FOUNDATIONS OF EDUCATION

I. HISTORICAL FOUNDATIONS

1. EARLY CONCEPTIONS OF EDUCATION

1.1 Education for Conformity/ Primitive Education

Aims: To survive an to conform to the tribe to which they belong

Contents: Practical and theoretical Education
Methods: Tell me and Show me, trial and error, enculturation, indoctrination
Proponents: Primitives
1.2 Education for the Preservation of Social Stability/ Oriental Education
Aims: To impress traditional \ideas and customs in order to maintain and perpetuate the long
established social order
Contents: Moral and Theoretical Training
Methods: imitation, memorization
Proponents: Orientals (Chinese, Indians, Egyptians)
1.3 Education for the Development of Individuality/ Greek Education
Aims: to promote individual success and welfare trough the harmonious development of the various
aspects of human personality
Spartan: to develop a good soldier in each citizen
Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness
Contents: Spartan-Military and physical training
Athenians- Liberal Education
Methods- Athenian- Principle of Individuality
Spartan- Competition and rivalry
Proponents: Greeks
1.4 Education for Utilitarianism/ Roman Education
Aim: To educate the Roman youth for realizing national ideals
Content: Physical Training (martial arts, use of war weapons)
Methods: Elementary- Memorization, imitation
Secondary- literary exercises, intensive drill on speech grammar
Proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
2.1 Education for Rich, Full Life/ Italian or Individualistic Humanism
Aim: To secure rich and full life for each individual through contacts with the ancient
Contents: Grammar, Literature and Mathematics
Methods: Text study, written themes, self- activity and self- expression
Proponent: Vittorino del Feltre
2.2 Northern or Social Humanism
Aim: For social reform
Contents: Classical and Biblical literature(Religious)
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
Proponent: Desiderius Erasmus
2.3 Reformation
Aim: Religious moralism
Content: Physical Education, Character Education, Math, History, Science
Methods: Memorization, religious indoctrination
Proponent: Martin Luther
2.4 Counter- Reformation
Aim: To develop an unquestioning obedience to the authority of the church
Content: 4R’s (religion included)
Methods:
 Adapting the lessons to the abilities, needs, and interest of children
 Reviewing the previous lessons
 Repetition for mastery
 Memorization with understanding
 Use of textbooks
Proponents Christian Brothers, Jansenists, Jesuits
2.5 Education as Training of the Mind / Formal Discipline
Aims: To train the mind through rigorous exercises in order to develop intellectual capacities.
To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and
moral (good conduct)
Methods: Formal Sensation, memory and reasoning, Drill Method
Proponent: John Locke
 2.6 Rationalism
Aims: To enable man to think for themselves
Contents: philosophical/ scientific knowledge, ethics and morality
Methods: critical analysis, application of reason
2.7 Education in Harmony with Nature/ Naturalistic Conception of Education
Aims: To develop the individual in accordance with the laws of human development and to preserve
the natural goodness of man.
Contents: Holistic Education (physical, moral, intellectual)
Proponent: Jean Jacques Rousseau
2.8 Education for Patriotic Citizenship/ Nationalistic Conception
Aims: to develop military preparedness and aggressiveness for the preservation and glorification of
the state
Contents: Social Studies
Methods: Practical
2.9Education as Psychological Development
Aims: to direct and control growth and development through appropriate educational procedures
JOHANN HEINRICH PESTALOZZI- social- regeneration of humanity
FRIEDRICH FROEBEL- Development of the child
JONATHAN HERBART- Moral development
EDWARD LEE THORNDIKE-realize the fullest satisfaction of human wants
Contents: Math, Science, Language, Arts, History, Literature
Methods: Principles and Laws of learning

2.10 Education as a Scientifically Determined Process

Aims: to make education as a science
Contents: Science
Methods: Experimental, problem solving, scientific method and research
2.11 Education as a Social Reconstruction/ Social Experimentalism
Aims: Prepare for a progressive rebuilding of the social order
Contents: Social Studies
Intellectual- critical examination of the social conditions and social problems
Civic- intelligent participation and cooperation in civic affairs
Vocational social relationship of one’s lob
Methods: Guidance (including social guidance), intelligent and cooperative participation; Field Trips,
Directed Classroom Study (community life)

