VICTORIOUS TUTORIAL AND REVIEW CENTER

Competencies According to Horton and Hunt (1984),

conflict theory focuses on the heterogeneous
1. Determine the roles of the teachers as active nature of society and the differential distribution
members of the community and as global of political and social power. A struggle between
citizens responsible for the outcomes of their social classes and class conflicts between the
actions and for developing other citizens. powerful and less powerful groups occur.
2. Analyze historical, economic, socio-cultural,
geographical, environmental, political and What is the larger issue for conflict
social-psychological factors that affect the role theorists?
of the school as an agent of change. The larger issue for conflict theorists is the
3. Interpret educational problems in the light of role that education plays in maintaining the
philosophical and legal foundations of prestige, power, and economic and social
education. position of the dominant group in society
4. Apply the five pillars of learning in responding (Ballantine & Spade, 2004).
to the aspirations of the community: learning to Where the conflict theory did came from?
know; learning to do; learning to live together; Grew out from the work of Karl Marx and
learning to be; learning to transform oneself and focuses on the struggle of social classes to
society. maintain dominance and power in social
systems.
What is Consensus and Conflict Theory? They explained change as emerging from
the crisis between human beings and their
Consensus is a general or widespread society.
agreement among all members of a particular They argued the theory characterized by
society. A concept of society in which the class conflicts: bourgeoisie (rich owners) and
absence of conflict is seen as the equilibrium proletariat (poor workers).
state of society based on a general or What is status culture?
widespread agreement among all members of a Refer to groups in society with similar
particular society. interests and positions in the status hierarchy.
Max Weber argues that schools teach and
Conflict is a clash or disagreement maintain particular “status cultures”
between ideas, principles and people Education systems may train individuals in
specialties to fill needed positions or prepare
Consensus theories see shared norms “cultivated individuals” (those who stand above
and values as fundamental to society; focus on others because of their superior knowledge and
social order based on tacit agreements, and reasoning abilities (Sadovnik, et. Al, 1994).
view social change as occurring in a slow and
orderly fashion. In contrast, conflict What is structural functionalism?
theories emphasize the dominance of some States that society is made up of various
social groups by others, see social order as institutions that work together in cooperation.
based on manipulation and control by dominant Structural functionalism was for many years
groups and view social change as occurring the dominant sociological theory in the works of
rapidly and in a disorderly fashion as Talcott Parsons, Robert Merton and their
subordinate groups overthrow dominant groups students and followers. However in the last 3
(Ritzer, 2000). It is a theory or collection of decades it has declined dramatically in
theories which places emphasis on conflict in importance (Chris, 1995).
human society (Jary and Jary, 2000:105). Parson’s Structural functionalism has 4
Functional Imperatives for all “ACTION
Is it possible in such society to have no SYSTEMS”, embodied in his famous AGIL
conflict? scheme. These functional imperatives that are
necessary for all systems are:
Dahrendorf recognizes that society cannot 1. Adaptation- a system must cope with external
exist without both conflict and consensus, which situational exigencies. It must adapt to its
are prerequisites for each other. Thus, we environment and adapt environment to its
cannot have conflict unless there is some prior needs.
consensus.
2. Goal attainment- A system must define and
What is the focus of Conflict Theory? achieve its primary goals

