Foundations of Education

Professional Education: Foundations of Education Mr. Gerry C.
Areta
LICENSURE EXAMINATION FOR TEACHERS (LET)

Refresher Course
WHAT TO EXPECT
FOCUS: Professional Education FOUNDATIONS OF EDUCATION (Historical, Philosophical, Social and Legal Foundations of Education; The Teaching Profession) LET Competencies: Determine ways and means to ensure the high standards of personal and professional development Determine the roles of the teachers as active members of the community and as global citizens responsible for the outcomes of their actions and for developing other citizens. Analyze historical, economic, socio-cultural, geographical, environmental, political and social-psychological factors that affect the role of the school as an agent of change. Interpret educational problems in the light of philosophical and legal foundations of education. Apply the four pillars of learning in responding to the aspirations of the community: learning to know; learning to do; learning to live together; learning to be. Apply ethical principles and situations involving teachers relationship with various groups of people. Reflect on professional teachers accountability to the learners performance and achievement to the teachers total involvement in the teaching profession. PREPARED BY: Mr. Gerry C. Areta
PART I: Content Update

EDUCATION derived from the Latin word educare or educere which means to lead forth. It is defined as the process of acquiring knowledge, habits, attitudes, interest, skills and abilities and other intangible human qualities through training instructions and self-activity, and transmitting these vital elements of human civilization to posterity. TYPES OF EDUCATION 1. Formal Education refers to hierarchically structured and chronologically graded learning organized and provided by the formal school system and for which certification is required in order for the learner to progress to higher levels. 2. Non-formal Education refers to any school-based educational activities undertaken by agencies aimed at attaining specific learning objectives for a particular clientele. 3. Informal Education a type of education which can be acquired anytime and anywhere. THE NATURE OF A SCHOOL A social institution established by society for the basic enculturation of the group Next to family, the most popular and effective socializing institution. An extension of the home and the home an extension of the school. An agency which makes students learn how to value oneself and eventually others. A certain building, having a unity of interacting personalities, a field of social forces, a system of formalinformal control, a special cultural world, a community-secure agency. A special place where children of different cultures meet. An agency organized by society for the basic function of teaching and learning. A formal institution from wearing children from home and introducing them into society. THE ROLE OF SCHOOLS (Bago, 2008) 1. Educate citizens to fit into society. 2. Educate citizens to change the society SPECIFIC PURPOSE OF SCHOOLS 1. Cognitive Purposes teaching the basic cognitive skills such as reading, writing and speaking
1|Page
Professional Education: FOUNDATIONS
2. Political Purposes inculcation of patriotism or loyalty to the existing political order. 3. Social Purposes concerns with the socialization of citizens into their various roles of society. 4. Economic Purposes involves training and preparation of citizens for the world of work. FUNCTIONS OF SCHOOL 1. Conservation Function. The school conserves and preserves through its libraries and other devices recorded
accumulated experiences of the past generations such as knowledge, inventions, etc. for future generations. 2. Instructional Function. This is the main concern of school, to pass on the accumulated experiences of the past generations to the incoming generations. This is performed by individuals trained for the purpose teachers. The recipients of such instruction are young learners called pupils or students. 3. Research Function. The school conducts research to improve the old ways of doing things or to discover hitherto unknown facts or systems to improve the quality of life. 4. Social Service Function. This may be done through some kind of outreach programs which could be in a form of literacy, health, means of livelihood, recreational activities, etc.
A. HISTORICAL FOUNDATION OF EDUCATION PERIOD Preliterate Society INFLUENCES Emphasis on informal education to transmit skills and values. Education for conformity, security and survival. Career-oriented education. Written examinations for civil service and other professions. Cultural transmission and assimilation, spiritual attachment Practical and Vocational education. Restriction of educational controls and services to priestly elite. Use of education to prepare bureaucracies. ATHENS: Liberal education. The concept of well-rounded person. SPARTANS: Democratic education. The concept of serving the military state. Utilitarian/Pragmatic education. Emphasis on education for practical administrative skills relating education to civic responsibility. Ladderized form of education Religious education Scientific education. Reentry of classical materials on science and medicine Establishment of the structure, content and organization of universities as major institutions of higher education. The institutionalization and preservation of knowledge. Education as a religious discipline Education as an intellectual discipline Education as a Social Discipline Education for the preparation for commerce and industry Emphasis on literary knowledge, excellence and style as expressed in classical literature. Stressed that individual freedom is a prerequisite to the achievement of a PIONEER/S
Chinese India
Confucius Mencius Lao Tsu
Egyptian
Greek
ATHENS: 1. Socrates knowledge is virtue. Socratic method 2. Plato education should be determined by the social class. 3. Aristotle Virtue is brought by doing not by knowing
Roman
Jewish Arabic MEDIEVAL
Jesus Christ Al-farabi; Avicenna
Monasticism Scholasticism Chivalric Guild System RENAISSANCE
St. Thomas Aquinas
Individual Humanism
Vittorino de Feltre administered Casa Giacosa (Happy House) whose purpose was
2|Page
rich and fulfilled life. Social Humanism Education is an avenue for societal regeneration -
to educate young boys by using games Desiderius Erasmus use of games and ind.instruction and prohibited corporal punishment. Martin Luther King Father of Reformation Orders: Jesuit (Ignatius de Loyola) teach children to become leaders of both Church and State; Little School of Port Royale aimed to develop moral and religious character of the child; Institute of the Brethren of Christian Schools (Jean Baptiste de la Salle) teach the poor and underprivileged John Milton study of formal grammar and formal education must be emphasized. (Li) Francois Rebelais education must be attractive rather than compulsive. All learning should be gained through books. (Li) Michael de Montaigne emphasized the use of field trips (So) John Amos Comenius level of teaching should be suited to learners (Se) Francis Bacon inductive method of teaching (Se) Richard Mulcaster developed teacher training colleges (So) Wolfgang Ratke Mastery learning (Se) John Locke Tabula rasa mind of learner - J.B. Watson environment-stimulus leaning Jean Jacques Rousseau man at birth is naturally good, societal influences make man evil and that the stronger the body, the more it obeys, the weaker, the more it commands. Johann Heinrich Pestalozzi use of sensation in forming clear ideas from simple to complex, near to far and concrete to abstract. Schooling based on emotional security and object learning. Johann Friedrich Herbart Herbartian Method of Teaching: Preparation, Presentation, Association, Generalization and Application. Friedrich Wilhelm Froebel created the Kindergarten which includes games and sports in the curricula Maria Montessori - assists childrens sensory, muscular and intellectual development in a prepared environment.
Reformation CounterReformation
Religious moralism Devt of unquestioning obedience to Church
REALISM
Education should be concerned with the actualities of life & prepare for its concrete duties. -
Literary Social -
Sense
Aims to complete knowledge and understanding of human society Aims to prepare the aristocratic youth for the life of a gentleman in world of affairs Aims to prepare the young for the concrete duties of actual and practical living in the material universe. -
Formal Disciplinism
The power in any faculty (Aristotles faculty psychology: memory, reason, will and judgment)can be developed through training and proper discipline Education should be in accordance with the nature of the child. All educl practices should be focused towards the natural devt of all the innate talents and abilities of the child
Naturalism
PSYCHOLOGICAL MOVEMENT
This movement calls for the application of basic psychological principles like individual differences, motivation, transfer of learning and other to the educative process.
3|Page
Jean Piaget organizes instruction according to stages of cognitive development. John Dewey Developed the pragmatic experimentalist. He believed that education must be democratic. The aim of education is social efficiency. Postulated the famous Learning by Doing Dictum
SOCIOLOGICAL MOVEMENT
Based on the tenets of this movement, education is looked upon as the process geared toward the propagation, perpetuation and amelioration of the society and total development of an individual.
PERIOD SPANISH -
PRE-SPANISH
AMERICAN
COMMONWEALTH
JAPANESE
PHILIPPINE EDUCATIONAL SYSTEM EDUCATIONAL IMPLICATIONS Education during those times was a result of individual experiences as well as a byproduct of the accumulation of race experiences. Tell me/Show me or demonstration method where the students can do observation and imitation. Study of History and Tradition to preserve and transmit the culture from generation to generation. Education was then considered as a status symbol, a privilege, and not a right. Education was purely religious in nature and it aimed at the so-called Christianization of the natives for the glory of God. Religious instructions through the teaching of catechism/doctrine and character education The use of vernacular as medium of instruction Establishments of Parochial Schools that offer doctrine instruction, arithmetic, music and various arts and trades. Linguistics Spanish friars produced the first grammars and dictionaries that led to the development of Filipino languages. Rote-memorization as a method in teaching Educational aims: training for self-government and provision of English as a common language. They believed that education should be universal and free for all regardless of sex, age, religion, and social status of the individual. The American soldiers taught the Filipinos how to speak English and the first civilian teachers of English called the Thomasites carried out later education. The philosophy operates on the following: The schools would be public and secular. They should not give religious instructions. They should not depend upon the church for assistance. The schools should be open to all. The schools were to serve society by developing the intelligence, right attitudes and habits of the children who were to become citizens of the future. The democratic ideal as a philosophy was greatly emphasized. Supervision of schools would take the role of guidance and consultancy. Re-orientation of educational plans and policies to carry out the educational mandates of the Constitution; Citizenship training to develop an enlightened citizen Required the teaching of the Filipino language in the senior year of all high schools and in all years in the normal schools. Educational Aims: eradicate the old idea of reliance upon western nations, and foster a new Filipino culture based on self-consciousness of the people as Orientals, elevate the morals of the people, strive for the diffusion of the Japanese language in the Philippines and terminate the use of English, promote vocational education
