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Competencies 1. Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens. 2. Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change. 3. Interpret educational problems in the light of philosophical and legal foundations of education. 4. Apply the five pillars of learning in responding to the aspirations of the community: learning to know; learning to do; learning to live together; learning to be; learning to transform oneself and society.

What is Consensus and Conflict Theory?

         Consensus is a general or widespread agreement among all members of a particular society. A concept of society in which the absence of conflict is seen as the equilibrium state of society based on a general or widespread agreement among all members of a particular society.

         Conflict  is a clash or disagreement between ideas, principles and people

         Consensus theories see shared norms and values as fundamental to society; focus on social order based on tacit agreements, and view social change as occurring in a slow and orderly fashion. In contrast, conflict theories emphasize the dominance of some social groups by others, see social order as based on manipulation and control by dominant groups and view social change as occurring rapidly and in a disorderly fashion as subordinate groups overthrow dominant groups (Ritzer, 2000). It is a theory or collection of theories which places emphasis on conflict in human society (Jary and Jary, 2000:105).

Is it possible in such society to have no conflict?

            Dahrendorf recognizes that society cannot exist without both conflict and consensus, which are prerequisites for each other. Thus, we cannot have conflict unless there is some prior consensus.

What is the focus of Conflict Theory?            According to Horton and Hunt (1984),

conflict theory focuses on the heterogeneous nature of society and the differential distribution of political and social power. A struggle between social classes and class conflicts between the powerful and less powerful groups occur.

What is the larger issue for conflict theorists?

         The larger issue for conflict theorists is the role that education plays in maintaining the prestige, power, and economic and social position of the dominant group in society (Ballantine & Spade, 2004).Where the conflict theory did came from?

         Grew out from the work of Karl Marx and focuses on the struggle of social classes to maintain dominance and power in social systems.

         They explained change as emerging from the crisis between human beings and their society.

         They argued the theory characterized by class conflicts: bourgeoisie (rich owners) and proletariat (poor workers).What is status culture?

         Refer to groups in society with similar interests and positions in the status hierarchy.

         Max Weber argues that schools teach and maintain particular “status cultures”

         Education systems may train individuals in specialties to fill needed positions or prepare “cultivated individuals” (those who stand above others because of their superior knowledge and reasoning abilities (Sadovnik, et. Al, 1994).

What is structural functionalism?         States that society is made up of various

institutions that work together in cooperation.         Structural functionalism was for many

years the dominant sociological theory in the works of Talcott Parsons, Robert Merton and their students and followers. However in the last 3 decades it has declined dramatically in importance (Chris, 1995).

         Parson’s Structural functionalism has 4 Functional Imperatives for all “ACTION SYSTEMS”, embodied in his famous AGIL scheme. These functional imperatives that are necessary for all systems are:

1.   Adaptation- a system must cope with external situational exigencies. It must adapt to

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its environment and adapt environment to its needs.

2.   Goal attainment- A system must define and achieve its primary goals

3.   Integration- a system must regulate the interrelationship of its component parts. It must also manage the relationship among the other 3 functional imperatives (AGL).

4.   Latency- (pattern maintenance) a system must furnish, maintains, and renews both the motivation of individuals and the cultural patterns that create and sustain the motivation.

         Parsons designed the AGIL scheme to be used at all levels in this theoretical system:

o    Action System- handles the adaptation function by adjusting to an transforming the external world.

o    Personality system- perform the goal-attainment unction by defining system goals and mobilizing resources to attain them.

o    Social System- copes with the integration function by controlling its component parts.

Cultural System- performs the latency function by providing actors with the norms and values that motivate them for action (Ritzer, 2000).

