HAGGAI TRAINING AND

DEVELOPMENT SERVICES

CERTIFICATE OF PROFESSIONAL
COURSE IN EDUCATION
Good Evening!!
We will start at 7:15pm
 FOUNDATION OF
SPECIAL AND
INCLUSIVE
EDUCATION
(SOCIO, PSYCHO, ANTRO & PHILOSOPHICAL
FOUNDATION)
Instructor I / Academic Adviser
 Course Description:
This course provides an overview of the cultural,
sociological, political, and historical underpinnings of
the American education system. Participants will
review local, state, and national policy, legislation, and
regulations pertaining to PreK-12 education.
Participants will reflect upon how these concepts
drive instructional practices in today’s challenging
classroom environment.
 Objectives
• Explain the impact of population shifts and the
importance of cultural proficiency in relationship to
public education systems
• Discuss the connection between public schools and
sociological issues and trends
• Describe the important political issues that influence
public education at the Federal, State and Local levels
 Objectives

• Apply knowledge about the evolving model of public

education by considering historical and current
perspectives on school reform and
• Address contemporary issues in education including
developing methods for appropriately integrating
technology within the parameters of differentiated
instruction.
HISTORICAL
FOUNDATION
EDUCATION
Education
is the acquisition of knowledge, skills
and attitudes that make man do better.
It is not only a preparation for life but
it is life itself. This is so because
throughout the life man learns many
things in and out of school that
changes his life for the better.
Education
Education is informal if the things
learned are outside the school system.
It is formal if the things learned are
acquired within a formally organized
school system
Foundation
• is a base which any structure or
system stands. A strong
foundation makes the structure
of system firmly established and
strong enough to be able to
serve its purpose.
Foundation
• The structure or system is like a
house with strong foundation, which
cannot be blown down by a typhoon
nor wrecked by an earthquake no
matter how strong these natural
disasters are.
FOUNDATIONS OF EDUCATION
Foundations of education are those from which education
arose and came into being. They are the factors that
affected education so much particularly, curriculum
content. There are six foundations of education:
(1) Psychological
(2) Sociological
(3) Anthropological
(4) Historical
(5) Philosophical
(6) Legal Foundations.
 1. Psychology
• It is the study of human behavior, of how a person
acts and reacts under different situations,
consciously or unconsciously, mentally,
physiologically, physically, overtly or covertly. It is
the study of man’s reactions to life stimulations.
 2. Sociology
• It deals with the study of human beings living
in-groups, of how people act and interact under
different social situations, and how they relate
themselves to one another. Terms that indicate
group action is used here such as cooperate, team
work, sociable, conflict, etc.
 3. Anthropology
• It deals with the study of civilizations and culture
of people: their origins, customs, traditions, beliefs,
mores, folkways, and practices. Also included are
languages, forms of writing, tools and weapons,
buildings and other physical structures.
 4. History
• It deals with study of past events that makes us
understand the present situation, and to enable us
to predict future events.
 5. Philosophy
It deals with a systematized truth or principle that
serves as a guide for conduct or thinking. Philosophy
is a fixed idea or principle arrived at after a very rigid
scrutiny or study of the state of things, situations or
events.
 6. Legality
• refers to the conformity to the laws passed by the
State establish and guide the conduct of an
educational system. The Constitution is the most
important legal document that establishes and
guides the conduct of an educational system. It
contains the philosophy of education of the
country
 EDUCATION is derived from the Latin word
“educare” or “educere” which means to lead
forth. It is defined as the process acquiring
knowledge, habits, attitudes, interest, skills and
abilities and other intangible human qualities
through training instructions and self-activity,
and transmitting these vital elements of
human civilization to posterity.
TYPES OF EDUCATION

1. Formal Education
2. Non-formal Education
3. Informal Education
 1. Formal Education
• – refers to the hierarchy structured and
chronologically grade learning organized and
provided by the formal school system and for
which certification is required in order for the
learner to progress through the grade or move to
higher levels. It corresponds to the following
levels: ∙ elementary education ∙ secondary
education ∙ tertiary education
 2. Non- Formal Education
– refer to any school-based educational activities
undertaken by the DECS and other agencies aimed at
attaining specific learning objectives for a particular
clientele, specially illiterates and the out-of-school
youths and adults, distinct from and outside the
regular offerings of the formal school system. (B.P.
232 Art. III Chapter 1 and 2 Sections 19 and 24).
 3. Informal Education
– a type of education, which can be acquired anytime,
and anywhere. It is otherwise known as the
education for all seasons.
• These include the ability to communicate, read and
write, knowledge in science and arts, as well as
other skills like hunting, farming, fishing, etc.
ORIGIN OF EDUCATION

