Learning Theories

Notes in Camillian Values and Virtues
Block A
Video lecture no. 2 notes (Values and Virtues)

Date: January 27, 2022
- Synonyms – they have the same meaning
- Values and Virtues is not synonymous because because they have some distinction or
differences
- Values and Virtues are reffered to beliefs, principles, ideals, qualities, traits, properties,
attributes, expectations, characteristics.
- Values and Virtues pertains on guidelines
- Values are broad or general guidelines that define motivate characteristics
- Values is broad or general guidelines that define or motivate our actions
- Values is aspirational
- Values cannot be attained on a regular or consistent basis.
- Virtues is reality
- Virtues is referring to moral excellence it is also referring what is ethical or what is right or
wrong
- Virtues can attain because they are lived or internalized values.
- The purpose(s) of values and virtues is
1. Happiness (Eudaimonia)
2. Excellence
3. Well-being
4. Flourishing
5. Eudamonia
- The goal of values is how to lead a happy life.
- Happy life can be shown in virtues through track record that you are manifesting the virtues that
you profess.
- The 7 heavenly Virtues in the Bible
1. Faith (faith in the right things)
2. Hope (positive future view)
3. Charity (love or showing it by helping others who are in need or showing service that can be
shown through the 7 corporal works of mercy)
- These three are what we called spiritual or theological virtues.
4. Temperance (motivation or self-control)
5. Prudence (foresight or looking for the future wisely)
6. Courage (fortitude of spirit)
7. Justice (Fair and equitable in your own ways)
- These four are what we called the chief or natural virtues and also be called classic cardinal
virtues.
- The 7 Corporal Works of Mercy
1. Feed the hungry
2. Give drink(s) to the thirsty
3. Give shelter to strangers.
4. Give cloth the naked
5. Visit the sick
6. Minister to prisoners
7. Bury the dead
Assignments Given: Read about VICES and The Seven (7) Deadly Sins.
Video lecture no. 3 notes

Date: February 02, 2022
1 | Notes in Camillian Values and Virtues

Block A
Aristotle is the brains behind the Virtue Ethics and Nichomachean Ethics
According to Greek Philosopher Aristotle when we talk of virtues it is the middle ground of the 2
extremes
The middle ground is what we called virtues the one side is deficiency and on the other side is what we
called excess and both sides are called extremes
According to Aristotle the best part is the middle ground because it is called the golden mean and it is
also called balance and if it has balance it is also what we called virtue.
7 deadly sins are also found in Christian theology or in the bible
1. Envy (jealousy)
2. Greed (avarice/covetousness)
3. Lust (passion/desire)
4. Wrath (anger)
5. Sloth (laziness)
6. Gluttony (use of (food))
7. Pride (vanity; vainglory)
Read about EUDAIMONIA (happiness) (flourishing)
Video lecture no. 4

7 Capital/Deady Sins
1. Pride(vanity;vainglory)
2. Greed (avarice/covetousness
3. Lust (inordinate or illicite sexual desires)
4. Envy (jealousy)
5. Gluttony (overinduldge or overeating)
6. Wrath (anger)
7. Sloth (laziness)
Topic of the day (EUDAIMONIA)
Greek Philosophers
1. Socrates
2. Plato
3. Aristotle
EU-good or well
DAIMON-spirit or soul (happiness, welfare, flourishing, self-actualization, life well-lived)
Eudaimonia is the ultimate aim or goal in life or the highest human good.
Elemets of Eudaimonia
1. Growth
2. Authenticity
3. Meaning
4. Excellence
Philosophical work on the “science of happiness”
Concept of Eudaimonia of Socrates
Eudaimonia is the form of knowledge (knowledge what is right and wrong/ethics)

Block A
All the things that we do should be mean toward the attainment of Eudaimonia
His concept of virtuous is an integral part in achieving of eudaimonia
Plato’s Concept of Eudaimonia

Known for his greatest work “the republic”
4 cardinal virtues
1. Temperance (self-control, moderation)
2. Courage (fortitude)
3. Justice
4. Prudence (wisdom or foresight)
Video Lecture no. 5

Socrates, Plato and Aristotle are the ones who thought or hypothesize how do people learn? So that they
want to seek Knowledge and Truth
Theories of how people learn is people is learning thru their own
Knowledge and the truth come from oneself or RATIONALISM.
They also believe that learning would come from external observation or we called empiricism.
RATIONALIZE-reasoning out
Empirical Evidence-based on experiences
When we talked about knowledge and truth we will talking about learning.
People behave differently because they have different learnings we are not the same because we have our
own personal and environmental experiences.
Learning is defined as a process of bringing together personal and environmental experiences and
influences for acquiring enriching or modifying one’s
1. Knowledge
2. Skills
3. Values
4. Behaviors
5. Worldviews
6. Attitudes
Different Learning Theories (5 Major Learning Theories)
1. Behaviorism
-believes that people learn thru interaction with the environment.
-Education has a social component wherein individual has to interact with the environment.
2. Cognitivism
-cognition is mind
-mental processes
-this theory talks about how information is received, organized, stored and retrieved in the mind
and how they are being processed.
-the purpose is to store knowledge, memory, problem-solving, thinking, etc…
3. Constructivism
-constructing and understanding knowledge thru previous or prior learning and experiences.
4. Humanism
Block A
-this theory talks about teaching the wholeness of the child

-self-actualization means that the fullest potential has been harnessed
-the purpose is to expose the fullest potential of a child
- 3 domains of learning
1. cognitive
2. affective
3. psychomotor
5. Connectivism
-this theory will talked about learning in the digital age.
-principles of connectivism
1. autonomy
2. connectivity
3. openness
4. diversity
Video Lecture no. 6