Functional Requisites of a Social System1. Social system must be structured so that they operate compatibly with other systems.2. To survive, the social system must have the requisite from other systems3. The system must meet a significant proportion of the needs of its actors4. The system must elicit adequate participation from its members5. It must have at least a minimum of control over potentially disruptive behavior6. If conflict becomes sufficiently disruptive, it must be controlled.7. Finally, a social system requires a language in order to survive.- Talcott Parsons

Key Principles of the functionalist theory:o Interdependencyo Functions of social structure and cultureo Consensus and cooperationo EquilibriumThe component parts of a social structure:

· Families· Neighbors· Associations· Schools· Churches· Banks· Countries

What is the role of structural functionalism to education?· As cited by Ballantine and Spade (2004), Parson believes that education is a vital part of a modern society, a society that differs considerably from all previous societies. From this perspective, schooling performs an important function in the development and maintenance of a modern, democratic society, especially with regard to equality of opportunity for all citizens. Thus, in modern societies education becomes the key institution in a meritocratic selection process.

What is Interaction Theory?· Interactionist theory has its origin in the social psychology of early 20th century sociologists George Herbert Mead and Charles Horton Cooley.· Mead and Cooley examined the ways in which the individual is related to society through ongoing interactions.· This theory attempt to make the “commonplace strange” by turning on their heads everyday taken-for-granted behaviors and interactions between students and students and between students and teachers.

Basic Forms of SOCIAL INTERACTIONS· Symbolic interaction which require mental processes and views the self as socially constructed in relation to social forces and social structures. (Ritzer, 2000)

Mead’s approach to symbolic interaction rested on 3 basic premises:1. People act toward the things hey encounter on the basis of what those things mean to them.2. People learn what things are by observing the things they encounter people respond to them that is through social interaction.3. As a result of ongoing interaction, the sounds (or words, gestures, facial expressions and body postures we use in dealing with others acquire symbolic meanings that are

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shared by people who belong to the same culture.- Another important concept that has long been used by symbolic interactionist is the Looking-Glass Self. This concept was developed by Charles Cooley according to him, “We see ourselves as others see us.”- In Cooley’s terms, you use other people as a mirror into which you look to see what you are like (Farley, 1990).· Non-symbolic interaction which does not involve thinking (Blumer, following Mead)o Symbolic gestures, extends beyond the act itself. A handshake, a hug, a bow expresses both parties shared understanding that a social interaction is beginning.

This also shows respect and love for one another.

Five Pillars of Learning Came from “Learning the Treasure Within”, the report of the International Commission on Education for the 21st Century, chaired by Jacques Delors, published by UNESCO in 1996 Stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden her/his knowledge, skills and attitudes, and adapt to a changing, complex and interdependent world.

Learning to Know - To acquire the instruments of understanding, the passport of lifelong education, for learning throughout life - Implies learning how to learn by developing one’s concentration, memory skills, and ability to think; more on mastery of learning tools than acquisition of structured knowledge - Underpinned by pleasure that may be derived from understanding, knowledge, and discovery - Students need to develop learn-to-learn skills; Teachers as facilitator, catalyst, monitor and evaluator of learning

Learning to Do - To be able to act creatively in one’s environment - Entails acquisition of a competence that enables people to deal with a variety of situations, often unforeseeable, and to work in teams - Requires finding peace within ourselves, expansion of acceptance and understanding of others, and living the values that lead to peaceful and just society - Focuses on the development of competence, life skills, personal qualities, aptitudes and attitudes -

Represents the skillful, creative and discerning application of knowledge

Learning to Live Together in Peace and Harmony - To participate in and cooperate with other people in all human activities - A dynamic, holistic and lifelong process through which mutual respect, understanding, caring and sharing, compassion, social responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups are internalized and practiced together - Can be achieved by developing understanding of others and their history, traditions and spiritual - Recognizes growing interdependence and a common analysis of the risks and challenges of the future Learning to Be - To better develop one’s personality and to act with ever greater autonomy, judgment and personal responsibility - The complete fulfillment of the human person, in all richness of the personality, the complexity of forms of expressions and various commitments – as an individual, member of a family or community, citizen and producer, inventor of techniques and creative dreamer - Believes in the holistic and integrated approach to educate the human person towards the full development of the dimensions: physical, intellectual, aesthetic, ethical, economic, socio-cultural, political, and spiritual values.

Learning to Transform Oneself and SocietyWhen individuals and groups gain knowledge, develop skills, acquire new values as a result of learning, they are equipped with tools and mindsets for creating lasting change in organizations, communities, and societies.

