Categories Social Traditionalism
Extra-curricular activities –result of social education
Who were the  The school (teachers) is seen as the agency that prepares
teachers? an individual for all phases of social life.
Why did they  Aimed at giving all pupils an insight into their traditions,
teach? arousing interest in and sympathy toward social service,
and developing efficiency in adapting the individual to
society.
 Tradition is a record of man’s accomplishments and
accumulation of human experience. Each generation
acquires and transmits traditions to preserve its
continuity.
 One of the purposes of education is the formation of
common habits of social life, and the education of the
child away from crime, drugs, unemployment, diseases
and other social ills.
What did they  Curriculum was supposed to teach for real social living.
teach?  School activities were drawn from varied activities in life.
 Lower school level- essentials of social living and the
rudiments of etiquette. As well as drills in arithmetic
calculation, oral and written language, hygiene, good
manners and art appreciation.
 High school – emphasis on health, moral conduct, home
and leisure, the vocations and provide experience in
science and math, language and history
 College – work, travel and study skills
 Athletics, dramatics, public speaking activities, musical
activities and assemblies were all sources of training for
various aspects of social life.
How did they  Social communication, social cooperation and social science
were the methods used in teaching the child to adjust to life.
teach?  The teacher worked with the social interests of the child in mind
to develop social consciousness.
 Students were taught cooperation rather than competition; to
face the class rather than the teachers; and to deal with small
groups for cooperative effort.
Social Experimentalism
 The school (teachers) should direct the pupil in learning to
meet the needs of a changing society not only for immediate
needs but also for future needs under changing social
conditions.
 The training for intelligence in all phases of human activity
 Students’ emotions had to be trained to intelligence for
beneficial social results.
 Extra-curricular activities and field trips were dominant
strategies of teaching since they were pupil-planned, pupil-
dominated and centered.
 Social science came to the foreground because of its emphasis
on teaching controversial issues
 The social, economic and political activities of the local
communities were used as materials for teaching.
 Students should learn sources of facts and realities of social
conditions and problems, and learn to verify, weigh
alternatives and take sides on controversial issues.
 Values is important and should pervade all activities.
 Guidance is the method to be used both in the classroom and in
extra-curricular activity because teachers had to accept the
responsibility of developing intelligent individuals who work for
change.
 Guidance- helping students to make intelligent choices when faced
with alternatives to solve their problems.
 NATIONALISM
- Is the devotion to the interests of one’s country
- Education is the greatest and the most effective means of fostering nationalism
- Nationalistic education is only an integral part of a bigger educational system
Who were the teachers? Why did they teach? (Aims of Nationalistic Education)
 All Teachers in the elementary, secondary and tertiary levels  To protect the state from an external enemy attack and from
public and private schools disintegration due to civil strife within (SELF-PRESERVATION)
 Military, naval and air force academies  To galvanize a more united effort of the people in the pursuit of
 Civic and professional organizations national goals (UNITY)
 Government offices and military camps  To promote patronizing own industries, products and
 Nationalism is embedded in the curriculum through: businessmen (ECONOMIC PROTECTION)
 Military and Police training  To be able to develop a national IDENTITY
 Physical, Language, Social Science, Literary, Religious and
Music education
What did they teach? How did they teach? (Methods, techniques and devices in fostering
 Military science and tactics nationalism and patriotism)
 Physical and health education, history, stories of heroes and great  Flag ceremony, values education, military training
men, patriotic poetry, nationalistic novels, patriotic songs,  Teaching of history, studying the biographies of heroes, study of
geography and economics literature, music, cultural presentation
 Patriotic songs,  Visiting historical landmarks, use of media, outstanding Filipino
achievements, unique natural resources and distinctions
 Ideological preference, civic organizations, religion, one language
 NATURALISM
-is the most influential movement of the 18th century. It stands for education in accordance with nature. To educate according to nature could mean
education in accordance with human development. ONE SHOULD STAND THE NATURE OF GROWTH IF ONE IS TO TEACH EFFECTIVELY. Education should follow
the natural stages of development of the child.
