DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL
LAOAG CITY

Professor: Raymond R. Santos

Reporter: Junimar T. Pagurayan
Course Code: ED 201
Course Title: Foundations of Education

1. What or who made the greatest impact in your life thats why you are in the
teaching profession. Or why did you not chose a teaching career? Explain
comprehensively.

As a Marketing Management graduate, I decided to enroll in Professional

Education units in order for me to take Licensure Examination for Teachers next
year.
When I saw and felt all the sacrifices of my teachers when I was in elementary to
college, that was the time that I really motivated myself to be a teacher also.
Most of all, I want to be a teacher someday because I want to contribute in my
community in a meaningful and extraordinary way.

2. What is your philosophy in teaching? Relate its relevance in the DepEd Vision
and Mission. For those who are not in the teaching profession, whats your
philosopy in life and what is relevance to the vision and mission of your working
environment.
As a public servant, specifically as a Barangay Secretary in my barangay, my
philosophy in life goes this way, “I believe a person lives to serve. A person is
dedicated to learning, and making the future the best possible place for all of us
to live”.
The relevance of this philosophy to the vision and mission of my working
environment is that as a public servant it is my responsibility to serve with m y
barangay mates following governing laws of being in the government to maintain
the right service a constituent can have. I also used my learnings in the field of
business in dealing clients to have an eloquence of delivering answers to the
queries of my clients. I also eagerly and willingly learn from my colleagues as
they also learn with me in dealing matters. With this philosophy, I try to treat all
people with dignity and respect, for I understand that everyone has individual
differences. I then constantly try to ask questions for which there are no right
answers, for being a questioner using effective use of questions is the most
powerful strategy to dealt with your clients and in the working environment.
3. How do you adopt and adjust your teachihg principles and teaching strategies to
the "new normal"in the educational landscape? For the non-teaching, and
unemployed, how do you adopt yourself to the new normal that we have.
As a public servant, personally, I am having a hard time in adopting myself on the
so called “new normal”. But this pandemic revealed on me the true serviced that I
can offer to my barangay mates as one of the frontliners. This is the time that
people really appreciate the sacrifices of our doctors, nurses, and all public
service workers.
Little by little, I now adopting on this new normal by embracing CHANGE. I need
a new way of thinking and being. The old normal wasn’t working for everyone. In
fact, it only worked for a select few.  It’s time to create and embrace a new
normal.
4. Conmpare and contrast the folllowing: a. Psychological foundation of education
vs. Philosophical foundation of education; b. Anthropological foundation of
education vs. Historical foundation of education; c. Sociological foundation of
education vs. Psychological foundation of Education:
a. Psychological and Philosophical Foundation of Education
Psychological Philosophical
The psychological foundation of The philosophical foundation of
curriculum and instruction has curriculum helps determine the
continued to expand, especially with driving purpose of education, as well
exponential growth in neuroscience as the roles of the various
research. The 1990s had been titled participants. While all foundations
the Decade of the Brain (Clemons, propose to set goals of curriculum,
2005), and great strides have been philosophy presents the manner of
made in the psychology of learning. thinking from which those goals are
One might argue that it is the created. One’s driving philosophy
psychological foundations of suggests if education should
curriculum which hold the greatest develop the individual or enforce
importance because it is here that group norms (Ornstein & Hunkins,
we understand how students learn; pp. 34-36); if it is to enforce group
how to increase student motivation norms, it further defines if that
and satisfaction; how to achieve should be the norms of the current
educational “success” in its many set or a move towards changing
definitions. However, curriculum those norms. Philosophies vary in
decisions and current educational perception of truth, ranging from
practices in many schools do not yet absolute to relative, and from
fully embrace the current research moralistic to scientific (34-37). In all
due to the prevailing philosophies of this, one’s philosophy defines the
held by those in administrative role of the teacher, ranging from all-
power in the field of education. knowing authoritarian to that of a
Again, it is the philosophical mentor, and the role of the student,
foundation that holds the greatest ranging from an obedient vacant
importance because it holds the vessel to an individual worthy of
greatest power. To gain acceptance actively engaging in one’s own
of research-based educational educational process. As we look
 practices, we must not just show the through the lens of history, we see
success of those practices, but also how philosophies have gained and
work toward changing the prevailing waned in popularity in society, and
philosophies that influence the how even psychological research is
attitudes of society. Also, reaching embraced, ignored, or even rejected
back to the historical foundation of based on philosophical standings of
curriculum study, we should caution the time. 
ourselves that current research is
just that: current. Future
psychological research may yield
new information. By adopting a
guiding philosophy, one does not
become married to a particular
psychological or sociological
foundation of thought, which history
reminds us is ever-changing, and
one can instead remain fluid in how
one’s philosophically-based goals
are met. 