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3. Integration- a system must regulate the · As cited by Ballantine and Spade (2004),
interrelationship of its component parts. It must Parson believes that education is a vital part of
also manage the relationship among the other 3 a modern society, a society that differs
functional imperatives (AGL). considerably from all previous societies. From
this perspective, schooling performs an
4. Latency- (pattern maintenance) a system important function in the development and
must furnish, maintains, and renews both the maintenance of a modern, democratic society,
motivation of individuals and the cultural especially with regard to equality of opportunity
patterns that create and sustain the motivation. for all citizens. Thus, in modern societies
education becomes the key institution in a
Parsons designed the AGIL scheme to be meritocratic selection process.
used at all levels in this theoretical system:
o Action System- handles the adaptation What is Interaction Theory?
function by adjusting to an transforming the · Interactionist theory has its origin in the
external world. social psychology of early 20th century
o Personality system- perform the goal- sociologists George Herbert Mead and Charles
attainment unction by defining system goals and Horton Cooley.
mobilizing resources to attain them. · Mead and Cooley examined the ways in
o Social System- copes with the integration which the individual is related to society through
function by controlling its component parts. ongoing interactions.
 Cultural System- performs the latency function · This theory attempt to make the
by providing actors with the norms and values “commonplace strange” by turning on their
that motivate them for action (Ritzer, 2000). heads everyday taken-for-granted behaviors
and interactions between students and students
and between students and teachers.
Functional Requisites of a Social System
1. Social system must be structured so that Basic Forms of SOCIAL INTERACTIONS
they operate compatibly with other systems. · Symbolic interaction which require mental
2. To survive, the social system must have processes and views the self as socially
the requisite from other systems constructed in relation to social forces and
3. The system must meet a significant social structures. (Ritzer, 2000)
proportion of the needs of its actors
4. The system must elicit adequate Mead’s approach to symbolic interaction
participation from its members rested on 3 basic premises:
5. It must have at least a minimum of control 1. People act toward the things hey encounter
over potentially disruptive behavior on the basis of what those things mean to them.
6. If conflict becomes sufficiently disruptive, 2. People learn what things are by observing
it must be controlled. the things they encounter people respond to
7. Finally, a social system requires a them that is through social interaction.
language in order to survive. 3. As a result of ongoing interaction, the
- Talcott Parsons sounds (or words, gestures, facial expressions
and body postures we use in dealing with others
Key Principles of the functionalist theory: acquire symbolic meanings that are shared by
o Interdependency people who belong to the same culture.
o Functions of social structure and culture - Another important concept that has long
o Consensus and cooperation been used by symbolic interactionist is the
o Equilibrium Looking-Glass Self. This concept was
The component parts of a social structure: developed by Charles Cooley according to him,
· Families “We see ourselves as others see us.”
· Neighbors - In Cooley’s terms, you use other people as
· Associations a mirror into which you look to see what you are
· Schools like (Farley, 1990).
· Churches · Non-symbolic interaction which does not
· Banks involve thinking (Blumer, following Mead)
· Countries o Symbolic gestures, extends beyond the act
itself. A handshake, a hug, a bow expresses
What is the role of structural functionalism both parties shared understanding that a social
to education? interaction is beginning.

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 This also shows respect and love for one - The complete fulfillment of the human person,
another. in all richness of the personality, the complexity
of forms of expressions and various
commitments – as an individual, member of a
Five Pillars of Learning family or community, citizen and producer,
Came from “Learning the Treasure Within”, the inventor of techniques and creative dreamer -
report of the International Commission on Believes in the holistic and integrated approach
Education for the 21st Century, chaired by to educate the human person towards the full
Jacques Delors, published by UNESCO in 1996 development of the dimensions: physical,
Stresses that each individual must be equipped intellectual, aesthetic, ethical, economic, socio-
to seize learning opportunities throughout life, cultural, political, and spiritual values.
both to broaden her/his knowledge, skills and
attitudes, and adapt to a changing, complex and Learning to Transform Oneself and Society
interdependent world. When individuals and groups gain knowledge,
develop skills, acquire new values as a result of
Learning to Know - To acquire the instruments learning, they are equipped with tools and
of understanding, the passport of lifelong mindsets for creating lasting change in
education, for learning throughout life - Implies organizations, communities, and societies.
learning how to learn by developing one’s
concentration, memory skills, and ability to Intercultural Communication
think; more on mastery of learning tools than
acquisition of structured knowledge - Characterized by the growing number of
Underpinned by pleasure that may be derived contacts resulting in communication between
from understanding, knowledge, and discovery people with different linguistic and cultural
- Students need to develop learn-to-learn skills; backgrounds
Teachers as facilitator, catalyst, monitor and Communication & Language
evaluator of learning Types of Communication
1. Verbal – use of language
Learning to Do - To be able to act creatively 2. Non-verbal – use of gestures, facial
in one’s environment - Entails acquisition of a expressions, and other body movements
competence that enables people to deal with a
variety of situations, often unforeseeable, and to Language - An abstract system of word
work in teams - Requires finding peace within meaning and symbols for all aspects of culture -
ourselves, expansion of acceptance and Inclusive of speech, written characters,
understanding of others, and living the values numerals, symbols and gestures, and
that lead to peaceful and just society - Focuses expressions of non-verbal communication - The
on the development of competence, life skills, key factor in the success of the human race in
personal qualities, aptitudes and attitudes - creating and preserving culture - A reflection of
Represents the skillful, creative and discerning the kind of person one is, the level of education
application of knowledge attained, and an index to the behavior that may
be expected - Influences culture
Learning to Live Together in Peace and
Harmony - To participate in and cooperate with Culture A set of learned behaviors, beliefs,
other people in all human activities - A dynamic, attitudes, values, and ideals that characterize a
holistic and lifelong process through which particular society or population (Ember, 1999)
mutual respect, understanding, caring and The learned norms, values, knowledge,
sharing, compassion, social responsibility, artifacts, language, and symbols that are
solidarity, acceptance and tolerance of diversity constantly communicated among people who
among individuals and groups are internalized share a common way of life (Calhoun, et.al.,
and practiced together - Can be achieved by 1994) The sum total of symbols, ideas, forms of
developing understanding of others and their expressions, and material products associated
history, traditions and spiritual - Recognizes with a system (Johnson, 1996).
growing interdependence and a common
analysis of the risks and challenges of the future • CULTURE – is a complex whole which
includes the customs, beliefs, mores, and
Learning to Be - To better develop one’s folkways of a certain group of people. Education
personality and to act with ever greater is transferring of culture.
autonomy, judgment and personal responsibility

