Foundation in Education

Foundations of Education
Dr. MAY P. PASCUAL

Professor
Compiled:
CHARISSE A. COMPUESTO
CATHERINE B. MAGAT
Room 2
NATURE OF
PHILOSOPHY, MAN
and SOCIETY
What is Philosophy?
Etymological definition from Greek: the
love of wisdom
We sometimes use the term philosophy
to refer to a persons code of values or
the beliefs by which they live
An academic discipline
A methodology which lies at the root of
all subjects
The practical activity of raising
fundamental questions and attempting to
answer them in thinking and writing
The History of Philosophy

Ancient Philosophy (7th century B.C.
to 5th century A.D.)
Medieval Philosophy (500 to 1500)
Modern Philosophy (16th to 19th
centuries)
Postmodern or Contemporary
Philosophy (20th century to present)
The Branches of Philosophy

Metaphysics literally, after or beyond
the physical, the study of ultimate
reality or how things really are.
Epistemology the study of knowledge or
how to tell when we really know something.
Ethics the study of moral problems,
right and wrong, and practical reasoning.
Logic the study of the rules of correct
reasoning.
Aesthetics the study of feelings and
judgments related to beauty and art.
The Search for Truth

Philosophy is perhaps the most open of
all subjects, since no question or point of
view is off limits.
The history of philosophy has been
described as the history of heresy,
since it challenges us to question even
our most cherished beliefs.
As one famous philosopher put it, I do
not know how to teach philosophy without
becoming a disturber of the peace.
Baruch Spinoza
Some philosophical questions:

Do our senses, of sight, touch, hearing,
taste and smell, present us with a true
picture of the world around us?
We each have a body of flesh and bones,
and we also have a mind; are minds
separable from bodies (could we have minds
without bodies)?; do minds and bodies
interact and, if so, how?
MAN AND SOCIETY
THE HUMAN BEING

AND THE GROUP
The problem of man cannot be solved

scientifically without a clear statement of the
relationship between man and society, as seen
in the primary collectivitythe family, the play
or instruction group, the production team and
other types of formal or informal collectivity.
The life of the family is related to the division

of labour according to sex and age, the carrying
on of husbandry, mutual assistance in everyday
life, the intimate life of man and wife, the
perpetuation of the race, the upbringing of the
children and also various moral, legal and
psychological relationships.
The family is a crucial instrument for the

development of personality. It is here that the
child first becomes involved in social life,
absorbs its values and standards of behavior,
its ways of thought, language and certain value
orientations.
It is this primary group that bears the major
responsibility to society. Its first duty is to the
social group, to society and humanity. Through
the group the child, as he grows older, enters
society.
A person's whole intellectual make-up bears

the clear imprint of the life of society as a
whole. All his practical activities are
individual expressions of the historically
formed social practice of humanity.
The individual is a link in the chain of the

generations. His affairs are regulated not only
by himself, but also by the social standards,
by the collective reason or mind. The true
token of individuality is the degree to which a
certain individual in certain specific historical
conditions has absorbed the essence of the
society in which he lives.
It is sometimes said that society carries the

individual as a river carries a boat
An individual does not float with the river; he
is the turbulently flowing river itself. The
events of social life do not come about by
themselves; they are made.
The key to the mysteries of human

nature is to be found in society. Society is
the human being in his social relations, and
every human being is an individual
embodiment of social relations, a product
not only of the existing social system but of
all world history.
The individual is free where he not only serves

as a means of achieving the goals of the ruling
class and its party but is himself the chief goal
of society, the object of all its plans and
provisions.
The Philosophical Foundations of

Education
Topic Outline
The Philosophy of the
Renaissance Period
Modern Philosophies of Education
Renaissance Period
Monalisa by Leonardo
Da Vinci
Pieta by Michelangelo
Renaissance Period
Gutenburg Perfect Printing
Columbus discovered
America
Renaissance Period
Columbus discovers
the earth revolved
around the sun
Martin Luther founded a new

religion
The Philosophy of the

Renaissance Period
Most authorities agree that modern times
began with the RENAISSANCE.
It was a general re-awakening, a revival or
rebirth of learning.
The renaissance upheld the dignity of the
human being, renewed the spirit of
nationalism.
It is also the time for increased trade among
countries, and a period of exploration.
This lead to scientific research which was
used to solve problems.
Books were printed and thus were made more
widely available.
Different movements that

arise during the
Renaissance Period
Humanism
The Reformation
Protestant Reformation
Catholic-Counter Reformation
Realism
Disciplinism
Rationalism
Naturalism
Nationalism
Developmentalism
Different movements that arise during the

Renaissance Period - HUMANISM
Derived from studia humanitatis

which means studies of humanity
This movement started in the early
part of the 14th century.
This period was marked by a revival
of the classical influences of the
Romans and Greeks, expressed in
the flowering of the arts and
literature as well as the beginning
of modern science (Duca:1998)

