Group Members:

JOHN MARK L. LINATAN BTLED IA 3A - EDTP 109

JOEVAN VILLAFLOR BTLED IA 3A - EDTP 109

KRIEL CASELA BTLED IA 3A - EDTP 109

ASSESSMENT:

Activity: Explore the Web (by group)

Cluster 1: PHILOSOPHICAL FOUNDATION

1. GEORGE HERBERT MEAD (1863 - 1931)

George Herbert Mead was an American philosopher, sociologist, and psychologist, primarily affiliated
with the University of Chicago, where he was one of several distinguished pragmatists. He is regarded as
one of the founders of symbolic interactionism and of what has come to be referred to as the Chicago
sociological tradition.

George Herbert Mead was born February 27, 1863, in South Hadley, Massachusetts. He was raised in a
Protestant, middle-class family comprising his father, Hiram Mead, his mother, Elizabeth Storrs Mead
(née Billings), and his sister Alice. His father was a former Congregationalist pastor from a lineage of
farmers and clergymen and who later held the chair in Sacred Rhetoric and Pastoral Theology at Oberlin
College's theological seminary. Elizabeth taught for two years at Oberlin College and subsequently, from
1890 to 1900, serving as president of Mount Holyoke College in South Hadley, Massachusetts.

In 1879, George Mead enrolled at the Oberlin Academy at Oberlin College and then the college itself,
graduating in 1883 with a Bachelor of Arts.[3] After graduation, Mead taught grade school for about four
months. For the following three years, he worked as a surveyor for the Wisconsin Central Railroad
Company.

Mead died of heart failure on April 26, 1931.

2. JEAN-JACQUES ROUSSEAU (1712 - 1778)

Jean-Jacques Rousseau, (born June 28, 1712 - died July 2, 1778), Swiss-born philosopher, writer, and
political theorist whose treatises and novels inspired the leaders of the French Revolution and the
Romantic generation.

Rousseau was the least academic of modern philosophers and in many ways was the most influential.
His thought marked the end of the European Enlightenment (the “Age of Reason”). He propelled
political and ethical thinking into new channels. His reforms revolutionized taste, first in music, then in
the other arts.
He had a profound impact on people’s way of life; he taught parents to take a new interest in their
children and to educate them differently; he furthered the expression of emotion rather than polite
restraint in friendship and love. He introduced the cult of religious sentiment among people who had
discarded religious dogma. He opened people’s eyes to the beauties of nature, and he made liberty an
object of almost universal aspiration.

Cluster 2: HISTORICAL FOUNDATION

1. HILDA TABA ( 1902 - 1967)

Hilda Taba was an architect, a curriculum theorist, a curriculum reformer, and a teacher educator. Taba
was born in the small village of Kooraste, Estonia. Her mother's name was Liisa Leht, and her father was
a schoolmaster whose name was Robert Taba. Hilda Taba began her education at the Kanepi Parish
School.

She then attended the Võru’s Girls’ Grammar School and earned her undergraduate degree in English
and Philosophy at the University of Tartu. When Taba was given the opportunity to attend Bryn Mawr
College in Pennsylvania, she earned her master's degree. Following the completion of her degree at Bryn
Mawr College, she attended Teachers College at Columbia University.

She applied for a job at the University of Tartu but was turned down because she was female, so she
became curriculum director at the Dalton School in New York City. In 1951, Taba accepted an invitation
to become a professor at San Francisco State College, now known as San Francisco State University

Hilda Taba theory is that, she believed that students make generalizations only after data are organized.
She believed that students can be led toward making generalizations through concept development and
concept attainment strategies.

2. RALPH TYLER (1902 - 1994)

Ralph W. Tyler was an American educator who worked in the field of assessment and
evaluation. He served on or advised a number of bodies that set guidelines for the
expenditure of federal funds and influenced the underlying policy of the Elementary
and Secondary Education Act of 1965. Many consider him to be the "father" of
behavioral objectives, a concept he frequently used in asserting learning to be a
process through which one attains new patterns of behavior.

Ralph Winfred Tyler was born April 22, 1902, in Chicago, Illinois, and soon thereafter
(1904) moved to Nebraska. In 1921, at the age of 19, Tyler received the A.B. degree
from Doane College in Crete, Nebraska, and began teaching high school in Pierre,
South Dakota. He obtained the A.M. degree from the University of Nebraska (1923)
while working there as assistant supervisor of sciences (1922-1927). In 1927 Tyler
received the Ph.D. degree from the University of Chicago.

