historical foundation of educ.docx

8/12/2019 historical foundation of educ.docx

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WELCOME!

LET REVIEW 2009

FOUNDATIONS OF EDUCATION

PROF. EDGARDO S. VILLASEOR

LECTURER

HISTORICAL FOUNDATIONS

PERIODS AND INFLUENCES

Education During the Ancient Period

Education in Ancient Asia

Education in Ancient Greece

Education in Ancient Rome

Medieval Education

Renaissance Education

Education in the 20th Century

PRIMITIVE EDUCATION ( Education in the Preliterate Period )

Aims:

1. Security or survival

2. Conformity

Methods or Means of Learning

( Practical / Informal Education )

1. Simple telling and instruction ( show me or tell me )

2. Imitation / trial and error

3. Observation4. Indoctrination Content:

1. Simple forms of domestic, vocational, physical, moral, and military training;

2. Religious, musical or literary activities.

THE EFFECTS

The culture was passed on and preserved for generation

Tribes were able to meet their economic needs and were able to survive


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People were able to adjust and adapt to political and social life

EDUCATION IN ANCIENT ASIA

Education was basically a system of social stratification and division of classes.

Aims:

1. To acquire group traditions2. To learn ordinary skills and trades of life

Methods of teaching and learning:

1. Imitation

1. Memorizing the contents of the Confucian classics, the Vedas, the Tripitaka, the Mosaic Law of the

Jews etc.

1. From the Chinese - The civil service examination.

2. From the AssyriansCuneiform writing

3. From the EgyptiansPictographic & Hieroglyphic writing

EDUCATION IN ANCIENT GREECE

The Greeks were the first people in Europe to develop civilization; but it was from the Minoans,

Egyptians and the Phoenician traders that the Greeks learned how to write, to use metals, to trade, and

to build and sail ships.

There are two contrasting types of education in Greece:

1. Spartan Education

2. Athenian Education

SPARTAN EDUCATION

It is controlled by the state and exercised the right to expose sickly babies on the mountainside

to die

A seven boys and girls were gathered in the barracks for physical training

Memorizing the laws of Lycurgusthe Spartan lawgiver and the epics of Homer, Iliad and the

Odyssey

At 18, definite training in the use of arms and warfare began

At 20-30, service in the army and guarding the borders of the state were required

Physical training for the girls were also rigorous to bear healthy children at 20

Agogestate training


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Arete a virtue or excellence, moral goodness, one which makes a thing a hero, the best, the

most effective of its kind.

Paidonomusa barracks commander

The Spartan education system ensured that the citizens were reared in such a way that they

neither would , nor could live by themselves one with the public good. This involved a long process ofconditioning, beginning at birth where deemed much less the children of their parents than the wards of

the state.

ATHENIAN EDUCATION

The first state in the worlds history where human capacities were allowed to develop freely

They believed that the greatest work of art was the human form

Man should be molded in the ideals of the arte or chivalrous honor

School attendance was voluntary

At seven, boys can be sent to the palaestra for physical training

Introduced Holistic educationthe development of perfect citizens, knowing both how to rule

and to be ruled on the basis of justice (Plato & Aristotle)

They approached their problem in a scientific way, by examining principles governing human life

, asking what a man was, body, mind and spirit.

Education is the making of man, not training men to make things (technicism). Teaching

someone the skills of using a computer or a mobile phone is not education, it is not a true culture of the

whole person. To Plato and Aristotle, useful, no doubt necessary, but not education.

Palaestraepublic gymnasiums

Didaskaleonmusic school

Paidogogusonce a slave but very learned and was in-charge with teaching the boys with the

intricacies of manner and morals

Heteraecultured women who participated in social life and intellectual discussions of the

upper class males

Kitharistmusic teacher

Grammalistgrammar teacherPaedotribegymnastics teacher

Great Athenian philosophers:

A. Socratesdeveloped the question-and- answer method of inquiry known as the Socratic

Method.


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B. Platowrote the Republic, a treatise founded on the aristocratic ideals that education must be

controlled by the state.

C. Aristotledeveloped the first scientific argument based on human nature.

SophistsGr. wise men , scholars who teach for fees

Protagorasone of the leading Sophists who wrote extensive description of Greek education.

Ephebusa young man at 18, enters military training and join the Ephebi.

Two categories of curriculum:

1. Mousike- includes music, language and literature

2. gymnastike- physical training and athletics needed in war and competitions.