In psychology, learning has a term called conditioning.
BEHAVIOR OF PEOPLE
-in studying camillian values and virtues we must know what should be appropriate or inappropriate
behaviors because it reflects in the kind of upbringing, education or breeding we manifest externally.
-Why do people have different behaviors? Because there is what we called individual differences.
-Individual Differences would stand for some variations or deviations(changes) in terms of people in
regard to a particular characteristic.
What are those differences that is unique from other individual?
1. Differences in interests
-every individual has his/her interests.
2. Differences in Values
-we are different in values and virtues it emphasizes on what is more important in everyone’s life.
3. Differences in attitudes
-we are also differencing in everyone’s attitude so we must respect each other.
4. Differences in psychomotor skills
-psychomotor skills- use of body movements
5. Differences in study & other habits
6. Differences in self concept
- we are different in our own concepts defining who we are.
What major causes how come people different from one another?
1. People are different because of Hereditary Factors (Genetics) [nature]
-we have different endowments, abilities, capabilities, capacities, etc…
2. People are different because of Environmental Factor [nurture]
-because the environment the experiences and the influences that we have had in dealing in our
environment would of course make or unmake us as individuals.
Because of that the environmental factors will brings us in the learning theories.
1. Behaviorism
- S-R sequence (Stimulus-Response Sequence)

Block A
- you may act or respond by virtue of the stimulus that comes in our experience or influences
us from the manner of what we are to be.
- learning from the interaction from the environment
- the problem of this theory is it has innate or inherited factors have little influence on how people
behave.
- behaviorism are for those who are observable or quantifiable behavior.
- positive/negative reinforcement
- concept of motivation
- concept of repetition.
Assignment no. 4 Discuss the contributions of the ff. psychologist in the field of behaviorism.
1. John B. Watson
2. BF Skinner
3. Ivan P. Pablo/pavlov
Video Lecture no. 7 (Part 1)

Self-concept pertains to self-image
Self-image will be the totality of our values, attitudes, and judgements on how you present yourself in the
outside world and how others see you.
BEHAVIORISM
-there are 3 major prominent luminaries
-fathers of behaviorism
1. John B. Watson
-father or the founder of behavioral learning theory where he studies the concept of conditional process.
-before behaviorism there is introspection where it only knows the mental state of an individual. And it
is not quantifiable.
-introspection will also talked about consciousness
-Watson said that only scientific, observable, quantifiable behavior shall be considered as a part of
national science.
-from the concept of introspection it has to be go out outside we see it on observable behavior
-Watson also says that any behavior or action is a product of an individual’s interaction with this
environment. Little Albert study is one of his study.
-Watson said the process of conditioning based on the demands on this environment or would be the
factor in shaping the behavior as well as the personality of the individual.
-the process of conditioning paved the way is making the psychology as a discipline of natural science.
2. B.F. Skinner
3. Ivan Pavlov
-Russian physiologist
Vid lec 7 part 2 do the activity 1
Video Lecture no. 8
BEHAVIORISM
we are focusing on the other 2
2. Ivan P. Pavlov
-he is the one who discovered classical conditioning where he uses DOGS in his experiment.
-classical conditioning is a type of learning that generates unconscious or automatic response.

Block A
-this learning creates through association something between US or uncondition stimulus with a
NS or Neutral Stimulus that creates naturally occurring reflex.
-as I said earlier Ivan Pavlov uses dogs in his experiment.
-the neutral stimulus is the tone or a sound that produced.
-the unconditional stimulus is the food.
3. B.F. Skinner
-he was the proponent of what we called: operant conditioning
-operant- any active behavior upon the environment that creates consequences.
-operant conditioning was you associate between any behavior and a consequence.
-this learning has something to do with the employment of what we called reinforcement or
punishment and this operates with rats or lab rats.
-his experiment can also be applied in a structured or natural setting like classrooms, (whenever a
child would like to recite the teacher would always give him a positive reinforcement).
-operant conditioning, we always associate with a certain behavior with a consequence.
-the work of skinner was inspired by the work of Edward Thorndike and his work is all about the
law of effect
-law of effect states that whenever an action or behavior produces undesirable outcome would not
be repeated. But if he produces a desirable outcome it will be repeated.
-skinner would always say that his believe was not to focus on introspection or mental state and
was not of the internal thoughts and motivations because it cannot be observed and quantified.
Assignment no. 5 summarize the learning theory which is cognitivism

Identify also the main or who is the proponents of cognitivism and give them contributions.
Video Lecture no. 9 (part 1)

COGNITIVISM
-cognition which means the mind, thought or mental process.
-when we talked about the processes that happen in the mind these are all internal.
-cognitivism is the reaction of the behaviorism
-according to cognitive learning theory, even there was a response in behaviorism it will happen
because there is what we called: interference of the internal processes of the mind.
-mind is considered information processor it is like computer.
-it receives information
-it organizes information
-it stores information; and
-it retrieves the information
-clt may involved mental processes.
Frederic Bartlett
Jean Piaget
They introduced schema or schemas
Schema-otherwise known as schemata. It is the prior knowledge based on the experiences that you have
had in the past or in the environment.
When we talked about schema we are talking about what we called symbolic mental contructs (abstract
mental structures) or mental framework.
Network-it is composed on several things.

Block A
There are diff. kinds of schema

Object schema
-your concept about a certain object
Person schema
-you also have knowledge about the person
Self-schema
-you also know yourself
Events schema
Social schema
Schema has changes because of the experiences and the experiences will be the stimuli
All persons have schema
Assignment no. 6 Summarize the theory of Jean Piaget which is the theory of cognitive development.
Discuss the diff. stages of mental development.
Answer the exercise no. 2
COGNITIVISM
before and individual response to a certain stimuli It involves also mental processes so that he could
respond will be appropriate to a particular stimulus.
Theory of Cognitive Development
Jean Piaget-he was a swiss psychologist
-he was a constructivist and also a cognitivist.
Theory of Cognitive Development has 4 assumptions
When we talk about cognition we talked about mental processes.
Mental processes may also develop through different stages.
4 assumptions of Cognitive development theory
1. They happen in the same order
-this is applicable to all individuals will experience the same order what piaget’s talked to us
2. No stage can be skipped
-
3. Each stage is a significant transformation
-there is transformation in the previous stages
4. Every later stage incorporated all the previous stages into itself.
-when you reached this stage you have already incorporated the 3 stages.
Different Stages of Cognitive Development of Jean Piaget
I. Sensorimotor Intelligence (0-2 yrs/old) Baby/infant
-they cannot talk
-they construct knowledge by touching, manipulationg objects, looking at you, listening,
chewing and biting.
II. Pre-operational Stage (2-7 yrs/old)
-dramatic play

Block A
-they have simple concepts about the existence of certain objects which means children make
believe.
-they have basic representations.
-metacognition is reflecting and monitoring of thinking itself.