b. Antropological and Historical

Antropological Historical
Literally, anthropology directly Exploring the historical foundations
translates as the “science of of curriculum can promote a sense
man”from the Greek word “anthrope”, of freedom and encourage
meaning man and “logos” which educational reform. Reviewing the
means science. The American history of education allows us to
college dictionary defines step outside of the here and now,
anthropology as thescience that gaining a bigger picture and seeing
treats the origin, development, ourselves within it, realizing that the
cultural development,varieties, field of education must remain
customs, beliefs of mankind. Jacobs dynamic in order to be effective.
and stern definesanthropology as the Throughout history, curricular
scientific study of the physical, social choices have been made out of
and culturaldevelopment and necessity and to meet the specific
behavior of human beings since their needs of society at the time. Also, it
appearance onearth. For Dr. Jose f. is through history that we see how
Calderon (1998) anthropology can be predominant philosophies have
definedsimply as the study of man defined a society’s values, which in
and his culture. Hence, to be treated turn determined the current
underthe anthropological foundations purposes of education. Through
of education, the divisions history, we learn that programs are
ofanthropology, culture and considered pioneering due to the
components of culture such as different philosophies to which
language andwriting, religion, and others subscribe. In reviewing
cultural values. history, it becomes apparent that
this has been the case throughout
the centuries. Ideas can change,
and a group can break free of faulty

c. Sociological foundation of education vs. Psychological foundation of
Education
Sociological
Social aspects also make a
significant contribution to education.
A school community is a reflection of
the larger community in which they
are housed. Education “is processed
through ceremonies, rituals, stories,
observation and emulation of older
children and adults, and strictly
enforced codes of conduct and
behavior” (Ornstein & Hunkins,
2009, p. 150). Additionally, the
school educates the young into
demonstrating the attitudes, mores
and values of society.
A philosophical approach is a
necessity within the educational
realm as an educator especially
when based experientially (Roberts,
2006). Experiential learning helps
“learners demonstrate a greater
awareness of their responsibility in
making learning meaningful and
monitoring themselves. They are
curious and willing to try new things,
view problems as challenges, desire
change, and enjoy learning. They
are also found to be motivated and
persistent, independent, self-
disciplined, self-confident and goal-
oriented” (Abdullah, 2012).
suppositions; history shows that
what is now isn’t necessarily what
needs to remain. In history, we see
why and how things came to be,
how the demographics of a
particular committee can have
longreaching impact (Ornstein &
Hunkins, 82), and also that some
traditions - such as grading (70) -
are relatively new concepts after all.
Psychological
The psychological foundations also
play an essential role in the
development of curriculum in
education. It answers the question of
“how people learn” and encourages
“curriculum specialists to ask how
psychology can contribute to the
design and delivery of curriculum”
(Ornstein & Hunkins, 2009, p. 107).
Psychology helps educators
understand the processes within
both teaching and learning.
Learning within the psychological
foundations has been divided into
three different areas.  These
theories of learning are behavorist,
cognitivist and humanistic.
Behaviorism bases its theory on the
works of Aristotle and Rousseau.
The classical conditioning of
behaviorism uses both a stimulus
and a response. Thorndike refers to
this as a habit formation (Ornstein &
Hunkins, 2009).
Cognitive psychology “is the branch
of psychology that studies mental
processes including how people
think, perceive, remember and learn”
(Cherry, 2012, para. 1). It focuses on
how people get information, use and
store it. These psychologists are
specifically interested in how people
develop structures for knowledge as
they apply problem solving skills.

Lastly, within the psychological

foundations is the humanist theory.
Humanists strive to develop the
whole individual as they concentrate
on the self-actualization of the whole
child. They concentrate education
around experiences. Within this
theory, teachers do not lecture or
demonstrate the role of a superior
entity but rather are more as guides
for students through the process of
self-direction (Long, 2012).