Philosophical Foundation of Curriculum-Arnold DupingDupingLoves2Share
The document discusses different philosophies of education and their implications for curriculum. It describes the major philosophies as idealism, realism, pragmatism, and existentialism. It also outlines philosophies like perennialism, essentialism, progressivism, and reconstructionism. Each philosophy has distinct views about the nature of knowledge, learning, and the goals of education that inform the design of the curriculum. For example, idealism supports a curriculum of abstract liberal arts subjects, while pragmatism advocates for an interdisciplinary, experience-based curriculum focused on problem solving.
This document discusses curriculum design and its key dimensions. It begins by defining curriculum design and identifying its main components as objectives, content, learning experiences, and evaluation. It then discusses key design dimensions such as scope, sequence, continuity, integration, articulation, and balance. Finally, it outlines three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs.
The document outlines the key aspects of progressivism in education, including the focus on student-centered and interactive learning. It discusses progressivism in elementary school through college, with an aim of promoting democratic and social living. Teaching methods emphasize learning centers, cooperative learning, and student-led discussion, while the curriculum focuses on interdisciplinary and integrated subjects that are relevant to students' interests and human affairs.
Existentialism is a philosophy that emphasizes individual existence, freedom and choice. Key existentialist philosophers discussed in the document include Søren Kierkegaard, Jean-Paul Sartre, and Albert Camus. According to existentialism, humans possess free will and must take responsibility for their own actions without reliance on predetermined essence or purpose. The existentialist view influences philosophy of education by promoting self-directed learning, creativity, and value of helping students understand themselves as unique individuals responsible for their own choices and existence.
Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.
PHILOSOPHICAL FOUNDATION OF EDUCATION.pptxJarvenSaguin
1. The first philosophers were called Milesians or Ionians and emerged in the Greek city of Miletus.
2. Five major philosophies of education have prevailed throughout history: realism, idealism, pragmatism, existentialism, and naturalism.
3. Realism focuses on helping children understand and accept external demands, while idealism emphasizes developing students' internal understanding of ideals. Pragmatism concerns reflective thinking and problem-solving. Existentialism views education as an individual process and naturalism sees education as occurring in accordance with nature's laws.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
The document discusses the evolution of Philippine education from pre-Spanish times through Japanese occupation and independence. It outlines the philosophies that guided education during different eras, including a focus on religion during Spanish colonization, orienting citizens towards democracy under American rule, and indoctrinating people under Japanese occupation. After independence, the constitution established principles of universal, free public education and educational autonomy. Recent efforts work towards Education for All goals through programs improving access, retention, and literacy.
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
Psychology is the study of the mind, behavior, and thought. It aims to understand how people learn and think through studying mental processes. When applied to education, psychology helps understand how students learn and considers individual differences in curriculum design. There are four main perspectives on curriculum in psychology: behaviorism, cognitivism, humanism, and constructivism. Behaviorism views learning as the formation of habits through reinforcement or punishment, while cognitivism examines mental processes like memory and problem-solving.
This document discusses the educational philosophy of essentialism. It defines essentialism as believing students should learn basic traditional subjects thoroughly to function in society. Essentialists think education involves mastering core skills and subjects, with teacher-centered classrooms where teachers are moral and intellectual models. The document also examines essentialism's views on knowledge, values, individuals and society, and its core principles which emphasize hard work, teacher initiative, social environment influences, and mental discipline methods.
Philosophical and psychological foundations of curriculumgopikarchandran
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Progressivism is an educational philosophy that focuses on learning through experience. It emphasizes hands-on learning, problem solving, critical thinking and social skills over rote memorization. Key exponents include John Dewey, who established the first Laboratory School to implement progressive teaching methods. Progressive education aims to develop the whole child and prepare them for active participation in a democratic society through an experiential, interdisciplinary curriculum centered around student interests.
Essentialism is an educational theory that believes there is a common core of knowledge that should be provided to all students in order to participate fully in society. It emphasizes a rigorous, teacher-centered approach where students learn established fundamentals through traditional academic subjects like literature, philosophy, science, and mathematics in a systematic way. Essentialists believe education should focus on imparting essential knowledge and developing character, with students trusting the teacher knows best and focusing on learning from them.
