Professional Documents
Culture Documents
Foundation of Education Guide
Foundation of Education Guide
I. HISTORICAL FOUNDATIONS
Methods: Tell me and Show me, trial and error, enculturation, indoctrination
Proponents: Primitives
Aims: To impress traditional \ideas and customs in order to maintain and perpetuate the long
established social order
Aims: to promote individual success and welfare trough the harmonious development of the various
aspects of human personality
Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness
Proponents: Romans
Aim: To secure rich and full life for each individual through contacts with the ancient
Methods: Text study, written themes, self- activity and self- expression
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
2.3 Reformation
Methods:
Use of textbooks
Aims: To train the mind through rigorous exercises in order to develop intellectual capacities.
Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and moral
(good conduct)
2.6 Rationalism
Aims: To develop the individual in accordance with the laws of human development and to preserve the
natural goodness of man.
Aims: to develop military preparedness and aggressiveness for the preservation and glorification of the
state
Methods: Practical
Aims: to direct and control growth and development through appropriate educational procedures
Contents: Science
Methods: Guidance (including social guidance), intelligent and cooperative participation; Field Trips,
Directed Classroom Study(community life)
1.1 Idealism
Adheres to the view that nothing exists except in the mind of the man, the mind of God. Or in super or
supra- natural realm
Idealists believe that ideas and knowledge are enduring and can change lives
Aims:
To discover and develop each individual’s abilities and full moral excellence in order to better serve
the society
The Learner
The Teacher
Excellent example/ role model for the student- intellectually and morally
Exercise great creative skill in providing opportunities for the learners’ minds to discover, analyze,
synthesize and create
Questioner- encourages students to think and asks more questions and develop logicak thinking.
The School
Place emphasis on developing the mind, personal discipline and character development
1.2 Realism
Stresses that the world is made up of real, substantial and material entities
Aims: To provide students with essential knowledge to survive the natural world
The Teacher:
A guide, a demonstrator, who has full mastery of the knowledge of the realities of life
Requires the learner to recall, explain and compare facts; to interpret relationships and to infer new
meanings
Rewards the success of each learner and reinforces what has been learned
Utilizes learner’s interest by relating the lessons to the learner’s experiences, and by making the
subject matter as a concrete as possible
The Learner
Sense mechanism, a functioning organism which through sensory experience, can perceive the natural
order of the world
Transmits knowledge
Prasgmatists believe that the curriculum should reflect the society, emphasizing the needs and
interests of the children
Aim:To teach students how to think so that he can adjust to the demands of an ever changing world.
Methods: Project Method, free and open discussion, individual problem- solving research
The Learner:
The Teacher
2.1 Perrenialism
Knowledge that has endured through time and space should constitute the foundation of education
Perrenialists believe that when students are immersed in the study of profound and enduring ideas,
they will appreciate learning for its own sake and become true intellectuals
The Teacher:
Spends more time teaching about concepts and explain how these concepts are meaningful to
students
The Learner
Passive recipients
2.2 Essentialism
The Leaner:
Receives instruction in skills such as writing, reading and measurement/ arithmetic (3R’s)
The Teacher
2.3 Progressivism
Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment
The Teacher
Plans lessons that arouse curiosity and encourage the students to develop a higher level of knowledge
2.4 Existentialism
Knowledge is subjective to the persons decision, and varies from one person to another.
The Teacher:
The Learner
Emphasizes the addressing of social questions and a quests to create a better society.
Social reconstructionists believe that systems must be changed to overcome oppression and improve
human conditions.
The Learner:
Takes social action on real problems such as violence, hunger, international terrorism, inflation,
discrimination, and inequality, and environmental problems
The Teacher
Uses community- based learning and brings the world into the classroom
Idealism
• Content is more on moral development as this contains personal conversion to the good, true, and
beautiful in God.
Social Reconstructionism
• Helps enact a program of clear and precise action (knowledge on Economics helps combat poverty)
Existentialism
• Relates to personhood or structure of the self- defined rather than other-directed (on the selection of
honor students)
Social Reconstructionism
1. DECS Order No. 13 1998- Revised rules and regulations on the teaching of religion in public
elementary and secondary schools.
