FOUNDATIONS OF EDUCATION I
Psychological, Anthropological and Sociological Foundations of Education
Education- a change for the better. The goal of education therefore is to change man for the better- mentally, physically,
socially, morally and spiritually.
Foundation- means bases, support, principles origin, tenets or what substructure to be built upon, foundation for means the
bases from which educations originates and develop. These foundations influence the contents and processes of education.
The foundations of education may be classified as psychological, sociological and philosophical which are major
fields or discipline. They also include the anthropological, historical and legal foundations. For teachers to be effective, they
should be able to understand and apply the knowledge and principles of these foundations to the teaching learning process.
PSYCHOLOGICAL FOUNDATIONS
Teaching and learning are psychological processes. Teachers who have adequate understanding of psychology are
better equipped to develop teaching methods, procedure and techniques that will result to effective learning.
Psychological foundations-is concerned with the application of psychological principles and techniques in the
development of educational programs and strategies and to effect a better teaching and learning process.
Educational Psychology is focused on:
1.
Learner
2.
Learning process
3.
Learning situation
THE LEARNER
The learner is the center of educative process. The teacher’s success will depend greatly upon his insight into the
various factors basic to growth and development and his knowledge of the developmental characteristics of the learner.
Man passes through several stages of growth, which are:
Pre- natal period
-Infancy
-Babyhood
-Childhood
-Puberty
-Adolescence
-Adulthood
-Middle Age
-Old Age
Because of individual differences, people do not all grow at the same rate.
Growth- refers to quantitative changes in an individual as he progresses in chronological age.
Development- refers to the progressive series of changes leading to maturation.
Two general factors influencing human development.
1.
Maturation- or natural growth resulting from heredity
2.
Environmental influences- behaviour developed after interaction with environment.
Basic Principles of Development:
1.
Development follows an orderly sequence that is predictable.
2.
The rate of development is unique to each individual.
3.
Development involves changes.
4.
Early development is more critical than latter developments.
5.
Development is the product of maturation and learning.
6.
There an individual differences in development.
7.
There are social expectations for every developmental period such as the phylogenetic skills.
Developmental Tasks- are tasks imposed on the individual by maturation and culture that prepare him for the next stages in
life
SOME THEORIES OF DEVELOPMENT
1.
Sigmund Freud’s Psychoanalytic Theory- gave prominence to sexual feelings or emotions in describing the stages of
development
Stages of Psychosexual Development:
-Oral stage
-Anal stage
- Phallic Stage
- Latency stage
- Genital stage
Oedipus Complex- a stage when young boys experience strong attachment to their mothers.
Electra Complex- a stage when young girls experience strong attachment to their fathers.
2.
Erik Erikson’s Psychosocial Theory- identified eight developmental stages throughout the whole life cycle in which
some kind of psychosocial crisis likely to occur for each stage.
3.
Jean Piaget’s Cognitive Development Theory- believes that children’s cognitive development follows well- defined
sequence of stage whereby they acquire structures and schemes that enable them to deal with the world.
Stages of Cognitive Development:
1.
Sensorimotor stage
2.
Pre- operational stage
3.
Concrete operation stage
4.
Formal operation stage
Equilibration- the active internal process of organizing and coordinating one’s intellectual development
Assimilation- the process by which an individual acquires information or knowledge, or by which experiences are
integrated into an existing scheme.
Accommodation- the process of creating a new scheme after an individual’s interaction with the environment.
4. Laurence Kohlberg’s Theory of Moral Development- focuses on moral judgment and believes that moral
development is generated by maturational factors and is related to cognitive growth.
Three main levels of Moral Development:
Level One- (Pre- conventional morality)
Judgments are based on external criteria. Standards of right or wrong are absolute and are laid down by authority.
Level Two- (Conventional Morality)
Judgments are based on the norms and expectations of the group.
Level Three (Post- conventional Morality)
Recognizes the arbitraries of social and legal conventions.
INDIVIDUAL DIFFERENCES
In view of the principle that no two individuals are exact alike, the problem of meeting adequately the needs of a
learner is an important concern of the teacher.
Factors Influencing Differences among Learners:
1.
Age differences and personal adjustments
2.
Sex differences
3.