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• SUB-CULTURE – specialized form of posits that all cultures are of equal value and
culture practiced by a small group of people need to be studied in a neutral point of view
which shows uniqueness compared to other Social Institutions Structures and
groups mechanisms of social orders and cooperation
• NORM – what is considered “normal” is that govern the behavior of its members A group
basically based on the number of people of social positions, connected by social
practicing a certain behavior relations, performing a social role
• FOLKWAYS – actions that has some Characteristics of an Institution
moral significance and became repetitive 1. Institutions are purposive.
• MORES- refers too social norms that are 2. Institutions are relatively permanent in their
widely observed and are considered to have content.
greater moral significance than others. 3. Institutions are structured.
4. Institutions are a unified structure.
5. Institutions are necessarily value-laden.

Characteristics of Culture Functions of Institutions

1. Culture is learned. 1. Simplify social behavior for the individual
2. Culture is shared by a group of people. person
3. Culture is cumulative. 2. Provide ready-made forms of social relations
4. Cultures change. and roles for the individual
5. Culture is dynamic. 3. Act as agencies of coordination and stability
6. Culture is ideational. for the total culture.
7. Culture is diverse. 4. Tend to control behavior
8. Culture gives a range of permissible behavior
patterns. Essential Tasks
1. Replacing members or procreation
Components of Culture 2. Teaching new members
1. Communication – language, symbols 3. Producing, distributing, and consuming goods
2. Cognitive – ideas, knowledge, beliefs, values, and services
accounts 4. Preserving order
3. Material – tools, medicines, books, 5. Providing and maintaining a sense of purpose
transportation, technologies.
4. Behavioral – norms, mores, laws, folkways, Major Social Institutions
rituals. 1. Family 2. Education 3. Religion
4. Economic institutions 5. Government
Cultural Transmission IV. Gender & Development
1. Enculturation – learning one’s own culture 2. Shapes the lives of all people in all societies
Acculturation – learning new traits from another
group Influences all aspects of our lives, the schooling
3. Assimilation – an individual loses entirely of we receive, the social roles we play, and the
previous group identity and takes on that of power and authority we command
another group. Theories of Gender Development
Social Learning Theory – parents, reinforce
Importance and Functions of Culture appropriate gender role behaviors
1. Culture helps the individual fulfill his potential Cognitive Development Theory – children
as a human being. engage in symbolic thinking, acquire their
2. Through the development of culture, one can gender identity, then begin the process of
overcome physical disadvantages and allows acquiring gender appropriate behaviors
provision of needs. Gender Schema Theory – schema helps a
3. Culture provides rules of proper conduct for child to develop gender identity, formulate an
living in a society. appropriate gender role, and develop an
4. Culture provides an individual his/her integrated schema or picture of what gender is
concepts of family, nation or class. and should be
Gender Stereotyping The beliefs humans
Cultural Relativism An approach to the hold about the characteristics associated with
question of the nature and role of values in males and females
culture An anthropological approach which Gender & Equality Gives women and men the
same entitlements to all aspects of human