It was a way of life concerned with

the fullest realization of human
development.
It may be traced to the saying of

Protagoras, Man is the measure of
all things, of those that are, that
they are, of those that are not, that
they are not (Tulio:1999)

Humanistic Education was the

outgrowth of the renaissance. It
identified two phases:
1.
Italian or individual humanism
2.
Social humanism
1.
Italian or
individual
humanism
This stressed
personal
culture,
individual
freedom and
the
developme
nt
of the elite
group.
Popular Humanist during this

time:
DANTE
ALIGHIERI
Author of Divine
Comedy

time:
Petrarch
A prolific writer
and a
progressiv
e
thinker

time:
Da Feltre
A scholar and
educator who
opened the
schools
for the poor
1.
Social
Humanism
this gave more

emphasis on
moral
and social
reforms
as the best
means
for providing
rich
and full lives
for all

time:
Erasmus
-
a Dutch scholar
Known for his

educational
works Liberal
Education of
children & On
the Order of
Study
HUMANISM contributed the

following to education:
1. Allowed the development of
educational talent.
2. Encouraged involvement and
participation in all educational
opportunities.
3. Encouraged students toward
actualization and self fulfillment.
4. Placed a premium on humanity and
individual potential.
5. Introduced innovations in teaching
methods.
6. Stimulated creativity and
independence among students.
7. Increased person to person
interaction.

Renaissance Period THE REFORMATION
This was one of the movements during

the 16th century directed against the
practices of Roman Catholic Church.
Reformation was not merely a reform in
religious doctrine. It involved political,
economic, moral, philosophical and
institutional changes.
Credit to its success was MARTIN
LUTHER, an Augustinian monk and
professor of theology at the newlyestablished University of Wittenburg.
He was threatened with
excommunication from the Catholic faith,
LUTHER and other protestant reformers,
formed a movement called Protestant
Reformation

The aim of Protestant Reformers

was religious moralism living a
worthy life would guarantee a
glorious after life.
Education must provide adequate
training in the duties at home.
It also promoted parental discipline
and a sound family life as a
foundations of a good government.

3 Types of Protestant Schools

1.Vernacular school. This was
organized for popular education.
The educational system was
compulsory.
2.Secondary School. The protestant
reformation gained greatest strides
in the secondary level.
3.University School. Trained the
masses and other future leaders.
Popular scholar during this time:

Melanchtion
One of the
greatest
Scholars who made
a
Survey of what was
in
Germany.
-
-the outcome of
which
became the basis of
the
SAXONY Plan to
establish a

Melanchtion
Methods used in school were:
Reading
Correct pronunciation of words
Memorization of answers from the
Gospel
Hymns and Psalms
Eventually, classroom instruction

became more
rigid, discipline was harsh and religious
Indoctrination was the chief method
used.

Renaissance Period CATHOLIC COUNTER
REFORMATION
This was another movement

intended to clarify doctrine and
improve the practices of the
catholic practices of the Catholic
Church.
This aimed to develop an

unquestioning obedience to the
authority of the church

REFORMATION
The different religious congregation

also stressed
their own aims:
The Jesuit schools were designated
to train leaders
The Christian Brothers
Jansenists will teach spiritual
salvation.

REFORMATION
Jesuits schools were designated to train

leaders
through the following:
1. Doing a small amount of work at a time
and doing it well.
2. Two steps in the teaching method: pre
selection and repetition.
3. Adapting the lesson to the abilities and
interests of the children.
4. Student participation through the
question and answer method.
5. Repetition for mastery.
6. Review
7. Motivation by rivalry and emulation.

Renaissance Period REALISM
Realism maintained that education

should be concerned with
actualization of life.
They believed that the new type of
education should be developed to
prepare the child for the concrete
duties of practical living.
The difference between realist,
humanist and reformers gave rise
to various groups of realists.

Renaissance Period REALISM various
groups
1. Verbal Realist aimed at complete

knowledge and understanding of
human society and to fit the
individual to the environment in
which he lived.
3 Famous verbal realists
a. Vives
b. Rabelais
c. Milton

Vives (Spanish) believed that
education
should develop personality. To do
this a
teacher should study each pupil
individually
adapt school work.

Rabelais (French)
stressed that the aim
of
learning was the
development of a
whole
person
Milton (English) said

that
education was to
prepare

groups
2. Social Realists were members of

the aristocracy who claimed that
education should best develop
mans contact with people and
their activities rather than through
books.

Montaigne a
famous
social
realists. He
proposed a
broad social
education
that would
make young
aristocrats
men of the
world

groups
3. Sense Realists emphasized a

practical type of education that
stressed scientific training. They
favored democratic education and
the uses of vernacular.

Comenius
had
More
symphath
y
for the
masses and
he
Championed
education for
all.

Mulcaster
emphasized
that
children must
be
Studied
thoroughly,
their
innate abilities
should
respected.
He
recomme
nds
that games,
play,

Bacon
Stressed
mans
dominance
over
things. He
used
the inductive
method of
learning.

