SUGGESTED STUDY SCHEDULE

Week Topic Activities

Preliminary Activities
1. Reading of General Read and understand
Guidelines and Instructions Follow directions
Week 1 2. Pre - Assessment Raise questions for
3. Self - Assessment clarification
Answer assessment
4. Reflective Assessment
Submit assessment
MODULE 1 FOUNDATIONS OF EDUCATION

A. Articulate the rootedness of 4As

Education in the Philosophical
Activity
Aspect
Analysis
Week 2-3
B. Present the impact of History of
Abstraction
education to current Educational
System Application
Reflection
C. List the Foundations of education Assessment
and its far-reaching implication to
the tenet of Teaching

MODULE 2 HISTORICAL FOUNDATIONS OF EDUCATION

A.
B. 4As
A. State relationship of society and
school Activity
Weeks 4-6
Analysis

B. Prove that schools transmit Abstraction

cultural values by stating facts Application
from education history in the
world and in the Philippines Reflection
Assessment

C. Explain the meaning of

socialization as a function of
school.

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 MODULE 3 SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION

4As
A. Explain the different social Activity
science theories
Analysis
Weeks 7-10 Abstraction
B. State the implications of the Application
different social science theories to Reflection
education Assessment

MODULE 4 THE STRENGTH AND WEAKNESSES OF THE FILIPINO CHARACTER:

A SOCIO-CULTURAL ISSUE
A. Discuss the Strengths and 4As
Weaknesses of a Filipino Activity
Character Analysis
Weeks 11-13 Abstraction
B. Cite Ways by which schools
can counteract the Application
weaknesses of Filipino Reflection
Character Assessment

C. Articulate Culture and

Embrace Student Diversity

MODULE 5 GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

4As
A. Discuss at least two global Activity
Weeks 14-16 issues in society Analysis
Abstraction
B. Explain proposed solutions Application
to the social problems Reflection
Assessment

MODULE 6 THE WHY AND HOW OF SCHOOL COMMUNITY PARTNERSHIP

A. Explain what school and 4As
community partnership Activity
means Analysis
Weeks 17-18 Abstraction
B. Explain the legal and Application
sociological bases of school Reflection
and partnership Assessment

C. Cite examples of community

partnerships.

Final Examination Complete all necessary

Week 19-20 Final Project requirements
Post-Assessment (as required)

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EVALUATION
To pass the course, you must:
1. Read all course readings and answer pre-assessment quizzes, self-assessment
quizzes, self-assessment activities and reflection questions.
2. Answer the print-based discussion activities.
3. Submit assignments and graded quizzes for midterm and finals.
4. Submit the final output (Video Recording).
5. Take the Midterm and Finals.

Evaluative Assessment Activities

A. Quizzes and Exercises
Instruction: The graded quizzes and exercises embedded in this module must be
answered. Please call or text me should you need any help or assistance for purposes
of further validation and verification.

B. Video Recording
Instruction: You will be submitting a video recording at the end of the semester as your
major output. In a group of five, portray the relationship and responsibilities of the
teacher to the state and the community as specified in the Code of Ethics for
Professional Teachers and other laws and regulations through a video recording.

GRADING SYSTEM

N CRITERIA PERCENTAGE
o
1 Submission of Major Output 50%
2 Quizzes and other written output 20%
3 Midterm and Final 30%

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TABLE OF CONTENTS
Introduction ………………………………………………………………………….… .. i

Study Guide ……………………………………………………………………….…... .. ii

Study Schedule ……………………………………………………....... ………………. iii

Evaluation …………………………………………………………….. ……………….... iv

Grading System ……………………………………………………….………………. .. v

Module 1
FOUNDATIONS OF EDUCATION …………………………… 1

Module 2
HISTORICAL FOUNDATIONS OF EDUCATION …………………………… 7
Module 3
SOCIAL SCIENCE THEORIES AND THEIR
IMPLICATIONS TO EDUCATION …………………………… 12

Module 4
THE STRENGTH AND WEAKNESSES OF THE FILIPINO CHARACTER:
A SOCIO-CULTURAL ISSUE …………………………… 16

Module 5
GLOBAL ISSUES THAT CONCERN SCHOOLS
AND SOCIETY …………………………… 21

Module 6
THE WHY AND HOW OF SCHOOL COMMUNITY
PARTNERSHIP …………………………… 25

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The Teacher and the Community, School Culture and Organizational Leadership

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MODULE 1: FOUNDATIONS OF EDUCATION