Rationale: It is the declared policy of the State in the conformity with the mandate of the Constitution,
to encourage and promote the teaching of religion in public elementary and high schools within the
regular class hours
• Only those studetns who have written consent from their parents/ guardians will be allowed to attend
the religious class.
• The size and scheduling of religious classes as well as the number of the religion teachers/ instructors
shall be determined by the school principal.
2. DECS Order No. 57, s. 1998- clarification on the changes in the Social Studies program
Old: Third and fourth year students to take up Ekonomiksa at Kasaysayan ng Daigdig respectively.
New: Kasaysayan ng Daigdig for the third year and Ekonomiks for Fourth year students.
• The new sequencing in Social Studies shall be adopted only by incoming first year students effective SY
1998-1999 and thereafter.
3. DECS Order No. 65, s. 1998- Revised guidelines on the selection in private and public secondary
schools.
Rationale: To give due and proper recognition to graduating students who have shown exemplary
performance in their high school work.
• A candidate for honors should have no grade lower than 85% in nay subject during third and fourth
year in any grading period nor a grade lower than 80% in any subject in any grading period in the first
two curriculum years.
• He must be an active member of at least two authorized organizations or clubs during the third and
fourth years in school where he is graduating.
• Ranking of candidates for honor shall be based on the computed weighted rank of both academic and
co-curricular.
4. DECS Order No. 106, s.1998- Revised rules on the exemption of Scouts from Citizen’s Army Training
(CAT)
Rationale: To strengthen DECS’ youth in the areas of character building, citizenship training, skills for
self-reliance and service to others, exemption from the Citizens Army Training are hereby granted to
Qualified Scouts
• Scouts who are fourth year high school students and who have participated in recognized international
Scouting event, may be exempted from CAT upon the recommendation and approval of Regional Boy
Scouts of the Philippines (BSP) and DECS Regional Directors respectively.
Aims of Education Development of the mind and body Development of the mind & body thru the sense
& reason Cultivate balance physical & mental growth Individual growth thru processes, experience &
problem solving Social awareness reforms and construct of new society Philosophical analysis of human
experience life, love and death Welfare of the individual and society
Nature of
Curriculum Subject-matter centered Subject-matter centered Individual & society centered Child &
process centered Child, subject & human reaction-centered Child & subject matter- centered Child &
society centered
active, imposing, serious, strict Initiator & facilitator/ practical, organizer, authoritarian Dispenser of
knowledge, facilitator/ tradition when emphasizing values Facilitator/
dynamic good classroom manager result & process oriented Aware of dominant social values, issue &
problems goal & future oriented Facilitator, moderator, consultant, adviser Facilitator, liberal, open-
minded, provides free individual differences
Role/ Character of Learners Receives of knowledge, passive, dependent Discoverer of knowledge thru
sensation & abstraction, good at classifying & sorting objects based on their characteristics Discoverer of
knowledge thru the arts and literature Problem- solvers, observe the scientific method, curious, critical
result & process- oriented Organizers, leads, future & goal- oriented, socially aware & responsible
Curious, assertive inquiry, expressive articulate, personally & socially aware Free- seeker of knowledge,
inquisitive, adventurous indecent
Method of Teaching Lecture, deductive method Grouping or classifying objects Traditional, lecture
method, appreciation of the arts Scientific method & experimental Group activities & dynamics Group
dynamics Group dynamics
Nature of Classroom Traditional, rigid, inflexible Traditional but with little flexibility in the arrangement
of seats Artistic with plenty of reading materials Flexible, rich in opportunities for students to experience
what they’re learning Modern, needs-based Democratic
/liberal
Source of Knowing Books Objects, nature Works of arts and theology Challenging experience Social
issues, problems and current issues Books, experience, society, environment Books, environment,
experience, society current issues
Martin,
Influences on the Present Educational Systems Values, GMRC Use of reality Humanities as a course, arts,
architecture, painting Learning by experience Politics and social works The use of group dynamics Social
Sciences, Anthropology, Sociology
3. EASTERN PHILOSOPHIES
3.1 Hinduism
• Emphasizes a commitment to an ideal way of life characterized by honesty, courage, service, faith,
self-control, purity and non- violence which can be achieved through YOGA.