II. PHILOSOPHICAL FOUNDATION

1. MAJOR PHILOSOPHICAL THOUGHTS
1.1 Idealism
 Adheres to the view that nothing exists except in the mind of the man, the mind of God. Or in super or
supra- natural realm
 Idealists believe that ideas and knowledge are enduring and can change lives
Aims:
 To develop the individual spiritually, mentally, morally(mind , soul and spirit)
 To discover and develop each individual’s abilities and full moral excellence in order to better
serve the society
Methods: Critical Discussions, lecture, Socratic Method, introspection, imitating models,
Reflection/ reflective thinking
Content: literature, history, philosophy and religion
The Learner
 Imitates the teacher who is an exemplar of an ideal person.
 Tries to do the very best he can and strive toward perfection
The Teacher
 Excellent example/ role model for the student- intellectually and morally
 Exercise great creative skill in providing opportunities for the learners’ minds to discover, analyze, synthesize
and create
 Questioner- encourages students to think and asks more questions and develop logicak thinking.
The School
 Train future leaders
 Develop morality and to distinguish right from wrong
 Maintain and transmit values
 Place emphasis on developing the mind, personal discipline and character development
1.2 Realism
 Stresses that the world is made up of real, substantial and material entities
 Knowledge is derived from sense experience.
Aims: To provide students with essential knowledge to survive the natural world
Methods : lectures, demonstrations, and sensory experiences, inductive logic
 Content: Science and Mathematics
The Teacher:
 A guide, a demonstrator, who has full mastery of the knowledge of the realities of life
 Requires the learner to recall, explain and compare facts; to interpret relationships and to infer new
meanings
 Rewards the success of each learner and reinforces what has been learned
 Utilizes learner’s interest by relating the lessons to the learner’s experiences, and by making the subject
matter as a concrete as possible
The Learner
 Sense mechanism, a functioning organism which through sensory experience, can perceive the natural
order of the world
 Can learn only when he follows the laws of learning
The School
 Transmits knowledge
 Classrooms are highly ordered and disciplined
1.3 Pragmatism/ Experimentalism
 Pragmatists believe that the curriculum should reflect the society, emphasizing the needs and interests of the
children
Aim: To teach students how to think so that he can adjust to the demands of an ever changing world.
Content: Practical and utilitarian Subjects
Methods: Project Method, free and open discussion, individual problem- solving research
The Learner:
o Learn from experiences through interaction to the environment
o Capture the child’s interest and build on the natural motivation
o Use varying teaching methods to accommodate each individual learning style
o Helper, guide and arranger of experiences
The Teacher
o Capture the child’s interest and build on the natural motivation\
o Use varying teaching methods to accommodate each individual learning style
o Helper, guide and arranger of experiences
Proponent: John Dewey

2. MODERN PHILOSOPHICAL THOUGHTS

2.1 Perrenialism
 Knowledge that has endured through time and space should constitute the foundation of education
 Perrenialists believe that when students are immersed in the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true intellectuals
Aim: to develop the power of thought
Proponent: Robert Hutchins
The Teacher:
 Interprets and tells eternal truth
 Spends more time teaching about concepts and explain how these concepts are meaningful to
students
The Learner
 Passive recipients

2.2 Essentialism
 Teaching the basic/ essential knowledge and skills
Aims: To promote the intellectual growth of the learners.
Proponent: William Bagley
The Leaner:
 Receives instruction in skills such as writing, reading and measurement/ arithmetic (3R’s)
The Teacher
 Focuses heavily on achievement test scores as a means of evaluating progress
2.3 Progressivism
 Education is always in the process of development
 Focused on the whole child and the cultivation of individuality
 Centered on the experiences, interests and abilities of students
 Progressivists strive to make schooling both interesting and useful
Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment
Proponents: John Dewey, Johann Pestalozzi
The Learner:
 Learns through experiences, by doing
The Teacher
 Plans lessons that arouse curiosity and encourage the students to develop a higher level of
knowledge
2.4 Existentialism
 Man shapes his being as he lives.
  Knowledge is subjective to the persons decision, and varies from one person to another.
Aim: To train the individual for significant and meaningful existence
Proponent: Jean Paul Sartre
The Teacher:
 Assists students in their personal journey
 Aids children in knowing themselves
The Learner
 Determines own rule
2.5 Social Reconstructionism
 Emphasizes the addressing of social questions and a quests to create a better society.
 Social reconstructionists believe that systems must be changed to overcome oppression and
improve human conditions.
 Curriculum focuses on students’ experiences
Aim: Education for change and social reform
Proponent: George Counts
The Learner:
 Takes social action on real problems such as violence, hunger, international terrorism,
inflation, discrimination, and inequality, and environmental problems
The Teacher
 Uses community- based learning and brings the world into the classro
 RELEVANT PHILOSOPHIES OF EDUCATION OPERATING IN PARTICULAR CLASSROOM SITUATIONS
Philosophies of Education
Idealism
 Emphasis on the development of one’s
spirituality
 Content is more on moral development as
this contains personal conversion to the
good, true, and beautiful in God.
Social Reconstructionism
 Helps enact a program of clear and
precise action (knowledge on Economics
helps combat poverty)
Existentialism
 Relates to personhood or structure of the
self- defined rather than other-directed
(on the selection of honor students)
Social Reconstructionism
 Creates a new social order for a new
society
Current Educational Classroom Practices
1. DECS Order No. 13 1998- Revised rules and
regulations on the teaching of religion in public
elementary and secondary schools.
Rationale: It is the declared policy of the State
in the conformity with the mandate of the
Constitution, to encourage and promote the
teaching of religion in public elementary and
high schools within the regular class hours
 Only those students who have written
consent from their parents/ guardians
will be allowed to attend the religious
class.
 The size and scheduling of religious
classes as well as the number of the
religion teachers/ instructors shall be
determined by the school principal.
2. DECS Order No. 57, s. 1998- clarification on
the changes in the Social Studies program
 Sequencing in Social Studies are as
follows:
Old: Third and fourth year students to
take up Ekonomiksa at Kasaysayan ng
Daigdig respectively.
New: Kasaysayan ng Daigdig for the
third year and Ekonomiks for Fourth
year students.
 The new sequencing in Social Studeies
shall be adopted only by incoming first
year students effective SY 1998-1999
and thereafter.
3. DECS Order No. 65, s. 1998- Revised guidelines
on the selection in private and public secondary
schools.
Rationale: To give due and proper recognition to
graduating students who have shown exemplary
performance in their high school work.
 A candidate for honors should have no
grade lower than 85% in nay subject
during third and fourth year in any
grading period nor a grade lower than
80% in any subject in any grading
period in the first two curriculum years.
 He must be an active member of at least
two authorized organizations or clubs
during the third and fourth years in
school where he is graduating.
 Ranking of candidates for honor shall be
based on the computed weighted rank of
both academic and co-curricular.
4. DECS Order No. 106, s.1998- Revised rules
on the exemption of Scouts from Citizen’s Army
Training (CAT)
Rationale: To strengthen DECS’ youth in the
areas of character building, citizenship training,
skills for self-reliance and service to others,
exemption from the Citizens Army Training are
hereby granted to Qualified Scouts
 Scouts who are fourth year high school
students and who have participated in
recognized international Scouting event,
may be exempted from CAT upon the
recommendation and approval of
Regional Boy Scouts of the Philippines
(BSP) and DECS Regional Directors
respectively.
 Different Philosophies as Applied in Education

Philosophi Idealism Realism Humanism Pragmatism Reconstructi Existentiali Democracy

es on sm
Developmen Development Cultivate Individual Social Philosophical Welfare of the
Aims of t of the of the mind & balance growth thru awareness analysis of individual and
Education mind and body thru the physical & processes, reforms and human society
body sense & mental growth experience & construct of experience
reason problem new society life, love and
solving death

Nature of Subject- Subject- Individual & Child & Child, subject Child & Child &
Curriculum matter matter society process & human subject society
centered centered centered centered reaction- matter- centered
centered centered

Role/ Dispenser of Initiator & Dispenser of Facilitator/ Aware of Facilitator, Facilitator,

Character knowledge/ facilitator/ knowledge, dynamic dominant moderator, liberal, open-
of Teacher active, practical, facilitator/ good social values, consultant, minded,
imposing, organizer, tradition when classroom issue & adviser provides free
serious, authoritarian emphasizing manager problems goal individual
strict values result & & future differences
process oriented
oriented
Role/ Receives of Discoverer of Discoverer of Problem- Organizers, Curious, Free- seeker
Character knowledge, knowledge knowledge thru solvers, leads, future & assertive of knowledge,
of Learners passive, thru sensation the arts and observe the goal- oriented, inquiry, inquisitive,
dependent & abstraction, literature scientific socially aware expressive adventurous
good at method, & responsible articulate, indecent
classifying & curious, personally &
sorting objects critical result socially
based on their & process- aware
characteristics oriented
Method of Lecture, Grouping or Traditional, Scientific Group Group Group
Teaching deductive classifying lecture method, method & activities & dynamics dynamics
method objects appreciation of experimental dynamics
the arts

Nature of Traditional, Traditional but Artistic with Flexible, rich Modern, Democratic
Classroom rigid, with little plenty of in needs-based /liberal
inflexible flexibility in reading opportunities
the materials for students
arrangement to experience
of seats what they’re
learning

Source of Books Objects, Works of arts Challenging Social issues, Books, Books,
Knowing nature and theology experience problems and experience, environment,
current issues society, experience,
environment society
current issues

Proponents Plato, Aquinas, Dewey, Brameld, Sartre,

Froebel, Aristotle, James, Janes, Marcel,
Herbart, Broudy, Pierce Perce Mowes,
Buther, Martin, Soderquist
Hegel, Peztalozzi
Berckeley

Influences Values, Use of reality Humanities as a Learning by Politics and The use of Social
on the GMRC course, arts, experience social works group Sciences,
Present architecture, dynamics Anthropology,
Educationa painting Sociology
l Systems

3. EASTERN PHILOSOPHIES
3.1 Hinduism
  Emphasizes a commitment to an ideal way of life characterized by honesty, courage, service, faith, self-
control, purity and non- violence which can be achieved through YOGA.
Proponent: Mahatma Gandhi
Hinduism in Education:
 The teacher shows the way and imparts knowledge by his own example, responsible for
the students’ spiritual welfare.
 The students aim to remember everything by heart and mastery of every subject learned.
 Teaching methods are oral and memory intensive, discussion and debates
3.2 Buddhism
 Believes in the FOUR NOBLE TRUTHS
 Believes in the LAW OF KARMA
Proponent: Siddharta Gautama
Buddhism in Education:
 Education rooted in faith
 Continuing education system- to receive additional teaching and leanr from each other during class
discussions.
3.3 Confucianism
 Teaches moral life through devotion to the family, loyalty to the elders. Love of learning, brotherhood, civil
service, and universal love and justice.
 Stresses the FIVE CARDINAL VIRTUES
(benevolence, righteousness, propriety, wisdom and sincerity)
Proponent: Confucius
Confucianism in Education:
 Civil Service Exams
 Religious rituals in the schools
3.4 Taoism
 TAO: a way of life, a philosophy advocating simplicity, frugality, and the kjoys of being close to nature and
being in harmony with the whole universe.
 Strongly believes in WU WEI ( Let things come naturally)
Proponent: Lau-Tzu
Taoism in Education:
 Taoist ethics emphasize compassion, moderation and humility
 Physical exercises involve slow and controlled body movements to achieve mental stillness.
3.5 Zen Buddhism (Japanese Version)
 Believes in the THIRD EYE (to see things which are invisible to the naked eyes and to get attuned to the
things around us.)
 Encourages meditation (mind awakening).
 Teaches that the entire universe is one’s mind, and if one cannot realize enlightenment in one’s own mind
now, one cannot ever achieve enlightenment.
3.6 Islam
 Has Five pillars: belief in Allah, prayer(5x a day), fasting, almsgiving and pilgrimage
Proponent: Muhammad/ Mohammed
Islam in Education:
 Useful knowledge is necessary for the benefit of the self and humanity.
 A truly Islamic government is required to provide all means to promote adequate education for its citizen,
to the best of its ability.

EDUCATIONAL PHILOSOPHERS OF THE WORLD’S GREATEST PHILOPHIES

1. Plato

a. Every individual should devote his life to what is best fitted for him to do.
b. The important function of education is to determine what every individual is by nature capable and fitted of doing something.
c. Poor leadership will lead to wrong decisions.
d. The physical objects are not permanent representations of unchanging ideas, and that the ideas alone give true knowledge as
they are known by the mind.
e. Social justice is giving of what is due to whom it is due.
f. Intellect aristocracy is the rule of intellectual elite.
g. An individual who should lead society should be endowed with superior intelligence and possessed impeccable integrity.

2. Aristotle

a. The end of education is not knowledge alone. It is the union of the innate intellect of the individual and his will. It is knowledge
expressed in action.
b. Virtue which is moral excellence goodness and righteous is not possession of knowledge. It is the state of the will.
c. The process of correct thinking can be reduced to rule like physics and geometry, and taught to any normal mind.
d. Advocates the practice of moderation.
e. Vices are irrational habits or practices because they often stem from passion which often goes beyond reason.
f. Advocates scientific approaches to education.
3. Socrates

a. Knowledge is wisdom which in effect means a virtue.

b. The problem of evil is the result of ignorance.
c. Knowledge is virtue and ignorance is vice.
d. Knowledge is the bass of all right actions including the art of living.

4. Confucius

a. .Development of moral and ethical principles to promote peace and order and to preserve human dignity.
b. The family should serve as a model correct relation among them.
c. Postulate the golden rule of all men to follow ”Treat others as you want them to treat you.”
d. Reason and natural law constantly enjoy man to live righteously to offend no one and to give one on this due.
e. Order and harmony should begin in the inner nature of man.
f. Man can enjoy peace and harmony and happiness by observing God’s law which is enshrined in every individual conscience.
g. Emphasized the importance of self-control. “He who conquers others are strong he who conquers himself is the greatest victor.”
h. Reason is supposed to rule and to regulate the lower craving of man such as appetites and passions.
i. Justice and love always go together.
j. The coming into being of the perfect man in a perfect social order is simply the full development of the human personality through
the realization of man’s powers and natural endowments- his physical, intellectual, emotional, political, and economic aspirations

5. Lao-Tzu

a. He emphasized the virtue of passivity, humility and frugality.

b. To achieve happiness men should bring themselves into harmony with the TAO which was not good but the supreme and
governing principle of the universe.
c. To achieve happiness is “Be yourself, be natural: live in accordance with your true, good and best nature.”

6. Comenius

a. Development of the whole man before he becomes professional.

b. Effective learning is done through the use of vernacular.
c. Follow the order of natural law.
d. Train for character development
e. Both boys and girls should be included inn education, regardless of their socio-economic status.
f. Advocated the use of visual aids in classroom teachings

7. Locke

a. “Tabular rasa” or “blank state” theory- a child is born with a blind mind- neither good nor bad.
b. Education can help shape the pupil according to the disposition of the teacher.
c. Emphasized formal discipline moral and physical education.
d. Methods of instruction should consider habit formation through drill and exercise, memorization and reasoning.

8. Rousseau

a. Man is by nature good and virtuous

b. Development of the child according to his inherent endowments.
c. The child is the most important component of the school system.
d. Use if instinctive tendencies as the starting point of any educational pursuit.
e. “Everything is good as it comes from the hand of the author of nature.”

9. Pestalozzi

a. Education is a social process of organized growth and development.

b. Education should be accordance with the laws of natural growth and development of the child.
c. Lessons were to be learned through direct experience with objects and places through observations, inquiry and reasoning.
d. Emphasis or method and technique of imparting knowledge and information.
e. Reality is objective and is composed of matter and form; it is fixed, based on natural law
f. Values are absolute and eternal based on nature’s laws.
g. Subject matter curriculum should be humanistic.

10. Froebel

a. “Father of Kindergarten”
b. Creative expression should be encouraged.
c. Education should be accompanied with the spirit of informality and joy.
d. Self-activity as means of development.
e. Individual differences should be respected.
f. Knowing is the thinking of the latent ideas.
g. Values are eternal.
h. Play, Spontaneous activity should be utilized to promote self-realization.
i. A subject matter curriculum emphasizing the great and enduring ideas of culture.
j. Social development

11. Herbert

a. Principles of apperception and doctrine of interest.

b. Learning should lead to character formation.
c. Aim of education should be ethical and moral.
d. The leader gets meaning from previous experiences to which it is related
e. The curriculum should include a wide range of subjects.
f. Unity could be achieved through reflection and could be greatly aided by a correlation of subject matter.
g. Preparation-recall of old ideas in the leader’s experience to which the new instruction can be related.
h. Preparation- a story, demonstration, experiment or reading assignment that included facts or new materials or ideas of the new
material.
i. Comparison- connections and associations between the old and new.
j. Generalization- general principle that are from the lesson.
k. Application- putting the new idea to work.

12. Spencer

a. Knowledge acquired that is best use in life is also the best for e development of power.
b. Emphasis on physical activity.
c. Science oriented curriculum
d. Societies are bound to change
e. Opposed to free public education, those who really want an education should work hard to acquire the means to attain it.

13. John Dewey

a. Learning by Doing
b. Education is life, not preparation for life.
c. Education is a social process.
d. Education is growth and a continuous reconstruction of experience.
e. The center of correlation is the child’s own social activities.
f. The school is primarily a social institution.

Philosophy of Education vis-ἀ- vis Progressive Education

Field Area of Inquiry

Metaphysics Studies the nature of reality and being
Epistemology Inquires about the nature, prepositions and scope of knowledge
Logic Studies correct thinking or rules of inference to arguments
Ethics Inquires into morally right and the morally good life
Aesthetics Analyzes standards and values in art and aesthetic experience
Axiology Studies the nature, status and types.

II. PHILIPPINE EDUCATIONAL SYSTEM

Education during the Pre- Spanish Period

Aims: For Survival, Conformity, and Enculturation
Contents:Informal Education, Religion- Oriented
Methods:tell me and show me, observation, trial and error
Education during the Spanish Period
Aims: To Propagate Christianity
Contents: Religious Education, Vocational courses
Methods: Dictation and Memorization
 The vernacular was used as the medium of instruction in the parochial schools
 The religious orders introduced the parochial schools
 Education is suppressed, exclusive (for the elite), and inadequate
Education during the American Period
Aims: To teach democracy as a way of life
Contents: Reading, writing, arithmetic, language, GMRC, civics, hygiene and sanitation, gardening,
domestic science, American History, and Philippine History
Methods: socialized recitation, students participation
  Formal Education was established.
Education during the Commonwealth Period
Aims: (as provided for in the 1935 Constitution)
 To develop moral characters, personal discipline, civic conscience, and vocational efficiency
 To teach the duties of citizenship
 To continue the promotion of democratic ideals and way of life.
Contents: Character education and citizenship training
 Education under the Commonwealth helps prepare for the coming independence of a new
Filipino.
Education during the Japanese Era (1943-45)
Aims:
 To strive for the diffusion of the Japanese language in the Philippines and to terminate the use of the
English language in the schools
 To strive he dignity of manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and singing
Japanese songs, health/vocational education
Education during the Republic (1943-1972)
Aims:
 Full realization of the democratic ideals and way of life
 Promotion of equal educational opportunities for all
Contents:
 Social orientation as manifested by the conservation of the Filipino heritage
 Training for occupation
 Promotion of democratic nation building
 A new thrust on community development

Education during the New Society (1972-1986)

Aim: For national development
 Curricular changes in Elementary Education
a. Focused on the 3Rs b. integration of values in all learning areas
c. emphasis on mastery learning
 Curricular changes in Secondary Education
a. increased in time allotment b. YDT and CAT introduced as new courses
c. elective offering as part of the curriculum d. Made of education relevant to the needs of the changing
world
Bilingual Education Policy- use of English and Filipino as medium of instruction in specific learning areas
Aims of education in the Philippines based on the 1973 Constitution:
 Foster love of country;
 Teach the duties of citizenship; and
 Develop the moral character , self-discipline, and scientific, technological and vocational
efficiency
Education during 1986-2000
Aim: To promote national development and values education
 The national government appropriates the highest budgetary allocation to education.
 Implementation of NESC- addressed to civic, intellectual, and character development of the child.
Its features are:
o Emphasis on mastery learning- Focused on fewer learning areas
o Focused on the development of intellectual skills whih are important as work skills
o Multi- disciplinary treatment of curriculum content
o Student-centered
o Cognitive-affective manipulative based curriculum
o Values education offered as separate subject area
o Emphasis on Science and Technology
o Bilingual policy
o Emphasis on Critical thinking
 The Congressional Commission on Education (EDCOM), in its report in 1991, recommended the
following:
a. trifocalization of DECS into the Department of Education (DepEd), Technical
Education and Skills Development Authority(TESDA), and Commission on Higher
Education (CHED);
b. establish of Teacher Education Council and Centers of Excellence;
c. professionalization of teachers; and
d. Technical-Vocational Education reform
Education during the 21st Century
Aim: To provide the school age population and young adults with skills, knowledge and values to become
caring, self-reliant, productive and patriotic citizens.
  Republic Act 9155 (Governance of Basic Education Act), was passed transforming the name of the
Department of Education, Culture and Sports (DECS) to the Department of Education (DepEd) and
redefining the role of field offices (regional offices, division offices, district offices, and schools).
The act provides the overall framework for:
o School head empowerment by strengthening their leadership roles
o School-based management within the context of transparency and local accountability.
The K-12 program
 Implementation started on SY 2012- 2013
 Kindergarten is now a part of the compulsory education system
 A new curriculum for Grade1 and Grade 7 pupils and students, respectively was introduced
 By SY 2016-2017, the Grade 11/ Year 5 will be introduced , and Grade 12/ Year 6 by SY 2017-2018;
 The phased implementation of the new curriculum will be finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION
Sociology
 The science of man and society
 Study of pastterns of human behavior
 Study of groups and societies and how they affect the people.
Society- a group of organized individuals who think of themselves as a distinct group, and who live together
sharing the same culture occupying the same territory, who interrelates and interacts with one another,
recruits its members by inter group sexual reproduction and has a shared comprehensive culture with
common shared attitudes, sentiments, aspirations, and goals

Socialization
 A process of adapting or conforming to the common needs and interests of a social group
 A process whereby people learn the attitudes, values and actions appropriate to individuals as
members of a particular society, where a member of a group learns and internalizes the norms and
standards of the other member among whom she/he lives
Agents of Socialization:
a. Family- smallest social institution whose members are united by blood, marriage or adaptation,
constituting a household and having a common culture.
b. School/ Education- established by society for the basic enculturation of the group; an agency which
makes student learn how to value oneself and eventually others; an agency organized by society for
the basic function of teaching and learning.
c. Church
d. Mass Media
I. THE FAMILY

 The smallest social institution.

 Composed of a father, a mother, and their children

A. CLASSIFICATION OF THE FAMILY

1. According to Structure

a. Conjugal or Nuclear Family- consisting of husband, wife, and children

b. Consanguine or extended family- consisting of married couples, children, and relatives.

2. According to Number of Spouses

a. Monogamy- consisting of only one husband and one wife married at a time.

b. Polygamy- plural marriage

1. Polyandry- one woman married to two or more men at the same time.

2. Polygamy- one man married to two women at the same time.

3. Cenogamy- group sex. Two or more men and two or more woman having sex together at
the same time and one after another.

3. According to line of Descent

a. Patrilineal- descent is through the father’s line.

b. Matrilineal- descent is through the mother’s line.

c. Bilineal- descent is through the father’s and mother’s line.

4. According to Residence

a. Patrilocal- when the newlyweds live with the parents of the husband.

b. Matrilocal- when the newlyweds live with the parents of the wife.

c. Neolocal- when the new couples live by themselves and have a separate household.

5. According to Dominance
 a. Patriarchal- when the father is the head and makes the major descisions and is dominant

b. Matriarchal- when the mother is the head and makes the makor descision and is dominant.

c. Equalitarian- when the father and the mother share in making major decision and have equal
authority.

B. General Functions of the Family

1. Perpetuation of the human race

2. Rearing of the young.

3. Providing psychological needs of the young.

C. Educative Functions of the Family (Home)

1. Healthful Living

2. Ethical Standards

3. Socialization

4. Psychomotor and manipulative skills.

5. Resourcefulness, industry, and thrift

6. Recreational skills

7. Better performance of the school

Institutional Group Agencies for Education

Three (3) very important groups that serve as agencies for learning:
1. Family
 Smallest social institution
Educative Functions if the Family (Home)
 Health Education- proper food to eat, proper hygiene
 Ethics, Morality, Religion- spiritual, moral, and desirable social values
 Socialization-roles and status in society
 Psychomotor and Manipulative Skills- how to walk, dance and to use propery kitchen tools, utensils,
etc.
 Recreational Skills
 Academic- reading, writing, arithmetic
2. School
 An institution, center of learning, established by society in which the accumulated experiences of the past
generations are passed on to the incoming generation by means of systematized programs of instructions.
Roles of the School:
1. The school as an agent of socialization
 Children learn how to get along with other student in the school
 Social ethics are taught in the schools
 The student government trains the students to become good leaders and followers.
 The school prepares the individual to become worthy members of the society by making them aware of their
responsibilities.
2. The school as an agent of cultural transmission
 Culture can be transferred through:
a. Enculturation
- the passing on of group’s custom, beliefs and tradition from one generation to the next generation.
b. Acculturation
- learning other culture; the passing of customs, beliefs and tradition through interaction/ reading/
inter marriages, etc.
 Values and attitude formation are easily transmitted through lessons provided by the teacher.
 Culture can be transmitted through field trips, experiential learning, experimentation, group dynamics,
cooperative learning, peer learning, role playing and dramatization.
 Knowledge about the latest development in science and technology, and about the nations and people of the
world can be acquired through different learning activities.
3. The school as an agent of cultural change
 Cultural change is best discussed in the school.
4. The school as an agent of modernization
 Educational systems are focused on future needs of the students
 Changes which are mostly attempts to modernization are being discussed in the school.
 The elements of cultural change which lead to modernization.
  Development of oral and written communication and other modern means of communication
 Improvement of science and technology
5. Other functions of the schools:

 Serves as a multi- purpose institution

 Provides training of the mind, teaches the basics
 Develops problem solving and critical thinking
 Promotes social integration, enculturation and cultural perception
 Accelerates adjustment of society
6. Multi Functions of schools as suggested by Yin Cheong Cheng (1996) in a paper Multiplicity of School
Functions in the new century presented at the conference jointly organized by Educational Research
Association Singapore and Australia
 Technical/ Economic Functions. They refer to the contributions of schools to the technical or
economic development and needs of the individual, the institution, the local community, the society,
and the international community. At the individual level, schools can help students to acquire
knowledge and skills necessary to survive and compete in a modern society or competitive economy,
and provide staff job training and opportunity.
 Human/Social Functions. They refer to the contribution of schools to human development and
social relationships at different levels of society. As indicated nearly all formal education goals, at the
individual level schools help develop students to develop themselves psychologically, socially,
physically and help them develop their potential as fully as possible.
 Political Functions. They refer to the contribution of schools to the political development at different
levels of society. At the individual level, schools help students to develop positive civic attitudes and
skills to exercise the rights and responsibilities of citizenship.
 Cultural Functions. They refer to the contribution of schools to the cultural transmission and
development at different levels of society. At the individual level, schools help students to develop
their creativity and aesthetic awareness and to be socialized with the successful norms, values, and
beliefs of society.
 Education Function. They refer to the contribution of schools to the development and maintenance
of education is often perceived as only a means for achieving the economic, social, political and
cultural values and goals.

3. Church
 A lifetime school of learning
Education from the church (through the Bible):
 History
Ex. Persia (now Iran), Mesopotamia (now Iraq)
 Prophecies
Ex. Earthquake, Famine Calamities
 Divine Values
Ex: Love, Hope, Faith, Wisdom
How Teaching is done in the Christian Church
1. Sermon or Preaching- main part of the divine service
2. Sunday school
3. Bible studies
4. Sermons on special occasions
5. Christmas and summer institutes
6. Rallies and spiritual retreats
7. Evangelistic meetings
8. Daily vacation church school
9. Conferences
What are learned in the Church
1. History
2. Prophecies
3. Divine Values
Characteristics of Divine Values
1. Divine values are given and mandated by God.
2. Divine values are universally intended.
3. Divine values are eternal
4. Violators of divine values are punished.
SOCIAL GROUPS

2 PRINCIPLE REASONS WHY MEN TEND TO GROUP THEMSELVES:

(1) because of gregariousness

(2) because of necessity

2 GENERAL TYPES OF GROUPS:

1. Involuntary groups- groups into which the members are born

 a. Family- basic unit of society composed of the father, mother, and children.

b. Neighborhood- immediate vicinity of a family and composed of households which are closed together.

c. Barangay or Bario- the smallest political unit composed of neighborhoods.

d. Town or Municipality- next larger political unit composed of barangay or barrios

e. Province- a larger political entity composed of town and municipalities.

f. Region- composed of provinces.

g. Nation- the whole country whose people occupy a portion of territory called their own, and who are
conscious that they are one and under the same government.

2. Voluntary associations or groups- individuals can choose the group to which he wants to belong.

a. Play groups- composed of children living in the same neighborhood. The individual child may or can choose
to join a play group or not.

b. Peer group- usually formed by adolescents called barkadas locally.

c. Work group- formed by persons working in the same place or establishment.

d. School groups- set up for educational purposes and children flocked to them and form groups, school
groups.

e. Church groups-people who have the same religious beliefs and practices group themselves together and
form a church.

f. Purposive voluntary groups or associations-organized for certain purposes and have aims and objectives to
attain (for recreation/ for athletics/ charity/ civics/ brotherhood or purely social).

Further elaboration on the other kinds of voluntary groups.

1. Peer group- has two connotations:

a. one referring to age level peer group and the other

b. to the professional peer group

The peer group is subdivided into play group, gang , clique.

 Play group is the most common peer group. Children become very intimate with one another and their play
is very informal and spontaneous without adult supervision. Oftentimes, they develop their own rules of play.
 Gang- formed during teenage period but may continue until adulthood. Members recognize leader. Some
gangs are notoriously antisocial.
 Clique- a small peer group within a bigger peer group, members from another group but not separating from
the original group.

2. Idolized group- a group of professionals whom an individual idolizes.

3. The we-group and the they-group (termed as in-group and out-group)

4. Formal voluntary group

Characteristics of This Kind of Group:

a. They are formally organized in the sense that they elect a set of officers that would run the associations

b. Entrance into the association is voluntary.

c. They have a constitution and By-laws or a set of rules and regulations to guide their activities.

d. They conduct a regular or special meeting in a definite designated place.

e. They collect membership and annual fees.

f. They conduct regular or special activities to attain their goals.

g. They are non-profit.

h. They have special provisions for helping co-members in distress.

i. A member may or can get out or resign from the association of which a member without any legal implications or
obligations.

Type of Formal Voluntary Associations:

a. Recreational groups- tennis club/golf clubs/ dance club

b. Social service groups- those who have soft heart for the underprivileged.

 The Red Cross is a good example.- render free med/dental service/ put up an orphanage

c. Ideology or political action groups- those who have the same belief or idea in some kind of governmental structure
or administration/ work as team for their ideological goals./in some instances violence is created.
d. Professional groups- Purpose of enhancing and improving their professional knowledge and skills/ hold conventions,
conference, seminars, etc

e. Fraternity(for men)- to promote brotherhood among the members. The we group feeling is felt.. Sororities for
women.

f. Religious groups- for the salvation of their souls.

g. The activist group- people who feel deprived of certain rights and privileges group themselves and stage rallies and
marches and make demands that are sometimes impossible to grant.

h. The union group- to enable them to have a stronger bargaining power/ for better wages, working conditions, and
other benefits. The strongest weapon of labor unions is the strike..

i. The syndicates- groups organized to commit criminal acts to enable members to get that they want/ kidnap-for-
ransom, bank robberies, etc…

General Functions and Advantages of Social Groups

1. Education 2. Protection

3. Perpetuation of the Race 4. Social Control

5. Ideology 6. Redress of grievance

7. Charity 8. Recreation

9. Religion 10. Expression of Talents

11. Professional enhancement 12. Purely social interaction

Sociology of Education
 Provides a study of the relationships between society and the educational processes which
contribute to the analysis and solution to problems confronting the educational system.
Anthropology
 Science that studies the origin and development of man, his work and achievements which
includes the study of physical, intellectual, moral, social and cultural development of man,
including his customs, mores and beliefs
Culture
 The shared products of human learning, the set of learned behaviors, beliefs, attitudes, values and
ideals that are characteristics of a particular society or population
 The complex whole which includes knowledge, beliefs, arts, laws, morals, customs, and other
capabilities and habits acquired by man as member of the society.

Characteristics of Culture:
Culture is
Transferable Continuous
Symbolic Dynamic
Shared Adaptive
Learned Universal Borrowed

Elements of Culture
 Language an abstract system of word meanings and symbols for all aspects of culture; the foundation of
culture; verbal and non verbal
 Norms- are established standards of behavior maintained by a society; it must be shared and understood.
 Sanctions- penalties or rewards for conduct concerning social norms
a. positive sanctions- pay, promotion, medals, word of gratitude
b. negative- fines, imprisonment, threats, stares, ostracism
Values- are collective conceptions of what is considered good, desirable and proper or bad, undesirable and improper
in a particular culture.
Change
 An enduring force in history; is inevitable, takes place from time to time
 The adjustment of persons or group to achieve relative harmony.
Forms of Change:
a. Cultural Change- refers to all alteration affecting new trait complexes to change the cultures content and
structure.
b. Technological Change- revision that occur in man’s application of his technical knowledge and skills as he
adopts himself to environment.
Examples of Technological changes in education:
 Introduction of new methods of learning
 Vocational education, computer education, and practical arts in the curriculum
c. Social Change- refers to the variation or modifications in the patterns of social organization, of such
groups within the society or of the entire society.
Examples of social changes in education:
  Revival of nationalism themes in literature, music and arts, etc.
Anthropological- Sociological Implications to Education:
 The curricular program of all learning institutions should be examined by the Commission on Higher Education
(CHED) and the Department of Education (DepED) so that those will be responsive to the needs of the society.
 Parents should be involved in the school projects and activities, and in enculturation and socialization
processes.

SOCIAL CONCEPTS:
1. Values
 Generally considered as something- a principle, quality, act or entity- that is intrinsically desirable.
2. Justice
 Giving others what is due to them; rendering to every man that exact measures of his due without regard
to his personal worth or merit.
3. Freedom, Rights and Responsibility
 Freedom is not absolute. It is not doing something without restrictions or reservations or interference and
influence of others.
 Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something that is
owed or due to others.
 Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall also have to
accept more responsibility. A right is abused when it interferes with the rights of others.
 The reciprocation of rights and duties is the true foundation of social order.
 Duties- refer to those that are due justice, to another individual or collective persons and to God.
 Authority- refers to the right given to give commands, enforce laws, take action, make decisions and
exact obedience, determine or judge
 Accountability- means to be answerable for; emphasizes liability for something of value either
contractually or because of one’s position of authority.
 Responsibility- refers to trustworthy performance of fixed duties and consequent awareness of the penalty
for failure to do so.
4. Ethics/ Moral Law
Ethics is based on one’s station in life; to each station corresponds a certain behavior according to which a
person must live.
Theories of Ethics
1. Consequentialism- claims that the morality of an action is determined by its consequences.
a. Hedonism-views that the only pleasure is good as an end; pleasure is the highest good
b. Utilitarianism- believes that the greatest happiness of the greatest number is the test of right or
wrong.
c. Self-realization- holds that the ultimate end is the full development or perfection of the self.
2. Non- Consequentialism- claims that the morality of an action depends on its intrinsic nature or on its
motives.
3. Divine Command Theory- claims that the morality of an act depends on whether it is accordance with
the will of God.
4. Categorical Imperative Theory- holds that for one’s action to be morally right, s/he must be willing to
have everyone act in the same way.
5. Egoism- claims that an action is right only if it is in the interest of the agent.
6. Situation Ethics- claims that the morality of an action depends on the situation and not on the
application of the law.
7. Intuitionism- claims that one’s knowledge of right and wrong is immediate and self-evident.
8. Emotive Theory- claims that moral judgments do not state anything that is capable of being true or
false but merely express emotions like oaths or exclamations.
9. Ethical Relativism-holds the view that there is no correct moral code for all times and peoples, that
each group has its own morality relative to its wants.