INTENDED LEARNING
At the end of the module, the students can:

A. Articulate the rootedness of Education in the Philosophical Aspect

B. Present the impact of History of education to current Educational
System
C. List the Foundations of education and its far-reaching implication to the
tenet of Teaching

“The Philosophy of School room in one generation will be the philosophy of the government in the next.”
–Abraham Lincoln

1. ACTIVITY
Identify the Philosophers behind each idea. Write your answer on the blank
provided before each number.
____________________1. “The whole is more concrete than the part.”
____________________2. He is the author of the book “Emile”. He believed in
natural
education without coercion.
____________________3. He quoted, “Pragmatism offers us a theory of meaning, a
theory of truth of knowledge and a theory of reality”.
____________________4. The person behind the philosophy of Idealism.
____________________5. The student of Plato and the fore runner of Realism.

2. ANALYSIS
What do you think are the contributions of these philosophers to the foundations
of education?
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In this module, you are going to learn about the foundations of education.
3. ABSTRACTION
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  Philosophy gives direction to curriculum in terms of its goals and objectives;
the schools’ underlying beliefs and values have impact on curriculum content
and choice of appropriate instructional strategies and learning activities and
implementing the curriculum.
Educational Policies must be build upon concrete foundations. Philosophical,
Physchological, Historical, Legal and Political are the main facets of Education by
Educational System was formed. According to Guay (2020), the philosophical
foundation of curriculum helps determine the driving purpose of education, as well as
the roles of the various participants. He added that one’s philosophy defines the role
of a teacher, ranging from all-knowing authoritarian to that of a mentor, and the role of
the student, ranging from the obedient vacant vessel to an individual worthy of actively
engaging in one’s educational process.
The word Philosophy was born out of the words “philos” meaning love and
“sophi” meaning wisdom. For Aristotle, Philosophy is the ability to feel at ease while
Immanuel Kant defined philosophy as a science of criticism and cognition.

Basic Philosophical
Fundamental Idea/s Curricular Implications
Systems
study of what is beyond the Curriculum must go beyond its
Metaphysics natural(what is real is true) content; must consider what the
students can become.
truth about the nature of Curriculum should revolve around
Epistemology knowledge the issues on teaching-learning
process.
focus on logical and accurate The goal of the all curricula must
Logic thought patterns be the development of the ability
of students to think logically.
values and ethics Development of a sense of right
Axiology and wrong.
* Importance of mind and spirit Subject matter- or content
and of the developing them in the focused, believing that this is
learner. essential to mental and oral
Idealism (Plato)
* Reality is in the ideas development.
independent of sense and
experience.
*Truth can be tested/proven. Curriculum is subject-centered,
*Knowledge is derived from sense organized from simple to complex,
experience. and stressing mastery of facts and
Realism (Aristotle) development of process and
objective skills, critical analysis
and attention to Science and
Math.
The world is a world of change, *Provisions for direct experiences.
Pragmatism (W. man can know anything within his *Activity/learner-centered.
James, Dewey, experience; belief in "learning by *Basis: problems of democratic
Rousseau) doing". society focus on problem solving
inquiry.

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 Human beings are rational and Subject matter consists of
their existence remains the same perennial basic education of
Perennialism throughout differing environments;rational men, history language,
(Hutchins, Adler) includes knowledge that has math, logic, classical literature,
endured through the years. science, fine arts, and cultural
heritage.
Reality is a matter of individual Curriculum stress activity;
existence. The meaning of life is recognition of individual
what each individual makes; focus differences, opportunities for
Existentialism
on conscious awareness of making choices and awareness of
(Kierkegard,
choice. consequence, of introspection and
Marcel,Sartre)
self analysis through individualized
learning experiences.

There are certain ideas that men Curriculum focused on

should know for social stability. assimilation of prescribed basic
Essentialism (Bagley) subject matter, 3Rs, history,
science, math, language.
Reconstructionism Societal reform needed towards Curriculum should include
(Plato, Augustine, experiencing the good life now subjects that deal with social and
Dewey, Counts, and in the future, schools are the cultural crises to prepare students
Rugg) chief means for building new to make become analyzer and
social order (NSTP). ensure that democratic principle
are followed.

