMAL COOPERATION – cooperation with will

Diagnostic assessment - strength and weakness/

needs of learners LESSER EVIL – choice of the less one from two bad

things
Summative assessment - assessment of learning

basis for grading (done in the end of units, period or

MATERIAL COOPERATION – cooperation without
semester)
will
Formative assessment (assessment for learning) -

before, during and after instruction.

CENTRAL TENDENCY -Central (middle location)
Pre-test to find out where the students are.
Tendency
Post-test to find out if the objectives or intended

learning outcome has been meet or attain.

MEAN – Average

PROFESSIONAL EDUCATION
MODE – most occurring
SUBCATEGORIES OF TEACHER

RANGE – highest score minus lowest score

MOVEMENT/MOVEMENT MANAGEMENT

LOW SD–Homogenous, scores near to mean(almost

THRUST – proceeding without assessing
same)

HIGH SD – Heterogenous, scores far to mean

DANGLING – hanging activity by giving another
(scattered)

DECILE – 10 grps (D1…D10)

TRUNCATION – leaves activity
QUARTILE – 4 grps (Q1…Q4)
FLIP-FLOP – returns to a left activity while currently
SUSPENSION – time
doing an activity
REVOKATION –condition

STIMULUS-BOUND – distracted
DIFFICULTY INDEX

0-0.20 VERY DIFFICULT (reject)

OVERDWELLING –overtime in one topic
0.21-0.40 DIFFICULT (revise)

0.41-0.60 MODERATE (retain)

OVERLAPPING – multitasking results negatively
0.61-0.80 EASY (revise)

0.81-1.00 VERY EASY (reject)

DOUBLE EFFECT – sacrifice for the good or bad
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POSITIVELY SKEWED (LEFT FOOT) low scores, Maturity

mean greater than mode PIAGET’S COGNITIVE DEVELOPMENT

NEGATIVELY SKEWED (RIGHT FOOT) high THEORY

scores, mean is lower than mode 1. SENSORY – senses

HORN/HALO EFFECT overcoming other trait, 2. PRE-OPERATIONAL - imagination

either bad/good 3. CONCRETE - tangible/real

FORMAL GENERATIONS OF COMPUTER 4. FORMAL – theoretical base

 VACUUM TUBES (1940-1956) • BRUNER’S THREE MODES OF

 TRANSISTORS (1956-1963) REPRESENTATION

 INTEGRATED CIRCUITS (1964-1971)  ENACTIVE (0-1 yrs. old) – action-based

 MICROPROCESSORS (1971-present) information

 ARTIFICIAL INTELLIGENCE (ppresent-future)  ICONIC (1-6 yrs. old) – image-based information

MISTAKEN GOALS  SYMBOLIC (7+) – code/symbols such as

10. ATTENTION SEEKER – “teacher, notice me” language

2. REVENGE – “teacher, I am hurt”

3. POWER-SEEKING – “teacher, may I help?” FREUD’S

4. INADEQUACY – “teacher, don’t give up on me” PSYCHOSEXUAL/PSYCHOANALYTICAL

THEORY

ERIKSON’S PSYCHOSOCIAL TASKS • ORAL (0-1 yrs. old) – Infant

1. TRUST VS. MISTRUST (0-12 months) infancy • ANAL (1-3 yrs. old) – Toddler

2. AUTONOMY VS. SHAME/DOUBT (1-3 years • PHALLIC – Preschool

old) Early childhood • LATENCY – School Age

3. INITIATIVE VS. GUILT (3-6 years old) Late • GENITAL – Adolescense

childhood • OEDIPUS – son to mom

4. INDUSTRY VS. INFERIORITY (6-12 years old) • ELECTRA –daughter to dad

School age

5. IDENTITY VS. ROLE CONFUSION (12-18 years KOHLBERG’S THEORY OF MORAL

old) Adolescence DEVELOPMENT

6. INTIMACY VS. ISOLATION (early 20s-early LEVEL 1: PRE-CONVENTIONAL MORALITY

40sYoung adulthood • Stage 1: Obedience and Punishment Orientation

7. GENERATIVITY VS. STAGNATION (40s-mid • Stage 2: Individualism and Exchange

60s)Adulthood LEVEL 2: CONVENTIONAL MORALITY

8. INTEGRITY VS. DESPAIR (mid 60s-death) • Stage 3: Good Interpersonal Relationships

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• Stage 4: Maintaining the Social Order David Froebel – Father of kinder garten

