Name: Marjoure P.

Suarez

1st Year MAED-TLE

Course: ED200(4058 | 4052 | 4047);2021-2022_1STSEM-SEM

Date: September 18, 2021

END OF THE COURSE QUESTIONS TO ANSWER

1. Is there a place of the Socratic Method in our schools today? Why

or why not?

I believe that the Socratic approach of instruction is not appropriate for

every discipline or classroom. However, it is a highly beneficial teaching

method that will help pupils learn and should be implemented in every

school. In today's institutions, the Socratic method is frequently employed

in medical and legal education to assist students in grasping more

complex topics and/or principles. Instead of intimidation, this method

employs collaborative learning tools.

2. How should education prepare students? Is it for specific

functions in society, or should it guide them toward their self-

actualization?

Students should be prepared for work and life in general through

education. Higher education institutions must adapt their curricula to meet

the demands of the labor market. Otherwise, pupils will be under- and

poorly equipped for the workforce when they graduate.

3. Who should set what teachers teach and what students should

learn? What was your involvement in the development of our K-12

program?

In the case of K-12 programs, teachers follow the Department of

Education's recommendations for what subjects or themes to teach. In

terms of my involvement with the DepEd's K12 program, I am only a

messenger of knowledge to my students.

4. Should social issues like graft and corruption, same sex

marriage, prostitution, AIDS, and other pressing social problems be

included in the curriculum? Why or why not?

Yes, I believe it is past time for students to be exposed to critical societal

issues such as greed and corruption, same-sex marriage, prostitution, and

AIDS. I believe it is critical that students begin learning how to deal with

sensitive or contentious matters in an organized setting, such as in the

classroom, where these can serve as a warm-up for dealing with more

urgent disagreement at home or in the community. It's also part of getting

ready to live in a democratic society where contentious issues are debated

and discussed without resorting to violence.

5. Is the curriculum recommended by Plato – literature, history,

mathematics, and philosophy adequate for today’s students? Will

this decongest our curriculum which is over-loaded curriculum?

Plato's views are still relevant today because of his ideal of universal

education and its role in establishing a just and moral polity. These are

ideas that have had a noticeable impact on our society today, and we can

still learn a lot from them. Everyone should have equal access to

education, according to the educational system. Individual equality is at

the heart of it.

It allows people to blossom naturally while also leading them toward a life

that has a positive impact on society and, hopefully, leads to a sense of

fulfillment. It implies that everyone is free — this component is credited

with laying the foundation for modern democracy.

15. What are the significant features of the curriculum anchored on

the philosophies listed below? Focus the features on the role of the

teachers, students, and subjects to be taught. Choose only five (5)

philosophies, tabulate your answers, and use bullets for each column and

not sentences or paragraphs.

Idealism
 It aspires to convey the entirety of humanity's experience to the classroom.

As a result, the curriculum must be an encapsulation of all human

knowledge. The school's goal should be to reflect the civilization as a

whole.

 A teacher's job is to accept the student's ideas and help them think

through the development of new ones. Finally, they must encourage

students to engage in critical thinking and to share their own thoughts.

 Literature, art, crafts, science, mathematics, history, geography, and other

subjects are all examples. As a result, these are the subjects that an

idealist would like to see in a school's curriculum.

Realism

 The goal of education should be to teach truth rather than beauty, and to

help people comprehend how to live in the real world. According to social

realists, the goal of education is to prepare the world's practical man.

 The value of the kid is recognized by realism in education. The child has

some emotions, desires, and abilities. All of this must be taken into

consideration.

 For the realist, the teacher is nothing more than a guide. The actual world

exists, and it is up to the instructor to introduce the student to it.

 The key subjects are physics and humanistic sensibilities, physics and

psychology, sociology, economics, ethics, politics, history, geography,

agriculture, various arts, languages, and so on.

 Pragmatism

 The phrases practical and practice are derived from the word pragmatism,

which implies action. The idealist creates a transcendental ideal that is

unattainable by man. Pragmatism places a greater focus on action than on

thought.

 The process of teaching and learning is a social and bi-polar one. Learning

is a two-way conversation between the teacher and the student. Unlike

idealism, which prioritizes the instructor, pragmatism prioritizes the learner.

Similarly, when it comes to cognition and action, they prioritize action.

Pragmatists oppose verbalism and advocate for action.

 Subjects with a practical or vocational application should be included in the

curriculum. Hygiene, language, history, geography, physics, mathematics,

sciences, domestic science for girls, agriculture for boys should be

incorporated in the curriculum.

Existentialism

 In education, existentialism is a teaching and learning philosophy that

emphasizes the student's autonomy and freedom in making decisions

about their future. Existentialist teachers think that their students are

guided by no higher authority or god. As a result, they urge all students to

take charge of their own lives and create their own meaning.

 In existentialist education, the teacher's role is to facilitate students'

exploration of their own values, meanings, and choices. Learners must be

 aware of as many possibilities and choices as possible in order to do this;

they must also feel empowered and free to choose their own ideals.

 Curriculum of Existentialism It is possible to learn at your own pace and in

your own way. Students are given a wide variety of options from which to

choose. Students are afforded great latitude in their choice of subject

matter.

Social Reconstructionism

 Reconstructionist educators emphasize a curriculum that emphasizes

education's goal of social reform. Is a schooling ideology that sees schools

as vehicles for resolving societal issues. Because all leaders are the

product of schools, social reconstructionist argue that schools should

provide a curriculum that promotes their development.

 This worldview is best suited to subjects and topics that focus on social

reform. The teacher provides guidance on research methodologies, writing

skills, and public speaking approaches, allowing students to develop

essential skills that may be applied to a wide range of topics.