A.
PHILOSOPHICAL FOUNDATIONS •Focus in the curriculum: Classical subjects, literary
• Philosophy is an important foundation of
curriculum because it influences our educational
aims and goals, and content, as well as
organization of curriculum.
• Teachers, educators, educational planners,
and policy makers must have philosophy or strong
belief about education and schooling and the kind
of curriculum in the teachers classroom or learning
environment.
• Philosophy of the curriculum answers
questions like : What schools are for? What
subjects are important? How students should
learn? What methods should be used? What
outcomes should be achieved? Why?
● Philosophy comes from the greek roots philo
means “ love” and sophos means “wisdom”. "The
love of wisdom."
● Systematic study of ideas and issues, a reasoned
pursuit of fundamental truths, a quest for a
comprehensive understanding of the world.
SOCRATES– (477-399 BC)
- Founder of Western Philosophy
-Socrates believed that philosophy should achieve
practical results for the greater well-being of
society.
PHILOSOPHY IN CURRICULUM
● Philosophy provides teachers and curriculum
makers with a framework for planning,
implementing and evaluating curriculum in school.
● It reflects the life experience, common beliefs,
social and economic background and education.
PERENNIALISM
•Perennialism is the most conservative educational
philosophy and is rooted in realism. It advocates
the permanency of knowledge that has stood the
test of time and the values that have moral and
spiritual bases. The underlying ideas are that
education is constant.
•Aim of Education: To educate the rational person,
to cultivate the intellect
•Role of Education: Teachers help student think
with reason.
analysis and curriculum is constant.
•Curriculum Trends: Use of great books and return
to liberal arts.
ROBERT HUTCHINS (1899 – 1979)
 He introduce the Great Books Program
 He believes that, “ in order to educate
students for freedom, they must learn in
liberal arts.”
“The purpose of university is nothing less than to
procure a moral, intellectual and spiritual revolution
throughout the world.”
CONTENT
● Universal Curriculum
● One for all students
● Subject-based: language, literature,
mathematics, science are the context for
developing intellectual skills
● Stresses the 3Rs: reading, writing and arithmetic
METHOD
● Socratic method, explicit teaching, oral
exposition, explication
● Teacher-centered
AIM: To educate the rational person; cultivate
intellect
❖to develop man’s power of thought—the central
aim of this philosophy
ROLE: Teacher assist students to think with reason
❖the teacher must have the mastery of the subject
matter and authority in exercising it.
FOCUS: Classical subjects, Literary Analysis,
Enduring Curriculum
❖Curriculum should contain cognitive subjects that
cultivate rationality, morality, aesthetics and
religious principles. This includes history, language,
mathematics, logic, literature, humanities and
science.
TRENDS: Use of great books (Bible, Quran,
Classic and Liberal Arts.)
❖ Curriculum must be based on recurrent
themes of human life for it views education as a
recurring process based on eternal truths.
IDEALISM
• Idealism emphasizes that matter is an
illusion and moral and spiritual reality is the chief
explanation of the world.
• They consider truth and values as absolute,
timeless and universal. The world of mind and
ideas is permanent, regular and orderly; it
represents a perfect order.
KNOWLEDGE
❖Time less ideas and concept
❖Rethinking latent ideas
❖Abstract
❖Gained through reasoning, intuition and religious
revelation
VALUES
❖Absolute and eternal
❖Based on conformity to ideas
❖Can be classified and ordered into hierarchy.
ESSENTIALISM
 Being a conservative philosophy, essentialism
with its roots in both idealism and realism,
evolved mainly as a critique of progressive
thought in education.
 Yet, the proponents of essentialism do not
totally reject progressive methods, as they do
believe that education should prepare the
learner to adjust with the changing society.
 is the educational philosophy of teaching basic
skills
 tries to instill all students with the most essential
or basic academic knowledge and skills and
character development
 firmly believes that basic subjects should be
taught and impractical subjects should not be
part of the curriculum
 the center of learning is the teacher and the
students are there to follow the teacher.
• Aim of Education: To promote the
intellectual growth of the individual and educate a
competent person.
• Role of Education: The teacher is the sole
authority in his or her subject area or field of
specialization.
• Focus in the curriculum: English, Science,
History, Math and Foreign Language.
• Curriculum Trends: Excellence in education,
back to basics and cultural literacy.
TEACHING STRATEGY
 use instructional strategy
 Lecture
 memorization
 homework
 teacher and subject centered
 mastery learning
PRINCIPLES OF ESSENTIALIST
 only teach the basic subjects. Teaching
"nonessentials" contributes to illiteracy in our
country
 learning is hard work which creates self
discipline
 learning must be taught in less exciting and fun
methods
 authority lies in the teachers hands! - She
knows what, how, and why to teach
AIM: To Promote Intellectual Growth Of Learners
To Become Competent
❖ include them in discussions about a variety
of topics, issues and current events.
❖ encourage them to share ideas and
thoughts with you.
❖ the students are provided a bundle of
information and techniques to enable them to
transition from less to more complex knowledge
and skills.
ROLE: Teachers Are Sole Authorities In The
Subject Area
 an essentialist teacher is going to focus on
developing skills and competency rather the
learning knowledge for the sake of knowledge
 the teachers or administrators decide what is
most important for the students to learn with
little regard to the student interests.
FOCUS: Essential Skills Of The 3rs, Essential
Subjects
 learning should focus on essential basic skills
(reading, writing, literature, Foreign languages,
history, mathematics, Science, art, and music)
 Three R’s (reading, writing, arithmetic)
TRENDS: Back To Basics, Excellence In
Education, Cultural, Literacy
 The students would learn passively by sitting in
their desks and listening to the teacher.
 most basic academic skills and knowledge
should be imparted to all students
 The students are provided a bundle of
information and techniques to enable them to
transition from less to more complex knowledge
and skills
 WILLIAM C. BAGLEY (1874–1946)
 - was one of the most influential advocates of
essentialism. Bagley believed that education
was not supposed to change society but to
preserve it.
REALISM
• Another traditional school of thought is
realism and the profounder of this philosophy is
Aristotle. Pestalozzi's instructional principles were
based on realism. The realist views the world in
terms of object and matter.
• He believes that human behaviour is
rational when it conforms to the laws of nature and
is governed by social laws. People perceive the
world through their senses and reason. Realists
consider education as a matter of reality rather than
speculation.
• According to realists, the curriculum follows
a hierarchical order with the abstract subjects at the
top and the transitory subjects at the bottom.
KNOWLEDGE
 Physical objects and matter
 Concrete
 Gained through senses and the exercise of
rational thought
VALUES
 Absolute and eternal
 Based on conformity to nature
PROGRESSIVISM
• Progressivism is a development over
pragmatic philosophy and is in contrast to
perennialist thinking in education. It was considered
a contemporary reformist movement in educational,
social and political affairs at the turn of the
twentieth century.
• Horace Mann and Henry Bernard of the
nineteenth century contributed significantly to
progressivism through their writings.
• Dewey viewed school as a miniature
democratic society, in which students could learn
and practice the skill and tools necessary for
democratic living.
• Aim of Education: To promote democratic
and social living.
• Role of Education Knowledge leads to
growth and development of lifelong learners who
actively learn by doing.
• Focus in the curriculum: Students' interest,
human problems and affairs.
• Curriculum Trends: School reforms,
contextualized curriculum and humanistic
education.
❖ Progressivism is the educational philosophy
which is grounded in the "pure" philosophy of
program.
❖ Pragmatic ontology holds that reality is in
the area of everyday life, personal experience. Its
view is that ideas should be tested for their utility
❖ Focuses on real-world problem solving and
individual development
JOHN DEWEY (1859-1952)
 He introduced progressive method of teaching.
 He believed that book of learning was no
substitute for actually doing things.
Characteristics of Progressivism
 Emphasis on learning by doing
 Hands on projects
 Experiential learning
 Group work and development of social skills
 Collaborative and cooperative learning projects
AIM: Promote Democratic Social Living
❖ To develop the personality of an individual
through providing in a democratic environment in
the educational institution.
❖ All around development of child
❖ Education of the whole man, emotional,
social intellectual aspects of the individual
ROLE: Teacher leads for growth and development
of lifelong learners
❖ The human elements, human being are
given more importance. The teacher has to meet
the needs of pupil as good human being
❖ As a facilitator or guide
❖ Determine students interest
❖ Involve students in curriculum development
FOCUS: Interdisciplinary subjects, learner-
centered outcomes base
❖ It should be based on the actual giving
environment to the child
❖ The curriculum is interdisciplinary in nature
❖ Books and subjects matter were part of the
learning process rather than source of ultimate
knowledge
❖ It uses the life experience approach to fit the
students for future social action
TRENDS: Equal opportunities for all,
contextualized curriculum, humanistic education
❖ Curriculum is based on students' interest,
involves application of human problems and affairs.
It also based on a specific group of students.
EXISTENTIALISM
• Existentialism is mainly a European
philosophy that originated before the turn of the
country, and became popular after World War II.
• This doctrine emphasizes that there are no
values outside man, and thus, suggests that human
beings should have the freedom to make choices
and then be responsible for the consequence of
these choices.
KNOWLEDGE
●Life-long goal
● Gained through personal decisions and
perceptions
VALUES
●Freely chosen
● Determined by one’s responsible choice
and reflection
RECONSTRUCTIONISM
• Reconstructionism views education as a
means to reconstruct society.
• Also known as SOCIAL RECONSTRUCTIONISM,
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.
• The reconstructionist believe that as the
school college is attended by virtually all the youth,
it must be used as a means to shape the attitudes
and values of each generation.
• As a result, when the youth become adults
they will share certain common values, and thus
the society will have reshaped itself.
• Aim of Education: To improve and
reconstruct society education for change.
• Role of Education: Teachers act as agents
of change and reform in various educational
projects including research
• Focus in the curriculum: Focus on present
and future trends and issues of national and
international interests.
• Curriculum Trends: Equality of educational
opportunities in education, access to global
education.
THEODORE BURGHARD HURT BRAMELD
(1904-1987)
- was a leading educational philosopher of
the 20th century.
- As an American educator and educational
philosopher, Brameld was best known as the
founder of Social Reconstructionism.
AIM: To improve and reconstruct society.
Education for change
❖ Evolved from a critical perspective of the
work of the progressivists who put much emphasis
on the needs of the child, sometimes at the
expense of societal needs.
ROLE: Teacher acts as agent of change and
reforms
❖ Teaching principles that come from a social
justice and democratic perspective means putting
them into practice within the classroom
❖ Teachers who are actively involved in a joint ● Learning Theories: Behaviorism or
achievement of something new, may be mentioned association theories; cognitive-information
as 'agents of change' when they accomplish a processing theories and humanistic theories
desired effect (or change) at school. (Ornstein & Hunkins, 2004).
Psychological Foundation
PRAGMATISM
 Psychological foundation is based on
• Pragmatism, also referred to as individual differences, every student has
experimentalism, is based on change, process in their own unique personality, and they have
relativity. In contrast to the traditional philosophies, differences in their learning and skills.
i.e., idealism and realism, pragmatism. suggests  Psychology plays a vital role in the
that the value of an idea lies in its actual teaching-learning process as it is the
consequences. foundation for all types of educational
• Learning occurs as a person engages in related programs.
problem-solving which is transferable to a wide  In the past curriculum for child development
variety of subjects and situations. and learning, it was developed in traditional
ways without keeping in view the
KNOWLEDGE psychological implication of the
●Based on one’s experience development of the curriculum.
●Process  Today psychology is the core and
●Gained through the use of scientific method and
foundation element of all the learning
trial and error
processes; curriculum development, Child
VALUES
●Situational and relative mental development, teaching methods,
●Subject to change and verification learning theories, administration of
● Determined by norms established in society education system and planning, character
building of the students, the attitude of
students and teacher, the society, the use of
different technologies.
B. PSYCHOLOGICAL FOUNDATIONS OF
CURRICULUM
Psychological Perspectives Influencing
Curriculum
“A teacher must have a good understanding of
child psychology to be effective.” Psychological influences of curriculum can best
be understood through theories of learning.
What is Psychology? These theories of learning are classified into
The word psychology is derived from the Greek four broad categories as follows:
word psyche (soul). It is a discipline devoted to the  Behaviorism
study of behavior, mind, and thought. Specifically, it
 Cognitism
deals with the study of the mental process that
 Humanitism
determines a person’s behavior and thinking.
 Constructivism
● Provides a basis to understand the teaching
and learning process.
1. BEHAVIORISM
● It unifies elements of the learning process.
 Behaviorism is a philosophy of psychology
● Questions which can be addressed are: based on the proposition that all things that
How should curriculum be organized to enhance organisms do like acting, thinking, and
learning? What is the optimum level of students’ feeling can and should be regarded as
participation in learning the various contents of the behaviors.
curriculum?
  Learning is considered a habit-formation.
Behaviorists emphasize on the learners
active engagement and reinforcements and
rewards that encourage continuing effort
over time.
 Behaviorists believe that what one learns is
influenced by altering or conditioning the
environment. Teaching is regarded as
arranging learning experiences in such a
way as to promote desirable behavior.
Proponents under Behaviorism
Ivan Pavlov (1849- 1936)
 Russian psychologist
 He is the father of the Classical
Conditioning Theory, the S-R Theory
 He showed that an organism can associate
a particular stimulus (S) with a particular
response (R).
 Stimulus=Response
 Therefore, learning is the result of an
association formed between a stimulus and
a response.
Edward Thorndike (1874-1949)
 Father of modern educational
psychology and founder of behavioral
psychology
 He championed the Connectionism
Theory
Defined learning as a connection or
association of an increasing number of
habits.
Three Major Laws of Thorndike
 Law of Effect- the response that is
reinforced (positive) will become habitual.
 Law of Exercise- connections between
stimulus and response is strengthened with
practice and weakened when practice is
discontinued.
 Law of Readiness- certain behaviors are
more likely to be learned than others
because the nervous system of the
organism is ready to make the connection
leading to a satisfying state of affairs.
Burrhus Frederic Skinner
 He introduced Operant Conditioning
 When a particular response or behavior is
reinforced (rewarded), the individual is
conditioned to respond.
 Positive and Negative Reinforcement
 Punishment/Consequence
Robert Gagne (1916-2002)
 He proposed the Hierarchy Learning Theory
Learning follows a hierarchy
 Behavior is based on prerequisite condition
 He introduced tasking in the foundation of
objectives
2. COGNITIVISM
- is a learning theory that focusses on how
information is received, organized, stored and
retrieved by the mind. Therefore, cognitivism looks
beyond observable behaviour, viewing learning as
internal mental processes.
- it is involving conscious intellectual activity such
as thinking, reasoning, or remembering
- it is the learner process the received information
seeking ways to understand it related to already
known information within his memory
What is a Cognitivist in psychology?
 Cognitive psychologists examine internal
mental processes such as memory,
perception, learning and language, and they
are concerned with how people understand,
diagnose, and solve problems and make
decisions.
Jean Piaget’s Cognitive Learning Theory
 Cognitive development suggests that
children move through four different stages
of mental development.
 His theory focuses not only on
understanding how children acquire
knowledge, but also on
understanding the nature of intelligence.
Piaget’s Stages:
a) Sensorimotor stage: birth to 2 years
b) Preoperational stage: ages 2 to 7
c) Concrete operational stage: ages 7 to 11
d) Formal operational stage: ages 12 and up
The Sensorimotor Stage
 Ages: Birth to 2 Years
 The infant knows the world through their ● Cultural transmission and development:
movements and sensations
 Children learn about the world through basic ● Children could, as a result of their
actions such as sucking, grasping, looking, and interaction with society, actually perform cognitive
listening actions prior to arriving at developmental stage.
 Infants learn that things continue to exist even ● Learning presides development
though they cannot be seen (object
permanence) ● Sociocultural development theory
 They are separate beings from the people and
objects around them KEYS TO LEARNING
●Pedagogy creates a learning processes that leads
The Preoperational Stage
to development.
 Ages: 2 to 7 Years
 Children begin to think symbolically and learn to ●The child is an active agent in his or her
use words and pictures to represent objects. educational process.
 Children at this stage tend to be egocentric and
struggle to see things from the perspective of HOWARD GARDNER
others.
GARDNER’S MULTIPLE INTELLIGENCES
 While they are getting better with language and
thinking, they still tend to think about things in ● Humans have several different ways to
very concrete terms. processing information and these ways are
relatively independent of one another.
The Concrete Operational Stage
 Ages: 7 to 11 Years EIGHT INTELLIGENCES:
 During this stage, children begin to thinking
logically about concrete events 1. Linguistic
2. Logical-mathematical
 They begin to understand the concept of
3. Musical
conservation; that the amount of liquid in a
4. Spatial
short, wide cup is equal to that in a tall, skinny
5. Bodily/kinesthetic
glass, for example
6. Interpersonal
 Their thinking becomes more logical and
7. Intrapersonal
organized, but still very concrete
8. Naturalistic.
The Formal Operational Stage
 Ages: 12 and Up DANIEL GOLEMAN
 At this stage, the adolescent or young adult
begins to think abstractly and reason about ● Emotion contains the power of affect action.
hypothetical problems
● Daniel Goleman's emotional intelligence
 Abstract thought emerges
theory outlines five components of EQ:
 Teens begin to think more about moral,
philosophical, ethical, social, and political issues ● Self-awareness
that require theoretical and abstract reasoning. ● Self-regulation
● Motivation
● Empathy
Keys to learning
● Social skills.
 Assimilation ( incorporation of new ● Emotional intelligence can be applied to
experience) meet goals and targets, as well as create a happier
 Accommodations (learning modification and and healthier working culture
adaptation ) ● He called this EMOTIONAL QUOTIENT.
 Equilibration ( balance between previous and
later learning ) 3. HUMANISM

LEV VYGOTSKY (1896-1934)  Humanism seeks to engage the learner as a

whole, where their intellect, feelings, social
THEORIES OF LEV VYGOTSKY
 capacities, artistic and practical skills are
given attention in the learning process.
 Humanism is one theory that has been used
in both teaching and learning. Humanism is
a belief that that individuals control their
own destinies through the application of
their intelligence and learning.
 In this theory, the curriculum is after the
process, not the product; focuses on
personal needs, not on the subject matter;
and clarifying psychological meanings and
environmental situations.
 Along this line, curriculum developers must
craft a more advanced, more
comprehensive curriculum that promotes
human potential. Teachers don’t only
educate the minds, but the hearts as well.
Humanistic Psychology
● Psychological perspective that emphasizes
the study of the whole THEORY.
Maslow's Theory
 Abraham Maslow was an American
psychologist who developed a humanistic
approach to psychology in the early 1940's.
Rather than focusing on behaviour as a
result of stimuli and reinforcement, Maslow
focused on the capability of humans to
reach their fullest potential
Physiological Needs
 The basic physiological needs are probably
fairly apparent—these include the things
that are vital to our survival.
 These are basic needs without which a
person can’t survive and maintain life
Security and Safety Needs
 The social needs in Maslow’s hierarchy
include such things as love, acceptance,
and belonging. At this level, the need for
emotional relationships drives human
behavior.
 These are needs to have a loving and
understanding relationship with people and
to have a social circle.
Social Needs
 The social needs in Maslow’s hierarchy
include such things as love, acceptance,
and belonging. At this level, the need for
emotional relationships drives human
behavior.
 These are needs to have a loving and
understanding relationship with people and
to have a social circle.
Esteem Needs
 At the fourth level in Maslow’s hierarchy is
the need for appreciation and respect.
When the needs at the bottom three levels
have been satisfied, the esteem needs
begin to play a more prominent role in
motivating behavior.
 These are needs to be identified as a
respectable person.
Self-Actualization Needs
 According to Maslow’s definition of self-
actualization, "It may be loosely described
as the full use and exploitation of talents,
capabilities, potentialities, etc. Such people
seem to be fulfilling themselves and to be
doing the best that they are capable of
doing. They are people who have
developed or are developing to the full
stature of which they capable.
 These needs demand the development of
best within a person.
Maslow claimed, that these needs emerge in
hierarchical order unless and until one set of
needs are fulfilled, next don’t emerge. This
theory has implication for teaching-learning.
Maslow considered the experience of child
as:
 Fundamental to learning.
 Emphasizing human qualities like creativity,
values, and
 Giving importance to the dignity and work of
the individual and focus on the
psychological development and human
potential of the learners.
Gestalt's Theory
 Learning is explained in terms of
"wholeness" of the problem.
 Human beings do not respond to isolated
stimuli but to an organization or pattern of
stimuli.
Key to Learning
 Learning is complex and abstract.
  Learners analyze the problem, discriminate
between essential and nonessential data,
and perceive relationships.
 Learners will perceive something in relation
to the whole. What/how they perceive is
related to their previous experiences.
CARL ROGERS(1902-1987)
Nondirective and Therapeutic Learning
 He established counseling procedures and
methods for facilitating learning.
 Children's perceptions,which are highly
individualistic, influence their learning and
behaviour in class
Key to Learning
 Curriculum is concerned with process, not
product; personal needs, not subject matter,
psychological meaning, not cognitive
scores.
4. CONSTRUCTIVSM
 Constructivism is an important learning theory
that educators use to help their students learn.
 Learning involves the construction of new
understanding by combining prior learning with
new information.
 Knowledge is constructed in the mind of the
learner.
 Learning is active.
Types of constructivism
There are different types of constructivism that
educators can use to find success with this
learning theory. 
A. Cognitive
Cognitive constructivism is based on the
concept that learning must occur according to a
student’s stage of cognitive development.
Cognitive constructivism is founded on the
research and work of cognitive development in
children by Jean Piaget.
B. Social
Social constructivism addresses
the collaborative aspect of learning.
The theory of Social Constructivism was
proposed by post-revolutionary Russian
psychologist Lev Vygotsky.
C. Radical
Radical constructivism is relatively different
from social and cognitive constructivism. It
focuses on the idea that students and the
knowledge they construct do not tell things that
are real, only help people to live and work in
their environment.
Radical constructivism was proposed by Von
Glasersfeld, who provides a pragmatic
approach to problems related to truth, reality
and human understanding.
Principles of constructivism
 There are many specific elements and
principles of constructivism that shape the
way the theory works and applies to
students.
 Knowledge is constructed.
— This is the basic principle, meaning that
knowledge is built upon other knowledge.
 People learn to learn, as they learn.
— Learning involves constructing meaning and
systems of meaning.
 Learning is an active process.
— Learning involves sensory input to construct
meaning.
 Learning is a social activity.
— Learning is directly associated to our
connection with other people.
 Learning is contextual.
— Students don’t learn isolated facts and
theories separate from the rest of our lives
—we learn in ways connected to things we
already know, what we believe, and more.
 Knowledge is personal.
— Because constructivism is based on your
own experiences and beliefs, knowledge
becomes a personal affair.
 Learning exists in the mind.
— Hands-on experiences and physical actions
are necessary for learning, but those
elements aren’t enough.
 Motivation is key to learning.
— Students are unable to learn if they are
unmotivated.
C. HISTORICAL FOUNDATIONS
COLONIAL 1642-1776
 • The primary purpose of education during •Focused on reading, writing arithmetic, primer and
the colonial period was to teach children to read bible.
the scriptures and notices of civil affairs.
LATIN GRAMMAR SCHOOLS
• The primary purpose of education during •Secondary level for upper-class boys as
the colonial period was to teach children to read preparation for college.
•For boys at age 8 or 9 and remains for 8 years.
the scriptures and notices of civil affairs
•Catered to those who planned to enter the
professions.
Three Colonial Regions •Latin apparently three-quarters of the curriculum
taught.
• New England Colonies- which states, •One of colonial America's closet links to European
"schools in colonial Massachusetts derived from schools
two sources:
(1) 1642 legislation required parents and Academics (1751)
guardians to ensure that children could read • Second american institution provide
and understand the principles of religion and education.
the laws of the commonwealth and • Based on Benjamin Franklin's ideas and
(2) the "Old Deluder Satan" Act of 1647, which offered practical studies.
required every town of 50 or more families to • Common studies.
appoint a reading and writing teacher • Students can choose foreign language baes
on their vocational needs.
• Middle Colonies- did not have language or • introduced practical and manual skills.
religion in common. Parochial and independent
schools, which were related to different ethnic Colleges
and religious groups were established. • Harvard or Yale.
• Admitted into college upon examination.
• Southern Colonies- school decisions were • SHOWING COMPETENCY IN BEING
left to the family. Usually the children of wealthy ABLE TO:
plantations owners were privately tutored while • Read, Construe, Parce Tully, Vergil and the
children of poorer status did not receive a any Greek Testament, write in Latin, understand the
formal education rules of Prosodia and Common aritmetic.

COLONIAL SCHOOLS College Curriculum

•Town Schools • Latin
•A public elementary schools attended by boys and • Grammar
girls of the community • Metaphysics
•Children ranging from 5-6 year old to 3-14 years • Rhetoric
old.
• Arithmetic
•Weather and farming conditions decided the
• Astronomy
children attendance.
• Ethics
CHARITY SCHOOLS • Logic
•Attended by less fortunate children. • Natural
•Learned to recite religious hymns and vocational • Sciences
skills.

PAROCIAL SCHOOLS THE NATIONAL PERIOD

(1776-1850)
•Elementary school based on religion and ethnic.
•Focused on reading, writing and religious DR. BENJAMIN RUSH (1745-1813)
sermons. Science, Progress and Free Eduaction
• Free elementary schools for towns with 100
PRIVATE SCHOOLS
or more families
•Attended by upper-class children.
 • A free academy at the country level.
• Free colleges and universities at the state
level for scieties future leaders.
THOMAS JEFFERSON (1743-1826)
Education For Citizenship
• Created a bill for Virginia to aloows taxes to
finance schools.
• Divides Virginia's countries into wards.
• Free elemetary schools.
• There was an Elemetary school, secondary
and William and Mary school.
• The proposal was never enacted. But did
provide good education for society.
NOAH WEBSTER (1758-1843)
Schoolmaster and Cultural Nationalist
• Created the US american Language.
• Known for WEbster dictionary
• Identified the US as nation.
• The use of a US language would eliminate
the EUropean language, and make the US
more uniform
WILLIAM HOMES MCGUFFEY (1800-1873)
The Readers and American Vistues
• Paved the way for the grading system in the
US.
• His book still used today in rural,
conservative school.
• Created the most popular textbook of his
era called 5 readers:
1. Patriotism
2. Heroism
3. Hard work
4. Diligence
5. Virtuous living
NINTEENTH-CENTURY (EUROPEAN
EDUCATORS)
JOHANN HERBART (1776-1841)
Moral and Intellectual Development
• Contributed to morals in education.
• Five ideas to found moral character;
- Inner Freedom
- Perfection
- Benevolence
- Justice
- Retribution
Two major bodies of interest
- Knowledge of interest- Factual data and
speculative ideas
- Ethical interest- Sympathy and scoial
relationship
HERBART SPENCER (1820-1903)
Utilitarian and Scientific Eduaction
• English Social Scienctist.
• Based on his ideas of education on Charles
Darwin's theory:
• " Survival of the fittest" which means If you
were lazy or weak, you would not survive.
• Teach HOW to think WHAT t think.
• His popular books:
- "What knowledge is of most worth'
THE TRANSITIONAL PERIOD (1893-1918)
FRANKLIN BOBBIT 91876-1956)
W.W.CHARTERS (1875-1952)
• He started curriculum development
movement.
• Curriculum is a science that emphasis
students needs.
• Objectives and activities should group
together when tasks are clasified.
HAROLD RUGG
• Curriculum should develop the whole child
centered.
• Rugg insisted that teacher should be pre-
plan and implement the curriculum needed for
the students.
• Emphasized social studies and suggested
that the teacher plans curriculum in advance.
HOLIIS CASWELL
• He wanted to improve instruction and help
teachers to coordinate their activities with
students needs.
• Caswell coordinated step by step curriculum
building procedures
WILLIAM KILPATRICK (1875-1952)
- Curricula are purposeful activities which are
• child-centers.
- The purpose of the curriculum is child
development and growth.
- Curriculum develops social relationships
and small group instructions.
RALPH TYLER (1902-1994)
- Curriculum is a science and an extension of
school’s philosophy. It is based on a student's
need and interest.
- Curriculum is always related to instruction.
Subject matter is organized in terms of
knowledge, skills, and values.
- The process emphasizes problem solving.
Curriculum aims to educate generalists and not
specialists.
HILDA TABA (1902-1967)
- She contributed to the theoretical and
pedagogical foundations of concepts
development and critical thinking in social
studies curriculum.
- She helped lay the foundation for a diverse
student population
PETER OLIVA (1992-2012)
- He described how curriculum change is a
cooperative endeavor
- Teachers and curriculum specialist constitute
the professional core of planners
- Significant improvement is achieved through
group activity.
D. SOCIOLOGICAL FOUNDATION
-Latin "Socius" - "social or being with others"
-and the Greek "logos" - "study"
-The term "Sociology" basically means the
'study of social beings".
It studies:
• human behavior in groups
• social structure and social phenomena
• different forms of human interrelations
Definition of Terms:
● Curriculum - the heart of schooling.
● School - an institution where individuals are
taught.
● Society - structured relations and institutions.
Schools and Society (Theories and Principles)
● Society as a Source of Change
- Society is dynamic.
- Major Sources of Social Change
- Population Growth and Composition
- Culture and Technology
- Natural Environment
- Social Conflict
● Society as Agents of Change
- Schools adapt quickly to social
change.
- “Leader” of change.
● Knowledge as an Agent of Change
- Knowledge is a socially shared
understanding.
- Knowledge is dynamic and
changing.
ALVIN TOFFLER (1928-2016)
- He is an American writer and futurist.
- Wrote the book Future Shock.
- Home Schooling: In the future, parents might
have the resources to teach prescribed
curriculum from home as a result of technology,
not in spite of it.
- Schools and Students: Working creatively and
collaboratively.
EDUCATION AND SOCIETY
 Schools exist within, not part from, social
context
 Schools emerges within society
The Sociological Foundation
 -Issues from society including groups and
institutions in the culture and their
contribution to education
 -refers to issues from society that have an
influence on curriculum.
There are many aspects of the society that
need consideration in curriculum making.
These include:
• Changes occurring in societal structures;
• Transmission of culture;
• Social problems as issues for Curriculum and
• Economics issues.
Sociological Basis
AIMS OF EDUCATION
• Development of social feelings and qualities
• Development of a socially efficient individual
• Improvement of vocational efficiency
• Use of leisure time and development of
healthy recreational pursuits
• Transmission of social heritage
• Diffusion of more and more knowledge
• Development of constructive and creative
outlook of the individual
• Education for social service, social efficiency,
emotional integration, national unity and
patriotism
CURRICULUM
• Based on conditions, problems and needs of
society
• An agent for transmission of basic values of
culture
• Prepare the child for global/world society
• Flexible and changeable for the effective
realization of socially determined objectives
• Lead to the development of genuine 'we
feeling' i.e. of a group having a spirit of social
interaction.
METHODS OF TEACHING
• Enable child to acquire skills and knowledge
needed
• Develop a capacity for social adjustment
• Develop problem solving and constructive
thinking
• Socialized techniques; project and group
methods
ROLE OF THE TEACHER
• Destiny of the nation is shaped in classrooms
by the teachers
• Be exposed to the concept of freedom, dignity
of the individual, rights and duties so as to
transmit the same to the younger generation
• Expected to possess right attitude of social
behavior
• Remain above casteism, regionalism
THE SCHOOL
• Reflect and epitomize the larger society
outside its walls
• Balance, purify and simplify the activities of
the society in its environment
DISCIPLINE
• Should come through participation in group
activities and social service activities
CONCLUSION
• Education takes place in society
• Education is essentially a social process
• Social environment educates the child
education has a social role to play
• Education is a lifelong process
• Education is not only schooling
• Education is formal, non-formal and informal
• Education must be social in nature and
develop democratic skills and values in
students
E. LEGAL FOUNDATION
⮚ EDUCATIONAL DECREE OF 1863: The decree
provided for the establishment of primary school for
boys and girls in each town of the country.
⮚ ACT NO. 74 OF 1901: Enacted into law by the
Philippine Commission, the Act created the
Department of Public Instruction, laid the
foundations of the public school system in the
Philippines, provided for the establishment of the
Philippine Normal School in Manila and made
English as the medium of instruction. (In 1949, the
Philippine Normal School was made a teachers’
college by virtue of RA 416 and, in 1991, it became
a full-pledge university by virtue of RA 7168.)
⮚ ACT NO. 1870 OF 1908: The law served as the
legal basis for the creation of the University of the
Philippines.
⮚ VOCATIONAL ACT OF1927: Also known as Act
No. 3377, the Vocational Act as amended by other
acts laid the foundations of vocational education in
public schools and made provisions for its support.
⮚ EDUCATION ACT OF 1940: Also known as
Commonwealth Act No. 586, the Education Act laid
the foundations for the present six-year elementary
course and made provisions for its support.
⮚ REORGANIZATION ACT OF 1947: The Act
placed public and private schools under the
supervision and control of the Bureau of Public and
Private Schools.
⮚ REPUBLIC ACT 5250 OF 1966: The Act
provided the legal basis for the implementation of a
ten-year teacher education program in special
education.
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 25 OF 1974:
Popularly known as the Bilingual Education
Program of 1974, the Order required the use of
English as medium of instruction for science and
mathematics subjects and the use of Filipino as
medium of instruction for all other subjects in the
elementary and high school levels.
⮚ PRESIDENTIAL DECREE NO. 1006 OF 1976:
The Decree was a legal and formal recognition of
teachers as professionals and teaching as a
profession.
⮚ REPUBLIC ACT NO. 5698: The Act created the
Legal Education Board whose task was to regulate
and improve the quality of law schools in the
Philippines in order to stop the increasing number
of examinees who fail to pass the bar examinations
given every year.
⮚ REPUBLIC ACT 6655 OF 1988: Popularly
known as the Free Public Secondary Education Act
of 1988, the Act created a system of free education
in public high schools.
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 49 OF 1992:
This Order serves as the guideline for the selection
of honor students in all public and private high
schools. All these schools were required to choose
one (1) “valedictorian” and one (1) “salutatorian,”
and to set the limit of the number of “honorable
mention” to one percent of the graduating
students. The “eligibility requirements” for
becoming an honor student are the following: 1) No
grade below 80 in any subject and no failing grade
in any subject in the first two curriculum years; 2)
Completed third and fourth year studies in the
same secondary school; 3) Completed the high
school curriculum within the prescribed year; 4)
Active membership in two clubs during the third and
fourth years in high school; and 5) Conformed to
school rules and policies.
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 1 OF 1994:
This Order increased the number of school days to
200 days (42 calendar weeks) inclusive of
examination days for public and private schools.
(This department order is similar to RA 7791 which
increased the number of school days from 185 to
200 days.
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 37 OF 1994:
The Order required all grade VI elementary
students to take the National Elementary
Assessment Test (NEAT) that is given on the 13th
Tuesday following the opening of the school year.
The assessment test consists of a battery of tests
of the multiple choice type. There are four subject
areas: English, mathematics, science and
heograpiya/kasaysayan/sibika
(geography/history/civics).
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 38 OF 1994:
The Order required all senior high school students
to take the National Secondary Assessment Test
(NSAT) that is given on the 13th Friday following
the opening of the school year, or three days after
the NEAT has been given. The assessment test
consists of a battery of tests and there are four
subject areas: English and Filipino proficiencies,
mathematics, vocational aptitude and science &
technology. (The test is not a requirement for
college admission.)
⮚ REPUBLIC ACT NO. 7731: The Act abolished
the National College Entrance Examinations or
NCEE to give the marginalized students a greater
chance to gain access to college education.
⮚ REPUBLIC ACT NO. 7722: Also known as the
Higher Education Act of 1994, the Act created the
Commission on Higher Education (CHED) whose
main task is to regulate and develop tertiary
education in the Philippines.
⮚ REPUBLIC ACT NO. 7796: Also known as the
Technical Education and Skills Development Act
(TESDA) of 1994, the Act’s objective was to
provide relevant and quality technical education
that is accessible to all and to create the agency
that will manage technical education and skills
development in the Philippines.
⮚ REPUBLIC ACT NO. 7836 OF 1994: Known as
the Philippine Teachers Professionalization Act of
1994, the Act made it mandatory for people
pursuing a career in teaching to take the licensure
examinations that are administered and regulated students. Students require entering the lower levels
by the Professional Regulatory Commission. of education first before entering high degree of
learning so I think DepEd needs to be careful in
⮚ DEPARTMENT OF EDUCATION (DEPED) providing the correct learning outcomes of every
ORDER NO. 34 OF 2001: The Order required all child. CHED is somewhat similar to the function of
public elementary and high school students to read DepEd but the only difference is that this agency is
at least one book in the vernacular and one book in responsible to the tertiary level and the quality of
English per year before they can be promoted to education is in higher degree but they focus on
the next higher level. enhancing the knowledge and skills the students
acquired from the previous levels of learning. Also,
this agency lets the students choose what field they
PHILIPPINES AND FUNCTIONS OF CHED, have interests and help them to properly train to be
DEPED AND TESDA competitive students and to be a productive
workers after they graduated. I think the
According to some legal bases of education in the
responsibility of the CHED is crucial because they
Philippines, there is an order provided for the
need to expose the students in real life activities
establishment of primary school for boys and girls,
that will help the students to cope well in the
other acts that laid the foundation of vocational
authentic environment. Lastly, the TESDA is
education in public schools and made their
responsible for providing technical skills training the
provisions for its support, the implementation for
students to develop country’s human resources.
free access to public education in elementary and
This has the least part in education because I think
high school level, also the acts for the freedom of
that this is very optional to the students to take up
establishment of private schools which should be
their provided courses. This is the only option which
accredited by DepEd and CHED. This is very
students who are not capable of attending tertiary
natural for the government to have this kind of
level be able to have blue-collar jobs in the
responsibility to let every citizen in our country be
Philippines. But I don’t know how they function in
educated through the free education of primary and
k12 program because according to the new
secondary levels but I don’t think this is enough
educational system, students in secondary level
because I believe that the budget for education
already have vocational courses then maybe they
which has the highest value among the other
are responsible in enhancing the skills they develop
projects of the government is enough to have a free
from that certain level.
access also for tertiary level. How can the Filipinos
be productive if most of us don’t have enough
education? Another thing, although vocational
education in public schools were made, I don’t think
this is enough because our country needs
professionals that’s why we should study more
especially to have fields specialization because I
believe that every person has a gift from God
although we are very unique in every way, we are
all capable of doing things that is innate and this is
what we called “talent”.
The DepEd, CHED and TESDA are the
government agencies established to have control in
every sectors of our education system. DepEd is
responsible for the education for primary and
secondary levels. This agency provides quality
education needed for good foundation of learning of
every student. I think they are the most important
agency because they are handling students who
are building knowledge and skills. They need to
properly supply materials applicable for young