Intercultural Communication

Characterized by the growing number of contacts resulting in communication between people with different linguistic and cultural backgrounds Communication & Language Types of Communication 1. Verbal – use of language 2. Non-verbal – use of gestures, facial expressions, and other body movements

Language - An abstract system of word meaning and symbols for all aspects of culture

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- Inclusive of speech, written characters, numerals, symbols and gestures, and expressions of non-verbal communication - The key factor in the success of the human race in creating and preserving culture - A reflection of the kind of person one is, the level of education attained, and an index to the behavior that may be expected - Influences culture

Culture A set of learned behaviors, beliefs, attitudes, values, and ideals that characterize a particular society or population (Ember, 1999) The learned norms, values, knowledge, artifacts, language, and symbols that are constantly communicated among people who share a common way of life (Calhoun, et.al., 1994) The sum total of symbols, ideas, forms of expressions, and material products associated with a system (Johnson, 1996).

• CULTURE – is a complex whole which includes the customs, beliefs, mores, and folkways of a certain group of people. Education is transferring of culture.• SUB-CULTURE – specialized form of culture practiced by a small group of people which shows uniqueness compared to other groups• NORM – what is considered “normal” is basically based on the number of people practicing a certain behavior• FOLKWAYS – actions that has some moral significance and became repetitive• MORES- refers too social norms that are widely observed and are considered to have greater moral significance than others.

Characteristics of Culture 1. Culture is learned.2. Culture is shared by a group of people.3. Culture is cumulative. 4. Cultures change. 5. Culture is dynamic. 6. Culture is ideational. 7. Culture is diverse. 8. Culture gives a range of permissible behavior patterns.

Components of Culture 1. Communication – language, symbols 2. Cognitive – ideas, knowledge, beliefs, values, accounts

3. Material – tools, medicines, books, transportation, technologies.4. Behavioral – norms, mores, laws, folkways, rituals. Cultural Transmission 1. Enculturation – learning one’s own culture 2. Acculturation – learning new traits from another group 3. Assimilation – an individual loses entirely of previous group identity and takes on that of another group.

Importance and Functions of Culture 1. Culture helps the individual fulfill his potential as a human being. 2. Through the development of culture, one can overcome physical disadvantages and allows provision of needs. 3. Culture provides rules of proper conduct for living in a society. 4. Culture provides an individual his/her concepts of family, nation or class.

Cultural Relativism An approach to the question of the nature and role of values in culture An anthropological approach which posits that all cultures are of equal value and need to be studied in a neutral point of view Social Institutions Structures and mechanisms of social orders and cooperation that govern the behavior of its members A group of social positions, connected by social relations, performing a social role Characteristics of an Institution 1. Institutions are purposive. 2. Institutions are relatively permanent in their content. 3. Institutions are structured. 4. Institutions are a unified structure. 5. Institutions are necessarily value-laden.

Functions of Institutions 1. Simplify social behavior for the individual person 2. Provide ready-made forms of social relations and roles for the individual 3. Act as agencies of coordination and stability for the total culture. 4. Tend to control behavior

Essential Tasks 1. Replacing members or procreation 2. Teaching new members

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3. Producing, distributing, and consuming goods and services 4. Preserving order 5. Providing and maintaining a sense of purpose

Major Social Institutions 1. Family 2. Education 3. Religion 4. Economic institutions 5. Government IV. Gender & Development Shapes the lives of all people in all societies

Influences all aspects of our lives, the schooling we receive, the social roles we play, and the power and authority we command Theories of Gender Development Social Learning Theory – parents, reinforce appropriate gender role behaviors Cognitive Development Theory – children engage in symbolic thinking, acquire their gender identity, then begin the process of acquiring gender appropriate behaviors Gender Schema Theory – schema helps a child to develop gender identity, formulate an appropriate gender role, and develop an integrated schema or picture of what gender is and should be Gender Stereotyping The beliefs humans hold about the characteristics associated with males and females Gender & Equality Gives women and men the same entitlements to all aspects of human development, including economic, social, cultural, civil and political rights, the same level of respect of power to shape the outcomes of these choices Gender Inequality Four themes that characterize feminist theories about gender inequality: 1. Men and women are situated in society not only differently but also unequally. 2. Inequality results from the organization of society, not from any significant biological or personality differences between men and women. 3. No significant pattern of natural variation distinguishes the sexes even if individual human beings may vary somewhat from each other in their profile of potentials and traits. 4. All inequality theories assume that both men and women will respond fairly easily and naturally to more egalitarian social structures and situations Globalization & Education