ISOLATED FACTS AND THE BANKING METHOD

Most lessons in a traditional classroom are devoted to asking low level

questions and students answering with what they memorized a night before. The
teacher deposited these facts a day before and withdraws the next day. Paulo Friere
is against with this banking system in education as it does not make the learner reflect
and connect what they have learned in real life.
Below are summaries of thoughts of educational philosophers on what should be
taught and how learners should be taught
A. John Locke (1632-1704) The Empiricist Educator
 Proponent of tabula rasa
 Acquire knowledge about the world through senses – learning by doing
and interacting with the environment
 Simple ideas become more complex through comparison, reflection and
generalization (inductive method)
 Questioned the view that knowledge came exclusively from literary
sources, particularly the Greek and Latin
 Opposed the “divine right of kings” theory
 Aristocrats are not destined by birth to be rulers
 Education is not acquisition of knowledge contained in the Great Books.
It is learners interacting with concrete experiences.
 The learner is an active not a passive agent of his/her own learning

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B. Herbert Spencer – Utilitarian Educator
 “Survival of the fittest”
 Social development is through an evolutionary process
 Industrialized society require vocational and professional education
based on scientific and practical objectives
 Was not inclined to rote learning
 Individual competition leads to social progress
 To survive is a complex society, Spencer favors specialized education
over that of general education.

C. John Dewey(1859-1952)
 Learning through experiences (learning by doing)
 Education is a social process and so school is intimately related to the
society it serves
 Children are socially active human beings who want to explore their
environment and gain control over it
 The steps of the scientific or reflective method which are extremely
important in Dewey’s educational theory are as follows:
a. The learner has a “genuine situation of experience”
b. Within the experience, the learner has “genuine problem”
c. The learners possesses the information or does research to
acquire the information needed to solve the problem
d. The learner develops tentative solution to the problem
e. The learner tests the solution by applying them to the problem
 Prior knowledge was to be used as the material for dealing with the
problem
 The school is social, scientific and democratic
 The authoritarian or coercive style of administration and teaching is out
of place
 Values are relative but sharing, cooperation and democracy are
significant human values that should be encouraged by school

D. George Counts (1889-1974)

 Building new social order
 Schools and teachers should be agents of changed
 He asserts that there is a cultural lag between material progress and
social institution and ethical values
 Schools are considered instruments for social improvement and not just
change for the sake of change
 Problem solving should be the dominant method for instruction
 Schools should cope with social change that arises from technology
 Students are encouraged to work on problems that have social
significance
 Teachers are called on to make important choices in the controversial
areas of economics, politics and morality

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 E. Theodore Brameld (1904-1987)- “Social Reconstructionism”
 Social reconstructionism is a philosophy that emphasizes the
reformation of society.
 Social reconstructionist asserts that schools should ciritically examine
present culture and resolve inconsistencies, controversies and conflicts
to build a new society not just change society (Ornstein, A. 1984)
 Technological Era is an era of interdependence
 Education is designed to awaken students’ consciousness about social
problems and to engage them in problem solving (Ornstein, A. 1984)
 Education is a right that all citizens must enjoy

F. Paulo Freire (1921-1997)

 Critical Pedagogy and Dialogue
 Believed that systems must be changed to overcome oppression and
improve human situations
 Education and literacy are the vehicle for social change
 Teaching and learning as a process of inquiry rather than “teaching as
banking”
 Teachers must not see themselves as the sole possessors of knowledge
and their students as empty receptacles. This pedagogical approach is
known as “banking method
 His pedagogy is problem-posing education
 Dialogue is the central element of his pedagogy. It means the presence
of equality, mutual recognition, affirmation of people, a sense of
solidarity with people and remaining open to questions.

3. APPLICATION
Choose the best answer. Write your answer on the space provided before each
number.

______1. Which educational philosophy focuses on the role of curriculum as a

means in remaking
society and rebuilding culture?
a. Perennialism c. Existentialism
b. Progressivism d. Reconstructionism
______2. The use of experiments in school can be attributed to which
philosophy?
a. Naturalism c. Pragmatism
b. Behaviorism d. Progressivism

______3. Which of the following describes a progressivism’s method of

teaching?
a. Dictation c. reading of books
b. Lecture d. Student activities
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 ______4. The use of experiments in school can be attributed to which
philosophy?
a. Naturalism c. Pragmatism
b. Behaviorism d. Progressivism

4. REFLECTION
Suppose that in developing a curriculum, your intention is to put a lot of
importance in developing the mind and spirit of the learners. What philosophical
belief will help you on this?
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5. ASSESSMENT
Make a table summary of the philosophies of education.

Philosopher Aim/s and Method/s of education School Application

6. ASSESSMENT
Cite at least 2 examples of school-community partnership that will benefit the young
ones.

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