Hinduism in Education:
The teacher shows the way and imparts knowledge by his own example, responsible for the students’
spiritual welfare.
The students aim to remember everything by heart and mastery of every subject learned.
Teaching methods are oral and memory intensive, discussion and debates
3.2 Buddhism
Buddhism in Education:
Continuing education system- to receive additional teaching and leanr from each other during class
discussions.
3.3 Confucianism
• Teaches moral life through devotion to the family, loyalty to the elders. Love o learning, brotherhood,
civil service, and universal love and justice.
Proponent: Confucius
Confucianism in Education:
3.4 Taoism
• TAO: a way of life, a philosophy advocating simplicity, frugality, and the kjoys of being close to nature
and being in harmony with the whole universe.
Proponent: Lau-Tzu
Taoism in Education:
Physical exercises involve slow and controlled body movements to achieve mental stillness.
• Teaches that the entire universe is one’s mind, and if one cannot realize enlightenment in one’s own
mind now, one cannot ever achieve enlightenment.
3.6 Islam
• Has Five pillars: belief in Allah, prayer(5x a day), fasting, almsgiving and pilgrimage
Islam in Education:
Useful knowledge is necessary for the benefit of the self and humanity.
A truly Islamic government is required to provide all means to promote adequate education for its
citizen, to the best of its ability.
1. Plato
a. Every individual should devote his life to what is best fitted for him to do.
b. The important function of education is to determine what every individual is by nature capable and
fitted of doing something.
d. The physical objects are not permanent representations of unchanging ideas, and that the ideas alone
give true knowledge as they are known by the mind.
g. An individual who should lead society should be endowed with superior intelligence and possessed
impeccable integrity.
2. Aristotle
a. The end of education is not knowledge alone. It is the union of the innate intellect of the individual
and his will. It is knowledge expressed in action.
b. Virtue which is moral excellence goodness and righteous is not possession of knowledge. It is the
state of the will.
c. The process of correct thinking can be reduced to rule like physics and geometry, and taught to any
normal mind.
e. Vices are irrational habits or practices because they often stem from passion which often goes beyond
reason.
3. Socrates
d. Knowledge is the bass of all right actions including the art of living.
4. Confucius
a. .Development of moral and ethical principles to promote peace and order and to preserve human
dignity.
c. Postulate the golden rule of all men to follow ”Treat others as you want them to treat you.”
d. Reason and natural law constantly enjoy man to live righteously to offend no one and to give one on
this due.
f. Man can enjoy peace and harmony and happiness by observing God’s law which is enshrined in every
individual conscience.
g. Emphasized the importance of self-control. “He who conquers others are strong he who conquers
himself is the greatest victor.”
h. Reason is supposed to rule and to regulate the lower craving of man such as appetites and passions.
5. Lao-Tzu
b. To achieve happiness men should bring themselves into harmony with the TAO which was not good
but the supreme and governing principle of the universe.
c. To achieve happiness is “Be yourself, be natural: live in accordance with your true, good and best
nature.”
6. Comenius
e. Both boys and girls should be included inn education, regardless of their socio-economic status.
7. Locke
a. “Tabular rasa” or “blank state” theory- a child is born with a blind mind- neither good nor bad.
b. Education can help shape the pupil according to the disposition of the teacher.
d. Methods of instruction should consider habit formation through drill and exercise, memorization and
reasoning.
8. Rousseau
9. Pestalozzi
b. Education should be accordance with the laws of natural growth and development of the child.
c. Lessons were to be learned through direct experience with objects and places through observations,
inquiry and reasoning.
e. Reality is objective and is composed of matter and form; it is fixed, based on natural law
10. Froebel
a. “Father of Kindergarten”
i. A subject matter curriculum emphasizing the great and enduring ideas of culture.
j. Social development
11. Herbert
f. Unity could be achieved through reflection and could be greatly aided by a correlation of subject
matter.
g. Preparation-recall of old ideas in the leader’s experience to which the new instruction can be related.
h. Preparation- a story, demonstration, experiment or reading assignment that included facts or new
materials or ideas of the new material.