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development, including economic, social,
cultural, civil and political rights, the same level Kinds of Family Patterns
of respect of power to shape the outcomes of •Conjugal/nuclear family- consisting of a
these choices husband, wife and children
Gender Inequality •Consanguine/extended family- consist of
Four themes that characterize feminist the married couple, their parents, siblings,
theories about gender inequality: grandparents, uncles, aunts and cousins
1. Men and women are situated in society not •Monogamy- single marriage
only differently but also unequally. •Polygamy- plural marriage (one man married
2. Inequality results from the organization of to two or more women)
society, not from any significant biological or •Polyandry- one woman is married to two or
personality differences between men and more men at the same time.
women. •Polygyny- one man is married to two or more
3. No significant pattern of natural variation women.
distinguishes the sexes even if individual human •Cenogamy- two or more men mate with two
beings may vary somewhat from each other in or more women in group marriage
their profile of potentials and traits. •Patrilocal - a newly married couple lives with
4. All inequality theories assume that both men the parents of the husband
and women will respond fairly easily and •Matrilocal- a newly married couple lives with
naturally to more egalitarian social structures the parents of the wife
and situations •Neolocal- a newly married couple maintains a
separate household and live by themselves
Globalization & Education •Patriarchal- the father is considered the head
Global Education and Globalization and plays a dominant role
Globalization refers to an increasing •Matriarchal- the mother is the head and
interconnectedness and convergence of makes major decisions
activities and forms of life among diverse •Equalitarian/Egalitarian- both the father and
cultures throughout the world. the mother makes decisions and are equal in
Globalization links individuals and institutions authority
across the world with unprecedented •Patrilineal- the descent is recognized through
interconnection. the father’s line
Education systems constitute the core of the •Matrilineal- the descent is recognized through
globalization process. the mother’s line
Global education extends students’ •Bilineal- the descent is recognized through
awareness of the world in which they live by both the father and the mother’s line
opening them to the diverse heritage of human
thoughts and action, and creativity. SOCIAL PROCESS – social change occurs in
patterns and these patterns are called social
Socio-cultural Issues – massive migration, process, this is also used to interpret social
managing difference, global changes in culture behavior
Economic Issues – educational and
employment opportunities, neo-liberal Classification of Social Process
framework
Political Issues – constraints on national/state Competition – an impersonal attempt to gain
policy due to external demands from scarce and valued resources of wealth, alnd
transnational institutions - etc.
Globalization and Its Impact on Education. Conflict – involves the use of deliberate power
Accommodation – is the conscious
Education as a service industry is part of the adjustment and compromise among conflicting
globalization process Globalization may mean a groups to live without conflict.
more competitive and deregulated educational
system. Schools should be sites for “counter HISTORY OF EDUCATION
hegemonic movements”. In contemporary, ancient civilization such as
Content of Education – curriculum upgrading, Dynastic Egypt, Babylon, later Ancient Greece
productivity orientation and the Roman Republic the provision of
The Fall out of Globalization – education was restricted to the wealthy elite, or
internationalization of education, finances, to professional scribal guilds.
privatization of secondary and higher education.