Do the Exercise no. 3
Video Lecture no. 11

Date: March 02, 2022
COGNITIVISM discussing the work of Jean Piaget which is the Cognitive Development
Long-term changes
Continuation of Different Stages of Cognitive Development of Jean Piaget
III. Concrete operational thinking/stage (7-11 yrs/old)
-concrete means specific and tangible
-children is they operate their way of thinking in terms of concrete or specific objects or
events.
-the main feature of this is they have the mental process is called reversibility and also
decentration.
-Reversibility-they can already think of different basic steps of a process.
-Decentration- they can do tasks all at the same time or otherwise known as multi-tasking.
-more organized
-more flexible
-they can do arithmetic tasks
IV. Formal operational thinking/stage (11-beyond yrs/old)

-they now know how to operate forms or representations.
-ideas
-they could think about hypothetical situations or problems or abstract situation.
-they now know how to solve scientific problems or experiments.
-they can think hypothetically, abstract sense, scientifically.
Key features of Cognitive Development
1. They happen in the same order sequentially.
2. No stage can ever be skipped.
3. Every stage is a significant transformation of a prior stage
4. Every later stage incorporated the features of the 3 previous stages.
Read about the Sociocultural Theory of Cognitive Development by Lev Vygotsky.
Do exercise no. 4A

Block A

Jean Piaget said that cognition is developed thru the interplay of two processes.
2 processes
1. Assimilation
-adjusting new experiences to fix prior concepts.
2. Accommodation
-adjusting concept to fit new experiences.
Assignment no. 7: A. Find the meaning of assimilation and accommodation
B. Summarize the socio-cultural development theory of cognitive development
SOCIO-CULTURAL THEORY OF COGNITIVE DEVELOPMENT

Lev Vygotsky
-Russian Psychologist
Socio-cultural Theory of Cognitive Development
-long term changes in the processes called memory as well as thinking processes.
Socio – Society
Cultural – Culture
The impact of Culture in Learning will have a very big influence in his cognitive development.
This theory is all about places crucial importance of social process or socially-mediated process wherein
the learning of individual learns thru social interactions in his community.
Concept of ZPD or Zone of Proximal Development
Proximal mean near the center.
ZPD refers as a gap between what a child already knows, and what he does not know yet.
The ZPD is the distance between the actual developmental level and potential developmental level.
Actual Developmental Level
-things or areas which the child already knows doing independently.
Potential Developmental Level
-this is the area which the child needs help.
Assignment in Grammar: Do exercise 4B.
Read the contributions of the following Cognitivist Theorist
1. John Dewey
2. Jerome Bruner
3. Albert Bandura

2 notable cognitivist theory
1. John Dewey
-father of school of thought. Which he also founded known as pragmatism.
-pragmatism or instrumentalism
-pragmatism means practicality
Block A
-when we talk about pragmatism we are talking about practicality of things.

Concepts of education process or pragmatism
The best way to educate a child is to make the curriculum relevant by:
- Learning by doing (using skills)
-we are learning about practical life skills
-it is not sufficient to learn purely theories, it has to be supplemented in practice.
- Theory + practice are closely linked
- Ones experience is needed to gain knowledge
- he is also a believer of experiential education wherein the experience is needed or it is connected
with one’s ability to gain knowledge.
2. Jerome Bruner
-father of spiral approach of education/spiral curriculum
-spiral curriculum – revisiting concepts
-each time you revisit the concept there is a deepening your knowledge.
-theory of scaffolding of learning
Scaffolding of Learning
-scaffolding is a process in which a teacher demonstrates or models on how to solve a problem,
-the purpose of this theory is the student has a greater chance of using that skill or knowledge
independently.
-Bruner also mentions the 3 modes of knowledge acquisition
3 modes of knowledge acquisition

1. Enactive knowledge acquisition/representation or action-based (0-1 yrs old)
-is how people acquire knowledge
2. Iconic knowledge acquisition/representation or image-based (1-6 yrs old)
3. Symbolic knowledge acquisition/representation or language based (7 yrs old onwards)
-Bruner said it is not similar to Jean Piaget
Assignment no. 8: read and summarize the work of Albert Bandura which is the social learning theory
2. explain what happened in bobo doll experiment
3. what is the concept of self-efficacy?
Video Lecture 14
SOCIAL LEARNING THEORY by Albert Bandura
Albert Bandura is a Canadian-American Psychologist and he is also famous in the Bobo Doll Experiment.
Bandura is also the one who first demonstrated the Concept of Self-efficacy
CONCEPT OF SELF-EFFICACY
-we are talking about one’s belief in his own capabilities.
-Self-efficacy – each individual is bestowed with his own intelligence, physical attributes, traits and
characteristics.
-Self-efficacy – we are talking about the ability to do something and the effort that you put in doing
something.

Block A
SOCIAL LEARNING THEORY

-we are talking about the importance of observing, modeling and imitating or what we called cognitive or
mental processes.
-he said that there are the mediating processes.
-mediating processes is what we called cognitive processes.
Observational Learning or Modeling
Bobo Model Experiment by Albert Bandura

-an inflated clown face toy balloon.
-a young lady had to exhibit aggression.
-the aggression was witnessed by Kinder children.
-after they have observed they will imitate what they’re observed.
Before human learning could occur there will be 4 processes in the observational learning.
Observation+4 processes=learning.
4 mental processes:
1. Attention
-the subject must be interesting
2. Retention
-pertain to remembering what you have observed
3. Reproduction
-imitating what you have seen
4. Motivation
-if there is no motivation you have not exhibit the behavior that you would like to show.
Motivation is either internal or external
External by people around you
Internal if you are happy in what you are doing
Observational Learning is In Cognitive Process
Bandura believes that learning should happen through his interaction with the environment through a
stimulus then if there’s a stimulus, the individual would be impaled to respond to that stimulus and that is
what we called the input and the output. Bandura elaborated by saying that, that is not the case that we
have to go directly and respond to the stimulus but there are the mediating processes or the cognitive or
mental processes.
Assumptions of Albert Bandura
1. Mediating processes occur between the Stimulus and Respond/SR
2. Learning comes from the environment through a process we call observational learning.
Assignment no. 9: Explain the subsumption theory of learning by David Paul Ausubel
And what is the importance of ausubel’s theory?