12. Spencer
a. Knowledge acquired that is best use in life is also the best for e development of power.
e. Opposed to free public education, those who really want an education should work hard to acquire
the means to attain it.
a. Learning by Doing
Ethics Inquires into morally right and the morally good life
• The vernacular was used as the medium of instruction in the parochial schools
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening,
domestic science, American History, and Philippine History
• Education under the Commonwealth helps prepare for the coming independence of a new Filipino.
Aims:
To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of the
English language in the schools
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and
singing Japanese songs, health/vocational education
Aims:
Contents:
• Bilingual Education Policy- use of English and Filipino as medium of instruction in specific learning
areas
• Develop the moral character , self-discipline, and scientific, technological and vocational efficiency
• Implementation of NESC- addressed to civic, intellectual, and character development of the child. Its
features are:
o Focused on the development of intellectual skills whih are important as work skills
o Student-centered
o Bilingual policy
• The Congressional Commission on Education (EDCOM), in its report in 1991, recommended the
following:
a. trifocalization of DECS into the Department of Education (DepEd), Technical Education and Skills
Development Authority(TESDA), and Commission on Higher Education (CHED);
Aim: To provide the school age population and young adults with skills, knowledge and values to
become caring, self-reliant, productive and patriotic citizens.
Republic Act 9155 (Governance of Basic Education Act), was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division offices, district offices, and schools).
A new curriculum for Grade1 and Grade 7 pupils and students, respectively was introduced
By SY 2016-2017, the Grade 11/ Year 5 will be introduced , and Grade 12/ Year 6 by SY 2017-2018;
The phased implementation of the new curriculum will be finished by the SY 2017-2018
Sociology
• Study of groups and societies and how they affect the people.
Society- a group of organized individuals who think of themselves as a distinct group, and who live
together sharing the same culture occupying the same territory, who interrelates and interacts with one
another, recruits its members by inter group sexual reproduction and has a shared comprehensive
culture with common shared attitudes, sentiments, aspirations, and goals
Socialization
• A process of adapting or conforming to the common needs and interests of a social group
• A process whereby people learn the attitudes, values and actions appropriate to individuals as
members of a particular society, where a member of a group learns and internalizes the norms and
standards of the other member among whom she/he lives
Agents of Socialization:
a. Family- smallest social institution whose members are united by blood, marriage or adaptation,
constituting a household and having a common culture.
b. School/ Education- established by society for the basic enculturation of the group; an agency which
makes student learn how to value oneself and eventually others; an agency organized by society for the
basic function of teaching and learning.
c. Church
d. Mass Media
I. THE FAMILY
a. Monogamy- consisting of only one husband and one wife married at a time.
1. Polyandry- one woman married to two or more men at the same time.
3. Cenogamy- group sex. Two or more men and two or more woman having sex together at the
same time and one after another.
4. According to Residence
a. Patrilocal- when the newlyweds live with the parents of the husband.
b. Matrilocal- when the newlyweds live with the parents of the wife.
c. Neolocal- when the new couples live by themselves and have a separate household.
5. According to Dominance
a. Patriarchal- when the father is the head and makes the major descisions and is dominant
b. Matriarchal- when the mother is the head and makes the makor descision and is dominant.
c. Equalitarian- when the father and the mother share in making major decision and have equal
authority.
1. Healthful Living
2. Ethical Standards
3. Socialization
6. Recreational skills
Three (3) very important groups that serve as agencies for learning:
1. Family
• Psychomotor and Manipulative Skills- how to walk, dance and to use propery kitchen tools, utensils,
etc.
• Recreational Skills
An institution, center of learning, established by society in which the accumulated experiences of the
past generations are passed on to the incoming generation by means of systematized programs of
instructions.
