MA201.pdf

AGENT OF SOCIALIZATION  SOCIALIZATION - Is a continuous life long learning process. - It is the process of learning appropriate behavior from other people.  FAMILY- The family represents a child’s first emotional tie, and it is by far the most significant agent of socialization...

AGENT OF SOCIALIZATION  SOCIALIZATION - Is a continuous life long learning process. - It is the process of learning appropriate behavior from other people.  FAMILY- The family represents a child’s first emotional tie, and it is by far the most significant agent of socialization process.  FAMILY- Parents or guardians provide children with their initial system of beliefs, norms, and values and the system are based on their ethnic community, social status, and religion among other factors  School- Children are enrolled in schools for primary purpose of acquiring education. The institutions socialize in various ways.  * Children instructed on a formal curriculum, a system informally known as reading, writing, and arithmetic. * Teachers represent the school’s authority figures, and they continually reinforce school values and other established practices to inculcate obedience. * The children learn how to manage expectations, regulations, bureaucracy, and sitting still for several hours.  Religion- Is important avenue of socialization. The united states is full of synagogues, temples, churches, mosques, and similar religious communities where people gather to worship and learn. Like other institutions, these places teach participants how to interact with the religion’s material culture. Religions have important ceremonies related to family structure like marriage and birth are connected to religious celebrations. Religious institutions also upholds gender norms and contribute to their enforcement through socialization. From ceremonial rites of passage that reinforce the family unit to power dynamics that reinforce gender roles, organized religion fosters a shared set of socialized values that are passed on through society.  Peers –Peer groups are made up of age mates and those children who share similar status. Peer groups enable children to form bonds on their terms and they learn from each other without an authority figure present.  * Peers rely on each other for companionship, emotional support and fun. However, peer circles are negatively associated with peer pressure. This situation occurs when a peer group encourages an individual to violate societal values. * Influence of peers decline as a person reaches 20s and 30s particularly if they start a family. * This influence does not ultimately diminish as married couples, particularly those young kids meet and socialize.  Mass Media- is a communication-whether written, broadcast, or spoken that reaches a large audience. It includes television programs, magazines, radio, websites, music, and movies.  Mass Media relays impersonal information in one-way direction to a passive audience. Mass media play a crucial role in our society by providing information, news, entertainment and education. Mass media commercials significantly impact our choices of retail products such as clothing, food, and household item. GUIDE QUESTIONS: 1. What is socialization? 2. What is the significance of family in socialization? For you? 3. What is/are the hidden curriculum of school? 4. Explain why educators, such as teachers play a vital role in socialization? COMPONENTS OF THE EDUCATIVE PROCESS Definition of Terms: Components – one of the parts that make up a whole. (Thesaurus Dictionary) Educative – tending to educate; of or relating to education. (Merriam-Webster Dictionary) Process – a series of actions or steps taken in order to achieve a particular end. (Oxford Languages) What is Educative Process? Educative Process The educative process refers to a series of steps in which a learner is able to transmit his or her knowledge of certain field of study to a student so that the tradition of knowledge will be passed on from one generation to another. (http://educativeprocess.blogspot.com/2011/09/intro duction-to-educative-process.html#) Educative Process is a series of inner changes through which individual is transformed from an immature personality to a mature personality. (https://doi.org/10.1080/0034408230180105) What are the Components of Educative Process? 1. THE TEACHER -alsocalled an educator – is a person who helps students to acquire knowledge, competence or virtue. - No system of education of the world can get the objective of education without the active participation of the teacher in educative process. -https://en.wikipedia.org/wiki/Teacher Role of Teacher in Education The teacher’s role is described beyond teaching. They are more than an educator and are counsellors, mentors, role models, external parents, and so on to a student. Once a child is admitted to school, the role of a teacher shapes the life the child begins. Teachers play a crucial role in our life to succeed in a career, job, business, and in short making a successful human being. ‘The future development of a nation truly lies in the hands of good teachers.’ As they are the provider of education and prepare students to be a future of a nation. (https://www.digitalclassworld.com/blog/role-of-teacher/) 2. THE LEARNER -is a person who gain knowledge or understanding of or skill in by study, instruction, or experience. (Merriam-Webster Dictionary) Learner is the most significant element of the process of education. LEARNER vs. STUDENT A student is primarily a person enrolled in a school who attends classes in a course while learner is a person who is finding out about a subject or how to do something. “Learners can learn without teachers, but students are only students when they have teachers.” (https://kathleenmcclaskey.com/) 3. THE CONTENT AND TEACHING STRATEGIES -also known as instructional strategies. -are methods that teachers use to deliver course material in ways that keep students engaged and practicing different skill sets. 4. THE LEARNING ENVIRONMENT The learning environment includes the intellectual, social, emotional and physical environments of a course; all which will affect learning. Instructor-student interactions and the tone of the course may affect how students approach learning and work through difficulties. A learning environment is more than just a classroom- it’s a space in which students feel safe and supported in their pursuit of knowledge, as well as inspired by their surroundings. https://www.buffalo.edu/catt/develop/teach/ 5. THE CURRICULUM The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program. Curriculum is the central guide for all educators as to what is essential for teaching and learning, so that every student has access to rigorous academic experiences. https://ride.ri.gov 6. THE INSTRUCTIONAL MATERIALS Instructional materials are those materials used by a teacher to simplify their teachings. They include both visual and audio- visual aids and could either be concrete or non concrete. These instructional materials bring life to learning by stimulating students to learn. https://files.eric.ed.gov/fulltext/ED560670.pdf 5. THE ADMINISTRATION School Administrators oversee administrative tasks in schools, colleges or other educational institutions. They ensure that the organization runs smoothly and they also manage facilities and staff. https://resources.workable.com Basic Functions of Administration are: 1. Planning 2. Organizing 3. Directing 4. Controlling  COMPONENTS OF THE EDUCATIVE PROCESS 1. Teacher 2. Learner 3. Content and Teaching Strategies 4. Learning Environment 5. Curriculum 6. Instructional Materials 7. Administration Presenter: Rowena G. Padilla, LPT MAEd-EA 1 Questions: What is Educative Process? What are the components of educative process and their role in educative process? How John Dewey describe Education and explain.  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 Graduate School EDUCATIONAL THEORIES ROOTED FROM PHILOSOPHICAL THOUGHTS Multiple Intelligences Stemming from Howard Gardner’s philosophy of human potential, multiple intelligences theory suggests that learners possess different types of intelligence and advocates for diverse teaching approaches. Multiple Intelligences 1.Verbal-Linguistic Intelligence Well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words. 2. Mathematical-Logical Intelligence Ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns. 3. Musical Intelligence Ability to produce and appreciate rhythm, pitch and timber. 4. Visual-Spatial Intelligence Capacity to think in images and pictures, to visualize accurately and abstractly. 5. Bodily-Kinesthetic Intelligence Ability to control one's body movements and to handle objects skillfully. 6. Interpersonal Intelligence Capacity to detect and respond appropriately to the moods, motivations and desires of others. 7. Intrapersonal Intelligence Capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes. 8. Naturalist Intelligence Ability to recognize and categorize plants, animals and other objects in nature. 9. Existential Intelligence Sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 Graduate School Critical Pedagogy Paulo Freire was a Brazilian educator who was one of the most famous theorists who supported the critical pedagogy theory. His view support of the critical pedagogy was influence by his experiences growing up. Inspired by the philosophical tradition of critical theory, critical pedagogy aims to develop critical thinking skills and foster social and political engagement through education. 8 Domains Of 21st Century Pedagogy 1. Closed & Open Networks Teaching embedded within and around authentic networks (human or digital) is crucial to modern pedagogy. This is related to Learning Spaces and is a specialized form of knowledge. Who can I work with, learn from and publish for to solve problems and create opportunities important to me? 2. Learning Tools & Spaces Learners can create and participate in overlapping physical and digital learning spaces for sustained and authentic experiences. These spaces are also where knowledge is used, curated, and stored, making them ‘platforms’ for inquiry and natural sources of collaboration and creativity. 