ROMAN EDUCATION

The aim of Roman education was utilitarian, not theory but application, not learning but

practice.

It emphasized a practical training for the military life and citizenship acquired through

memorization of the Laws of the Twelve Tables and the historical traditions of Rome.

It is concerned with the development of a vir bonus, a man endowed with the highest virtues, a

good citizen.

Ludusprimary school

Ludi magister- schoolmaster

Grammaticusteacher of language and literature

Rhetorteacher of rhetoric

Scholasecondary school

Two most influential Roman teachers and thinkers:

1. Cicero- wrote De Oratore, providing the ideals of education in the Middle Ages

2. Quintillian- wrote Instituto de Oratore, emphasized that an orator must be a man of integrity

and character.

MEDIEVAL EDUCATION

Aim: Moral regeneration of man Types of education:

a. Moral and,

b. Religious trainingSchools:


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a. Catechumenal schoolsfor those who desire to become members of the church

b. Catechetical schoolsfor the training of church leaders

c. Cathedral or Episcopal schools- theological training schools under the direct instruction of the

bishops.

Contribution: The spread of Christianity all over the world.

Aims: 1. Salvation of individual souls

2. Worldly renunciation for the sake of moral improvement ( thru vows of chastity, poverty and

obedience)

Type/Content:

a. Literacy activities and manual training based on The

Rule of Benedict

b. The Seven Liberal Arts ( Trivium and Quadrivium) Schools:

Monastic schools were established by Charlemagne and supervised by a missi dominici

Alcuin- the greatest schoolmaster of this time Contribution:

The principle of self-abnegation or organized asceticism as those in seminaries and monasteries.

Aims:

a. Support the church doctrines by rational arguments

b. Intellectual disciplineTypes:

1. Scholastic Realists (Anselm)

2. Conceptualists (Abelard)

Summa Theologicae- official doctrine of the church by papal decree written by St. Thomas Aquinas

Agencies: Monastic schools - Abbot

Cathedral schools - Bishop

Medieval universitiesPope, emperor, king Palace schools - King Organization:

Chancellor-given authority to issue a teaching license.

Universitas Magistrorum et Scholarium or universitas- a corporation of teachers and students

Studium Generale- student body


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Nationgroup of students according to place of origin

Councilorhead of the nations

Facultasgroup of teachers teaching the same subject

Deanhead of the facultas

Rectorchief executive officer of the university

Methods: Lecture

Repetition

Disputation

Examination Contribution:

Knowledge on how to organize our own schools

Aim: Teach the best ideals for entrance into aristocracy Type/Content:

Taught young nobles to manage their estate and acquire the class consciousness of superiority over the

lower class.

Consisted of physical, social, military and religious activities.

Agency

Home, then court schools, and the fields of battle Contribution:

Training for effective warfareTHE GUILD SYSTEM OF EDUCATION

Aim: Vocational training Types/Content:

Reading and writing in the vernacular for commerce and industry. Agencies:

1.burgher schools

2.chantry schools

3.guild schools Organization:

Stages of development as craftsman:

1. apprentice

2. journeymen

3. master craftsmen Contribution:

Mercantilism and industrial knowledge.


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SARACENIC APPROACH TO EDUCATION

Aim: Search for knowledge and the application of scientific facts to the affairs of daily life.

Type/Content:

Memorizing the Koran

Elementary education was open to all. Financial aid was given to needy students

Muslim curriculum was the most complete.

Agencies:

Early caliphs founded elementary schools including universities.

Contribution:

1. Improved strategies in teaching subjects like science because of the inventions they made

2. Scholarship

RENAISSANCE EDUCATION

Aim: To develop personality through music and the arts.

Types/Content

Literary Physical Education

Aesthetic Social training

Classical Art Literature Agencies:

Home and court schools

Contribution: ( From Vittorino da Feltre)

Developing the power to think

Adapting the work of an individual to his needs and capacities

Inclusion of play in the curricula

Aim: Eliminate the ignorance of the common people and the hypocrisy of the social leaders.

Types/Content

1. Moral education 4. Classical literature

2. Social education 5. Biblical literature

3. Literary education Agencies:


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Court schools French lycees

German gymnasium Universitas Methods:

Erasmus: Individualized instruction

Vives: Use of the vernacular; education of women

Strum: Memorization and imitation

Ascham: Double translation in teaching language. Contribution

Leading figure was Guarino Veronese who designed a curriculum consisting of physical and intellectual

education.