Family and community background
Aspects of personality that show variations:
1.
Physical conditions
2.
Emotional responses and attitudes
3.
Mental abilities and specific attitudes
4.
Social adjustments
THE LEARNING PROCESS
Learning- any change in a person or his behaviour as a result of experience(Burton)
Refers to the mental process of acquisition, retention and utilization of knowledge, skills, habits and attitudes for the
purpose of behaviour modification.
Types of Learning:
1.
Cognitive Learning- acquisition of knowledge and information
2.
Sensory- motor or Psychomotor Learning- development of habits and skills
3.
Affective learning- internalization of attitude and appreciation
According to Pillsbury: 1. Direct experience
2.Direct experience
According to Burnham:
1. Congenital
2.Temporary
3. Permanent
According to Ruch:
1. Sensory learning
2. Motor learning
3. Verbal learning
4.Ideational learning
5. Attitudinal learning
Theories of learning:
The two main school of thoughts are- Association theories of learning and Cognitive Theories of Learning.
A.
Assocoation Learning Theories- emphasizes the establishment and strengthening of the relationship between
stimulus and response (S- R)
a.
Thorndike’s Connectionism Theory wherein association is established between stimulus and response. It signifies a
tendency or predisposition to respond in a particular manner to give stimulus.
b.
Pavlov’s Classical or Respondent Conditioning Theory wherein association between a conditional stimulus and a
response is strengthened by repeated presentation with the conditional stimulus.
c.
Skinner’s Instrumental or Operant Conditioning Theory wherein the stimulus- response pattern is strengthened by
immediately following the response with reinforcing stimulus.
In classical conditioning, the subject is passive. In operant conditioning, the subject is active.
d.
Social Learning Theory (Bandura and Wallace)- emphasizes on observational learning that includes self- instruction
and self- reinforcements.
B.
Cognitive Learning Theory- holds that learning is a process of discovering and understanding relationships’ and of
organizing and finding significance in the sensory experience aroused by the external situation. Emphasis is placed upon
cognition and insight in the perception of new meanings in situation.
a.
Kohler’s Theory of Insight Learning or “a-ha”. He maintains that learning is a result of insightful solutions.
b.
Lewin’s Topological Theory- focus on the psychological field of life space of individual. Internal forces within the
individual. Internal forces within the individual interact with the external forces and changes on any of these forces result in
change of behaviour. A person is motivated by psychological tensions produced by the interaction of a psychological self
with a psychological environment.
c.
Bruner’s Theory of “Instrumental Conceptualism” – focuses on the nature of knowing process. It holds that the
learner is a purposive participant in the knowledge- getting processes who selects, structures, retains and transforms
information.
FACTORS AFFECTING LEARNING
Motivation arouses interest in, provides an objective and directs towards a goal. Motivation facilities learning.
Reinforcement of learning may be made through the use of audio- visual aids, review, drills and other means.
Extinction means to let something die out or forgotten by disuse. If wrong tune of a song has been learned, or the incorrect
spelling of a word, it is better to use extinction.
Association means that the more connections re made with a subject, the better will be retained.
Interest in a lesson will facilitate learning and be it’s own motivation. Teachers should make lessons interesting.
Reward or Punishment should be immediate for it to be effective. If a child is to be punished for wrong doing, it should be
done right away so that the punishment will be associated with the misbehaviour.
Recencymeans that learning should be made recent in the minds of the learners so that they will not forget what they have
learned.
LAWS OF LEARNING (Based on Thorndike’s Principle of Connectionism)
1.
Laws of Readiness- learning is facilitated when the subject is ready. For a person who is prepared to respond or act,
giving the response is satisfying and being prevented from doing something annoying.
2.
Law of Exercise- constant repetition will result to mastery of the lesson
3.
Law of Effect- learning is strengthened if it results to satisfaction but weakened if it results to annoyance.
THEORIES OF TRANSFER OF LEARNING
1.
Theory of Mental Discipline- maintains that the various faculties of the mind can be developed through training and
can become capable of effective performance in all areas in which they are involved.
2.
Theory of Identical Elements- maintain that the amount of transfer depends upon the identical elements that are
common in both situation.
3.
Theory of Generalization- maintains that the transfer is a form of generalization that can be encountered by training.
