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Foundation of Education
Bachelor of Secondary Education Major in English (1D Day)
Cebu Technological University
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Module 1- Historical Foundations of Educations
Education is the acquisition of knowledge, skills and attitudes that make man do better. It is not only a preparation for life but it is life itself. This is so because throughout the life man learns many things in and out of school that changes his life for the better. Education is informal if the things learned are outside the school system. It is formal if the things learned are acquired within a formally organized school system. Foundation is a base which any structure or system stands. A strong foundation makes the structure of system firmly established and strong enough to be able to serve its purpose and to survive calamitous events. The structure or system is like a house with strong foundation, which cannot be blown down by a typhoon nor wrecked by an earthquake no matter how strong these natural disasters are. Foundations of Education are those systems or sciences upon which education stands and has its roots, origin, or bases. Foundations of education are those from which education arose and came into being. They are the factors that affected education so much particularly, curriculum content. There are six foundations of education: (1) psychological, (2) sociological, (3) anthropological, (4) historical, (5) philosophical, and (6) legal foundations.
Psychology. It is the study of human behavior, of how a person acts and reacts under different situations, consciously or unconsciously, mentally, physiologically, physically, overtly or covertly. It is the study of man’s reactions to life stimulations.
Sociology. It deals with the study of human beings living in-groups, of how people act and interact under different social situations, and how they relate themselves to one another. Terms that indicate group action is used here such as cooperate, team work, sociable, conflict, etc.
Anthropology. It deals with the study of civilizations and culture of people: their origins, customs, traditions, beliefs, mores, folkways, and practices. Also included are languages, forms of writing, tools and weapons, buildings and other physical structures.
History. It deals with study of past events that makes us understand the present situation, and to enable us to predict future events.
Philosophy. It deals with a systematized truth or principle that serves as a guide for conduct or thinking. Philosophy is a fixed idea or principle arrived at after a very rigid scrutiny or study of the state of things, situations or events. 6. Legality. Legality refers to the conformity to the laws passed by the State establish and guide the conduct of an educational system. The Constitution is the most important legal document that establishes and guides the conduct of an educational system. It contains the philosophy of education of the country
####### EDUCATION is derived from the Latin word
“educare” or “educere” which means to lead forth. It is defined as the process acquiring knowledge, habits, attitudes, interest, skills and abilities and other intangible human qualities through training instructions and self-activity, and transmitting these vital elements of human civilization to posterity. **TYPES OF EDUCATION
- Formal Education** – refers to the hierarchy structured and chronologically grade learning organized and provided by the formal school system and for which certification is required in order for the learner to progress through the grade or move to higher levels. It corresponds to the following levels: ∙ elementary education ∙ secondary education ∙ tertiary education 2. Non-formal Education – refer to any school-based educational activities undertaken by the DECS and other agencies aimed at attaining specific learning objectives for a particular clientele, specially illiterates and the out-of-school youths and adults, distinct from and outside the regular offerings of the formal school system. (B. 232 Art. III Chapter 1 and 2 Sections 19 and 24). 3. Informal Education – a type of education, which can be acquired anytime, and anywhere. It is otherwise known as the education for all seasons. ORIGIN OF EDUCATION There are two theories concerning the exact origin of Education.
- The Theory of Divine Creation advocates when God, in the beginning of time, created man according to His image and likeness and commissioned him to multiply and replenish the earth and subdue it and have dominion over all other creations (Genesis Chapter 1), He equipped man with intellect and free will. But because man chose to ignore God and disobey His will, the first couple was banished from the “Garden of Eden” and severed the former relation between the Creator and man.
Henceforth, the first couple multiplied, passing the knowledge acquired from God to their offspring’s, until the time when their children inhabited the earth possessing the intelligence they inherited from their parents. These include the ability to communicate, read and write, knowledge in science and arts, as well as other skills like hunting, farming, fishing, etc. 2. The Theory of Evolution , on the other hand, believes that education started when every primitive man, basically savages, brutish and animalistic, for he had just evolved from the lower primates, began his quest to find ways and means to feed, clothe, shelter and protect
himself, and compete with other animals for survival (i. survival of the fittest).
ANCIENT TO ROMAN EDUCATION Primitive education focused on survival and security. It was simple, had relatively narrow social contacts, and was conservative and prone to be superstitious. Primitive life was tribal, not political. Jewish education was more ethical and religious. Their method of instruction was oral and learning by doing was emphasized. Corporal punishment was considered an essential element of training. China’s policy of isolation made them confident of their protection because they had no intention of invading other countries. Its education was composed of two important aspects: school and examinations. The examinations were the bases for qualifying for government positions. The Egypt was considered the cradle of ancient civilization because very significant historical events took place in this country. Spartan education aimed to develop the capacities of men for war, to prepare the men to defend themselves and their country all times. Athens, on the other hand, aimed to produce young men and women who were charming and graceful in manners. The Romans were practical people who successfully managed their everyday affairs. Their education was utilitarian and emphasized the practical application of learned theories. They developed the virtues essential to the exercise of their rights and the discharge of their duties and obligations. THE MEDIEVAL EDUCATION The early Christian Church ushered in a new hope for the world because it offered a new ethical force that provided the basis for education. The Christian faith unified the different sectors of Western Europe through its
government and laws, its services and the work of monasteries in caring for the poor. Jesus Christ emphasized His teaching as “Seek ye first the kingdom of God and His Righteousness and all those things shall be added unto you.” He used conversational, gnomic and parable methods in teaching His followers. Monastic education was for the salvation of the individual soul through moral and spiritual discipline guided by the monastic life of obedience, poverty and chastity. Scholasticism was a philosophical system that aimed to bring reason to the support of faith and to strengthen religious life and the church through the development of intellectual power. “ A premier multi- disciplinary technological university “ Chivalry was the secular counterpart of monasticism. Its aim was to attain the highest social ideals through form and custom. Likewise, its main focus was the development of the character of a gentleman – honorable, dignified, god-fearing, and respectful of authority. Guilds were two distinct types. The merchant guilds were composed of businessmen who engaged in buying and selling products. Craft guilds were composed of skilled workers who manufactured and sold their own products. A guild was a type of commercial and professional association formed to promote the common interests of its members. Saracenic religion was founded by Mohammed whose aim was to search of knowledge, the application of scientific facts to everyday living, the development of individual initiative, and an emphasis of social welfare.
