Baliwag Polytechnic College

Dalubhasaan Kong Mahal

1st Semester
A.Y. 2020 – 2021

STUDY GUIDES
Indeed, your success to finish this module lies in your hand. This module is prepared for
you to learn new concepts and invaluable skills diligently, intelligently, and independently. As a
future young professional, doing these will greatly help and prepare you to become a responsible
student. Set your goals and invest for your future. This is your first step towards your priceless
investment for a brighter tomorrow. Do not waste your time, effort and energy. Always stay
motivated and inspired to make your dreams come true.
I have prepared a module in Foundation of Education subject which will help you
understand easily all the lessons included in this subject. Exercises are made at the end of each
module to check your progress as you use this module.
This module has the following parts and corresponding icons such as:
Parts and Icons Meaning
What Will You Learn From this Module? It deals with a simple introduction of the
module. This will give you an idea about
the topics to be studied.
Objectives This portion of module presents the
objectives of the lessons.

Let’s Read This portion of module presents the

thorough discussion, explanation, and
presentation of the lesson/topic.

Let’s Try This part includes the simple or short

Let’s See What You Have Learned?
written activities that will activate and
ponder your knowledge and skills.
This presents the assessment/evaluation
part where you will have the chance to
ponder your learnings after exploring the

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 content of the lesson/module. It can be in
the form of short response, multiple
choice, identification, fill in the blanks
and etc.
Remember This part shows the summary or highlight
concepts of the module and the things to
wonder about.

The following guides and house rules will help you to use this module effectively.

1. Schedule and manage your time wisely for you to accomplish the given tasks in this
module.
2. If there are things that you do not understand, go over and focus on the lesson. If this
will not work, seek the help of your family members or leave me a message so I can
give assistance.
3. Before you start doing anything else, read and understand the learning tasks carefully.
Always aim for the best and do not settle with low grades.
4. Think before you write. In answering all the assessment activities, write legibly and
follow the instructions as needed.
5. Do not hesitate to keep an open communication with me through any available
platforms. I am more than willing to help you to accomplish your goals.
6. Once you are done in the module, you can proceed doing other tasks in the succeeding
units that are scheduled for the finals.
7. You are expected to answer all the printed-based activities, assignments and reflection
guides for you to pass in this course.
8. Remember you are the student hence, you are expected to accomplish and study the
module on your own. You can seek help and support from your family members and
friends but the actual activities must be done by you.

At the end of this module, you will also find the References which contain the list of all
sources cited or used as reference perusals in developing the material.
To get the most out of this module, you should be aware on the reminders hereunder.
1. Use this module with fitting care. Do not put unnecessary mark/s on any part of the
module.
2. Read the instruction carefully before doing each task.
3. Observe honesty and integrity in doing the tasks and other exercises.
4. Use additional sheets of paper in answering the exercises if needed.
5. If you encounter any difficulty in answering the task/s in this module or if there is
something that you want to clarify, just post your questions in our Facebook Group
Chat or private message me as your instructor for possible assistance.
6. Finish each task before proceeding to the next lesson/s.

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 7. Return this module once you are through with it or on the schedule of retrieval of
materials to be announced later.
Always bear in mind that I am always here as your instructor to help you. I hope that
through this module, you will gain a meaningful learning experience and know-how and master
your premeditated competencies and skills. You can do it with flying colors! Best of luck!

GRADING SYSTEM
In the duration of this semester, you will be graded based on the following components:

Component Percentage
Quiz 25%
Class Participation 20%
Attendance 5%
Project 10%
Examination 40%
Total 100%

STUDY SCHEDULE

Dates Module /Topics

Week 1-2 Module 1: Teaching Profession
 Definition: teaching and profession
 Meaning of teaching profession
 Why we choose teaching profession?
 Overcoming teaching difficulties
Weeks 3-4 Module 2: Beginning Teachers
 Define Beginning Teachers
 Reasons why some of them left teaching
profession
 Five phases of first year teacher’s attitude
towards teaching
 Tips for Beginning Teachers
 Importance of having a mentor in school
Week 5-6 Module 3: Student Diversity
 Factors that bring student diversity
 Thinking and Learning styles
 Multiple Intelligences
 Tips on Student Diversity

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  Learners with Exceptionalities

Week 7-8 Module 4: Philosophy

 Define philosophy
 Nature of philosophy
 Importance of philosophy
 Branches of philosophy
 Famous philosophers.

MIDTERM EXAMINATION
Week 9-10 Module 5: Philosophy of Education
 Philosophy of Education
 Idealism
 Humanism
 Reconstructionism
 Existentialism
Week 11-12 Module 6: Other Philosophies of Education
 Perennialism
 Essentialism
 Progressivism
 Realism
 Pragmatism
Week 13-14 Module 7: Various Law Affecting Teachers and
Schools
 Education Act of 1982
 Magna Carta for Public School
Teachers
 Civil Code of the Philippines
 Campus Journalism Act
 Special Protection of Children Against
Abuse
 Anti-Sexual Harassment Act of 1995
 Comprehensive Dangerous Drugs Act
 Juvenile Justice and Welfare Act
 Governance of Basic Education Act
 Magna Carta for Women
 Philippine Teachers Professionalization
Act
 Anti-Red Tape Act of 2007
 An Act Granting Priority to Residents

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  Code of Conduct and Ethical Standards
for Public Officials and Employees

Module 15-16 Module 8: School Curriculum

 Curriculum
 Curriculum from traditional points of view
 Curriculum from progressive points of view
 Approaches to school curriculum
FINAL EXAMINATION

Course Description:

This course introduces social, philosophical and historical perspective in education.

Students will examine the teaching field current trends , and teaching as a profession.
This course helps the students to see that our current education is largely influenced by
the different philosophies of education. Students are urged to apply the concepts of
these educational perspective to actual classroom setting for the attainment of the goals
of the school curriculum.

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 Module 1 – Teaching Profession

What Will You Learn From This Module?

I am immensely happy for you have chosen Education as your course in
college. It is very evident that you really want to be a teacher in the near future.
Thus, it is necessary for students like you to understand very well the course
that you have embraced. This module will help you understand teaching as a
profession and the reasons why we chose this profession despite the difficulties
and sacrifices attached with it. Moreover, this module will guide you to
overcome different teaching difficulties.

OBJECTIVES

 Define teaching and profession

 Enumerate the reasons why we chose teaching profession
 List down some ways to overcome teaching difficulties

Let’s Read!
Teaching Profession
Teaching is the process of attending to people's needs, experiences and feelings, and
making specific interventions to help them learn particular things. On the other hand,
Profession is defined as a paid occupation, especially one that involves prolonged training
and a formal qualification.

Teaching Profession is an occupational field in education that is directly responsible for

the formation of young minds and hearts.

A Teacher is responsible for preparing lesson plans and educating students at all levels.
Their duties include assigning homework, grading tests, and documenting
progress. Teachers must be able to instruct in a variety of subjects and reach students with
engaging lesson plans.