-REFORMATION MOVEMENT

Aim: Religious moralism to develop an unquestioning obedience to the authority of the church.

Type/Content:

Religious and moral education Agencies/Methods:

a. Jesuits-Doing small amount of work at a time,

doing it well and making sure it is retained

b. Christian Brothers-Grade pupils according to abilities

c. Jansenists-Nothing is to be memorized unless

understoodContribution:

Discipline among Catholic schools was firm but free from brutality.

Three Groups

1. Humanistic or literary realists

2. Social realists

3. Sense realistsAims:

1.Knowledge and understanding human society through the study of literature ( Vives, Rabelais and

Milton)

2.To prepare aristocratic youth for the life of a gentleman in the world affairs( Michael de Montaigne)

3. To develop a harmonious society working in accordance with natural and universal law (Bacon,


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Comenius, Mulcaster and Ratke)

Aim: Formation of character or habits through exercises of the mind, body and self-control

Types/Content

Physical, moral and intellectual development through mastery of linguistics and mathematics

Agencies

Grammar schools- England

Gymnasium- Germany

Lycees- France

Tutorial System Methods

Lockes three steps of learning: Sensation, memory and reasoning

The use of corporal punishment in case of obstinacy (stubbornness)

Contribution: The value of drill subjects such as spelling, mathematics and grammar to enhance

memorizing, reasoning, analyzing and problem solving skills.

Aim: To develop an individual capable of controlling all aspects of his life by reason, suppressing

passions and feelings, to live in a highly artificial world.

Content

Results to the creation of a group of intellectual aristocrats called illuminati

Old moral values were replaced by sexual laxity, immodesty, infidelity, and extravagance.

Implication

Upheld the right of an individual to his own opinion, liberty of conscience, and freedom of thought

Rationalist Thinkers

1. Rene DescartesCogito ergo sum I think, thereforeI exist

2. Benedict Spinoza- Psycho-physical parallelismseries of phenomena pertaining to extension

are parallel to those pertaining to thought.

EDUCATION IN THE 20TH CENTURY

Aim: Preservation of natural goodness and virtue of the individual

Type/Content


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Democratic and universal type of education

Informal exercises of the senses

Textbook was dwelt on Robinson Crusoe (Dafoe) and Emile (Rousseau).

Methods

1. Principle of growth

2. Principle of pupil activity

3. Principle of individualization

Contribution

Education should consider the nature of the child

Aims: Preservation of the state, economic protection, unity, and identity

Types/Content

1. Religious and moral

2. Physical education

3. Vocational training

Methods

1. Pestalozzian

2. Herbartian

Agencies

Public and private schools (Elementary, secondary and Colleges)

Contributions:

Ladder system of education

Free and absolute education for all

DEVELOPMENTALISM

A psychological movement advocating a child-centered point of view which aimed to unfold the natural

capacities of the child which can be enhanced or retarded by the methods used in the school.

Noted Developmentalists:

1. JOHANN HEINRICH PESTALOZZIHe believed that pedagogical reform would lead to social

reform. Learning come through the senses.


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2. FREIDRICH WILHELM AUGUST FROEBEL- known for his

kindergarten. Children should not be thought why they dont understand. Introduce the role of play in

the school program.

3. JOHANN FRIEDRICH HERBART- known for his highly structured methodology of teaching

(Herbartian Method)

4. MARIA MONTESSORI- known internationally because of her Casa de Bambini which offered early

childhood education. Three major activities: practical, sensory and muscular, and formal.

5. JOHN DEWEY- known for his philosophy of pragmatism. He viewed education as a process of

social activity and the school was related to the society which it served.

6. JEAN PIAGET- known for his contribution to early childhood education in the field of cognitive

development.

7. EDWARD L. THORNDIKE- a scientific educator known for his laws of learning such as: the law

of readiness, law of exercise and the law of effect.SOCIOLOGICAL MOVEMENT

This leading movement in education is attributed to John Dewey. The focus is on the contribution of

education to the preservation and progress of the society; what he called as the social function of

education.

Two points of View:

1.Social Traditionalism

Aim: To give pupils insight into their traditions to arouse sympathy toward social service

2. Social Experimentalism

Aim: To foster social change specially in the field of science and technology to meet the needs of the

changing society.

INTERNATIONALISM

Ethical belief or scientific approach where in which people of different nations are held to be

equal as opposed to national chauvinism and racism.