Ratke
Emphasized
the
development
of a
natural
method
of teaching.
Repetition he
insisted must
be
done as often
as
possible. He
also
prescribed

Renaissance Period DISCIPLINISM
It was the two doctrine characterized

by two reactions during the 1st half
of the 18th century: the rise of
formal discipline; and the
development of reason or
rationalism.

John Locke
Strongly
Advocated the
disciplinary
theory
of education in
his
Some Thoughts
Concerning
Education
believing that
the
mind of the
child
at birth was a
blank tablet or

Renaissance Period RATIONALISM
It was the movement that upheld the

right of each individual to his own
opinion, liberty of conscience and
freedom of thought.
This was considered as the age of
REASON, some times known as the
AGE OF ENLIGHTENMENT.

Renaissance Period NATURALISM
The most influential movement of the

18th century which stood for
education in accordance with
nature.

Jean-Jacques
Rousseau
Believed
that
the
basic tenet of
naturalism was
conviction and
that
the
natural
growth
of children in a
Natural
Environment
Constituted
Adequate

Renaissance Period NATURALISM Key
Concepts and the Educators role based on

the Doctrine of Naturalism accdg, to Tulio.
Key Concepts
1. Education must satisfy the

basic needs of man as an
individual.
2. Education is geared to
individual growth each
child.
Naturalist Education
-it is the role of education to

provide knowledge and skills
that are fundamental forces
within the individual to seek
satisfaction.
-Believes that each child
follows a logical pattern of
growth and development and
that education must be
attuned to these natural
patterns.


Key Concepts
3. Education is not simply

mental in nature.
4. Students educate
themselves
-Advocates the education of

both mind and body.
Encourages the development
of moral character, discipline
and physical well being.
-Education involves self
activity Activities are offered
for exploratory purposes and
for the development of
aesthetics and self
expression.


Key Concepts
5. The teacher has an

-Awareness that natural
awareness of the nature of environment is responsible
the child.
for the development of the
individual differences, each
child has a distinct learning
needs that require
individualized learning
activities.
6. Teacher as a guide in the
intellectual process,
-The education and

instruction used must be
based on the understanding
level of the children to
naturally develop them
according to their needs and

Renaissance Period NATIONALISM
The rapid rise of nationalism in the

19th century stimulated the
development of the statecontrolled and state supported
public school system because
naturalism focused on the patriotic
citizenship.

Renaissance Period NATIONALISM
The salient points brought about by

naturalist education.
1. Grammar became the leading
subject in the curriculum.
2. Acquisition of knowledge and skills
through the 3rs
3. Use of the project method which
gave pupils a chance to work on
actual practical problems.
4. Increase in public funds to support
colleges and universities.

Renaissance Period DEVELOPMENTALISM
This was a child centered theory that

emphasized a careful study of the
child. Developmentalists viewed
education as a natural process, a
growth and unfolding of innate
talents and potentials.

Johann
Heinrich
Pestalozzi
He combined
physical, moral,
intellectual and
manual work in
his
aim to
psychologize
education.

Johnann
Freidrich
Herbart
His
central
principle
was that ideas
are
developed in the
mind through
external stimuli.

Friedrich
Froebel
His theory was
based
on
the concept
of
the
absolute as
a
creative
force.

Renaissance Period DEVELOPMENTALISM
Formulated 5 basic principles of

teaching.
The Principle of Self Activity

The Principle of Interest
The Principle of Apperception
Principle of Individual Difference
Principle of Socialization.
MODERN PHILOSOPHIES OF
EDUCATION - Idealism
This school of thought holds that
knowledge is independent of sense
perception or experience.
This also claims that mans
knowledge is based on his mental
state and the mental stimulus
perceived by mans soul comes
from an infinite spirit which is God.
The idealist expects the teachers
to be role models of intellectual,
moral, aesthetic, and vocational
excellence to their students.
They should teach by example.
EDUCATION - Progressivism
This school of thought holds that
knowledge is independent of sense
perception or experience.
This also claims that mans
knowledge is based on his mental
state and the mental stimulus
perceived by mans soul comes
from an infinite spirit which is God.
The idealist expects the teachers
to be role models of intellectual,
moral, aesthetic, and vocational
excellence to their students.
They should teach by example.
EDUCATION - Existentialism
It is a philosophical doctrine which
emphasize the freedom of human
beings to make choices, in a world
where there is no absolute values
outside man itself.
The decisions that a man makes will
enable him to realize what kind of
person he will be and will make him
distinct from other people.
And if a person has developed and is
aware of his own identity, he will be
able to find meaning and purpose for
his existence.
Education to the existentialist should
enable man to make choices for his life.
EDUCATION - Essentialist
It is an philosophical theory that
ascribes ultimate reality to
essence embodied in a thing
perceptible to the senses.
In education, it is a philosophy
holding that certain basic ideas
and skills or disciplines essential
to ones culture are formulable and
should be taught to all alike by
certain time-tested methods.
MODERN PHILOSOPHIES
OF EDUCATION
Idealism
Pragmantism
Progressivism
Existentialism
Essentialism
MODERN PHILOSOPHIES
OF EDUCATION
Pragmantism
It claims that the childs growth
and development as an
individual depend on his
experiences and self activity.
Emphasizes that educational
concern must be on the childs
interest, desires and the learners
freedom as a an individual rather
than the subject matter.
Adheres to the ideas that
thinking and reasoning should be
emphasized, and that good
ORGANIZATION AND STRUCTURE OF