Reasons Why We Chose Teaching Profession

1. improve quality of education
2. give back to community

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 3. change the lives of the students
4. growing demand for teachers
5. family-friendly work schedule
6. incentives for continued education
7. outlet for your creativity
8. a work environment that is never dull
9. a job that keeps you young
10. portability of the teaching credential

Teaching is not a bed of roses for this profession is laden with huge duties and
responsibilities. Here are some ways that will help you overcome teaching difficulties.
1. Manage your time well.
2, Know the needs of the students.
3. Be prepared at all times.
4. Learn how to have a good classroom management
5. Respect school administrators, fellow teachers, parents, and students
6. Do not stop improving yourself.
7. Don’t be ashamed to ask questions

Let’s Try
A. Answer the following questions.

1. What is meant by teaching profession?

______________________________________________________
______________________________________________________
______________________________________________________

2. Why did you choose teaching profession?

_____________________________________________________
_____________________________________________________
_____________________________________________________

3. Why is teaching considered as the noblest profession?

______________________________________________________
______________________________________________________
______________________________________________________

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 4. Why do we say that teaching is not a bed of roses?
_________________________________________________________
_________________________________________________________
_________________________________________________________

5. How can you help your students to learn all the learning areas?
_________________________________________________________
_________________________________________________________
_________________________________________________________

Let’s See What You Have Learned

Write an essay about overcoming teaching difficulties

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Remember

Teaching Profession is an occupational field in education that is directly responsible for

the formation of young minds and hearts. Teaching is not a bed of roses for this profession
is laden with huge duties and responsibilities.

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 Module 2 – Beginning Teachers

What Will You Learn From This Module?

This module presents to you the life of a beginning teacher, and the
reasons why some of them opted to leave teaching profession. This also
teaches you the five phases of first year teacher’s attitude towards
teaching, some tips for beginning teachers and the importance of having
a mentor in school.

OBJECTIVES

 Understand the struggles of a beginning teacher

 Enumerate the reasons why some them opted to leave teaching profession
 Explain the five phases of first year teacher’s attitude towards teaching
 Execute the given tips for beginning teachers
 Understand the importance of having a mentor

Let’s Read!
Beginning Teachers
Beginning Teachers have two jobs, they have to teach, and they have to learn to teach on
their own. Beginning teachers often develop “safe” practices that enable them to survive.
Induction Program should help them develop “best” practices and become learners through
their teaching.

According to Ingersoll and Smith, 19% of the beginning teachers left teaching profession
due to cutbacks, layoffs, termination, school closing etc. 39% left to pursue a better job or
another career, and 29% left due to dissatisfaction with their teaching career.

These final two reasons (job dissatisfaction and pursuit of another career) account for more
than 2/3 of beginning teachers leaving their jobs.

Student discipline problem, lack of support from administration, poor student motivation,
and lack of teacher influence on classroom decision making are the reasons why 29% of
the beginning teachers left due to job dissatisfaction.

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 Here are the Five Phases of First Year Teacher’s Attitude Towards Teaching.
1. Anticipation Phase begins during the student teaching. The closer student teachers get
to completing their assignment, the more excited and anxious they become about their
teaching profession. This phase usually lasts through the first few weeks of school.
2. Survival Phase happens during the first month of teaching when teachers are often
bombarded with a variety of problems that they had not planned on. There is a little time
for new teachers to stop and reflect on their experiences. New teachers spend up to 70 hours
a week on schoolwork. Teachers become focused and consumed with the day-to-day
routines of teaching.
3. Disillusionment Phase happens after 6-8 weeks, new teachers are faced with several
new events (parent conferences, evaluations by school administrators etc.). New teachers
start questioning both their commitment and competence, express self-doubt, and have a
lower self-esteem.
4. Rejuvenation Phase usually occurs in January, soon after returning from Christmas
break. There is a slow rise in the new teacher’s attitude towards teaching. They gain new
coping strategies and skills to prevent or minimize problems.
5. Reflection- It is critical that we assist new teachers and ease the transition from student
teacher to full-time professionals. We need to know the ways to help new teachers during
their first year, so they can have more positive experience.

Here are some tips for beginning teachers:

 Admit your mistakes and learn from them.
 Empower your students, don’t just lecture to them.
 Have the courage to try something new.
 Learn how to listen
 Don’t be ashamed to seek for pieces of advice.
 Communicate with the parents
 Model desired attitudes and behavior
 Institute a clear discipline policy
 Make friends with your co-teachers and school administrators.
 Find time to attend after school events
 Learn your school policies.
 Prepare interesting lessons
 Volunteer to share ideas and projects
 Understand that learning process involves everyone

A beginning teacher needs a mentor. A mentor is a veteran teacher who has been
assigned to teach and assist beginning teacher. Mentors will provide details to help you
organize and manage classrooms, maintains student discipline, pace lessons, plan for
instruction, use time effectively, diagnose student needs, evaluate student progress,

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 motivate students, provide instructional resources and materials, communicate with
parents, deal with stress, prepare for the conduct of parent conferences, understand the
different learning styles of the students, and become familiar with system-wide policies

Let’s Try
List down the following:
A. Tips for Beginning Teachers
1. ___________________________________
2. ___________________________________
3. ___________________________________
4. ___________________________________
5. ___________________________________

Let’s See What You Have Learned

Answer the following:
1. What are the reasons why beginning teachers leave their job?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2. What are the Five Phases of First Year Teacher’s Attitude Towards Teaching?
____________________________________________
____________________________________________
____________________________________________
_____________________________________________
3. How can you survive the challenge of being a beginning teacher?
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________

Remember

Beginning Teachers have two jobs, they have to teach, and they have to learn to teach on
their own. Beginning teachers often develop “safe” practices that enable them to survive.
A beginning teacher needs a mentor. A mentor is a veteran teacher who has been assigned
to teach and assist beginning teacher.

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 Module 3 – Student Diversity

What Will You Learn From This Module?

This module focuses on the diversity of learners. This will guide you to
understand the factors that bring student diversity, the thinking and learning styles,
multiple intelligences and the different learners with exceptionalities. Moreover, you
will be provided with some tips so that you can properly deal with individual
differences or learners diversity.

OBJECTIVES
 Understand the factors that bring student diversity
 Enumerate the different thinking and learning styles
 Explain each multiple intelligence
 Execute the given tips on handling student diversity
 Understand the learners with exceptionalities

Let’s Read!
Student Diversity
These are the factors that bring student diversity.
 Socioeconomic Status – the millionaire’s lifestyle differs from that of the middle
income or lower income group.
 Thinking/Learning Style- some of you learn better by seeing something, other by
just listening, and still others by just manipulating something.
 Exceptionalities- in class there maybe one who has difficulty in spoken language
comprehension or in seeing, hearing, etc.