Global Education and Globalization Globalization refers to an increasing interconnectedness and convergence of activities and forms of life among diverse cultures throughout the world. Globalization links individuals and institutions across the world with unprecedented interconnection. Education systems constitute the core of the globalization process. Global education extends students’ awareness of the world in which they live by opening them to the diverse heritage of human thoughts and action, and creativity.

Socio-cultural Issues – massive migration, managing difference, global changes in culture Economic Issues – educational and employment opportunities, neo-liberal framework Political Issues – constraints on national/state policy due to external demands from transnational institutions - Globalization and Its Impact on Education.

Education as a service industry is part of the globalization process Globalization may mean a more competitive and deregulated educational system. Schools should be sites for “counter hegemonic movements”. Content of Education – curriculum upgrading, productivity orientation The Fall out of Globalization – internationalization of education, finances, privatization of secondary and higher education.

Kinds of Family Patterns•Conjugal/nuclear family- consisting of a husband, wife and children•Consanguine/extended family- consist of the married couple, their parents, siblings, grandparents, uncles, aunts and cousins•Monogamy- single marriage•Polygamy- plural marriage (one man married to two or more women)•Polyandry- one woman is married to two or more men at the same time.•Polygyny- one man is married to two or more women.•Cenogamy- two or more men mate with two or more women in group marriage•Patrilocal - a newly married couple lives with the parents of the husband

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•Matrilocal- a newly married couple lives with the parents of the wife•Neolocal- a newly married couple maintains a separate household and live by themselves•Patriarchal- the father is considered the head and plays a dominant role•Matriarchal- the mother is the head and makes major decisions•Equalitarian/Egalitarian- both the father and the mother makes decisions and are equal in authority•Patrilineal- the descent is recognized through the father’s line•Matrilineal- the descent is recognized through the mother’s line•Bilineal- the descent is recognized through both the father and the mother’s line

SOCIAL PROCESS – social change occurs in patterns and these patterns are called social process, this is also used to interpret social behavior

Classification of Social Process

Competition – an impersonal attempt to gain scarce and valued resources of wealth, alnd etc.Conflict – involves the use of deliberate powerAccommodation – is the conscious adjustment and compromise among conflicting groups to live without conflict.

HISTORY OF EDUCATIONIn contemporary, ancient civilization such as Dynastic Egypt, Babylon, later Ancient Greece and the Roman Republic the provision of education was restricted to the wealthy elite, or to professional scribal guilds.

HISTORICAL FOUNDATIONEducation is as old as life itself. No one can present an accurate account concerning the origin of education.Evolutionist – started from primitive people.Creationist – started from Adam and EveModern day education owes much of its system to the institutions established by the ancient civilizations of China, India, Israel, Egypt, Greece and Rome.

CHINESE EDUCATIONThey are the descendants from the river banks of Huang Ho and Yang Tze River. The aimed of their education is selecting and training

people for public service. Puts emphasis on molding a person’s character and moral values. They believed that government has the responsibility to provide education. The center is on the mastery of the Chinese language and classical literature particularly on the work of Confucius.Analects – the most revered Chinese classical literature which contains the sayings of Confucius.EGYPTIAN EDUCATIONPOLYTHEIST people (worshipper of many gods)Pharaohs were considered kings and their gods.Priest and scribes were teachers of noble class.Parents were teachers of lower class or fellahin.Education was highly practical and empiricalHieroglyphics – system of picture writingProvided the modern world with the basic foundation of education, art, science, engineering and others.

GREEK EDUCATIONAncient Greece was divided into several Poleis (small city states)Greeks were mixture of Germanic and Aryan stock (strong race)Sparta and Athens were the two popular city statesConstant struggle between Sparta and Athens resulted in Peloponnesian War which lasted for 27 years.