• There are two theories

concerning the exact origin of
Education.
The Theory of
Divine Creation
advocates when God, in the beginning of time, created
man according to His image and likeness and
commissioned him to multiply and replenish the earth
and subdue it and have dominion over all other
creations (Genesis Chapter 1), He equipped man with
intellect and free will. But because man chose to
ignore God and disobey His will, the first couple was
banished from the “Garden of Eden” and severed the
former relation between the Creator and man.
The Theory of Evolution
on the other hand, believes that education
started when every primitive man, basically
savages, brutish and animalistic, for he had
just evolved from the lower primates, began
his quest to find ways and means to feed,
clothe, shelter and protect himself, and
compete with other animals for survival (i.e.
survival of the fittest).
 ANCIENT
TO
ROMAN EDUCATION
 Primitive education
• focused on survival and security. It was simple, had
relatively narrow social contacts, and was
conservative and prone to be superstitious.
Primitive life was tribal, not political
 Jewish education
• was more ethical and religious. Their method of
instruction was oral and learning by doing was
emphasized. Corporal punishment was considered
an essential element of training.
 China’s policy
made them confident of their protection
because they had no intention of invading
other countries. Its education was
composed of two important aspects:
school and examinations. The
examinations were the bases for
qualifying for government positions.
 The Egypt
was considered the cradle of
ancient civilization because very
significant historical events took
place in this country.
 Spartan education
aimed to develop the capacities
of men for war, to prepare the
men to defend themselves and
their country all times. Athens,
on the other hand, aimed to
produce young men and women
who were charming and
graceful in manners.
The Romans were practical people
who successfully managed their
everyday
affairs. Their education was utilitarian
and
emphasized the practical application of
learned theories. They developed the
virtues essential to the exercise of their
rights and the discharge of their duties
and obligations.
THE MEDIEVAL EDUCATION

The early Christian Church ushered

in a new hope for the world because it
offered a new ethical force that
provided the basis for education. The
Christian faith unified the different
sectors of Western Europe through its
Jesus Christ emphasized His
teaching as “Seek ye first the kingdom
of God and His Righteousness and all
those things shall be added unto you.”
He used conversational, gnomic and
parable methods in teaching His
followers.
 Monastic education

was for the salvation of the

individual soul through
moral and spiritual
discipline guided by the
monastic life of obedience,
poverty and chastity.
 Scholasticism
was a philosophical system that
aimed to bring reason to the
support of faith and to
strengthen religious life and the
church through the development
of intellectual power. “ A premier
multi-disciplinaryn
technological university “
 Chivalry
was the secular counterpart of
monasticism. Its aim was to
attain the highest social ideals
through form and custom.
Likewise, its main focus was the
development of the character of
a gentleman – honorable,
dignified, god-fearing, and
respectful of authority.
 Guilds
were two distinct types. The
merchant guilds were composed of
businessmen who engaged in
buying and selling products. Craft
guilds were composed of skilled
workers who manufactured and
sold their own products. A guild
was a type of commercial and
professional association formed to
promote the common interests of
its members.
 Saracenic religion
was founded by Mohammed
whose aim was to search of
knowledge, the application of
scientific facts to everyday
living, the development of
individual initiative, and an
emphasis of social welfare.
 Saracenic religion
The education of Saracen
began with religious
education. Quran was taught
at elementary, secondary and
the higher levels. They use
Islamic Calligraphy to
represent God because they
denied representing God with
images.
THE RENAISSANCE PERIOD
AND THE EDUCATIONAL
MOVEMENTS OF THE 2Oth
CENTURY
The latter part of the medieval period
gave rise to different movements that
rekindled the mind and the spirit. The
Renaissance was a period of revival,
reawakening or rebirth of learning.
Some of the movements
during the 18th and 19th
centuries were the
following:
 Humanism
as a way of life was concerned with
the fullest realization of human existence. It
had to distinct phases: Italian or individual
humanism was concerned with individual
freedom and the development of the elite; and
the social humanism, which emphasized
moral
and social freedom.
 • Reformation
was a movement during the
16th century against the
abuses of the Catholic
Church. Martin Luther was
the leading personality of
this movement.
 • Catholic-Counter Reformation
• was a movement of the
Catholic Church to correct
the abuses of government
and laws, its services and
the work of monasteries
in caring for the poor. The
clergy and to regain the
confidence of the people.
 Realism
• was philosophy that
emphasized that education
should be concerned with
the realities of life.
 Disciplinism
was a doctrine advocating the disciplinary theory of
education, which believed that the mind of the child
at birth was a tabula rasa or blank tablet. The
purpose of education was to provide exercises and
discipline for physical, moral and mental processes.
 Rationalism
was a movement that
upheld the right
to opinion, liberty of
conscience and the
freedom of thought.
 Naturalism
was an educational
theory based on a
doctrine that opposed
those that were artificial.
 Nationalism
was primarily concerned with
the preservation and
glorification of the state. It
believed that the state must
depend on education as a
safeguard against external
aggression
 Developmentalism
was based on a child-centered
point of view, recommending a
careful study of the child.
Some outstanding
leaders during the
renaissance period:
Some outstanding
leaders during the
renaissance period:
Martin Luther
was a German
religious reformer
who insisted on state
–funded compulsory
education for both
sexes especially in
the elementary level.
Vittorino Da Feltre
was believed to
be of the first
teachers to
combine physical
and mental
activity in a
school situation.
 John Locke
was known as the intellectual
ruler of the 18th century. His
theories and knowledge are
widely spread out. He
recommended a broader
curriculum and physical training
and advocated he disciplinary
theory of education that believed
that the mind of the child upon
birth was a tabula rasa.
Jean Jacques Rousseau
was the first to develop an
educational theory base on a
naturalistic view. He had a profound
influence on the theory and practice
of education and insisted on nature
as the best guide to the educational
process. He emphasized that
stimulus to learning should come
from the children’s curiosity and
interest.
Johann Heinrich Pestalozzi

