Name: ANTONIO, MAY ANN C.

Course & Section: BSEd-

ENG 2A
Chapter 2
Read Table 1, Points of Emphasis on Education in History.
1. What philosophy of education is observed in each historical group? Fill up the table below:

Key Periods in Educational History, 1000 BC to A.D. 1600

Historical Group or Educational
Curriculum Related Philosophy
Period Goals
Primitive societies To teach survival skills, Practical skills of Informal, Transmission of
7000 B.C. – Teach group harmony. hunting, fishing, food skills
5000 B.C. gathering stories,
myths, songs, poems,
dances
Greek To cultivate civic Athenian: reading, Memorization and
1600 B.C. – responsibility. writing, arithmetic, recitation in primary
300 B.C. drama, music, physical schools, lecture,
education, literature, discussion and dialog in
poetry higher schools

Spartan: drill, military

songs and tactics
Roman Cultivate religious Reading, writing, Practical administrative
750 B.C. – commitment to Islamic arithmetic, Laws of skills, relate education to
A.D. 450 beliefs; expertise in Twelve Tables, law, civic responsibility
mathematics, medicine philosophy
and science.
Arabic To prepare priests Reading, writing, Males of upper class
A.D. 700 – according to scribe for mathematics, religious Memorizing and Copying
A.D. 1350 the empire literature; scientific texts Religious or
studies Technical texts Priests and
Scribes Restriction on
Educational controls to
priest elites
Medieval Develop religious Reading, writing, Structure and organization
A.D.500 – commitment, arithmetic, liberal arts; of the university,
A.D. 1400 knowledge and ritual, philosophy, theology; institutionalization of
establish social order, crafts; military tactics knowledge
prepare for appropriate and chivalry
roles
Renaissance Cultivate humanist Latin, Greek, classical Emphasis on literary
A.D. 1350 – expert in Greek and literature, poetry, art knowledge, excellence
A.D. 1500 Latin classics; prepare and style in classical
people to serve literature, two track
dynastic leaders system of schools
Reformation Cultivate commitment Reading, writing, Commitment to universal
A.D. 1500 – to a particular religious arithmetic, catechism, education to provide
A.D. 1600 denomination and religious concepts and literacy for everyone,
general literacy. ritual; Latin and Greek; origins of school systems,
theology dual track school system
based on socio-economic
class and career goals.

2. Define the following:

a. Socialization as a function of society – a function of education in society, the process by which
individuals internalize the norms and values of society.
b. Anticipatory socialization - is the process of changing one’s attitudes and behaviors in preparation
for a shift in one’s role
c. Cultural patterns - the similar behaviors within similar situations we witness due to shared beliefs,
values, norms and social practices that are steady over time.
d. Life skills - the abilities for adaptive and positive behavior that enable individuals to deal
effectively with the demands and challenges of everyday life. Life skills were important if they are
facing the problem of survival in an environment. By developing these skills, it eventually became
cultural patterns.