3. Emergence & Adaptation A defining characteristic of the 21st-century is rapid and ceaseless change. Emergence and adaptation are as much a part of teaching as assessment and curriculum. What is a ‘classroom’? How are we changing and why? Is this designed to translate to emerging circumstances? What should change and what should not? 4. Literacies & Knowledge Forms Changing media forms place new demands on literacy patterns and pedagogical emphases. Research, data, publishing, social network use and more all have their own rules—& each requires unique literacies to master. Further, these will always be changing. 5. Place & Perspective The duality of modern identity (digital and physical) creates new opportunities—and new reasons—for students to learn, connect, communicate, and create. This is where knowledge, skill, and human character converge. This may or may not mean ‘global connections.’ Rather, this domain of modern teaching and learning underscores new ideas  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 Graduate School embedded in citizenship: local versus global, physical versus digital, political versus creative, Needs-based versus Opportunities-based, and more. 6. Critical & Rational Thinking Critical thinking, rational thinking, creative thinking, and adaptable patterns of inquiry are replacing content knowledge as the core of learning circumstances. Adapting creative and ‘growth’ mindsets are also a part of this effort. This can be partly reduced to very basic and critical questions such as, “Is what I’m reading true? How can I know?” and “How do biases and social norms impact my worldview?” 7. Analytics & Personalization While generally misused today, analytics can (theoretically) be used to predict and personalize many facets of teaching & learning, inc. pace, complexity, content, and more. Artificial Intelligence will eventually revolutionize this practice. For now, it’s useful to see the role that data does play in teaching and learning while guessing what role data could be playing in teaching and learning. 8. Feedback & Assessment Understanding is perishable and performance is fluid. New assessment forms provide smarter and more timely learner feedback and visualized progress metrics, replacing tests, letter grades and other static snapshots (that are reductive, misleading, and dated as soon as they are given). Humanism Abraham Maslow an American psychologist who developed a humanistic approach to psychology in the early 1940’s. Maslow created a hierarchy of needs to describe the growth of the human psyche. By analyzing the environment, he posited that given the right environment, humans will develop to their fullest potential, that of self-actualization. 1. Physiological - The basic needs for physical survival including food, water, a livable environment, clothing and shelter. 2. Safety, Protection & Security - Feeling and being safe from harm from family members, strangers or occupational hazards. 3. Belongingness & Love - Belongingness- Membership of families, school communities, community group, gangs etc. Love- Family, Friends and a significant other.  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 Graduate School 4. Esteem- respect from others: status & public recognition, respect for self: sense of competence & confidence 5. Self-actualization- Reach full potential. Rooted in humanistic philosophy, humanistic educational theories promote student-centered approaches that focus on the individual’s self- worth, personal growth, and positive qualities. Humanism seeks to engage the learner, where their intellect, feelings, social capacities, artistic and practical skills are given attention in the learning process. The purpose of education is for learners to progress towards autonomy and the realization of one’s full potential (referred to as self- actualization). Pragmatism Derived from the philosophical pragmatist tradition, pragmatic education theories emphasize practical, hands-on learning experiences that are relevant to students’ lives. Pragmatism was a school of philosophy that became popular in the United States in the early twentieth century. This philosophy emphasized that an idea's usefulness or practicality should be the method for measuring the merit of the idea. Today the term "pragmatic" is used to describe things that are realistic and grounded. Instead of focusing on possibilities, this theory states that ideas should be judged on their practical real-world applications. Pragmatism in Education Pragmatism in education states that learning should be focused on life and growth. The topics students’ study in school should have practical applications to their current or future situations or careers. Pragmatic Approach to Learning The pragmatic approach to learning states that learning should be practical. Education should apply to the real world. Many teachers tackle this by using real-world scenarios that students either will encounter or may have already encountered. This would be an authentic application of practical learning.  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 Graduate School Guide Questions 1. Identify which intelligence is the hardest and easiest one to measure for you? Explain each. 2. Why does Maslow's Hierarchy of Needs important in Education? 3. Give an example or situation of Pragmatism. Prepared by: CARL LOPE CRISOLO MAED-EA 1  Republic of the Philippines PRESIDENT RAMON MAGSAYSAY STATE UNIVERSITY (Formerly Ramon Magsaysay Technological University) Iba, Zambales, Philippines Tel/Fax No.: (047) 811-1683 THEN AND NOW DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL SYSTEM PRESENTED BY : ARBVIE F. OBISPO PRE-COLONIAL EDUCATIONAL SPANISH ERA PERIOD DECREE OF 1863 COMMONWEALTH JAPANESE PERIOD( 1935- AMERICAN OCCUPATION 1942) REGIME(1898-1946) POST-COLONIAL PHILIPPINES As early as in pre-Magellanic times, education was informal, unstructured, and devoid of methods. Children were provided more vocational training and less academics (3 Rs) by their parents and in the houses of tribal tutors. The pre-Spanish system of education underwent major changes during the Spanish colonization. The tribal tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was for the elite, especially in the early years of Spanish colonization. This Photo by Unknown Author is licensed under CC BY-NC An adequate secularized and free public school system during the first decade of American rule was established upon the recommendation of the Schurman Commission. Free primary instruction that trained the people for the duties of citizenship and avocation was enforced by the Taft Commission per instructions of President McKinley. Chaplains and non- commissioned officers were assigned to teach using English as the medium of instruction.  THE FREE EDUCATION IN PUBLIC SCHOOLS COMMONWEALTH Vocational education and some household activities; sewing, PERIOD cooking,farming, are also given importance. ( 1935-1942 ) NATIONALISM-LIFE OF THE FILIPINO HEROES INSTITUTE OF PRIVATE EDUCATION FORMAL ADULT EDUCATION EXECUTIVE ORDER NO.134 ( OF 1936 ) – TAGALOG AS OUR NATIONAL LANGUAGE EXECUTIVE ORDER NO.217 – QUEZON CODE OF ETHICS EXECUTIVE ORDER NO.263 IN ( 1940 ) – TEACHING OF THE FILIPINO, NATIONAL LANGUAGE, IN THE SENIOR YEAR OF ALL HIGHSCHOOL AND IN ALL YEARS IN THE NORMAL SCHOOLS. EDUCATION ACT OF 1940- REDUCTION OF THE 7 YEARS , ELEMENTARY COURSE TO 6 YEARS. FIXING THE SCHOOL ENTRANCE AGE AT 7.NATIONAL SUPPORT FOR ELEMENTARY EDUCATION. EDUCATION ACT OF 1940- COMPULSORY ATTENDANCE OF PRIMARY CHILDREN ENROLLED IN GRADE 1.  –Aims of education during Japanese occupation : 1. Make the people understand the position of the Philippine as a member of the east Asia Co-Prosperity Sphere. 2. Eradication of the idea of reliance upon western States. 3. Fostering a new Filipino culture based on the consciousness of the people as oriented. 4.Elevating the moral of the people giving up over emphasis to materialism. 5. Diffusion of elementary education and promotion of vocation education. 6.Striving for the diffusion of the Japanese language in the Philippines and the termination of the use of English in Schools This Photo by Unknown Author is licensed under CC BY-SA-NC 7. Developing in people the love for work. Education aimed at the full realization of the democratic ideals and way of life. The civil Service Eligibility of Teachers was made permanent pursuant to R.A 1079 in June 15, 1954. A daily flag ceremony was made compulsory in all schools., including the singing of all National Anthem pursuant to R.A 1265 approved on June 11,1955. Curriculum offerings in all schools, the life, the works, and writings, of Jose Rizal shall be included in all levels, especially the Noli Me Tangere and El Filibusterismo. Elementary education was nationalized and matriculation fees were abolished. Magna Carta for teachers was passed into law by virtue of R.A 4670. The fundamental aims of education in the 1973 Constitution. 1. Foster love of country. 2. Teach the duties of citizenship. 