combined physical, moral,

intellectual and manual work.
His emphasis was on helping
children to learn by
experience and observation
rather than verbalism and
memorization.
Johann Friedrich Herbart
stressed that ideas
are developed in the
mind through
external stimuli.
Johann Friedrich Herbart
He considered the lesson plan
as a chief device for teaching
and recommended the
following steps:
preparation, presentation,
association, generalization,
and application as the formal
steps of instruction.
 Freidrich Froebel
emphasized that young
unmarried teachers should
serve as teachers of children
in the kindergarten or
preschool level because they
had enough time to attend to
the needs of the children.
 John Dewey

brought the new

concept of the social
functions to
education.
Educational Contributions
Of
Some Ancient Civilizations
JEWISH – religious education

• the transmission of the tenets,

principles, and religious laws of
Judaism. Known as the "people of
the book", Jews value education, and
the value of education is strongly
embedded in Jewish culture
 SYNAGOGU
ES

• temple schools
Bible and the Talmud
 Rabbis

• teacher/priest
 Confucius
believed that education and
reflection led to virtue, and that
those who aspired to command
others must cultivate discipline and
moral authority in themselves. He
strove to rise through the
government ranks, but he tended to
offend others with his forceful
personality, using his position as a
bully pulpit for preaching good
governance.
 Civil Service Examination (Han Dynasty 206 B.C.)
• allowed the state
to find the best
candidates to staff
the vast
bureaucracy that
governed China
from the Han
Dynasty onwards
(206 BCE - 220
CE).
 Civil Service Examination (Han Dynasty 206 B.C.)
a) Flowering talent- whole day exam
b) Promoted man – 3 days exam
c) Entered scholar/fit for office – 13 days
exam, and those who passed became
the ministers of the emperor
Every examination that an individual
passed had a corresponding decoration in his
dress, in his household and certain privileges.
EGYPTIAN – practical and empirical
educaation
• The public education system in
Egypt consists of three levels:
primary school for six years and
preparatory school for three years.
Then, the secondary school stage is
for three years
1. Hieroglyphics –
ancient
picture-writing
system
2. Papyrus
– ancient paper
3. Mathematics –
value of pi = 3.16
4. Engineering /
architecture
Pyramids, dams,
dikes, palaces
6. Astronomy
– positions of stars and other
heavenly bodies to
determined tides, seasons,
flood, Calendars composed of
24 hours a day, 7 days a week,
months of 30 days with 365
days a year.
7. Medicine
- explored human
anatomy
- Mummification
of the dead
GREEKS – liberal and democratic
education
1. Sparta -Authoritarian
government
2. Athens- Liberal education
 Spartan Education
- Was based upon
the laws of
Lycurgus.
- It was the basis
of Spartan
political, social &
educational
system
 Spartan Education
• Military
To make every
citizen invincible
in war, possessing
physical
perfection &
complete
obedience to the
state.
Spartan Education

• Discipline
to develop
conformity and
obedience, courage
strength, cunning,
endurance and
patriotic efficiency.
Spartan Education

• At birth, the child is taken

care by the mother, but at
the age of seven he is
turned over to the
paidonomos or a military
drillmaster that will teach
him the art of warfare.
 Athens Education