LEVEL 3: POST-CONVENTIONAL MORALITY

Wilhelm Woundt = german psycologist “father of
• Stage 5: Social Contract and Individual Rights
modern psychology’.
• Stage 6: Universal Principles
Ivan Pavlov = classical conditioning: involuntary

behavior
PHILOSOPHY/FOUNDATIONS OF EDUCATION
Burrhus Frederic Skinner — operant cond.
John Locke — tabularasa , empiricism:"Father of
Jean Piaget —cognitivist/ Cognitive dev’t Theory,
Liberalism"
info processing , dynamic interrelation.
Francis Bacon — "Father of scientific method"
David Ausubel — meaningful learning theory,
"Father of empiricism"
graphic organizer, assumption
Jean Jacques Rousseau -- "Hollistic
William Kohler — insight learning theory
education"(physical, moral, intellectual): nature of
Lawrence Kohlberg — moral dev’t theory
child.
Albert Bandura —Modeling: Social learning
Edgar Dale - "Cone of Experience" aka "Father of
Theory,"bobo doll" experiment, neo – behaviorism
Modern Media in Education"
Robert Gagne — Cumulative Learning Theory:
Erik Erickson — Psychosocial development
sequence of instruction
Theory
Abraham Maslow — hierarchy of needs ,
Edward Lee Thorndike = “satisfaction” “the law
motivation theory
of effect”." Father of Modern Educational
Brofenbrenner's - Ecological System Theory
psychology; connectionism;
(microsystem, mesosystem, exo, macro and chrono)
Friedrich Frobel — "Father of kindergarten"
Benjamin Bloom — bloom’s cognitive taxonomy
Johann Herbart — founder of pedagogy as an
David Krathwohl — affective domain
academic discipline.
Simpsons / Anita Harrow — psychomotor domain
Johann Heinrich Pestalozzi — symmetrical and
SOCIAL DIMENSIONS
harmonious devt of child: motto " Learning by head,

hand and heart"

Philosophy - Is defined as the quest for

THEORIES AND THEIR PROPONENTS truth based on logical reasoning aside from

the factual observation

Sigmund Freud — psychosexual , psychoanalytic

William Sheldon – Physiological

Branches of Philosophy:
John Dewey – Learning by doing: education for

all. Metaphysics,
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Epistemology, impossible for man to prove the existence of

God
Axiology and
Posteriori - Advanced the idea that
Logic
knowledge comes from experience

Priori - Is the reasoning that knowledge

Metaphysics - Deals with the nature of
comes from pure reason alone, and
being and reality, essence truth, space, time,
knowledge is independent and comes from
causation, essence of God, and the origin
experience.
and purpose of the universe
Skepticism - Is the doctrine that any true

knowledge is impossible and everything is

Ontology - Deals with the meaning of
open for doubt
existence and tries to resolve the question of

whether existence is identical with space,

Subdivisions of Epistemology:
time, nature, spirit or God
Agnosticism, Skepticism, Posteriori, Priori

Subdivisions of Metaphysics: Teleology - Explains the purpose in the

Cosmology, Teleology, Ontology universe

Advocates of Skepticism - Pyrrho and Rene Morality - Means the distinction between

Descartes right and wrong

Aesthetics - Is fundamentally concerned

Agnosticism - Is the doctrine that with beauty and standards or tests of values

conclusive knowledge of ultimate reality is Logic - Is the science and art of correct

an outright impossibility and claims that it is thinking and correct reasoning

impossible for man to prove the existence of
Priori - Is the reasoning that knowledge
God
comes from pure reason alone, and
Epistemology - Study of knowledge
knowledge is independent and comes from

Cosmology - Explains and theorized on experience.

the origin and the nature of the universe

including creationism and evolutionism Different areas of concern of Logic:

Agnosticism - Is the doctrine that Induction, Deduction, Syllogism, and

conclusive knowledge of ultimate reality is Dialect

an outright impossibility and claims that it is

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Induction - Is reasoning that is done

through the process of inferring a general Types of Human Acts: Good, Evil,

law or principle from the observation of Indifferent

particular instances to a general conclusion Minor term - Is the subject of conclusion

Axiology - Seeks to rationalize the found in minor premise

questions like what is value and what are the Human act - Is an act that proceeds from

values to be desired in living and the likes the deliberate free will of man

Deductions - Is reasoning through a Good - Is in harmony with the dictates of

process that is from general principle to right reason

specific included within the scope of that
Ignorance - is the absence of intellectual
principle
knowledge in man