3. Develop moral character, self- discipline and scientific, technological and vocational efficiency. AS THE TIME PASSED, THERE ARE OTHER DEVELOPMENTS; Happen in the educational system of the Philippines. We have integration of values in all learning areas, emphasis on mastery learning , CAT – introduced as new courses , media of Instruction , Bilingual Education Policy which mandates the use of English and Filipino separately as medium of Instruction in schools. We have Education Act of 1982 which created the ministry of Education, culture and Sports. We also have the NCEE on National College Entrance Examination,. Another, Executive Order NO. 9117 signed by Pres. Corazon C. Aquino, renamed ministry of education, Culture and Sports. Another, development is the creation of the Board for Professional Teachers composed of 5 under PRC. The replacement of PBET to LET. Another development is the Transfer of Authority of Administering the Licensure Examination for teachers from civil service commission and Department of Education, Culture and Sports to the Board of Professional Teachers under PRC. Trifocalization of Education System refocus DECs mandates Basic Education which covers Elementary. Secondary and non-formal education including Culture and Sports. TESDA now administers the post-secondary middle-level manpower training and development by virtue of R.A 7796. CHED are responsible for Higher Education by virtue of R.A 7722 or Higher Education Act of 1994. In August, 2001 class Republic Act 9155, otherwise called the Governance of Basic Education Act was passed transforming the name Department of Education, Culture and Sports (DECS) to the Department of Education ( DEPED ) and refining the role of field offices like regional offices, division offices, district offices and schools R.A 9155 provide overall framework for example in school head empowerment, strengthening their leadership roles and 2nd school based management within the context of transparency in local accountability. The goal of Basic Education is to provide school aged populations in young adult in skills, and values to become caring, self-reliant, productive and patriotic citizens. Values Education is offered as a separate subjects in the new secondary Education , curriculum and integrated in all subject areas in both curriculum. Again, SEC- means the new Secondary Education Curriculum.  In January 20,2012 R.A 10157 was approved, it was also known the Kindergarten Act. It is an act institutionalizing the kindergarten Education into Basic Education System. And of course , on May 15, 2013 R.A 10533 also known as K-12 program was passed. The K-12 program covers Kindergarten and 12 years of Basic Education ( six years of primary, four years of Junior Highschool and two years of Senior High School ). To provide sufficient time for mastery of concept and skills, develop life-long learners and prepare graduates for tertiary education, middle-level skills development, employment and entrepreneurship. Guide Question : Why do we need to study this ? Why do we have to bother with the educational goals of the passed which is passed, and so we can no longer undo ? Why a study of history of education is very important and valuable? EDUCATIONAL THEORIES ROOTED FROM PHILOSOPHICAL THOUGHTS DEWEYAN PROGRESSIVISM Deweyan progressivism is a philosophy of education that emphasizes the need to learn by doing. It was largely founded by John Dewey (1859-1952) It emphasizes the role of experience, interest, and relevance in learning. It is also a student-centered philosophy believes that the ideas should be tested by expirementation, and learning comes from finding answers from question. EXISTENTIALISM SOREN KIERGAARD DEFINITION CHARACTERISTIC OF EXISTENTIALISM FEMINIST PEDAGOGY  Definition Rooted in feminist philosophy, feminist pedagogy seeks to challenge traditional gender norms and empower learners through an inclusive, gender equal educatoin environment.  Definition  Drawing from postmodernism philosophy, postmodern education theories critique grand educational narratives, advocate for diverse perspective and multiple truths and emphasize the importance of individual experience and context in learning.  Presenter: Prepared by: Abegail Meroy Mortil  1. What is the difference between postmodernism and existentialism? 2. Give 3 examples of classroom activities for each philosophies discussed. 3. How can you practice the Deweyan Progressivism? SOCIO-CULTURAL FOUNDATIONS OF EDUCATION 3.1. Concepts of Culture and the Filipino Character JOANA M. DE VERA MAED-EA STUDENT  Introduction The Philippines is a country that has varied cultural influences. Most of these influences are results of previous colonization, deriving mainly from the culture of Spain and the United States. Despite all of these influences, the old Asian culture of Filipinos has been retained and are clearly seen in our way of life, beliefs and customs. As we all know, it is imperative that we obtain a deep awareness of our native history and society/culture; our society which embed in the subconscious Filipino mind within each of us - through our home, church and school, workplace. CULTURE – RAYMOND WILLIAMS “Keywords” Culture is from the Latin root word colere meaning to inhabit which later developed to colonus or colony. Latin: coulter which means cultivation or tending French couture which suggests fashion Germanic kultur which is synonymous with civilization CULTURE -Total complex of values, beliefs, practices, behavior, patterns shared in common and transmitted by a group of people from one generation to the next. -The U. P. Cultural Dictionary for Filipinos CULTURE The whole complex of distinctive spiritual, material, intellectual, and emotional features that characterize a society or group. It includes not only the arts and letters, but also modes of life, the fundamental rights of human being, value systems, traditions and beliefs. -UNESCO Filipino Character Filipinos have been described as friendly, outgoing, sensitive, easily offended, nosy, garrulous, direct, hospitable, feisty, irreverent, good natured, clever, gregarious, happy, generous, easy to laugh, easy to befriend, casual, fun loving, sensitive and hospitable. Personal and family honor are stressed, as well as dignity and pride. Education is highly valued and families make great sacrifices to educate their children. Filipino Values -are cultural beliefs and silent assumptions about what is socially desirable. -understanding Filipino Values may help you identify how your actions will be accepted by the society. -Filipino Values are taught in school, but they are quickly evolving because of the influence of social media and the changing priorities of Filipinos. Vygotsky’s Sociocultural Theory of Learning -explains that learning occurs during social interactions between individuals. -It is one of the dominant theories of education today. -It believes learning happens first through social interaction and second through individual internalization of social behaviors.  Filipino Character & Values 1.World Class Hospitality 2.Family Oriented Manana Habit 3.Living Spirituality Ningas- Cogon 4.Cheerfulness o Masayahin Bahala na 5.Bayanihan Nepotism 6.Hard work and industriousness 7.Respectful 1.World-class hospitality Hospitality= a welcome attitude (bukas loob na pagtanggap) - Filipinos welcome their visitors with warmth and enthusiasm often inviting them to their homes to share whatever they have to offer, sometimes to the extent of depriving themselves of necessities just to please the guests. - To most Filipinos, this means to promote goodwill (“pakikisama”) and cooperation especially if the guests are of high status, whose presence raises the social status of the host. 2. Family Oriented (Family First) Family is the basic unit in society. Family, for many Filipino, is the reason why they study, work, or do the things they do every single day. Filipinos would never leave family behind. 3. Living spirituality / Religious The Philippines is a predominantly Catholic country, with a large southern region where people practice Islam. And Filipinos value their faith the same way they value their life and principles. 4. Masayahin/ Cheerful We Filipinos smile a lot. We would smile while working, smile when making coffee in the pantry, smile when we meet you in the hall, or smile in the middle of a long line, even if we are not having the best day. 5. Bayanihan There’s an old church song in the Philippines that says, “no one lives solely for themselves, no one dies solely for themselves.” It’s a bit dark, but it gives you a sense of how Filipinos value the community. For Filipinos, their immediate community is the building block of the whole nation, which is why they are always willing to go out of their way to help a neighbor. 6. Hardworking & Industrious Filipinos are very determined and persevering in accomplishing whatever they set their minds to. 7. Respect -is a very important part of Filipino culture. We show respect to our elders, parents, grandparents, older siblings, relatives, friends, and teachers. Some examples of respect are: Addressing elders with “po” at the end of sentences Answering, “opo” to reply “yes” respectfully Calling your older sister, “Ate” or your older brother, “Kuya.” Negative Traits 1. Mañana Habit- is the regular tendency or practice of putting off until tomorrow what can be done today. It is something that we had learned from the Spaniards. 2. Ningas- Cogon- starting out projects with full vigor and interest which abruptly die down leaving things unfinished. Negative Traits 3. Bahala na- is an expression which expresses that fatalistic outlook of the Filipino. In every positive way, bahala na is what makes people move, take risks and plan for the future” (Panopio & Rolda, 2000). 4. Nepotism- the practice among those with power or influence of favoring relatives, friends, or associates, especially by giving them jobs. Conclusion: In culture-based education, culture is the core and the foundation of education, governance, and sustainable development. It seeks to develop among Filipinos a greater awareness, understanding, and appreciation of our arts, history, geography, and heritage towards the evolution of a consciousness that will improve the quality of our life. A CBE in the Philippines envisions to develop A NATION OF CULTURALLY LITERATE AND EMPOWERED FILIPINOS who are not only patriotic and ardent nationalists but at the same time, responsible and committed global denizens as well.  “A people without the knowledge of their past history, origin and culture is like a tree without roots.” -Marcus Garvey “Cultural differences should not separate us from each other, but rather cultural diversity brings a collective strength that can benefit all of humanity.” -Robert Alan Thank You for Listening GUIDE QUESTION: 1. What is the implication of culture in education? 