4.
Theory of Configuration- holds that the transfer of training from one another is the result of the application of
certain principles of configuration or patterns.
Factors in school that affects the transfer of learning
1.
Mental ability of the learner
2.
Nature of the subject
3.
Attitudes and efforts of the learner
4.
Manner of teaching
Motivation – something that incites the organism to action or that sustains and gives direction once the organism has been
aroused. (Hilgard) Motivation is important because it controls and directs behaviour. Behaviour must be controlled for the
good of the individual and society.
CLASSICATION OF MOTIVES
1.
Biological Drives- Physiological, primary, unlearned, basic.
2.
Psychological or Social Drives- secondary, acquired, learned, derived.
3.
Unconscious motives or general drives.
THEORIES OF MOTIVATION
1.
Need- drive- incentive theory- needs give rise to drive that in turn spur activity until goal is reached; satisfaction of
the need reduces the drive.
2.
Cue-stimulusTheory- incentives or other stimulating conditions motivate behaviour.
3.
Affective arousal Theory- activity that is pleasant tends to be repeated and vice- versa; emotions maybe a
determinant of behaviour.
4.
Cognitive Theory- involves the mind or reason as the motive for behaviour; a person acts because of perception;
thought or judgment.
5.
Psychoanalytic Theory- libido or psychic energy that is sexual in origin is the primary driving force of behaviour.
THE LEARNING SITUATION
The learning situation refers to conditions outside the learner that affect his learning.
The teacher- is the key factor of the classroom- learning situation. He must hold a particular theory of teaching based on his
knowledge about the learner and the learning process.
Roles of the Teacher:
1.
As a model
2.
As a manager of the classroom situation
3.
As a facilitator of student learning
4.
As an evaluator of student learning
5.
As a motivator
6.
As a parent surrogate
7.
As a counsellor
8.
As a friend
Use of Motivation:
Extrinsic motivators- forces from outside the individuals such as honors, monetary, rewards, etc.
Intrinsic motivators- arise from the individuals genuine desire to learn because he realizes the benefits he will derive
from what he will learn.
Some Principle in Motivation:
-
Learning under intrinsic motivation is better than learning under extrinsic motivation
-
Goal setting is an important motivational aspect of learning
-
Successful experiences are important motivations for all students
-
Feedback about the progress being made by the student can be effective motivators
-
Using learner interest as motive is important in classroom learning
-
Learning under control of reward is better that learning under the control of punishment
-
Meaningful materials and tasks are more successful motivator than tasks the learner does not understand
Success generally increases the level of aspiration and achievement of the learner, whereas failure tends to lower the
level of aspiration
-
The teacher’s expectation of the learner’s performance influence the latter’s achievement
-
Group competition, cooperation, and support are more effective motivators compared with individual competition
Communication- a basic tool in learning; students who cannot communicate cannot learn. Communication involves
speaking, writing, listening and reading. The teacher as the facilitator should necessarily have greater communication skills.
Models of Teaching:
Varying teaching methods result to different models of teaching such as:
1.
Expository method
2.
Reporting
3.
Panel Discussion
4.
Demonstration
5.
Micro- teaching
6.
Role- playing, modelling, dramatization
7.
Simulation games
8.
Group work, discussion
Teaching styles- the ways teachers teach and their distinctive mannerisms complemented by their choices of teaching
behaviours and strategies.
Two distinctive teaching styles:
1.
Traditional style- the teacher acts more as an information fiver.
2.
Facilitating style- the teacher takes less of a central role in the classroom situation.
Robert Gagne’s Task Analysis Model- proposes that instruction should be systematic and well- planned. He developed a
theory that enumerated eight conditions of learning where there is increasing complexity in learning. These are:
1.
Signal learning
2.
Stimulus- response learning
3.
Chaining
4.
Verbal association
5.
Discriminative learning
6.
Concept learning
7.
Principle learning
8.
Problem solving
Benjamin Blooms Mastery Learning Model
Based on Bloom Taxonomy, teaching begins with the delivery of knowledge to comprehension, application,
analysis and synthesis. The end goal of this model is mastery thus incorporates evaluation.