Thinking and Learning Styles

 Visual Learners – they learn more when they see something.
 Auditory Learners – they learn by just listening to source of information.
 Tactile/ Kinaesthetic learners – these are the ones who benefit much from a
hands-on approach and actively exploring the physical world. They tend to have
good motor memory and motor coordination.

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 9 Kinds of Multiple Intelligences
 Visual/ Spatial Intelligence (picture smart) – they are considered as visual
learners
 Verbal/ Linguistic Intelligence (word smart) – learning through spoken and
written word.
 Mathematical/ Logical Intelligence (number/logic Smart) – they are called the
logical learners. They are also excelling in numbers.
 Bodily/ Kinaesthetic Intelligence (body smart) – these are the people who are
excelling in sports.
 Musical Intelligence (music smart) – these people can sing beautifully, and some
of them can even compose a song.
 Intrapersonal Intelligence (self smart) – they have the ability to reflect to further
improve themselves.
 Interpersonal Intelligence – (people smart) – these people have the ability to deal
easily with others.
 Naturalist Intelligence (nature smart) – they love planting trees, and taking good
care of our environment
 Existential Intelligence (spirit smart) – these people always find ways to see their
purpose in life.

Tips on Students Diversity

 Encourage the learners to share their personal history and experiences.
 Integrate learning experiences and activities which promote students’ multicultural
and cross-cultural awareness.
 Identify patterns of unity that transcend group differences.
 Communicate high expectations to students from all subgroups.
 Vary the examples you use to illustrate concepts
 Diversify methods of assessing and evaluating student learning

Learners with Exceptionalities

Disability – a measurable impairment or limitation that interferes with a person’s
ability, for example, to walk, lift, hear, or learn. It may refer to a physical, sensory, or
mental condition.
Handicap – a disadvantage that occurs as a result of a disability or impairment

Categories of Exceptionalities

Physical Disabilities and Health Impairments

 Physical and health impairments – involves physical or mental conditions
including limited energy, reduced mental awareness, and little muscle control.

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  Severe and multiple disabilities – refers to the presence of two or more different
types of disability.

Sensory Impairments
 Visual Impairments – condition when there is a malfunction in the eyes or optic
nerves.
 Hearing Impairments – these involve malfunction of the ear or auditory nerves

Giftedness – It is manifested in a significantly high level of cognitive development usually

in the aspects of intellectual ability, aptitude in academic subjects, creativity, and
leadership.

Let’s Try
Define the following terms.
1. Visual Learners
2. Auditory Learners
3. Giftedness
4. Handicap
5. Student Diversity

Let’s See What You Have Learned

Using the diagram below. List down the Nine Multiple Intelligences.

Remember

It is the duty of the teacher to know his students. Knowing the student’s strengths
and limitations will help him identify the appropriate tool or strategy to be used to ensure
learnings in school. Student Diversity is inevitable, so teachers are urged to know their
students very well.

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 Module 4 – Philosophy

What Will You Learn From This Module?

This module will guide you to understand the term philosophy, and
appreciate its nature and importance. The branches of philosophy and famous
philosopher are also discussed in this module. It will compel students like you to be
analytical as you embrace the teaching profession.

OBJECTIVES
 Define philosophy
 Understand the nature of philosophy
 Enumerate the importance of philosophy
 Explain the branches of philosophy
 Tell something about the famous philosophers.

Let’s Read!
Philosophy
The word philosophy is derived from the Greek words philia (love) and sophia (wisdom)
and means “the love for wisdom.”
Pythagoras was said to have been the first man to call himself a philosopher, in fact, the
world is indebted to him for the word philosopher. It is said that when Leon, the tyrant of Philius,
asked him of who he was, he said, “a philosopher” and he likened the philosopher to spectators at
ancient games.
Before that time the wise men had called themselves a sage, which was interpreted to mean
those who know. Pythagoras was more modest. He coined the word philosopher, which he defined
as one who is attempting to find out. According to him, men and women of the world could be
classified into 3 groups: 1. those that love pleasure 2. those that love activity 3. those that love
wisdom.
Philosophy is the study of general and fundamental problems, such as those connected with
existence, knowledge, values, reason, mind, and language. It is the rational attempt to formulate,
understand, and answer fundamental questions.

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Nature of Philosophy
 Philosophy is a set of views of beliefs about life and the universe, which are often
held uncritically.
 Philosophy is a process of reflecting on and criticizing our most deeply held
conceptions and beliefs.
 Philosophy is a rational attempt to look at the world as a whole.
 Philosophy is the logical analysis of language and the clarification of the meaning
of words and concepts.
 Philosophy is a group of perennial problems that interest people and for which
philosophers always have sought answers.

Importance of Philosophy
 Philosophy enables us to think carefully and clearly about important issues.
 We learn to take a step back from our everyday thinking and to explore the deeper,
bigger question which underpins our thought.
 It teaches us to how think.
 Philosophy sharpens our analytical abilities.

Branches of Philosophy
1. Logic is the systematic study of the rules for the correct use of these supporting reasons,
rules we can use to distinguish good arguments from the bad ones.

2. Metaphysics is the discussion of the most universal principles. It is the comprehensive

thinking about the nature of things. It is also considered as the study or theory of reality.

3. Epistemology studies the sources, nature, and validity of knowledge.

4. Value Theory is a branch of philosophy that studies values. It can be subdivided into
ethics, aesthetics, and social and political philosophy.

 Ethics is concerned with the question of morality.

 Aesthetics is concerned with the theory of art and beauty.
 Social and Political Philosophy investigates value judgments concerning
society, the state, and the individual’s relation to these institutions.

Famous Philosophers
The philosophers were seekers of wisdom who tried to study the world in a
systematic way. They believed that people could understand the universe through logic and

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 reason. The earliest group was known as sophists-men of wisdom. Their main concern was
political and social success. Many were teachers who trained the children of the wealthy.

THALES – Traditionally considered the first ever western philosopher. None of his
writings survived.

ZENO- founder of Stoicism which denies the importance of all bodily conditions. The
only factor seen as essential to human happiness was virtue. He believed that a divine
lawgiver had a fixed plan for the universe. Happiness resulted from accepting whatever life
brought; even misfortune. Also believed that all people were alike and should be treated
well.

HERACLITUS- “One cannot step twice in in the same river.” His message was that reality
is constantly changing, it’s an ongoing process rather than a fixed and stable product. All
reality is fleeting and impermanent. “The unapparent connection is more powerful than the
apparent one.”

SOCRATES - Ancient Greek, changed philosophy from a study of natural science to ethics
and politics, but did not write anything. The Socratic Method is a question and answer
technique of studying which was designed to make people examine their beliefs. Socrates
is famous for arguing that one must know himself, that the unexamined life is not worth
living. Therefore, it is a cruel irony that he was condemned to death for corrupting the
youth he was teaching to search the truth.