• Freedom of thought, expression

and religion.
• Education was a family
responsibility
Athens Education

• Every male child is given a

pedagogues or a tutor who will
train him to be a good and
responsible citizen
 The
Philippine Educational
System
HISTORY OF EDUCATION IN THE
PHILIPPINES
Before the Philippines attained complete independence in 1946, the
country's education system was patterned on the systems of Spain and the
United States--countries which colonized and governed the country for
more than three hundred years. However, after independence, the country's
educational system has constantly undergone reform.
 Timeline:
• Before 1521 Education before the coming of Spaniards
• 1521 – 1896 Education during the Spanish Regime
• 1896 – 1899 Education during the Philippine Revolution
• 1899 – 1935 Education during the American Occupation
• 1935 – 1941 Education during the Philippine Commonwealth
• 1941 – 1944 Education during the Japanese Occupation
• 1944 – 1946 Education after the World War II
• 1946 – present Education under the Philippine Republic
 Pre- Colonial Period
Education was still
decentralized.
Children were provided
more vocational
training but lesser
academics which were
headed by their parents
or by their tribal tutors.
 Pre- Colonial Period
Baybayin was used as
a unique system of
writing
✓ The term Baybay
literally means “to
spell” in Tagalog.
✓ It is also known as
“alibata”.
 Pre- Colonial Period
❖ Writing
implements included
barks of trees and
sharpened pieces
of iron, palm leaves,
and bamboo nodes.
 Pre- Colonial Period
❖ School existed
where children are
taught reading,
writing,
religion and
incantation and
self defense.
 Pre- Colonial Period
❖ Most schools offered learning the
Sanskrit and arithmetic.
❖ Instruction was done at home where
parents and other elders in
the household taught children
obedience to elders, and loyalty
to tribal laws and traditions.
 Important Note during Pre Colonial Period:

❖ The pre-Spanish system of education underwent

major changes during the Spanish colonization.
❖ Tribal tutors were replaced by the Spanish
Missionaries
❖ Tribal Tutors – Education was informal and
unstructured.
❖ Spanish Missionaries – education was “religion
centered”.
 Spanish Period:
❖ The alibata was
replaced by
Romanized script.
 Spanish Period:
❖ Castilian language
was mandated as the
medium of instruction
❖ Education was put
under the control of
religious orders, the
friars.
 Spanish Period:
❖ The Spanish
Missionaries
established schools
immediately after
reaching the islands.
 ❖ 1565
The Augustinians
opened a school in
Cebu.
 ❖ 1581
Jesuits followed.
 ❖ 1587
the Dominicans
started a school in
their first mission at
Bataan.
 ❖ 1577
the Franciscans
immediately took to the
task of teaching
improving literacy aside
from the teaching of new
industrial and
agricultural techniques
 Spanish Period:
❖ Schools opened separately.
❖ The objectives of opening schools
were to popularize education and to
train “religious, obedient and instructed
teachers”.
 Spanish Period:
❖ Courses included Christian doctrine, morality, and
history, reading and writing in Spanish, arithmetic and
practical agriculture, rules of courtesy, and Spanish
history.

❖ Girls in the elementary level had special courses on

sewing, mending and cutting and those in high school
had instrumental music (piano), painting, and sketching,
sewing and embroidery, and domestic science.
 Spanish Period:
❖ UST (University of Santo Tomas) was
the only institution of higher learning
offering courses such as medicine,
pharmacy, midwifery and law.
 Spanish Period:
❖ Problems that persisted that
time:
✓ Lack of equipment
✓ Students were often absent
✓ Corporal punishment were also
given
 Spanish Period:
❖ During the brief period after the success of the
Philippine revolutionaries against Spain, the
leaders of the Republic tried to infuse
nationalism in the education system.
❖ The Malolos constitution stipulated in Tagalog
was the national language but Spanish still
dominated the curriculum
 American Period:
❖ Thomasites heralding the institution
of English as the new medium of
instruction.
❖ Public school system was instituted
making it obligatory for all children.
❖ Education was given for free.
 American Period:
❖ English and Mathematics dominated
the curriculum and the teaching of
religion was prohibited.
❖ In high school, Latin and Spanish
classics were replaced by the study of
the English Language and
Anglo-American Literature.
 American Period:
❖ Required courses included:
✓ General science
✓ Algebra
✓ Geometry
✓ Physics
✓ US History and government
 American Period:
❖ The UP (University of the
Philippines) curriculum was
patterned after some American
universities.
 Japanese Period:
❖ Basic policy: Greater East Asia Co-Prosperity Sphere
❖ The military administration outlines the basic principles of
education in the Philippines. Some of these included:
✓ Cut dependence on Western nations
✓ Foster a new Filipino culture
✓ Spread the Japanese language and end use of English
language
✓ Focus on basic education and promote vocational
education
✓ Inspired people with love of labor
 Japanese Period:
❖ Social sciences and literature were
de-emphasized while vocational education and
service to the country were given focus.
❖ The use of Tagalog was encouraged, especially
in literature.
Jose P. Laurel -Administration
✓ Created the National Education
Board to look into curriculum
changes and develop a more relevant
education program.
✓ Advocated for the use of the
national language and the teaching of
Asian History and culture.
✓ Mandated that only Filipinos
should teach Filipino history.
Jose P. Laurel -Administration
❖ Prior to 1990 when the Congressional Commission on Education
(EDCOM) was organized, the Philippine education system was
highly
centralized.
The EDCOM was tasked to investigate the problems of the
Philippine education and implement the provisions of the 1987
Constitution.
❖ All programs, personnel and financing from the elementary to
tertiary level were under the supervision of the Department of
Education.
Jose P. Laurel -Administration