Evil - Is in opposition to the dictates of

Subdivisions of Axiology: Ethics and
reason
Aesthetics
Concupiscence - Refers to the bodily

appetites or tendencies like love, hatred, joy,

Ethics - Is defined as the art and science
grief, passion, daring, fear and anger
that deals with the morality of human acts
Indifferent - Is when it stands in no positive
Syllogism - Is argumentation in which a
relation to the dictates.
conclusion is derived from two propositions
Fear - Is shrinking back of the mind from
called premises?
danger
Middle term - Is found in two premises

and not in the conclusion

Elements of Human Acts: Knowledge,
Act of Man - Is an act that does not
Freedom, and Voluntariness
proceed from the deliberate free will of man

is sometimes instinctive
Violence - Is an external force applied by
Major term - Is the predicate of
a free cause, which impairs man’s free will
conclusion found in major premise
Habit - Is born of frequently repeated acts
Dialect - Is a means of discovering the
Law - Is defined as an ordinance or
truth by proceeding from an assertion or
reason promulgated for the common good
thesis to a denial or antithesis and finally
by the one who is in charge of the society
reconciling the two into synthesis
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Types of Law - According to author, Prof Ed Assessment of Learning 1

according to duration, according to manner Traditional and Authentic Assessment

of promulgation of physical, according to

prescription and according to effect of 1. Traditional Assessment (TA)– refer to the

violation conventional methods of testing, usually a

standardized test and use pen and paper with multiple

choice, true or false or matching type of test items.

Modifiers of Human Acts: Ignorance,
Selecting a response – students are typically given
Concupiscence, Fear, Violence, and Habit
several choices (e.g., a,b,c or d; true or false; which

of these match with those and asked to select the

Conscience - Is a practical judgment of
right answer.
reason upon which an individual act is
Contrived - ask students to demonstrate
considered good, which is to be performed
proficiency in a short period of time
or evil, which is to be avoided
Recall / Recognition – ask students to construct a
States of Conscience - Are correct or true
product or performance out of facts, ideas and
certain, erroneous, and doubtful
propositions (i.e., tests and quizzes)
Values - Are anything that can be desired
Teacher-Structured – carefully structured,
and something chosen from alternatives
student’s attention will be focused on and limited to
acted upon and enhances creative integration
what is on the test.
and development of human personality
Indirect Evidence – asking students a series of
HindHinties of Value: Relative, Subjective,
multiple choice, analytical questions about a passage
Objective, Bipolar, and Hierarchal

2. Authentic Assessment (AA)- a form of assessment

Relative - Is the subject to change, good
which students are asked to perform real-world asks
for what and for whom
that demonstrate meaningful application of essential
Bipolar - Is good and bad such as
knowledge and skills (John Mueller)
beautiful-ugly
Performing a task – ask students to demonstrate
Subjective - Is good for one but not for understanding by performing a more complex task

others usually representative of more meaningful

Objective - Has an absolute character application

Hierarchal - Is scaled graduation and Real life – ask students to demonstrate proficiency

according to priority by doing something

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Construction/Application – ask students to 0.61-0.80 EASY (revise)

analyze, synthesize and apply what they have learned 0.81-1.00 VERY EASY (reject)

in a substantial manner and students create new POSITIVELY SKEWED (LEFT FOOT) low

meaning in the process as well scores, mean greater than mode

NEGATIVELY SKEWED (RIGHT FOOT) high

Student-structured – Allow more student choice
scores, mean is lower than mode
and construction to determine what is presented as
HORN/HALO EFFECT overcoming other trait,
evidence of proficiency.
either bad/good
Direct Evidence – asking the student to write a
FORMAL GENERATIONS OF COMPUTER
critique should provide more direct evidence of that
 VACUUM TUBES (1940-1956)
skill
 TRANSISTORS (1956-1963)

CENTRAL TENDENCY -Central (middle  INTEGRATED CIRCUITS (1964-1971)

location) Tendency  MICROPROCESSORS (1971-present)

 ARTIFICIAL INTELLIGENCE (ppresent-future)

MEAN – Average MISTAKEN GOALS

10. ATTENTION SEEKER – “teacher, notice

MODE – most occurring me”

2. REVENGE – “teacher, I am hurt”

RANGE – highest score minus lowest score 3. POWER-SEEKING – “teacher, may I help?”

