DR. GLORIA D. LACSON FOUNDATION COLLEGES, INC.

Castellano, San Leonardo, Nueva Ecija

GRADUATE SCHOOL

COURSE SYLLABUS

EDUC. 200 - HISTORICAL, PHILOSOPHICAL, PSYCHOLOGICAL,

SOCIOLOGICAL FOUNDATIONS OF EDUCATION

I. PRELIMINARIES
1. Catalogue No. EDUC. 200
2. Course Title: HISTORICAL, PHILOSOPHICAL, PSYCHOLOGICAL,
SOCIOLOGICAL, FOUNDATIONS OF EDUCATION
3. Course Description:

The subject presents the nature, aims, functions, and influences of

philosophy upon education. It deals with the relationship and interplay of
philosophy and education. It further deals with the analysis of traditional and
modern philosophies of education and a study of the basic differences and
similarities of these various philosophies and their implications upon the
educational needs of learners.

4. Class Hours: 3 hours per week

Credit Units: 3 units

5. Course Requirements
5.1 Check Points 1-3
5.2 Worksheet 1-3
5.3 Written / Oral Reports
5.4 Term Paper/Empirical Research
5.5 Annotated Bibliography
5.6 Term Examinations

6. Grading System
6.1 Attendance/Class participation - 15%
6.2 Exams - 30%
6.3 Oral Reports/Assignments - 30%
6.4 Reaction Paper - 10%
6.5 Empirical Study/Research Paper - 15%
Total 100%

II. COURSE OBJECTIVES

At the end of the course, the graduate students should be able to: Gain an
understanding on how Psychological, Sociological, Anthropological, Historical,
Philosophical and Legal factors influenced education.

III. COURSE CONTENTS

PRELIMINARY EXAMINATION - 17 hours

1. INTRODUCTION: DGDLFCI/GRADUATE SCHOOL

VISION, MISSION AND GOALS – 1 hour
 1.1 DGDLFCI Vision, Mission and Goals
1.2 Graduate School Vision, Mission and Goals
1.3 Class Orientation

2. UNIT ONE: PSYCHOLOGICAL FOUNDATIONS - 7 hours

2.1 SPECIFIC OBJECTIVES

2.1.1 Trace how the Psychological Foundation influenced Education.
2.1.2 State and explain how education heavily depend upon the Psychological
traits of an individual.
2.1.3 Explain why the learner is consider the Center of attention in the whole
educational system

2.2 TOPICS FOR DISCUSSION

2.2.1 Psychological Basis of Education
2.2.2 The Learner
2.2.3 Temperament
2.2.4 Personality
2.2.5 The Learning Process
2.2.6 Motivation
2.2.7 Discipline and Guidance
2.2.8 The Teacher and the policy maker
2.2.8.1 Tips for an effective Teaching-Learning situation
2.2.8.2 The Scope of Educational Laws and policies.

3. UNIT TWO: SOCIOLOGICAL FOUNDATIONS - 9 hours

3.1 SPECIFIC OBJECTIVES

3.1.1 Trace how sociological foundation influenced Education.
3.1.2 Define society and explain social stratification.
3.1.3 Name and explain the three important institutional group that serve as
agencies for learning.

3.2 TOPICS FOR DISCUSSION

3.2.1 Social Stratification

3.2.2 Social Groups

3.2.3 Institutional Group Agencies for Education
3.2.3.1 Family
3.2.3.2 Classification of the Family
3.2.3.2.1 Structure
3.2.3.2.2 Number of Spouse
3.2.3.2.3 Line of Descent
3.2.3.2.4 Residence
3.2.3.2.5 Dominance
3.2.3.3 General functions of the Family
3.2.3.4 School
3.2.3.5 Church
3.2.3.6 Human Relation and Leadership
3.2.3.7 Social Problems

MIDTERM EXAMINATION - 17 hours

4. UNIT THREE: ANTHROPOLOGICAL FOUNDATIONS - 9 hours

4.1 SPECIFIC OBJECTIVES

4.1.1 Trace how the anthropological foundation influenced Education.
4.1.2 Define what Anthropology is.
4.1.3 Explain how anthropology can be a foundation of Education.
 4.2 TOPICS FOR DISCUSSION
4.2.1 Introduction to an Anthropological Foundations
4.2.2 Culture
4.2.3 Language and Writing
4.2.4 Religion
4.2.5 The Arts
4.2.6 Geography
4.2.7 Value
4.2.7.1 Classification of Values
4.2.7.2 Field or purpose of application
4.2.7.3 Source
4.2.7.4 Benefit derived
4.2.7.5 Nature of Occurrence
4.2.7.6 Importance
4.2.7.7 Effect of Practicing
4.2.7.8 Rationality
4.2.7.9 Number of People affected / involved
4.2.7.10 Characteristics, functions and Process

5. UNIT FOUR: HISTORICAL FOUNDATIONS - 8 hours

5.1 SPECIFIC OBJECTIVES

5.1.1 Trace how the Historical Foundation influenced Education.

5.1.2 Explain how early educational system became the prototypes of the
present educational system of the world.

5.2 TOPICS FOR DISCUSSION

5.2.1 Aims, types, content, agencies organization of grades levels methods of
instruction form, outstanding contribution of Education
5.2.2 Primitive, Sumerian and Early Egyptian Education
5.2.3 Early Hindu and Chinese Education
5.2.4 Early Hebrew Education
5.2.5 Early Greek Education
5.2.6 Roman Education
5.2.7 Early Christian Education
5.2.8 The Medieval Concept of Political and Economic Education
5.2.9 Muslim Education
5.2.10 Humanism
5.2.11 Religious Moralism as an Educational Force
5.2.12 Educational Realism
5.2.13 Formal Discipline and Rationalism
5.2.14 Naturalism
5.2.15 Ideological Education

FINALS EXAMINATION - 17 hours

6. UNIT FIVE: PHILOSOPHICAL FOUNDATION - 9 hours

6.1 SPECIFIC OBJECTIVES

6.1.1 Trace how the Philosophical Foundation influenced Education
6.1.2 Explain Philosophy as a point of view of a systematic and logical
explanation of the nature, existence, purposes and relationship of things
including that of human beings
6.1.3 Differentiate Philosophies of education of the great educational thinkers
of the past from that of Filipino Philosophies of Education of today’s
generation.
 6.2 TOPICS FOR DISCUSSION
6.2.1 Main Branches of Philosophy
6.2.2 Philosophies of Education
6.2.2.1 Educational Philosophies of Frontier Thinker of Education
6.2.2.2 The Educational Philosophies of Filipino Education
6.2.2.3 Factors Affecting Philosophies of Education
6.2.3 Functions of Philosophies of Education
6.2.4 Importance of Philosophy of Education to the Teacher
6.2.5 Teacher’s Philosophy of Teaching
6.2.6 Sample of a Teacher’s Philosophies of teaching
6.2.7 Sources of Philippine Philosophies of Education

7. UNIT SIX: LEGAL FOUNDATIONS - 8 hours

7.1 SPECIFIC OBJECTIVES

7.1.1 Trace how the Legal Foundation influenced Education
7.1.2 Familiarize oneself of several Educational Acts

7.2 TOPICS FOR DISCUSSION

7.2.1 The Philippine Constitution of 1987
7.2.2 The Educational Act of 1972 (PD. No. 6-A)
7.2.3 The Educational Act of 1982 (BP 232)
7.2.4 The Educational Act of 1994 (RA No. 7722)
7.2.5 Philippine Educational Practices and their Legal Bases

IV. TEACHING STRATEGIES/TECHNIQUES

1. Interview
2. Cooperative Learning
3. Lecture-Discussion
4. Projects/Research Work

SUGGESTED REINFORCEMENT ACTIVITIES

1. Make a case study/empirical study on Historical, Philosophical, Psychological,

Sociological, Foundations of Education
2. Interview of Educational Leaders

V. REFERENCES:

Bustos, Alicia S. (1996) Psychological, Anthropological and Sociological Foundation

of Education, Quezon City: Katha Publishing Co. Inc.

Calderon, Jose F. (1998), Foundations of Education, Manila: Rex Printing, Co. Inc.

Lardizabal, Amparo S. (1988), Foundations of education Manila: Rex Printing, Co.

Inc.

Lunnenberg, Fred C. & Ornstein, Allan C. (2001), Educational Administration:

Concepts and Practices, Belmont, Cal.: Wadsworth.

Mowery, David C., (2001), Paths of innovation: technology changes in the 20th
century, New York: Cambridge University Press.

Ornstein, Allan & Levine, Daniel U, (2006), Foundations of Education, New York:
 Houghton Mifflin Company.

Shane, Harold G., (2003), Improving Education for the 21st century, Educational
Horizons, Fall.

Tulio, Dario D. (2000), Foundations of education, Mandaluyong City: National Book

Store.

Vinovski, Maris A, (2000), Education, Society, and Economic Opportunity: A

Historical Perspective on Pertinent Issues, New Haven, Yale University Press.

Zimmerman, Barry J. & Schunk, Dale J. (2003), Educational Psychology: A century

of Contributions, Mahwah, NJ: Erlbaum.

Prepared by:

(SGD) CECILIO M. TULABAN, Ph. D.

Professor

(SGD) PROF. RENATO DELA CRUZ

Professor

(SGD) PROF. ARVIN FLORES

Professor

Recommending Approval:

(SGD) MANUEL R. GUERRERO, Ph. D.

Dean, Graduate School

APPROVED:
(SGD) LEONARDO L. NAVARRO, Ed. D.
VP for Academic Affairs