4|Page
3rd REPUBLIC -
NEW SOCIETY
EDSA REPUBLIC
and inspire the people with the spirit of labor. Promotion of Vocational Education and establishment of agricultural schools Citizenship Education Teaching of Physical education Service eligibility of teachers was made permanent The life, works and writings of Dr. Jose Rizal was included in all levels. The Magna Carta for Public School teachers (R.A. 4670) was enacted. Rise of barrio schools. Non-formal education and vocational training came into existence. Educational development were formulated to bridge the gap between manpower development and the needs of industries. Provision for a guidance program in every secondary school Provision for adult education Curricular contents that stressed social orientation as manifested by the conservation of the Filipino heritage, training for occupation, promotion of democratic nation building, and a new thrust on community development. A daily flag ceremony was made compulsory in all schools including the singing of national anthem. Compulsory enrolment of children in the public school upon reaching seven years of age and completion elementary grades. Educational aims: to foster love for country, teach the duties of citizenship, develop moral character, self-discipline and scientific, technological and vocational efficiency. Bilingual education program The National College Entrance Examination was created. Tertiary honor students are granted civil service eligibility Professional Board Examination for Teachers (PBET) Curriculum reorientation based on activity program and projects in line with the pupils interests. Selected admission Improvement of teachers in service Accreditation process Guidance and counseling program Improvement of instruction in Mathematics and Science Government grants and loans to institutions and other agencies. Educational aims: Shall inculcate patriotism and nationalism, foster love for humanity, respect for human rights, appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge and promote vocational efficiency. Free public secondary education Government assistance to students and teachers in private education Teaching of values in the New Elementary School Curriculum Student Employment Law Creation of CHED Professionalization of teachers (LET) Global Education- Education aims for responsible participation in an interdependent world community. Education For All Free Secondary Education Government Assistance to students and teachers in private education.
5|Page
B. PHILOSOPHICAL FOUNDATION OF EDUCATION Nature of Philosophy Philosophy (from the Greek philein which means to love and sophia meaning wisdom) is the science of beings in their ultimate reasons, causes and principles acquired by human reason alone. (C.Bittle). It is the study of general and fundamental problems concerning matters such as existence knowledge, truth, beauty, law, justice, validity, mind, and language. TYPES OF PHILOSOPHY (according to function) Speculative (also known as Prescriptive (also called normative or Analytical (also critical synoptic or armchair philosophy) evaluative philosophy)- is reflective philosophy) is critical thinking is systematic thinking designed to thinking that strives to formulate that aims to examine ideas, arrive at world views, coherent goals, norms or standards with the concepts, issues or problems systems of thought or world purpose of guiding human thinking with the purpose of clarifying outlook. E.g. Classical and conduct. E.g. social philosophy, them. E.g. language analysis and Philosophies like naturalism, etc. ethics and logic logical analysis
Metaphysics - It is simply described as the theory of reality. It deals with the nature of being and reality, essence, Positions in relation to knowledge truth, space, time, - Agnosticism not being able to causation, essence know. Believes in the impossibility of God, as well as of knowledge. the origin and - Skepticism is the doubting or purpose of the questioning attitude towards universe. knowledge. - Affirmation of knowledge is the belief on the possibility of knowledge.
BRANCHES OF PHILOSOPHY Epistemology - Its major concerns are Logic - generally the nature of knowledge, the process of described as the science knowing and the grounds for and art of correct establishing the validity of knowledge. thinking/reasoning. Modes of Thinking - Inductive Logicreasoning from particulars to general or universal. It leads to discovery of principles, laws and formulae, etc. - Deductive Logic reasoning from general to specific/ particulars. Methods of showing proofs of a known principle or truth. Also known as Syllogism - Dialectic Logic reasoning in which the truth is arrived at through contrast or conflict of ideas. Hegels dialectic consists of three stages, thesis, antithesis and synthesis. - Experimental Logic testing of hypothesis which makes use of induction and deduction.
Axiology - branch that deals with values in general thinking. Kinds of Values - Ethics theory of morality - Aesthetics the realm of art and beauty - Religious value realized through worship, experience and service - Educational value inherent in or derived from the educative process - Social is realized in community through the individuals relation to society. - Utilitarian actualized in harmonious adjustment to or efficient control of the forces of the physical environment.
Types of knowledge in relation to observation - A priori Latin phrase meaning from before hand. It is the reasoning that knowledge comes from pure reason alone and knowledge is independent and even comes before experience. - A Posteriori Latin phrase which means from behind hand. It advanced the idea that knowledge comes from experience. Types of knowledge according to means of acquiring them - Empirical knowledge acquired through sense perception, also known as scientific knowledge. - Rational knowledge acquired primarily through reason. - Intuitive knowledge obtained through intuition, sudden flash of insight. - Authoritative knowledge acquired
6|Page
through an authority (expertise) Revealed knowledge disclosed by God to man.
COMPARISONS OF EASTERN AND WESTERN PHILOSOPHIES The distinction between religion and philosophy is not so important to the East and most Eastern religions teach that ordinary actions can affect the supernatural realm. In the West, a dichotomy of religion and philosophy works. Eastern thinks of time in cyclical manner The East resorts or relies much on intuition and mysticism. The West relies on logic and science. EASTERN PHILOSOPHIES CHARACTERISTICS OF THOUGHT The Hindus define their community as those who believe in the Vedas or those who follow the way (dharma) of the four classes (varnas) and stages of life (ashramas). The cardinal principles of Hinduism are the divinity of soul, the unity of existence, the oneness of Godhead and harmony of religion. Hinduism also teaches that the soul never dies. When the body dies, the soul is reborn. The law of karma states that every action affects how the soul will be born in the next reincarnation. Founded by Siddharta Gautama Originates from the experiences of misery life. Life, for the Buddhist, is caught in a labyrinth of changes so that there is no peace to be found in this world. There is an endless cycle of change, of birth and death and therefore, the only way for man to attain peace is the state of nirvana, or the fading out of suffering. The Four Noble Truth: 1. Life is full of pain and suffering. 2. The cause of pain and suffering is selfish craving. 3. The cause of pain can be eliminated. 4. The way towards the end of suffering is by 8-fold path. Eightfold Path: 1. Right View (Wisdom) 2. Right Intention (Wisdom) 3. Right Speech (Ethical Conduct) 4. Right Action (Ethical Conduct) 5. Right Livelihood (Ethical Conduct) 6. Right Effort (Mental Development) 7. Right Mindfulness (Mental Development) 8. Right Concentration (Mental Development) Founded by Jina. It does not accept Vedie Teaching. The doctrine of Jainism is discussed under four headings: 1. Knowledge is relative we can never know totality but only a part thereof. 2. Jaina cosmology regards the universe as a living organism animated by life. 3. Its ethics is non-violence. 4. Jainism is pessimistic. Every action has its karmic color. The ideal man is the sage and wise man. Life is deemed desirable. They believe in the coordination of thought and action agrees with thought. The way to attain virtues is through natural means: (a) being true to ones nature, and (2) applying those principles in relationship. The objective is central harmony. It is founded on the experience of the all-embracing harmony between men and nature and is highly conservative. Confucius the Latinized name of Kung Fu Tzu which means the Grand Master, also called Chiu.
PHILOSOPHY
Hinduism
Buddhism
Jainism or Jinism
Confucianism
7|Page
Taoism
Legalism (Qin dynasty of China) Shinto
Zen Buddhism
He propagated the idea of democracy. He contends that rulers and officials should make the people affluent and then educate them. - He provides primarily moral reasons for caring for the masses. - The gentlemen acts out of Yi (righteousness) and the inferior man acts out of Li (profitability) - He taught that life is a gift that must be treasured. - Golden rule is ren which is a virtue. - One should live up to his name because a name has its essence. - Sufficient food, sufficient weapons and the confidence of the people make for good government. Mencius Latinized name of Meng Tzu or Teacher Meng - Man is originally good because he has the four germs of human goodness: heart of compassion, heart of courtesy and modesty, heart of right and wrong, and heart of wisdom. - His all embracing love has the hierarchy: love for parent (highest), love for other people and love for things (lowest) - It is with the heart that man thinks. - Everything must be out in its right place. Even without doing anything (wu wei), Tao would still accomplish its objectives. Strongly emphasizing mans place in nature. It is concerned with society, except as something to move away from. It stresses mans passive role in nature. It is founded on the experience of the dynamic force immanent in the universe, which gives order and life and meaning to the totality of reality it adhered to the vision of human beings harmony with nature. It believes in the central idea of dualism of the universe. Lao Tzu taught that the Tao is most fully revealed in tranquillity whether through action nor religious living. Virtue is attained by quiet submission to the power of the Tao. Advocated a strict interpretation of law in every respect. Morality was not important; adherence to the letter of the law was paramount. Officials who exceeded expectations were as liable for punishment as were those who underperformed their duties, since both were not adhering exactly to their duties A fusion of Mahayana Buddhism with Taoist principles. Bodhidharma was a semilegendary Indian monk who traveled to China in the fifth century CE. There, at the Shaolin temple, he began the Ch'an school of Buddhism, known in Japan and in the West as Zen Buddhism. The philosophy places emphasis on existing in the moment, right now. It teaches that the entire universe is ones mind, and if one cannot realize enlightenment in ones own mind now, one cannot ever achieve enlightenment. Practitioners engage in zazen (just sitting) mediatation. The indigenous religion of Japan, a sophisticated form of animism that holds that spirits called kami inhabit all things. Worship is at public shrines, or in small shrines constructed in one's home. WESTERN PHILOSOPHIES