❖ In 1972, the department was renamed Department

of Education and Culture through Proc. 1081.
❖ Education Act of 1982 created Ministry of
Education, Culture and Sports (later renamed
Department of Education, Culture and Sports [DECS]).
At a Glance:
TRIBAL TUTORS
• -Education was informal and
unstructured.
• -Children were provided with
vocational training and less
academics by parents and houses of
tribal tutors.
At a Glance:
SPANISH
MISSIONARIES
• -Education was religion centered
• -Education for the elite only
-Spanish is compulsory Boys and
girls schools’ are separated
• Inadequate, suppressed and
controlled
At a Glance:
FILIPINIZATION OF
INSTRUCTION
-Free public school system
-assignment of Filipino secretary for
Department
-free and compulsory education
-English is the medium of instruction
At a Glance:
JAPANESE EDUCATION
POLICIES

-creation of ministry of education

-teaching of Tagalog, Philippine
History and Character Education
At a Glance:
TRIFOCAL EDUCATION
SYSTEM
• -DECS (Elementary and High
School)
• CHEd – Higher Education TESDA –
Technology-Based Education
 Early Childhood Care and
Development:
❖ Republic Act 8990 promulgated a comprehensive
policy and a national system for ECCD Act.
❖ The ECCD system includes health, nutrition, early
education and social services programs that should
provide for the basic holistic needs of young children
from 0 to 6 years old.
❖ One of the programs to be institutionalized is the
Day Care Service.
 Basic Education:
❖ DECS now Department of Education (DepEd)
❖ EDCOM recommended to “decongest” the DECS
❖ The sports, functions and activities were
transferred to the Philippine Sports Commission
(PSC)
❖ Functions related to culture were assumed by the
National Commission for Culture and the Arts (NCCA)
 Basic Education:
❖ Republic Act 9155 “Governance of the Basic
Education Act of 2001” spells out the framework of
basic education and renames the institution as
Department of Education.
❖ It states that quality basic education is the right of
all citizens and therefore should be accessible to all by
providing all Filipino children free and compulsory
education.
 Basic Education:
❖ DepEd prepared the The Education National
Development Plan for Children (ENDP), 2000- 2005
which aims to provide the focus for setting as well as
national priorities in education.
❖ Considered key goals set fort at the Jomtien
Conference in 1990 to attain the goal of Education for
All (EFA).
 Alternative Learning System:
❖ ALS is the component that bridges the gap between
Formal Basic Education and Vocational-Technical
Education.
❖ Designed to be a parallel learning system that provides
a viable alternative to the existing non formal and informal
sources of knowledge and skills.
❖ Executive Order 256 was released renaming the Bureau
of Non-formal Education to Bureau of Alternative Learning
System.
❖ The system has three (3) major
non-formal programs:

1. Basic Literacy Programs

– community based program for
non-literacies
2. Accreditation and Equivalency
Program
– certification of learning for
out-of-school youths and adults, 15
years old and above, who are unable to
avail of theformal school system, or who
have dropped out of formal elementary
and secondary education, therefore
have not been completed the ten years
of basic education
3. Indigenous People (IP) Education
Program
– a program that aims to develop an IP
culture-sensitive core curriculum, learning
materials and assessment tools and
instruments.
✓ Polytechnic Education System /Voc-Tech
education is under the supervision of TESDA.
✓ TESDA was created through Republic Act
7796 in 1994
✓ Envisioned to offer non-degree programs
that will prepare middle-level personnel and
para-professionals for national industries.
❖ Two important components of
TESDA-recognized programs are the
following:

1. Apprenticeship – training within

employment with compulsory
instruction.
❖ Two important components of
TESDA-recognized programs are the
following:
2. Dual System Training – delivery system
of quality technical and vocational
education which requires training carried
out alternately in two venues. The school
provided theoretical foundation and basic
training. Production plant develops skills
and proficiency in actual working
conditions.
 Tertiary and Higher Education:
❖ Includes all post secondary courses ranging from
one-or two-year course and to the four year degree
and professional programs, including graduate
education offered by colleges and universities.
The Philippine Basic Education
Curriculum
❖ 1984 – 2002: National Elementary School
Curriculum
❖ 1991 – 2002: New Secondary Education
Curriculum
❖ 2002: Revised Basic Education Curriculum
❖ 2010: Secondary Education Curriculum
❖ 2012 – present: K to 12 Basic Education
Curriculum
The Imperative for K to 12
❖ Streamline the curriculum to improve
mastery of the basic competencies
❖ Ensure seamlessness of primary,
secondary, and post secondary
competencies
❖ Improve teaching through the use of
enhanced pedagogies
❖ Expand job opportunities and provide
better preparation for higher learning
The Nature and Development of
Philippine Nationalism
Contributory Factors that
gave Birth to the Philippine
Nationalism
The Influx of Liberal Ideas from abroad.

The Spanish
Revolution of 1868.
The Influx of Liberal Ideas from abroad.

The Opening of
the Suez Canal
in 1869.
The Influx of Liberal Ideas from abroad.