After serving as associate professor of education at the University of North Carolina

(1927-1929), Tyler went to Ohio State University where he attained the rank of
professor of education (1929-1938). It was around 1938 that he became nationally
prominent due to his involvement in the Progressive Education related Eight Year
Study (1933-1941), an investigation into secondary school curriculum requirements
and their relationship to subsequent college success. In 1938 Tyler continued work on
the Eight Year Study at the University of Chicago, where he was employed as
chairman of the Department of Education (1938-1948), dean of social sciences (1948-
1953), and university examiner (1938-1953). In 1953 Tyler became the first director of
the Stanford, California-based Center for Advanced Study in the Behavioral Sciences,
a position he held until his retirement in 1966.

Cluster 3: PSYCHOLOGICAL FOUNDATION

1. ABRAHAM MASLOW (1908 - 1970)

Abraham Maslow was a 20th century psychologist who developed a humanistic approach to psychology.
He is best known for his hierarchy of needs.

Abraham Harold Maslow was born and raised in Brooklyn, New York; he was the oldest of seven
children. At the prestigious Boys High School in Brooklyn, Maslow excelled academically and was active
in the Latin and physics clubs. Maslow attended the College of the City of New York and spent one
semester at Cornell. Eventually, he transferred to the University of Wisconsin where he was exposed to
psychology courses; he earned his bachelor’s degree in psychology in 1930. He taught as an assistant
instructor at the university, and worked under psychologist Harry Harlow, earning his MA in 1931 and
PhD in 1934.

Maslow’s humanistic psychology is based on the belief that people are born with the desire to achieve
their maximum potential or reach a point Maslow termed self-actualization. Maslow chose to focus his
research on the experiences of emotionally healthy people, and he identified their “peak experiences,”
moments when they were in complete harmony and unison with the world around them. Rather than
focusing on deficiencies, humanistic psychologists argue in favor of finding people's strengths.

Maslow argued that his philosophy was a complement to Freudian psychology. He pointed out that,
while Sigmund Freud focused on treating “sick” people, his approach focused on helping people discover
positive outcomes and choices.
Maslow's hierarchy of needs is the framework around which humanistic psychology is built. Like other
theories of development, it is a stage-based theory. A person must complete one level of the hierarchy
to move on to the next, but not all people move through all stages.

2. JEAN PIAGET (1896 - 1980)

Jean Piaget was a Swiss psychologist who was the first to make a systematic study of the acquisition of
understanding in children. He is thought by many to have been the major figure in 20th-century
developmental psychology.

Piaget’s early interests were in zoology; as a youth he published an article on his observations of an
albino sparrow, and by 15 his several publications on mollusks had gained him a reputation among
European zoologists. At the University of Neuchâtel, he studied zoology and philosophy, receiving his
doctorate in the former in 1918. Soon afterward, however, he became interested in psychology,
combining his biological training with his interest in epistemology. He first went to Zürich, where he
studied under Carl Jung and Eugen Bleuler, and he then began two years of study at the Sorbonne in
Paris in 1919.

In Paris Piaget devised and administered reading tests to schoolchildren and became interested in the
types of errors they made, leading him to explore the reasoning process in these young children. By
1921 he had begun to publish his findings; the same year brought him back to Switzerland, where he
was appointed director of the Institut J.J. Rousseau in Geneva. In 1925–29 he was a professor at the
University of Neuchâtel, and in 1929 he joined the faculty of the University of Geneva as professor of
child psychology, remaining there until his death. In 1955 he established the International Centre of
Genetic Epistemology at Geneva and became its director. His interests included scientific thought,
sociology, and experimental psychology. In more than 50 books and monographs over his long career,
Piaget continued to develop the theme he had first discovered in Paris, that the mind of the child
evolves through a series of set stages to adulthood.

Cluster 4: SOCIOLOGICAL FOUNDATION

1. JOHN DEWEY (1859 – 1952)

He was an American philosopher, psychologist, and educational reformer whose ideas have been
influential in education and social reform. He was one of the most prominent American scholars in the
first half of the twentieth century.

Dewey graduated with a bachelor’s degree from the University of Vermont in 1879. After receiving a
doctorate in philosophy from Johns Hopkins University in 1884, he began teaching philosophy and
psychology at the University of Michigan. There his interests gradually shifted from the philosophy of
Georg Wilhelm Friedrich Hegel to the new experimental psychology being advanced in the United States
by G. Stanley Hall and the pragmatist philosopher and psychologist William James. Further study of child
psychology prompted Dewey to develop a philosophy of education that would meet the needs of a
changing democratic society. In 1894 he joined the faculty of philosophy at the University of Chicago,
where he further developed his progressive pedagogy in the university’s Laboratory Schools.