THE SYSTEM
Pre-Spanish Period
Spanish Regime
Before the coming of the Spaniards, the

early Filipinos had a culture of their own.
Education was informal
Pre-Spanish Period
Spanish Era
Education (Spanish era)

Spain introduced the European system of
education in the Philippines
First schools established were parochial
schools, with Spanish missionaries as
teachers.
There was a separate school for boys and
girls
The wealthy Filipinos were accommodated in
the school
Filipino children were taught the Catholic
doctrine, the 3 Rs (reading, writing,
arithmetic), music, arts and trades
Education Decree 0f 1863

The 1st educational system in the country was established
by Spain
This law gave Filipinos a complete system of education
from the elementary to the collegiate level
It provided the foundations of separate public elementary
schools for boys and girls
The Normal School was also established
The friars controlled the educational system during Spanish
times
The Filipinos were only able to enter the school in the late
19th century
Effects of Colonial Education in the

Philippines
The Friars were effective in evangelizing the
Catholic religion to the Filipinos.
One major failure of the educational system
of the religious congregation was the
withholding of the Filipinos to learn other
bodies of knowledge.
Education during the Spanish regime was
privileged only to Spanish students.
Several educated Filipinos referred to as
ilustrados began movements directed towards
change in the system of the government in
the Philippines.
AMERICAN REGIME
BRIEF HISTORY
American Expeditionary forces were sent to

Philippines with a mission to destroy the Spanish
Armanda in Manila Bay as part of the strategy to
defeat the Spaniards in the Spanish-American
War ranging at that time in Cuba.
The Americans won, and on the Treaty

of Paris on December 10, 1898, the
Philippines was ceded to the United State by
the Spanish for the paltry sum of US $20
million.
Administration of Educational System

Use of English language as medium of instruction
Providing formal education
primary education
intermediate education
secondary education
Vocational education
The textbooks and the teaching materials adopted

for use in Philippines Schools were those prepared by
American authors primarily for American children.
Thomasites- is a group of about five hundred
pioneerAmericanteachers sent by the U.S.
government to thePhilippinesin August 1901.
They are the Americans who are professionally trained

teachers sent by the United States Government to the
Philippines.
ACT NO. 74 of the Philippine Commission

(January 21, 1901)
Established for the Filipinos a system of
free public Education.
Filipinos were trained for self

government preparatory to the granting
of independence after a ten year
transition period.
FUNDAMENTALS OF VOCATIONAL
EDUCATION
Reading
Writing
Arithmetic
CITIZENSHIP
MORAL
CHARACTER
Filipino children were taught

American songs and were required to
memorize literary masterpieces like
Lincolns Gettysburg Address.
School rooms were decorated with
American paintings and the portraits
of American heroes, like Lincolns
Washington, Jefferson, Franklin, etc.
After a decade of instruction in

the English language in schools
patterned after the American
system, directed by American
administrators and using American
textbooks and American songs, the
Filipino children who were the
products of the public schools came
to know more of American poems and
to admire American heroes.
In brief, they came to know more

of America than of their own
country and culture.
Japanese and
Contemporary
History of Education
99
Most schools were damaged during

World War II and had to be closed
down. In June 1942, the schools were
reopened by the Japanese.
100
Military Order No. 2 in 1942 Japanese educational policies
The order mandated the teaching

of Tagalog, Philippine history, and
character education to Filipino
students, with emphasis on love
for work and dignity of labor.
101
JAPANESE REGIME
The Philippine Executive CommissionCommission of Education, Health and
Public Welfare and schools reopened in
June 1942.
On
October 14, 1943, the Japanese sponsored Republic created the

Ministry of Education.
102
JAPANESE REGIME
February 27, 1945 - the
Department of Instruction was
made part of the Department of
Public Instruction.
103
Highlights of Education during the

Japanese
Use Niponggoand tostop usingthe

Englishlanguage.
Spreadelementaryandvocationaleducati
on
Developloveforwork
104
Department of Education
1947, by virtue of Executive Order No.