3. What life skills were/are developed in each historical group/period?

4. What are/were the different goals of education in each historical group/period?

To teach survival skills, Teach group harmony. To cultivate civic responsibility. Cultivate religious
commitment to Islamic beliefs; expertise in mathematics, medicine and science. To prepare priests
according to scribe for the empire. Develop religious commitment, knowledge and ritual, establish
social order, prepare for appropriate roles. Cultivate humanist expert in Greek and Latin classics;
prepare people to serve dynastic leaders. Cultivate commitment to a particular religious denomination
and general literacy.
 2LA-N
Taking it to the Net
1. In the Philippines, education from elementary to secondary education is free. What law
made tertiary education free? Research on the tertiary education of other countries. Is it also
free or “only in the Philippines?” Share your findings in class.
Republic Act (RA) No. 10931, otherwise known as the Universal Access to Quality Tertiary
Education Act is “an act promoting universal access to quality tertiary education by providing
free tuition and other school fees in State Universities and Colleges, Local Universities and
Colleges, and State-Run Technical-Vocational Institutions, establishing the Tertiary Education
Subsidy and Student Loan Program, strengthening the Unified Student Financial Assistance
System for Tertiary Education, and appropriating fund therefore,” as stated in the title of the
Law. . This is a law in the Philippines that institutionalises free tuition and exemption from
other fees in state universities and colleges (SUCs), local universities and colleges (LUCs) in
the Philippines. The law also foresees subsidies also for private higher education institutions. It
is intended to give underprivileged Filipino students a chance to earn a college degree. The law
was filed first by senator Ralph Recto, principally sponsored by Senator Bam Aquino, and was
signed by Rodrigo Duterte, President of the Philippines, on August 3, 2017. Aside from the
Philippines, Argentina, Brazil, European countries (France, Malta, Germany and Scotland),
Fiji, Iran, Mauritius, New Zealand, Russia, Sri Lanka, Thailand, Trinidad and Tobago, United
States, Uruguay, and Tanzania also offers free tuition. In Argentina, education is free since
1949 in every public university, not only for Argentine students, but also for international
students willing to study in Argentina. In Brazil, free education is offered by the Ministry of
Education, which offers scholarships for graduate degrees, masters, doctoral and post-doctoral
for Brazilians and immigrants who have Brazilian citizenship. In European countries such as
France and Malta, tuition is usually free for European students, and in Germany, tuition is free
for all European and international students. In Scotland, university tuition is free for all Scottish
nationals and is discounted for all European students. In Fiji the government announced in 2013
it would cover the costs of primary and secondary school education, equivalent to 250 Fiji
dollars per year per student. In Iran, most prestigious universities are called governmental
universities which offer free education for students who pass a very competitive entrance exam
with high scores. In Mauritius, the government provides free education to its citizens from pre-
primary to tertiary levels. In New Zealand, the Labour government will introduce three years of
free post-school study or training. In Russia, prior to the break-up of the Soviet Union, tuition
was free for everyone obtaining sufficient grades. In Sri Lanka, free education is provided by
the government at different levels. In Thailand, free education began around in 1996. Trinidad
and Tobago offers free tertiary education to its citizens up to the undergraduate level at
accredited public and select private institutions. In the United States, students pay tuition to
attend community colleges, with many taking on debt in the form of federal loans i.e. "student
loans". Uruguay adopted free, compulsory, and secular education in 1876. In Tanzania, the
government introduced a fee free education for all the government schools in 2016.
2. Life skills were taught to primitive society. Are these, life skills for primitive society the
same life skills for the 21st Century? Find out
Primitive skills are the first skills, the knowledge and wisdom that was utilized by human
beings around the globe in their daily life. Life skills taught to primitive society are survival
skills like practical skills of hunting, fishing and food gathering. This life skills of primitive
society is different life skills for21st century as technology arise it's enable the people
to cope with the change brought by technology and other application or skills in life. The life
skills before are different in this 21st century life and by applying every skills and experience to
survive in life. Earth living and primitive survival encompass a huge range of skills and
knowledge. We have got everything from the basic survival skills of feeding ourselves and
protection from the elements, all the way to the huge array of complex processes and
techniques that allow our species to thrive in a natural environment. We could say that they are
not that essential in our society anymore, because of the presence of technology that makes
everything easier and convenient without any extra effort. But this doesn’t mean they’re
useless. These disciplines are not only very worthwhile, but arguably an essential component of
human development and ability, both in terms of our health, and the sustainability of our
relationship with the natural world that unconsciously we practiced in our day-to-day lifestyle
in the recent 21st Century. Every day we work hard to survive. To survive we need basic things
of wilderness living such as shelter, fire, water, food, and self-expression. These are the things
that we still need and practice throughout the year from primitive up to now. We need shelter
for our safety and security. In primitive, they use to have shelter in the trees, caves, and beside
the river banks wherein they could potentially find their food. They develop their hunting skills,
critical thinking, and creativity when catching a wild boar as food, in creating fire out of stones
and primitive cave paintings and signed language has morphed into an endless variety of ways
to express oneself to other humans. Like Umalohokan they were responsible for going around
and making people aware of new laws and policies enacted by the Datu or chieftain as a result
they use ivory and seashell to produce sound in delivering a message. They are a lot to mention
about the challenges that have been encountered by our ancestors during the primitive times but
they able to overcome those challenges that eventually inherited from us today. In today's 21st
Century, we still practice those primitive skills but with modifications to coincide with its
Modern period. The practice of making a shelter is still there, but with technological
modifications, even in the fire, water, food, and self- expression today we can say that
everything was manipulated by technology but the thing that hasn't changed was the concept
and discipline of action in doing such task because we still use our awareness and connection.
We still practiced a keen sense of awareness, awareness of our self, our situation, and our
surroundings, and a strong sense of connection to nature, to ourselves, and our community
today.
Name: ANTONIO, MAY ANN C. Course & Section: BSEd- ENG 2A