The document discusses different educational philosophies including perennialism, essentialism, progressivism, existentialism, and behaviorism. Perennialism focuses on teaching classic works and developing students' rational and moral powers through Socratic dialogue. Essentialism emphasizes acquiring basic skills and transmitting traditional values through mastery of core subjects. Progressivism aims to develop citizens through experience-based, problem-solving education tied to students' lives. Existentialism encourages self-reflection and personal responsibility through flexible, self-paced learning. Behaviorism views learning as the modification of observable behaviors using reinforcement and incentives.
Social reconstructionism focuses on using education to eliminate social inequities. It aims to inform students about issues in their society, equip them with skills to enact change, and encourage them to improve society. The curriculum presents social challenges and problems to stimulate critical thinking and a desire for reform. It incorporates action-oriented lessons to teach civic responsibility. Teachers facilitate learning and foster democratic discussion to empower student voices for change.
This document discusses the educational philosophy of pragmatism. It defines pragmatism as a practical and utilitarian philosophy that believes ideas are constructed from experience rather than knowledge leading to practice. The key principles of pragmatism in education are that education should be practical, curriculum should be activity-centered, and learning occurs through doing and experience. Pragmatism advocates for methods like learning by doing, project-based learning, and discussion-based instruction. It also emphasizes aims like personal and social adjustment and reconstruction of experience through providing social settings.
1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
Module 1 Introduction to Curriculum DevelopmentIreno Alcala
This document discusses concepts, nature, and purposes of curriculum development. It defines curriculum broadly as the total learning experiences of individuals, including both in-school and out-of-school experiences. The document outlines different models of curriculum development, including traditional models focused on subjects/disciplines, and progressive models emphasizing experiences. It discusses key thinkers and reforms in curriculum in the Philippines. Ralph Tyler's influential 4-step model and Hilda Taba's linear model of curriculum development are also summarized.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
The document discusses the relationship between philosophy and education. It states that philosophy provides the foundation and guiding principles for education, and that education is the application of philosophical beliefs. The document outlines several philosophies of education such as idealism and naturalism, and how they influence aspects of the education system like curriculum, teaching methods, and the role of the teacher. Overall, the document emphasizes that philosophy and education are interdependent, with philosophy answering fundamental questions about the purpose and goals of education.
1. Philosophy is defined as the love of wisdom and the rational attempt to understand fundamental problems regarding existence, knowledge, values, reason, mind, and language.
2. The main branches of philosophy are logic, metaphysics, epistemology, and value theory. Logic studies rules of reasoning. Metaphysics examines reality. Epistemology considers the nature and sources of knowledge. Value theory encompasses ethics, aesthetics, and social/political philosophy.
3. Ethics examines concepts of right and wrong through descriptive, normative, and metaethical approaches. Aesthetics concerns theories of art and beauty.
This document outlines four levels of instructional focus, with higher levels establishing broader conceptual focuses rather than specific page or chapter assignments. Level 1 focuses on a single textbook page. Level 2 adds an announced topic to the page reference. Level 3 focuses on broad concepts or problems rather than specifics. Level 4's focus is on concepts, problems, or skills needed to complete an undertaking, allowing flexibility and acquisition of more information.
The document discusses various methods of assessing student performance, including formal and informal assessments. Formal assessments include written tests consisting of multiple choice, true/false, matching, fill-in-the-blank, and essay questions. Other formal assessments mentioned are homework, case studies, problem-solving assignments, projects, portfolios, and observations. The purpose of assessment is to provide feedback to help students increase competence in a given domain.
Non-test assessment is an ongoing process that provides feedback to help students increase competence through both informal methods like comments on drafts and formal methods like portfolio reviews. It utilizes various techniques including case studies, problem-solving assignments, homework, projects, portfolios, observations, and presentations to evaluate students without fixed judgments or recorded results.
Comparison matrix of major philosophiesMero Sarade
This document compares the major philosophies of idealism, realism, and pragmatism. Idealism aims to develop intellectual potential and appreciation of knowledge that transcends culture. Realism teaches students about the real world through various methods. Pragmatism enhances students' ability to adapt to change. Teachers under idealism are models and help discover knowledge, under realism use diverse methods, and under pragmatism encourage research. Students under idealism master important subjects and research, under realism apply ideas with technology, and under pragmatism solve problems through research. The idealism curriculum focuses on abstract subjects using Socratic methods. Realism uses deductive logic and computer programs. Pragmatism's curriculum centers on
This document discusses five major educational philosophies: perennialism, essentialism, progressivism, existentialism, and pragmatism. Perennialism focuses on teaching reasoning and wisdom through subjects and doctrine with a highly disciplined approach. Essentialism emphasizes teaching intellectual and moral standards through a core curriculum of essential knowledge and skills. Progressivism believes education should focus on the whole child through active learning rooted in the learner's experiences. Existentialism rejects set truths and focuses on helping students understand themselves and accept responsibility for their own development. Pragmatism sees education as a means to solve problems and believes learning happens through active experimentation.