SPARTAN EDUCATIONSparta was the largest city. It is purely military state. Mothers function as state nurses. Age 7 boys were turned over to Paidonomus – a military commander who cared for boys until age 18. At age 18 boys prepare for military training. At 20 get assigned for actual war. At 30 they are compelled to marry. Girls education was limited to the instructions given by their mothers

ATHENIAN EDUCATIONMEN SANA EN CORPORE SANO (sound mind and sound body). Democracy is their lasting legacy Athens wants to preserve their family. All schools were private Boys were separated from girls. From 0-7, boys stayed at home received training from Paidagogus (an educated slave). Palaestra – a public

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gymnasium were boys had their physical training under a Paedotribe.

ATHENIAN EDUCATIONPENTATHLON – (running, jumping, discus, javelin and wrestling)KITHARISTES – music teacher, teaches poetry like Iliad and OdysseyGRAMMARIAN – writing teacherEPHEBOS – (novice citizen) once an Athenian boy finished his trainingSOPHIST – (new class of teachers)

GREAT GREEK EDUCATIONAL THEORIESSOCRATES – he postulated “know thyself” and accepted the fundamental principles of Protagoras that man is the measure of all things. Known for his Socratic method.PLATO - WROTE “The Republic”. Discussions of philosophy through eloquent dialogues; the theory of “forms,” or “ideas,” that exist in an eternal, transcendent realm; a vision of utopia, where an elite group of philosopher-kings rules over other members of society.ARISTOTLE – father of modern sciences. The synthesis of Plato’s belief in the eternal “forms” and a scientist’s belief in the “real” world that we can see, touch, or smell; the theory of the Golden Mean (everything in moderation)

PHILOSOPHICAL SCHOOLSACADEMY – it is founded by Plato and known as the world’s first universityLYCEUM – founded by AristotleSCHOOL OF STOICS – founded by ZenoEPICUREAN – founded by Epicurus

Roman EducationPRAGMATIC EDUCATION – strived to find practical application of the knowledge they acquired and activities they pursuedA. Early Roman Education – home based educationB. Hellenized Roman Education – it started when Rome’s contact with Greek civilization, then finally conquering the place

Stages of Roman Education1. Elementary (7-10) – literator2. Secondary (10-16) – Grammaticus3. Higher education (16 up) – rhetorical

Influential Thinkers of Roman EducationCicero – his writings provided the ideal education for the middle ages

Quintillian – stressed on memory and used it as a motivation. He also used rewards instead of corporal punishment. He suggested the use of play and games.

MEDIEVAL EDUCATIONStarted when the Roman empire fell around 400 A.D. Christianity was declared as the official religion of the state by Constantine the Great, therefore Catholics grew in number. Hierarchy of church in middle agesPopeCardinalArchbishopBishopPriest / clergy

MOVEMENT DURING MIDDLE AGESMonasticism – they were called “monks” and stayed in monasteries which served as repositories of classical literature.Scholasticism – known for “education as an intellectual discipline”Anselm – father of scholasticismAbelard – one of the famous schoolmenSt. Thomas Aquinas – wrote the official doctrine of the Catholic Church

JUAN LUIS VIVESIt was in 1500’s that he conceptualized on the value of practice; Need to tap students interests. Adapt instructions to individual differences; Applied self-comparison rather than social comparison thus discouraging competitionCOMENIUS (1700). He introduced visual aids in books and teaching. He proclaimed that understanding and not memorizing is the goal of teaching

MODERN EDUCATION

1.HUMANISM – studia-humanitis (meaning study of humanities) a way of thought and a way of life concerned the realization of the fullest human career.Influential Characters:VITTORINO DE FELTRE – established the most celebrated Humanist School. The purpose of education was to educate the complete citizen.DESIDERIUS ERAMUS – he advocated the importance of studying the character of the child. He likewise believed that women should

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enjoy the same educational rights enjoyed by men.2. REFORMATIONThe Catholic Church held so much power. This power gave rise to corruption and other abuses.Martin Luther – he wrote “95 Theses” where he attacked the ecclesiastical abusesPhilip Melanchon – organized a state school system. He obtained considerable success in making Reformation acceptable to intellectual as Luther did to the masses.