Subsumption Learning Theory of David Paul Ausubel
-came from the word subsume.
-how to get information in.

Block A
Schemas or Schematas
-cognitive framework
-mental structure to store & interpret information.
Subsumption Learning Theory of David Paul Ausubel
-what is meant by meaningful learning.
-where he tries to tie or relate this to existing knowledge.
Rote memorization – what we can do is to memorize and no interaction at all.
Relating the new material in the existing knowledge and it impacts or retained in your long-term memory.
He does not want rote memorization so, he advocates deductive learning.
Deductive learning – is the general idea and put it on specific.
Inductive Learning – you put assumptions on specific first then go to general or opposite of deductive
learning.
Meaningful Learning – we talked about relating the new information to your existing knowledge in your
cognitive structure.
Assignment: Do exercises 4-B, C, and D.

CONSTRUCTIVISM LEARNING THEORY

Proponents are:
- Jean Piaget
- John Dewey
Constructivism – is a learning theory that learners construct knowledge by their own instead of just
merely taking information.
The learner became an ACTIVE learner.
It is now the learner who will construct knowledge by the previous knowledge through his schema.
Concepts of Constructivism:
1. Assimilation
-is the process of taking in new information and fitting it in the existing schema.
2. Accommodation
-is a process of using the newly-acquired information to revise and re-develop an existing
schema.
3. Equilibration (Equilibrium)
-the sense of balance between your schema and that of your environment.
Information, Knowledge, Ideas/Concepts, Representation, Images and etc.. that we need to put into
our schema.
Assignment no. 9: Summarize in your own words and give the contributions of the ff. psychologist.
1. Jean Piaget
2. John Dewey

Block A
b. Define the ff. concepts

1. Schema
2. Assimilation
3. Accommodation
4. cognitive equilibration

-comes from the word construct
-a learning theory that affirms the acquisition or creation of knowledge is done by a process of
1. Action
2. Reflection
3. Construction
-when we talk of constructivism, inquiry is covering learning.
Difference between Cognitivism and Constructivism
Cognitivism – using of intellect (mental) the primary mechanism to use is your logic and the learner as
considered as the information processor.
Constructivism – using of intellect (logic) + personal or humanistic approaches.
Major Proponents who contributed in Constructivism are:
1. Jean Piaget
-the theory of cognitive development.
-interaction of experiences + ideas in the creation of knowledge
2. John Dewey
-he was the founder of school of thought which called pragmatism.
-he emphasize inquiry + the integration of practical activities.
-best known in learning by doing victum.
-its not only inquiring there are other ways by which you have to learn.
3. Lev Vygotsky
-known in socio-cultural theory of learning development.
-he said culture affects assimilation and accommodation of knowledge.
-known also for his ZPD or the gap between actual developmental level of the learner and the
potential developmental level of the learner.
4. Jerome Bruner
-well known for his discovering learning theory
-father of spiral curriculum
Assignment no. 10: Summarize the Contributions of the major proponents:


5. David Paul Ausubel
-american psychologist

Block A
-principles of meaningful learning

-concept of deductive reasoning
-advance organizers
Meaningful Learning
-Is one single factor that influences learning.
-we talked about relating the new information to your existing knowledge in your cognitive structure.
Deductive Reasoning
- Deductive reasoning is a logical approach where you progress from general ideas to specific
conclusions. It's often contrasted with inductive reasoning, where you start with specific observations and
form general conclusions. Deductive reasoning is also called deductive logic or top-down reasoning.
Inductive Reasoning
- Inductive reasoning is a method of drawing conclusions by going from the specific to the general.
It's usually contrasted with deductive reasoning, where you go from general information to specific
conclusions. Inductive reasoning is also called inductive logic or bottom-up reasoning.
The concept or theory of meaningful learning is that learned information is completely understood and
can now be used to make connections with other previously known knowledge, aiding in further
understanding.
ADVANCE ORGANIZERS
-observation cues or reminders
-to help link the new material that you would like to study to your pre-existing or knowledge framework.
- Ausubel's idea of an "advance organizer" is to relate what a student already knows to the new
content to be learned and thus increase retention. Advance organizers should be at a higher level of
abstraction, generality, and inclusiveness than the content to be presented .
2 Kinds of Advance Organizers
1. Comparative Organizers
-reminders to integrate
- presented when material is relatively familiar or when new ideas will be integrated with prior
knowledge.
2. Expository Organizers
- Expository advance organizers give students a broad idea of the lesson's purpose before the
lesson begins. For example, a teacher may tell students what the lesson's goals are: "We've talked
about what habitats are and why some animals prefer to live in different places than other animals
do.

Humanism – learning the wholeness of the human being.
Human being
Proponents of Humanism
1. Abraham Maslow
2. Carl Rogers
3. Maria Montessori

Block A
Humanism is learner centered approach/theory in action.
Core principles of humanism
1. Knowledge + feelings are the very important components of humanism.

2. Student-centered/choice or approach that the authority would come to the student himself.
3. Fostering motivation and engagement you have to engage the child so that he will have a good
learning activity.
4. The importance of self-evaluation this is the most important part wherein the child could measure
his progress whether he is progressing or not.
5. Foster a safe learning environment this is to prepare the learner to be physically, emotionally, and
mentally prepared. All his needs should be provided through and environment that is conducive
for learning.
This goal principles aims self-actualization.
Self-actualization this is the estate wherein you have already become somebody. All your needs
have been met and you have become who you want to become.
Assignment no. 11
A. Summarize humanism as a learning theory.