Behaviorism as a philosophy of educationobemrosalia
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
This document summarizes the philosophies and contributions of 10 modern philosophers to education:
1. John Locke promoted the tabula rasa theory that the mind is a blank slate shaped by experience rather than innate ideas. He emphasized the influential power of early education.
2. Immanuel Kant advocated for public education and learning by doing. He believed children should always obey and learn duty through punishment.
3. Jean-Jacques Rousseau rejected the idea that individuals are born with predetermined roles. He outlined ideal education through his book Emile.
4. Mortimer Adler promoted "educational perennialism," teaching principles rather than facts for their perpetual importance.
5. William James ascribed to prag
This document discusses Eastern philosophy, including various philosophies from South and East Asia. It specifically focuses on Sufi philosophy, a mystical branch within Islam. Sufism emerged in the Middle East in the 8th century and is now found around the world. Early Sufi literature from around 1000 CE became the source of Sufi thinking. The document also discusses the influential early Sufi philosopher Al-Ghazali from the 11th century, focusing on his concepts of the self and causes of misery and happiness.
This document discusses several Eastern philosophies and concepts including Buddhism, Confucianism, Taoism, Hinduism, and others. Some key ideas presented are that life is a journey towards spiritual truths, the universe operates in a cyclical manner, and that the highest state is a state of "no-self" through eliminating false perceptions of oneself. Additionally, it discusses ideas like viewing humanity as interconnected rather than individualistic, and that spiritual and inner development are more important than outward goals and achievements.
There are 5 main branches of philosophy: logic, aesthetics, metaphysics, ethics, and epistemology. Logic deals with reasoning and determining whether arguments are sound or conclusions valid. Aesthetics examines beauty in art and music. Metaphysics considers questions about reality and existence. Ethics, also called moral philosophy, analyzes right and wrong. Epistemology studies the nature of knowledge and what can be known with certainty. The document then prompts the reader to classify claims within these philosophical branches.
This document discusses the development of Christianity and its relationship with philosophy from its origins to the Protestant Reformation. It covers key figures like Philo, Saint Paul, Plotinus, Saint Augustine, Muhammad, Aquinas, Luther, and Calvin. Major themes discussed include the confrontation of Greek reason with Jewish religion, the rise of logic and systematic theology, shifting views of God's relationship with humanity and the problem of evil, and the emphasis on individual salvation through faith or works.
Laxmi Book Publication publishes scholarly books on a wide range of topics including history, philosophy, literature, science, and education. They have issued an open call for chapter proposals from specialists in higher education and related fields to contribute to an upcoming edited book on higher education. Selected chapter proposals will undergo peer review and editing by the book editors to ensure high quality before being published as open access chapters available worldwide.
This document discusses philosophical views in nursing. It begins by outlining the objectives of understanding the meaning of philosophy and how it relates to nursing practice and education. It defines philosophy and discusses the significance for nursing in achieving intellectual enlightenment. It describes two approaches to philosophy development - top-down and bottom-up. The document then outlines the history of nursing education and philosophy, discusses several famous nursing philosophers and their views, and concludes with Jean Watson's Philosophy and Science of Caring.
This document discusses five major philosophies of education: perennialism, essentialism, existentialism, reconstructionism, and progressivism. For each philosophy, it describes their key ideas, views on curriculum, aims of education, teachers' roles, and teaching methods. Perennialism focuses on transmitting universal truths through rigorous intellectual training. Essentialism emphasizes teaching common core knowledge systematically. Existentialism promotes individual choice and self-definition. Reconstructionism aims to critically examine society and enact social change. Progressivism views education as promoting democratic social living through experience-based and interdisciplinary learning.
The document discusses 8 major philosophies of nursing: Betty Neuman's System Theory, Dorothea Orem's Theory of Self Care Deficit, Jean Watson's Theory of Caring in Nursing, Martha Rogers' view that the life process is central to nursing care, Patricia Benner's humanistic model that nurses progress from novice to expert, Sister Callista Roy's Adaptation Model, Rosemarie Parse's Theory of Human Becoming, and Imogene King's Theory of Goal Attainment within an Open System Model.