4. INADEQUACY – “teacher, don’t give up on

LOW SD–Homogenous, scores near to me”

mean(almost same)

HIGH SD – Heterogenous, scores far to mean ERIKSON’S PSYCHOSOCIAL TASKS

(scattered) 1. TRUST VS. MISTRUST (0-12 months)

DECILE – 10 grps (D1…D10) infancy

QUARTILE – 4 grps (Q1…Q4) 2. AUTONOMY VS. SHAME/DOUBT (1-3 years

SUSPENSION – time old) Early childhood

REVOKATION –condition 3. INITIATIVE VS. GUILT (3-6 years old) Late

childhood

DIFFICULTY INDEX 4. INDUSTRY VS. INFERIORITY (6-12 years

0-0.20 VERY DIFFICULT (reject) old) School age

0.21-0.40 DIFFICULT (revise) 5. IDENTITY VS. ROLE CONFUSION (12-18

0.41-0.60 MODERATE (retain) years old) Adolescence

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6. INTIMACY VS. ISOLATION (early 20s-early DEVELOPMENT

40sYoung adulthood LEVEL 1: PRE-CONVENTIONAL MORALITY

7. GENERATIVITY VS. STAGNATION (40s-mid • Stage 1: Obedience and Punishment

60s)Adulthood Orientation

8. INTEGRITY VS. DESPAIR (mid 60s-death) • Stage 2: Individualism and Exchange

Maturity LEVEL 2: CONVENTIONAL MORALITY

PIAGET’S COGNITIVE DEVELOPMENT • Stage 3: Good Interpersonal Relationships

THEORY • Stage 4: Maintaining the Social Order

1. SENSORY – senses LEVEL 3: POST-CONVENTIONAL MORALITY

2. PRE-OPERATIONAL - imagination • Stage 5: Social Contract and Individual Rights

3. CONCRETE - tangible/real • Stage 6: Universal Principles

4. FORMAL – theoretical base

• BRUNER’S THREE MODES OF PHILOSOPHY/FOUNDATIONS OF

REPRESENTATION EDUCATION

 ENACTIVE (0-1 yrs. old) – action-based John Locke — tabularasa ,

information empiricism:"Father of Liberalism"

 ICONIC (1-6 yrs. old) – image-based Francis Bacon — "Father of scientific method"

information "Father of empiricism"

 SYMBOLIC (7+) – code/symbols such as Jean Jacques Rousseau -- "Hollistic

language education"(physical, moral, intellectual): nature

of child.
FREUD’S
Edgar Dale - "Cone of Experience" aka
PSYCHOSEXUAL/PSYCHOANALYTICAL
"Father of Modern Media in Education"
THEORY
Erik Erickson — Psychosocial development
• ORAL (0-1 yrs. old) – Infant
Theory
• ANAL (1-3 yrs. old) – Toddler
Edward Lee Thorndike = “satisfaction” “the
• PHALLIC – Preschool
law of effect”." Father of Modern Educational
• LATENCY – School Age
psychology; connectionism;
• GENITAL – Adolescense
Friedrich Frobel — "Father of kindergarten"
• OEDIPUS – son to mom
Johann Herbart — founder of pedagogy as an
• ELECTRA –daughter to dad
academic discipline.

KOHLBERG’S THEORY OF MORAL Johann Heinrich Pestalozzi — symmetrical

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and harmonious devt of child: motto " Learning taxonomy

by head, hand and heart" David Krathwohl — affective domain

Simpsons / Anita Harrow — psychomotor

THEORIES AND THEIR PROPONENTS
domain

Sigmund Freud — psychosexual ,

psychoanalytic

William Sheldon – Physiological

John Dewey – Learning by doing: education

for all.

David Froebel – Father of kinder garten

-----------------------------------

Wilhelm Woundt = german psycologist “father Stimulus bounded- distracted by outside stimuli

of modern psychology’. easily.

Ivan Pavlov = classical conditioning: Horizontal mobility- a teacher in brgy. School

involuntary behavior transferred in town.