It encourages an active partnership between teachers and students moving from awareness and

analysis of issues to action.

Styles of internationalism

1. Unilateral internationalism

2. Bilateral internationalism

3. Multilateral internationalism

PHILOSOPHIES OF EDUCATION


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a. NATURALISM

Considered to be the oldest philosophy in the Western world. The early Greek thinkers were naturalists.

Some of them were Thales, Democritus, Epicurus and Lucritus. The contemporary naturalists are:

1. THOMAS HOBBES

According to him, the native condition of man is a war of everyone against everyone. He is continually

in competition with others, grasping for honor and dignity. Man should be kept busy from which he

must struggle for something better, because he is troublesome if he is not at ease. His hunger for power

is unquenchable and only ceases at death.

2. JEAN JACQUES ROUSSEAU

He views that everything is good as it comes from the hands of nature but everything degenerates in the

hands of man.

He established three (3) great principles of learning:

1) The principle of growththe order of nature is need, activity, experience and knowledge. Theteachers role is not to impel learning but merely to guide it in such a way that it follows the natural

order.

2) The principle of student activity- Nothing must be done for the student that he can do for

himself.

3) The principle of individualizationThe needs and interests of the student must be placed above

those of the society.

3. HERBERT SPENCER

He believed in an Absolute Being, the foundation of all phenomena which man can observe. It isconceivable yet unknowable. It is the continuing force or power in the world of nature. Defined

education as complete living.

b. REALISM

The philosophical doctrine that universals have a real objective existence. It is based on what is real as

they are; something that exists independently of all other things and from which all others are derived.

Some realist thinkers:

a. ST. THOMAS AQUINAS- According to him, matter

which is the material substance out of which the world was made, did not co-exist with God before the

creation of the universe.

b. JOHN AMOS COMENIUSThe mind of man is like a spherical, mirror suspended in a room which

reflects images of all things that are around it. Father of Modern Education.

c. RENE DESCARTES- Believes that the physical world is real and his senses are not deceived.


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d. BARUCH SPINOZA- Believes that there is only one substance and this is his being identical with

God.

e. JOHN LOCKE- Believes that there are no innate ideas in the mind. At birth, it is just similar to a

blank sheet of paper (tabula rasa) upon which the world writes its impressions.

f. IMMANUEL KANT- Our sensory experience and perceptions are representations of the externalworld and not direct representations of it. Our experience of the world is private.

c. IDEALISM

Reality is composed of thought related to mind and idea, and that matter is just an appearance. Reality

is spirit. Act of knowing takes place in the mind.

Contemporary Idealist:

GEORGE BERKELEY

Considered as the founder of modern idealism. Believes that the fundamental element of the world is

not matter but spirit or mind.

d. PRAGMATISM OR EXPERIMENTALISM

A philosophical movement stressing practical consequences as constituting the essential criterion in

determining meaning, truth or values. This was primarily an American philosophical movement

formulated by CHARLES SANDERS PEIRCE.

WILLIAM JAMES

For him, the test of a theory, doctrine or belief must be its results. The only reason that we have for

asserting that anything is true is whether it works.

e. INSTRUMENTALISM

According to JOHN DEWEY, what constitutes our brute or animalistic experience is the interaction

between a biological organism and its environment. Experience is not an object known, but rather, an

action performed. He proposed that the educational system should try to develop methods for problem

solving. If the student learned how to solve problems, presumably he would be better fit for living in

our ever-changing world with its manifold perplexities.

For him knowledge is not an end but an instrument an individual can utilize to attain his desired goal. It

emphasizes the importance of experience, experimentation, and learning by doing which brought

tremendous influence on the learner.

f. EXISTENTIALISM

A modern movement encompassing the doctrine that individual existence determines essence, that

man has no absolute freedom of choice but there are no rational criteria serving as a basis for choice.

Two prominent exponents of existentialism:


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1. SOREN KIERKEGAARD-For him, man is a subjective thinker and comprehends himself not as an

abstraction but as an ethically engaged existing subject. An authentic choice is fundamentally a product

of passion and zealous intention.

2. FRIEDRICH NIETZSHE- He sees that the nature of man makes him vulnerable to deficiencies

which have to be corrected to produce a superior race. He said that traditional morality is the reason of

an inferior race of man. Nature is beyond good and evil; all men are unequal; morality is an invention of

the weak to limit and deter the strong; that power is the supreme virtue and the supreme desire of man;

and that of all forms of government, the wisest and most natural is aristocracy.