Influence on Education:
 Making the child the center of the education process (education should never hamper nor restrain the child’s natural capacities and interests)
Who were the teachers?
 Emphasized the duty of parents in the education of a child by
protecting him from artificial society. Parents should help develop
the child’s inherent qualities.
 Education should follow the stages of the child’s development –
infancy, childhood, boyhood and adolescence
 Education was to be the natural unfolding of the child’s potential to
meet his natural needs
 5 – 12 yo (childhood) – do nothing and allow nothing to be done. Let
experience be the only teacher
 12 – 15 yo (the age of reason/boyhood) – the child’s natural desire to
learn should be developed. The child would then recognize the
usefulness of knowledge
 15 -20 yo (social stage/ adolescence) –perception of huma relations
arose. Channel sexual desires to more desirable outlets. He should
develop an ethical point of view, strive for spiritual inspiration and
cultivate the aesthetic side of his life.
What did they teach?
The curriculum consisted of activities and interests manifested by the
child in the process of growing up.
 Instead of books and 3Rs, informal exercises of the sense, the
muscles and the tongue must be emphasized.
 Robinson Crusoe was the only desirable textbook because it
portrayed the natural conditions of simple living.
 Characteristics of “Emile and Sophie”
Three Modern principles of Teaching
 Principle of growth
 Principle of pupil activity
 Principle of individualization
INTELLECTUAL EDUCATION was the development of sense discrimination, free
expression, and acquisition of knowledge through natural curiosity.
Why did they teach?
 Aimed at the preservation of the natural goodness and virtue of the
individual and the formation of a society based upon the recognition
of the natural individual rights.
 According to Rousseau – man came from nature and was good, but
he became evil through contact with society.
 It is essential for the child to be free to develop according to his own
natural impulses. (All restriction and discipline should be done away
with so that the child could grow and enjoy the things that interested
him.
 To free man from all the artificialities and restraints of human
society.
 NATURALISM stood for a democratic and universal type of education.
 Rousseau said that education was a basic natural right, therefore,
everyone should be educated in the same way.
How did they teach?
 Principle of Growth – a pupil was not subjected to any regimen- he
was allowed to grow naturally.
 Principle of Pupil Activity - nothing was to be done for the pupil if he
could do it himself- this was the principle of self -activity
 Principle of Individualization – each child was allowed to develop
according to his own nature
 Naturalism emphasized physical education and health training.
 Clothing should be loose and the child should be exposed to
reasonable amount of cold, heat and danger.
 A child should be allowed to run, jump, climb, and swim in an open
country.
RELIGIOUS EDUCATION should be postponed until the child could
understand what was bad through nature and not through rituals and
dogmas.

MONTESSORI
Maria Montessori (1870-
1952), she introduced the
method of early childhood
education that enjoys
international popularity.
1. Learning was
spontaneous. Children had
an inner need to work on
anything which interests
them with the prodding of
teachers or the use of
rewards and punishments.
2. Curricula – activities and
experiences; practical skills;
and formal skills
3. The activities were
individualized.
4. The method of instruction
were carefully pre-planned
and followed patterns of
human growth and
development.
DEVELOPMENTALISM
DEWEY
John Dewey (1859-1952), was an
American philosopher and educator
known for his philosophy of
pragmatism and his synthesis of
Darwinian evolutionary theory.
 He viewed education as a
process of social activity and
believed that the school was
related to the society that it
served.
1. Children were socially active
human beings and they wanted to
explore their environment and gain
control over it.
2. Children used their collective
knowledge to solve problems both
personal and social.
3. Education was a process by which
the young were introduced to their
cultural heritage. Each time a person
solved a problem he was
contributing individually or socially
to the wealth knowledge.
PIAGET
Jean Piaget (1896-19800, a Swiss
psychologist known for his
contribution in the field of cognitive
development.