Burrhus Frederic Skinner — operant cond. Vertical mobility- teacher being promoted as

supervisor
Jean Piaget —cognitivist/ Cognitive dev’t
Nuclear family- father, mother and their children
Theory, info processing , dynamic interrelation.
Extended family- parents and other relatives
David Ausubel — meaningful learning theory,
Solitary play- children play toys by themselves
graphic organizer, assumption
Onlooker play- children watch others play but not
William Kohler — insight learning theory
involved
Lawrence Kohlberg — moral dev’t theory
Parallel play- children watch alongside not with each
Albert Bandura —Modeling: Social learning
other.
Theory,"bobo doll" experiment, neo –
Associative play- parehas ang kanilang nilalaro
behaviorism
Baduy- awkward looking
Robert Gagne — Cumulative Learning Transmuted- changed
Theory: sequence of instruction Carnal- bold

Abraham Maslow — hierarchy of needs , Aplomb- composure

motivation theory Loquacious- verbose

Brofenbrenner's - Ecological System Theory Profanity- obscenities

(microsystem, mesosystem, exo, macro and Rizal was born- calamba, laguna

chrono) Penchant- fondness

Benjamin Bloom — bloom’s cognitive Eureka- discovery

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Metaphor- "the lord is my sheperd" panlaping IKA at Tambilang~~~GITLING

Hyperbole- " he is the blacksheep in the family" She is a lovely rose" is an example of~~metaphor

Geoffrey Chaucer- morning star of English lit. Had I studied very well, I _________ rewarded with

Shakespear- "Bard of avon" vacation in the US~~would have been

Nature- heredity, IQ, character traits She is a lovely rose" is an example of~~metaphor

Nurture- environment Had I studied very well, I _________ rewarded with

Phelogenetic- development follows orderly sequence vacation in the US~~would have been

Ontogenetic- rate of dev. Is unique _________ is an example of a non pathogenic

Cepalocaudal- dev. From head to foot microorganism~~ Probiotics as bifidobacterium

Proximodistal- central access First labor union in the Philippines~~~Union Obrera

Iconic- by seeing ex. Pictures Demokratika

Symbolic- by symbols ex. Words and numbers The only remnant after world war II~~Philippine

Inactive- learning by doing physical action Independent Church

Socrates- " know thyself" AIMS OF ERAS PRE-SPANISH – survival and

Plato- " wrote the republic" conformity

Aristotle- "father of modern sciences" SPANISH – Christianity

Albert bandura- social learning theory/ modelling AMERICAN – democratic ideals and way of life

Kohlberg- moral dev. Theory COMMONWEALTH – moral character, efficiency

Pavlov- classical conditioning JAPANESE – progress

Skinner- operant conditioning

John amos comenius- " orbis pictus" PROF. ED PROPONENTS B.F. SKINNER –

NCBTS -national Competency-based teacher Operant Conditioning

standards BANDURA – Modeling BANDURA & WALLACE

tanaga 7777 – Social Learning

tanka 57577 CARL JUNG – Psychological CARL JUNG –

Tree releases carbon dioxide during? ~ evening Psychological CONFICIUS – Education for all,

tatlong tuldok na sunod-sunod = elipsis Golden Rule

town criers~~~umalohokan EDWARD THORNDIKE – Connectionism ERICK

Meaning of TOS ~~~table of Specifications ERIKSON – Psychosocial

Sage on stage ~~dispenser of knowledge IVAN PAVLOV – Classical Conditioning

Negative effect of extended family~ FAVORITISM. JEAN PIAGET – Cognitive

Bicameralism~~ Jones Law FROEBEL - Father of Kndrgrtn

Ang _____ay ang bantas na ginagamit sa pagitan ng PEZTALLOZI – realia, Froebel’s protégé
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JEROME BRUNER – Instrumental Conceptualism RA 9155 – BEGA (Basic Educ.) or DepEd Law

JOHN DEWEY – learning by doing RA 9293 – Teachers Professionalization Act

JOHN LOCKE – Tabula Rasa (blank sheet) RA 10533 – K-12 Law

KOHLERS – Insight Learning LAURENCE ACT NO. 2706 – “Private School Law”

KOHLBERG – Moral Development LEV COMMONWEALTH ACT NO. 578 – “persons in

VGOTSKY – Social Cognitivist, Scaffolding authority” KAUTUSANG PANGKAGAWARAN

SIGMUND FREUD – Psychosexual BLG 7 - PILIPINO NatlLng

WILLIAM SHELDON – Physiological PROKLAMA BLG 12 - Linggo ng Wika

PRINCIPLES HEDONISM – pleasure principle (Balagtas,Mr29-Ap4)