1. JEAN PAUL SARTRE- According to him, in anxiety, man becomes aware of his freedom, knows

himself and is responsible for his own actions and commitment. He believes that there is no creator of

man. Man determines his essence. Man first is, then he defines himself.

2. KARL JASPERS- For him existence is always in a situation. It is mans reactions to inescapable

situations (death, suffering, guilt, struggles) that our potential existence becomes actual.

3. MARTIN HEIDEGGER- Man is a being-in-a- world by participation and involvement. His world is a

world which he shares with others. Human existence itself is essentially togetherness. There are three

(3) fundamental features of man.

They are factuality (He is already involved in the world); Existentiality (He is a project and a possibility);

and fallenness or forfeiture ( He has the tendency to become a mere presence in the world; failing to

make the most of his possibilities because of gossip, curiosity and ambiguity)

g. PERENNIALISM

Implies or views truth as constant or perennial.

Reality is a world of reason. Schools exist primarily to reveal reason by teaching eternal truths.

Goodness is to be found in rationality itself. The teacher interprets and tells, the students

receive the information.

The role of education is to ensure that students acquire knowledge of these unchanging

principles or great ideas.

Perennialist Educational Philosophers

ROBERT MAYNARD HUTCHINS

Assumptions:

1. Education must promote humankinds continuing search for truth.

2. Education of human rationality is the essential function of education

3. Education should train students to think thoughtfully about significant ideas.

4. The best education for the best is the best education for all.


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MORTIMER ADLER

To develop students to become independent and critical thinkers, the focus of education must

be on enduring disciplines of knowledge rather than on current events or students interest. (Padeia

Proposal, 1982)

g. ESSENTIALISM

There are certain essentials that all men need to know such as essential skills : the 3 Rs and

essential subjects: English, History, Math, Science and Foreign Language.

Individuals should be able to distinguish between the essentials and non-essentials in ones

existence.

William C. Bagley-There are common knowledge and aspects of culture that the school is

obligated to transmit to students in a systematic and disciplined way.

Upholds the back-to-basics movement

FIELDS OF PHILOSOPHY AND

ITS AREA OF INQUIRY

METAPHYSICS- Studies the nature of reality and being

EPISTEMOLOGY-Inquires about the nature, presuppositions, and scope of knowledge

LOGIC- Studies correct thinking or rules of inference to arguments

ETHICS- Inquires into morally right conduct and morally good life

AESTHETICS- Analyzes standards and values in art and aesthetic experience

AXIOLOGY- Studies the nature, status and types of values

EDUCATIONAL PHILOSOPHY AND THE

ROLE OF THE TEACHER

Why study Educational Philosophy?

It provides a means of systematic inquiry by which teachers can examine their values, knowledge, and

actions and subsequently make decisions that lead to the accomplishment of classroom, school and

societal goals.

New Standards for Teacher Education

(NCBTS,1987)

What is good teaching?

What are the seven domains?

1. Social regard for learning.


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2. Learning environment.

3. Diversity of teachers.

4. Curriculum.

5. Planning, assessing, and reporting.

6. Community linkages

7. Personal growth and development.

Important dimensions of good teaching:

1. Nature/Quality.

2. Frequency, consistency and appropriateness.

3. Self- awareness.

Essential Tools of a Teacher

Knowledge. About people and social organizations, cultures, epistemology, specific disciplines,

human growth and development, communication and language, scientific inquiry, and research on

effective learning and teaching.

Skills. Assessment, planning, instruction, evaluation, social behavior management, and role

modeling.

Dispositions. Toward self, toward the learner, toward teaching, and toward the profession.

CONNECTING PHILOSOPHY TO THEORY

AND PRACTICE

The Early Period (5th Century - 4th Century B.C.) Philosophers and their philosophy:

a. PlatoIdeas are perfect paradigms and

universal.

b. Aristotle- Explained organisms in terms of their

contributions to society or to the ideal state. This is known as teleological explanation.

c. Socrates- Knowledge is virtue and all virtuous actions are based on knowledge.

Present-Day Proponents of Perennialism and Essentialism

1. Mortimer Adler-(1902-2001) Known for his proposal for an educational system that would fulfill

the democratic promise of equal educational opportunities for all. (The Paideia Proposal)

2. Arthur Bestor-(1908-1994) For him, genuine education is intellectual education, and this is the

only education that has worth. He stressed that the function of education is to provide sound training in

the fundamental ways of thinking.