 He emphasized careful
measurement and
evaluation of school and
pupil achievement,
evaluation of instruction and
standards of measurement.
(the significance of IQ testing
as an indication of potential
school success)
 He is the proponent of the
four stage of
cognitive/intellectual
development
 Sensorimotor
 Pre-operational
 Concrete
operational
 Formal operational
1. Teachers encouraged children to
explore and experiment
2. Instruction was individualized so
that children could learn maximally
in accordance with their own
readiness.
3. Children should be provided with
concrete materials to touch, to
manipulate and use.
THORNDIKE
Edward Thorndike (1874-1949),
is a scientific educator who is
famous for his work on learning
theory that lead to the
development of operant
conditioning within
behaviorism.
The Laws of Learning
1. READINESS. The beginning of
learning must be motivated by
the physical and psychological
readiness of the learners.
2. EXERCISE. The more
frequently a bond is exercised,
the stronger it becomes; the
more you memorize, the better
is the memory; the more the
practice, the better the
performance.
3. EFFECT. There must be some
measure of progress so that
the learner can gauge his
success and have a feeling of
satisfaction. In the classroom, a
pleasurable climate facilitates
learning; rewards must be used
instead of punishment; the
teacher must be sympathetic
and understanding.

PESTALOZZI
John Heinrick Pestalozzi (1746-1827), a Swiss
educator and was influenced by the works of
Rousseau. He replaced memorization and
recitation with more ‘active learning’.
 He believed in a whole-child approach
that focused on the head, heart, and
hands.
 He believed that the aim of education
was the social regeneration of
humanity (creating a more just
society)
1. Permissive atmosphere
2. The content as made up of physical
exercises, play activities and nature studies.
3. Leaning came through senses.
4. Object lesson – form number and sound
(basic sots of learning)
5. Teaching should proceed from the known
to the unknown (principle of apperception);
from concrete to abstract; from the learner’s
immediate lesson to the distant and remote.
6. Teachers should be warm and emotionally
secure.
7. All learning was based on pupil activity.
8. Children should learn in a slow precise
manner, understanding thoroughly whatever
as being studied.
9. Home environment was necessary for
successful teaching.
DEVELOPMENTALISM
FROEBEL HERBART
Friedrick Froebel (1782 – 1852), was known as the Jonathan Herbart (1776-1841), known
originator of the ‘kindergarten system’. for his contribution to moral
 He was a student of Pestalozzi, who laid development in education and for his
the foundation for modern education highly structured methodology of
based on the recognition that children teaching.
have unique needs and capabilities.  He believed that the chief aim
 He believed that the aim of education was of education was moral
the development of the child. development, to produce a
 His kindergarten developed theories and good person with carried
practices that are still being used today in interests. He believed that
kindergarten classrooms. His ideas were virtues were founded on
that children need to have play time in knowledge and misconduct
order to learn. was a product of inadequate
 Kindergarten should be a place for children knowledge.
to grow and learn from their social Foundations of Moral Character
interaction with other children. 1. The idea of inner freedom meant that
actions were based on one’s personal
convictions.
1. Reliance on nature as the chief educator.
2. The idea of perfection meant harmony
2. Schools must have a primitive atmosphere.
and integration of behavior.
3. The object lesson meant that- concrete objects 3. The idea of benevolence meant that a
were used to stimulate recall of corresponding idea person had to be concerned with the social
in the child’s mind. welfare of others.
4. Children should not be taught what they do not 4. The idea of justice meant that a person
understand. reconciled his individual behavior with that
5. The teacher must be an active instructor instead of the social group.
of being a hearer of memorized facts. 5. The idea of retribution indicated that
6. Emphasis was placed on names, play songs, reward or punishment accrued to certain
kinds of behavior.
stories and crafts.
7. The teacher should be a moral and cultural Herbartian Formal Steps of Instruction
model worthy of the child’s love and trust.  Preparation
8. The teacher should be an approachable and  Presentation
open person.  Association
 Generalization
 Application