94, the Department of Instruction was
changed to Department of Education.
Bureau of Public and Private Schools

regulate and supervise the public and private
schools.
105
Proclamation 1081 (Martial Law)
1972- the Department of Education

becomes Department of Education and
Culture by virtue of Proclamation 1081
1978 the conversion of Departments
into Ministries
106
Department of Education and

Culture becomes Ministry of
Education and Culture in virtue of
P.D. No. 1397.
13 regional offices were created
major organizational changes were
implemented
107
Batas Pambansa (BP) Blg. 232

The Education Act of 1982 created the
Ministry of Education, Culture and Sports
This act shall apply to and govern both formal
and non-formal systems in public and private
schools in all levels of the entire educational
system.
108
Executive Order No. 117,

1987
In 1987 the Ministry of Education, Culture
and Sports later become the Department
of Education, Culture and Sports by virtue
of Executive Order No. 117.
Reorganization Act of the Ministry of
Education, Culture and Sports.
109
The structure of DECS as embodied in EO

No. 117 has practically remained unchanged
until 1994 .
In 1994 the Commission on Higher
Education (CHED) were established to
supervise tertiary degree programs.
In 1995 the Technical Education and Skills
Development Authority (TESDA) were
established to supervise non-degree
technical-vocational programs.
110
The
Congressional
Commission
on
Education (EDCOM) report provided the
impetus for Congress to pass RA 7722 and RA
7796 in 1994 creating the Commission on
Higher Education (CHED) and the Technical
Education and Skills Development Authority
(TESDA), respectively.
111
Commission on Education (EDCOM)

In 1992, it released to the publics a
report specifying that the quality of
the Philippine Education is continuously
declining particularly basic education
due to:
112
Commission on Education (EDCOM)

a) failure to teach the competence the average
citizens need to become responsible, productive
and self fulfilling;
b) technical and vocational schools are not
producing the manpower we need to develop our
economy; and
c) graduate education is mediocre and failed to
generate the research-based knowledge we need
to create more job and raise value of production
113
This decline has been attributed

to a number of causes, namely:
a) low budget, high enrolment;
b) shortage of teachers;
c) shortage of classrooms and
d) shortage of textbook.
114
The Trifocal Education System

DECS - elementary, secondary and
nonformal education, including culture and
sports.
TESDA- post-secondary, middle-level
manpower training and development
CHED is responsible for higher education
115
Republic Act 9155
August 2001, (Governance of Basic

Education Act)
(DECS) to (DepEd)
redefining the role of field offices
(regional offices, division offices,
district offices and schools).
116
Republic Act 9155

An act instituting a frame work of
governance for basic education,
establishing authority and accountability,
renaming the Department of Education,
Culture and Sports as the Department of
Education, and for other purposes.
117
Republic Act 9155

provides the overall framework for
(i) school head empowerment by
strengthening their leadership roles
(ii) school-based management within the
context of transparency and local
accountability.
goal of basic education: provide the school age
population and young adults with skills,
knowledge, and values to become caring, selfreliant, productive and patriotic citizens.
118
At present
Sixteen (16) Regional Offices
One hundred fifty-seven (157) Provincial and
City Schools Divisions
Schools Division Offices are 2,227
40,763 elementary schools (36,234 public and
4,529 private)
7,683 secondary schools (4,422 public and
3,261 private)
119
PSYCHOLOGICAL FOUNDATION
OF EDUCATION
THE TRILOGY OF EDUCATION
1.
The Learner
2.
The Learning Process
3.
The Learning Situation
The Learner
The learner is the center of any
education.
Understanding Growth and

Development
Growth refers to quantitative changes in an
individual as he progresses in chronological
age.
Development is a process that produces a
series of changes that are orderly and
coherent and which lead to, and end with
maturity. (Hurlock, 1978)
Basic Principles of Growth and

Development
1. Development follows an orderly sequence which is
predictable.
The developmental process, guided by the interaction of
maturation and learning, follows a predictable
pattern. The stages that we go through from birth
to death are always in the same order. They have
never occurred in reverse.
Infancy precedes
childhood and is followed by adolescence; and
adulthood follows adolescence. Middle age and,
lastly, old age or senescence completes the life
cycle.

Development
2. The rate of development is unique to each
individual.
The second basis principle relates to the rate of
developmental changes as unique to each individual.
Although developmental changes follow a predictable
pattern, the rate at which changes may occur may be
different from one individual to another.
Such
differences in rate of change are determined by the
interaction of heredity and environmental factors.

Development
3. Development involves change.
This principle implies that the human being is always
evolving based on theories by developmental
psychologists. As stated earlier, children undergo
physical, emotional, and mental changes.

Development
4. Early development
development.
is
more
critical
than
later
The studies of Freud, Erikson, and Piaget on early patterns of

behavior led to the conclusion that early development is
very important. It is at this stage of development where
individuals develop the foundations for social relatedness,
emotional well-being, and personal adjustments. It has
been widely accepted that the first 2 years of life, often
called the formative years, greatly dictate the course of
an individuals growth and development. This principle is
also the rationale behind early childhood education.