The Martyrdom of
Fathers Gomez,
Burgos and Zamora in
1872.
The Influx of Liberal Ideas from abroad.

Philippines was
opened by Spain
to World Trade;
Liberal ideas, contained books and newspapers, were ideologies of
the American and French Revolutions and the thoughts of different
philosophers such as:

Rousseau
Voltaire
Montesquieu
Liberal ideas, contained books and newspapers, were ideologies of
the American and French Revolutions and the thoughts of different
philosophers such as:

…and other political

philosophers

Locke Jefferson
Anthropological
Foundations of
Education
 Anthropology
• is the science of people and culture. The word is a
combination of the two Greek words, “anthropos,”
man, and “logos,” an account or calculation.
• It is the study of human differences, cultural and
biological against the background of the nature all
humans share.
• Anthropologists study human social life and
culture including the origin of the human race.
BRANCHES OF ANTHROPOLOGY
 1. Physical Anthropology
– refers to which studies people as biological organisms.
• Physical anthropologists usually tend to concentrate
upon human genetics, the study of inherited
characteristics upon morphological statistics, the
measurement of human body, and the analysis of the
body’s physical characteristics.
• One area of specialist study is the private ethnology,
and the study of behavior of apes and monkeys, which
unites anthropologists, psychologists, and zoologists.
 2. Cultural Anthropology
– which is devoted to the behavior of people and the
products of that behavior.
It is sometimes called “social anthropology”.
Ethnography is the study of a particular culture; in
most instances the subject is a living culture.
 ANTHROPOLOGY AND EDUCATION

• Education at its core refers to the pursuit of knowledge.

• Anthropology is the study of culture and its people.
Since inherent learning structures are a part of
anthropology in terms of human development, then
education can be considered a primary feature of
people and their culture.
 ANTHROPOLOGY AND EDUCATION

• In other words, without education, there would be no

possibility for people to persist in their cultural
development and less there would be less emphasis on
studying cultural trends. In the process of education,
• History is being studied which is the main and the
basic record of culture, hence it cannot be denied that
it is being nourished by education.
 ANTHROPOLOGY AND EDUCATION
• The purposeful and befitting of culture helps
in the strength and spread of culture. The
needs of society, whether religious, social,
cultural or psychological, all are fulfilled
only by education.
• One important function of education is the
preservation of culture.
 ANTHROPOLOGY AND EDUCATION
• The purposeful and befitting of culture helps
in the strength and spread of culture. The
needs of society, whether religious, social,
cultural or psychological, all are fulfilled
only by education.
• One important function of education is the
preservation of culture.
 ANTHROPOLOGY AND EDUCATION
• Continuity of man’s life is possible through
this process.
• Culture has to be conserved and
transmitted to the youth for their own
benefits because past benefits are useful in
learning the new ones.
 CULTURE
that complex whole which includes knowledge, belief,
art, law, morals, customs, and other capabilities and
habits acquired by man as a member of a society.
 KINDS OF CULTURE

1. Non-material culture (intangible)

includes belief, morals, laws, 2. Material culture (tangible)

customs, traditions, folk
ways, mores, etc. includes man’s technologies,
etc.
 CHARACTERISTICS OF CULTURE

1. Culture is learned
• man is not born with culture, but he is born with
the capacity to acquire and learn the culture of his
group.
 CHARACTERISTICS OF CULTURE

2. All people have varied culture

• every society has its cultural values that are
entirely different from the others.
 CHARACTERISTICS OF CULTURE

3. Culture is a group product

• man cannot develop a culture of his own if he is
alone.
 CHARACTERISTICS OF CULTURE

4. Culture is transmitted
- the learned cultures of the past
generation are transmitted to posterity
through education. What we are today is
the product of what they were before.
FILIPINO CULTURE, THEN AND NOW

The Philippine culture is rich in customs and traditions.

Philippine culture reflects the complexity of the history of
the Philippines through the combination of cultures of
foreign influences.
FOLK WAYS
• customary ways of behaving, which have
become habitual and repetitive to an
individual or group.
Ex. caring for the elders and saying “po” and “opo”
MORES
• occurs when folkways become compulsive
for the welfare of the society and it has
acquired moral significance.
• Failure to observe or conform to this will
result to ostracism or condemnation.
CULTURE CHANGE
• may occur either by accident or
direction. It is brought about by the
passage of time, migration and other
factors.
SUB-CULTURE
• The attitude of a certain group to deviate from
the habitual practices of the majority.
• This is apparent in the new styles of dressing,
language and other practices of a group of
people, which are from the majority.
CULTURAL RELATIVISM
• refers to the practices considered
immoral or taboo to a certain group of
people, yet moral to other societies.
• Ex. polygamy, pre-marital sex, etc.
CULTURE SHOCK
• is the term used to denote the feeling of depression, often
expresses as homesickness, caused by living in a foreign
environment.
• Faced with an unknown or poorly understood foreign language
and confused by different codes of conduct, unfamiliar food, and
even unfamiliar physical surroundings, the traveler or new
resident may look upon the people and the unaccustomed
behavior with distaste and sometimes with fear.
CULTURAL VALUES
• refer to the collective ethical, aesthetics and
religious values of the community including
artistic inclination, poetry, music, painting,
literature and such other practices, which the
entire society considers as vital elements of
their existence.
 FILIPINO CULTURAL VALUES
• The Filipino people are known for their various cultural
values. Whether beneficial or not, these cultural values
make the Filipinos unique and distinct from other
peoples of the world. Some of the important Filipino
cultural values are the following:
1. Non-rationalism
• is the tendency to perceive
thoughts, objects, events and
persons as sacred. This
includes:
• Animism
– the belief in supernatural spirits
who are presumably interfering
with man’s daily affairs.
• Fatalism
• – belief in luck, fortune telling,
“bahala na”. “swerte” or malas,
horoscope, etc.
2. Social Acceptance
– the desire to be always accepted
by the group
• Pakikisama
• – yielding to the decision of the
majority
• Euphemism
– stating an unpleasant truth,
opinion, or request as pleasantly
as possible.
• Go-between
– the use of a third party to exact
favors or request from another
person. This includes “hiya” and
amor propio.
3. Emotional closeness and security
of the family
• means the mutual dependence
among relative. This could also
mean granting special favors or
privileges among the immediate
or even distant hometown.
4. Authority
• refers to the emphasis on the
power and importance or
authority figure.
5. Economic and social improvement
• is the desire to improve the
standard of living his family n
his hometown.
6. Utang na loob
• means sense of gratitude
7. Personalism
• emphasizes the importance of
the person with whom one has
immediate face-to-face contact
and connection. This includes
pakiusap, lagay, regalo, and
palakasan
8. Indolence
• laziness
9. Ningas kugon
• means great enthusiasm at the
beginning of a task, yet after a
certain period of time the
enthusiasm is fading gradually.
10. Mañana habit
• refers to procrastination or
putting for tomorrow what can
be done today.
11. Hospitality
• means cordially entertaining
guests and visitors even to the
point of sacrificing their own
welfare.
12. Fiesta syndrome
• refers to the lavish spending
during fiestas and other
occasions.
Philosophical
Foundations of
Education
 Philosophy
• (from the Greek words meaning “love of wisdom”) - is
the science of beings in their ultimate reasons, causes,
and principles acquired by human reason alone.
• It seeks to answer questions that matter most of us.
• Clarification of ideas and values or preferences that
gives us a sense of direction provides us with a sense of
meaning to our existence.
Types of Philosophy
1. Speculative
(synoptic/synthetic/arm-chair)
philosophy
• is systematic thinking designed to
arrive at world – views, coherent
systems of thought, or world
outlook.
• Examples: naturalism, idealism,
realism, pragmatism, etc.
Types of Philosophy
2. Analytical (critical) philosophy
• is critical thinking that aims to
examine ideas, concepts, issues, or
problems with the purpose of
clarifying them.
• Examples: logical analysis, language
analysis, philosophical analysis, etc.
Types of Philosophy
3. Prescriptive (normative/evaluative)
philosophy
• is reflective thinking that strives to
formulate goals, norms or standards
with the purpose of guiding human
thinking and conduct.
• Examples: logic, ethics, social
philosophy, etc.
 Kinds of values
Ethics
• theory of good and evil (morality)
Aesthetics
• realm of art and beauty
Religious
• realized through worship, experience and service
 Kinds of values
Educational
• inherent in the educative process
Social
• realized in the community through the individual’s
relation to society
Utilitarian
• realized in harmonious adjustment to or efficient control
of the forces of the physical environment
 Philosophy of Education
• is an attempt to comprehend education in its entirety
interpreting it by means of general concepts that will
guide the choice of educational ends and practices
(Kneller).
• It is the study of educational problems of aims,
curriculum, and methods form a philosophical
perspective (Botor and Ontinero).
• It is the application of philosophical ideas to
educational problems (Ozmon and Craver).
EASTERN PHILOSOPHIES
Chinese philosophy and influence on
the Filipino
• Confucianism (Confucius, 551 – 479
B.C.) – teaches moral life through
devotion to the family, loyalty to
elders, love of learning,
brotherhood, civil service, and
universal love and justice.
Chinese philosophy and influence on
the Filipino
• Taoism (Lao Tzu) – from the word
“Tao” – “the Great” - its main tenet is
harmony with nature; regards
nature as sacred and even as an
extension of human selves
 General character if Chinese philosophy:

• The highest achievement of man is to be a

sage/wise man
• The Chinese are a this-word people. Life is
desirable
• It believe in the cycle of ups-and-down in this life
• It believes in the coordination of thought and
action. Action must agree with thought.
WESTERN PHILOSOPHIES
Naturalism
• is probably the oldest philosophic
thought in the West, which believes that
nature of aggregate of things around us
in the be-all and end-all of reality. Its
educational ideas stress harmony with
nature as exemplified in Rousseau’s
Emile and the hedonistic principle of
pleasure in the educative process. The
pupil is viewed as a child of nature who
is inherently good.
Idealism
• is also one of the oldest schools of thoughts
with its origin traced to Plato who
advocated a doctrine of ideas. It also
stresses moral and spiritual reality, and in a
perfect being, which is considered the
absolute ideal. It is sometimes known as
perfectionism. Hence, its educational
philosophy is ideal-centered. Plato’s
Republic is regarded as the first
educational treaties.
Realism
• is attributed to Aristotle, a pupil of
Plato, who advocated a word of things
that exists independently of the mind. It
has greatly influenced the socialistic
(communistic) educational thought.
Curneius, a realist educator, believes
that education is formation and the
school, through the transmission of
culture, is the true forging lace of men.
Neo-Thomism
• is one branch of philosophy
generally referred to scholasticism,
attributed to St. Tomas Aquinas who
integrated Christian thought with
the idealism and realism of the early
Greeks.
Pragmatism
• is sometimes referred to as
experimentation, which believes that
the meaning of ideas is determined by
the consequences of their test or
practice. Ideas are true or good if they
work. Thought exclusively American, it
has its roots in ancient Greece. The
principal advocates are Charles Pierce,
William James and John Dewey
Existentialism
• is a modern school of thought that
grew out from the thoughts of
European philosophers, particularly
Soren Kierkegaard (Danish), who
believes that the central problem of
humanity is facing the ability to cope
with its own existence. Its basic
principle is “existence precedes
essence,” Jean Paul Sartre is one of
the principal exponents.
Language Analysis
• is one of the schools of thoughts under
analytical philosophy, principally
developed by Ludwig Wittgenstein, which
regards philosophy as an activity of
clarifying thoughts through the careful use
of language and logical methods. Its
principal device is the principle of
verifiability. Its major contribution to
education is the constant examination of
educational ideas and practices through
empirical researchers.
CONTEMPORARY EDUCATIONAL
THEORIES
Perennialism
• – is a theory founded on the belief that
the body of knowledge, which has
endured through time and space,
should form the basis for one’s
education, rooted in classical realism
and idealism.
• Robert Hutchins contends that the
basic principles of education are both
timeless and recurring.
Perennialism
• Purpose:
To help students uncover and
internalize truths that is
universal and constant.
Perennialism
• Curriculum and method:
Its curriculum is subject-centered
relaying on the disciplines of
literature, mathematics, languages
and history (liberal education).
Reading and discussion of the “Great
Books” would be the principal method
of study.
Perennialism
• Teacher:
The teacher is viewed as an
authority, a master teacher,
whose expertise is not to be
questioned.
Perennialism
• School:
The school’s role is to train
intellectual elite and to prepare
the young for life.
Progressivism
• –grew out from pragmatic
philosophy and puts
emphasis on democratic
experience and skills on
how to think.
Progressivism
• Purpose:
To give the individual the
necessary skills and tools
which to interact with his/her
environment, which is a
constant process of change.
Progressivism
• Curriculum and method:
Its curriculum is built around
the personal and social
experiences of the learners. It
draws most often from the social
sciences. Scientific methods of
inquiry and problem solving are
its favored methods.
Progressivism
• Teacher:
Since the students are capable of
thinking and exploring their own
environed, the teacher’s role is
that of a guide, group leader,
consultant, and facilitator in the
student’s activities.
Progressivism
• School:
It is viewed as microcosm f
society, a living-learning
laboratory, and working model
of democracy.
Essentialism
• grew out from idealism and
realism with William Bagley
as principal advocate and
clamored for curricular
reforms with emphasis on
the essentials.
Essentialism
• Purpose:
To transmit the cultural and
historical heritage to each
new generation of learners.
Essentialism
• Curriculum and method:
It puts emphasize on the 3 R’s in the
elementary and a concentrated study
of mathematics, science, humanities,
languages and literature in the
secondary.
Mastery of the basic facts and concepts
of the essential is imperative.
Essentialism
• Teacher:
The teacher is a master of
his/her discipline and a model
worth emulating.
• “ A premier multi-disciplinary
technological university “
Essentialism
• School:
It becomes one of conserving
and transmitting to the present
generation the rich cultural
heritage of man.
Reconstructionism
• is rooted in pragmatism and
progressivism and clamors for a
new world social order. Its
principal exponents as George
Counts, Theodore Brameld, and
Edwin Reischauer.
Reconstructionism
• Purpose:
To raise the consciousness of
students regarding social,
economic, and political
problems face mankind.
Reconstructionism
• Curriculum and method:
It s subject is the multitude of
social, political, and economic
problems of man and uses
pragmatic methods of scientific
inquiry.
Reconstructionism
• Teacher:
Similar to the progressivist
role.
Reconstructionism
• School:
It becomes the primary agency
for social change.