Chapter 3

3LA – Group or Individual (Yellow Paper) Items 1-4.

1. Explain the implications of the following social science theories to education.
a. Structural-functional theory - is an orientation that focuses on structure – the patterning of
roles, the form of institutions, and the overall articulation of institutions in a society – and
seeks to explain these structures in terms of their functions – contributions to the stability
and persistence of societies.
b. Conflict theory - sees the purpose of education as maintaining social inequality and
preserving the power of those who dominate society. Conflict theorists examine the same
functions of education as functionalists. Functionalists see education as a beneficial
contribution to an ordered society; however, conflict theorists see the educational system
as perpetuating the status quo by dulling the lower classes into being obedient workers.
c. Symbolic Interaction theory - limit their analysis of education to what they directly observe
happening in the classroom. They focus on how teacher expectations influence student
performance, perceptions, and attitudes.

2. Fill up Table 2 below:

Table 2 Social Science Theories and Education

Actual Classroom Application

Theory The Theory
(Two each theory)
Structural-Functional

Conflict Theory
Symbolic-Interaction
Theory

3. What are the purposes of education according to the functionalists? Explain and illustrate each
function using actual examples.
Functionalists argue that education is an important social institution that helps meet the needs of
society and maintain stability. We are all part of the same organism, and education performs the
function of creating a sense of identity by teaching core values and allocating roles. For
example, you might notice an attractive fellow student when they give a particularly interesting
answer in class—catching up with them and making a date speaks to the latent function of courtship
fulfilled by exposure to a peer group in the educational setting.

4. What does job mismatch mean? What is the implication of job mismatch education?
Job-mismatch of this kind occurs when there is an under- or over-qualified/educated worker. A
person is defined as over-educated if his or her education level is above the mode for their
occupation. Also, at macroeconomic level, from a perspective of economy as a whole, job
mismatches mean a loss of resources and human capital and could have negative effects on overall
productivity. The opposite effects stay at the crossing between the employees, companies, policies
and future development.

Name: ANTONIO, MAY ANN C. Course & Section: BSEd- ENG 2A

Chapter 4

4LA-1 (COMPUTERIZED – FOLIO, or Colored Ruled paper)

APPLICATION – LET’S APPLY:

1. In line with the government’s austerity program, DepEd reiterates the following policies:
a. Graduation rates should be simple but meaningful to encourage civil rights, a sense of
community, and personal responsibility. While these rites mark a milestone in the life of the
learners, these should be conducted without excessive spending, extravagant attire or
extraordinary venue;

b. Moving Up or Completion Ceremonies should be simple, involving only the learners, their
parents and the school; and

c. Non-academic projects such as attendance to field trips, film showing, Junior-Senior

promenade, and other school events should not be imposed as requirements for graduation
or completion. (D.O. # 02, s. 2019)
 1) Which of the weaknesses of the Filipino does this DepEd Order wish to help eliminate?
Explain.

2) Before the pandemic, did DepEd schools adhere to these policies? Cite at least two
examples to support your agreement or disagreement.

3) During the pandemic, do government offices observe austerity programs? Cite at least
two examples to support your answer.

2. In a post-observation conference, school head cites points for improvement for the teacher
observed. It happens that there are more points for improvement than positive points. Teacher
concludes the school head is biased against her.

Which Filipino weakness is revealed? What should be done?

3. What should be done in the Philippine basic education system so that it is more substance than
form?
4. Cite instances where 1) extreme family centeredness, 2) lack of discipline, 3) passivity and lack of
initiative, 4) colonial mentality, 5) kanya-kanya syndrome, talangka mentality, 6) lack of self-
analysis and self-reflection are manifested in Philippine society.

Explain how schools can help counteract such negative traits.

5. Based on Sen. Shahani’s Report, Chapter IV as written by Patricia B. Licuanan, once Chair of the
Commission on Higher Education of the Philippines, schools have contributed to the development
of Filipino passivity and lack of critical thinking:

Aside from the influences of the formal curriculum, there are the influences of the ‘hidden curriculum’, i.e.,
the values taught informally by the Philippine school system. Schools are highly authoritarian with the
teachers as central focus. The Filipino student is taught to be dependent on the teacher, so he attempts to
record verbatim what the teacher says and to give this back in its original form with little processing during
examination.

Teachers reward well-behaved and obedient students and are uncomfortable with those who ask questions
and express different viewpoints…. Critical thinking is not learned in school.

a. Does this picture still hold true today? Why or why not?
b. Is this true to the pre-pandemic NVSU setting? To the pandemic NVSU setting? Provide
at least two

4LA – Group or Individual

Read the excerpt of the Report “A Moral Recovery Program: Building a People, building a Nation”
submitted by the task force headed by then Senator Leticia Shahani to Pres. Corazon Aquino, the Senate
and the members of the press on April 27, 1988, then answer the following questions:

1. According to the report, what are the strengths of the Filipino character? Give an actual
example of each strength.
2. What are the weaknesses of the Filipino character according to the report? Give an actual
example of each weakness.
3. When does the strength of the Filipino become a weakness? Give two examples each.
 Strength Example of the Strength becoming a weakness
1.
2.
3.
4.
5.
6.
7.
8.

Taking it to the Net

4LA-N
1. Research on the Senior High School Curriculum. Find out if there are subjects where the following are
intentionally taught: (1) a sense of patriotism and national pride; (2) a sense of common good; (3) a
sense of integrity and accountability, (4) the values and habits of discipline and hard work; (5) the
values and habits of self-reflection and analysis; the internalization of spiritual values and the emphasis
on essence rather than on form.

Grade Level
(Grade 11 or Subject Value Topic
12)

(Add to the rows if needed)

2. Research on DepEd orders on values education and value integration. Can these DepEd orders disprove
that the Philippine educational system is more form than substance as claimed in Sen. Shahani’s report?

3. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade 11-12 Curriculum
Guide for Philosophy of the Human Person and Personal Development show that there is an intensive
and purposive effort of the Philippine educational system to eliminate the weaknesses of the Filipino
character that is more substance than form. Which proofs can you give?

Videos

https://www.youtube.com/watch?v=Hz1s55xGxRs Three major perspectives in sociology

https://www.youtube.com/watch?v=RGeUnjLg1cY Structural Functionalism: Definition,
Principles, Strengths, and Weaknesses
https://www.youtube.com/watch?v=5J4ndwX8MPw Structuralism & Functionalism
https://www.youtube.com/watch?v=e4G5wsj_WuA What is Symbolic Interactionism?
https://www.youtube.com/watch?v=L33RvPHetikSymbolic Interactionism
https://www.youtube.com/watch?v=l1i5iIokwsg Conflict theory
https://www.youtube.com/watch?v=0bLjfwUpVeY Reading Conflict Theory
https://www.youtube.com/watch?v=XhxNxMH0rGA What is Empiricism? The Philosophy of
Locke, Berkeley and Hume
https://www.youtube.com/watch?v=u6JyCQgoO8Q David Hume's Theory of Knowledge (David
Hume's Empiricism, David Hume's Skepticism)
https://www.youtube.com/watch?
v=2DrnhZ8G6EE&list=TLPQMDkwMzIwMjNzS
hcMo7RHrA&index=3
Skinner’s Theory of Behaviorism: Key Concepts
https://www.youtube.com/watch?v=t2T_blmB0x0 Introduction to Behaviorism - Thorndike, Pavlov,
Watson, Skinner, Bandura, Gagne
https://www.youtube.com/watch?v=-XttvR7NxHw&list=PLibktoKopBg4pu5yNDGUgsOWRmGaQ8dip
Pavlov's Theory of Classical Conditioning (See link
below for "What is Psychology?")