3. RISE OF PROTESTANTISMThe public at this time was increasingly becoming aware and angered by the excesses of the papacy.

4. JOHN CALVINHe emphasized the sovereignty of God in the bestowal of grace and that specifically includes election of predestination, limited atonement, total depravity, irresistibility of grace, and the perseverance of saints.

5. CATHOLIC-COUNTER REFORMATIONThe Protestants used education to further ends, the Catholics on the other hand used education to win back dissenters.The aim of the Roman Catholic education was religious moralism.The church authorized the establishment of several priestly orders that would serve as the educational and social arm of the church:1. Jesuits – St. Ignatius of Loyola2. Jasenist – Jean Duvegier de Haureme or Abbe de Saint-Cyran3. Christian Brothers – Jean Baptiste de La Salle

NOTABLE NAMES OF EDUCATION• Socrates – “to know thyself is the beginning of wisdom”• Plato – wrote the “Republic”• Aristotle – the Father of Modern Sciences• Cicero – wrote the “Oratore”• Quintillian – “Institution Oratoria” he was a famous Grammaticus• Anselm – father of scholasticism• St. Thomas Aquinas – “Summa Theologiae”and “Summa Contra Gentiles”• Erasmus – suggested that education be in accordance with the needs of society, he was a humanist who advocated the importance of studying the character of the child

• Ascham - “Schoolmaster” condemning brutal punishment in English schools during his time• John Amos Comenius - father of modern education, he wrote the first picture book “Orbis Sensualium Pictus”• Francis Bacon - “The New Atlantis”• Mulcaster - said that “Education should be in accordance with nature”• John Locke – “tabula rasa” (blank sheet)• JEAN Jacques Rosseau – “Emile” (Education should be in accordance with the nature of the child)• Pestallozzi - defined education as natural, symmetrical and harmonious development of the faculties of the child• Herbart – conceived education as aimed towards the development of morality and virtue. He is famous for the Herbartian Method in psychology• Froebel – the father of kindergarten• John Dewey - “Education is not a preparation for life, it is life”• St. John Baptiste de la Salle – patron saint of teachers• Maria Montessori - advocated the child-centered education and prepared environment.

PHILOSOPHICAL DIMENSION:

NATURALISMPreserves the natural goodness of man. Truth can only be found through nature. In accordance with human development and growth. Emphasis: informal exercise and hygiene of the person. To unfold child’s potential to prepare him for the changing times and needs. The child is at the center of the educational process and prepare to experience life. ADVOCATES: J. J. ROSSEAU, JOHN LOCKE, MONTAIGNE

IDEALISM

EMPHASIS: knowledge obtained by speculation and reasoning. The focus is conscious reasoning. ADVOCATES: SOCRATES, PLATO

REALISM CONCERNS with actualities of life, what is real. The ultimate reality is the world of physical objects. On education: it should be organized, separate, and systematically arranged matter. Emphasis: science and

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mathematics. Methods: recitation, experimentation, and demonstration. Character development: training in the rules of conduct. ADVOCATES: ARISTOTLE, ST. THOMAS AND JONATHAN HERBART

EXISTENTIALISM “EXISTENCE PRECEDES ESSENCE”. Known as the philosophy of subjectivity – man’s freedom in the accomplishment of reality. Stresses: knowledge on the realities of human life and the choice each person has to make. Subject matter: personal choice. Learning is based on willingness of the student to choose and give meaning to the subject. Emphasis is given on the students rather than the curriculum content. Students are not treated as objects to be measured. Methods: self-actualization and self-direction. Character development: responsibility of every individual. ADVOCATES: SOREN KIERGAARD, JEAN PAUL SARTE

ESSENTIALISM “ESSENCE PRECEDES EXISTENCE”. This is a traditional back approach. Fundamentals of education: skills and knowledge. For the proponents: focus is the basics – reading, writing, speaking and the ability to compute. Subjects: geography, grammar, reading, history, mathematics, art and hygiene. Stress on values of hard work, perseverance, discipline and respect to authorities. It is taught logically and systematically. Methods: regular assignment, drills, recitations, frequent testing and evaluations. ADVOCATES: WILLIAM BAGLEY, JAMES KOERNER, H. G. RICKOVER, PAUL COPPERMAN

