Professional Documents
Culture Documents
III. PART 3:
IDEALISM -- Plato PERENNIALISM – Robert M. Hutchins
REALIAM -- Aristotle PROGRESSIVISM – John Dewey
EMPIRICISM – John Locke RECONSTRUCTIONALISM–Theodore Brameld
PRAGMATISM – John Dewey BEHAVIORISM – BF Skinner Or John Watson
EXISTENTIALISM – Georg Friedrich Hegel STRUCTURALISM – Hermann Von Helmholts Or
PHILOSOPHICAL ANALYSIS – George Wilhelm Wundt
Moore FUNCTIONALISM – William James, Nugell,
ESSENTIALISM – William Bagley Or Harvey Carr
PURPOSIVISM or Hormic - William McDougall
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VI. PART 6
Philosophers Related to Learners Development
SIGMUND FREUD -- "the mind is like an iceberg, it floats with one-seventh of its bulk above water.
COMPONENTS OF PERSONALITY
ID -- pleasure center
EGO -- reality center
SUPER EGO -- conscience / judgment center.
PSYCHOSEXUAL STAGES OF DEV'T
ORAL -- thumb sucking, biting
ANAL -- toilet training, control of their bowel.
PHALLIC -- sexual interest, genital stimulation.
LATENCY -- sexual urges & interest were temporary
GENITAL -- adult sexual interest and activities come to dominate.
Oedipus complex - son vs father towards mother/wife feelings. (excessive attachment)(Phallic stage)
Electra complex - daughter vs mother towards father/husband feelings. (excessive attachment)(Phallic
stage)
Personality Dynamics
LIFE INSTINCT
DEATH INSTINCT
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ERIK ERICKSON -- "healthy children will not fear in their elders have integrity enough to fear of
death.
PSYCHOSOCIAL STAGES of DEVT
CRISIS -- a person goes through
MALADAPTATION -- result from failure to effectivity resolve the problem
MALIGNACY -- "
VIRTUE -- emerges when balance & resolution of crisis attained.
PSYCHOSOCIAL THEORY STAGES
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Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to
strong relationships, while failure results in loneliness and isolation.
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Outcome: Children need to begin asserting control and power over the environment. Success in this stage
leads to a sense of purpose. Children who try to exert too much power experience disapproval, resulting
in a sense of guilt.
3. Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs. Inferiority
Important Events: School
Outcome: Children need to cope with new social and academic demands. Success leads to a sense of
competence, while failure results in feelings of inferiority.
4. Stage: Adolescence (12 to 18 years)
Basic Conflict: Identity vs. Role Confusion
Important Events: Social Relationships
Outcome: Teens need to develop a sense of self and personal identity. Success leads to an ability to stay
true to yourself, while failure leads to role confusion and a weak sense of self.
5. Stage: Young Adulthood (19 to 40 years)
Basic Conflict: Intimacy vs. Isolation
Important Events: Relationships
Outcome: Young adults need to form intimate, loving relationships with other people. Success leads to
strong relationships, while failure results in loneliness and isolation.
6. Stage: Middle Adulthood (40 to 65 years)
Basic Conflict: Generativity vs. Stagnation
Important Events: Work and Parenthood
Outcome: Adults need to create or nurture things that will outlast them, often by having children or
creating a positive change that benefits other people. Success leads to feelings of usefulness and
accomplishment, while failure results in shallow involvement in the world.
7. Stage: Maturity (65 to death)
Basic Conflict: Ego Integrity vs. Despair
Important Events: Reflection on life
Outcome: Older adults need to look back on life and feel a sense of fulfillment. Success at this stage leads
to feelings of wisdom, while failure results in regret, bitterness, and despair.
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LEV VYGOTSKY -- "the teacher must orient his work not on yesterday's devt in the childs but on
tomorrow's.
SCAFFOLDING -- is the systematic manner of providing assistance of the learners to effectively acquire
skills.
MKO(More Knowledge Others) -- higher level of performance.
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JEAN PIAGET -- " the school should be creating men & women who are capable of doing new things
not simply repeating what other generation have done.
STAGES OF COGNITIVE DEVT.
SENSORY MOTOR (BIRTH - 2y/o) -- infants knowledge.
PRE-OPERATIONAL ( 2-7y/o) -- pretend to play but still struggle with logic, mental symbols interest.
CONCRETE OPERATIONAL (7-11) -- think logically, hypothetically and concepts, solve problems
FORMAL OPERATIONAL (11-UP) -- deductive reasoning and understanding of abstract ideas, think
symbolically.
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LAWRENCE KOHLBERG -- "right action tends to be defined in terms of general individual rights
and standards that have been critically examined & agreed upon by the whole society.
LEVELS OF MORAL DEVT.
PRE-CONVENTIONAL -- Obedience & punishment (consequences) , individualism & exchange
CONVENTIONAL --interpersonal relationship, maintain social order.
POST-CONVENTIONAL -- social contract and individual rights , universal principles, set of values and
beliefs.
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URIE BROFENBRENNER --
ECOLOGICAL SYSTEM THEORY
MICROSYSTEM -- surroundings of individual: family, friends, neighborhood
MESOSYSTEM -- connections between context, school experiences to church experience.
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EXOSYSTEM -- includes other people and places that the child herself may not interact with often
herself but that still have a large effect on her.
MACROSYSTEM -- which is the largest and most remote set of people and places and things to a child
but which still has a great influence over the child.
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ALBERT BANDURA -- SOCIAL LEARNING THEORY
: environment affects child's personality: learning occurs by simply observing people, people learned
from what they see and the consequences of what they did
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VII. PART 7
FOUR PILLARS OF LEARNING
LEANING TO KNOW -- focuses on combining broad gen. knowledge and basic educ. with the
opportunity to work on a small number of subjects in the light of rapid changes brought about by
scientific progress ang new forms of economic and social activity.
Learning how to learn and to discover, as to benefit from ongoing educational opportunities
continuously arising throughout life.
Developing the faculties of memory, imagination, reasoning and problem solving.
Understanding about one's environment.
Communicating with others.
LEARNING TO DO -- emphasizes on the learning of skills necessary to practice a profession or trade.
applying in practice what has been learned.
developing vocational / occupational and technical skills
developing social skills in building meaningful interpersonal relationships.
developing competence, social behavior, aptitude for teamwork
enhancing the ability to communicate and work with others
managing and resolving conflicts.
LEARNING TO BE -- prioritizes the development of the human potential to the fullest.
tapping the talents hidden with individual.
developing personal commitment and responsibility for the common good.
LEARNING TO LIVE TOGETHER -- emphasizes understanding of others, their history, tradition and
cultures, and also living and interacting peacefully together.
appreciating diversity of human race
being receptive to others and encounter others through dialogue and debate.
caring about others
working toward common objectives in cooperative undertakings.
managing and resolving conflicts.
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Halo Effect -- cognitive bias which an observer overall impression of a person, influences the
observers feeling and thoughts about the entity's character or property
Pygmalion Effect -- Shows the teacher's expectation (self-fulfillment)
Golem Effect -- low expectation leads to decrease in performance.
REINFORCEMENTS
Positive -- presence of stimulus
Negative -- absence of stimulus
Escape -- removes stimulus
Avoidance -- prevents stimulus
Reinforcement -- increase of behavior
Punishment -- weakens response.,
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