2. Why do we need to teach our learners the different Filipino Characters & values? Source SlideShare Site https://www.slideshare.net/NazaretRamos2/language-and-education-237929328 SlideShare is an American hosting service, now owned by Scribd, for professional content including presentations, infographics, documents, and videos. Users can upload files privately or publicly in PowerPoint, Word, PDF, or OpenDocument format.Wikipedia https://culturalatlas.sbs.com.au/filipino-culture/filipino-culture-core-concepts https://factsanddetails.com/southeast-asia/Philippines/sub5_6c/entry- 3867.html#:~:text=Filipinos%20have%20been%20described%20as,fun%20loving%2C%20sensitive%20an d%20hospitable. https://emapta.com/blog/10-filipino-values-that-make-ph-a-top-outsourcing-destination/ HISTORICAL AND PHILOSOPHICAL FOUNDATIONS OF EDUCATION 4.1 WORLD PHILOSOPHICAL ROOTS OF EDUCATION By: Genrev Joses B. Lazo Lpt IDEALISM ID_ _L_SM  IDEALISM The word “idealism” comes from the german “idealismus,” which was coined in the late 18th century to describe a philosophical movement that emphasized the importance of ideas or mental concepts in shaping reality. The term is derived from the greek word “idea,” which means “form,” “pattern,” or “concept,” and is the same root as the word “idea”.  IDEA The content of cognition; the main thing you are thingking about.  WHAT IS IDEALISM IN EDUCATION Idealism in education philosophy is a branch of philosophy that aims to identify and develop each individual's abilities and full moral excellence in order to serve society better. The idealism curricular emphasis is the subject matter of mind: literature, history, philosophy, and religion. A society where humanity and education go hand in hand idealism is the philosophy that argues that reality is largely mental rather than physical. The idea is that there is a perfect world where everything is perfect. Characteristics of Idealism in Education The idealist believes that education is the key to a better society. They believe in the power of education and its ability to create change. Idealists argue that knowledge should be freely available for all people, regardless of their social class or economic status. They believe in equality among all people, including those who are not considered "normal" by society's standards (e.g., disabled individuals). Idealism is a belief in the perfectibility of humankind. It is an ideology that stresses the importance of ideas and ideals, especially related to education. Idealists believe that people can be educated and improved through their own efforts. The goal of idealism is to create a better society by improving people's lives and minds.  IMPORTANCE OF IDEALISM IDEALISM IS A PHILOSOPHICAL VIEW THAT THE WORLD CAN BE IMPROVED. THE TERM "IDEALISM" WAS FIRST USED AS AN INSULT AND REFERRED TO SOMEONE WHO HAD IMPRACTICAL OR UNREALISTIC IDEAS ABOUT HOW SOCIETY COULD BE CHANGED. IDEALISTIC PEOPLE ARE MORE LIKELY TO SUPPORT SOCIAL REFORM, INCLUDING EDUCATION REFORM. EDUCATIONAL IDEALISTS BELIEVE IN LEARNING BY DOING, NOT JUST LISTENING AND READING.  POSTMODERNISM postmodernism, also spelled post-modernism, in Western philosophy, a late 20th-century movement characterized by broad skepticism, subjectivism, or relativism; a general suspicion of reason; and an acute sensitivity to the role of ideology in asserting and maintaining political and economic power.  INSTRUCTION IN THE CLASSROOM Critical inquiry and critical pedagogy play a central role in the postmodernist classroom. As such, postmodernists would include any instructional method that would help students recognize and understand the notion of hegemony, in which the dominant culture exercises domination over subordinate classes or groups with the partial consent of the subordinate group (wink, 2005).  INSTRUCTION IN THE CLASSROOM Critical inquiry and critical pedagogy play a central role in the postmodernist classroom. As such, postmodernists would include any instructional method that would help students recognize and understand the notion of hegemony, in which the dominant culture exercises domination over subordinate classes or groups with the partial consent of the subordinate group (wink, 2005).  Postmodernists also incorporate the learning theory of constructivism, whereby students construct their own knowledge and meaning via: 1. Hands-on, problem-solving activities. 2. Asking questions to promote critical literacy. 3. Critiquing and examining diverse cultures and institutions. 4. Exploring the contradictions and variable meanings of the language we use in our speech and text (Derrida, 1976). 5. Exploring students‘ autobiographical histories, languages, and cultures.  Postmodernists also incorporate the learning theory of constructivism, whereby students construct their own knowledge and meaning via: 6. Discussing the hidden curriculum, or “unexpressed perpetuation of the dominant western culture through institutional processes” (Wink, 2005, p. 46). 7. Using the text, or “any set of symbolic objects through which we attempt to communicate something and through which we create meaning (classrooms, film, books, clothing)” to critically examine the curriculum (Martusewicz, 2001, p. 11).  TEACHERS ROLE The Postmodernist teacher’s role is to practice and model the “doing of critical theory” (Webb et. al., 2010, p. 89). To effectively practice and model critical theory, teachers need to demonstrate effective strategies for: questioning, critiquing, and analyzing. On the surface, these skills seem very simple, but they are not. A very skilled teacher is needed to effectively put these skills into practice on a daily basis as well as teach their students how to apply them.  STUDENTS ROLE Within the Postmodernists classroom, students are supposed to voice their opinions and question the purpose of major institutions in society, including the school (Webb et. al., 2010). In particular, students are encouraged to challenge the curriculum of the school, especially when it comes to the hidden curriculum.  GUIDE QUESTIONS ABOUT IDEALISM AND POSTMODERNISM 1. What are the importance of idealism in education? 2. What is Postmodernism? 3. What do you think is one of the most challenging about being postmodernist teacher?  SOURCE HTTPS://BIZNEWSKE.COM/IDEALISM-PHILOSOPHY-OF-EDUCATION/ HTTPS://USPEAKGREEK.COM/PHILOSOPHY/IDEALISM-ORIGIN-ETYMOLOGY-AND- MEANING/#:~:TEXT=THE%20TERM%20IS%20DERIVED%20FROM%20THE%20GREEK %20WORD,IS%20THE%20SAME%20ROOT%20AS%20THE%20WORD%20%E2%80 %9CIDEA%E2%80%9D. POSTMODERNISM ART - BING IMAGES HTTPS://KSTATELIBRARIES.PRESSBOOKS.PUB/DELLAPEREZPROJECT/CHAPTER/CHAPTE R-9-POSTMODERNISM/  Foundations of Educaton Legal Bases of Philippine Education The 1987 Constitution The Education Act of 1982 Republic Act No. 4670 BY: KATRINA MAE P. LIM legal bases of the philippine educational system “Ignorance of the law excuses no one from compliance therewith” -Art. 3, Civil Code legal bases of the philippine educational system The Philippine Education is on its track ,changing its gears for a better, quality education served for every citizen of the country. Its focus is to create life-long learners which are globally competitive. legal bases of the philippine educational system The Government, together with the Department of Education and other educational agencies must and should be guided by the guiding principles of the philosophy of education as well as other laws. This is a vital component to ensure that every stakeholders of education enjoys education without anyone violating the rights of others. legal bases of the philippine educational system And as a stakeholders of education, it is our responsibility to study, understand, practice, and educate others about their rights as well as their duties. On the other hand the government must implement these principles and laws through the help of other stakeholders. legal bases of the philippine educational system The government through the Department of Education and other supporting agencies provide a Legal Bases Of Education as framework to a logical, rational and valid basis for educational effort and criteria in the selection and implementation of a sound educational philosophy.  legal bases of the philippine educational system 1. 1935 Constitution. Article XIV Section5 All educational institutions shall be under the supervision of and subject to regulation by the State.  legal bases of the philippine educational system 2. 1973 Constitution. Article XV Section 8 (1-8) Article XV General Provisions 1. All educational institutions shall be under the supervision of, and subject to regulation by, the State. 2. All institutions of higher learning shall enjoy academic freedom. 3. The study of the Constitution shall be part of the curricula in all schools.  legal bases of the philippine educational system 2. 1973 Constitution. Article XV Section 8 (1-8) Article XV General Provisions 4. All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character, personal discipline, and scientific, technological, and vocational efficiency. 5. The State shall maintain a system of free public, elementary education and, in areas where finances permit, establish and maintain a system of free public education at least up to the secondary level.  legal bases of the philippine educational system 2. 1973 Constitution. Article XV Section 8 (1-8) Article XV General Provisions 6. The State shall provide citizenship and vocational training to adult citizens and out- of-school youth, and create and maintain scholarships for poor and deserving students.  legal bases of the philippine educational system 2. 1973 Constitution. Article XV Section 8 (1-8) Article XV General Provisions 7. Educational institutions, other than those established by religious orders, mission boards, and charitable organizations, shall be owned solely by citizens of the Philippines, or corporations or association sixty per centum of the capital of which is owned by such citizens. 