• Children learn how to get along with other student in the school
• The student government trains the students to become good leaders and followers.
• The school prepares the individual to become worthy members of the society by making them aware
of their responsibilities.
a. Enculturation
- the passing on of group’s custom, beliefs and tradition from one generation to the next generation.
b. Acculturation
- learning other culture; the passing of customs, beliefs and tradition through interaction/ reading/ inter
marriages, etc.
• Values and attitude formation are easily transmitted through lessons provided by the teacher.
• Culture can be transmitted through field trips, experiential learning, experimentation, group dynamics,
cooperative learning, peer learning, role playing and dramatization.
• Knowledge about the latest development in science and technology, and about the nations and people
of the world can be acquired through different learning activities.
• Changes which are mostly attempts to modernization are being discussed in the school.
• Development of oral and written communication and other modern means of communication
6. Multi Functions of schools as suggested by Yin Cheong Cheng (1996) in a paper Multiplicity of School
Functions in the new century presented at the conference jointly organized by Educational Research
Association Singapore and Australia
Technical/ Economic Functions. They refer to the contributions of schools to the technical or economic
development and needs of the individual, the institution, the local community, the society, and the
international community. At the individual level, schools can help students to acquire knowledge and
skills necessary to survive and compete in a modern society or competitive economy, and provide staff
job training and opportunity.
Human/Social Functions. They refer to the contribution of schools to human development and social
relationships at different levels of society. As indicated nearly all formal education goals, at the
individual level schools help develop students to develop themselves psychologically, socially, physically
and help them develop their potential as fully as possible.
Political Functions. They refer to the contribution of schools to the political development at different
levels of society. At the individual level, schools help students to develop positive civic attitudes and
skills to exercise the rights and responsibilities of citizenship.
Cultural Functions. They refer to the contribution of schools to the cultural transmission and
development at different levels of society. At the individual level, schools help students to develop their
creativity and aesthetic awareness and to be socialized with the successful norms, values, and beliefs of
society.
Education Function. They refer to the contribution of schools to the development and maintenance of
education is often perceived as only a means for achieving the economic, social, political and cultural
values and goals.
3. Church
• History
• Prophecies
• Divine Values
2. Sunday school
3. Bible studies
7. Evangelistic meetings
9. Conferences
2. Prophecies
3. Divine Values
SOCIAL GROUPS
a. Family- basic unit of society composed of the father, mother, and children.
b. Neighborhood- immediate vicinity of a family and composed of households which are closed
together.
g. Nation- the whole country whose people occupy a portion of territory called their own, and who are
conscious that they are one and under the same government.
2. Voluntary associations or groups- individuals can choose the group to which he wants to belong.
a. Play groups- composed of children living in the same neighborhood. The individual child may or can
choose to join a play group or not.
b. Peer group- usually formed by adolescents called barkadas locally.
d. School groups- set up for educational purposes and children flocked to them and form groups, school
groups.
e. Church groups-people who have the same religious beliefs and practices group themselves together
and form a church.
f. Purposive voluntary groups or associations-organized for certain purposes and have aims and
objectives to attain (for recreation/ for athletics/ charity/ civics/ brotherhood or purely social).
• Play group is the most common peer group. Children become very intimate with one another and
their play is very informal and spontaneous without adult supervision. Oftentimes, they develop their
own rules of play.
• Gang- formed during teenage period but may continue until adulthood. Members recognize leader.
Some gangs are notoriously antisocial.
• Clique- a small peer group within a bigger peer group, members from another group but not
separating from the original group.
a. They are formally organized in the sense that they elect a set of officers that would run the
associations
c. They have a constitution and By-laws or a set of rules and regulations to guide their activities.
i. A member may or can get out or resign from the association of which a member without any legal
implications or obligations.
b. Social service groups- those who have soft heart for the underprivileged.
• The Red Cross is a good example.- render free med/dental service/ put up an orphanage
c. Ideology or political action groups- those who have the same belief or idea in some kind of
governmental structure or administration/ work as team for their ideological goals./in some instances
violence is created.
d. Professional groups- Purpose of enhancing and improving their professional knowledge and skills/
hold conventions, conference, seminars, etc
e. Fraternity(for men)- to promote brotherhood among the members. The we group feeling is felt..