Development
5. Development
learning.
is
the
product
of
maturation
and
As discussed previously, development is an outcome of

both maturation and environmental influences.
Although people are genetically endowed with certain
characteristics, learning allows individuals to develop the
innate potentialities. Through exercise and effort,
people can act on their environments and develop their
competencies. In most cases, individuals learn through
imitation and observation of other role models.

Development
6. There are individual differences in development.
Although children follow a predictable pattern of
development, a step-by-step progression, all children do
not reach these developmental stages all at the same
time or all at the same age. These differences in
development are often ascribed to both genetic and
environmental influences, where each individual is
either born or exposed to varying factors.

Development
7. There are social expectations for every
developmental period which are often referred
to as developmental tasks.
This principle clearly states that at any point in the
individuals development, each one is expected to
fulfill certain social expectations. As will be seen
in a later discussion, these social expectations
vary from one stage to the next.
Learners Stages of Development

1. Prenatal Period
From conception to birth, during this period
all parts of the human body such as the internal
organs, skeletal bones, flesh, etc. are formed. The
inherited characteristics from the parents are also
imparted to the child during this period.
2. Period of Infancy or Babyhood
This period is from birth to two years. The
baby begins to learn the rudiments from right and
wrong.
3. Early Childhood
From 2-6 years, the pre-school age. The
child begins to learn some social relationships and
mixes and plays with children of his age group.
The child wants to explore or anything he can
reach and asks too many questions.
4. Late Childhood
From 6 or 7 years to 11 or 12 years, the
elementary period. They learns things taught in school
such as reading, writing, arithmetic, and language, and
social studies. Further learns what is right and wrong.
They begins to be interested in the opposite sex.
5. Puberty Stage
From 12 or 13 to 14 or 15 years, the early high school
period. This is the stage when the urge of sex begins to
assert itself very rapidly. In fact, man at this age is already
capable of procreation. The girls start having their monthly
period.
6. Early Adolescence
From puberty to 17 years, middle high school
period. Rapid sex maturation occurs. Some young
people get married at this age. Voice, feeling and
thinking continue changing. Start to develop their life
ambitions and aspirations.
7. Late Adolescence
From 18 to 21 years. The student in college
are now preparing for the professional or vocational
careers and those out of school are entering or
finding jobs in preparation for an independent life.
Development of intellectual and social skills
continues.
8. Early Adulthood
From 21 40 years, productive years. New
life adjustments occur such as courtship and
marriage, parenthood, employment, recreational
hobby, religious affiliation which may occur earlier,
joining clubs, and years of achievement.
9. Middle Age
From 46 - 65 years. Man or woman must have
achieved most of his/her aspirations in life such as a
well-established home and family, stable and lucrative
employment or business, creative achievements even
political achievement. Some physical and physiological
functioning begin to decrease or deteriorate. The
preparation of retirement.
10. Old age
65
and
above,
period
of
retirement.
Characteristics of old age occur, such as deafness, failing
eyesight, forgetfulness, baldness arthritis, senility, etc.
Painful adjustments have to be made to meet some
unavoidable circumstances such as death of spouse,
solitude as children now have their own homes or jobs in
far places, etc.
Types of Learners
Visual Learners
Auditory Learners
Kinaesthetic Learners
Read-Write Learners
Environmental Learners
Types of Learners
Visual Learners
Visual learners are characterized by the following:
They tend to be fast talkers.
They exhibit impatience and have a tendency to
interrupt.
They use words and phrases that evoke visual images.
They learn by seeing and visualizing.
Your teaching strategy for visual learners should
include the use of demonstrations and visually pleasing
materials, and you should make an effort to paint mental
pictures for learners.
Types of Learners
Auditory Learners
Auditory learners are characterized by the following:
They speak slowly and tend to be natural listeners.
They think in a linear manner.
They prefer to have things explained to them verbally
rather
than to read written information.
They learn by listening and verbalizing.
Your teaching strategy for auditory learners
should sound good and should be planned and delivered in
the form of an organized conversation.
Types of Learners
Kinaesthetic Learners
Kinaesthetic learners are characterized by the

following:
They tend to be the slowest talkers of all.
They tend to be slow to make decisions.
They use all their senses to engage in learning.
They learn by doing and solving real-life problems.
They like hands-on approaches to things and learn
through trial and error.
Types of Learners
Read-Write Learners
Read-write learners are characterized by the following:

They prefer for information to be displayed in writing, such as
lists of ideas.
They emphasize text-based input and output.
They enjoy reading and writing in all forms.
Your teaching strategy for read-write learners should
include writing out key words in list form. The learners will learn
by silently reading or rewriting their notes repeatedly; writing out
in their own words the ideas and principles that were taught or
discussed; organizing any diagrams, graphs, other visual depictions
into statements (e.g., The trend is . . . ); and putting reactions,
actions, diagrams, charts, and flowcharts into words. They like
multiple-choice tests.
Types of Learners
Environmental Learners
Environmental learners are characterized by the

following:
They learn best in their desired environment.
Some prefer more quiet and stable environment.
Others prefer more musical environment.
Environmental learners benefit from temperature,
lighting, and mobility
Theories of Development
Theories of development provide a framework for
thinking about human growth, development, and learning. But
why do we study development? What can we learn from
psychological theories of development? If you have ever
wondered about what motivates human thought and
behavior, understanding these theories can provide useful
insight into individuals and society.
Grand Theories
Mini Theories
Emergent Theories
Grand Theories:
The Grand Theories were the first,

comprehensive theories in psychology.
They focus on development as it applies to
ALL individuals.
The 3 Grand Theories

Psychoanalysis (Freud)
Behaviorism (Watson, Skinner, Pavlov)
Cognitive (Piaget)
Psychoanalytic
Theory
(Freud/Erickson)
emphasizes that human actions & thoughts
originate from powerful impulses & conflicts that
often are not part of our conscious awareness. It
has made us aware of the importance of early
childhood experience.
Behaviorism /Learning Theory (Watson and / Skinner)
is a theory of animal & human learning that only
focuses on objectively observable behaviors &
discounts mental activities. Behavior theorists define
learning as nothing more than the acquisition of new
behavior.
Learning occurs through;
Classical conditioning (Pavlov) - Though association a
neutral stimulus becomes a conditioned stimulus.
Operant conditioning (Skinner) - Through
reinforcement weak or rare responses become strong, frequent
responses.
Social learning (Bandura) (A refinement of
behaviorism) - Through modeling, observed behaviors become
copied behaviors.
Mini Theories:
Theories that explain some
specific area of development.
Emergent Theories:
Relatively new comprehensive

theories, that bring together information from many
disciplines but are not yet a coherent, comprehensive
whole.
Sociocultural Theory:
An emergent theory which holds that
human development results from the dynamic interaction between
developing person & the surrounding culture, primarily as
expressed by the parents & teachers who transmit it.
Epigenetic Systems Theory:

An emergent theory that
emphasizes the genetic origins of behavior but also stresses that
genes, over time, are directly and systematically affected by
many environmental factors.
Theories of Human Development
4 Principle theories of Human Development:

1) Sigmund Freud
2) Jean Piaget
3) Erick Erickson
4) Lawrence Kolberg
Jean Piagets theory treats Cognitive

Development of Children, while that of Erick
Erickson treats the psycho-sexual
development throughout all the stages of
Human Development.
Lawrence Kolbergs theory treats human

moral development.
Not presented here is Freuds theory of

psycho-sexual development, which does not
offer much insight for the average catechist.
Jean Piagets Theory of Cognitive

Development
Piagets theory presents his findings with

regard to the Intellectual Development of
children.
The Cognitive Theory

of
Jean Piaget
Jean Piagets Theory
Piagets theory is based on careful and

disciplined observation of his own children, as
well as some ingenious experiments he did
with them.
Jean Piagets Theory

Piaget describes 4 stages of cognitive
development which have been confirmed by
later studies.
However, later studies indicate that Piagets
stages may begin earlier than he theorized.
Jean Piagets Theory

Although Piaget is not himself a psychologist,
students of educational psychology and of
pedagogy all study his theory.
Thus his theory should be familiar to catechists
and those responsible for the religious
education of children.
Jean Piagets Theory

Jean Piagets four stages of development:
1) Sensory-motor
2) Pre-operational
3) Concrete Operations
4) Formal Operations
Jean Piagets Stages

1) The Sensory-motor Stage of Development:
(Birth to 2 years)
During the first stage of development the child makes
random movements and only slowly begins to be able to
control his/her own movements.
Jean Piagets Stages

1) First Stage Sensory-motor:
(the first two years)
The child slowly begins to discover the Permanence
of Objects towards the end of the first year.
(That is, it begins to dawn on the child that

objects that are out of sight still exist).
Jean Piagets Stages

2) Second Stage is the Pre-operational:
(2 to 7 years)
During this stage the children can begin to
think, but their thought processes are based on the
senses.
They are unable to reason, that is, come to
conclusions based on deduction or induction; nor can
they think abstractly.
Jean Piagets Stages

2) The second stage is the Pre-operational:
Children in this stage cant reason in reverse.
(Operation is any mental activity that is
reversible.)
At this stage children do not comprehend
that Objects conserve or retain their physical
properties.
Children are Ego-centric during this stage.
Jean Piagets Stages

3) The third stage Concrete Operations:
(from around 6 to11 years)
-They develop the capacity to reverse mental
operations.
-They begin to take into account the
conservation of physical properties.
Jean Piagets Stages

3) Third Stage Concrete Operations:
(from around 6 to 11 years)
-The nature and quality of their thinking
develops significantly
-They begin to understand the law of Cause and
Effect.
-They begin to comprehend the principle of
Conservation
Jean Piagets Stages

3) The Third Stage Concrete Operations:
(From about 6 to 11 years)
-Develop the capacity to reverse their
thinking.
- They learn to recognize the essence of things.
-They develop the capacity to order things in a
series.
Jean Piagets Stages

4) The fourth stage Formal Operations:
(12 year a adulthood)
Is the capacity to think in abstract terms.
The Psyco-social Theory

of
Erick Erickson
Erick Ericksons Theory
Erick Erickson divides his Psycho-social theory

into 8 stages.