8. At the option expressed in writing by the parents or guardians, and without cost to them and the Government, religion shall be taught to their children or wards in public elementary and high schools as may be provided by law. legal bases of the philippine educational system Article XIV Sections 1-5(5) SECTION 1. The state shall protect and promote the right of all the citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.  legal bases of the philippine educational system Article XIV Sections 1-5(5) SECTION 2. The state shall: 1. Establish, maintain and support a complete, adequate and integrated system of education relevant to the needs of the people and society; 2. Establish and maintain s system of free public education in the elementary and high school levels.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 3. Establish and maintain a system of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged; 4. Encourage non- formal, informal and indigenous learning system, as well as self- learning independent and out-of-school study programs particularly those that respond to community needs; and 5. Provide adult citizens, the disabled and out-of-school youth with training in civics, vocational efficiency and skills.  legal bases of the philippine educational system Article XIV Sections 1-5(5) SECTION 3. 1. All educational institutions shall include the study of the Constitution as part of the curricula. 2. They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote efficiency.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 4. At the option expressed in writing by the parent or guardians, religion shall be allowed to be taught to their children or wards in the public elementary and high schools within the regular class hours by instructors designated or approved by the religious authorities of the religion to which the children or wards belong, additional cost to the Government.  legal bases of the philippine educational system Article XIV Sections 1-5(5) SECTION 4. 1. The state recognizes the complementary roles of the public and private institutions in the educational system and shall exercise reasonable supervision and regulation of all educational institutions. legal bases of the philippine educational system Article XIV Sections 1-5(5) 2. Educational institutions, other than those established by religious groups and mission boards, shall be allowed solely by citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such citizens.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 3. All revenues and assets of non- stock, non- profit educational institutions used actually, directly and exclusively for educational purposes shall be exempt from taxes and duties.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 4. Subject to conditions prescribed by law, all grants endowments, donations or contributions used actually, directly and exclusively for educational purposes shall be exempt from tax.  legal bases of the philippine educational system Article XIV Sections 1-5(5) SECTION 5. 1. The State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the development of educational policies and programs.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 2. Academic freedom shall be enjoyed in all institutions of higher learning. 3. Every citizen has a right to select a profession or course of study, subject to fair, reasonable and equitable admission and academic requirements.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 4. The State shall enhance the right of teachers to professional advancement. Non- teaching academic and non-academic personnel shall enjoy the protection of the State.  legal bases of the philippine educational system Article XIV Sections 1-5(5) 5. The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment. legal bases of the philippine educational system This was an act providing for the establishment and maintenance of an integrated system of education. In accordance with Section 2, this act shall apply to and govern both formal and non- formal system in public and private schools in all levels of the entire educational system. legal bases of the philippine educational system As provided by this Act, the national development goals are as follows: 1. To achieve and maintain an accelerating rate of economic development and social progress. legal bases of the philippine educational system 2. To assure the maximum participation of all the people in the attainment and enjoyment of the benefits of such growth; and 3. To achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural, moral and spiritual values in changing world. legal bases of the philippine educational system It is also stated in Section 3 that: The State shall promote the right of every individual to relevant quality education, regardless of sex, age, creed socio- economic status, physical and mental conditions, racial or ethnic origin, political or other affiliation. legal bases of the philippine educational system Known as the “Magna Carta for Public School Teachers”. This was approved on June 18, 1966 to promote and improve the social and economic status of public school teachers, their living and working conditions, their employment and career prospects. legal bases of the philippine educational system It also provided the following: 1. Recruitment qualifications for teachers 2. Code of Professional Conduct for Teachers 3. Teaching hours- 6 hours of classroom teaching (maximum load) legal bases of the philippine educational system 4. Additional compensation- 25% of the regular remuneration 5. Health and injury benefits (thru the GSIS) 6. One year study leave (sabbatical leave) after seven years of continuous teaching, the teacher should receive 60% of the monthly salary. legal bases of the philippine educational system 7. One range salary increase upon retirement (basis computing the retirement fee). 8. Freedom to form organizations. Thank you very much! legal bases of the philippine educational system 1. What is the legal basis of shared governance in basic education? 2. What is the main legal bases on the access and equity of education in the Philippines?  SOCIAL CLASS AND SCHOOL ACHIEVEMENT PRESENTED BY: JONALIE O. TAMOSA ARE YOU READY ? LET'S GET STARTED!  WHAT IS SOCIAL CLASS ? Social class refers to an individual socioeconomic background. This is primarily determined by occupation and/or wealth. As of 2020, data from the Philippine Statistics Office shows that 43.5% of the total population belongs to the middle class, 38.4% to the low- income class, and 16.7% to the poorest of the poor. Only the remaining 1.4% falls under the high-income class. WHAT IS SCHOOL ACHIEVEMENT ? It refers to the extent to which a student or institution has achieved either short or long term educational goals. Achievement may be measured through students’ grade point average, whereas for institutions, achievement may be measured through graduation rates. RELATIONSHIP BETWEEN SOCIAL CLASS AND EDUCATION Sociologists would argue that there is a relationship between social class and education; it varies depending on the child's social class background. Social class can be a key factor when it comes to educational achievement. Statistically, pupils from a working-class background generally achieve lower than those from a middle- class background. GUIDE QUESTION: 1. How has the concept of social class influenced your perception of school achievement and academic success? Reflect on how your social class background has shaped your attitudes, beliefs, and experiences related to education.  REFERENCES: https://www.moneymax.ph/personal-finance/articles/social-class- philippines#:~:text=There%20are%20three%20primary%20social,b ut%20not%20considered%20poor%2C%20either. https://tophat.com/glossary/a/academic- achievement/#:~:text=Academic%20achievement%20is%20the%20 extent,be%20measured%20through%20graduation%20rates. THANK YOU FOR LISTENING! H. GARDNER J. BRUNER J. DEWEY B. WASHINGTON FOUNDATIONS OF :EDUCATION  H. GARDNER J. BRUNER Howard Gardner is a renowned psychologist and professor at Harvard University. Born on July 11, 1943, in Pennsylvania, Gardner has made significant contributions to J. DEWEY B. WASHINGTON the field of psychology, particularly in the area of intelligence and education. H. Gardner  H. GARDNER J. BRUNER Multiple Intelligences The concept of multiple intelligences is a theory proposed by Howard Gardner. Gardner's theory challenges this view, suggesting that intelligence J. DEWEY B. WASHINGTON is not a singular entity but a collection of different abilities or intelligences. These intelligences are independent of one another, allowing individuals to excel in various domains. H. GARDNER J. BRUNER J. DEWEY B. WASHINGTON Multiple Intelligences  H. GARDNER J. BRUNER Multiple Intelligences Linguistic-Verbal Intelligence Those with linguistic-verbal intelligence have a strong J. DEWEY B. WASHINGTON command of words, both in written and spoken form. They excel in writing stories, memorizing information, and reading. Potential career choices include writers/journalists, lawyers, and teachers.  H. GARDNER J. BRUNER Multiple Intelligences Logical-Mathematical Intelligence Logical-mathematical intelligence involves reasoning, pattern J. DEWEY B. WASHINGTON recognition, and logical problem-solving. Individuals with this intelligence think conceptually about numbers, relationships, and abstract ideas. Potential career choices include scientists, mathematicians, computer programmers, engineers, and accountants.  H. GARDNER J. BRUNER Multiple Intelligences Visual-Spatial Intelligence People with visual-spatial intelligence excel in visualizing things and J. DEWEY B. WASHINGTON have a keen sense of direction. They are skilled at interpreting pictures, graphs, and charts. Potential career choices include architects, artists, and engineers.  