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3. E.D. Hirsch, Jr.-(1928- ) He is best known for his bookCultural Literacy: What Every American

Needs to Know and another one entitled, The Schools We Need. He advocated that being culturally

literate means understanding the necessary information (shared symbols) to communicate in the

national community.

4. Robert M. Hutchins- He averred that education should be based on the classical disciplines of

grammar, rhetoric, logic, mathematics, natural science, philosophy and ideas from the Modern World.

He said that we should not allow students to think that the purpose of education is simply to get better

jobs.

5. Theodore Sizer-He stressed the concept of less is more when applied to the curricular scope of

schools. It means more is to be gained by committing the school and its resources to the task of

cultivating the intellect through academic disciplines.

Implication of the Perennialist/Essentialist

Philosophy to Schools

1. Belief in the need for a common course of study.

2. A minimum of 12 years of study in the fundamental discipline

3. Development of the habit of self-discipline, thoughtfulness leading to ethical behavior, and the

recognition of the need for lifelong learning.

4. Highly structured schools with universal standards for all, performance objectives and

evaluation methods that are clear to all.

5. A recognition that a common course of studies for all students is necessary to fulfill the promise

of citizenship in a democracy.

6. Toughening of standards for entrance to and completion of the teacher education program in

order to prepare highly qualified teachers who possess the knowledge and skills to teach-and inspire

students.

Philosophical Paradigm

Major Educational Educational Educational Practice Philosophies Theories Goals

Idealism Perennialism Development Socratic method and of intellectual and logical

Essentialism potential reasoning

Realism Perennialism Transmission Universal standards, and of the basic Teacher-

centered

Essentialism elements of classrooms, highly qualified teachers in

culture content-areas, age,

appropriate materials, progressive curriculum,


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strict order and discipline

The Dawning of the Child-centered

Curriculum

Developmentalism-refers to the belief that teaching based on the developmental stages of the

child is the most effective teaching practice.

It is also called developmentally appropriate practice and constructivism.

The Advocates of this philosophy were:

1. Jean Jacques Rousseau

2.Johann Heinrich Pestalozzi

3.Friedrich Froebel

WHAT THIS MEANS FOR SCHOOLS?

Children are diverse in their abilities, and new information should be introduced only when the

child is ready for it.

A prepared environment is conducive to learning.

Play is an integral factor in learning and uninterrupted time should be allotted to it.

Curriculum and instruction should match the childs needs and interests.

Schools provide society with an opportunity to better the world and the human condition.

The Advent of Rationalism and Empiricism

Empiricism- stresses the search for knowledge through use of the five senses and through

observation and experimentation.

(Bacon and Locke)

Rationalismemphasizes the importance of reason as secondary to sensory experience,

feelings, or authority. (Descartes)

Contemporary Developmentalists

Lawrence Kohlberg- Theory of Moral Development

Jean Piaget- Cognitive Development Theory

Lev Vygotzky- Social Development TheoryZPD

Albert Bandura-Social Development Theory-Internal Locus of Control

RATIONALISM AND EMPIRICISM

Major Educational Educational Educational Philosophies Theories Goals Practice


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Rationalism Developmental Education that will Attention to needs, and Empiricism Theory allow

children to develop naturally in interests and readiness of

(Developmenta accordance with learner.

lism) their own abilities and interests.Use of manipulatives,

hands-on and Acquisition of concrete materials knowledge through Emphasis on observation,

discovery through experimentation and observation, reflection of and on

experimentation, the natural world. and reflection.

Emphasis on sensory experience

The Contemporary Period

Existentialism-Philosophical and literary movement stemming from Kierkegaard and

represented by Sartre, Camus, and others; based on the the doctrine that existence takes precedence

over essence and that human beings are totally free and responsible for their actions, and that this

responsibility is the source of the dread and anguish that are part of being human.Instrumentalism-The pragmatic doctrine that ideas are plans for actions serving as instruments

for adjustment to the environment, and that their validity is tested by their effectiveness.

Pragmatism-Philosophical doctrine that denies the possibility of obtaining absolute truth; truth

or validity is determined by consequences.

Utilitarianism-Philosophy brought into full bloom by the 18th and 19th century English

philosopher Jeremy Bentham, affirms that the rightness of actions is determined by whether or not they

bring the greatest good for the greatest number of people.