Measurement- a process of utilizing an instrument, such as test to obtain objective and qualified appraisal of a single trait or
characteristics.
Evaluation- means bringing together from different sources all forms of information on student performance.
Two ways of measuring student achievement:
1.
Criterion- referenced- grading is based on preset standard.
2.
Norm- referenced- grading is based on relative achievement within the group.
PERSONALITY
Personality- the sum total of individual characteristics and ways of behaving which in their organization or patterning
describes an individual’s unique adjustments to his environment.
Components of Personality:
1.
Physical or biological traits
2.
Mental or intellectual traits
3.
Social traits
4.
Moral traits
Theories of Personality:
In an attempt to find out why people re different, many different theories of personality have been advance. They
are the following:
1.
Hippocrates’ Classification according to temperament depended on the body fluid that is predominant.
Temperament
Sanguine
Major Characteristics:
Prominent body fluid
Warm- hearted, quick pleasant Blood
Emotional excitement
Melancholic
Easily depressed; slow, deep
Black bile
Unpleasant, calm emotion
Choleric
Easily angered; quick, strong,
Yellow bile
Unpleasant emotional excitement
Phlegmatic
Apathetic, slow, weak, pleasant
Phlegm
Calm emotion
2.
William Sheldon’s Physiological Theory correlated body build with personality types.
1.
Endomorph- well- developed visceral organs and tends to be round in body build, with weak muscles and bones.
2.
Mesomorph- athletic type with strong bones and muscles.
3.
Ectomorph- string bean type with long slender arms and legs and light muscles.
Sheldon combined the body build with temperament and came up with the following temperament types:
Temperament types
Major Characteristics:
Viscerotonic
Relaxed in posture and movement
(Endomorph)
Loves physical comfort
Slow reactions
Somatotonic
Energetic
(Mesomorph)
Needs and enjoys exercise
Competitive aggressiveness
Cerebrotonic
Loves Privacy
(Ectomorph)
Mental over- intensity
Secretiveness and emotional restraint
3. Jung’s Psychological Theory classified people as:
a.
Introvert- prefers to be alone, shy, withdrawn
b.
Extrovert- prefers to be with people, sociable, good mixer, outgoing.
c.
Ambivert
4. Kretschemerclassified people as:
a.
Esthetic (tall, thin) associated with schizophrenia
b.
Pyknic (short, fat) associated with manic- depressive
c.
Average
d.
Dysplastic
5. Freud’s Psychoanalytic Theory had three components of personality which are:
a.
The id- primitive inborn forces that seek gratification; swayed by two powerful drives- libido (sexual in nature) and
aggression
b.
The ego- the real self that operates on the reality principles, mediates between the id and realities of the
environment; does logical thinking.
c.
The super- ego- conscience; sense of right and wrong.
6. Alfred Adler rejected Freud’s concept of the libido as the powerful force in man’s personality and substituted aggression
and superiority. According to Adler, the helpless baby has an inferiority complex. In the course of normal development, he
outgrows these feelings of inferiority.
7. Karen Horney also rejected Freud and advocated basic anxiety as the central factor in human personality. According to
him, a child may cope with insecurity in a hostile world in one of three ways.
1. Moving towards people (need of love)
2. Moving against people (becoming powerful and dominant)
3. Moving away from people (becoming independent)
8. Erich Fromm revised Freud’s theory and substituted isolation from nature and other men as they key to human
personality instead of sexuality. He said that man has basic needs, which, if not satisfied lead to frustration and personality
problems. It is society that is sick, not man; therefore creation of a different society is the solution. Fromm’s basic human
needs are relatedness, transcendence, rootedness, identity and frame of orientation.
9. Social Learning Theories
These theories advocate that personality traits are the results of learning as one interacts with people. Personality is
related to characteristics learned through conditioning, imitation or modelling.
10. Maslow’s self- actualization Theory- maintains that man is innately good (opposite of Freudian theory) and that selfactualization in his goal. Maslow’s human needs is diagrammed like a pyramid, wherein physiological needs come first,
followed by safety needs, then belongingness, esteem and self- actualization last.
Personality is important because it helps determine one’s success in his work, his home life and his relationship with others.
Acceptance and promotion in a job depends a great deal on personality.