Role of Assessment in Instructional Decision -KayeCee Saliendrez
This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
Philosophies of Education (Group 6).pptxJoyAnnAlicer
This document outlines several educational philosophies:
1. Perennialism focuses on universal truths and a classical curriculum to develop intellect.
2. Idealism sees education as spiritual development of the mind and soul.
3. Realism believes education should prepare students for the real world through organized subject matter.
4. Experimentalism emphasizes experiential learning and problem-solving to adapt to societal changes.
5. Existentialism views education as cultivating awareness of individual freedom and responsibility.
6. Naturalism advocates learning directly from nature without rigid discipline.
7. Socialism and communism incorporate aspects of naturalism but emphasize societal roles and class struggles.
8. Fascism stresses strength
The document discusses philosophical foundations of education and key concepts of general philosophies. It provides an overview of philosophies like idealism, pragmatism, existentialism, and realism. For each philosophy, it outlines assumptions, the role of the teacher and school, character development approach, and curricular emphasis. The document also discusses areas of philosophy like aesthetics, ethics, and metaphysics. It provides sources that inform one's educational philosophy like life experiences, values, and awareness of philosophical approaches.
The document discusses several educational philosophies and their implications for curriculum development. It outlines four main philosophies: perennialism, rooted in realism, focuses on classical subjects, literacy analysis, and a constant curriculum. Essentialism, rooted in pragmatism, emphasizes mastery of basic skills and essential subjects. Progressivism, rooted in idealism and realism, uses interdisciplinary and interactive subjects based on student interests. Reconstructionism, also from pragmatism, concentrates on current issues of national and global importance. Each philosophy guides curriculum content, teaching methods, and goals in different ways.
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
The document discusses several educational philosophies, both traditional and modern. Traditional philosophies include naturalism, idealism, pragmatism, and realism. Naturalism focuses on educating through direct experiences with nature. Idealism emphasizes developing intellectual, aesthetic, and moral values through formal classroom teaching. Pragmatism views education as a social process and favors activity-based learning. Realism aims to equip students with vocational skills. Modern philosophies include perennialism, which teaches timeless ideas and values liberalism, tolerance, and discretion through teacher-guided discussion and reading great books.
Ppt tirunevelli webinar 2020 july contribution of western schools of thoughtsWilliamdharmaraja
A webinar on ' SCHOOLS of WESTERN PHILOSOPHY ' organised by Department of Education,
Manonmaniam Sundaranar University,
Tirunelveli.
Invited Resource Person
Ms Kalpana Chavan
St. Xavier’s Institute of Education, Mumbai.
Islamic and Philosophical Foundation of EducationUmiie MaLik
This document discusses realism, idealism, and Islamic philosophy of education. It provides an overview of the key principles of each perspective, including their views on the aims of education, curriculum, teaching methods, roles of teachers and learners, and the contribution of philosophy to education. Realism believes that objects exist independently of the mind and knowledge comes from the senses. Idealism holds that reality is constructed by the mind and consists of ideas. Islamic philosophy aims to guide students to live virtuous, just, and peaceful lives in accordance with Allah's commands through an education based on the Quran and hadith.
The document discusses the five main branches of philosophy: epistemology (the study of knowledge), metaphysics (the study of reality beyond the physical), ethics (the study of morality), logic (the study of reasoning), and aesthetics (the study of art and beauty). It provides a brief overview of each branch, including what they study and some key issues within each area. For example, it notes that epistemology deals with questions about what can be known and how knowledge is acquired, and that metaphysics studies concepts like the existence of God, the soul, and the afterlife.
Philosophy of education addresses philosophical questions about the nature, aims, and problems of education. It examines how education is defined and what its goals and meaning are. Philosophy of education serves as the beginning and end of teaching and learning by providing direction and determining educational aims and objectives. It draws from fields like developmental psychology, cognitive science, sociology, and other relevant disciplines.
Realism is a philosophy that believes objects have a real existence independent of perception. The key aspects of realism in education are:
1. Knowledge comes from the senses and experience of real objects in the world.
2. Education should prepare students for real life by teaching practical skills and vocational subjects.
3. Teachers should use objects, observations, experiments and inductive reasoning to help students learn from their own experiences.