Progressivism and Constructivism

Major Educational Educational Educational Philosophies Theories Goals Practice

Pragmatism Progressivism Allow Engage students in

And individuals to create or activities that facilitate the construction of

Constructivism construct their meaning.

own Curriculum organized in understanding a spiral meaning so of knowledge student can

build upon prior knowledge.

through the

Use of techniques like:

interaction of cooperative learning, what they project method, problem already know solving etc.

and believe. Give challenging

activities geared to students ZPD

Thoughts Concerning Education: Directions for the 21st Century ( Nicholas Burbules)


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Prepare individuals with capacity to learn and adapt to the changing world.

Look at problems concerns from a cosmopolitan perspective.

Developing capacities for curiosity, for flexibility in thinking in different ways

Fostering of a moral character that is not fundamentalist

Making education valuable through recognition of human potentialities: wide-awakeneness

(Maxine Greene)

THE SOCIOLOGICAL-ANTHROPOLOGICAL

CONCEPTS IN EDUCATION

1. Anthropology-the science that studies the origin and development of , his works and his

achievements.

It includes the study of physical, intellectual, moral, social, and cultural development of man, including

his customs, mores, folkways, and beliefs.

Culture

The shared products of human learning.

The sum total of skills, beliefs, knowledge, and products that are commonly shared by a number

of people and transmitted to their children (Dressler)

A complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other

capabilities and habits acquired by man as a member of society. (Taylor)

A standards for doing what is. (Goodenough).

Characteristics of Culture

It is learned.

It is transmitted / transferable.

It is social.

It is universal.

Sociology

Science of man and society.

Study of patterns of human behavior.

Study of groups and societies and how they affect people.

The nature of man


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An agency originated by the society for the basic function of teaching and learning and for the

enculturation of its members.

A place where attitudes , behaviors, customs and values are processed and refined.

An agent of :

al change

c. Church

Prepares the people spiritually.

Change

Denotes a making or becoming distinctly different and implies either a radical transmutation of

character or replacement with something else.

For change to be successfully initiated and managed , 3 important components have to be present:

a. relevance

b. readiness

c. resources

Reactions to Change

a. Passive resistance

No verbal resistance but no cooperation shown either.

b. Active resistance

Verbal concrete actions present (rallies, petition papers etc).

c. Passive readiness

Follow with questions.

d. Active readiness

Questions but cooperates

Stages of Change

1. Unfreezing (readiness)

2. Change Implementation (actual practice)


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3. Refreezing (becoming a habit)

Forms of Change

a. Cultural change-refers to alterations affecting new trait or trait complexes in the cultures

content and structures.

b. Technological change- revisions that occurs in mans application of his technical knowledge and

skills as he adapts to his environment.

c. Social change-variations and modifications in the patterns of social organization, of groups in a

society, or of the entire society.

How change may be Managed

1. Orient the stake holders as to the nature , benefits, effects, manners of implement of change.

2. Involve specialists to initiate change.

3. Manage change implement by focusing only on useful and necessary change, following gradualmanner of implement, giving adequate attention to human needs, keeping lines of communication

open, sharing the benefits of change, and diagnosing and treating remaining problems after the change

has occurred.

Sociology in Education

processes and the explanation for such relationships which contributes to the analysis and eventual

solutions to problems confronting the educational system.

Socio-Anthropological Implications to

Education

1.Schools need to provide students with a curriculum that gives them insight into social traditions,

customs, institution for the perpetuation of the long established social order.

2. Schools and the community must teach the young the concepts of social order and social control

for the survival of the society.

3. Schools must have activities that reinforce role and status, expectations and values to promote

harmonious relationship.

4. Schools are a necessity and government should see to it that they function and work towards

improving the educational system and the people involved in the system

5. The government and TEIs should enforce policies on admission, selection, and retention of

teacher candidates.

6. The government should regularly review the curriculum of basic education and higher learning

institutions to make certain that the educational and societal goals are achieved.

Seven Lessons on Leading the Voyage to the Future


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3. Leaders have their head in the clouds and their feet on the Ground.

4. Shared values make a difference.

5. You cant do it Alone.

5. The Legacy you Leave is the Life you Lead.

6. Leadership is Everyones Business.

CHARACTERISTICS OF A GOOD

PROBLEM SOLVER

Positive attitude

Concern for Accuracy

Habit of Breaking the Problem Into Parts

Avoidance of Guessing

Active Problem Solving

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