H. GARDNER J. BRUNER Multiple Intelligences Existential Intelligence Gardner proposed existential intelligence as an addition to his J. DEWEY B. WASHINGTON original theory. It involves contemplating deeper questions about life, existence, and the meaning of actions. People strong in this intelligence have a long-term outlook and a concern for others. Potential career choices include philosophers, theologians, pastoral counselors, and pastors.  H. GARDNER J. BRUNER Multiple Intelligences Bodily-Kinesthetic Intelligence Bodily-kinesthetic intelligence relates to body movement, physical J. DEWEY B. WASHINGTON control, and excellent hand-eye coordination. People strong in this intelligence excel in dancing, sports, and hands-on activities. Potential career choices include craftspersons, dancers, builders, surgeons, sculptors, and actors.  H. GARDNER J. BRUNER Multiple Intelligences Naturalistic Intelligence Naturalistic intelligence is the ability to recognize patterns and J. DEWEY B. WASHINGTON relationships in nature. Individuals with this intelligence are interested in subjects such as botany, biology, and zoology. They enjoy outdoor activities like camping, gardening, and exploring the natural world. Potential career choices include biologists, conservationists, gardeners, and farmers.  H. GARDNER J. BRUNER Multiple Intelligences Interpersonal Intelligence Interpersonal intelligence refers to the ability to understand and J. DEWEY B. WASHINGTON interact effectively with others. These individuals possess strong verbal and nonverbal communication skills and can see situations from different perspectives. Potential career choices include psychologists, philosophers, counselors, salespeople, and politicians.  H. GARDNER J. BRUNER Multiple Intelligences Musical Intelligence Musical intelligence involves thinking in patterns, rhythms, and J. DEWEY B. WASHINGTON sounds. Individuals with this intelligence have a strong appreciation for music and often excel in musical composition and performance. Potential career choices include musicians, composers, singers, music teachers, and conductors.  H. GARDNER J. BRUNER Multiple Intelligences Intrapersonal Intelligence Intrapersonal intelligence involves self-awareness, reflection, and J. DEWEY B. WASHINGTON understanding one's own emotions and motivations. Individuals with this intelligence excel in introspection and have a strong sense of self. Potential career choices include psychologists, philosophers, writers, and counselors.  H. GARDNER J. BRUNER Criticisms of Multiple Intelligences Gardner's theory has faced criticism from psychologists and educators. J. DEWEY B. WASHINGTON Critics argue that Gardner's definition of intelligence is too broad and that his intelligences resemble talents, personality traits, and abilities. However, despite criticisms, multiple intelligences theory is popular among educators who integrate it into their teaching practices.  H. GARDNER J. BRUNER To Conclude In conclusion, Howard Gardner's theory of multiple intelligences challenges the traditional view of intelligence as a single, fixed entity. It proposes that individuals possess a range of intelligences that can J. DEWEY B. WASHINGTON be nurtured and developed. Understanding and recognizing these intelligences can help individuals discover their strengths and preferences in various domains. Gardner's theory has had a significant impact on education and has influenced teaching practices worldwide. H. GARDNER J. BRUNER J. DEWEY B. WASHINGTON FOUNDATIONS OF :EDUCATION  H. GARDNER J. BRUNER Jerome Bruner (1915-2016) was an influential American psychologist and cognitive scientist. He made significant contributions to the field of educational psychology and played a vital J. DEWEY B. WASHINGTON role in shaping the field of cognitive psychology. J. Bruner Bruner emphasized the importance of active learning, discovery, and problem-solving in education.  H. GARDNER J. BRUNER Discovery Learning Theory Discovery Learning Theory, proposed by Jerome Bruner, suggests that learners construct their own knowledge through active exploration and problem-solving. J. DEWEY B. WASHINGTON It promotes an inquiry-based approach where learners actively seek solutions, connect new information to prior knowledge, and engage in critical thinking. The focus is not on rote memorization but on understanding concepts and their real-world applications.  H. GARDNER J. BRUNER Discovery Learning Theory Principle 1: Problem Solving Instructors can incorporate problem-solving activities into the classroom, where students are presented with real-world challenges or open-ended problems. J. DEWEY B. WASHINGTON For example, students can be given a group project that requires them to find a creative solution to an environmental issue in their community. Pros: Develops critical thinking skills, encourages collaboration and creativity. Cons: Students may face frustration or difficulty in finding solutions without clear guidance.  H. GARDNER J. BRUNER Discovery Learning Theory Principle 2: Learner Management Classroom activities can be designed to allow students to work individually or in groups, at their own pace. J. DEWEY B. WASHINGTON For instance, a teacher can create stations or learning centers where students rotate and engage in different discovery-based activities. Pros: Fosters independence and self-directed learning, accommodates different learning styles. Cons: Requires effective classroom management to ensure productive engagement.  H. GARDNER J. BRUNER Discovery Learning Theory Principle 3: Integrating and Connecting Teachers can facilitate connections between prior knowledge and new information through hands-on experiences and real-world J. DEWEY B. WASHINGTON applications. One approach is to use project-based learning, where students investigate a topic of interest and connect it to other subjects or disciplines. Pros: Enhances understanding, promotes interdisciplinary thinking. Cons: Requires careful planning to ensure meaningful connections.  H. GARDNER J. BRUNER Discovery Learning Theory Principle 4: Information Analysis and Interpretation Classroom activities can focus on analyzing and interpreting information, rather than memorization. J. DEWEY B. WASHINGTON Students can engage in discussions, debates, or research projects where they critically evaluate different perspectives and draw conclusions. Pros: Develops critical thinking and analytical skills, promotes deeper understanding. Cons: Students may struggle with ambiguity or lack of clear answers.  H. GARDNER J. BRUNER Discovery Learning Theory Principle 5: Failure and Feedback Teachers can create a supportive environment where failure is seen as an opportunity for learning and growth. J. DEWEY B. WASHINGTON Students can be encouraged to reflect on their mistakes, receive constructive feedback, and iterate on their solutions. Pros: Fosters resilience, promotes a growth mindset, encourages self- reflection. Cons: Students may find it challenging to handle failure or may require additional guidance to understand the feedback.  H. GARDNER J. BRUNER Discovery Learning Theory The Discovery Learning Model Techniques Inquiry-Based Projects: Students investigate real-world problems, ask questions, and seek solutions through inquiry and discovery. Examples include J. DEWEY B. WASHINGTON conducting scientific experiments or researching historical events. Case Studies: Students analyze and discuss real or hypothetical scenarios, applying critical thinking skills to find solutions or understand complex situations. For instance, analyzing ethical dilemmas or examining business case studies.  H. GARDNER J. BRUNER Discovery Learning Theory The Discovery Learning Model Techniques Problem-Based Learning: Students engage in problem-solving activities that require them to explore and discover solutions. This can involve designing and J. DEWEY B. WASHINGTON building prototypes, solving mathematical problems, or finding innovative solutions to engineering challenges. Simulations and Experiments: Students use interactive simulations or perform experiments to explore concepts and principles in a hands-on manner. Examples include virtual science experiments or business simulations.  H. GARDNER J. BRUNER Discovery Learning Theory Implementing the Discovery Learning Model in Classroom Settings Provide clear learning objectives and guidelines to focus students' J. DEWEY B. WASHINGTON exploration and ensure they stay on track. Offer a balance between guided discovery and direct instruction, providing support and feedback when needed. Use a variety of resources, such as books, technology, and hands-on materials, to facilitate exploration and discovery.  H. GARDNER J. BRUNER Discovery Learning Theory Implementing the Discovery Learning Model in Classroom Settings Create a safe and supportive classroom environment where students J. DEWEY B. WASHINGTON feel comfortable taking risks and learning from failures. Scaffold learning experiences, gradually increasing complexity and autonomy as students develop their skills.  H. GARDNER J. BRUNER Discovery Learning Theory Implementing the Discovery Learning Model in Classroom Settings Pros: Promotes student engagement, critical thinking, and deeper J. DEWEY B. WASHINGTON understanding, fosters creativity and problem-solving abilities, supports individualized learning. Cons: Requires careful planning and management, may be challenging to implement with large class sizes or limited resources, can be time-consuming to provide individualized support.  H. GARDNER J. BRUNER Discovery Learning Theory The Key Advantages and Drawbacks of Discovery Learning Advantages: Encourages motivation, active involvement, and creativity. J. DEWEY B. WASHINGTON Can be adjusted to the learner's pace and promotes autonomy and independence. Ensures higher levels of retention and promotes deep understanding. Develops critical thinking, problem-solving, and analytical skills. Fosters resilience, growth mindset, and self-reflection.  