DOUBLE EFFECT – sacrifice for the good or bad PROKLAMA BLG. 186 – Linggo ng Wika

FORMAL COOPERATION – cooperation with will (Quezon,Ag13-19)

LESSER EVIL – choice of the less one from two bad PROKLAMA BLG. 1041 – Buwan ng Wika (Ramos)

things MATERIAL COOPERATION – cooperation PHIL. CONSTITUTION ACT 14 –

without will FREUD’S ESTACS RA 1079 – no limit of Civil Service

PSYCHOSEXUAL/PSYCHOANALYTICAL eligibility

THEORY 1. ORAL (0-1 yrs. old) – Infant RA 6655 – “Free Public Secondary Educ. Act of

2. ANAL (1-3 yrs. old) – Toddler 1988” RA 6728 – “Act Providing Government

3. PHALLIC – Preschool Assistance to Students and Teachers in Private

4. LATENCY – School Age Education RA 7277 – Magna Carta for PWD RA

5. GENITAL – Adolescense 7610 – Anti-Child Abuse Law (Amendment: RA

OEDIPUS – son to mom ELECTRA – daughter to 9231) RA 7743 – establishment of public libraries

dad RA 7877 – “Anti Sexual Harassment Act of 1995”

RA 7880 – “Fair and Equitable Access to Education

LAWS IN EDUCATION Act” RA 8049 – Anti-Hazing Law RA 8187 –

PRC BR 435 – Code of Ethics for Professional Paternity Act RA 10627 – Anti-Bullying

Teachers PD 1006 – Decree Professionalizing

Teachers

RA NO. 1425 – inclusion of the works of Jose Rizal BRUNER’S THREE MODES OF

RA NO. 4670 – “Magna Carta for Public School REPRESENTATION

Teacher” 1. ENACTIVE (0-1 yrs. old) – action-based

RA 7722 – CHED information

RA 7796 –“TESDA Act of 1994” RA 7836 – Phil. 2. ICONIC (1-6 yrs. old) – image-based information

Teachers Professionalization Act of 1994 3. SYMBOLIC (7+) – code/symbols such as

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language o Skilled Movements

TAXONOMY OF OBJECTIVES o Non-discursive communication

COGNITIVE: DALES CONE OF EXPERIENCE

BLOOM (LOTS) ANDERSON (HOTS) Read

o Knowledge Hear

o Comprehension Picture

o Application Video

o Analysis Exhibit

o Synthesis Demonstration

o Evaluation o Remembering Collaborative Work

o Understanding Simulation

o Applying Real thing

o Analyzing Do not limit your ideas of isms on keywords only.

o Evaluating READ MORE

o Creating

AFFECTIVE: IDEALISM

o Receiving -by Plato

o Responding -ideas

o Valuing -mind only

o Organizing -independent from the material world

o Characterization -innate

PSYCHOMOTOR: -values

SIMPSON HARROW

o Perception
REALISM
o Set
-by Aristotle
o Guided Response
-independent on human mind
o Mechanism
-external world
o Complex Overt Response
-world of physical objects
o Adaptation
-objective (evidences)
o Origination o Reflex movement
-action/application to the real world
o Fundamental Movement

o Physical Movement
EMPIRICISM
o Perceptual Abilities
-by John Locke
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-senses (use of senses, sense-based experience) PROGRESSIVISM

-is similar with realism -John Dewey

-whole child

EXISTENTIALISM -problem solver

-by Soreen Kierkegaard -active interplay

-lies within the individual (subjective) -learning by doing

-choice and respomsibility -child centered

-unique individuals

-freedom BEHAVIORISM

-John Watson

ESSENTIALISM -stimuli

-by William Bagley -environment

-basics (3Rs/4Rs) -arrangement of conditions of learning

-subject matter -rewards and reinforcement

-authority

RECONSTRUCTIVISM

PERRENIALISM -by George Counts and Harold Rogg

-by Robert Hutchins -society

-challenged people over the centuries -become involved in the problems whether political,

-classical tradition social or economical

-great books -reconstruct society

-eternal truth

-humanities HEDONISM

-critical thinking -pleasure is the only good thing to the person

-constant and universal UTILATARIAN

-useful

PRAGMATISM (mother of progressivism)

-by Charles Sanders Pierce EPICUREANISM

-consequence of its test -simple moderate life

-change -pleasure is attainable by reason

-experimental method

-practicality
STOICISM

-if there are difficulties and adversities, you have to

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patiently accept them and

endure them.