The 8 stages:
Trust
Autonomy
Iniciative
Industry
Identity
Intimacy
Generativity
Integrity
vs.
vs.
vs.
vs.
vs.
vs.
vs.
vs.
Mistrust
Shame
Guilt
Inferiority
Confusion
Isolation
Stagnation
Despair
In each step, the task of each individual is to

strike a balance between two extremes.
The name Erickson gives to each of his stages are
the extreme qualities that each individual must
balance according to their own situation.
An important principle of Ericksons theory is that

each succeeding stage depends greatly on the
equilibrium established in each of the previous
stages.

1)
The first stage Trust vs Mistrust

(from 12 to 18 months)
In this first stage a child learns to trust and mistrust

the significant persons in his life.
According to their experience each child combines these
two extremes into a functional or disfunctional
personality.

2) The second stage Autonomy vs. Shame
(from 12 to 18 months until 3 years)
During this stage the child begins to learn to do
for himself. According to his success and the
reactions of significant others he learns to
balance these two extremes.

3) The Third stage: Initiative vs. Guilt
(from 3 to 7 years)
During this stage the child begins to explore the
environment within the limits set by the
significant others.

4) The fourth stage: Industry vs. Inferiority
(7 to 11 years)
In this stage, the child attempts to balance doing
things on his own with his feelings of inferiority.

5) The fifth stage: Identity vs. Confusion
(puberty until early adulthood)
From about 11 years of age adolescents begin
discovering their gender role as influenced by
significant others.
( 50% of sexual identity is attributed to
genetic factors while the social environment
contributes the other half).

6) The sixth stage: Intimacy vs. Isolation
(from about 20 years or early adulthood)
Much of the individuals capacity for intimacy
depends upon their social skills learned in earlier
stages.

7) The Seventh Stage: Generativity vs. Stagnation
(During Intermediate Adulthood, that is from around
40 to 65 years)
The individual learns to value contributing to the
following generation.

8) The Eighth Stage: Integrity vs. Despair
(Late Adulthood, that is beginning from around 65
years of age)
The person, realizing their own mortality begins to
evaluate their life. This re-evaluation is more
productive when done together with a significant
other.
The Theory of Moral Development

of
Lawrence Kolberg
Lawrence Kolbergs Theory of Moral

Development
There are 3 stages in Kolbergs theory:
Pre-conventional Ethics
Conventional Ethics
Post-Conventional Ethics
Lawrence Kolbergs Theory

1) The first Stage of Pre-conventional Ethics
(Childhood)
Rules are obeyed for fear of punishment, that is,
out of ones self-interest.
(Many never move beyond this first stage.)

2) The Second stage: Conventional Ethics
(Adulthood)
Ethics based on Trust, Conformity and Loyalty.
The individual bases their behavior or moral
decisions on the social contract.

3) The Third Stage: Post-Conventional
The individual understands laws to be limited,
imperfect and relative.
The individuals ethics are based on Universal
Moral Principles.

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Foundations of Education

Dr. MAY P. PASCUAL

The History of Philosophy

The Branches of Philosophy

The Search for Truth

Some philosophical questions:

MAN AND SOCIETY

THE HUMAN BEING

The problem of man cannot be solved

The life of the family is related to the division

The family is a crucial instrument for the

A person's whole intellectual make-up bears

The individual is a link in the chain of the

It is sometimes said that society carries the

The key to the mysteries of human

The individual is free where he not only serves

The Philosophical Foundations of

Modern Philosophies of Education

Gutenburg Perfect Printing

Martin Luther founded a new

The Philosophy of the

Different movements that

Different movements that arise during the

Derived from studia humanitatis

Different movements that arise during the

It was a way of life concerned with

It may be traced to the saying of

Different movements that arise during the

Humanistic Education was the

Italian or individual humanism

Popular Humanist during this

Popular Humanist during this

Popular Humanist during this

this gave more

Popular Humanist during this

Known for his

HUMANISM contributed the

Different movements that arise during the

This was one of the movements during

Different movements that arise during the

The aim of Protestant Reformers

Different movements that arise during the

3 Types of Protestant Schools

Popular scholar during this time:

Popular scholar during this time:

Eventually, classroom instruction

Different movements that arise during the

This was another movement

This aimed to develop an

Different movements that arise during the

The different religious congregation

Different movements that arise during the

Jesuits schools were designated to train

Different movements that arise during the

Realism maintained that education

Different movements that arise during the

1. Verbal Realist aimed at complete

Popular scholar during this time: