FOUNDATIONS OF EDUCATION

TEACHING PFOFESSION 1
Historical, Philosophical and Sociological Foundations of Education
EDUCATION
• Derived from Latin word educare which means “bring up”, which is related to educere “bring
out”
• Any act or experience that has a formative effect on the mind, character or physical ability of an
individual
• It is the process by which society deliberately transmits its accumulated knowledge, skills, and
values from one generation to another
LEARNING
• acquiring new knowledge, behaviors, skills, values, preferences or understanding, and may
involve synthesizing different types of education
FOUNDATIONS OF EDUCATION
*historical
*philosophical
*legal
*sociological
*anthropological
HISTORY OF EDUCATIONAL SYSTEM
*ancient *medieval *modern
ANCIENT PERIOD OF EDUCATION
-Primitive Education
-Sumerian Education
-Oriental Education
-Greek Education
-Roman Education
-Early Christian Education
PRIMITIVE EDUCATION
AIM-survival, security, preservation of tradition, conformity to the tribe to which they belong
METHOD-informal (tell me and show me, trial and error), vocational, practical, enculturation,
indoctrination
CURRICULUM-hunting, fishing, songs, poems, dances
AGENTS-parents, tribal leaders, religious leaders
INFLUENCE-transmission of skills culture was passed on and preserved
SUMERIAN EDUCATION
AIM-training of scribes, bookkeepers, teachers
METHOD -imitation, copying, tablet preparation
CURRICULUM -3Rs, astronomy, architecture, agriculture & hydraulics, art, vocational training, law
AGENTS -home, school, temple/apprentice school
INFLUENCE -cuneiform writing
ORIENTAL EDUCATION
AIM- impress traditional ideas and customs in order to maintain and perpetuate the long-established
social order
METHOD- imitation, memorization
CURRICULUM- moral and theoretical training
AGENTS- Orientals (Chinese, Indians, Egyptians, Persians)
INFLUENCE- transfer of traditions and social ethics
GREEK EDUCATION *spartan *Athenian
AIM- promote individual success and welfare
spartan- military and discipline
Athenian- perfect man (body and mind) for excellence
METHODS
Spartan-training, participation, discipline, motivation
Athenian-principle of individuality
CURRICULUM
Spartan-military, moral training, music, gymnastic and vocational
Athenian-liberal education

ROMAN EDUCATION
AIM- realizing national ideals
METHOD-Primary: imitation, memorization
Secondary: literary exercises, grammar and speech
CURRICULUM-physical training (martial arts, use of war weapons)
INFLUENCE-great deal of faith in education, legal ideas
EARLY CHRISTIAN EDUCATION
AIM- moral, holiness, religion, preparation for destiny
METHOD-memorization, AV aids, exposition, worship
CURRICULUM- history, religion, foreign language, PE
AGENTS- home, public school, temple, scribe college
INFLUENCE-10 commandments of the bible, monotheism

MEDIEVAL PERIOD OF EDUCATION

*monasticism *scholasticism *chivalry *guild system
MONASTISCM
AIM-spiritual and moral
STUDENTS-age 10 (monastic schools) and 18 (m. order)
METHOD-catechetical method, dictation, memorization, meditation, contemplation, language
CURRICULUM- 7 Liberal Arts: Trivium (dialectic, grammar rhetoric) and Quadrivium (geometry,
arithmetic, music, astronomy)
AGENTS-Monastic schools
INFLUENCE-opposed corruption/vices; industrial skills, dignity of manual labor
SCHOLASTICISM
AIM-intellectual discipline, reasoned faith
STUDENTS-age 14 (university) – bachelor – continued studying (4-7 yrs) – Licentia docendi – Master
METHOD-lecture, repetition, disputation, exam, Scholastic method, Aristotelian Logic
CURRICULUM- theology, religious philosophy
AGENTS- parish/ monastic/ cathedral/ palace school
INFLUENCE- university, intellectual learning
CHIVALRY
AIM- morality, horsemanship, gallantry, responsibility, social grace, religiosity
STUDENTS- birth- age 7 (mother), 7-14 (castle), 14-21 (squire) 21 (inducted as a knight)
METHOD- observation, imitation, apprenticeship
CURRICULUM- Boys (horse riding, good manners) Girls (religion, music, dancing, chores)
AGENTS- home, castle, court, tournament/battle field
INFLUENCE- learning of social grace, etiquette
GUILD SYSTEM
AIM- vocational preparation (industrial life)
STUDENTS- apprentice – journeyman – master craftsman
METHOD- observation, imitation, practice
CURRICULUM- 3Rs, vocational, religion
AGENTS- Burgher school (supported by cities), Chantry school (by wealthy merchant classics,
prepare to serve dynastic leaders
s), Guild school
INFLUENCE- vocational training, apprenticeship
MODERN PERIOD OF EDUCATION
*renaissance *reformation
RENAISSANCE
AIM- cultivate humanist expert in Greek & Latin classics, prepare to serve dynastic leaders
STUDENTS- male children of aristocracy and upper class, ages 7-20
METHOD- memorization, translation, analysis of Greek and Roman classics, literature, poetry and art
CURRICULUM- Greek classical literature, poetry, art
AGENTS- Classical humanist educators, schools (lyceum, gymnasium, Latin school)
INFLUENCE- literary knowledge, style in classical literature
REFORMATION
AIM- commitment to a particular religious denomination, general literacy
STUDENTS- boys, girls ages 7-12 in vernacular schools, young elite men in humanist schools
METHOD- memorization, indoctrination, catechetical instruction in vernacular schools, translation,
analysis of classical lit in humanist schools
CURRICULUM- 3Rs, catechism, religious concepts and rituals, Latin/Greek Theology
AGENTS- vernacular elementary school for general public, classical schools for upper class
INFLUENCE- commitment to universal education to provide literacy; origins of school systems, dual
track school system
HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM
PRE-SPANISH PERIOD
Focus: Survival, Conformity and Enculturation (own customs, traditions)
• informal education (tell me/show
me, trial and error)
• use of baybayin
• teachers were the babaylan and
katalonan (shamans, spiritual
healers)
• boys were taught hunting and other
means of livelihood, while girls
were taught how to manage the
household

EVIDENCE OF EARLY EDUCATION

• ceramic industry
• syllabary writing among Tagbanwas
and Mangyans
 • megalithic structures of rice terraces

SPANISH PERIOD
Focus: Religion, Propagate Christianity
• formal education (private then public-
school systems)
• education through dictation and
memorization
• teachers were the friars
• Spanish friars produced the 1st
grammars and dictionaries that led to development of
Filipino languages
• Vernacular- medium of instruction
• 1565: Parochial schools started in Cebu by Augustinians missionaries
• Colegios: school for boys and Beaterios: school for girls
Colegio de Santa Potenciana
Colegio de San Ildefonso (University of San Carlos- Cebu) Colegio de San Jose (San Jose
Seminary- Manila)
Colegio de Nuestra Señora de Santisimo Trinidad (University of Santo Tomas) Colegio de Niños
Huerfanos de San Juan de Letran (Colegio de San Juan de Letran) Colegio de Santa Isabel
(Santa Isabel College- Manila)
• Royal Decree 1863: established the first public school system
AMERICAN PERIOD
Focus: Democracy, Self- government
• formal education (public-school systems)
• English- medium of instruction
• education through socialized recitation and active participation
• 4RS, language, civics, hygiene and sanitation, gardening, domestic science, American and
Philippine history
• from age seven, children were registered and enrolled at the nearest public schools
• American soldiers were the teachers and later relieved by Thomasites
Education Act of 1901 (Act. No. 74)
• establish a department of public instruction
• establish a highly centralized system
• provide the importation of teachers
• create the Philippine Normal School
1908: UP was founded- the first school with university status 1925: The Monroe Survey
Commission was created to evaluate the school system
COMMONWEALTH PERIOD
Focus: Nationalistic and Democratic Ideals and Ways of Life
• training was done through public and private schools (sectarian or non-sectarian)
• offers industrial and agricultural courses; curricular emphasis on character education and
citizenship training
• free public school education was guaranteed
• 1935 Constitution: develop moral character, personal discipline, civic conscience and
vocational efficiency
• Educ. Act of 1940 – Commonwealth Act No. 586
• Act No. 4007 – complete abolition of fees
• E.O. 134 in 1936 – Tagalog as basis of national language
• E.O. 263 in 1940 – teaching of national language in senior high and all years in normal schools
• C.A. 117 – placed all public school teachers under civic service rules
• C.A. 578 – “persons of authority” (supervisors, principals, teachers and professors training
adults)
• C.A. 80 – legal basis for adult education
• C.A. 589 in 1940 – school ritual (singing of Nat’l Anthem, recitation of Patriotic Pledge)
• C.A. 1 “Nat’l Defense Act of Dec. 21, 1935” – preparatory military training
• P.D. 1706 of 1980 “Nat’l Service Law” – required civic welfare, law enforcement and military
service
JAPANESE PERIOD
Focus: Vocational, Agricultural, and Technical Education
• develop pride in work and dignity of labor
• discouraged patronizing any Western countries, particularly the United States
• understand the position of the Philippines in the Greater East Asia Co-prosperity Sphere
• develop a sense of Asian pride
• Nihonggo was taught in schools
• 1942 – “Military Order No. 2” Commission On Education, Health, and Public Welfare

REPUBLIC PERIOD
Focus: Education for All, Patriotism
• individuals realized their capacities but in social context
• society is not separated from the individual
• democracy thrives on change, it is dynamic and flexible
• social orientation as manifested by the conservation of the Filipino heritage
• training for occupation and promotion of democratic nation building
• R.A. 896: Education Act of 1953
 restoration of Grade 7 (not implemented due to lack of funds)
 practice of 1 class under 1 teacher in the primary and 3 teachers to 2 classes,
5 teachers to 3 classes in the intermediate
 compulsory completion of elementary grades
 compulsory enrollment of children in the public schools upon reaching 7 years old
• R.A. 1979: made permanent civil service eligibility of teachers
• R.A. 1265: daily flag ceremony shall be compulsory in all schools
• R.A. 1425: inclusion of life, works, and writings of Jose Rizal
• R.A. 4670: Magna Carta for Public School Teachers
NEW SOCIETY PERIOD
• R.A. 896: Education Act of 1953
 restoration of Grade 7 (not implemented due to lack of funds)
 practice of 1 class under 1 teacher in the primary and 3 teachers to 2 classes,
5 teachers to 3 classes in the intermediate
 compulsory completion of elementary grades
 compulsory enrollment of children in the public schools upon reaching 7 years old
• R.A. 1979: made permanent civil service eligibility of teachers
• R.A. 1265: daily flag ceremony shall be compulsory in all schools
• R.A. 1425: inclusion of life, works, and writings of Jose Rizal
• R.A. 4670: Magna Carta for Public School Teachers
Focus: National Development and High Profession
• make education relevant to the needs of the changing world
• emphasis on mastery learning and offers elective subjects
• Bilingual Educational Policy: use of English and Filipino as medium of instruction
• NCEE- National College Entrance Examination
• NEAT- National Elementary Assessment Test
• NSAT- National Secondary Assessment Test
Trends in Education
• Project IMPACT – Instructional Management by Parents, Community, and Teachers
• ISOSA – In School, Off School Approach
• CPS – Continuous Progression Scheme
• PRUDED – Program for a Decentralized Educational Development

CONTEMPORARY PERIOD
Focus: Globalization, Quality Education and Human Rights
• promote national development and values education
• student-centered and multidisciplinary treatment of curriculum
• cognitive-affective manipulative- based curriculum
• emphasis on critical thinking, science and technology
AQUINO Administration
 1987 Philippine Constitution
 Highest budget for education
 MECS to DECS (E.O. 117)
RAMOS Administration
 Congressional Commission on Education (EDCOM)
 Creation of TESDA (R.A. 7796)
 Creation of CHED (R.A. 7722)
ESTRADA Administration
 Presidential Commission on Educational Reform (E.O. 46)
ARROYO Administration
 DECS to DepEd
 HSRT and Bridge Program for March 2004 Elementary graduates

P-NOY and DUTERTE Administration

 Kindergarten Education Act
 Enhanced Basic Education Act (K-12)
 CPD Law
 Free Tertiary Education
 R.A. 7836: Philippine Teachers Professionalization Act of 1994
 R.A. 9293: Amendment of R.A. 7836
 R.A. 7722: Commission on Higher Education (CHEd)
 R.A. 7796: Technical Education and Skills Development Authority (TESDA)
 R.A. 9155: Department of Education (DepEd)
 R.A. 10157: Kindergarten Education Act
  R.A. 10533: Enhanced Basic Education Act of 2013 (K-12 Law)

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Philo- love
Sophos- wisdom
It is a reasoned pursuit of fundamental truths, a quest for understanding, a study of principles of
conduct. Window of World Compass of Life
BRANCHES OF PHILOSOPHY
METAPHYSICS- reality (mind)
*ontology- existence
*cosmology- universe
*theodicy- God
*psychology- man
EPISTEMOLOGY- knowledge
LOGIC- critical thinking
AXIOLOGY- values
*ethics- morality
*beauty

EASTERN *Religion
*Institution
*Mysticism
*Eastern Philosophy
WESTERN *Science
*LOgic
*WEstern philosophy
*Reason
EASTERN
INDIAN
• Buddhism
• Jainism
• Carvaka
CHINESE
• Confucianism
• Taoism
• Mohism
• Legalism
WESTERN
CLASSICAL
• Naturalism
• Idealism
• Realism
• Pragmatism
CONTEMPORARY
• Perennialism
• Essentialism
• Progressivism
• Reconstructionism
 EASTERN PHILOSOPHIES
B uddhism
I slam
T aois
C onfucianism
H induism
Z en Buddhism
S hintoism

Buddhism
Proponent: Siddharta Gautama
• believes in FOUR NOBLE TRUTHS
 truth of suffering (dukkha)
 truth of the cause of suffering
 truth of the end of suffering
 the truth of the path that leads to the end of suffering
• believes in the LAW OF KARMA

Buddhism in education
 education is rooted in faith
 continuing educational system – to receive additional teaching and learn from each other
during class discussions

c
Proponent: Muhammad ibn Abdullah
• has FIVE PILLARS
 Shahada (confession of faith)
 Salat (prayer)
 Zakat (alms giving)
 Ramadan (fasting)
 Haji (pilgrimage)
Islam in Education
 useful knowledge is necessary for the benefit of the self and of humanity
  a truly Islamic government is required to provide all means to promote adequate education
for its citizen, to the best of its ability

TAOISM
Proponent: Laozi (Lao Tzu)

• TAO: a way of life, a philosophy advocating simplicity, frugality, and the joys of
being close to nature and being in harmony with the whole universe

• strongly believes in WU WEI (let things come naturally)

• symbolized by yin-yang which represents balance in the universe

Taoism in Education

 Taoist ethics emphasize compassion, moderation, and humility

 physical exercises involve slow and controlled body movements to achieve mental stillness

CONFUCIANISM
Proponent: Confucius (K’ung Fu-Tzu)

• teaches moral life through devotion to the family, loyalty to the elders, love of learning,
brotherhood, civil service, and universal love and justice

• stresses FIVE CARDINAL VALUES

Benevolence, Righteousness, Propriety ,Sincerity, Wisdom

LIFE- Life is a gift that must be treasured.

GOLDEN RULE-Do not do unto others what you would not like others to do unto you.

GOVERNMENT- Sufficient food, weapons and the confidence of the people make a good government.

MOURNING- The period of mourning for a parentis three years.

Confucianism in Education

 civil service exams

 religious rituals in the schools

HINDUISM
Proponent: Mahatma Gandhi
 • emphasizes a commitment to an ideal way of life characterized by honesty, courage, service,
faith, self- control, purity and non-violence which can be achieved through YOGA
Confucianism in Education
 the teacher shows the way and imparts knowledge by his own example, responsible for the
students’ spiritual welfare
 the students aim to remember everything by heart and gained mastery of every subject
learned
 teaching methods are oral and memory intensive, discussion and debates
ZEN BUDDHISM
Japanese version of Buddhism
• believes in the THIRD EYE
• encourages meditation (mind-awakening)
• teaches that the entire universe is one’s mind, and if one cannot realize enlightenment in
one’s own mind now, one cannot ever achieve enlightenment
HINTOISM
• an optimistic faith, as humans are thought to be fundamentally good, and evil is believed to
be caused by evil spirits
• overall aims of Shinto ethics are to promote harmony and purity in all spheres of life. Purity is
not just spiritual purity but moral purity: having a pure and sincere heart.
• The kami are worshiped at kamidana household shrines, family shrines, and jinja public
shrines

WESTEERN PHIOSOPHIES
CLASSICAL *pragmatism

*realism

*idealism

*naturalism

MODERN *perennialism

*essentialism

*progressivism

*existentialism

*social reconstructivism

PRAGMATISM

practical; learning by doing; experimental; change

DESCRIPTION

• the essence of an idea comes to the consequences of its test or practice

• practical for life and encourage them to grow into better people

APPLICATION TO EDUCATION

• student-centered

• education is a social institution and a continuous reconstruction of experience

• experimental method and focus on hands-on activities

• teacher as facilitator

• curriculum: real-life situation, personal and social experiences

REALISM

true existence; material objects; senses

DESCRIPTION

• believes that objects exists independent in the mind

• all knowledge is derived from experience

• reflection upon the minds as well as sense perception

• natural laws determine and regulate one’s existence

APPLICATION TO EDUCATION

• education process is transmission of knowledge

• conditioning the learner and use of discipline

• problem-centered curriculum and habit formation

• Teaching methods: Socratic method, Disputation and Discussion, Lecture, Memorization, Use
of visuals and problem-solving

IDEALISM

thoughts; ideals; values; latent ideas

DESCRIPTION

• ultimate reality is spiritual or mental

• knowledge is independent of sense experience

• man can know intuitively ang through reasons

• values are eternal; every stimulus is derived from God

APPLICATION TO EDUCATION

• school is ideal centered

• abstract thinking is the highest

• teacher-centered

• Curriculum: universe division, civilization, culture division, and personality division

NATURALISM

harmony with nature; discovery; teacher as guide

DESCRIPTION

• oldest philosophy that believes that the nature is the aggregate of physical objects

• child as a gift of nature with potentialities for natural growth according to laws of nature

APPLICATION TO EDUCATION

• Loco parentis principle

• education is a natural process

• aim of education is complete living

• educative process should be inductive

• punishment be constituted as consequences of wrong deeds

Classical Philosophies
*pragmatism

*realism
*idealism

*naturalism

PERENNIALISM

same for everyone; permanent; unchanging; obsolete; perpetual

DESCRIPTION

• basic principles of education are changeless and permanent

• focus on past and permanent studies

• mastery of facts and timeless knowledge

• emphasis on classic literature, history, philosophy, and science

APPLICATION TO EDUCATION

• basic subjects should and must be taught

• Role of Teacher: Socratic Method: continually pursuing truth; emphasis in

classics; omnipotent (teacher-centered)

• Role of Student: Passive listener; Active thinker/learner

• Classroom Management: orderly rows, neat room, creating rules, always seeking rational
people

ESSENTIALISM

traditional; back to basics; common body of knowledge

DESCRIPTION

• children should learn the traditional basic subjects and that these should be learned
thoroughly and rigorously

• essential skills and academic subjects

• mastery of concepts and principles of subject matter

APPLICATION TO EDUCATION

• emphasis on the essential 3Rs and essential subjects

 • school returns to the essentials of the basic skills of reading, writing, arithmetic, history, and
English

• subject-centered; teacher focuses heavily on achievement test

• promotes culture and arts in school; frowns upon vocational subjects

PROGRESSIVISM

development; relevant to the student’s interest; prior knowledge

DESCRIPTION

• accepts the pragmatists’ view that CHANGE is the essence of reality

• declares that education is always in the development process

• essence of education is a continual reconstruction of experience

APPLICATION TO EDUCATION

• learning should take place through problem solving

• learning is through reconstruction of experiences

• teacher is a facilitator

• the school should encourage cooperation rather than competition

EXISTENTIALISM

personal choices; will; self-responsibility; unique individual

DESCRIPTION

• individuals are responsible for determining for themselves what is true, beautiful, false, right
or wrong

• the meaning of life is what each individual makes

• reality is a matter of individual existence

APPLICATION TO EDUCATION

• school assists students in knowing themselves and learning their place in society

• assisting students in their personal learning journeys

 • revised system of rating and reporting of students

SOCIAL RECONSTRUCTIONISM

social change; critical analysis; genuine democracy

DESCRIPTION

• education for change and social reform

• awareness of societal needs and problems

• focus on curriculum that highlights social reform as the aim of education

APPLICATION TO EDUCATION

• focuses on student experience and taking social action on real problems such as violence,
hunger, terrorism, inflation

• community-based learning and bringing the world into the classroom

• emphasis on social sciences and focus on present and future trends as well as national and
international issues

MODERN PHILOSOPHIES

*PERENNIALISM

*PROGRESSIVISM

*ESSENTIALISM

*EXISTENTIALISM

*SOCIAL RECONSTRUCTIVISM

OTHER PHILOSOPHIES

*BEHAVIORISM

*CONNECTIONISM

*COGNITIVISM

*INSTRUMENTALISM
*HEDONISM

*ALTRUISM

*UTILITARIANISM

*SELF-REALIZATION

*RATIONALISM

SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATIONS

SOCIOLOGY - socius- companion

- ology- the study of

• study of patterns of human behavior

• the science of man and society

• study of groups and societies and how they affect the people

• encompassed all the elements of society (i.e. social relation, social stratification, social
interaction, culture)

SOCIETY- a group of organized individuals who think of themselves as a distinct group, and who live
together sharing the same culture occupying the same territory, who interrelates and interacts with
one another, recruits its members by intergroup sexual production and has a shared comprehensive
culture, with common shared attitudes, sentiments, aspirations, and goals

SOCIALIZATION- a process of adapting or conforming to the common needs and interests of a

social group

• a process whereby people learn attitudes, values and actions appropriate to individuals as
members of a particular society, where a member of a group learns and internalizes the
norms and standards of the other member among whom he/she lives

Agents of Socialization – family – school – church

Family
• smallest social institution

• Health education- proper food to eat, proper hygiene

• Ethics, Morality, Religion- spiritual, moral, and desirable social values

 • Socialization- roles and status in society

• Psychomotor and manipulative skills- how to walk, dance, and to use properly kitchen tools,
utensils, etc.

• Recreational skills

• Academic- reading, writing, arithmetic

School
• an institution, center of learning, established by society in which the accumulated
experiences of the past generations are passed on to the incoming generation by means of
systematized programs of instruction

Agent of Socialization

Agent of Cultural Transmission Agent of Cultural Change

Agent of Modernization

Agent of Socialization

 get along with other students

 social ethics are taught in school

 student government trains the students to become good leaders and followers

 prepares to become worthy member of society by making them aware of their

responsibilities

Agent of Cultural Transmission

 Enculturation – learning one’s own culture

 Acculturation – learning new traits from another group

 Assimilation – an individual loses entirely of previous group identity and takes on that of
another group

Agent of Cultural Change

 values and attitudes formation are easily transmitted through lessons

 knowledge about the latest development in science and technology, and about the nations
and people of the world

Agent of Modernization

 educational systems are focused on future needs of the students

 development of oral and written communication and other modern means of communication

 improvement of science and technology in all fields

CHURCH
• a lifetime school of learning

Education from the Church (through the Bible)

 History

Persia (now Iran), Mesopotamia (now Iraq)

 Prophecies

Earthquake, Famine, Calamities

 Divine Values

Love, Hope, Faith, Wisdom, Charity, Justice

ANTHROPOLOGY – antropos- human

-logos – study

• science that studies the origin and development of man, his work and achievements
which includes the study of physical, intellectual, moral, social, and cultural
development of man, including his customs, mores, folkways, and beliefs

CULTURE
--a set of learned behaviors, beliefs, attitudes, values, and ideals that characterize a particular
society or population. (Ember, 1999)

-the learned norms, values, knowledge, artifacts, language, and symbols that are constantly
communicated among people who share a common way of life (Calhoun, et.al., 1994)
 the sum total of symbols, ideas, forms of expressions, and material products associated with
a system (Johnson, 1996)

Characteristics of Culture

*transferable

*continuous

*symbolic

*dynamic

*shared

*adaptive

*learned

*universal

*borrowed

Elements of Culture

Language

• an abstract system of word meanings and symbols for all aspects of culture

• Inclusive of speech, written characters, numerals, symbols and gestures, and expressions of
verbal and non-verbal communication

• the foundation of culture

Mores

• are the customs, norms, and behaviors that are acceptable to a society or social group

Norms

• are established standards of behavior maintained by a society; it must be shared and

understood
• what is considered “normal” is basically based on the number of people practicing a certain
behavior

Folkways

• actions that has some moral significance and became repetitive

Sanctions

• penalties or rewards for conduct concerning social norms

 positive sanctions – pay, promotion, medals, words of gratitude

 negative sanctions – fines, imprisonments, threats, stares, ostracism

Values

• are collective conceptions of what is considered good, desirable and proper or bad,
undesirable and improper in a particular culture

 CHANGE--- an enduing force in history; is inevitable, takes place

from time to time

 the adjustments of persons or group to achieve relative harmony

Cultural Change-- refers to all alteration affecting new trait or trait complexes to change the
culture’s content and structures

Technological Change-- revision that occur in man’s application of his technical knowledge
and skills as he adopts himself to environment

Social Change-- refers to the variation or modifications in the patterns of social

organization, of such groups within a society
 Social Concepts
Values

generally considered as something – a principle, quality, act or entity – that is intrinsically

desirable.

Freedom

It is not doing something without restrictions or reservations or interference and influence of

others; not absolute

Justice

giving others what is due to them; rendering to every man that exact measures of his due
without regard to his personal worth or merit

Right

means what is just, reasonable, equitable, what ought to be, what is justifiable, something
that is owed or due to others

Duties

refer to the those that are due justice, to another individual or collective persons and to God.

Accountability

means to be answerable for; emphasizes liability for something of value either contractually
or because of one’s position of authority

Authority

refers to the right given to give commands, enforce laws, take action, make decisions, and exact
obedience, determine or judge

Responsibility

refers to trustworthy performance of fixed duties and consequent awareness of the penalty for
failure to do so.

CONCEPTS RELATING CULTURE

 Cultural relativism
  Culture shock

 Ethnocentrism

 Xenocentrism

 Enculturation

 Acculturation

 Indoctrination

 Assimilation

 Accommodation

SOCIAL MOBILITY

Horizontal Mobility

Vertical Mobility

Intergenerational Mobility

Intragenerational Mobility

KINDS OF FAMILY PATTERNS

MEMBERSHIP RESIDENCE AUTHORITY DESCENT

Nuclear Extended Ambilocal Matriarchal Matrilineal

Matrifocal
Joint Blended Patrilocal Matricentric Patrilineal
Matrilocal Bilineal
Patriarchal
Neolocal Egalitarian
Avunculocal
Amitalocal

SOCIAL STRATIFICATION

refers to a society's categorization of its people into groups based on socioeconomic factors like
wealth, income, race, education, ethnicity, gender, occupation, social status, or derived power (social
and political).

*income *prestige *power

Philippine Cultural Values

Resilience-- capacity to recover quickly from difficulties; toughness

Tolerance-- capacity to endure pain or hardship : endurance, fortitude, stamina

Emotional Stability-- being even-tempered, particularly in the face of challenges and threats
Drive-- urgent basic need pressing for satisfaction impelling

the organism to action

Fairness-- impartial and just treatment or behavior without favoritism or discrimination

Buoyancy-- an optimistic and cheerful disposition

Motivation- general desire or willingness of someone to do something

Intelligence-- set of abilities that allows a person to solve a problem

Compassion- sympathetic pity and concern for the sufferings or misfortunes of others

Self- Confidence-- a feeling of trust in one's abilities, qualities, and judgment

Innovativeness-- the skill and imagination to create new ideas; original and creative in thinking

Reliability- the quality of being trustworthy or of performing consistently well

Cooperativeness-- working or acting together willingly for a common purpose or benefit;

demonstrating a willingness to cooperate