The document provides definitions and comparisons of different educational philosophies including essentialism, progressivism, perennialism, constructivism, behaviorism, reconstructionism, existentialism, and eclecticism. It defines each philosophy's views on why and how to teach as well as what content to teach. A comparison chart then outlines the differences between traditional and contemporary approaches across categories such as philosophical orientation, theoretical orientation, educational values, processes, focus, curriculum, learning, grouping, teachers, students, direction, and citizenship. References are provided at the end.
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
This document discusses principles of education and the teaching-learning process. It begins by defining key terms like education, philosophy, and educational philosophies. It then examines several philosophies of education in detail, including naturalism, idealism, realism, and pragmatism. For each philosophy, it outlines the chief proponents, basic concepts, aims and principles of education, organization of education, curriculum, teaching methods, discipline approaches, and the role of the teacher. The document provides an overview of major educational philosophies to help understand principles that guide the teaching and learning process.
Idealism and realism are two philosophies of education. Idealism believes that ideas and spiritual realities are more important than material objects. It aims to develop students' self-realization and spiritual growth. Realism believes that material objects exist independently of human perception. It aims to prepare students for life by developing their physical and mental abilities through subjects like science and mathematics. Both philosophies have influenced curriculum, teaching methods, and the role of teachers in education systems.
Philosophical Foundation of curriculum (Edam 514 curriculum development)Boyet Aluan
This document discusses different philosophical foundations of curriculum development. It outlines several major educational philosophies including idealism, realism, pragmatism, existentialism, and essentialism. For each philosophy, it describes their aims, common teaching methods, the teacher's role, and implications for schooling. Additional philosophies covered include perennialism, progressivism, and social reconstructionism. The document also briefly introduces some Eastern philosophies such as Hinduism, Buddhism, Confucianism, and Taoism that have influenced education.
This is philosophical roots of education. There are five philosophies and four theories of education. Comprehensive philosophies such as idealism and realism. For educational theories such originate from philosophies and from arising practice on education, school, curriculum, teaching, and learning.
This document discusses the philosophical foundations of curriculum. It begins by defining philosophy and explaining its relationship to curriculum. The main branches and major philosophies are then outlined, including idealism, realism, existentialism and pragmatism. Five educational philosophies - perennialism, idealism, realism, experimentalism, and existentialism - are also summarized. The document concludes by examining how philosophical foundations influence the role of the teacher, importance of the body, and teaching methodology.
This document discusses the relationship between philosophy and education. It provides an overview of different philosophies including perennialism, idealism, realism, pragmatism, and existentialism. It compares these philosophies on aspects like their views of reality, truth, teaching methods, curriculum, and the role of teachers and students. The document emphasizes that curriculum planning requires consideration of both the history of philosophy and the community's philosophy of education.
According to Erikson’s Psychosocial Development Theory, the concepts of generativity versus stagnation stage occurs by the time when we reach our mid-30s to mid-50s. From here, we start to really examine our lives and see if it is going the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives. It is when we start to question, "How can I contribute to the world?" Finding ways to advance or enhance future generations can help you work toward generativity instead of having a sense of stagnation. The basic virtue of generativity vs. stagnation is "care." This involves caring for others who are close to the person (family, co-workers, friends, etc.) as well as caring for the community or the future generation as a whole. If generativity is not developed, rejectivity, or a lack of meaning in one's life and in one's actions, can occur.
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
Computer Hardware Servicing Learner's Material Grade 10Bogs De Castro
This material is for CHS learners only. It can be used as a resource materials.
It is owned by DepEd. All copyright is from the publishers, creators, and owners.
This document provides an introduction to computer-aided drafting using AutoCAD. It begins by explaining the importance of technical drawings in manufacturing and industry standards for drafting. It then discusses how AutoCAD and other CAD software are used to create technical drawings digitally. The document outlines the AutoCAD interface and tools, including the drawing area, command line, text window, and status bar. It provides step-by-step instructions for using the line command to draw lines and a sample exercise creating a five-point star. Later sections provide activities for students to learn more about the AutoCAD interface and practice using the line command.
Computer Hardware Servicing Learning Module v.2.0Bogs De Castro
This document provides an introduction to the hardware components of a computer system. It identifies and describes the major internal and external hardware components, including the system unit, motherboard, CPU, memory, expansion bus, power supply, hard drive, optical drives, input devices like keyboards and mice, and other adapters. The objectives are to familiarize students with the important computer hardware, their functions, and basic servicing skills. Hands-on activities and exercises are provided to help students develop skills in assembling, installing, and servicing computer hardware.
DepEd TLE Consumer Electronics Servicing Curriculum Guide Grade 7-10Bogs De Castro
This document outlines a curriculum for an exploratory course on consumer electronics servicing for 7th and 8th grade students. It introduces basic concepts in electronics servicing, career opportunities, and common competencies including using tools, performing measurements and calculations, interpreting technical drawings, and occupational health and safety. It also covers assessing personal entrepreneurial competencies and skills, analyzing the business environment and market, and maintaining tools and equipment. The curriculum aims to develop an understanding of concepts and competencies needed for a career in consumer electronics servicing.
DepEd TLE Fish Processing Curriculum Guide Grade 7-10Bogs De Castro
The document provides details about the K to 12 Agri-Fishery Arts - Food (Fish Processing) curriculum for grades 7/8 (exploratory course) and grade 9 (specialization course). It covers four common competencies for grade 7/8 including using and maintaining tools, performing calculations, interpreting technical drawings, and applying food safety. For grade 9 it covers four core competencies from the TESDA Training Regulation including implementing sampling procedures, inspecting and sorting materials, dispensing non-bulk ingredients, and preparing raw materials. The document lists the various lessons, contents, standards, competencies, and codes for each grade level.
DepEd TLE Computer Hardware Servicing Curriculum Guide Grade 7-10Bogs De Castro
The document provides an overview of the Grade 7/8 exploratory course on Information and Communications Technology - Computer Hardware Servicing. The course covers seven key lessons: 1) Personal Entrepreneurial Competencies, 2) Environment and Market concepts, 3) Use of Hand Tools and Equipment, 4) Maintaining tools and equipment, 5) Performing measurements and calculations, 6) Preparing and interpreting technical drawings, and 7) Practicing occupational health and safety procedures. For each lesson, the document outlines the relevant content standards, performance standards, learning competencies, and codes. The overall aim is for students to gain foundational knowledge and skills related to computer hardware servicing as a potential career path.
This document provides information about kitchen tools and equipment used in commercial cooking. It begins with defining key terms related to kitchen tools and equipment. It then lists and describes common kitchen tools like knives, pots, pans, measuring cups/spoons, peelers, graters, etc. and the materials they are made of like stainless steel, aluminum, plastic, wood. It provides details on 15 essential cooking tools/equipment and their uses. The document aims to educate students on proper use and maintenance of kitchen tools and equipment.
Consumer electronics-servicing-learning-moduleBogs De Castro
Here are the answers to the self-check questions:
1. A low-power soldering iron (20-30 Watts) is suitable for electrical work because it allows for precise soldering of small wires and components without risk of overheating or damage from excess heat.
2. Screwdrivers should not be used as pry bars, chisels, punches, etc. because it can damage the tip of the screwdriver or cause it to slip and cause injury. Screwdrivers are designed specifically for turning screws only.
3. Pliers should not be used as hammers because the force could cause the pliers to bend or crack, damaging them. Pliers are designed for
The document discusses keying methods for manipulating signals to represent digital data. It describes amplitude shift keying, frequency shift keying, and phase shift keying. Amplitude shift keying varies the amplitude of the signal, with one amplitude representing a 0 bit and another representing a 1 bit. Frequency shift keying varies the frequency of the signal to encode bits, while phase shift keying varies the phase of the signal to represent bits. The keying methods allow a signal to be modulated to carry digital data for communication or transmission.
Human relations involves the ability to work effectively with other people. The document outlines 10 tips for developing strong human relations skills, including speaking to people, smiling, using their names, being friendly, helpful, cordial, and genuinely interested in others. It also recommends being considerate of others' feelings, thoughtful of their opinions, and alert to provide service.
Basic concepts of wireless communication systemBogs De Castro
This document provides an overview of basic concepts in wireless communication systems, including definitions of computer networks, networking, transmission media, distributed systems, and client-server models. It describes common network devices, topologies, protocols, and the differences between local and wide area networks.
This document outlines various rights and duties of individuals, families, states, and the international community. It discusses rights related to life, religion, property, work, education, family, and more. It also discusses the relationship and balance between rights and duties. Rights can be natural, positive, moral, or legal, and are balanced with corresponding duties.