B. Summarize the theory developed by Abraham Maslow

Father or Humanism ABRAHAM MASLOW

Author of hierarchy of needs theory
Hierarchy of needs is a theory of human motivation. He presented this in a 1943 paper entitled: A Theory
of Human Motivation.
Hierarchy of Needs Theory
1. Physiological needs – are the basic needs that we as human beings need like: food, clothing, air,
shelter, and sex.
2. Security/safety needs – financial security, health and wealth care.
3. Social needs – to love, affection, and belongingness.
4. Esteem needs – refers to appreciation, and respect.
5. Self-actualization – the utilization and exploitations of an individual capabilities, potentiality and
skills.
Date: April 06, 2022
Hierarchy of Needs by Abraham Maslow
Abraham Maslow – was an American psychologist who developed this said theory.
The theory was developed by Dr. Maslow in response to learning theory which is behaviorism.
Psychoanalysis/Psychoanalytic Theory by Sigmund Freud
 This theory says that the individuals’ behavior is motivated or influenced by unconscious
thoughts, desires, urges, feelings, and memories.
Maslow’s theory is a response to behaviorism and also the work of Sigmund Freud.

Block A
- We have to study what makes an individual happy.

- What are the things he needs to do in order to attain happiness?
Psychoanalytic/Structural Theory of Personality by Sigmund Freud
There are 3 fundamentals structures of human mind:
1. Id – more on instinctual or the most primitive part of the human mind.
2. Superego – we are talking about the conscience of the individual. More concerns about norms or
the moral compass of an individuals.
3. Ego – we are talking about yourself. Practical side of the human mind and we view things based
on the pragmatic side within the context of reality.
According to freud the 3 fundamental structures are always interplay on one another resulting at times on
what we called conflict.

Self-
actualizat
ion – the
utilization
and
exploitatio
ns of an
individual
capabilitie
s,
potentialit
Esteem needs – refers to appreciation,
andyrespect.
and
skills.
Social needs – to love, affection, and belongingness.
Security/safety needs – financial security, health and wealth care.
Physiological needs – are the basic needs that we as human beings need like: food, clothing, air,
shelter, and sex.
Do all individuals able to self-actualize?

The answer is this is just an aspiration and if this is an aspiration it may be achieved or not achieved but
most likely because aspiration is an ideal.
Maslow said on this hierarchy is “what a man can be, he must be.”
Individuals can actually self-actualize if they want to.
Assignment no. 13: Summarize the work of
1. Psychosexual theory of development
2. Psychosocial Stage Theory of Personality by Erik Erickson.

Block A

Sigmund Freud is an Austrian Neurologist and he was best known to his psychoanalysis theory
and also the psychosexual theory of development.
Psychosexual Theory of Development (Personality Development)
 According to Freud the 1st five years in the life of the child are the most critical in developing the
personality of a child.
 he discussed that life revolves around tension and pleasure.
 Tension – conflict
- is created of what we called the libido (is what we called “libog” or sexual energy or sexual
drives, sexual instincts.)
- once you do not release the libido there will be a conflict.
 Pleasure
 This theory actually mentions five (5) stages.
The Five Stages of Psychosexual Theory
1. Oral Stage (birth to 1 yr old.)
- the erogenous zone of this stage is the mouth.
- if the baby uses this erogenous zone like biting, and thumb sucking there is tension and
pleasure.
- if the baby uses it because he is tensed he is releasing it in the form of pleasure. The pleasure is
of course being invested with all the activities he did.
2. Anal Stage (1-3yrs old)
- the erogenous zone of this is the anus.
3. Phallic Stage (3-6 yrs. Old)
- the erogenous zone of this is the penis and the clitoris.
- when the child is curious about his/her genitalia, there is tension.
- in this stage he/she releases the libido thru self-pleasure or what we called, masturbation.
- Oedipus Complex – relating to the boys
- Electra Complex – relating to the girls
4. Latency Stage (6 yrs. Old to puberty.)
- latent means hidden
- the sexual energy is repressed or dormant because at this age children are busy with school,
hobbies or their friends and etc.
- according to Freud during these stage the individual’s sexual desires or drives are repressed
because of the sublimations.
5. Genital Stage (puberty-adulthood.)
- the erogenous zone is the penis and vagina.
- according to Freud life revolves in tension and pleasure
- the libido will be released through sexual intercourse.
Erogenous Zone
- the portion or part of once body that is very sensitive to sexual simulations.

Psychosocial Stages of Development by Erik Erickson

Block A
 He places emphasis or focus on social experiences of the individual or social interactions and
relationships.
Erik Erickson - he is a Danish-German-American Psychologist or Psychoanalyst.
There are 8 stages in the Psychosocial Stages of Development

1. Trust vs Mistrust (birth-18 months)
- this stage is on infancy.
- the event that will be prominent at this age is feeding.
- if a child develops trust, then he has ego strength/quality.
- in this stage, the child is very dependent to his parents/caregivers.
2. Autonomy vs. Shame and Doubt (early childhood or 2-3 yrs old)
- the event that will be prominent at this age is toilet training
- this stage talks about self-control and develops independence of a child by virtue of toilet
training.
- but if a child don’t discharge in the bowel toilet it will result self-doubt. No control results
doubt.
- also, this stage, children exercising their basic skills and preferences, as to choices they make
like choosing.
3. Initiative vs. Guilt (children in pre-school or 3-5 yrs old)
- the event that will be prominent at this age is the exploration in the form of play
- the children would like to control and leadership. They try to
- if they develop control they are more likely become competent developed skills by the pressure
of school work.
4. Industry vs. Inferiority (children of school age or 6-11 yrs old)
- the event that will be prominent at this age is mastery of learning or mastery of school work.
- children would have to cope with the social and academic demands.
- the child overcome industry when they get good reviews of compliments from teachers,
parents, peers.
- in this stage, if the children successfully develop industry they become more capable whereas if
they can’t do the special skills they will develop inferiority and they have very low sense of self.
The first 4 stages are what we called a period of childhood.
Stages 5-8 will be the adulthood stage.
In every stage, there is a conflict. In that conflict what are we going to develop in case of conflict
according to Erickson?
Because there is a conflict, an individual or a baby or a child because we are talking about the
stages 1 to 4, a baby or a child will tend to develop a certain on what we call psychological quality.
In order for a child or a baby to proceed in another stage, he must be able to overcome a conflict.
And once the child successfully overcomes the conflict, he develops a psychological strength (ego
strength/ego quality). But if he is not successful then there is inadequacy that develops on what we
call inferiority.
A child must be nurtured with love, affection, care, warm, food and it has to be reliable and
available to him so that they will have a positive attitude about life on earth.
Conflict – it’s either you are successful in overcoming this conflict or you are a failure.
- a test of your psychological quality.