PLATO - Ancient Greek, student of Socrates, most influential philosopher of all time. He
based his philosophy on two principles “Truth and simplicity”. He was a brilliant man, one
of the greatest philosophers of the past 2,500 years. Both Socrates and Plato knew that a
good society must be founded on wisdom derived from truth and reality. In The Republic-
Plato outlines his ideas of the ideal society. He believed no one should have wealth or
luxury, and all should do what they are best suited to.

ARISTOTLE - Ancient Greek, student of Plato, second most influential philosopher of all
time. Tutor to the young prince of Macedon, Alexander the Great. His works includes the
Nichomachean Ethics, Metaphysics and the Politics. “The first philosophy (Metaphysics)
is universal and is exclusively concerned with primary substance. Aristotle was the first
philosopher to formalize the subject of Metaphysics. As he explains, Metaphysics is the
study of the One Substance (God/Nature) which exists and causes all things, and is
therefore the necessary foundation for all human knowledge.

WILLIAM OF OCKHAM- Scholastic: Science of simplicity “Entities should not be

multiplied unnecessarily”. Commonly known for Ockham’s razor - the idea that in judging
among competing philosophical or scientific theories, all other things being equal, we

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 should prefer the simplest theory. Scientists currently speak of four forces in the universe:
gravity, the electromagnetic force, the strong nuclear force, and the weak nuclear force.
Ockham would certainly nod approvingly at the ongoing attempt to formulate a grand
unified theory, a single force that encompasses all four.

THOMAS HOBBES- Political Philosopher, “The life of man is solitary, poor, nasty,
brutish, and short.” Hobbes saw no reason to be nostalgic. He saw Society as a giant
machine (perpetually in motion), thus the title of his great work, The Leviathan, which is
founded on Mechanics (the Motion of Bodies / Matter).

RENÉ DESCARTES - Father of Modern Philosophy. Descartes began his philosophy by

doubting everything in order to figure out what he could know with absolute certainty.
Although he could be wrong about what he was thinking, that he was thinking was
undeniable.

IMMANUEL KANT – He is considered to be the greatest of the modern philosophers, his

influence is all-pervasive in almost every area of philosophy.

KARL MARX- Famous for The Communist Manifesto. He is better known as the Father
of Socialism and Communism.

JOHN LOCKE - Famous for the theory of mind & Father of Classical Liberalism.

THOMAS AQUINAS – He is famous for his Summa Theologica. He believed that the
truth is true regardless of the source.

Let’s Try
Identify the following. Write your answer on the blank provided for,
_____________1. It is the discussion of the most universal principles. It is the
comprehensive thinking about the nature of things. It is also
considered as the study or theory of reality.
_____________2. Famous for the theory of mind & Father of Classical Liberalism.
_____________3. It is the systematic study of the rules for the correct use of these
supporting reasons, rules we can use to distinguish good
arguments from the bad ones.
_____________4. It is derived from the Greek words philos (love) and sophia
(wisdom) and means “the love for wisdom.”
_____________5. Father of Modern Philosophy
_____________6. It concerns with the question of morality.
_____________7. They were seekers of wisdom who tried to study the world in a

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 systematic way.
_____________8. He based his philosophy on two principles “Truth and
simplicity”
_____________9. It is concerned with the theory of art and beauty.
_____________10. It investigates value judgments concerning society, the state,
and the individual’s relation to these institutions.

Let’s See What You Have Learned

How can philosophy help a future teacher like you?

______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Remember

Philosophy is the study of general and fundamental problems, such as those connected
with existence, knowledge, values, reason, mind, and language. It is the rational attempt to
formulate, understand, and answer fundamental questions.

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 Module 5 – Philosophy of Education

What Will You Learn From This Module?

This module will unbox the important information about Philosophy of
Education. This module will give you a vivid pictures of Idealism, Humanism,
Reconstructionism and Existentialism. Try to connect their perspectives to your current
situation as an education student.

OBJECTIVES
 Understand Philosophy of Education
 Understand Idealism
 Explain Humanism
 Have a vast knowledge on Reconstructionism
 Understand Existentialism

Let’s Read!
Philosophy of Education
Philosophy of education may be defined as the application of the fundamental principles
of a philosophy of life to the work of education. Philosophy of education offers a definite
set of principles and establishes a definite set of aims and objectives.

Philosophy and education are closely interrelated. Education is application of philosophy

or philosophy of education is applied philosophy. It is the application of philosophy to
study of the problems of education that is known as philosophy of education. According
to Ross, “Philosophy and education are like the sides of a coin, presenting different views
of the same thing, and that one is implied by the other”. Education is the strongest
instrument for the realization of the ideals of life and a civilized attempt to bring about the
desired development of human personality. This indicates the fact that plant of education
draws its nourishment from the soil of philosophy. It answers all the ultimate questions of
education.

Here are the words spoken by some experts about philosophy and education.
John Dewey- “Philosophy may be defined as the theory of education in its most general
phase.”
Spencer- “True education is practicable only to true philosophers.”

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 Gentile- “Education without philosophy would mean a failure to understand the precise
nature of education.”

Dewey- “Education is a laboratory in which philosophical distinctions become concrete

and are tested.”

Fichte- “The aim of education will never attain complete clearness without philosophy.”

TRADITIONAL AND CONTEMPORARY EDUCATIONAL PHILOSOPHIES

The various schools of philosophies are Idealism, Naturalism ,
Reconstructionalism, Existentialism, Perennialism, Essentialism , Progressivism , Realism,
and Pragmatism.

IDEALISM
Idealists believe that ideas are the only true reality. The material world is characterized by
change, instability, and uncertainty; some ideas are enduring. They are concerned primarily
with the search for truth. Since truth is perfect and eternal, it cannot be found in the world
of matter that is both imperfect and constantly changing.

The idealists believe that God is the source of all knowledge. Values are absolute and
unchanging. What is ultimately real is not the object itself but the idea behind it. Man is
not the creator of values. The ultimate knowledge is the knowledge on spirituality.

The following are the aims of idealism:

 to develop the mind
 search for true ideas
 character development
 self-realization
 preservation and transmission of culture
 preparation for whole life

Here are Chief Exponents of Idealism: Socrates, Plato, Descartes, and Froebel.

NATURALISM
Naturalism is concerned with “natural self” or “real self”. It contends that the ultimate
reality is matter, and not mind or spirit. It does not believe in spiritualism. It denies the
existence of a spiritual universe — the universe of ideas and values. The material world is
the only real world. It is the only reality. It is being governed by a system of natural laws
and the man, who is the creation of the material world, must submit to them. The naturalists
have regard for actual facts, actual situations and realities. For them nature is everything.
It is the whole reality

It denies the existence of anything beyond nature. It believes that everything comes from
nature and returns to nature. They do not believe that there are spiritual values or absolute

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 truths. Instincts are responsible for all our activities biological, psychological or social.
There is no absolute good or evil in the world. Values of life, are created by the human
needs. Man creates them when he reacts to or interacts with his environment.

According to the naturalists there is inherent goodness in man. In man there is an innate
capacity for morality. Man is born rational. The naturalists, thus, have idolized man.
Nature, is complete in itself, having its own laws. It does not, therefore, require us to have
insight or intuition to understand Nature.

Naturalism believes that mind is an accident in the process of evolution and it can be
explained in terms of nature. Mind is a function of the brain which is material in nature.
Mind is not the source of knowledge; all knowledge is acquired from without, and senses
are the gateways of all knowledge.

The personality of the child, according to the naturalists, is fashioned by endowment and
environment.

Each creature has an urge to live. He struggles to exist. In the struggle for existence those
that are fit, survive, and those that are not, die. The theory is best known as the ‘survival
of the fittest’ — a term coined by Herbert Spencer (1820-1903).

Naturalism in education stands for the doctrine of “follow nature” in education. It stands
for complete freedom to be given to the child in learning. He is to be left alone, absolutely
free. The whole of the child’s learning will come from his own experiences and their natural
consequences. His whole education will be according to the natural laws of human
development.

RECONSTRUCTIONISM
It is known as Social Seconstructionism, this theory claims to be the true successor of
progressivism and declares that the chief purpose of education is to “RECONSTRUCT”
society in order to meet the cultural crisis brought about by social, political, and economic
problems.

Social Reconstructionism is a philosophy that emphasizes the addressing of social

questions and a quest to create a better society and worldwide democracy. Typically a
Reconstructionist focuses on a curriculum that highlights social reform.

Theodore Brameld (1904-1987) was considered the founder of social reconstructionism.

He recognized the potential for either human annihilation through technology and human
cruelty and the use technology and human compassion to create a beneficent society

Students are taught to become agents for change. They believe that students are capable to
make social reform if properly guided by adults. Teacher and students question the
assumptions of the status quo and examine social issues and future trends.

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 EXISTENTIALISM
Existentialism is a philosophy premised on the individual. Existentialists reject systems
which propose to have definitive answers to the questions of meaning and purpose of life
like Science and Logic.

The individual should figure out his own way of answering these questions without
generalizing the solution to other individuals. What mankind need is not a divine
perspective but a human perspective about life. The Existentialist understands only his own
existence and struggle for essence.

Education should be designed to create in us a sense of self-awareness and to contribute to

our authenticity as human beings. It is extremely important that schools get back to the
three R’s of education. Children need to be taught how to succeed in life no matter what
career they choose and schools need to prepare them for that life.

It gives full freedom to the child. The teacher should help the child to know himself and
recognize his being. Freedom is required for natural development. Education should
convert imperfection into perfection. Education should be according to the individual’s
needs and abilities of the child. The relation of the child to himself should be strengthened
by education.

The curriculum would avoid systematic knowledge or structured disciplines, and the
students would be free to select from many available learning situations. The learners
would choose the knowledge they wish to possess. The humanities are commonly given
tremendous emphasis. They are explored as a means of providing students with vicarious
experiences that will help unleash their own creativity and self – expression.

The teacher’s role is to help students define their own essence by exposing them to various
paths they may take in life and creating an environment in which they may freely choose
their preferred way. The function of the teacher is to act only as a referee in the intellectual
play-field, but also a source person or facilitator of the learning process and he must not
interfere with the students’ choices or decisions. “Teach a student what to think and you
make him a slave of knowledge; but teach the student how to think and you make
knowledge his slave.”

Let’s Try
Explain the statement spoken by John Dewey.
“Education is a laboratory in which philosophical distinctions become concrete and
are tested.”
______________________________________________________________
_______________________________________________________________
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 Let’s See What You Have Learned
Identify the following. Write your answer on the blank provided for,

Write I if the statement talks about Idealism, N for Naturalism, R for Reconstructionism,
and E for Existentialism.

______1. The teacher’s role is to help students define their own essence by exposing them
to various paths they may take in life.
______2. The chief purpose of education is to reconstruct society.
______3. Education should be designed to create in us a sense of self-awareness and to
contribute to our authenticity as human beings.
______4. It denies the existence of anything beyond nature. It believes that everything
comes from nature and returns to nature.
______5. It believes that ideas are the only true reality.
______6. The whole of the child’s learning will come from his own experiences and their
natural consequences.
______7. The function of the teacher is to act only as a referee in the intellectual play-field,
but also a source person or facilitator of the learning process and he must not
interfere with the students’ choices or decisions.
______8. Philosophy that emphasizes the addressing of social questions and a quest to
create a better society and worldwide democracy.
______9. Man is not the creator of values.
______10. The ultimate knowledge is the knowledge on spirituality.

Remember
Philosophy of education offers a definite set of principles and establishes a definite set of
aims and objectives. Philosophy and education are closely interrelated. Education is
application of philosophy or philosophy of education is applied philosophy. It is the
application of philosophy to study of the problems of education that is known as philosophy
of education.

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 Module 6 – Other Philosophies of Education

What Will You Learn From This Module?

This module will guide you to have a vast knowledge in other Philosophies of education
such as Perennialism, Essentialism, Progressivism, Realism, and Pragmatism. Upon reading this
module, you will realize that these educational perspective have influenced tremendously our
education system.

OBJECTIVES
 Understand other educational perspectives such as Perennialism,
Essentialism, Progressivism, Realism, and Pragmatism
 Realize the impact of these educational perspectives to our present
education system.

Let’s Read!
Other Philosophies of Education
PERENNIALISM
It is believed that one should teach the things that one deems to be of everlasting importance
to all people everywhere. Since details of fact change constantly, these cannot be the most
important.

Therefore, one should teach principles, not facts. Since people are human, one should teach
first about humans, not machines or techniques. Since people are people first, and workers
second if at all, one should teach liberal topics first, not vocational topics.

It suggests that the focus of education should be the ideas that have lasted over centuries.
They believe the ideas are as relevant and meaningful today as when they were written.
They recommend that students learn from reading and analyzing the works by history's
finest thinkers and writers. Introduction

Although perennialism may appear similar to essentialism, perennialism focuses first on

personal development, while essentialism focuses first on essential skills. Essentialist
curricula thus tend to be much more vocational and fact- based, and far less liberal and
principle-based. Introduction

The educational focus of Perennialism is on the need to return to the past, namely, to the
universal truths and absolutely reason and faith. Perennialists believe that God and
education goes together hand in hand, and that education prepares a person for life. They

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 also believe that schooling may come to an end but a person will never stop learning
throughout their life time.

The Theory of Perennialism also believes that the environment plays a big role in teaching
someone. A person learns by experience. They believe that having a relationship to a
spiritual being is necessary for understanding the cosmos or universe.
The focus of Perennialism as a Philosophy of Education is for personal development of the
students or learners through inculcating in them the principles that have been passed from
generation to generation.

These principles were formulated by the great thinkers and philosophers of the past like
Aristotle, Socrates and Plato and are likely to make one develop a good personality and
morality if learned and applied in life.

These principles that have been learned will be so useful in later life especially when these
learners begin to appreciate the need to be educated of the facts and knowledge regarding
the physical world with the end of getting employed.

Applying perennialism will definitely set, not only the mind, but the whole aspect of the
learner to better understand all the ideas, knowledge or facts that will be given to him that
he considers necessary.

Perennialists stress a strong liberal arts curriculum that includes subjects as philosophy,
mathematics, history, geography, political science, sociology, theology, languages, and
literature, physical and life sciences, and the fine arts and humanities. If these subjects are
highly studied and mastered, then you completed necessary training for a well-developed
intellect. A combination of all these subjects construct a well-rounded curriculum

ESSENTIALISM

Essentialism is an American philosophy of education which began in the 1930’s and

1940’s. The two origins of essentialism is from idealism and realism. Essentialists believe
in teaching the basic subjects.

William Bagley introduced the philosophy of essentialism in education in the 1930’s. He

was an American philosopher.

Essentialism tries to instill all students with the most basic knowledge, skills, and character
development. They believe that students should be taught to be a model citizen. They
believe that teachers should teach traditional moral values and virtues.

The school should prepare students to be productive, contributing members of society. For
essentialist, the aim of education is to teach the young the essentials they need to live well
in the modern world.

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 The teacher teaches discipline and hard work. He is an expert of content knowledge. He is
accountable for student learning. He uses instructional strategies, lecture, memorization,
and homework. It is teacher-centered.

Students should be passive and be ready to learn what the teacher presents to them. There
is a strong emphasis on basic skills in elementary schools and on disciplined knowledge
and scholastic achievement in secondary schools. There should be a common core
curriculum that is taught to all students.

PROGRESSIVISM

Progressivism is a theory of education that is concerned with “learning by doing.”

Progressivists believe that children learn best when pursuing their own interests and
satisfying their own needs. They believe that people learn best from what they consider
most relevant to their lives. They center curriculum on their needs, experiences, interest
and abilities of student.

John Dewey believed that people learn best from social interaction in the real world. He
believed that book learning was no substitute for actually doing things.

The goal of progressivism is for students to become intelligent problem solvers. Students
will be socially aware citizens who are prepared to live comfortably in the world. Students
work in groups to learn cooperation and social skills. Importance on skills that will help
them for the rest of their life not just for tests.

Instead of talking in front of the room, the teacher will be walking around. They would not
be worried about standardized testing. They will use computer simulations.

REALISM

The term realism comes from the Latin “realists” who is to be really, really real. Realism
refers to the things exist whether or not the human mind perceives them.

Aristotle was the leading proponent of realism and the first philosopher to develop a
systematic theory of logic. In a deeper meaning of realism, it is a philosophy that assumes
that there is a real external world that can be recognized. They believe in the world which
we see or perceive to be true. They believe in the present life.

Individuals do not make reality. They only discover it. Realists tend to believe that what
we believe now is only an approximation of reality and that every new observation brings
us closer to understanding reality.

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 Man will discover reality with the use of science and common sense through education or
learning. Mind is functioning & is geared towards creativity. Reality can be proved by
observation, experience, experiment and scientific reasoning. Values must be studied to be
applied in the actual setting.

The sense realism in education emphasizes the training of the senses. Senses are the
gateways of knowledge and learning takes place the operation of the senses. According to
sense-realists, nature is the treasure house of all knowledge and this knowledge can be
obtained through the training of the senses.
The teacher brings the child in touch with external realities of life, imparts scientific
knowledge in an easy and effective way, and gets testing results that can help prove that
the students are learning the material

A teacher should be educated and well versed with the customs of belief and rights and
duties of people, and the trends. He must have full mastery of the knowledge of present
life. He must be able to expose and guide the student towards the hard realities of life.
(neither pessimist, nor optimist)

He must be able to co-relate between utility in daily life and education. He should define
simple rules. He should teach subjects in proper order. He needs to find out the interest of
the child and to teach accordingly.

There is an emphasis on critical reasoning through observation. There is also recitation,

experimentation, demonstration, drills, and exercises.

PRAGMATISM

Pragmatism is derived from Greek word ‘pragma’ which means work, practice, action or
activity. It is the philosophy of practical experience. It is a typical American Philosophy
practical in approach.

Pragmatists give importance to action and experience. They believe in change. They give
emphasis on experimentation.

They reject metaphysics as an area of philosophical inquiry. Reality is determined by

individual’s sense experience – Man can know nothing beyond his experience. Any
conclusion we make about life after death is merely guess. They do not believe in anything
spiritual or transcendental values. Reality is constantly changing.

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 Pragmatic curriculum is framed according to the following principles: Principles of
dynamism and flexibility. Principle of utility – subjects like language, literature, physical
education, hygiene, history, geography, civics, sociology, psychology etc. Priority is given
to social sciences to make the students good, cooperative and useful citizens. Natural
sciences come next. Principle of activity and experience, agriculture, wood craft and
industrial sciences. Principles of integration.

Teacher acts as a friend, philosopher and guide, not a dictator but only a leader of a group.
Freedom as an important element. Teacher enforces discipline and advocate social
discipline based on child’s interest, activities and a sense of social responsibility.
According to pragmatists, “Discipline is primarily social and it emerges through active
participation in group and purposeful activity.”

Let’s Try
Identify the following. Write your answer on the blank provided for.
______________1. Pragma means _______.
______________2. It refers to the things exist whether or not the human mind
perceives them.
______________3. It is a theory of education that is concerned with “learning by
doing.”
______________4. He is the Father of Essentialism.
______________5. He is the Father of Realism

Let’s See What You Have Learned

What are the contributions and implications of these educational philosophies?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Remember
Our current education system is influenced tremendously by different educational
philosophies like perennialism, essentialism, progressivism, realism and others. Their
legacy can still be observed in the manner we teach our students.

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 Module 7 – Various Laws Affecting Teachers and
Schools

What Will You Learn From This Module?

This module will help you realize that all teachers and students are both given
protection by the state. You are encouraged in this module to obey without reservation the laws
pertaining to teachers and students.

OBJECTIVES
 Understand the different laws implemented by the state for the protection
of both teachers and students.
 Realize the effort being given by the government to protect the school and
its people.
 Appreciate the protection given by the government.

Let’s Read!
Various Laws Affecting Teachers and Schools
1.
BATAS PAMBANSA 232 Education act of 1982
Teachers and school heads are deemed persons in authority while in the discharge of
lawful duties and responsibilities, and shall, therefore, be accorded due respect and
protection.

REPUBLIC ACT 4670 (MAGNA CARTA FOR PUBLIC SCHOOL TEACHERS)

Rights and privileges of teachers
1. Consent for transfer
2. Safeguards in disciplinary procedure
3. Confidentiality of case
4. Academic freedom
5. Teaching hours
6. Prohibition of deduction on salaries
7. Leave privileges
8. Salary increase upon retirement
9. Freedom to organize
10. Right to discipline students

CIVIL CODE OF THE PHILIPPINES Republic Act no 386

1. Teachers shall be liable for damages caused by their pupils and students so
long as they remain in their custody

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 2. The student is in the custody of the school authorities as long as he is under the
control and influence of the school and within its premises.
3. This responsibility shall cease if the teacher proves that she observed the
diligence of a good father of a family to prevent damage.

Republic Act 5546 amending RA 4206

Are the teachers and the school collect contributions or sell ticket to the students?
-The law prohibits the sale of ticket and/or the collection of contributions. Exception:
membership fees (red cross, GSP/BSP, donation, id card, etc.) -Teachers and students
have the right to be free from involuntary contributions.

Republic act 7079 Campus Journalism Act

What are the possible sources of fund for the student publication?
-Funding of students’ publication may include the savings of the respective school’s
appropriations, student subscriptions, donations, and other sources of funds.

REPUBLIC ACT 7610 Special Protection of Children Against Abuse, Exploitation and
Discrimination Act
What constitutes child abuse? -’’Child abuse’’- refers to the maltreatment, whether habitual
or not. Of the child which includes any of the ff.
Psychological and physical abuse, neglect, cruelty, sexual abuse and emotional maltreatment;
Any act by deeds or words which debases, degrades or demeans the intrinsic worth and
dignity of a child as a human being; Unreasonable deprivation of his basic needs for
survival, such as food and shelter; or Failure to immediately give medical treatment to an
injured child resulting in serious impairment of his growth and development or in his
permanent.

REPUBLIC ACT 7877 Anti-Sexual Harassment act of 1995

What harassment? -Sexual harassment is an act, or a series of acts, involving any
unwelcome sexual advance, request or demand for a sexual favor or other verbal or physical
behavior of a sexual nature, committed by a government employee or official in a work
related, training or education related environment of the person complained of.

Forms of sexual harassment

1. Physical (malicious touching, overt sexual advances, gestures with lewd insinuation)
2. Verbal (request or demand)
3. Use of objects, pictures or graphics with sexual underpinnings
4. Other form analogous to the foregoing

Person Liable for sexual Harassment -Any government official or employee, regardless of
sex, is liable for sexual harassment when she/he: a. Directly participates in the execution of
any act of sexual harassment b. Induces or directs another to commit sexual harassment c.
Cooperate in the commission of sexual harassment by another through an act without which
the sexual harassment would not have been accomplished d. Cooperates in the commission of
sexual harassment by another through previous or simultaneous act.

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 Republic Act 9165 Comprehensive Dangerous Drugs act of 2002
Can the school heads and teachers arrest violators of this law within the school premises?
Yes, school heads, supervisors and teachers shall be deemed persons in authority and as such
the law empowered them to apprehend, arrest or cause the apprehension or arrest any person
who shall violate any of the said provisions.

REPUBLIC ACT 9344 Juvenile Justice and Welfare Act of 2006

What is the system to meet the policy of the law?
Educational institutions shall work together with families, community organizations and
agencies in the prevention of juvenile, delinquency and in the rehabilitation and reintegration
of child in conflict with the law. School shall provide adequate, necessary educational
schemes for children manifesting difficult behavior and children in conflict with the law.

REPUBLIC ACT 9155 Governance of Basic Education Act of 2001

The school head shall form a team with the school teachers/learning facilitators for delivery
of quality educational programs, projects and services.

REPUBLIC ACT 9710 Magna Carta for Women

What is the policy of the state as regards women? -The state reaffirms the right of women in
all sectors to participate in policy formulations; -The state condemns discrimination against
women in all its forms; -The state affirms women’s rights as human rights; -The state affirms
the role of women in nation building and ensures the substantive equality of women and men.

Sec. 18 Special Leave Benefits for Women A woman employee having rendered
continuous aggregate employment service of at least 6 months for the last twelve
months shall be entitled to a special leave benefit of 2 months with full pay based on
her gross monthly compensation following surgery caused by gynecological disorder

Republic Act 7836 Philippine Teachers Professionalization act of 1994

Who are allowed to teach?
Only those who are registered with the PRC. Grounds for suspension/cancellation –
Conviction, dishonorable conduct, insane, malpractice , etc.

Republic Act 9485 Anti-Red tape act of 2007

What is a citizen’s charter? -Is a clear expression of what services an agency provides and
who are entitled or qualified for those services.

How many signatories should an action to a document bear?

Signatories should be limited to maximum of five signatures of officers or employee directly
supervising the application or transaction.

How many days should a request/ application in frontline services be acted upon? -In simple
transactions, it should not be more than 5 working days and not more than ten working days
for complex transactions.

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 What is a frontline service? -It refers to the process between clients and government
offices involving applications for any privilege, right, permit, reward, license, concession.
Wearing of ID -All officers and employees transacting with the public shall be provided
with an official ID which should be worn during office hours.
Republic Act 8190
An act Granting Priority to Residents of the Barangay, Municipality, or City Where The
School Is Located, In the Appointment or Assignment of Classroom Public School
Teachers
Republic Act 6713
Code of Conduct and Ethical Standards for Public Officials and Employees

Let’s Try
Why is following school rules important to a teacher?
____________________________________________________________
____________________________________________________________

Let’s See What You Have Learned

Match Column A with Column B. Write the letter of the correct answer on the blank
provided for.
A B
____1. RA 6713 a. Anti-Red tape act of 2007
____2. RA 8190 b. Magna Carta for Women
____3. RA 7836 c. Code of Conduct and Ethical Standards forPublic
____4. RA 9485 Officials and Employees
____5. RA 9710 d. Governance of Basic Education Act of 2001
____6. RA 7877 e. Campus Journalism Act
____7. RA 9155 f. An act Granting Priority to Residents of the
____8. RA 7079 Barangay
____9. RA 386 g. Education Act of 1982
____10. Batas Pambansa 232 h. Civil Code of the Philippines
i. Anti-Sexual Harassment Act of 1995
j. Philippine Teachers Professionalization act of
1994

Remember
The government protects teachers and students through its existing laws. The teachers and
students are expected to obey such laws to avoid conflicts as they perform their duties.

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 Module 8 – School Curriculum

What Will You Learn From This Module?

This module will surely provide you adequate information about the school curriculum.
You can discover in this module the definitions of curriculum from traditional and progressive
points of view. The approaches to school curriculum are also discussed here.

OBJECTIVES
 Define curriculum
 Understand curriculum from traditional and progressive points of view
 Explain the approaches to school curriculum

Let’s Read!
School Curriculum
2.
Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences under the
auspices of the school, for the learners’ continuous and willful growth in personal social
competences. (Daniel Tanner, 1980).

Curriculum is a written document that systematically describes goals planned, objectives,

content, learning activities, evaluation procedures and so forth. (Pratt, 1980). The contents
of a subject, concepts and task to be acquired, planned activities, the desired learning
outcomes and experiences, product of culture and an agenda to reform society make up a
curriculum. (Schubert, 1987).

A curriculum includes “all of the experiences that individual learners have in a program of
education whose purpose is to achieve broad goals and related specific objectives, which
planned in terms of a framework of theory and research or past and professional practice.”
(Hass, 1987).

According to Goodland and Su (1992), curriculum is a plan that consists of learning

opportunities for a specific time of frame and place, a tool that aims to bring about
behavioral changes in students as a result of planned activities and include all learning
experiences received by students with the guidance
of a school.

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 Curriculum from Traditional Points of View
Robert M. Hutchins views curriculum as “permanent studies” where rules of grammar,
reading, rhetorical, logic and mathematics for basic education are emphasized. The 3R’s
(Reading, Writing, ‘rithmetic) should be emphasized in basic education, and should be
given emphasis in college.

Arthur Bestor as an essentialist believes that the mission of the school should be intellectual
training, hence curriculum should focus on the fundamental intellectual disciplines of
grammar, literature and writing. It should include mathematics, science, history and foreign
language.

Joseph Schwab thinks that the soul source of curriculum is a discipline, thus the subject
areas such as Science, Mathematics, Social Studies, English and many more. In college,
academic disciplines are labeled as humanities, sciences, languages, mathematics among
others. He coined the word discipline as a ruling doctrine for curriculum development.

Phillip Phenix asserts that curriculum should consist entirely of knowledge which comes
from various disciplines.

Curriculum from Progressive Points of View

John Dewey believes that education is experiencing. Reflective thinking is a means that
unifies the curricular elements that is tested by application.

Holin Caswell and Kenn Campbell viewed curriculum as all experiences children have
under the guidance of teachers.

Othaniel Smith, William Stanley and Harlan Shore likewise defined curriculum as a
sequence of potential experiences, set up in schools for the purpose of disciplining children
and youth in group ways of thinking and acting.

Collin Marsh and George Willis also viewed curriculum as all the experiences in the
classroom which are planned and enacted by the teacher and also learned by the students.

APPROACHES TO SCHOOL CURRICULUM

Three Ways of Approaching a Curriculum

1. Curriculum as a Content or Body of Language
The focus will be the body of knowledge to be transmitted to students using
appropriate teaching method. The likelihood of teaching will be limited to
acquisition of facts, concepts and principles of the subject matter; however, the
content can also be taken as a means to an end.

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 Ways of presenting the content in the curriculum
Topical approach- much content is based on knowledge, and experiences are included.
Concept approach - fewer topics in clusters among major and sub-concepts and their
interaction, with relatedness emphasized.
Thematic Approach- combination of concepts that develop conceptual structures.
Modular Approach- leads to complete units of instruction

Criteria in Selection of Content (Scheffer, 1970 in Bilbao, et al 2009)

Significance - content should contribute to the ideas, concepts, principles and
generalization that should attain the overall purpose of the curriculum. Content becomes
the means of developing cognitive, affective, or psychomotor skills of the learners.

Validity -authenticity of the subject matter forms its validity. There is a need for validity
check and verification at a regular interval, because content may not continue to be valid.

Utility - usefulness of the content in the curriculum is relative to the learners who are going
to use this.

Learnability - the complexity of the content must be within the range of the learners.

Feasibility - Can the subject be learned within the time allowed, resources available,
expertise of the teachers and the nature of the learners? • Are the contents of learning which
can learned beyond the formal teaching-learning engagement? • Are there opportunities to
learn these?

Interest - Will the learners take interest in the content? What value will the contents have
in present and future life of the learners? Interest is one of the driving forces for the students
to learn better.

GUIDE IN THE SELECTION OF THE CONTENT IN THE CURRICULUM

• Commonly used in the daily life
• Appropriate to the maturity levels and abilities of the learners
• Valuable in meeting the needs and competencies of the future career
• Related to other subject fields or discipline for complementation and integration

2. Curriculum as a Process
Curriculum happens in the classroom when the teachers engage their learners to
learn. The process of the teaching and learning process becomes the central concern
of teaching to emphasize critical thinking, thinking meaning-making and heads on,
hands-on doing and many others.

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 When curriculum is approached as a PROCESS, guiding principles are presented.
Curriculum process in the form of teaching methods or strategies are means to
achieve the end. There is no single best process in method.

Curriculum should stimulate the learners' desire to develop the cognitive, affective,
psychomotor domain in each individual. In the choice of methods, learning and
teaching styles should be considered. Every method or process should result to
learning outcomes which can be described as cognitive, affective, and
psychomotor. Flexibility in the use of the process or methods should be considered.
Both teaching and learning are the two important processes in the implementation
of the curriculum.

3. Curriculum as a Product
The central to the approach is the formulation of behavioral objectives stated as
intended learning outcomes. These learned or achieved learning outcomes are
demonstrated by the person who has meaningful experiences in the curriculum. All
these result of planning, content and processes in the curriculum.

Let’s Try
Three Ways of Approaching a Curriculum
1. _____________________________
2. _____________________________
3. _____________________________

Criteria in Selection of Content

4. _____________________________
5. _____________________________
6. _____________________________
7. _____________________________
8. _____________________________

Ways of Presenting the Content of Curriculum

9. ______________________________
10. _____________________________

Course Code FSIE Page 37

 Let’s See What You Have Learned
Define the following.
1. Curriculum
____________________________________________________
____________________________________________________
____________________________________________________
2. Learnability
____________________________________________________
____________________________________________________
3. Thematic Approach
________________________________________________________
________________________________________________________
________________________________________________________

4. Feasibility
_______________________________________________________
_______________________________________________________
_______________________________________________________

5. Topical Approach
_______________________________________________________
_______________________________________________________
_______________________________________________________

Remember
Curriculum is a planned and guided set of learning experiences and intended outcomes,
formulated through the systematic reconstruction of knowledge and experiences. The
contents of a subject, concepts and task to be acquired, planned activities, the desired learning
outcomes and experiences, product of culture and an agenda to reform society make up a
curriculum.

Course Code FSIE Page 38

References:

https://www.slideshare.net/DeahGalas/the-teaching-profession-65687989
https://www.slideserve.com/ismail/beginning-teachers
https://www.slideshare.net/rejzmaalam/student-diversity-37784947
https://www.slideshare.net/meghamj/philosophy-ppt-autosaved
https://www.slideshare.net/meghamj/philosophy-ppt-autosaved
https://www.slideshare.net/brylleyamco/lawrelated
https://www.slideshare.net/JunilaTejada/approaches-to-school-curriculum

Prepared by: Checked by:

ERIC DS. VICTORIA EDITHA C. MARCOS, Ed.D.

Professor Program Director

Approved by:

AIDA S. RAMOS, Ph.D.

Dean-CEHM

Course Code FSIE Page 39