In 1904 Dewey left Chicago for Columbia University in New York City, where he spent the majority of his
career and wrote his most famous philosophical work, Experience and Nature (1925). His subsequent
writing, which included articles in popular periodicals, treated topics in aesthetics, politics, and religion.
The common theme underlying Dewey’s philosophy was his belief that a democratic society of informed
and engaged inquirers was the best means of promoting human interests.

2. ALVIN TOFFLER (1928 – 2016)

Alvin Toffler was an American writer, futurist, and businessman known for his works discussing modern
technologies, including the digital revolution and the communication revolution, with emphasis on their
effects on cultures worldwide. He is regarded as one of the world's outstanding futurists.

Alvin Toffler was born in New York city in 1928. He met his future wife, Heidi, at New York University
where he was an English major and she was starting a graduate course in linguistics. Being radical
students, they decided against further graduate work, moved to the Midwestern United States, married,
spending the next five years as blue-collar workers on assembly lines while studying industrial mass
production in their daily work. Heidi became a union shop steward in the aluminum foundry where she
worked. Alvin became a millwright and welder.

Their hands-on practical labor experience got Toffler a position on a union-backed newspaper, a transfer
to its Washington bureau, then three years as a correspondent covering Congress and the White House
for a Pennsylvania daily. Meanwhile his wife worked at a specialized library for business and behavioral
science.

They returned to New York City when Fortune magazine invited Alvin to become its labor columnist,
later having him write about business and management.

After leaving Fortune magazine, Alvin Toffler was hired by IBM to do research and write a paper on the
social and organizational impact of computers, leading to his contact with the earliest computer “gurus”
and artificial intelligence researchers and proponents. Xerox invited him to write about its research
laboratory and AT&T consulted him for strategic advice. This AT&T work led to a study of
telecommunications which advised its top management for the company to break up more than a
decade before the government forced AT&T to break up.

In the mid-’60s the Tofflers began work on what would later become Future Shock.

In 1996, with Tom Johnson, an American business consultant, they co-founded Toffler Associates, an
advisory firm designed to implement many of the ideas the Tofflers have written on. The firm worked
with businesses, NGOs, and governments in the U.S., South Korea, Mexico, Brazil, Singapore, Australia
and other countries.
REFERENCES:

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
George_Herbert_Mead&ved=2ahUKEwim8Piakf_6AhXHSmwGHfkSCksQFnoECHQQAQ&usg=AOvVaw1gz
2yCNOWhB8dKmOz2NaGJ

https://www.google.com/url?sa=t&source=web&rct=j&url=https://plato.stanford.edu/entries/mead/
&ved=2ahUKEwim8Piakf_6AhXHSmwGHfkSCksQFnoECBQQAQ&usg=AOvVaw1Cb6Wo9QC5Wam5Eh1G
QkhO

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.britannica.com/biography/
Jean-Jacques-
Rousseau&ved=2ahUKEwj5s4Tgkf_6AhWfSGwGHdetD0QQFnoECBIQAQ&usg=AOvVaw3Sgpw4CzpUp_tu
oBkY-tec

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/Jean-
Jacques_Rousseau&ved=2ahUKEwj5s4Tgkf_6AhWfSGwGHdetD0QQFnoECDYQAQ&usg=AOvVaw2vOWTl
DCCKuCfezFKXYCoz

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
Hilda_Taba&ved=2ahUKEwjBuJ-
Qkv_6AhXAXWwGHeY6CZsQFnoECHUQAQ&usg=AOvVaw2Qzkayj6ceHblmx-DKUi3y

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
Ralph_W._Tyler&ved=2ahUKEwi66K2hkv_6AhVnTWwGHU5FCuoQFnoECD8QAQ&usg=AOvVaw3-
6Zqga1YG-slR1SPX8G90

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
Abraham_Maslow&ved=2ahUKEwj8hJrRkv_6AhVQT2wGHWW6C9IQFnoFCIgBEAE&usg=AOvVaw2Jq_e1I
f6vY-OObc5O9rV9

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.britannica.com/biography/
Jean-
Piaget&ved=2ahUKEwjQ5aLpkv_6AhX8TGwGHcDGAIkQFnoECBMQAQ&usg=AOvVaw1mdD_VZSKofjwbd
qb9sHkI

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
John_Dewey&ved=2ahUKEwiT75yOk__6AhWxXmwGHU-
UCdYQFnoECDUQAQ&usg=AOvVaw2hYJ2_nYRWkgRm7ohsBNsQ

https://www.google.com/url?sa=t&source=web&rct=j&url=https://en.m.wikipedia.org/wiki/
Alvin_Toffler&ved=2ahUKEwistPmpk__6AhVj8jgGHcr0CO0QFnoECBQQAQ&usg=AOvVaw26ERchTJu1auI
UDRyv7ODb