This document discusses the foundations of morality. It defines morality as the quality of human acts which leads us to call some good and some bad. It explores the foundations of morality, including man, the human other, and God. It examines perspectives on what defines man, such as being a rational animal. It also discusses the determinants of morality, including the act itself, the motive, and circumstances. Finally, it covers issues concerning man's morality, such as abortion, contraception, and euthanasia.
Ethics is the study of morality and human conduct. There are several branches of ethics including meta-ethics, normative ethics, applied ethics, descriptive ethics, and moral psychology. Meta-ethics examines the meaning of moral concepts. Normative ethics determines moral standards. Applied ethics applies moral principles to specific situations. Descriptive ethics studies people's actual moral beliefs. Moral psychology examines moral development and capacity. Principles of ethics include personal ethics concerning well-being and respect of others, global ethics of justice and environmental stewardship, and professional ethics of honesty, integrity, and accountability. Ethical principles serve as guidelines but may conflict in practice, requiring weighing of circumstances.
Here are the key points to remember about the parts and functions of a can sealer:
- Clamps hold the sealer in place during operation.
- The base plate holds the can base. It has grooves to fit different can sizes.
- The can lifter handle raises and lowers the base plate during sealing.
- The crank is turned to perform the first and second sealing operations.
- The first operation roll partially seals the can seam.
- The second operation roll fully seals the can seam.
- The chuck holds the can cover during sealing. Different sized chucks are used for different can sizes.
- Height washers and adjusting levers are used to match the can size being
The document proposes the Open System Interconnection Model/Layer, which was proposed by the International Organization for Standardization’s SC16 committee in July 1979. The OSI model defines 7 layers for network communication: Physical, Data Link, Network, Transport, Session, Presentation, and Application layer. Each layer has a specific function and provides services to the layer above it.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
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3. Philosophy
two Greek words philos, which means
“love,” and sophy, which means
“wisdom.”
general beliefs, concepts, and
attitudes possessed by an individual
or a group
6. IDEALISM
• system of thought that emphasizes the
importance of mind, soul or spirit.
• Idealism believes in refined wisdom.
• As a result, schools exist to sharpen
the mind and intellectual processes.
Students are taught the wisdom of
past heroes.
7. NATURE
• One of the oldest schools of thoughts with
its origin traced back to Plato’s ideas.
• Stresses the mental, moral and spiritual
nature of an individual and his universe.
• Advocates that education is both a basic
right of man.
8. ASSUMPTION
God is the absolute ideal and all positive values are fully
realized and enjoyed through Him.
Every individual is born good, and is capable to sense,
perceive, and think.
The self is the ultimate reality of individual experiences
The individual self has all the freedom for self-
determination
One’s perception of the world is rooted in his existence
Values depend on how individual persons pass and
enjoy them in their experiences
Social values are realized when an individual
recognizes that he is a part of the total society.
9. EDUCATIONAL AIM CURRICULAR EMPHASIS
Todevelop the individual Literature
spiritually, mentally and History
morally.
Philosophy
Religion
Mathematics
Arts
In Education
10. TEACHING METHODS CHARACTER DEVELOPMENT
Lecture-Discussion Imitating examples of
Method heroes
Excursion
Question Method
Project Method
11. ROLE OF TEACHERS ROLE OF SCHOOL
Chief source of An agency of the society
inspiration Thinking institution
Creator of educational
environment
12. Realism
education should be based on
essential and practical knowledge that
exists independent of the knower
education is the process of
developing rational powers to their
fullest so that the good life can be
achieved
13. Aims of Education:
Realists put great emphasis on the
practical side of education & that
includes education for moral and
character development. John Locke,
Johann Herbart, & Herbert Spencer
held that the chief aim of education
should be moral education.
14. Methods of Education:
understanding of facts and ways of
ordering and classifying knowledge.
teach fundamental facts about the
universe, and a good school program
will present material in interesting and
enjoyable ways
emphasis on critical reason aided by
observation and experimentation.
15. CURRICULUM
Realists agree that studies should be practical and
useful:
John Locke - approved of practical studies such as
reading, writing, drawing, geography, astronomy,
arithmetic, history, ethics, and law – with
supplementary studies in dancing, fencing, and riding.
John Amos Comenius – first to introduce an extensive
use of pictures in the educational process.