PRAGMATISM USEFUL = TRUE. Functionality and practicality. Thought must be reduced to actions. Students should be involve in work groups. Methods: experimentation, project making and problem solving. Stress: application of what have learned. ADVOCATES: CHARLES SANDERS PIERCE, JOHN DEWEY

PERENNIALISM “ETERNAL”, “AGELESS”, “EVERLASTING”, “UNCHANGED”. To learn is universal. To learn means acquire

understanding of great works of civilizations. On education: ideas in the past are taught because it is significant. Curriculum: contain cognitive subjects to cultivate rationality (logic, history). It uses recurrent themes of human life, for education is a repetitive process based on eternal truths. Aims: rational person – to develop man’s per of thought. Teacher: mastery of subject matter and authority ADVOCATES: ROBERTH HUTCHINS, MORTIMER ADLER

HUMANISM THREE MAIN LINES OF GROWTH:1. INTELLECTUAL (EDUCATION)2. AESTHETICS3. SCIENTIFICADVOCATES: DA FELTRE, ERASMUS, PESTALOZZI ON EDUCATION: it is a process – unfolding of human character, the learner is in control of destiny. Concern: theme writing. Asserts on playing in the curriculum. emphasize: motivation, use of praise and rewards. Curriculum: literary appreciation, physical education, social training

PROGRESSIVISM “GROWTH”. Stressed: man is a social animal. Learning: based on questions from one’s experience of the world. On education: the child as a whole. Curriculum: questions and based on the students interest. Methods: discussions, interaction (teacher with students), and group dynamics. It opposed reliance on books, memorization, use of fear and punishment, four walled philosophy. Emphasis: validation of ideas through experimentation.NATIONALISM CONCEPT OF NATIONAL SOVEREIGNTY. Aims: preservation and glorification of the state. Emphasis: development of loyalty, patriotism, national feeling and responsible citizenship. On education: creation of common language. Stressed: teaching principles of democracy and duties of citizenship. Focus also on development of the state, includes the control and support of the public school system. Curriculum: grammar, geography and history. Methods: emphasis on content on nature studies, physical exercises, and play activities. ADVOCATES: JONATHAN HERBART, JOHAN HEINRICH PESTALOZZI

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CONSTRUCTIVISM INDIVIDUALS CONSTRUCT REALITY BY REFLECTING ON HIS OWN EXPERIENCE AND GIVES MEANING TO IT. LEARNING: PROCESS OF ADJUSTING ONE’S MENTAL MODES TO ACCOMMODATE NEW EXPERIENCE.

RECONSTRUCTIVISM AIMS: AWAKEN THE CONSCIOUSNESS OF INDIVIDUAL ABOUT SOCIAL ISSUES, CONCERNS AND PROBLEMS THAT CONFRONT HIM. LOOK FOR SOLUTIONS PRIMARY GOAL: ACHIEVE SOCIAL CHANGE ADVOCATES: THEODORE BRAMELD, GEORGE COUNTS, PAULO FREIRE ON EDUCATION: SCHOOLS: ORIGINATE POLICIES AND PROGRESS TO BRING SOCIAL REFORMS AND ORDERS TEACHERS: INSTRUMENT TO ENCOURAGE AND LEAD STUDENTS IN SOCIAL REFORMS CURRICULUM: SOCIAL REFORMS, STUDENT EXPERIENCES METHODS: PROBLEM ORIENTED TYPE, GROUP DISCUSSIONS, INQUIRY DIALOGUES, INTERACTIONS, COMMUNITY BASED-LEARNING CLASSROOM: LABORATORY

BEHAVIORISM ASSERTS: HUMAN BEINGS SHAPED ENTIRELY BY THEIR EXTERNAL ENVIRONMENT. REALITY: PHYSICAL WORLD MAN: BY NATURE NEITHER GOOD NOR BAD, PRODUCT OF HIS ENVIRONMENT ADVOCATE: JOHN WATSON, B. F. SKINNER