Block A

Stages 5-8 will be the adulthood stage.
5. Identity vs. Role Confusion (adolescence or 12-18 yrs old)
- you developed your identity in this stage>
- identity (sum total of your beliefs, ideals, values, etc that make up your own personality.)
- the prominent event here is social relationships.
- if you are not successful in developing your identity you will become less confident, inadequate
and there is role confusion.
- identity crisis will develop if you are not successful in developing your personality during
adolescence period.
6. Intimacy vs. Isolation (young adulthood or 19-40 y/o
- here you develop intimate relationships with opposite sex.
- if you are successful here of course you build secure and lasting relationship. But if you failed
the conflict then the result is isolation.
- thee event here is intimate relationships
7. Generativity vs. Stagnation (middle adulthood or 41-65 y/o)
- the prominent event in this stage is work and parenthood.
- you want to show something that will remain forever so you start building your own family.
- if you are success in this conflict you will feel fulfilled. Otherwise you’ll fell insecure or you
develop stagnation.
8. Integrity vs. Despair (old age or 65 y/o to death)
- the prominent event here is a reflection of life.
- if you have a well-lived life than you gain wisdom/integrity but If you have several failure or
shortcomings then this will result regret/despair.

Date: May 04, 2022
The discussion highlighted the stages of Erickson’s theory details and stages already on the previous
VL.
Assignment no. 15. Summarize the work of Maria Montessori

Date: May 05, 2022
Maria Montessori’s System of Education

Maria Tecla Artemisia Montessori is an Italian Physician and also an educator,
She was responsible for putting up the casa deil bambini or children’s house.
Maria Montessori is also a humanist.
Montessori System of Education
Humanism – wholeness of the child
wholeness of the child means optimal development or the fullest potential.

Block A
In addition, humanism talks about the whole child meaning optimal development in terms of:
1. Intellectual
2. Physical
3. Social
4. Emotional
5. Spiritual
6. Moral and others
The objective is to develop the freedom of choice, independence, respect.
The Key Features of the Montessori System of Education
1. Prepared Environment
- technical term in Montessori System of Education means clearly organized system, carefully
readied setting for children. It’s like a house with shelves containing materials that will be used
by the children in learning. The materials are already organized according to the subject, and they
are arranged from right to left.
2. Montessori Materisals
- are scientifically design for practical learning (learning by doing).
3. The teacher acts as a facilitator
- acts only as a guide.
4. Mixed Age System
- there is no particular age grouping of children because they believe in the uniqueness of human
social experiences.
5. No Grade System
- the basis is actually what the children learned. Actual learning will have something to do with
response to the stimuli of learning.
6. Repetition
- repetition is the key to learning.

Date: May 12, 2022
Humanism
One of the prominent humanistic theorists is Carl R. Rogers
Carl R. Rogers – American humanistic psychologist.
His theory is known as theory of personality. And he was also instrumental in inventing or
introducing the notion of self-concept.
Rogers was instrumental in introducing what we called the theory of personality (yourself).
The term self is a humanistic term which we mean who you really are. Sometimes they refer this
as the inner personality, or your soul.
Self-organized – an organized, consistent set of beliefs and perceptions of oneself.

When we think about healthy self-concept, we find it stable, confident personality). While if you
have a poor self-concept, you are unstable of lacking in confidence.
Healthy Self-concept
1. It places in our environment
 where it is characterized with genuineness if we talking about genuineness we are talking about
self-disclosure or openness.

Block A
 Acceptance even who you really are, you have to be accepted in psychology it called as UPR or
unconditional positive regard.
 Empathy or being listened too or understood.
All of these descriptions should be in the environment so that you have a healthy self-concept.
Self-concept – major sources in the development of self.
2. Child experiences.
3. Evaluation by other people.
UPR or unconditional positive regard
- acceptance of who you are that you are able to express your positive or negative feelings without fear of
being judged by others.
Carl Rogers mentioned 3 components of personality
1. Self-work
- self-esteem. It is also what you think of yourself. If you think yourself is high of course you are
confident. If you think yourself as law, you are inferior or you lack confidence.
- self-work begins in the childhood.
2. Self-image
- means who you are.
- It is also what you think of what you see is also what you manifesting to other people.
3. Ideal self
– is what you would like to be. Your experience here is not congruent or it is not aligned into
your ideal self.
Why are these principles important?
Every individual according to rogers, has one basic drive and that is the Self- Actualization.
Fully Functionioning Person - he continues to self-actualize and the more that you do.
 Self-concept is an individual's knowledge of who he or she is.

 According to Carl Rogers, self-concept has three components: self-image, self-esteem,
and the ideal self.
 Self-concept is active, dynamic, and malleable. It can be influenced by social situations
and even one's own motivation for seeking self-knowledge.