THE RENAISSANCE PERIOD AND THE EDUCATIONAL MOVEMENTS OF THE 2Oth CENTURY The latter part of the medieval period gave rise to different movements that rekindled the mind and the spirit. The Renaissance was a period of revival, reawakening or rebirth of learning. Some of the movements during the 18th and 19 th centuries were the following: Humanism as a way of life was concerned with the fullest realization of human existence. It had to distinct phases: Italian or individual humanism was concerned with individual freedom and the development of the elite; and the social humanism, which emphasized moral and social freedom. Reformation was a movement during the 16th century against the abuses of the Catholic Church. Martin Luther was the leading personality of this movement. Catholic-Counter Reformation was a movement of the Catholic Church to correct the abuses of
the clergy and to regain the confidence of the people. Realism was philosophy that emphasized that education should be concerned with the realities of life. Disciplinism was a doctrine advocating the disciplinary theory of education, which believed that the mind of the child at birth was a tabula rasa or blank tablet. The purpose of education was to provide exercises and discipline for physical, moral and mental processes. Rationalism was a movement that upheld the right to opinion, liberty of conscience and the freedom of thought. Naturalism was an educational theory based on a doctrine that opposed those that were artificial. Nationalism was primarily concerned with the preservation and glorification of the state. It believed that the state must depend on education as a safeguard against external aggression.
Plato (427-347 B. C.) Proposed that the society should be divided into classes of people based on their talent and intelligence: a) Philosophical class – guardians or rulers of the society. b) Warrior Class – protectors of the society c) Artisan or industrial class – workers of the society He believed that the social class should determine education where the person belongs he established a school called Academy Aristotle (384-322 B. C.) He was the pedagogues of Alexander the Great He established a school called lyceum He believed that virtue is brought by doing not y knowing He advanced the idea that man is a social animal and must use his reason to attain His ultimate end which is the summon bonum or highest / supreme Good. He postulated that man is composed of two distinct but united entities: Body and soul. The Greek Universities University of Athens – world’s first comprehensive university. University of Alexandra – founded by Alexander the Great in Egypt. It had the most advanced library facilities. The Septuagint, which is the Greek translation of the Hebrew Bible, was translated y 70 scholars in this university. It had excellent products like:
Euclid – in the field of Geometry
Archimedes – in the field of Physics
Eratosthenes – in the field of Geography and Astronomy ROMANS – pragmatic and progressive education
Latin language
The Laws of the Twelve Tables
The Roman Senate The Roman Schools
Elementary – school of the literature Laudi Magister
Secondary – school of the Grammatics or Literatus
Higher education – rhetorical schools Imperial Contributions to Education
Vespasian (A. 69-79) – founded the Roman University and Roman Library
Trajan (A> 98-117 ) – gave scholarships to poor but deserving students
Hardian (117-138) – gave pensions for retired teachers and gave more attention to Law and Medicine than to Philosophy.
Antoninus Pius (138-161) – exempted all Roman teachers from taxation and military service.
Constantine (306-363 ) – continued all the privileges, mentioned above and legalized Christianity by virtue of the Edict of Milan on AD 313.
Julian (361-363) – required that all teachers be licensed and be given qualifying exams. He eliminated Christian teachers from Roman schools.
Gratian (367-383) – subsidized all Roman school, and created a salary scale for teachers.
Theodosius (383-395 ) – he nationalized all schools and considered the establishment of private schools a grave crime punishable by law.
EDUCATIONAL INFLUENCES OF JESUS CHRIST Jesus was born ca B. and was crucified 33 years after approximately AD 30. In the short stay of Jesus Christ here on earth. He revolutionized man’s concept of religiosity and theology. His methods of teaching people were simple and direct and were intended to touch man’s spirituality. The Teaching Methods of Jesus Christ Parable – a short story, a weighty similitude used to convey instruction to ignorant, prejudiced and inattentive hearers. Ex. Prodigal Son (Luke 15:11:33) C Conversational Method – an intimate, face-to- face, direct, natural, personal and informal method. It is a sort of question and answer method. Ex. John 3:1-11 between Jesus and Nicodemus Mat. 22:15-17 about paying taxes. Proverbial or Gnomic Method – Jesus, in His teachings frequently used gnomes or proverbs, some were quoted from the Old Testament and others were His own. Ex. “For many are called but few are chosen.” Mat. 22:
EARLY CHRISTIAN EDUCATION Upon the resurrection of Jesus Christ, He commissioned His disciplines to “go into the world and preach the Gospels....” (Mathew 28:19), but they received a lot of persecutions from the unbelieving world. However, when Emperor Constantine of the Roman Empire proclaimed Christianity as the official religion of the Roman world, the Christians and their teaching became part of the mainstream society, and the Emperor himself supported the church and established school. By virtue of this support, the following Christian schools were established:
- Catechumenal – school for new converts
- Catechetical – school for leadership training
- Cathedral/Episcopalian – school for the clergy THE DIFFERENT MEDIEVAL MOVEMENTS IN EDUCATION The medieval period is also known as the middle age or the Dark Age that refers to the span of time from the downfall of the Roman Empire in the year A. 476 to the beginning of the Renaissance period about 1333. The different educational
movements during this epoch in history are discussed hereunder: Monasticism – education was a religious discipline. Education was strict, rigid and punishment was severe. Education was based on Monastic vows of poverty, chastity and obedience. During the reign of Charlemagne (772-804), he supported the Monastic schools and even established court schools to educate his constituents. Scholasticism – education was an intellectual discipline. The purpose of this movement was to bring reason to faith and support theology by using logic. Saint Thomas of Aquinas (1225- 1274) was one of the foremost proponents of Scholastic movement. He wrote the Summa Theologiac, which became the basis of the majority of the doctrines of the Catholic Church. The Medieval University – the medieval universities started as “universitas magistrorum et scholarium” or corporation of teachers and students chartered by the pope or the kings. The first organized university was the University of Bologna chartered by Emperor Frederick I in 1158. Composition of the medieval university: Studium generale – the student body Nation – a group of students who had the same place of origin Councilors – leaders of a nation Facultas – teachers of the same subject Dean – head of the facultas Rector – head of the Medieval University Chivalry education as a social discipline. This kind of movement flourished in the Christian countries in Europe as a response to the increasing educational needs of the sons of the nobility. Under this system, a boy f noble birth has to pass through the following stages before he is fully accepted as a member of his social class: Page – an attendant to the noble courts at the age of 7 years Squire – an attendant to a knight at the age of 14 years Knight – a full-fledged warrior who has vowed to: Protect the women and the poor Defend the church and the state Attack the wicked and Shed blood for the sake of his country and his compatriots The Guild System – education for the middle class. Towards the end f the medieval periods, a new class of people arose between the nobles and the peasant – the bourgeoisie (burgher) or the middle class. These people
were not really rich like the landed gentry, or poor like the vassals, but rather, they acquired their fortune from the profits in commercial and industrial endeavors brought about by the “Crusades”. In order to protect their interest, they set up organizations known as guilds. There were two types of guilds: Craft guild – organization of skilled craftsmen Merchant guild – organization of businessmen Before a person is accepted as a member or any of the guilds, he must pass through the following stages: Apprentice – a trainee assigned to a master Journeyman – a trainee who travels from place to place under different masters and is paid for his labor Master craftsman - a full-fledged member of a guild As the number of the middle class increased, the need for more schools to meet the educational needs of their children also increased which paved the way for the establishments of the new types of schools, viz: Chantry schools – schools established through the foundations under the clergy Guild schools – served as vocational schools who catered to the children of the members of the craft guild Burgher schools – established to educate the children of the members of the merchant guilt ISLAMIC INFLUENCES ON THE EDUCATION Islam , which means submission to God, a religion that was established by the prophet Muhammad (570-632) is a monotheistic religion whose followers worship only one God-Allah. The teaching of this religion is based on the Qu’ran, their sacred scripture. At the peak of glory of the Islamic civilization they have contributed the following to the world and to education:
- Established the most complete curricula from elementary to university.
- Hindu-Arabic numerals
- Advanced learning in Pharmacy, surgery and medicine for the preservation of life. 4. taught geography using globes
- invented the pendulum cock, discovered the nitric acid and sulfuric acid
- used compass, gunpowder
- Cultivated rice, silkworm, sugar and cotton
- Determined the height of the atmosphere, weight of the air and specific gravity of bodies.
Hebraic social, religious, And educational thought form important bases for modern humanitarian and pedagogical development.
7. Early Greek Education (Spartan )
The most that men can emulate from the Spartans is military education as we now have in our schools and the development of patriotism and discipline.
8. Early Athenian Education (Athens)
The outstanding contributions of Athens to education are the free development of all human capacities and the Olympic Games.
9. Later Athenian Education
a. The Socratic method of teaching is the greatest contribution of Greece to the world as far as method is concerned. b. Another great contribution is in the realm of philosophy. The greatest world philosophers came from Greece, among who were Socrates, Plato, Aristotle, and others. Aristotle’s logic is still much studied and from used today. c. Another great contribution is in the field of mathematics. Many great mathematical principles came from Greece. Euclidean geometry has been studied for two thousand years up to present. d. Art and classical literature are also great contributions.
10. Roman Education a. Among the major contributions of the Romans to education and civilization are their methods of organization, management and administration. They had constructed a carefully organized education ladder, which probably becomes the forerunner of many ladderized educational systems of today. b. Another was the Roman organized body of civil law, which become the basis of the legal system in many counties including the Philippines. c. Among the Roman educational writers, Cicero (106-43 B.) with his De Oratore , Tacitus (55-117 A.) with his De Oratoribus , and Quintilian (35-100 A.) stood out. The three agreed that the ideally educated man is an orator who utilizes his learning for public service.
11. Early Christian Education
The outstanding contribution of Christ to humanity is Christianity, which established a social order quite different from those of other faiths, a social order more humane and more democratic. The methods of teaching of Jesus, too, have never been surpassed in their effectiveness.
12. Education in the Early Christian Church
The outstanding contribution of early Christian education to civilization and education is the conversion of more than one- half of the world into Christianity with the highest ideals of spirituality and morality. Up to the present, Christian education continues to propagate the Christian faith.
13. Monasticism and Religious Discipline
We owe much to the Christian monasteries for preserving and spreading learning and culture. We rely much on the works of these monks for much of our knowledge of the Middle Ages. The monasteries opposed the vices and corruption of the medieval world; they were an influence in taming the warlike spirits and refining the rustic customs of the Teutonic peoples. Through the monasteries, Europe acquired industrial skills and a conception of the true dignity of manual labor
14. Scholasticism and Intellectual Discipline
Most likely, the outstanding contribution of scholasticism is the organization of the university and the emphasis of intellectual training.
15. Chivalry, A Feudalistic Type of Medieval Education
The outstanding contributions of chivalry to education are the use of the vernacular as a tool of teaching and the emphasis placed on the learning of social graces, rules of etiquette, or good manners and right conduct.
16. The Guild System of Education
a. The outstanding contribution of the guild school system to education is its type of vocational training. Many countries, including the Philippines, consider vocational training or manpower development as an important aspect of education. They have legislated vocational program into their school curricula and provided measures for their effective implementation. b. Apprenticeship is another. This is a very good device for manpower development.
17. Muslim Education The outstanding contribution of the Muslims to education are the following: . Replacing the Roman numerals with figures borrowed from the Hindus, using zero and the decimal system of notation that gave digits the value of position. Writing and computing big numbers were simplified. b. Algebra and trigonometry in the field of mathematics. c. Placing importance in the library as a center of learning. d. Using the laboratory and experimental method in the teaching of science. . The study of applied science. This is studying the practical application of science in any human activity in order to improve the quality of human life.
18. Italian Humanism Among the outstanding contributions of Italian humanism are the following: a. Its secondary schools served as models in other countries such as
25. Formal Discipline or Disciplinism
Formal discipline as an educational process is the outstanding contribution of this educational movement to education. Even certain subjects like mathematics, especially geometry, were offered because of their value in formal discipline.
26. Rationalism The outstanding contributions of rationalism to education are the training of creative thinking and reasoning (logic) and the use of the inductive method in making generalizations.
27. Naturalism The outstanding contribution of Rousseau to education must be the three modern principles of teaching: principle of growth, principle of pupil activity and principle of individualization, plus the order of nature by which the child must be educated: need, activity, activity, experience, knowledge.
28. Communistic Education: The Russian Way
The outstanding contribution to education is probably the close coordination between theory and practice.
29. Democratic Education: The American Way
a. Democratic education, eligibility of all for admission b. Unity in diversity, unity despite diverse state systems c. Progressivism – experiment first before adopting a method or system d. Research – almost all big schools are engaged in research e. The graduate school
####### Module 1- Then and Now, The Philippine Educational System
####### Timeline:
Before 1521 Education before the coming of Spaniards 1521 – 1896 Education during the Spanish Regime 1896 – 1899 Education during the Philippine Revolution 1899 – 1935 Education during the American Occupation 1935 – 1941 Education during the Philippine Commonwealth 1941 – 1944 Education during the Japanese Occupation 1944 – 1946 Education after the World War II 1946 – present Education under the Philippine Republic
####### Pre- Colonial Period
Education was still decentralized. Children were provided more vocational
training but lesser academics which were headed by their parents or by their tribal tutors. Baybayin was used as a unique system of writing ✓ The term Baybay literally means “to spell” in Tagalog. ✓ It is also known as “alibata”.
❖ Writing implements included barks of trees and sharpened pieces of iron, palm leaves, and bamboo nodes. ❖ School existed where children are taught reading, writing, religion and incantation and self defense. ❖ Most schools offered learning the Sanskrit and arithmetic. ❖ Instruction was done at home where parents and other elders in the household taught children obedience to elders, and loyalty to tribal laws and traditions.
Important Note during Pre Colonial Period:
❖ The pre-Spanish system of education underwent major changes during the Spanish colonization. ❖ Tribal tutors were replaced by the Spanish Missionaries ❖ Tribal Tutors – Education was informal and unstructured. ❖ Spanish Missionaries – education was “religion centered”.
Spanish Period:
❖ The alibata was replaced by Romanized script.
❖ Castilian language was mandated as the medium of instruction. ❖ Education was put under the control of religious orders, the friars. ❖ The Spanish Missionaries established schools immediately after reaching the islands. ❖ 1565, The Augustinians opened a school in Cebu. ❖ 1581, Jesuits followed.
❖ 1587, the Dominicans started a school in their first mission at Bataan. ❖ 1577, the Franciscans immediately took to the task of teaching improving literacy aside from the teaching of new industrial and agricultural techniques. ❖ Schools opened separately. ❖ The objectives of opening schools were to popularize education and to train “religious, obedient and instructed teachers”. ❖ Courses included Christian doctrine, morality, and history, reading and writing in Spanish, arithmetic and practical agriculture, rules of courtesy, and Spanish history. ❖ Girls in the elementary level had special courses on sewing, mending and cutting and those in high school had instrumental music (piano), painting, and sketching, sewing and embroidery , and domestic science. ❖ UST (University of Santo Tomas) was the only institution of higher learning offering courses such as medicine, pharmacy, midwifery and law. ❖ Problems that persisted that time:
✓ Lack of equipments ✓ Students were often absent ✓ Corporal punishment were also given
❖ During the brief period after the success of the Philippine revolutionaries against Spain, the leaders of the Republic tried to infuse nationalism in the education system. ❖ The Malolos constitution stipulated in Tagalog was the national language but Spanish still dominated the curriculum.
American Period:
❖ Thomasites heralding the institution of English as the new medium of instruction. ❖ Public school system was instituted making it obligatory for all children. ❖ Education was given for free. ❖ English and Mathematics dominated the curriculum and the teaching of religion was prohibited. ❖ In high school, Latin and Spanish classics were replaced by the study of the English Language and Anglo-American Literature. ❖ Required courses included: ✓ General science ✓ Algebra ✓ Geometry ✓ Physics ✓ US History and government ❖ The UP (University of the Philippines) curriculum was patterned after some American universities.
Japanese Period:
❖ Basic policy: Greater East Asia Co-Prosperity Sphere
-CHEd – Higher Education TESDA – Technology-Based Education
Early Childhood Care and Development: ❖ Republic Act 8990 promulgated a comprehensive policy and a national system for ECCD Act. ❖ The ECCD system includes health, nutrition, early education and social services programs that should provide for the basic holistic needs of young children from 0 to 6 years old. ❖ One of the programs to be institutionalized is the Day Care Service. Basic Education: ❖ DECS now Department of Education (DepEd) ❖ EDCOM recommended to “decongest” the DECS ❖ The sports, functions and activities were transferred to the Philippine Sports Commission (PSC) ❖ Functions related to culture were assumed by the National Commission for Culture and the Arts (NCCA) Basic Education: ❖ Republic Act 9155 “ Governance of the Basic Education Act of 2001” spells out the framework of basic education and renames the institution as Department of Education. ❖ It states that quality basic education is the right of all citizens and therefore should be accessible to all by providing all Filipino children free and compulsory education. Basic Education: ❖ DepEd prepared the The Education National Development Plan for Children (ENDP), 2000- 2005 which aims to provide the focus for setting as well as national priorities in education. ❖ Considered key goals set fort at the Jontien Conference in 1990 to attain the goal of Education for All (EFA). Alternative Learning System: ❖ ALS is the component that bridges the gap between Formal Basic Education and Vocational-Technical Education. ❖ Designed to be a parallel learning system that provides a viable alternative to the existing non formal and informal sources of knowledge and skills. ❖ Executive Order 256 was released renaming the Bureau of Non- formal Education to Bureau of Alternative Learning System. Alternative Learning System: ❖ The system has three (3) major non-formal programs: 1. Basic Literacy Programs – community based program for non- literacies 2. Accreditation and Equivalency Program – certification of learning for out-of-school youths and adults, 15 years old and above, who are unable to avail of the formal school system, or who have dropped out of formal elementary and secondary education, therefore have not been completed the ten years of basic education Alternative Learning System: ❖ The system has three (3) major non-formal programs: 3. Indigenous People (IP) Education Program – a program that aims to develop an IP culture-sensitive core curriculum, learning materials and assessment tools and instruments. ✓ Polytechnic Education System /Voc-Tech education is under the supervision of TESDA. ✓ TESDA was created through Republic Act 7796 in 1994 ✓ Envisioned to offer non-degree programs that will prepare middle- level personnel and para-professionals for national industries**. Alternative Learning System:** ❖ Two important components of TESDA-recognized programs are the following: 1. Apprenticeship – training within employment with compulsory instruction.
2. Dual System Training – delivery system of quality technical and vocational education which requires training carried out alternately in two venues. The school provided theoretical foundation and basic training. Production plant develops skills and proficiency in actual working conditions. Tertiary and Higher Education: ❖ Includes all post secondary courses ranging from one-or two-year course and to the four year degree and professional programs , including graduate education offered by colleges and universities. Tertiary and Higher Education: Tertiary and Higher Education: The Philippine Basic Education Curriculum ❖ 1984 – 2002: National Elementary School Curriculum ❖ 1991 – 2002 : New Secondary Education Curriculum ❖ 2002: Revised Basic Education Curriculum ❖ 2010: Secondary Education Curriculum UbD ❖ 2012 – present : K to 12 Basic Education Curriculum The Imperative for K to 12 ❖ Streamline the curriculum to improve mastery of the basic competencies ❖ Ensure seamlessness of primary, secondary, and post secondary competencies ❖ Improve teaching through the use of enhanced pedagogies ❖ Expand job opportunities and provide better preparation for higher learning
Module 2 The Nature and Development of Philippine
Nationalism
● Discuss the influx of liberal ideas from abroad; ● Identify the impact of customs and traditions and religion in nationalism; and ● Value the nature and development of the Philippine Nationalism. Contributory Factors that gave Birth to the Philippine Nationalism ● The Influx of Liberal Ideas from abroad. ● The Spanish Revolution of 1868. ● The Opening of the Suez Canal in 1869. ● The Martyrdom of Fathers Gomez, Burgos and Zamora in 1872. The Influx of Liberal Ideas from Abroad ● Philippines was opened by Spain to World Trade; ● Liberal ideas, contained books and newspapers, were ideologies of the American and French Revolutions and the thoughts of different philosophers such as: The Influx of Liberal Ideas from Abroad ● 1. Montesquieu ● 2. Rousseau ● 3. Voltaire ● 4. Locke ● 5. Jefferson, and other political philosophers The Spanish Revolution of 1868 ● The triumph of liberalism in Spain against the autocratic rule of Isabela II (1833 -1869) resounded across the seas to the shores of her overseas colonies.
The Spanish Revolution of 1868 ● The Filipinos came to enjoy for the first time the sweet taste of a liberal regime including the ff:
- Freedom of Speech
● As gospels of Philippine nationalism, Rizal’s novels convey the essence of his nationalism that was to resound in the hearts of the people. Rizal’s Vision ● He identified this essence in his letters as his aspiration to alleviate the sufferings of the masses , to make men worthy to avenge one day the many victims of cruelty and injustice, to erect a monument to the native tongue and to educate his peoples. Rizal’s Vision ● In the two novels , the essence of Rizal’s nationalism is best understood through the keen study of the characters. Through their dialogue and actions, in their ideas and ideals, or in the lack of these are seen Rizal’s range of vision , his concept of love of country , his appeal for reforms , his attitude towards the friars , and his views on the weaknesses of the Filipinos. Economic and Constitutional Nationalism of the Filipinos ● In the context of constitutional reform , the development of the country necessitates a more positive definition of economic nationalism. ● Based on laws, our strand of economic nationalism emphasizes the fear of exploitation by foreigners. The TEN Commandments by Christian Alcantara
- Though shall not sabotage thine own products.
- Enjoy what you are and what you have, no matter how humble maybe.
- Cultivate the feeling of belongingness to your country. 4. Love your country in thoughts, words and actions. The TEN Commandments by Christian Alcantara
- Sacrifice even life itself for your beloved Fatherland at death preferable to economic slavery.
- Concentrate on industrialization. 7. Learn from past mistake.
- Depend on yourself for your own economic salvation. The TEN Commandments by Christian Alcantara
- Assert your economic freedom to gain economic liberty.
- Core your educational system to Nationalism. References ● Zulueta, Francisco M., & Maglaya, Elda M. Foundations of Education. Psychological, Sociological, Anthropological, Historical, Philosophical and Legal Foundations of Education. 2000. National Bookstore, Mandaluyong, Philippines. ● Mateo, Rosalinda., & Tangco, Maura G., Foundations of Education II (Historical, Philosophical and Legal Foundations of Education. 2003. Katha Publishing Co. Inc., Quezon City, Philippines.
Module 3 Anthropological Foundations of Education
####### Anthropology is the science of people and
culture. The word is a combination of the two Greek words, “anthropos,” man, and “logos,” an account or calculation. It is the study of human differences, cultural and biological against the background of the nature all humans share. Anthropologists study human social life and culture including the origin of the human race. **BRANCHES OF ANTHROPOLOGY
- Physical Anthropology** – refers to which studies people as biological organisms. Physical anthropologists usually tend to concentrate upon human genetics, the study of inherited characteristics upon morphological statistics, the measurement of human body, and the analysis of the body’s physical characteristics. One area of specialist study is the private ethnology, and the study of behavior of apes and monkeys, which unites anthropologists, psychologists, and zoologists.
2. Cultural Anthropology – which is devoted to the behavior of people and the products of that behavior. It is sometimes called “social anthropology”. Ethnolography is the study of a particular culture; in most instances the subject is a living culture. Anthropology and Education – Education at its core refers to the pursuit of knowledge. Anthropology is the study of culture and its people. Since inherent learning structures are a part of anthropology in terms of human development, then education can be considered a primary feature of people and their culture. In other words, without education, there would be no possibility for people to persist in their cultural development and less there would be less emphasis on studying cultural trends. In the process of education, History is being studied which is the main and the basic record of culture, hence it cannot be denied that it is being nourished by education. The
purposeful and befitting of culture helps in the strength and spread of culture. The needs of society, whether religious, social, cultural or psychological, all are fulfilled only by education. One important function of education is the preservation of culture. Continuity of man’s life is possible through this process. Culture has to be conserved and transmitted to the youth for their own benefits because past benefits are useful in learning the new ones. CULTURE is defined by Edward B. Taylor as that complex whole which includes knowledge, belief, art, law, morals, customs, and other capabilities and habits acquired by man as a member of a society. KINDS OF CULTURE
- Non-material culture (intangible ) includes belief, morals, laws, customs, traditions, folk ways, mores, etc
- Material culture (tangible ) includes man’s technologies, etc.
CHARACTERISTICS OF CULTURE
- Culture is learned - man is not born with culture, but he is born with the capacity to acquire and learn the culture of his group.
- All people have varied culture - every society has its cultural values that are entirely different from the others.
- Culture is a group product - man cannot develop a culture of his own if he is alone.
- Culture is transmitted - the learned cultures of the past generation are transmitted to posterity through education. What we are today is the product of what they were before.
IMPORTANCE OF CULTURE
- Through the development of culture man
can set aside certain laws of nature to
conform to his needs.
- Through the development of culture man can overcome his physical handicaps. FILIPINO CULTURE, THEN AND NOW The Philippine culture is rich in customs and traditions. Philippine culture reflects the complexity of the history of the Philippines through the combination of cultures of foreign influences. UNIVERSAL PATTERNS OF CULTURE Anthropologists have long used models of universal structure. Clark Wissler was one of the earliest anthropologists to deal exactly with the some-called universal pattern in the culture namely: speech, technology, art, mythology, science, political, religion and medicine, family and society, property system and warfare. FOLK WAYS customary ways of behaving, which have become habitual and repetitive to an individual or group. Ex. caring for the elders and saying “po” and “opo” MORES occurs when folkways become compulsive for the welfare of the society and it
has acquired moral significance. Failure to observe or conform to this will result to ostracism or condemnation. CULTURE CHANGE may occur either by accident or direction. It is brought about by the passage of time, migration and other factors. SUB-CULTURE – the attitude of a certain group to deviate from the habitual practices of the majority. This is apparent in the new styles of dressing, language and other practices of a group of people, which are from the majority. CULTURAL RELATIVISM refers to the practices considered immoral or taboo to a certain group of people, yet moral to other societies. Ex. polygamy, pre-marital sex, etc. CULTURE SHOCK is the term used to denote the feeling of depression, often expresses as homesickness, caused by living in a foreign environment. Faced with an unknown or poorly understood foreign language and confused by different codes of conduct, unfamiliar food, and even unfamiliar physical surroundings, the traveler or new resident may look upon the people and the unaccustomed behavior with distaste and sometimes with fear. CULTURAL VALUES refer to the collective ethical, aesthetics and religious values of the community including artistic inclination, poetry, music, painting, literature and such other practices, which the entire society considers as vital elements of their existence. Test of Robin Williams to determine which practices are included in one’s culture. 1. Extensiveness – number of percentage of the population practicing the value. 2. Duration – time element. How long has the value been practice. 3. Intensity – the total impact of the value upon the populace. The severity or gravity of punishments or condemnation for violation. 4. Prestige of the value carries - refers to the people practicing such value.
FILIPINO CULTURAL VALUES The Filipino people are known for their various cultural values. Whether beneficial or not, these cultural values make the Filipinos unique and distinct from other peoples of the world. Some of the important Filipino cultural values are the following:
- Non-rationalism is the tendency to perceive thoughts, objects, events and persons as sacred. This includes: Animism – the belief in supernatural spirits who are presumably interfering with man’s
∙ Courtship, mating and marriage are discussed. The nature of the Filipino family and its uniqueness as well as the roles of family members is studied in order to understand and appreciate the patterns of life of the Philippine people. ∙ For the young people it is important to know the laws on marriage and family relations specially related to marriage. EDUCATION AND SOCIETY ∙ Education is a reflection of the mirror of our society. Society itself is an educational system with set standards for the role and status of persons in it. Education should be relevant to the needs of society but society must coordinate with education. EDUCATION AND PHILIPPINE CULTURAL VALUES ∙ The study of attitudes and values begins from those of the home, then continues to those which spring from common life – from the family then to the nation as a whole. ∙ Although the sociological point of view is to perceive things and events with a neutral outlook and discuss how actually things are and not what ought to be, it is still the responsibility of parents and teachers as elders to direct the children’s behavior and attitude to what is considered right and good. ∙ Social changes, especially in the area of values and behavior, occur either by accident or unconsciously through contacts with other cultures and through conscious direction. Education is concerned with developing culture through purposeful direction. “ THE NATURE AND MEANING OF CULTURE ∙ Man’s effort to live in harmony with his environment is what we call culture. Culture may be defined as the complex whole which includes knowledge, belief, art, morals, law, custom and any other capabilities and habits acquired by man as a member of society. Culture is the product of human experience. ∙ The school classroom serves as the laboratory for the analysis and understanding and of culture because the children today will be the adults of tomorrow. ∙ In the study of culture and the application of the principles of culture to daily life certain concepts are very important; the meaning of the material and non-material aspects of culture. The subcultural influences in our environment, and the concept of cultural relativism. ∙ The characteristics of culture are: 1) culture is learned, 2) culture is a group product, 3) all peoples have culture, 4) culture is transmitted from one generation to another, and 5) culture is adaptive. ∙ Culture is used by man to overcome his physical handicaps, to control the forces of nature and to satisfy his needs and his desires. ∙ The concept of folkways and mores is essential to the understanding of society. Folkways are customary ways of doing things while the mores are behavior and attitudes considered necessary to the well being of the group. Mores are so compelling and so strong than individuals do not violate them for fear of social ostracism. Mores direct the behavior of man. EDUCATION AND SOCIALIZATION ∙ Socialization begins from birth and continues throughout the child’s life. Socialization, the first step to the learning process, is the process of internalizing the norms and standards of his group. ∙ Although the family is the most influential socializing agent, it is not capable of providing all the socializing requirements of the modern youth. The schools provide the venue for developing behavior, attitudes, values and beliefs necessary to eventually becoming a member of the larger societies – the nation and the world. ∙ In the study of socialization the concepts of roles and status are very important. An understanding and adherence to the role and status expectations of the family, the school and society can lead to the maintenance of social order. Social order can be achieved through social control. Rules and regulations lead to social order, the most important of which is ostracism.
Module 4 :Language and Writing
####### The word “Communicate” comes from the Latin verb communicare which means to share, to
impart that which is common. We communicate by agreeing, consciously or unconsciously, to call an object or movement. Communication is not limited to spoken language. We communicate directly through facial expression, body language, gesture and tone of voice. We also communicate indirectly through systems of signs and symbols, such as writing, algebraic equations, musical scores, painting and road signs. As we all know from experience, the spoken word does not communicate all that we know all about a social situation. We can usually tell when someone says “It is nice to see you again,” whether they really mean it. We can tell if they are sad, from their own mistakes, even if they just said, “I’m fine,” in response to a question, “How are you?” the cues are sometimes tone of voice, and sometimes they are not sound cues at all, but all facial expressions, eye contact or other body language.
Despite all various systems of communication available to us, we must recognize the overriding importance of spoken language. It is probably the transmitter of culture, allowing us to share and pass our complex configuration of attitudes, beliefs and patterns of behavior. LANGUAGE Every group of people has a language which is used mainly for communication purposes. But how language is defined? Keesing defined language as “a vocal symbolism of speech, with its related bodily gestures and mechanical signals which give precision and finesse to communication. The American College Dictionary defines language as “any set or system used in a more or less uniform fashion by a number of people who are thus enabled to communicate intelligently with one another. CHARACTERISTICS OF LANGAUGE Among the characteristics of language are the following:
Age. Language is old, probably as old as man because man has to communicate. 2. How language come to be. Language was not invented. It was evolved. Every group of people has by necessity evolved a language to enable them to communicate.
A part of culture. Language is always a part of culture.
Growth and development. Language grows and develops by evolution, that is, the changes take place very slowly and gradually. A language grows by innovation and by borrowing. A language grows by innovation when the people coin new words to be added to their vocabulary and by borrowing when words are borrowed from other languages and adopted as a part of the vocabulary.
Symbolism. Language may be oral, non-verbal, or written. It is oral language, when different sounds with their respective significant meanings are used in communication. It is a sign language when only bodily signs or gestures with significant meanings without sounds are used in communication. It is written language when written symbols with their respective significant meanings are used in communication.
Elements. Every language has three (3) elements: (1) phonology or system of sounds, (2) grammar and (3) lexicon or vocabulary. ELEMENTS OF LANGUAGE As mentioned above, language has three elements. These are the following:
Phonology (phonetic, phonemic) – a system consisting of sounds in human speech with significant meaning. Every sound or set of sounds has a meaning.
Grammar (morphology) – the way of putting together words into a sentence according to definite rules so that a complete thought is expressed.
Vocabulary (lexicon) – the meaning system of language; the collection of words of a language together with their respective significant meanings. FUNCTIONS OF LANGUAGE
Among the functions of language are the following:
- Communication. The most important use of language is that it enables men to communicate with one another.
- Enculturation. Language facilitates the transmission of accumulated experiences of the people to the incoming generation. Culture is easily transmitted through language.
- Promotion of nationalism. When a people or nation speaks one language, they have a sense of oneness or unity, of belongingness, and their nationalistic spirit is aroused.
- Promotion of cooperation. Different groups, say nations, who can speak and understand one and the same language may or can unite in pushing through trade, commercial, cultural and even military cooperation.
- Promotion of peace. When individuals, groups, or nations speak and understand the same language, this is a big factor in promotion of peace because they can gather themselves in a round table conference and discuss and solve their problems. Many conflicts have been prevented because nations come together and talk out their problems and peace accords have been instead of the use of arms. Although nations do not speak nor understand the same language, still they can communicate with one another employing interpreter.
- Accumulation of knowledge. Language makes possible the accumulation of knowledge; the experience of the race. MECHANICAL AIDS IN ORAL COMMUNICATION The human voice probably may not be audible anymore beyond a 200-meter distance even if one is shouting at the top of his voice. But there are mechanical aids in distance and oral communication. Some of these are the following:
- Telephone. The telephone was invented in 1876 by Alexander Graham Bell, an American Scientist. Two persons can converse through the telephone even if they are very far apart. With the present development of the telephone, a person can communicate with another even if they are thousands of miles away.
- Radio. Heinrich Rudolph Hertz, a German physicist started the development of the radio with his discovery of an electromagnetic wave that transmits sound. This was followed by Guglielmo Marconi, the forerunner of the radio. This was improved further by other scientists until the radio was perfected. Now, the radio is a big source of information. We hear every minute news broadcasts not only from the whole country but from all over the world.
- Television. Television was developed by several men. In 1897, Karl Ferdinand Bran introduced the first commercial cathode tube. This was connected with electric vision in 1907 by Boris Bosing of Russia. A. Campbell Swinton published the fundamentals of
Foundation of Education
Course: Bachelor of Secondary Education Major in English (1D Day)
University: Cebu Technological University
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