H. GARDNER J. BRUNER Discovery Learning Theory The Key Advantages and Drawbacks of Discovery Learning Drawbacks: Requires a solid framework to avoid confusion and aimless wandering. J. DEWEY B. WASHINGTON Shouldn't be the sole instructional method for all topics or contexts. Instructors need to be well-prepared to provide guidance and anticipate student questions. May not address the need for foundational knowledge and skills in some cases.  H. GARDNER J. BRUNER To Conclude Discovery Learning, based on Jerome Bruner's theory, offers a learner- centered approach that promotes active exploration, problem-solving, J. DEWEY B. WASHINGTON and critical thinking. By implementing the principles of the Discovery Learning Model and utilizing appropriate techniques, educators can create engaging and effective learning experiences.  H. GARDNER J. BRUNER To Conclude While discovery learning offers numerous advantages, it also requires careful planning, structure, and instructor guidance to ensure optimal J. DEWEY B. WASHINGTON outcomes. By considering the pros and cons, educators can make informed decisions about when and how to integrate discovery learning into their classroom settings. H. GARDNER J. BRUNER J. DEWEY B. WASHINGTON FOUNDATIONS OF :EDUCATION  H. GARDNER J. BRUNER John Dewey was a philosopher, social reformer, and educator. Considered the most significant educational thinker of his era and the 20th J. DEWEY B. WASHINGTON century. His ideas about education were central to J. Dewey the Progressive Movement in schooling. Philosophy of pragmatism influenced his educational theories.  H. GARDNER J. BRUNER Progressive Education Progressive Education emphasized meaningful activity in learning and participation in classroom democracy. Rejected authoritarianism and rote learning. J. DEWEY B. WASHINGTON Students should be invested in what they are learning thus curriculum should be relevant to students' lives. Learning by doing and development of practical life skills were crucial.  H. GARDNER J. BRUNER Dewey's Vision of Education Education as an embodiment of democracy. The school should be an "embryonic community life" reflecting society. J. DEWEY B. WASHINGTON Occupations in the classroom should reflect real-world activities. The spirit of art, history, and science should permeate the learning environment. Focus on service and effective self-direction.  H. GARDNER J. BRUNER John Dewey's Principles of Progressive Education Learning by Doing or Experiential Learning: Emphasizes the importance of hands-on experiences and active J. DEWEY B. WASHINGTON engagement in the learning process. Students learn best when they actively participate in real-world activities, experiments, and problem-solving tasks.  H. GARDNER J. BRUNER John Dewey's Principles of Progressive Education Discussion Encourages open dialogue and collaborative learning. J. DEWEY B. WASHINGTON Students engage in discussions with their peers and teachers to exchange ideas, explore multiple perspectives, and develop critical thinking skills.  H. GARDNER J. BRUNER John Dewey's Principles of Progressive Education Interactive: J. DEWEY B. WASHINGTON Learning is a social process that occurs through meaningful interaction with others. Students engage in cooperative group work, projects, and shared experiences that foster communication, empathy, and social skills.  H. GARDNER J. BRUNER John Dewey's Principles of Progressive Education Interdisciplinary: J. DEWEY B. WASHINGTON Integrates different subject areas to promote holistic understanding and connections. Emphasizes the interconnectedness of knowledge and encourages students to make connections across various disciplines.  H. GARDNER J. BRUNER Impact and Misunderstandings Misunderstandings often involve concerns about neglecting fundamental academic skills and the potential loss of classroom J. DEWEY B. WASHINGTON order and teacher authority. It is crucial to recognize that Dewey's progressive education emphasizes meaningful learning experiences and student engagement.  H. GARDNER J. BRUNER Impact and Misunderstandings Dewey advocated for a relevant curriculum that connects to students' lives and promotes the development of practical life J. DEWEY B. WASHINGTON skills. Contrary to misconceptions, Dewey's approach does not disregard academic knowledge but emphasizes a holistic and active learning process.  H. GARDNER J. BRUNER To Conclude John Dewey was a pioneering educational thinker of the 20th century. J. DEWEY B. WASHINGTON Progressive Education emphasized meaningful learning, student engagement, and democracy in the classroom.  H. GARDNER J. BRUNER To Conclude Dewey's vision aimed to create a society that is worthy, lovely, and harmonious through education. J. DEWEY B. WASHINGTON Proper understanding and implementation are essential to fully realize the benefits of Progressive Education. H. GARDNER J. BRUNER J. DEWEY B. WASHINGTON FOUNDATIONS OF :EDUCATION  H. GARDNER J. BRUNER Booker T. Washington: The Rise of an African American Leader Born into slavery and poverty, Booker T. Washington became a prominent figure in J. DEWEY B. WASHINGTON late 19th-century America. As a speaker, writer, and educator, he had B. Washington a profound impact on race relations in the United States.  H. GARDNER J. BRUNER Washington's autobiography, "Up from Slavery," emphasized hard work, perseverance, and virtue as the keys to his success. J. DEWEY B. WASHINGTON His exceptional skills in self-presentation, public speaking, writing, and rhetoric B. Washington played a crucial role in his ascent to leadership within the African American community.  H. GARDNER J. BRUNER Early Life and Education After emancipation, Washington's family relocated to Malden, West Virginia. He received basic instruction in reading and writing from the wife J. DEWEY B. WASHINGTON of a mine owner. In his late adolescence, Washington walked to Hampton, Virginia, and gained admission to the newly-opened Hampton Institute. Samuel Armstrong, the president of Hampton Institute, became his mentor and influenced his educational philosophy.  H. GARDNER J. BRUNER Hampton Institute and Practical Education Hampton Institute was established after the Civil War to educate freed slaves. The institution aimed to provide common school, academic, and J. DEWEY B. WASHINGTON vocational education. Washington studied academic subjects and various trades such as blacksmithing, carpentry, bricklaying, and agriculture. The curriculum emphasized the integration of academic learning with practical training.  H. GARDNER J. BRUNER Hampton Institute and Practical Education Hampton Institute was established after the Civil War to educate freed slaves. The institution aimed to provide common school, academic, and J. DEWEY B. WASHINGTON vocational education. Washington studied academic subjects and various trades such as blacksmithing, carpentry, bricklaying, and agriculture. The curriculum emphasized the integration of academic learning with practical training.  H. GARDNER J. BRUNER The Tuskegee Institute In 1881, Booker T. Washington was invited to establish the Tuskegee Institute in Alabama. The curriculum at Tuskegee followed the pragmatic philosophy he J. DEWEY B. WASHINGTON learned at Hampton Institute. Academic classes were closely coordinated with vocational training, fostering a practical approach to education. Washington believed in solving real-world problems and improving conditions for both individuals and the community through education.  H. GARDNER J. BRUNER Industrial Education at Tuskegee Tuskegee Institute offered a range of industrial education courses. Students had the opportunity to learn trades such as foundry work, printing, shoemaking, and sawmilling. J. DEWEY B. WASHINGTON Washington believed that practical skills and vocational training would empower graduates to uplift themselves and their communities.  H. GARDNER J. BRUNER Legacy and Impact Booker T. Washington's influence extended beyond Tuskegee Institute. His ideas on practical education and self-reliance left a lasting J. DEWEY B. WASHINGTON impact on African American empowerment. Washington's emphasis on vocational training and the integration of academic and practical skills contributed to the progress of African Americans in various fields.  H. GARDNER J. BRUNER To Conclude Booker T. Washington's journey from slavery to leadership exemplified the American Dream. His dedication to education, hard work, and virtue made him a J. DEWEY B. WASHINGTON powerful advocate for African American rights. By establishing Tuskegee Institute and promoting practical education, Washington sought to uplift individuals and communities.  H. GARDNER J. BRUNER Guide Question “Which of the Pioneers of Modern Education do you relate to the most as an Educator?” J. DEWEY B. WASHINGTON Prepared by: GILBERT SABADO, LPT MA 201 -FOUNDATION OF EDUCATION came from the two Greek word PHILOS means LOVE SOPHIA means WISDOM Philosophy of education refers to the systematic process of understanding and explicating key concepts related to educational practice. Philosophy of education is the branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practice. The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. WHY I AM HERE? WHAT IS MY PURPOSE IN LIFE? WHAT IS MY ESSENCE IN LIFE? 03 08 Borcelle School EXISTENTIALISM ACCORDING TO SOREN KIERKEGARD 0ne two three Human existence Man functions, grows, “Life is not a is always develops, makes problem to be individual in choices, suffers, solved, but a character, never experiences intense reality to be feelings, and faces social. experienced.” God as an individual. Page | 03  Existential Philosophy of Education 01 02 03  Aims of Education  Aims of Education    discipline Philosophy in Education  Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.  Essentialism is a relatively conservative stance to education that strives to teach students the knowledge of a society and civilization through a core curriculum.  