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HISTORICAL FOUNDATION education was limited to the instructions given
Education is as old as life itself. No one can by their mothers
present an accurate account concerning the
origin of education. ATHENIAN EDUCATION
Evolutionist – started from primitive people. MEN SANA EN CORPORE SANO (sound
Creationist – started from Adam and Eve mind and sound body). Democracy is their
Modern day education owes much of its lasting legacy Athens wants to preserve their
system to the institutions established by the family. All schools were private Boys were
ancient civilizations of China, India, Israel, separated from girls. From 0-7, boys stayed at
Egypt, Greece and Rome. home received training from Paidagogus (an
educated slave). Palaestra – a public
CHINESE EDUCATION gymnasium were boys had their physical
They are the descendants from the river banks training under a Paedotribe.
of Huang Ho and Yang Tze River. The aimed of
their education is selecting and training people ATHENIAN EDUCATION
for public service. Puts emphasis on molding a PENTATHLON – (running, jumping, discus,
person’s character and moral values. They javelin and wrestling)
believed that government has the responsibility KITHARISTES – music teacher, teaches
to provide education. The center is on the poetry like Iliad and Odyssey
mastery of the Chinese language and classical GRAMMARIAN – writing teacher
literature particularly on the work of Confucius. EPHEBOS – (novice citizen) once an Athenian
Analects – the most revered Chinese classical boy finished his training
literature which contains the sayings of SOPHIST – (new class of teachers)
Confucius.
EGYPTIAN EDUCATION GREAT GREEK EDUCATIONAL THEORIES
POLYTHEIST people (worshipper of many SOCRATES – he postulated “know thyself”
gods) and accepted the fundamental principles of
Pharaohs were considered kings and their Protagoras that man is the measure of all
gods. things. Known for his Socratic method.
Priest and scribes were teachers of noble PLATO - WROTE “The Republic”. Discussions
class. of philosophy through eloquent dialogues; the
Parents were teachers of lower class or theory of “forms,” or “ideas,” that exist in an
fellahin. eternal, transcendent realm; a vision of utopia,
Education was highly practical and empirical where an elite group of philosopher-kings rules
Hieroglyphics – system of picture writing over other members of society.
Provided the modern world with the basic ARISTOTLE – father of modern sciences. The
foundation of education, art, science, synthesis of Plato’s belief in the eternal “forms”
engineering and others. and a scientist’s belief in the “real” world that
we can see, touch, or smell; the theory of the
GREEK EDUCATION Golden Mean (everything in moderation)
Ancient Greece was divided into several Poleis
(small city states) PHILOSOPHICAL SCHOOLS
Greeks were mixture of Germanic and Aryan ACADEMY – it is founded by Plato and known
stock (strong race) as the world’s first university
Sparta and Athens were the two popular city LYCEUM – founded by Aristotle
states SCHOOL OF STOICS – founded by Zeno
Constant struggle between Sparta and Athens EPICUREAN – founded by Epicurus
resulted in Peloponnesian War which lasted for
27 years. Roman Education
PRAGMATIC EDUCATION – strived to find
SPARTAN EDUCATION practical application of the knowledge they
Sparta was the largest city. It is purely military acquired and activities they pursued
state. Mothers function as state nurses. Age 7 A. Early Roman Education – home based
boys were turned over to Paidonomus – a education
military commander who cared for boys until B. Hellenized Roman Education – it started
age 18. At age 18 boys prepare for military when Rome’s contact with Greek civilization,
training. At 20 get assigned for actual war. At then finally conquering the place
30 they are compelled to marry. Girls

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Stages of Roman Education purpose of education was to educate the
1. Elementary (7-10) – literator complete citizen.
2. Secondary (10-16) – Grammaticus DESIDERIUS ERAMUS – he advocated the
3. Higher education (16 up) – rhetorical importance of studying the character of the
child. He likewise believed that women should
Influential Thinkers of Roman Education enjoy the same educational rights enjoyed by
Cicero – his writings provided the ideal men.
education for the middle ages 2. REFORMATION
Quintillian – stressed on memory and used it The Catholic Church held so much power. This
as a motivation. He also used rewards instead power gave rise to corruption and other
of corporal punishment. He suggested the use abuses.
of play and games. Martin Luther – he wrote “95 Theses” where
he attacked the ecclesiastical abuses
MEDIEVAL EDUCATION Philip Melanchon – organized a state school
Started when the Roman empire fell around system. He obtained considerable success in
400 A.D. Christianity was declared as the making Reformation acceptable to intellectual
official religion of the state by Constantine the as Luther did to the masses.
Great, therefore Catholics grew in number.
Hierarchy of church in middle ages 3. RISE OF PROTESTANTISM
Pope The public at this time was increasingly
Cardinal becoming aware and angered by the excesses
Archbishop of the papacy.
Bishop
Priest / clergy 4. JOHN CALVIN
He emphasized the sovereignty of God in the
MOVEMENT DURING MIDDLE AGES bestowal of grace and that specifically includes
Monasticism – they were called “monks” and election of predestination, limited atonement,
stayed in monasteries which served as total depravity, irresistibility of grace, and the
repositories of classical literature. perseverance of saints.
Scholasticism – known for “education as an
intellectual discipline” 5. CATHOLIC-COUNTER REFORMATION
Anselm – father of scholasticism The Protestants used education to further
Abelard – one of the famous schoolmen ends, the Catholics on the other hand used
St. Thomas Aquinas – wrote the official education to win back dissenters.
doctrine of the Catholic Church The aim of the Roman Catholic education was
religious moralism.
JUAN LUIS VIVES The church authorized the establishment of
It was in 1500’s that he conceptualized on the several priestly orders that would serve as the
value of practice; Need to tap students educational and social arm of the church:
interests. Adapt instructions to individual 1. Jesuits – St. Ignatius of Loyola
differences; Applied self-comparison rather 2. Jasenist – Jean Duvegier de Haureme or
than social comparison thus discouraging Abbe de Saint-Cyran
competition 3. Christian Brothers – Jean Baptiste de La
COMENIUS (1700). He introduced visual aids Salle
in books and teaching. He proclaimed that
understanding and not memorizing is the goal NOTABLE NAMES OF EDUCATION
of teaching • Socrates – “to know thyself is the beginning
of wisdom”
MODERN EDUCATION • Plato – wrote the “Republic”
• Aristotle – the Father of Modern Sciences
1.HUMANISM – studia-humanitis (meaning • Cicero – wrote the “Oratore”
study of humanities) a way of thought and a • Quintillian – “Institution Oratoria” he was a
way of life concerned the realization of the famous Grammaticus
fullest human career. • Anselm – father of scholasticism
Influential Characters: • St. Thomas Aquinas – “Summa
VITTORINO DE FELTRE – established the Theologiae”and “Summa Contra Gentiles”
most celebrated Humanist School. The • Erasmus – suggested that education be in
accordance with the needs of society, he was a