SCHOOL OF THOUGHT NATURALISM Key Words:
CHARACTERISTICS
ADVOCATES
It believes that nature is the ground of reality. 1. Jean Jacques Rousseau emphasized the importance Basically, nature refers to the aggregate of things in of the individuals direct the physical world including human beings and experience with the natural human nature. The key to understanding nature is environment. through the senses. 2. John Heinrich Pestalozzi Other educational beliefs are as follows: advocator of object study - Education is preparation of life. with language, education for - Pupil is mainly a physical being social regeneration, learning - The school exists due to the prolonged infancy of through observation and man. experiences, discipline
8|Page
The school is the extension of home and based on love. 3. Herbert Spencer Survival professional teachers are surrogate parents. of the fittest competition The Principles of its Educative Process: of human against nature. a. Confirm to the natural processes b. Should be pleasurable c. Engage the self-activity of the child d. Acquisition of knowledge e. For the body and the mind f. Practices the art of delay g. Should be inductive h. Punishment be constituted by consequences of wrong deeds Curriculum: Education should not be a mastery of bookish information. The child should not be passive and learning should actively involve children in dealing with environment using their senses in solving problems. 1. Socrates used introspection in teaching 2. Plato reality has 2 regions: World of Ideas and World of Senses. 3. Spinoza introduced the 3 levels of knowledge: Imagination, Reason and Intuition 4. Descartes In order to arrive with certain knowledge, one should doubt everything that exists in material world. 5. Leibniz material can be broken while the soul cannot be divided. 6. Berkeley To be is to be perceived or to perceive 7. Kant Intelligence/ Practical reason is innate to every human being. 8. Hegel developed the dialectic process: Thesis, Antithesis, Synthesis
IDEALISM Key Words:
Its origin traced to Platos doctrine of ideas and universals. It believes that moral and spiritual reality has the same essence as mental reality. Based on the fundamental idea of importance of mind and spirit and of developing them in the learner. Reality is in the ideas independent of sense and experience. Its educational ideas are as follows: - Education is ideal-centered. - The teacher is the ideal or personification of reality. - The educative process is done mainly through imitation, interest and effort. - The ultimate goal of education is the superior life (life of virtues). - The school exists due to spiritual necessity - The school is a value-realizing institution. - The pupil is a self, a spiritual being, a personality whose foundation is God. Curriculum: Education should be directed towards the search for true ideas. It is subject mater or content-focused, believing that this is essential to mental and oral development
REALISM Key Words:
School of thought attributed to Aristotle. This 1. Aristotle the union of forms (ideas) and matter gives philosophy holds that objects or things exist concrete reality to things. He independent of the mind. also developed the logical Realism can be defined as a philosophical position method, syllogism which uses that asserts the existence of an objective order of propositions. reality and the possibility of human beings gaining 2. Thomas Aquinas knowledge about that reality. It further prescribes Perfection of human being that our behavior should conform to this knowledge. and the ultimate reunion of - Education is formation (Comenius) through the soul with God. Truths cultural transmission. were eternally in God. - Education is viewed mainly as transmission of Humans use reason to seek information and knowledge. truth. - The teacher is an authority. 3. Francis Bacon Knowledge
9|Page
The tabula rasa theory is consistent with this is power. Devised the philosophy. inductive method. - The pupil is an organism with a highly developed 4. John Locke All knowledge is brain, superior to others acquired from sources - It envisioned that the main goal of education is the independent of the mind or attainment of good life. The schools task is to as a result of reflection on transcribe the good life. data from independent sources. The most efficient and effective way to find out about reality is to study it through systematically organized 5. Whitehead Education should enable us to get into subject matter disciplines, i.e. Math, Science, etc. the flow of existence, the process - patterns of reality. PRAGMATISM Key Words: It has assumed various forms: Practicalism (William James), Instrumentalism (John Dewey), Experimentalism (Charles Pierce) Functionalism and even Critical Naturalism. It holds the belief that the meaning of an idea can be determined by the consequences of its test/practice. It also believes that change is the essence of reality. - The objective of education is a continuous reconstruction of experiences, effective experiencing with social efficiency. - The goals of education are more educative and social efficiency. - The experimental method is its method of thought. - Democracy is ideal because there is a free interplay of ideas. - Initial learning is marked out by an indeterminate situation leading to a problem. - Schools exist to supply the volume of learning each generation needs. - Pupils are unique individuals that interact actively with forces in the environment. Curriculum: Learning by Doing/ Learning by Experience Existentialism is a kind of philosophizing that emphasizes the uniqueness and freedom of the individual person against the herd, the crowd or the mass society. It contends, further, that all people are responsible for the meaning of their own existence and the creating of their own essence and selfdefinition. - Reality or knowledge is not predetermined and is not a priori. - Existentialists hold that Existence precedes essence, which means that each of us comes into the world in a totally blank way. - Implications on education would center on the pupil and teacher. - Education should fully consider the facticity (from particular parents and particular circumstances) Curriculum: Stresses activity; recognition of individual differences, opportunities for making choices and awareness of consequence of introspection and self analysis through individualized learning experiences. It is one of the two analytical philosophies. The other is logical empiricism. 1. Charles Sanders Pierce Experimentalism the meaning of ideas and thoughts are best discovered and established when these are put in an experimental test. 2. William James asserts that anything is true if whether it works. 3. John Dewey Instrumentalism thought is instrumental in problem solving.
EXISTENTIALISM Key Words:
1. Soren Kierkegaard stress the persons absolute freedom and that human beings are totally responsible for the choices they make. 2. Jean-Paul Sartre existence precedes essence. Each person creates his/her own meaning.
LANGUAGE /
1. Ludwig Wittgenstein - The world is represented by
10 | P a g e
LINGUISTIC ANALYSIS Key Words:
PERENNIALISM Key Words:
PROGRESSIVISM Key Words:
thought, which is a It regards philosophy as an activity of clarifying proposition with sense, since thoughts through careful use of language and logical they all world, thought, methods. Its major concern in education is the and proposition share the constant examination and reexamination of same logical form. educational ideas and practices through empirical 2. Noam Chomsky proposes researches and use of accurate language. the Language Learning Device Objectives of education are value statements which allows human to couched in education terms cannot be confirmed. acquire language The teaching concepts should be done with reference 3. Bertrand Russel proposes to their specific contexts. logical atomism, an ideal Educational discourse should be done in specific which would mirror the world terms with their meanings made clear. Rooted in Classical Realism, supported by some idealists. 1. Robert Hutchins Perennial means everlasting. It has a Schools should pursue conservative/traditional view of human nature and intellectual ideas rather education. than practical and Based from the meaning itself, the Perennialists should not teach a contend that truth is universal and unchanging. In specific set of values. fact, they view all human beings as possessing the same essential nature that leads them to think that 2. Mortimer Adler education of man must also be universal and establish the Paidea constant. As a result, they believe that students learn Program which study a from reading and analyzing the works by historys course that is general finest thinkers and writers these are the classics. not specialized. - Since human nature is constant, the nature of education remains constant too. - Since mans distinctive characteristic in his ability to reason, education should concentrate on developing the rational faculty. - Education is not a replica of life but preparation of it. - Children should be taught certain basic subjects that would acquaint them with the worlds permanencies, both spiritual and physical. - These permanencies are best studied in what they call the Great Books. Curriculum: Subject matter consists of perennial basic education of rational men: history, language, math, logic, classical literature, science, fine arts, cultural heritage. Pragmatism is its philosophical root Educational progressivism is the belief that education 1. Francis Parker must be based on the principle that humans are social opposed rote learning, animals who learn best in real-life activities with other there is no value in people. knowledge without Progressivists claimed to rely on the best available understanding. scientific theories of learning. Adopting the pragmatic view that change is the essence of reality; 2. John Dewey progressivists declare that education is always in the process of development. Individual differences are recognized by the philosophy. - Education should be active and related to the interests of the child. - Learning should take place through problem solving rather than absorption of subject matter. - Education as the intelligent reconstruction of experience is synonymous with civilized living. - Education should be life itself rather than preparation for living. - The teachers role is not to direct but to advise.
11 | P a g e
ESSENTIALISM Key Words:
SOCIAL RECONSTRUCTIONI SM Key Words:
BEHAVIORISM Key Words:
The school encourage cooperation rather than competition. - Only democracy permits, rather encourages, the free interplay of ideas and personalities that is a necessary condition of true growth. Curriculum: Based on activities and projects that are in line with the pupils needs and abilities. Childcentered and experience-based learning. It is compatible with a variety of philosophical outlooks. Education in idealism support it. This philosophy of education asserts that education properly involves the learning of the basic skills. It sees the primary function of the school as the preservation and transmission of the basic elements of human culture. Essentialism tries to instil all students with the most essential or basic academic knowledge and skills and character development. It believes that the school should not abandon traditional methods of mental discipline. The heart of the educational process is the absorption of prescribed subject matter. Curriculum: Curriculum focused on assimilation of prescribed basic subject matter: 3Rs, history, science, math, language This theory claims to be the true successor of progressivism and declares that the chief purpose of education is to reconstruct society in order to meet the cultural crisis brought about by social, political and economic problems. Education must commit here and now to the creation of a new social order, which will fulfil the basic values of our culture and at the same time, harmonize with the underlying social and economic forces of the modern world. The means and ends of education is geared towards meeting demands of the present cultural crisis. Curriculum: Includes subjects that deals with social and cultural crises to prepare students to make become analyzer and ensure that democratic principles are followed. An educational theory that is predicated on the belief that human behaviour can be explained in terms of responses to external stimuli. The basic principle of behaviourism is that education can best be achieved by modifying or changing student behaviours in socially acceptable manner through the arrangement of the conditions of learning. For behaviorists, the predictability and control of human behavior are paramount concepts. The control is obtained not be manipulating the individual, but by manipulating the environment. Curriculum: Experience-centered, environmental variables, reinforcements, use of teaching machines, programmed instruction, computer assisted instruction, interactive multimedia
1. William Bagley Educators and Schools should provide each generation with possession of a common core of ideas, meanings, understandings and ideals representing the most precious elements of the human heritage. 2. Arthur Bestor Education should provide sound training in the fundamental ways of thinking.
1. Theodore Brameld the great crises were symptoms of profound transition and rapid change. 2. George Counts Education must assume the responsibilities of an educational statesmanship.
1. Ivan Pavlov Classical Conditioning or associative learning. A response is attached to a given stimulus 2. John Watson We can predict and control the behavior of an individual 3. Edward Lee Thorndike Connectionism Law of Effect, Law of Exercise and Law of Readiness 4. B.F. Skinner Reinforcements
12 | P a g e
C. THE TEACHING PROFESSION Teaching - refers to the profession concerned primarily with classroom instruction, at the elementary and secondary levels in accordance with the curriculum prescribed by the Department of Education, whether on part-time or full-time basis in the private or public schools. Teachers - refers to all persons engaged in teaching at the elementary and secondary levels, whether on full-time or part-time basis, including industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all schools in the aforesaid levels and qualified to practice teaching under this Act. Why Teaching is a Profession requires a number of higher education studies regulates itself by a licensing system possesses its own body of specialized knowledge upholds a service above personal gains
requires continuous professional growth affords a life career sets up its own standards of professional practice has its own professional organization
ELEMENTS INHERENT IN THE TEACHING PROFESSION 1. Accountability graduate of a school/college/university recognized by the government and possesses the minimum educational requirements: BEED/BECED/BSEED Bachelor Degree in Arts or Sciences with at least 10 units of professional education (secondary) and Bachelors Degree in the field of specialization with at least 18 units in professional education (vocational and two-year technical courses) passed the Licensure Examination for Teacher and possesses Certificate of Registration from PRC. 2. Authority Attractive/ Referent Authority [emotional bank account (Covey, 1995)] When the teacher relies on personality, relationship building, or the fact that they share common interests with students. Attractive authority can be developed through getting to know and emotionally investing in students. In a sense, when the teacher makes deposits which they can use their withdrawals as opportunities to influence behavior. Expert Authority (intellectual capital) When the teacher is perceived as being knowledgeable in the subject, well prepared, or intelligent. Expert authority is driven by the students desire to know. Some of this power comes from a natural human deference for those who are perceived as wise. Reward Authority - They include grades, recognition, prizes, praise, privileges and anything else that students might desire, given to them (externally) by their teacher. The notion of rewarding student behavior can be potentially effective, but effects differ vastly from different kinds of rewards. Coercive Authority - the right to use disincentives, to say no, withhold privileges, and give consequences or punishments to students. Coercive authority implies that if a line is crossed something will happen that will be less than desirable for the student. No matter how much of the other forms of authority a teacher possesses, without some amount of coercive authority, it is likely that some students will take advantage of their freedom to cross lines without concern for boundaries. Position / Legitimate Authority - There is no other person in the classroom who can fulfill the duties of the teacher. We could use the term in loco parentis (in the role of parental authority) to describe this type of power. The teacher is the sanctioned authority in the room as well as the educator. 3. Ethics Subscription to the norms of the Professional Teachers Code of Ethics. Cultivation of mutual respect and absolute tolerance among students Serve for students not only as examples of high education but of decent behavior as well 4. Loyalty Teachers shall at all times, be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good, and full cooperation with colleagues. When the best interest of the learners, the school, or the profession is at stake in any controversy, teachers shall support one another. (Section 1, Article V, Code of Ethics of Professional Teacher)
13 | P a g e
5. Learning Teachers are committed to students and their learning Teachers know the subjects they teach and how to teach those subjects to students Teachers are responsible for managing and monitoring student learning Teachers think systematically about their practice and learn from their experience Teachers are members of learning community 6. Professionalism Keeps in mind the rules and regulations of the Code of Ethics and the institution he/she is in to. Participates in the Continuing Education Program of teachers Bounded by a social contract in which the public gives the profession independence and responsibility for the conduct of its affairs in return for the professions commitment Roles of Teachers 1. As a Director of Learning plans and organizes learning activities leads pupils/students through the learning episodes controls the whole learning situations appraises the effectiveness of the learning situations 2. As an Information Processor Analyzes information and events Makes information and events Makes information readily learnable Facilitates the comprehension of information and events Interprets information to learners Communicates information in a manner that pupils/students comprehend 3. As a Knower Knows much about the general fields of knowledge Masters thoroughly the subject matter of his/her field of specialization Brings learners to the world of ideas Provides accurate information to pupils/students Provides accurate information to pupils/students Answers readily pupils/students questions 4. As a Pioneer in the World of Ideas Carries students to new insights and knowledge Leads children to wide ranging and unlimited inquiry Develops new ideas and practices to meet the needs and demands of the time 5. As a Decision-Maker Decides on what objectives should be established Decides on the type of instructional program that could best achieve the objectives Decides on what body of information should be conveyed Decides on the most effective methods, techniques, approaches and materials that will facilitate the attainment of the objectives Decides on the most appropriate grouping that would best benefit the learner. 6. As a Judge of Achievement Defines what is worth achieving Defines ability levels of pupils/students Evaluates pupils/students level of achievement Determines who will be promoted or retained 7. As a Counselor
14 | P a g e
Establishes effective relationship with the individual pupil/student Collects pertinent information about each pupil/student Receives confidences Guides pupil/student in understanding himself Gives advices Assists pupils/students to find solutions to his/her own problems
8. As a Moralist Develops a functional moral and ethical code Creates acceptable moral atmosphere Establishes norms for behavior within and outside the classroom 9. As a Model for the Youth Exemplifies the scholarship and ideals valued by society Demonstrates acceptable sets of values 10. As a Person of Culture Possesses a broad general cultural education Is well-informed of current developments in various fields of science Appreciates arts and literature Demonstrates adequate skills in the use of language 11. As a Community Link Participates actively in the life of the community Interprets the school program to the public Brings parents to participate in school activities Utilizes the resources of the community to develop significant application of subject matter 12. As a Mediator of Culture Articulates social, political and economic traditions Develops cultural values Transmits culture Enriches cultural growth of pupils/students D. LEGAL DIMENSIONS OF PHILIPPINE EDUCATION Relevant Laws refers to legal acts, decrees, ordinances, orders, memoranda, circulars and the like that were approved by proper authorities and have become legal bases in the conduct of educational process, in general, and of teaching, in particular, in the Philippine setting. I. Article XIV, 1987 Philippine Constitution The mandates are as follows: 1. Protection and promotion of the State to the rights of all citizens to quality education at all levels and make such education accessible to all. 2. Provision for complete, adequate and integrated system of education relevant to the needs of the society. 3. System of free public education in the elementary (compulsory) and secondary levels. 4. System of scholarship grants, student loan programs, subsidies and other incentives which shall be available to deserving students in both public and private schools especially to the underprivileged. 5. Encourage non-formal, informal and indigenous learning systems, as well as self-learning, independent and outof-school youth with training in civics, vocational efficiency and other skills. 6. All educational institutions shall include the study of Constitution as part of the curricula. 7. Religion (optional) shall be allowed to be taught in public schools within the regular class hours by instructors designed and approved by religious authorities without additional cost to the government. 8. The State shall exercise reasonable supervision and regulation of all educational institutions. 9. Education to put emphasis on the inculcation of patriotism and nationalism as well as other values deemed important in developing person and responsible citizen. 10. Sole ownership of educational institutions by at least 60% of the capital from Filipino citizen. 11. Tax exemptions for non-stock and non-profit educational institutions.