Teachers should be good models because personality development in children is also results of imitation and identification.
SOME IMPLICATIONS OF PSYCHOLOGICAL THEORIES TO EDUCATION
1.
Since individuals mature at different rates, parents and teachers should not expect the same degree of development
or performance in children.
2.
Parents should not to compare children with each other and expect the same level of performance of all.
3.
In spite of the individual differences, certain general characteristics go with every stage of life. Parents and teachers
should be concerned if the child is too behind or too fast in his stage of development.
4.
Parents and teachers should help children and youth with the developmental tasks at each stage of life.
5.
People learn in different ways. Teaching should, therefore, use different strategies in teaching.
6.
Parents and teachers should help children develop good study habits, by supervision.
7.
Since learning is habit formation there should be no exception to following the rules of good study habit. Some of
these are:
-
Have a fixed place and time for study
-
Remove distractions
-
Concentrate
-
Read the assignment
-
Space your learning of different subjects
-
Review what you have learned
8.
Drill often those things that should be automatized or those that will be needed throughout life.
9.
The learning of any fact or information will be easier the more it is associated with other things. Recall will also be
easier.
10.
Youth is time for study. So while one is young, one should make use of every opportunity to study as mush as one
can prepare for earning a living.
11.
Maturity is the time for production.
12.
Since motivation is a string driving force to behaviour, people need to be well motivated.
13.
Teachers and parents should motivate children to behave well.
14.
Teachers should provide motivation in the lessons so that children will learn them.
15.
Arousing interest in the subject matter is the best motivation.
16.
Grades, audio- visual aids, rewards and praise are incentives with positive valence.
17.
Incentives may be used to reinforce motivation. Teachers also need to be motivated.
SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS
ANTHROPOLOGY- a science concerned with the study of mankind
Major Divisions of Anthropology
1.
Physical or Biological Anthropology is concerned with the study of man from a simple into a more complex
individual within his environment.
2.
Cultural or Social Anthropology studies the various facets of man lifestyle, his culture, religion, family, kinship,
language, values, etc.
Ethnology- study of people’s culture and behaviour
Archaeology- study of man’s pre- history through the buried remains of ancient culture, and skeletal remnants of human
beings
Linguistics- science that deals with analysis of language
Ethnography- science description and classification of racial groups of mankind
Theory of Evolution- as proposed by Darwin, this theory holds that the human race had gradually evolved from lower
orders of life as a result of progressive adaptation to the environment through the survival of biological forms best adapted to
a competitive struggle.
Folkways- the customary, normal habitual behaviour characteristics of the group
Mores- strong ideas of right and wrong which embody the moral views of the group
Sociology- the science or study of the origin, development, organization and functioning of human society; the science of the
fundamental laws of human relation; the study of people living in groups; scientific study of human interaction
Society- a group of people who have learned to live together, who have status and roles
Culture- the way individuals learned to live together; behaviour learned as a result of living in groups which tend to be
patterned and to be transmitted from generation to generation
Teaching- conscious influence that one person exerts upon another that causes him to learn.
SOME PHILIPPINE CULTURAL VALUES
1.
Non- rationalism- it means that the idea has no reasonable bases in fact such as the tendency to perceive thoughts,
objects, events, persons as sacred. This includes;
Animism- the belief in supernatural spirits who are presumably interfering with man’s affairs
Fatalism- the attitude of leaving matters as they are letting nature take its course (bahalana, suerte, tadhana, etc.)
2.
status
Social Acceptance- the desire to be accepted by his fellowmen for what he is and to be treated according to his
Pakikisama-implies yielding to the will of the majority leader of the group
Euphemism- means stating an unpleasant truth, opinion or requests a pleasantly as possible.
Go- between- use of third party (middleman) to arrange for the settlement of conflict or an embarrassing request or to
communicate a hard decision.
Also closely associated with social acceptance are the values of “hiya” and “amorpropio”.
3.
Family closeness and security- the tendency of family members to stick together resulting to extend family ties.
4.
Economic and social improvement value- the desire to raise the standard of living and that of the community
5.
UtangnaLoob- denotes a deep sense of gratitude, an indebtedness that remains outstanding throughout life
6.
Personalism- emphasizes the importance of the person with whom one has immediate face-to-face contact over the
abstract rule of law or the common good. It is manifested in such practices as pakiusap, lagay and areglo, palakasan,
nepotism, and favouritism.
7.
Indolence- laziness, lacking of initiative and ambition
8.
Ningas cogon- the eventual dying out of interest after initial great enthusiasm
9.
Mañana habit- procrastination; putting off things to be done for later actions
10.
Hospitality- the welcoming of visitors with such warmth and enthusiasm, sometimes to the extent of depriving
themselves
11.
The fiesta syndrome- the traditional celebration fiesta with pompous grandiosity
Education as an Institution
Education is a social institution and schooling is only a part. The whole community is the great school where all its
members re all teachers and learners to each other. One’s interaction and interrelationship with his fellow men, teachers
and develop his values, attitudes, sentiments, habits, tradition, behaviour and culture.
School- environment created by society to get changes and behaviour and where learning take place.
Education- the process of socialization involving the means by which the new born becomes a member of the society
Any method whereby culture (social heritage of traditions, customs and institutions of the past) new knowledge and
techniques is transmitted from one individual or group. It involves both learning and enculturation.
EDUCATION FACILITATES THREE PROCESSES (Brookover)
1.
Education is concerned with teaching the members of society how they are expected to behave in certain selected
situations and transmissions of skills, beliefs, attitude and other types of behaviour.
2.
Human behaviour is essentially social and content of education is determined by the group
3.
Societies are perpetuated and continued through education
TYPES OF EDUCATIONAL STRUCTURE
-Informal
-Formal
- Non- formal
Social change- is the alteration or modification in any aspect of a social process. It is a comprehensive term designating the
result of every variety of social movement. It is a change in the social structure and relationship of society.
Social change and Education
From the stand point society, as a whole, the primary function of education is the maintenance of culture.
1.
The family and the school
-
The primary socializing agent in society
It has retained primary responsibility for socialization even though the school is called upon to transmit a larger
proportion of the information, skills, values and norms that equip young people to participate effectively in the school.
2.
Politics and the school
Political institution functions in response to the demand for more governmental services and has as the result
inherent organizational tendencies toward bureaucratization.
The importance of government raises the questions of how the school can prepare new members of the society to
assume responsibilities of the individual to participate actively and intelligently in the formation of public policy.
3.
The economy and the school
The money we spend on education maybe viewed as an investment in our economy in the sense as capital
expenditures for office building, factory, new equipment and research on new products
The successful performance of our economy depends on the supply of trained manpower to run the factories, do
research and manage the businesses that make our society more productive
Without an adequate supply of trained and educated manpower, our economy would grind to a halt in a very short
period of time.
4.
Religion and the school
Aside from the direct involvement of certain religious group in educational process through the operation of
parochial schools, the church must be considered as competing socializing institution in the society
-
The church exerts a broad influence on the activities of both family and school
Many of the norms and values that make up our culture are derived directly out of out religious heritage and those
values are continually reinforced through the activities of religious group.
5.
The community and the school
Educational institutions exist within the broad framework of social institution and their activities must be viewed in
the light of their institutions.
Individual schools re influenced by the community of which they are a part and by large, unit of the educational
system itself.
Some Important Areas of Change
1.
The technology of the society is that aspect of its culture that us primarily concerned with the capacity of the society
to adapt to their environment both physical and social.
2.
Technological change has three important kinds of impact.
a.
It increases a demand for individual possessing new skills.
b.
It prepares individual to adjust to new development after they leave school.
c.
The impact of several technological development after they leave school are the following:
1.
Growth of mass communication
2.
Changing modes of communication
3.
The development of new teaching aids
4.
The biological revolution
RESISTANCE TO CHANGE
“Social lag” is the failure of an institution to keep pace with technological changes.
Factors Underlying Social Lag
1.
Old responses brought satisfaction and therefore persist even if they no longer bring satisfaction which they once
they had.
2.
The old familiar ways carry a “halo” of virtue. The customary seems: “right” and the “best”.
3.
Tendency to change evoke feelings of insecurity and anxiety.
4.
Change is supported by a network or interpersonal ties that present old patterns.
5.
We discount our own dissatisfaction because these had been the pattern of our socialization.
6.
Change threatens certain types of personalities.
Social Systems
1.
A change in any part disturbs the rest of the systems.
2.
Old ways are resumed in a kind of “homeostasis” after a temporary change.
3.
Innovations suggested outside the system are resisted by those inside the systems.
4.
The social processes.
a.
Conflict. An opposition process wherein interactions seek to reach mutual goals by eliminating or weakening the
opponent.
Conflict maybe solved by:
•
Negotiation- an attempt to find solution by exchange of views between the parties.
•
Arbitration- acceptance of the parties involved in conflict of the solution offered.
•
Victory through struggle.
b.
Assimilation. Mutual diffusion through which person or groups come to share a common culture.
c.
Amalgamation. A biological interbreeding of two or more peoples of distinct physical appearance until they become
one stock.
d.
Cooperation. People working towards the same goal.
e.
Competition. People working against each other.
Processes of social change
a.
Discovery- a shared human perception of an aspect of reality that already exists.
b.
Invention- a new combination of a new use of existing knowledge
c.
Diffusion- the spread of culture traits from one group to another.
d.
Innovation- it includes discoveries and inventions
e.
Enculturation- process of learning the culture of one’s own group
f.
Acculturation- process of learning another culture
5.
The climate of the school is affected by the teacher- principal relationship.
6.
The type of community affects the functions of the school.
7.
The socio- economic status of the child affects his behaviour and aspirations.
The School Environment as a System
The school environment is made up of:
1.
Facilities- buildings, classrooms, laboratories
2.
Curriculum- what is taught
3.
People- students, teachers, and etc.
•
These three all have a measure of influence on what students learn and how well they learn it.
The Teacher and Learning
The most important object that students look upon in school are other people. Teaching and learning are social acts.
1.
We learned vicariously through reflective thought of the printed page and audio- visual devices. But these learning
are all made possible through give and take to human society.
2.
In school, each child joins other children from his community. The children, within each school are more alike to
their classmates than different from them.
3.
The teacher brings with him his own lifestyle. He brings to his job the unique values and attitudes of the role of the
teacher in his society.
The kind of environment the teacher and the pupil will create depend on two factors
a.
What they bring with them to the school from the society into which they were born.
b.
How they build interpersonal relationship among themselves in school. The quality of teaching and learning that
takes place depends in a large measure both on what the children and the teacher are like as human beings and how they
work together to achieve their purpose.
Environmental Factors that affect School Achievement
Social Class- a stratum of people similar positions in the social status.
Status- the position that a person holds in society
Middle Class- successful business and professionals
Upper Class- socially prominent and have money
Lower Class- irregularly employed
The common classification people in the Philippines are;
Upper UPPER
Lower UPPER
Upper MIDDLE
Lower MIDDLE
Upper LOWER
Lower LOWER
School achievement depends on:
a.
Value placed on school learning.
b.
Parents show interest in the school.
c.
Students see the relationship between education and financial rewards.
d.
Morale and quality of teachers.
Implications to Teaching
1.
School should develop learning environments that are optimally adjusted.
2.
The major goal of teaching should be to create not just educational opportunity but optimal diversity of educational
opportunity.
3.
A further implication for teaching lies in the recognition that in fixed intelligence is no longer tenable and that
development is not predetermined or awaiting adequate maturation to assert itself.
-
Intelligence is subject to wide changes within a reaction range under different genetic and environmental conditions.
-
Enriched environment can raise measured intelligence and a restricted environment can reduced it.
The learning experienced in the early years and the learning environment that teachers provide for their students
are therefore of crucial importance in student learning.
-
The nature of the child’s development is to remarkable degree determined as he develops.
4.
Final implications arisein relatively inconclusive correlations between inherited intelligence and school achievement.
Although intelligence is inherited, school achievement is apparently determined to a substantial degree by
environmental factors in the family and the school.
WESTERN VISAYAS COLLEGE OF SCIENCE AND TECHNOLOGY
LA PAZ, ILOILO CITY
COLLEGE OF EDUCATION
WVCST REVIEW CENTER
3207190-LOC 224
EASTERN AND WESTERN PHILOSOPHIES
I.
Confucianism
A.
The way to moral virtues is through natural means
-
Be true to oneself nature
-
Apply principles of social relationship
-
Doctrine of the mean
-
Emphasize the individual’s place in the society, getting rid of governments repressive tendencies, better institutions
-
Mans obligation is to preserve right human relationship
-
Rulers must serve the people’s interest
B.
Contributions
1.
Doctrine of the mean
2.
Four Nature Principles Every Person is supposed to have
A.
Humanity
B.
Justice
C.
Wisdom
D.
Propriety
3.
The Golden Rule
II.
TAOISM- emphasize man’s place in nature in contrast to Confucianism, it is not concerned with society, except as
something to move away from.
-
Man is a microcosm of the universe containing all the elements
-
Necessary & make up heaven and earth
-
Man’s anguish is caused by unfilled diseases
III.
BUDDHISM- originated from the experience of the misery of life
-
There is no peace to be found in the world
-
Life is caught in the labyrinth of changes
-
Nirvana, the only way for peace
The teachings:
1.
The four Noble truths
A.
Universal fact of pain and suffering, life is the root of suffering
B.
Desire are the origin and cause of sufferings
C.
Negating life causes suffering
D.
The path, which leads to assertion & suffering (accumulating karma or needs that eventually free the mind)
2.
The Eight old path
A.
The right view
B.
The right resolve aspiration
C.
The right speech
D.
The right action
E.
The right livelihood
F.
The right effort
G.
The right concentration
H.
The right contemplation
IV.
BRAHMANISM- founded on experience of the divine being who is the one beyond all multiplicity
a.
The individual self and material world are deceptions
b.
The only real, non- conscious and beyond good and evil is Brahman or the great self
c.
God become man, incarnations
d.
Moksha (salvation) consist in an escape the cyclic wheel of time
V.
ISLAM- complete surrender to God
-life of man is supposed to be witness and testimony of faith in me God (Allah)
The Five Pillars
A.
The Muslim Creed
1.
There is no divinity outside God
2.
Muhammad is God’s envoy
3.
There is no resurrection after man’s death
4.
Divine discuss govern good and evil
B.
Prayer brings man in the right relationship with God
C.
Charity
D.
Observance of the Ramadan
E.
Pilgrimage to Mecca
VI.
MATERIALISM- Physical matter is the ultimate reality and that all beings and process and phenomena can be
explained as manifestation or results of matters.
VII.
IDEALISM- a protest against materialism preoccupied with things “abstract” or “spiritual”
-basis reality is composed of or is closely related to the mind or idea
-mind is real
- reality is spiritual world is manifestation of the underlying physical reality
VIII.
NATURALISM- denies anything as hiring supernaturality
-man in his society are most secondary and defendant upon the natural order
- man is at war with himself
IX.
PRAGMATISM- society nurtures human life individuals are dependent upon society
X.
PERSONALISM- a doctrine that states that the ultimate reality of the world is a Divine person who sustains the
universe by a continuous act of a creative world
XI.
EXISTENTIALISM- man is living individual that breaths and thinks, that has awful freedom of moral choice that
longs for salvation and faces despair, the individual that lives in anxiety, and dies.
XII.
REALISM- physical objects, focus and relations are “out there” waiting to be discovered to the will of human beings
XIII.
HUMANISM- rejects supernaturalism
- self- realization
- stressed mathematics as an orderly arrangement of its parts
- child is born as tabula rasa
XIV.
COMMUNISM- society is a whole is more and more splitting up into two great classes facing each other
XV.
PERFECTIONISM- the ultimate end is the development or perfection of the self
XVI.
ETHICAL EGOISM- an action only if it promotes the good or the best interest of the performing the act.
XVII. HEDONISM- the view that only pleasure is the only good as end
XVIII. UTILITARIANISM- claims that the greater happiness or good of the greater number of persons is the test of the
right or wrong.
XIX. KANTIAN PHILOSOPHY- claims of unconditional morality. If performing an act is a matter of duty, then we
should do it regardless of the consequence.
XX.
MORAL EVOLUTIONISM- morality is never fixed or absolute but is continually changing and evolving gradually
into perfect morality.
XXI.
MORAL POSITIVISM- holds that the basis or source of all moral laws is the laws of the state