Sororities for women.
g. The activist group- people who feel deprived of certain rights and privileges group themselves and
stage rallies and marches and make demands that are sometimes impossible to grant.
h. The union group- to enable them to have a stronger bargaining power/ for better wages, working
conditions, and other benefits. The strongest weapon of labor unions is the strike..
i. The syndicates- groups organized to commit criminal acts to enable members to get that they want/
kidnap-for- ransom, bank robberies, etc…
1. Education
2. Protection
3. Perpetuation of the Race
4. Social Control
5. Ideology
6. Redress of grievance
7. Charity
8. Recreation
9. Religion
Sociology of Education
• Provides a study of the relationships between society and the educational processes which contribute
to the analysis and solution to problems confronting the educational system.
Anthropology
• Science that studies the origin and development of man, his work and achievements which includes
the study of physical, intellectual, moral, social and cultural development of man, including his customs,
mores and beliefs
Culture
• The shared products of human learning, the set of learned behaviors, beliefs, attitudes, values and
ideals that are characteristics of a particular society or population
• The complex whole which includes knowledge, beliefs, arts, laws, morals, customs, and other
capabilities and habits acquired by man as member of the society.
Characteristics of Culture:
Culture is
• Transferable
• Continuous
• Symbolic
• Dynamic
• Shared
• Adaptive
• Learned
• Universal
• Borrowed
Elements of Culture
• Language an abstract system of word meanings and symbols for all aspects of culture; the foundation
of culture; verbal and non verbal
• Norms- are established standards of behavior maintained by a society; it must be shared and
understood.
Values- are collective conceptions of what is considered good, desirable and proper or bad, undesirable
and improper in a particular culture.
Change
Forms of Change:
a. Cultural Change- refers to all alteration affecting new trait complexes to change the cultures content
and structure.
b. Technological Change- revision that occur in man’s application of his technical knowledge and skills as
he adopts himself to environment.
c. Social Change- refers to the variation or modifications in the patterns of social organization, of such
groups within the society or of the entire society.
• The curricular program of all learning institutions should be examined by the Commission on Higher
Education (CHED) and the Department of Education (DepED) so that those will be responsive to the
needs of the society.
• Parents should be involved in the school projects and activities, and in enculturation and socialization
processes.
SOCIAL CONCEPTS:
1. Values
Generally considered as something- a principle, quality, act or entity- that is intrinsically desirable.
2. Justice
Giving others what is due to them; rendering to every man that exact measures of his due without
regard to his personal worth or merit.
Freedom is not absolute. It is not doing something without restrictions or reservations or interference
and influence of others.
Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something that is
owed or due to others.
Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall also have to
accept more responsibility. A right is abused when it interferes with the rights of others.
The reciprocation of rights and duties is the true foundation of social order.
Duties- refer to those that are due justice, to another individual or collective persons and to God.
Authority- refers to the right given to give commands, enforce laws, take action, make decisions and
exact obedience, determine or judge
Accountability- means to be answerable for; emphasizes liability for something of value either
contractually or because of one’s position of authority.
Responsibility- refers to trustworthy performance of fixed duties and consequent awareness of the
penalty for failure to do so.
Ethics is based on one’s station in life; to each station corresponds a certain behavior according to which
a person must live.
Theories of Ethics
a. Hedonism-views that the only pleasure is good as an end; pleasure is the highest good
b. Utilitarianism- believes that the greatest happiness of the greatest number is the test of right or
wrong.
c. Self-realization- holds that the ultimate end is the full development or perfection of the self.
2. Non- Consequentialism- claims that the morality of an action depends on its intrinsic nature or on its
motives.
3. Divine Command Theory- claims that the morality of an act depends on whether it is accordance with
the will of God.
4. Categorical Imperative Theory- holds that for one’s action to be morally right, s/he must be willing to
have everyone act in the same way.
5. Egoism- claims th
Help me God.