This core curriculum involves such areas that include; the study of the surrounding environment, basic natural laws, and the disciplines that promote a happier, more educated living.  Essentialism tries to instill all students with the most basic knowledge, skills and character development. Essentialists believes that teacher should teach traditional moral values and virtues Essentialists believe in mastery learning. 1. Prepare student to be productive, 2. Essentialist contributing member of society teach the basic subjects  The teacher teaches discipline and hard work The teacher is an As an expert expert of content Impart essential knowledge knowledge the teacher is Direct focused task accountable for student learning  ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) 01 Use Instructional 02 Contents Lecture and strategies Memorization 03 Teacher and 04 Home work and Subject Centered Mastery learning  ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Student should be STUDENT'S ROLE passive and be ready to learn what the LISTEN AND LEARN teacherbpresent to TRUST THAT THE them TEACHER KNOWS BEST  ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) ) Strong emphasis on the basic skill in elementary school such as READING, WRITING and ARITHMETIC Scholastic achievement in secondary school, there should be a common core curriculum that is taught to all student. Essentialist believe that the core knowledge could change. 02  Education 4.0 is a purposeful approach to learning that lines up with the fourth industrial revolution and is about transforming the future of education using advanced technology and automation. Creativity is the foundation of Education 4.0. It emphasizes the need to prepare students to take on challenges, head-on. 08  Technological breakthroughs and the interplay of a numbers of field including advance robotics, artificial intelligence, nanotechnology, data analytics, biotechnology, internet of things and 3D printing have ushered in the Fourth Industrial Revolution (FIRe 4.0) 08  PIONEERS OF MODERN EDUCATION Part 1 Jhon Michael C. Riňo Reporter Pioneer is a person who is the first to explore or settle a new area or idea, or someone who is a leader or innovator in a particular field or activity. Modern Education Modern education refers to the current approach to teaching and learning, which is based on scientific research and trends in education. Modern education aims to prepare students for the changing demands of the workplace and society, rather than simply imparting knowledge-based learning. Pioneers of Modern Education The pioneers of modern education are individuals who have made significant contributions to the development of modern education systems. Friedrich Froebel (1782-1852) - a German educational reformer who is best known for his work in developing the concept of kindergarten - Known as the Father of Kindergarten Concept  CONTRIBUTION TO MODERN EDUCATION Development of the kindergarten - He developed the concept of kindergarten, which has become a critical component of modern early childhood education. His kindergarten approach emphasized the importance of play and exploration in early childhood development, which remains a cornerstone of early childhood education today Jean Piaget (1896-1980) - a Swiss psychologist who was a pioneer in the field of child development and cognitive psychology. - He was the original "kid whisperer”  CONTRIBUTION TO MODERN EDUCATION Cognitive Development (Stage of Development) - Educators can use this understanding of cognitive development to design curriculum and learning experiences that are appropriate for each stage of development. Cognitive Development (Stage of Development) 1. Sensorimotor stage (birth to 2 years): In this stage, children experience the world through their senses and physical interactions with objects. They develop object permanence and begin to understand cause and effect. 2. Preoperational stage (2 to 7 years): During this stage, children develop language and begin to think more symbolically. They also develop egocentrism. 3. Concrete operational stage (7 to 12 years): In this stage, children develop more logical and concrete thinking. They begin to understand conservation and can engage in mental operations, such as classification and categorization. 4. Formal operational stage (12 years and above): During this stage, individuals develop abstract reasoning and complex problem-solving abilities. They can think hypothetically and engage in deductive reasoning Margaret Bancroft (1854-1912) was an American educator who founded The Bancroft School for the Disabled in Haddonfield, New Jersey. She was born on August 19, 1854, in Philadelphia, Pennsylvania, and grew up in a family of educators.  CONTRIBUTION TO MODERN EDUCATION SPECIAL EDUCATION -is a branch of education that is tailored towards meeting the unique needs of students with disabilities. The purpose of special education is to provide individualized support and services to help students with disabilities reach their fullest potential and participate in society on an equal footing with their peers. Johann Heinrich Pestalozzi (1746-1827) -was a Swiss educational reformer and philosopher who is widely considered one of the great educational pioneers of modern times.  CONTRIBUTION TO MODERN EDUCATION Practical Education Teacher Training Foundations of Education, 12th Edition Allan C. Ornstein, Daniel U. Levine, Gerald L. Gutek, and David E. Vocke Chapter 4 Pioneers of Teaching and Learning 4.1 WORLD PHILOSOPHICAL ROOTS OF EDUCATION — — PRAGMATISM & REALISM By :Nikka Kate Cayanan LPT MAED-EA What is Pragmatism ? A philosophical approach that emphasize 01. practicality and expirementation puts emphasis on students led learning 02. experiences that are designed to be practical, hands-on and experimentally-based Founder of Pragmatism Charles Sander Pierce (1839-1914) 01. was an American philosopher, logician, and scientist who is considered the founder of Pragmatism, along with William James and John Dewey. William James (1842-1910) an American philosopher and psychologist who is widely regarded as one of the most influential thinkers in the development of Pragmatism. He studied at Harvard University 02. and later became a professor of philosophy there. His major contributions to philosophy include his concept of Pragmatism, John Dewey (1859-1952) Dewey is known for his work in Pragmatism, which is a philosophical 03. approach that emphasizes the practical consequences of ideas and beliefs. He believed in the importance of education and democratic values and advocated for a more active, experience-based learning model that is centered on the interests and needs of the student. Four (4) Principles of Pragmatism in Education Principle of Utility 01. Everything that students learn should have utility. This means that everything should be useful to the student Principle of Interest 02. Curriculum Content should also include student interest, According to the Dewey there are 4 interest - Conversation, Investigation, Construction and Creative Expression Principle of Experience 03. Teacher should create lot of Project-based, experimental and experiential lessons that help children Principle of Integration 04. Teacher links the curriculum content together The Role of Pragmatic Teacher Pragmatic Teacher are focused on 01. helping children take action Pragmatic Teacher create resource-rich 02. classroom with project-based learning Pragmatic Teacher does not directly 03. teach content but facilitates active learning Pragmatic Teacher is the "guide 04. on the side" Pragmatism and the Aims of Education To create new values: The Pragmatists do not believe in 01. the theory of any fixed aim of education. In their opinion, the aim of education is to create new values and the act of teacher is to help himself develop new values. To enable pupils to gather experience through activity: For the creation of new values, activity and experience are essential. 02. Education should therefore, provide physical, intellectual, moral and aesthetic activities as the media for the creation of new values. To help the pupil to adjust with him and the society: The other 03. important aim of education according to pragmatism is to help the pupil to make adjustment with himself and the society. Pragmatism and the Aims of Education To help the pupil to reconstruct his experience: Every 04 individual has to solve different types of complex problems in his life. So the another important aim of education, according to Pragmatism is to enable the. pupil to form such an outlook about life as can help to tackle successfully the different problems of his life in future, To make all round development of the pupil: All round 05. development of the individual is also an important aim of education. The individual develops physically, mentally, socially and aesthetically. What is Realism? Realism believes in the world as it is. It is 01. based on the view that reality is what we observe. It belives that truth is what we sense and 02. observe and that goodness is found in the order of the laws of nature Realism's History Realism is a reaction against curricula 01 consisting of studies that have become. bookish or abstract. Focus on things rather than words or ideas. 02 The external world of objects is not imaginary. 03 The Realistic movement in education started. from the 16th century. KEY PLAYERS OF REALISM Classical Realists - Aristotle (384-322 B.C) - Thomas Aquinas (1225-1274) Modern Realists - Francis Bacon (1561-1626) - John Locke (1632-1704)  Guide Question 1. What are some positive effects of using only the PRAGMATISTS theory in the classroom?What are some of the negative effects? 2. What are some positive effects of using only the REALISTS theory in the classroom?What are some of the negative effects?  Thankyou for listening 😇 — — Prepared by: Nikka Kate Cayanan PRESENT AND FUTURE DIRECTIONS OF PHILIPPINE EDUCATION Charles Emil Bona, LPT Presenter Educ