15 | P a g e
12. Enjoyment of academic freedom (teacher, students, institutions) in all institutions of higher learning. 13. The State shall enhance the right of teachers to professional advancement. Non-teaching academic and nonacademic personnel shall enjoy the protection of State. 14. Highest budgetary priority to education and ensure that teaching will attract and retain its rightful share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment. 15. Filipino as the national language; Filipino and English as official languages for use in communication and instruction. 16. Creation of national language commission. 17. Promotion of science and technology. 18. Preservation and enrichment of Filipino culture. 19. Promotion of physical education and other related programs. II. Education Act of 1982 (Batas Pambansa Blg. 232) An Act Providing for the Establishment and Mamintenance of an Integrated System of Education. It defines among all others the following: Aims of Philippine Educational System o Provide for broad general education that will assist each individual in the peculiar ecology of his own society to: a) attain his potentials as a human being; b) enhance the range and quality of individual and group participation in the basic functions of society; and c) acquire the essential educational foundation of his development into a productive and versatile citizen; o Train the nations manpower in the middle-level skills for national development; o Develop the profession that will provide leadership for the nation in the advancement of knowledge for improving the quality of human life; and o Respond effectively to changing needs and conditions of the nation through a system of educational planning and evaluation. Rights, duties and responsibilities of parents and students in school Rights of all school personnel Special rights and/or privileges of teaching or academic staff Special rights of school administration Rights of schools Obligations of teachers, school administrators and academic non-teaching personnel Educational systems R.A. 4670 Magna Carta for Public School Teachers this was approved on June 18, 1966 to promote and improve the social and economic status of public school teachers, their living and working conditions, their employment and career prospects. It also provided the following: Recruitment and qualifications of teachers DepEd to define clearly the recruitment policy with respect to selection and appointment of teachers. Minimum educational qualifications for teacher-applicants: o Bachelors Degree in Elem Ed for teachers in the kindergarten and elementary grades; o Bachelors Degree in Education or its equivalent with a major or minor of a Bachelors Degree in Arts or Science with at least 18 units of Professional Education for teachers of the secondary schools; o Bachelors degree in the field of specialization at least 18 professional units in Education for teachers of secondary vocational and two years technical courses; o Masters Degree with a specific area of specialization for teachers of courses on the collegiate level. The School Superintendent may appoint under temporary status, applicants who dont meet the minimum qualifications. Code of Professional Conduct for Teachers Teaching Hours 6 hours of actual classroom teaching a day. Any teacher may be required to render more than six hours and no more than eight hours of actual classroom teaching a day upon payment of additional compensation at the same rate as his regular remuneration plus at least 25% of his basic pay. Additional Compensation at least 25% of the teachers regular remuneration must be paid to teachers who render co-curricular and out of school activities outside of the teachers six hours of actual classroom teaching. Cost of Living Allowance given to teachers to keep pace with the rice in the cost of living Special Hardships Allowances at least 25% of teachers monthly salary, shall be given to teachers assigned in areas where teachers are exposed to hardship such as difficulty in commuting to the place of work or other hazards peculiar to the place of employment. Compulsory medical examination shall be provided free of charge for all teachers
III.
1.
2. 3.
4. 5. 6.
7.
16 | P a g e
8. Study Leave Teachers are entitled to a study leave not exceeding one year after seven years of service (Sabbatical Leave). Teachers granted on study leave shall be entitled to at least 60% of their monthly salary. No teachers shall be allowed to accumulate more than one year of study leave, unless, he needs an additional semester to finish his thesis for a graduate study in education or allied course without compensation (after the first year of such study leave). IV. 1. 2. R.A, 7836 Philippine Teachers Professionalization Act of 1994. An Act to Strenghten the Regulation and Supervision of the Practice of Teaching in the Philippines and Prescribing LET and for other Purposes. Known as the Philippine Teachers Professionalization Act of 1994. The objectives of this Act are the following: a. Promotion, development and professionalization of the practice of the teaching profession. b. The supervision and regulation of the licensure examination Duties and Functions of the Board for Professional Teachers: a. Promulgate, administer and enforce rules and regulations in carrying out the Act. b. Determine and fix frequency, dates and places of examination, appoint personnel as needed for the exam. c. Issue, suspend or revoke certificate of registration for the practice of teaching profession. d. Prescribe and collect examination and other fees as it may deemed proper. e. Prescribe and/or adopt a code of ethical and professional standards for the practice of teaching profession. f. Administer oaths g. Supervise and regulate the registration, licensure and practice of professional teachers in the Philippines. h. Ensure that all educational institutions offering elementary and secondary education comply with the essential requirements for curricula, faculty and facilities for the elementary and secondary levels. i. Investigate such violations of this Act, the rules and the code of ethics and professional standards for professional teachers as it may come to the knowledge of the Board. Revocation of the Certificate of Registration, Suspension from the Practice of the Teaching Profession and Cancellation of Temporary or Special Permit. a. Conviction of any criminal offense by a court of competence jurisdiction. b. Immoral, unprofessional or dishonorable conduct. c. Declaration by a court of competent jurisdiction for being mentally unsound or insane. d. Malpractices, gross incompetence, gross negligence or serious ignorance of the practice of the teaching profession. e. The use of or perpetration of any fraud or deceit in obtaining a certificate of registration, professional license or specially/temporary permit. f. Chronic inebriety or habitual use of drugs. g. Violation of any of the provisions of the Act, the rules and regulations and other policies of the Board and Commission, and the code of ethical and professional standards for professional teachers. h. Unjustified or willful failure to attend seminars, workshops, conferences and the like or the continuing education program prescribed by the Board and the Commission.
3.
4.
V.
R.A. 9293 An Act Amending Certain Sections of RA 7836 1. Registration and Exception a. No person shall engage in teaching and/or act as a professional teacher unless the person is a duly registered professional teacher, and a holder of certificate of registration and a valid professional license or a holder of a valid special/ temporary permit. b. Professional teachers who have not practiced their profession for the past five years shall take at least 12 units of education courses, consisting of at least 6 units of pedagogy and 6 units of content courses to be chosen from a list of courses to be provided by the Board and the DepEd. c. Those who have failed LET, with a rating of not lower than five percentage points from the passing general average rating, shall be eligible as para-teachers upon issuance by the Board of a two-yea special permit, renewable for a non-extensible period of 2 years. The para-teachers shall be assigned to areas where there is a shortage or absence of a professional teacher.
VI. R.A. 9155 Government of Basic Education Act of 2001 1. Declaration of Policy a. The State shall protect and promote the right of all citizens to quality basic education and to make such education accessible to all by providing a free and compulsory education in elementary level and free education in the high school level. b. Such education shall include alternative learning systems for basic education to provide them with the skills, knowledge and values they need to become caring, self-reliant, productive and patriotic citizens. c. The school shall be the heart of forma education system. d. Governance of basic education shall begin at the national level. It is at the regions, divisions, schools and learning centers herein referred to as the field offices where the policy and principle for the governance
17 | P a g e
of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs. 2. Governance a. DECS shall be known as Department of Education (DepEd) b. The Komisyon ng Wikang Pilipino, National Historical Institute, Records, Management and Archives Office and National Library shall now be administratively attached to the National Commission for Culture and the Arts (NCCA) and no longer with DepEd. The program for school arts and culture shall remain part of the school curriculum. c. All functions, programs and activities of DepEd related to Sports competition shall be transferred to the Philippine Sports Commission (PSC). The program for school sports and physical fitness shall remain part of the basic education curriculum. VII. The Code of Ethics for Professional Teachers Teachers are duly licensed professionals who possesses dignity and reputation with high moral values as well as technical and professional competence in the practice of their noble profession, they strictly adhere to, observe, and practice this set of ethical and moral principles, standards, and values (Preamble). It shall include industrial arts or vocational teachers and all other persons performing supervisory and/or administrative functions in all school at the aforesaid level, whether in full-time or part-time basis. Scope and Limitations: shall apply to all teachers in schools in the Philippines. It covers all public and private school teachers in all educational institutions at the preschool, primary, elementary, secondary levels whether academic, vocational, special, technical or non-formal. The Teacher and the State o Transmit to learners the cultural and educational heritage and must exert the best effort possible to promote obedience to the laws of the state o Help carryout the declared policies of the state. o Shall be physically, mentally and morally fit. o Actualize a full commitment and devotion