OTHERS:UTILITARIANISM: GREATEST HAPPINESSRATIONALISM: SOURCE OF KNOWLEDGE THE MINDEMPIRICISM: SOURCE OF KNOWLEDGE: SENSE-BASED EXPERIENCE EXPERIMENTALISM: RELIABLE FORM OF KNOWLEDGE IS SCIENTIFIC EXPERIMENTS HEDONISM: PLEASURE IS THE ONLY GOOD THING TO THE PERSON

EPICURENISM: HIGHEST PLEASURE CONSISTS OF A SIMPLE AND MODERATE LIFELEGAL BASES OF EDUCATIONHISTORICAL: PRE-SPANISH: INFORMAL SPANISH: UNDER THE CONTROL OF THE ROMAN CATHOLIC CHURCH AMERICAN ERA: ORIENTED TOWARD A DEMOCRATIC WAY OF LIFE, THEY MADE EDUCATION ACCESSIBLE TO ALL. JAPANESE: INSTRUMENT FOR FILIPINO’S TO JAPANESE IDEOLOGIES: VOCATIONAL EDUCATION AND SPIRIT OF LABOR POST WAR UNDER THE SUPERVISION OF AND SUBJECT TO THE REGULATION OF STATE.

THE GOVERNMENT SHALL ESTABLISH AND MAINTAIN A COMPLETE AND ADEQUATE SYSTEM OF PUBLIC EDUCATION. AND SHALL PROVIDE AT LEAST FREE PRIMARY INSTRUCTION AND CITIZENSHIP TRAINING TO ADULT CITIZENS. ARTICLE XIV, SECTION 1 – 5

MARCOS ADMINISTRATION PD NO. 1081, ARTICLE XV SECTION 8 OF THE 1973 CONSTITUTION BATASANG PAMBANSA EDUCATION ACT OF 1982 EDUCATIONAL DECREE OF 1982: 10-YEAR EDUCATIONAL PLAN – CREATED NCEE

AQUINO ADMINISTRATION CREATION OF DECS ARTICLE XIV SECTION 3 PROVIDES OUR PHILOSOPHY – PATRIOTISM AND NATIONALISM

RAMOS ADMINISTRATION E. O. 337 MAY 17, 1996 TRANSFERRING OF NATIONAL TRAINING FOR TECHNICAL EDUCATION AND STAFF DEVELOPMENT TO THE TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY (TESDA)

ARROYO ADMINISTRATION REPUBLIC ACT 9155 BASIC EDUCATION ACT OF 2001: RENAMED DECS TO DEPED

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VICTORIOUS TUTORIAL AND REVIEW CENTER

OTHER ACTS: RA 6655 – FREE SECONDARY PUBLIC EDUCATION RA 7722 – CHED RA 7796 – TESDA RA 7836 – BOARD FOR PROFESSIONAL TEACHERS LEGAL BASES RA 7877 – ANTI-SEXUAL HARRASSMENT ACT OF 1995 P.D. 603 – CLASSES FOR CHILDREN WITH SPECIAL NEEDS ACT #1870- FOUNDING OF UP (1908) RA #1265 – COMPULSORY DAILY FLAG CEREMONY IN ALL EDUCATIONAL INSTITUTIONS RA #1425 – TEACHING RIZAL RA 4760 – MAGNA CARTA OF PUBLIC SCHOOL TEACHERS

THE K TO 12 CURRICULUM:FEATURES: Access to basic education Improved quality of basic educationK to 12 – means kindergarten and the 12 years elementary and secondary education.Kindergarten, 6 years elementary, 4 years Junior High School, 2 years Senior High School (6-4-2)Kindergarten – refers to the 5-year old children that take the standardized kinder curriculum.K to 12 Vision:1. Acquire mastery of basic competencies –functional literacy2. Be more emotionally mature3. Be socially aware, pro-active, involved in public and civic affairs.4. Be adequately prepared for the world of work or entrepreneurship or higher education5. Be legally employable with potential for better earnings.6. Be globally competitiveFeatures: Strengthening early childhood education (universal kindergarten) Making the curriculum relevant to the learners Building proficiency (MTB-MLE) Spiral progression Gearing up for the future College and livelihood readiness 21st century skills

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