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humanist who advocated the importance of experimentation, and demonstration. Character
studying the character of the child development: training in the rules of conduct.
• Ascham - “Schoolmaster” condemning brutal ADVOCATES: ARISTOTLE, ST.
punishment in English schools during his time THOMAS AND JONATHAN HERBART
• John Amos Comenius - father of modern
education, he wrote the first picture book EXISTENTIALISM
“Orbis Sensualium Pictus” “EXISTENCE PRECEDES ESSENCE”.
• Francis Bacon - “The New Atlantis” Known as the philosophy of subjectivity –
• Mulcaster - said that “Education should be in man’s freedom in the accomplishment of
accordance with nature” reality. Stresses: knowledge on the realities of
• John Locke – “tabula rasa” (blank sheet) human life and the choice each person has to
• JEAN Jacques Rosseau – “Emile” make. Subject matter: personal choice.
(Education should be in accordance with the Learning is based on willingness of the student
nature of the child) to choose and give meaning to the subject.
• Pestallozzi - defined education as natural, Emphasis is given on the students rather than
symmetrical and harmonious development of the curriculum content. Students are not
the faculties of the child treated as objects to be measured. Methods:
• Herbart – conceived education as aimed self-actualization and self-direction. Character
towards the development of morality and development: responsibility of every individual.
virtue. He is famous for the Herbartian Method ADVOCATES: SOREN KIERGAARD,
in psychology JEAN PAUL SARTE
• Froebel – the father of kindergarten
• John Dewey - “Education is not a ESSENTIALISM
preparation for life, it is life” “ESSENCE PRECEDES EXISTENCE”.
• St. John Baptiste de la Salle – patron saint This is a traditional back approach.
of teachers Fundamentals of education: skills and
• Maria Montessori - advocated the child- knowledge. For the proponents: focus is the
centered education and prepared environment. basics – reading, writing, speaking and the
ability to compute. Subjects: geography,
PHILOSOPHICAL DIMENSION: grammar, reading, history, mathematics, art
and hygiene. Stress on values of hard work,
NATURALISM perseverance, discipline and respect to
Preserves the natural goodness of man. authorities. It is taught logically and
Truth can only be found through nature. In systematically. Methods: regular assignment,
accordance with human development and drills, recitations, frequent testing and
growth. Emphasis: informal exercise and evaluations.
hygiene of the person. To unfold child’s ADVOCATES: WILLIAM BAGLEY,
potential to prepare him for the changing times JAMES KOERNER, H. G. RICKOVER, PAUL
and needs. The child is at the center of the COPPERMAN
educational process and prepare to experience
life. PRAGMATISM
ADVOCATES: J. J. ROSSEAU, JOHN USEFUL = TRUE. Functionality and
LOCKE, MONTAIGNE practicality. Thought must be reduced to
actions. Students should be involve in work
IDEALISM groups. Methods: experimentation, project
making and problem solving. Stress:
EMPHASIS: knowledge obtained by application of what have learned.
speculation and reasoning. The focus is ADVOCATES: CHARLES SANDERS
conscious reasoning. PIERCE, JOHN DEWEY
ADVOCATES: SOCRATES, PLATO
PERENNIALISM
REALISM “ETERNAL”, “AGELESS”,
CONCERNS with actualities of life, what “EVERLASTING”, “UNCHANGED”. To learn is
is real. The ultimate reality is the world of universal. To learn means acquire
physical objects. On education: it should be understanding of great works of civilizations.
organized, separate, and systematically On education: ideas in the past are taught
arranged matter. Emphasis: science and because it is significant. Curriculum: contain
mathematics. Methods: recitation, cognitive subjects to cultivate rationality (logic,

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history). It uses recurrent themes of human life, LEARNING: PROCESS OF
for education is a repetitive process based on ADJUSTING ONE’S MENTAL MODES TO
eternal truths. Aims: rational person – to ACCOMMODATE NEW EXPERIENCE.
develop man’s per of thought. Teacher:
mastery of subject matter and authority RECONSTRUCTIVISM
ADVOCATES: ROBERTH HUTCHINS, AIMS: AWAKEN THE
MORTIMER ADLER CONSCIOUSNESS OF INDIVIDUAL ABOUT
SOCIAL ISSUES, CONCERNS AND
HUMANISM PROBLEMS THAT CONFRONT HIM.
THREE MAIN LINES OF GROWTH: LOOK FOR SOLUTIONS
1. INTELLECTUAL (EDUCATION) PRIMARY GOAL: ACHIEVE SOCIAL
2. AESTHETICS CHANGE
3. SCIENTIFIC ADVOCATES: THEODORE BRAMELD,
ADVOCATES: DA FELTRE, ERASMUS, GEORGE COUNTS, PAULO FREIRE
PESTALOZZI ON EDUCATION:
ON EDUCATION: it is a process – SCHOOLS: ORIGINATE POLICIES
unfolding of human character, the learner is in AND PROGRESS TO BRING SOCIAL
control of destiny. Concern: theme writing. REFORMS AND ORDERS
Asserts on playing in the curriculum. TEACHERS: INSTRUMENT TO
emphasize: motivation, use of praise and ENCOURAGE AND LEAD STUDENTS IN
rewards. Curriculum: literary appreciation, SOCIAL REFORMS
physical education, social training CURRICULUM: SOCIAL REFORMS,
STUDENT EXPERIENCES
PROGRESSIVISM METHODS: PROBLEM ORIENTED
“GROWTH”. Stressed: man is a social TYPE, GROUP DISCUSSIONS, INQUIRY
animal. Learning: based on questions from DIALOGUES, INTERACTIONS, COMMUNITY
one’s experience of the world. On education: BASED-LEARNING
the child as a whole. Curriculum: questions and CLASSROOM: LABORATORY
based on the students interest. Methods:
discussions, interaction (teacher with BEHAVIORISM
students), and group dynamics. It opposed ASSERTS: HUMAN BEINGS SHAPED
reliance on books, memorization, use of fear ENTIRELY BY THEIR EXTERNAL
and punishment, four walled philosophy. ENVIRONMENT.
Emphasis: validation of ideas through REALITY: PHYSICAL WORLD
experimentation. MAN: BY NATURE NEITHER GOOD
NATIONALISM NOR BAD, PRODUCT OF HIS
CONCEPT OF NATIONAL ENVIRONMENT
SOVEREIGNTY. Aims: preservation and ADVOCATE: JOHN WATSON, B. F.
glorification of the state. Emphasis: SKINNER
development of loyalty, patriotism, national
feeling and responsible citizenship. On OTHERS:
education: creation of common language. UTILITARIANISM: GREATEST HAPPINESS
Stressed: teaching principles of democracy RATIONALISM: SOURCE OF
and duties of citizenship. Focus also on KNOWLEDGE THE MIND
development of the state, includes the control EMPIRICISM: SOURCE OF KNOWLEDGE:
and support of the public school system. SENSE-BASED EXPERIENCE
Curriculum: grammar, geography and history. EXPERIMENTALISM: RELIABLE FORM OF
Methods: emphasis on content on nature KNOWLEDGE IS SCIENTIFIC EXPERIMENTS
studies, physical exercises, and play activities. HEDONISM: PLEASURE IS THE ONLY
ADVOCATES: JONATHAN HERBART, GOOD THING TO THE PERSON
JOHAN HEINRICH PESTALOZZI EPICURENISM: HIGHEST PLEASURE
CONSISTS OF A SIMPLE AND MODERATE
CONSTRUCTIVISM LIFE
INDIVIDUALS CONSTRUCT REALITY LEGAL BASES OF EDUCATION
BY REFLECTING ON HIS OWN HISTORICAL:
EXPERIENCE AND GIVES MEANING TO IT. PRE-SPANISH: INFORMAL
SPANISH: UNDER THE CONTROL OF
THE ROMAN CATHOLIC CHURCH

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 VICTORIOUS TUTORIAL AND REVIEW CENTER
AMERICAN ERA: ORIENTED P.D. 603 – CLASSES FOR CHILDREN
TOWARD A DEMOCRATIC WAY OF LIFE, WITH SPECIAL NEEDS
THEY MADE EDUCATION ACCESSIBLE TO ACT #1870- FOUNDING OF UP (1908)
ALL. RA #1265 – COMPULSORY DAILY
JAPANESE: INSTRUMENT FOR FLAG CEREMONY IN ALL EDUCATIONAL
FILIPINO’S TO JAPANESE IDEOLOGIES: INSTITUTIONS
VOCATIONAL EDUCATION AND SPIRIT OF RA #1425 – TEACHING RIZAL
LABOR POST WAR RA 4760 – MAGNA CARTA OF PUBLIC
UNDER THE SUPERVISION OF AND SCHOOL TEACHERS
SUBJECT TO THE REGULATION OF STATE.
THE K TO 12 CURRICULUM:
THE GOVERNMENT SHALL ESTABLISH FEATURES:
AND MAINTAIN A COMPLETE AND Access to basic education
ADEQUATE SYSTEM OF PUBLIC Improved quality of basic education
EDUCATION. AND SHALL PROVIDE AT K to 12 – means kindergarten and the 12 years
LEAST FREE PRIMARY INSTRUCTION AND elementary and secondary education.
CITIZENSHIP TRAINING TO ADULT Kindergarten, 6 years elementary, 4 years
CITIZENS. Junior High School, 2 years Senior High
ARTICLE XIV, SECTION 1 – 5 School (6-4-2)
Kindergarten – refers to the 5-year old children
MARCOS ADMINISTRATION that take the standardized kinder curriculum.
PD NO. 1081, ARTICLE XV SECTION 8 K to 12 Vision:
OF THE 1973 CONSTITUTION 1. Acquire mastery of basic competencies –
BATASANG PAMBANSA EDUCATION functional literacy
ACT OF 1982 2. Be more emotionally mature
EDUCATIONAL DECREE OF 1982: 10- 3. Be socially aware, pro-active, involved in
YEAR EDUCATIONAL PLAN – CREATED public and civic affairs.
NCEE 4. Be adequately prepared for the world of
work or entrepreneurship or higher education
AQUINO ADMINISTRATION 5. Be legally employable with potential for
CREATION OF DECS better earnings.
ARTICLE XIV SECTION 3 PROVIDES 6. Be globally competitive
OUR PHILOSOPHY – PATRIOTISM AND Features:
NATIONALISM Strengthening early childhood education
(universal kindergarten)
RAMOS ADMINISTRATION Making the curriculum relevant to the
E. O. 337 MAY 17, 1996 learners
TRANSFERRING OF NATIONAL Building proficiency (MTB-MLE)
TRAINING FOR TECHNICAL EDUCATION Spiral progression
AND STAFF DEVELOPMENT TO THE Gearing up for the future
TECHNICAL EDUCATION AND SKILLS College and livelihood readiness 21st
DEVELOPMENT AUTHORITY (TESDA) century skills

ARROYO ADMINISTRATION
REPUBLIC ACT 9155 BASIC
EDUCATION ACT OF 2001: RENAMED DECS
TO DEPED
OTHER ACTS:
RA 6655 – FREE SECONDARY
PUBLIC EDUCATION
RA 7722 – CHED
RA 7796 – TESDA
RA 7836 – BOARD FOR
PROFESSIONAL TEACHERS
LEGAL BASES
RA 7877 – ANTI-SEXUAL
HARRASSMENT ACT OF 1995

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