to duty o Refrain from engaging in the promotion of any political, religious or other partisan interest. o Exercise his right to suffrage and all other constitutional rights. o Refrain from using his position or official authority to influence or coerce the political actions or behaviors of other persons. o Enjoy academic freedom and be responsible in taking the privilege of expounding the product of his researchers and investigations in the interest of the nation. The Teacher and the Community o Render the best service by providing an environment conducive to the development of the youth. o Provide leadership and initiative to actively participate in community movements for moral, social, educational, economic and civic betterment. o Merit reasonable social recognition and behave with honor and dignity at all times. o Live for and with the community to have sympathetic attitude. o Help the school keep the people in the community informed of the activities, as well as its problems and needs. o Welcome the opportunity to provide leadership in the community. o Maintain harmonious and pleasant personal and official relations with other persons in the community. o Attend freely ones church and worships as appropriate without using his position to influence others. The Teacher and the Profession o Insure that teaching is the noblest profession. o Uphold the highest possible standards of quality education o Participate in the Continuing Professional Education program of the PRC o Avoid making improper misrepresentations in the process of seeking support for the school. o Use the teaching profession in a manner that it dignified means for earning a descent living. The Teacher and the Teaching Community o Be imbued with the spirit of professional loyalty, mutual confidence, and faith in one another, self sacrifice for the common good, and full cooperation with colleagues. o Sincerely acknowledge/recognize assistance received from colleagues o Organize and turn over records needed to his successor. o Maintain confidentiality of information until after it has been formally released. o Seek correctives for what he may appear to be an unprofessional and unethical conduct of any associates
18 | P a g e
o o
Submit to the proper authorities any justifiable criticism against an associate, preferably in writing, without violating the right of the individual concerned Apply for a vacant position for which he is qualified; provided that he respects the system of selection on the basis of merit and competence
The Teacher and the Higher Authorities in the Profession o Make an honest effort to understand and support the legitimate policies of the school and the administration. o Shall not make any false accusations or charges against superiors, especially under anonymity. o Transact all official business through channels except when special conditions warrant a different procedure. o Consider the welfare and interest of the learners when seeking redress against all forms of injustice and in raising grievances to the administration. o Recognize the principle that appointments, promotions and transfers are made only on the basis of merit and are needed in the interest of service. o Live up to the employment terms and conditions. The School Officials, Teachers and Other Personnel o Show professional courtesy, helpfulness and sympathy towards teachers and other personnel. o Consider policy formulation and change innovations as cooperative responsibility. o Attend to the professional growth of teachers o Never dismiss or recommend for dismissal a teacher or other subordinates except for a just cause. o Ensure that public school teachers are employed in accordance with pertinent civil service rules and private school teachers, in accordance with the contracts. The Teachers and the Learners o Determine the academic marks and promotion of learners in accordance with generally accepted procedures of measurement and evaluation. o Recognize that the interest and welfare of learners are of first and foremost concerns. o Make no prejudice or discrimination against any learner. o Avoid accepting gifts from learners or parents in exchange of requested concessions. o Refrain from accepting any remuneration from tutorials rendered to their students. o Evaluate learners work only in merit and quality of academic performance o Exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. o Desist from inflicting any form of corporal punishment on offending pupils/students o Extend needed assistance to ensure maximum development of learners and prevent or solve learners problems and difficulties The Teachers and the Parents o Establish and maintain cordial relations with parents o Inform parents of the progress and all sorts of deficiencies of their children. o Be tactful in dealing with parents regarding their parents deficiencies. o Seek parent cooperation for the proper guidance and improvement of the learners. o Discourage the parents from making ill remarks and unfounded criticisms about the school as a whole. o Hear parents complaints with sympathy and understanding. The Teacher and Business o Engage in legitimate income generating activities. o Maintain a good reputation with respect to financial matters. o Settle promptly all debts and/or make satisfactory arrangement on his private financial affairs. o Avoid acting as agent of any business venture engaged in furnishing textbooks and other school commodities, of which, he can possibly exercise influence in their purchase or distribution. The Teacher as a Person o Live with dignity at all times wherever he is. o Place premium upon self-respect and self-discipline o Serve as a model worthy of emulation o Recognize God as Guide of his own destiny and of others. Disciplinary Action o Revocation of the Certificate of Registration and License as a Professional Teacher o Suspension from the practice of teaching profession o Reprimand or cancellation of temporary/ special permit
19 | P a g e
Practice Items
1. As a parent and at the same time a teacher, which of the following will you do to show your cooperation to a PTA project in your school to be financed with the proceeds of the sales of the school canteen where food prices are a little bit higher? A. Bring food for you and your children, but always make it a point to buy in the school canteen. B. Buy all your food in the school canteen but request for a discount. C. Bring food enough for you and your children but do not eat in the canteen. D. Buy all your food from the school canteen even if you cannot afford to do everyday. The singing of the National anthem in schools is an offshoot of the philosophy of __________. A. Nationalism B. Pragmatism C. Naturalism Which Republic Act provides government assistance to students and teachers in private education? A. RA 7784 B. RA 6728 C. RA 7836
2.
D. Socialism
3.
D. RA 6675
4.
Who among the following believes that learning requires disciplined attention, regular, homework and respect for legitimate authority? A. Essentialist B. Perennialist C. Progressivist D. Reconstructionist The Constitutional provision on language has the following aims EXCEPT: A. To make the regional dialect as auxiliary media of instructions in regional school B. To maintain English as a second language C. To make Filipino the sole medium of instruction D. To make the Filipino the national language & medium of instruction & communication Who among the following stressed the processes of experience and problem solving? A. Dewey B. Aristotle C. Hegel
5.
6.
D. Plato
7.
Which of the following measures should a teacher do to a principal whom she would like to file a case of sexual harassment without violating the relationship of the teacher to her superiors? A. Present the ease before competent authority & prepare to prove the charge B. Write an anonymous letter to a higher school official to denounce the superior C. Call a parent-teacher meeting and denounce the superior D. Encourage the other teachers & students to hold a demonstration to oust the superior Pick out the situation that illustrates the duty of a new teacher to the state. A. Take a long vacation which she firmly believes she deserves after four years of diligent study before taking the examination for teachers. B. Apply for teaching job where eligibility is not required to gain teaching experience before taking the teachers board examination. C. Prepare for the wedding she and her boyfriend have long planned to be able to raise a family with children which they plan to rear as good citizen of our country. D. Take the licensure examination for teacher and an oath to do her best to help carry out the policies of the state. Parents are up in arms on the telephone bills that pay for sex calls. What is the solution to this problem? A. The telephone company is to blame for this C. Parents allow this to make their children modern B. The government restriction have no teeth D. Parents, school and students should discuss this openly.
8.
9.
10. A student collapsed in her social studies class. It was found out that he did not eat her lunch. What need is shown in the situation? A. Psychological need C. Somatotonic B. Physiological need D. Safety need 11. The main function of a philosophy of education is to: A. Aid the learner to build his own personal philosophy B. Reconsider existing educational goals in the light of societys needs C. Provide the academic background prerequisite to learning D. Define the goals & set the direction for which education is to strive
20 | P a g e
12. Which curricular move served to strengthen spiritual and ethical values? A. Integration of creative thinking in all subject B. Reducing the number of subject areas into the skill subject C. Introduction of Values Education as a separate subject area D. Re-introducing Science as a subject in Grade 1 13. The Filipino tendency to resort to the easy way out from a term paper as a course requirement by hiring a ghost writer or by passing a photocopied term paper provide which Filipino traits? A. Anticipation B. Ambivalence C. Pakikisama D. Lack of discipline 14. Which thrust on value formation is meant to help the students make use of their thinking and scientific investigation to decide on topics and questions about values? A. Value inculcation B. Analysis C. Value clarification D. Moral development 15. Rights which cannot be renounced or transferred because they are necessary for the fulfillment of mans primordial obligations are called: A. Alienable rights B. Perfect rights C. Inalienable rights D. Acquired rights 16. Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you the skill to cope with the changes. Which is his governing philosophy? A. Experimentalism B. Existentialism C. Realism D. Idealism 17. A teacher is a facilitator of learning and of the development of the youth. Which practice is NOT keeping with his role as facilitator? A. Considers the multiple intelligences of learners B. Humiliates misbehaving pupils C. Dialogues with parents and with other members of the community D. Keeps himself abreast with educational trends 18. Which one indicates a teachers genuine enthusiasm and pride in teaching? A. Sticking to teaching for the moment that there are no better offers B. Telling everyone that he went to teaching for there was no other choice then. C. Engaging himself in continuing professional education D. Belittling the remuneration one gets from teaching 19. In the Preamble of the Code of Ethics of Professional Teachers, which is not mention about teachers? A. Duly licensed professionals C. LET passers B. Possess dignity and reputation D. With high moral values 20. A teacher discovers that a product of a certain bottling company brings about damage to teeth. Much as he wants to share the products of his research, he could not because of harassment from all sides. Which teachers right is violated? A. Right to property C. Academic freedom B. Right to ones honor D. Right to make a livelihood 21. On which constitutional provision is the full or partial integration of capable deaf and blind students in the classroom based? The provision on _____. A. Providing citizenship and vocational training to adult citizen B. Protecting and promoting the right of all citizen to quality education C. Academic freedom D. Creating scholarship for poor and deserving students 22. The main purpose of the compulsory study of the Constitution in Philippine schools is to _______. A. Develop the students into responsible, thinking citizens B. Acquaint students with the historical development of the Philippine Constitution C. Prepare students for law-making D. Make constitutional experts of the students 23. The cultivation of reflective and meditative skills in teaching is an influence of _______. A. Taoism B. Shintoism C. Confucianism
D. Zen Buddhism
21 | P a g e
24. Section 5, Article XIV of the Constitution states that academic freedom shall be enjoyed in ______. A. Public assemblies C. All levels of learning B. State colleges and universities D. All institution of higher learning 25. A teacher who subscribes to the pragmatic philosophy of education believes that experience should follow learning in her teaching, she therefore exerts effort in ______. A. Encouraging learners to memorize factual knowledge B. Equipping learners with the basic abilities and skills C. Requiring learners full mastery of the lesson D. Providing learners opportunities to apply theories and principles 26. The NSEC orients secondary education to A. The teaching of the national symbols B. The development of competencies and values for social living C. Health values development D. National development requirements & reflects research based direction 27. Which of these philosophers is reflective of that of Deweys which stresses the development of an individual capable of reflective thinking specifically that of being able to solve the problem he faced individually or collectively. A. Disciplinarianism B. Developmentalism C. Experimentation D. Rationalism 28. Which of the following abilities is stressed by humanistic education? A. Learn the different philosophies of education B. Develop man into a thinking individual
C. Enjoy the great works of man such as the classics D. Make man distinctly civilized, educated and refined
29. An appreciation lesson is one that is designed to lead the class to conduct and enjoy something. Which of the following statements closely approximate the meaning of the above? A. An appreciation lesson should be a lesson in values B. Appreciation lessons help pupils weigh and clarify values C. One cannot fully appreciate what one does not understand or enjoy D. A teacher should plan lessons that will guide children to appreciate what is beautiful 30. Who expounded on the need to the study the child carefully for individualized instruction? A. Da Feltre B. Erasmus C. Boccacio
D. Ascham
31. Which of the following should a teacher do if she cannot pay the monthly installment of an appliance she got from a department store in their town? A. Reject any notice of demand for payment to make the impression that she did not receive any. B. Move to another neighborhood to escape payment C. Inform the manager of the store personally and make a satisfactory arrangement of payment on or before the due date of payment D. Offer to return the used appliance to the store on the condition that she will be refunded on the monthly installment she paid. 32. Which of the following will you recommend to a senior high school scholar who is impregnated by a fellow student? A. Tell her parents about her condition C. Direct her to an abortion clinic B. Stop schooling till after she gave birth D. Force her boyfriend to marry her 33. The government prescribes a higher percentage on the administration of education institution to Filipino citizens in order to A. Minimize the unemployment problem C. Protect the rights of the citizen B. Procedure globally competitive graduates D. Ensure the teaching of Filipino 34. Which of the following is the best situation wherein you can balance responsibility and accountability? A. A teacher paid on an hour basis, takes her time with the subject matter till end of period B. A teacher paid on an hour basis, teaches as much as she could for duration of the period C. A teacher paid on an hour basis, spends most of the time on the latest gossips in showbiz D. A teacher paid on an hour basis, entertain her students with stories till the end of the period
22 | P a g e
35. Which of the following will you do to an examinee you caught cheating and who offered you a certain sum of money to keep quiet? A. Motion him to keep quiet & watch for him after the examination B. Confiscate his test paper & report him to the examination supervisor C. Announce to all examinees the name of the cheater D. Ignore him but let him feel that you saw him 36. The whole child concept of education is contrary to the: A. Academic essentials approach to education B. Progressivist approach to education
C. Focus on the disadvantaged approach to education D. The mental discipline approach to education
37. Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of grammar? A. Existentialism B. Realism C. Pragmatism D. idealism 38. The current emphasis on the development of critical thinking by the use of philosophic methods that emphasize debate and discussion began with ______. A. Aristotle B. Socrates C. Confucius D. Plato 39. Which schools are subject to supervision, regulation and control by the state? A. Public schools C. Private schools B. Sectarian and non-sectarian schools D. Public, private sectarian and non-sectarian schools 40. The first American teachers in the Philippines were ________. A. Soldiers B. Graduates of the normal school
C. Missionaries D. Elementary graduates
41. Who were the Thomasites? A. The soldiers who doubted the success of the public educational system to be set in the Philippines B. The first American teacher recruits to help establish the public educational system in the Philippines C. The first religious group who came to the Philippines on board the US transport Thomas D. The devotees to St. Thomas Aquinas who came to evangelized. 42. Approach every pupil as she is without allowing yourself to be influenced by your foreknowledge of his/her home background is an advice from a/an? A. Rationalist C. Positivist B. Existentialist-phenomenologist D. Essentialist 43. Specialization is knowing more and more about less and less. Then it is better to be a generalist, claims Teacher F. On which philosophy does Teacher F learn? A. Essentialism B. Progressivism C. Perennialism D. Existentialism 44. Teacher Cora observe cleanliness and order in her classroom to create a conducive atmosphere for learning. On which theory is her practice based? A. Psychoanalysis B. Gestalt psychology C. Behaviorism D. Humanistic psychology 45. The free public elementary and secondary education in the country are in line with the government effort to address educational problems of ______. A. Productivity B. Relevance & quality C. Access & quality D. Effectiveness & efficiency 46. Which is the Teachers Professionalization Act? A. R. A. 7836 B. R. A. 4670
C.
R. A. 7722
D. R. A. 9293
47. The State shall protect & promote the right of all citizens to quality education at all levels. Which government program is in support of this? A. Exclusion of children with special needs from the formal system B. Free elementary and secondary education C. Deregulated tuition fee hike D. Re-introduction of the NEAT and NSAT
23 | P a g e
48. The Filipino learner envisioned by the Department of Education is one who is imbued with the desirable values of a person who is ___. A. Makabayan, makatao, makahalaman at maka-Diyos B. Makabayan, makasarili, makakalikasan at maka-Diyos C. Makabayan, makakaragatan, makatao at maka-Diyos D. Makabayan, makatao, makakalikasan at maka-Diyos 49. Principal tells her teachers that training in the humanities is most important. To which educational philosophy does he adhere? A. Existentialism B. Progressivism C. Essentialism D. Perennialism 50. With which goals of educational institution as provided by the constitution is the development of work skills aligned? A. To develop moral character C. To teach the duties of citizenship B. To develop vocational efficiency D. To inculcate love of country 51. Who is remembered for his famous quotation? My loyalty to my party ends where my loyalty to my country begins. A. Carlos P. Garcia B. Ferdinand E. Marcos C. Manuel L. Quezon D. Manuel A. Roxas 52. Under no circumstance shall a teacher be neither prejudiced nor discriminatory against any learner, says the Code of Ethics. When is a teacher prejudice against any learner? A. When he makes a nearsighted pupil sit in front. B. When he considers multiple intelligences in the choice of his teaching strategies. C. When he makes a farsighted pupil sit at the back D. When he refuses a pupil with a slight physical disability in class. 53. You are very much interested in a quality professional development programs for teachers. What characteristic should you look for? A. Prescribed by top educational leaders C. Required for renewal of professional license B. Dependent on the availability of funds D. Responsive to identified teachers needs 54. To ensure high standards of teachers personal and professional development, which of the following measures must be implemented? I. A school head plans the professional development of his/ her teachers. II. Every teacher formulates his/her own professional development plan. III. The implementation of what is learned in a training must be monitored. A. I only B. I and III C. II and III D. II only
55. As a community leader, which of the following should a teacher NOT do? A. Support effort of the community to improve their status in life B. Make herself aloof to ensure that her decisions will not be influenced by community politics C. Solicit donation from philanthropists in the community D. Play an active part in the activities of the community 56. A teacher is said to be a trustee of the cultural and educational heritage of the nation and is under obligation to transmit to learners such heritage. Which practice makes the teacher fulfill such obligation? A. Use of interactive teaching strategies C. Observe continuing professional education B. Use the latest educational technologies D. As a class, study the life of Filipino heroes 57. Is there a legal basis for increasing the teachers starting salary to P18,000 a month? A. No, it is a gift to teachers from Congress C. No, it is simply an act of benevolence from PGMA B. Yes, R.A. 7836 D. Yes, the Philippine Constitution 58. The use of values clarification as a strategy in values education flows from which philosophy? A. Progressivism B. Reconstructionism C. Essentialism 59. Who of the following believes that human beings are shaped entirely by their external environment? A. Progressivist B. Essentialist C. Existentialist
D. Existentialism
D. Behaviorist
60. Honesty remains a value even if nobody in the school system values it. This is the conviction of a/an ____. A. Realist B. Pragmatist C. Idealist D. Existentialist
24 | P a g e

Foundations of Education

Uploaded by

Copyright:

Available Formats

Foundations of Education

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Foundations of Education

Uploaded by

Copyright:

Available Formats

Professional Education: Foundations of Education Mr. Gerry C.

LICENSURE EXAMINATION FOR TEACHERS (LET)

PART I: Content Update

Professional Education: FOUNDATIONS

Confucius Mencius Lao Tsu

Jewish Arabic MEDIEVAL

Jesus Christ Al-farabi; Avicenna

Monasticism Scholasticism Chivalric Guild System RENAISSANCE

St. Thomas Aquinas

Professional Education: FOUNDATIONS

Religious moralism Devt of unquestioning obedience to Church

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

through an authority (expertise) Revealed knowledge disclosed by God to man.

Professional Education: FOUNDATIONS

Legalism (Qin dynasty of China) Shinto

SCHOOL OF THOUGHT NATURALISM Key Words:

Professional Education: FOUNDATIONS

IDEALISM Key Words:

REALISM Key Words:

Professional Education: FOUNDATIONS

EXISTENTIALISM Key Words:

1. Ludwig Wittgenstein - The world is represented by

Professional Education: FOUNDATIONS

LINGUISTIC ANALYSIS Key Words:

PERENNIALISM Key Words:

PROGRESSIVISM Key Words:

Professional Education: FOUNDATIONS

ESSENTIALISM Key Words:

SOCIAL RECONSTRUCTIONI SM Key Words:

BEHAVIORISM Key Words:

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

C. Missionaries D. Elementary graduates

Professional Education: FOUNDATIONS

Professional Education: FOUNDATIONS

You might also like