Date: May 18, 2022
Humanism
Benjamin S. Bloom was an American educational psychologist.
He is well known for his
 Domains of Learning
 Taxonomy of Educational Learning Objectives
 Mastery Learning
Domains of Learning
- we have 3 domains of learning
1. Intellectual or cognitive domain
2. Emotional domain or affective domain
3. Physical domain or psychomotor domain
Block A
When you educate the mind, it’s not only the mind that you need to educate but also the hearts
and body as well.
1. Cognitive Domain
- we are educating our minds.
- when we educate the mind or brain you have to be mindful of the hierarchy of learning or the
taxonomy of learning was first introduced in his study in 1956.
- according to Bloom in 1956, these are the processes that happened in the cognitive domain.
Bloom’s Taxonomy of Educational Objectives (learning objectives)
This study was first introduced in 1956 but this taxonomy, they have some revisions in 2005
introduced by David Krathwohl and his assistant Loren Anderson.
What are educational objectives? When we talked about educational objectives the other term is
learning goals. This are goals which means to expect our students to master goals of learning, which
means to also know to master after and every lesson. The goal of the students is the knowledge and the
skills of the learners.
Bloom’s Taxonomy of Educational Objectives (learning objectives)
The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual
skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve
in the development of intellectual abilities and skills. There are six major categories, which are listed in
order below, starting from the simplest behavior to the most complex. The categories can be thought of as
degrees of difficulties. That is, the first one must be mastered before the next one can take place.
In 1956, according to Bloom this are the processes that are happened in cognitive domain and we
are able to evaluate the skills.
Evaluation
Synthesis
Analysis
Application
Comprehensi
on
Knowledge
This is the original Bloom’s Taxonomy. As we see they are all described in NOUNS. But in
2001, David Krathwohl and Loren Anderson revised the Bloom’s Taxonomy.

Block A
Create
Evaluate
Analyze
Apply
Understand
Know
Instead of using NOUNS they revised the taxonomy of Bloom and decided to use VERBS.
Because this are more active we see how the child or the learner’s progress depending on this action
words.
This Taxonomy in the form of hierarchy meaning, you cannot proceed to the other processes
unless you have to perform first the processes before that. Meaning to say, it will be subsumed.
When we talk about the cognitive domain, we talked about the hierarchy. In this domain there is
what we call the hierarchy and it refers the hierarchy or the levels of learning. When we talk about the
cognitive domain what we are after as the processes or the levels of learning will be:
 Memory Word/Memorizing
 Critical Thinking
 Problem-Solving
 Creating new ideas/information

Date: May 19, 2022
2. Affective Domain (emotional aspect)

- in this domain we should not only educate our mind, we also need to educate our heart.
- in this domain would involved AVVIYA.
AVVIA
 Attitudes
 Values
 Virtues
 Interests

Block A
 Appreciation
These are the processes or the components involved
 Listening to and acquiring information first.
 Characterization means you have to study the character by itself
 Internalize the AVVIA
 Consistently live up for the values you believe in.
3. Psychomotor Domain (physical aspect)

- we are talking about being able to physically accomplished tasks.
- to perform movements and skills.
We will be able to accomplish tasks or perform movements and skills because of our:
 Basic reflexes and movements

 Non-discursive communication (even if you do not talk you can show it through actions.
Non-verbal).
 Meaningfully expressive activities
Benjamin Bloom is also well known for his concept of mastery learning. It means you are able
to acquire the competencies and skills needed in order for us to understand the unit of activity with
proficiency.
This mastery learning is usually familiar when it comes to STEM strand. It is usually relevant to
STEM subjects like physics, engineering, mathematics.
What will be our basis in saying that we are living in what we called mastery learning? Of course,
according to bloom, there should be a basis by which we will determine the
1. Baseline data – it is where you should know what particular areas you are strong in or not.
(usually arrived at through diagnostic testing).
2. Clear learning objectives – we can say that our learning objectives are clear if you’re subject
matter or the unit you would like to impart if they are arranged sequentially or in order according
to increasing difficulty.
3. Engage your learners to educational activities – the educational activities we pertain here is
reading, problem-solving, critical thinking and etc.. the more educational activities that you
perform or your students will perform the better because of the saying “PRACTICE MAKES
PERFECT”.
4. Set minimum passing standards – it’s not only doing activities but you have to also have your
passing standard. Our minimum passing standard here in our country is 75% but if you put it to
80 the better. You should always device a standard and acceptable standard so that the learners or
the students will be motivated.
5. Formative testing per unit of learning/subject matter – before leaving a certain unit or subject
matter that you taught or you have known or you have been informed or you have learned, there
should be formative testing always. Formative testing examples is summative testing. After every
unit, you make a test or a quiz that is how you form a formative testing.
6. Advancement to the next educational unit – if you have taken the chapter 1 well the next
educational unit will be chapter 2. But before you proceed to the chapter 2 you should have
mastered first the chapter 1.
7. Continued practice and study on the educational unit (s) to achieve mastery learning - you
do not stop you continue practicing and studying the educational units until you are able to
achieve mastery learning.

Block A

Date: May 25, 2022
CONNECTIVISM
Comes from the word connect.
A major factor in this learning theory which is a relatively new learning theory.
From the world itself connect we connect of course through technology. Because we are now in
digital age.
This learning theory was introduced by 2 Canadians, George Siemens and Stephen Downes.
George Siemens focuses on non-human appliances or machine-based learning. Like computer.
Stephen Downes contributes in this theory by the social aspects of connectivism. When we talk
about the social aspects, we are talking about dealing with people or the use of the internet. You connect
with another.
We have 2 concepts that are popular in this theory and that is the CONCEPT OF NODES AND
LINKS. Students are considered or treated as nodes, while when we talk about links we talked about
connections.
NODE is an/any object that can be connected to another object. Example book, webpage and the
internet or the computer.
The term NODE is now being referred to as the students. Node is an object that maybe connected
just like node in a network.
LINKS is connections. We connect with another and link is also a form of learning.
When we talk about CONNECTIVISM we used to connect. This learning theory considers
thoughts, theories, information. These are forms that can be on learning. We need to connect to combine
the three considerations.
Traditionally, learning was viewed through the internal construction of knowledge.
CONNECTIVISM does not only happen internally, it also happens outside the individual.
Means through connections or links with others.
8 Principles that are associated in CONNECTIVISM.
1. Learning and knowledge rest in diversity of opinions – because we connect, and a lot of nodes
will be participating.
2. Knowledge may reside in non-human appliances – the concept of George Siemens. We are
talking about the computer. Through the computer we go through the internet so that we connect
to other nodes.
3. Learning is more critical than knowing – learning is a process, so you have to go to the process
no matter how difficult it is. Learning is more important rather than knowing.
4. Nurturing and maintaining knowledge are needed for continual learning – learning never
stops. So, we nurture it or we take care of it and we have to maintain it in order for us to be able
to sustain the knowledge that we had. In short, never stops learning.
5. Learning is a process of connecting – this is the basic principle of connectivism. We connect
through links and we could only do this by using the computers.
6. Ability to see connections of fields, ideas, or concepts is a core skill – in the process of
connecting of course we have to analyze also the ideas, the concepts the fields that you have to
do. If you develop that ability it’s a core skill. Core skill means life-long skill.
Block A
7. Accurate and up-to-date information – the ultimate aim of connectivism. Meaning to say, that
the latest. When the use of technology, information is accessible in real time. Real time means
when you sent something to another it will be sent to another node in real time or the almost at
the same time and there is no lag time.
8. Decision-making is a learning process – well it is not only decision-making, it also critical
thinking, higher order or thinking skills. The 6th principle is one way of learning our decision-
making skills.
Assignment no 18: Summarize what is Connectivism
Date: May 26, 2022
NATURALISM philosophy
Comes from the world nature.
According to this philosophy, nature is the ultimate reality of the world. Natural world is the real
world.
- Natural word is the real world. Means there is no other world than nature itself. It also means
we disregard in the supernatural or the spiritual world and also the concept of values.
 Nature alone consists of all the answers that can be ask in the philosophical world. The emphasis
of nature. It will answer all of your question in the world of philosophy.
“What you see is what you get.” What you see from nature or from the environment is what you
get.
They do not believe in God and the Spiritual Values.
When we talk about the natural world, we talk of matter, the material world. Anything here on
earth will be considered as the ultimate reality.
Salient features of NATURALISM
1. Knowledge is understood/comprehended through our own senses. – meaning what you see is
what you get. When you see you use your senses. Naturalism do not want the artificiality of life.
2. Reality and nature are identical – what we see around us is what is real. And what is natural is
what is real.
3. No belief in the spiritual or supernatural world – this means that they do not believe in God
and they do not believe in spiritual values.
4. They regard scientific knowledge having the highest value – what they believe is in natural
world as being scientific. Their living is more on sciences. We are talking about the things that
are proven in scientific experiments.
5. No belief in Values – values are very subjective or it is not exact or precise. They do not want
subjectivity or relativity, what they want is more on the exactitude on the particular object or
person.
6. Laws of nature are unchangeable and the whole universe is grounded by them.
7. They view individuals as real and the structures in society as temporarily and artificial.
When we talked about naturalism, it will also direct us to realism.
REALISM NATURALISM
 Seeks to represent real life.  They are more concerned about
preciseness, exactitude and objectivity.
 More scientific

Block A
The difference lies now in naturalism it is more scientific, while in realism it’s not tested
scientifically what will test this is in the form of naturalism.
-END OF THE DISCUSSION-
“You’ve got to get up every morning with determination if you’re going to go

to bed with satisfaction.”

— George Lorimer
“Challenges are what make life interesting. Overcoming them is what makes
life meaningful.”

— Joshua J. Marine
Hello guys, it will take time to read, review, and pass the exam. So, let's do our best to
pass this subject. Take care always.
-KenARQUI

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Notes in Camillian Values and Virtues

Video lecture no. 2 notes (Values and Virtues)

Video lecture no. 3 notes

1 | Notes in Camillian Values and Virtues

Video lecture no. 4

2 | Notes in Camillian Values and Virtues

Plato’s Concept of Eudaimonia

Video Lecture no. 5

-this theory talks about teaching the wholeness of the child

Video Lecture no. 6

4 | Notes in Camillian Values and Virtues

Video Lecture no. 7 (Part 1)

5 | Notes in Camillian Values and Virtues

Assignment no. 5 summarize the learning theory which is cognitivism

Video Lecture no. 9 (part 1)

6 | Notes in Camillian Values and Virtues

There are diff. kinds of schema

7 | Notes in Camillian Values and Virtues

Video Lecture no. 10 (part 2)

Video Lecture no. 11

IV. Formal operational thinking/stage (11-beyond yrs/old)

8 | Notes in Camillian Values and Virtues

Video Lecture no. 12

SOCIO-CULTURAL THEORY OF COGNITIVE DEVELOPMENT

Video Lecture no. 13

-when we talk about pragmatism we are talking about practicality of things.

3 modes of knowledge acquisition

10 | Notes in Camillian Values and Virtues

SOCIAL LEARNING THEORY

Bobo Model Experiment by Albert Bandura

Video Lecture no. 15

11 | Notes in Camillian Values and Virtues

Video Lecture no. 16

CONSTRUCTIVISM LEARNING THEORY

12 | Notes in Camillian Values and Virtues

b. Define the ff. concepts

Video Lecture no. 17

Video Lecture no. 18

CONSTRUCTIVISM LEARNING THEORY

13 | Notes in Camillian Values and Virtues

-principles of meaningful learning

2 Kinds of Advance Organizers

Video Lecture no. 19

Humanism – learning the wholeness of the human being.

14 | Notes in Camillian Values and Virtues

Humanism is learner centered approach/theory in action.

Core principles of humanism

1. Knowledge + feelings are the very important components of humanism.

This goal principles aims self-actualization.

A. Summarize humanism as a learning theory.

Video Lecture no. 20

Father or Humanism ABRAHAM MASLOW

15 | Notes in Camillian Values and Virtues

- We have to study what makes an individual happy.

Hierarchy of Needs Theory

Social needs – to love, affection, and belongingness.

Security/safety needs – financial security, health and wealth care.

Do all individuals able to self-actualize?

16 | Notes in Camillian Values and Virtues

Video Lecture no. 22

Psychosexual Theory of Development (Personality Development)

Video Lecture no. 23

17 | Notes in Camillian Values and Virtues