The proper kind of education should be based on a
curriculum to perfect one’s natural powers by training
the senses.
16. CURRICULUM
Johann Pestalozzi – sense impression; promoted skills
as spinning and gardening
Froebel – “object studies” – focused on gifts, songs and
games.
Herbart – system of “ correlation and concentration”,
whereby each subject would bear on and
Integrated with other related subjects.
Maria Montessori – use of objects, provides all sorts of
experiences with blocks, cylinders, and
Geometric patterns.
17. ROLE OF THE TEACHER
The teacher should present material in a
systematic and organized way and should
promote the idea that one can used clearly
defined criteria in making judgments about
art, economics, politics, and science.
Realists educators would like teachers to
take a critical look at what they are doing. It
is hoped that When they see the negative
effects that trends in contemporary
education may be having, they will return to
more basic subject matter.
18. Naturalism
Is a doctrine denying anything in
reality that has supernatural
significance
Truth can be discovered only through
nature
19. Synthesis of Naturalism:
There is only one reality, and that
reality is nature.- Leucippus,
Democritus, Epicurus, Lucretius and
Spencer
Reality is composed of bodies moving
in space.- Democritus, Epicurus,
Lucretius and Hobbes
Force or energy is the ultimate reality.-
Spencer
20. 4. Keeping close to the dominant and
peaceful ways of nature is the most
acceptable way of adhering to the
demands of day-to-day life.-
Leucippus, Democritus, Epicurus and
Rousseau
5. Cosmic reason is the governing
principle of all things.- Epictetus
21. Educational Aims of
Naturalism
To develop the individual in
accordance with
◦ laws of nature
◦ human development
Curricular Emphasis
Physical Education
Natural Sciences
22. Contents Studied:
History was taught as biography
Astronomy and geography were
learned through observation
Counting and weighing things,
measuring distances, drawing and
singing
Women were taught only singing,
dancing, embroidery and home chores
to please their men
23. Implications to Education
Education is, first of all, for the benefit
of the child, not for the sake of any
conception, however hallowed, of the
function of the teacher, or the
curriculum, or the school.- Rousseau
Education should be a practical
preparation for life.- Rousseau
24. 3. All knowledge should be evaluated in
terms of evolutionary naturalistic
principles of education which must
conform to them.- Spencer
The method of instruction should be
based upon the psychological principles
governing the development of the child.-
Rousseau
Education teaches the moral primacy of
the will.- Epictetus
25. 6. Education must provide first-hand
contact with the child’s physical
environment.- Rousseau
7. The knowledge that the individual
acquires through experience and
verifies and uses to solve his life
problems, is utterly superior to that
knowledge supplied by traditional
sources.- Spencer
26. ESSENTIALISM
It is a theory that asserts that
education properly involves the
learning of the basic skills, arts, and
sciences that have been useful in the
past and are likely to remain useful in
the future
It focuses on INTELLECTUAL
DISCIPLINES
27. It is the educational theory that sees
the primary function of the school to
be the preservation and transmission
of the basic elements of human
culture
It opposes catering to childish whims
or transitory fads that will cause
schools to degenerate into mindless
and irrelevant institutions
28. CURRICULUM
Core skills like reading, writing and
arithmetic
Teaching essential facts and concepts
on Science, Literature, Health and PE
Hard Sciences, technical and
vocational courses
Arts for aesthetic expression
Values of discipline, hard work, and
perfect authority
29. It is not to take on nonessential
functions such as “social adjustment”,
career education, consumer
education, cooking classes and the
like
It’s primary mission is ACADEMIC
It opposes using the school as
experimental laboratories to test
curricular or institutional innovations
It has a well-defined CURRICULAR
ORIENTATION
30. It asserts that the curriculum should
provide students with a differentiated
and organized learning experience
rather than with an undifferentiated
experience that students must
organize themselves
The teacher is an academic authority
figure
31. METHODS OF TEACHING
Deductive Method
Recitation
Assignments
Analysis and synthesis
“Race and Social Heritage” over
experiences
32. ROLE OF TEACHERS
Provide stimulating activities for
learning
Prepare well-organized lessons to
prove he is an authority of instruction
Authoritative and Disciplinarian
33. THE ROLE OF SCHOOL
cultural transmitter
provide a standard of intellectual
training in the fundamental disciplines
geared to the needs of serious
students and to the capacities of the
upper two-thirds of the school
population
diversify its offering to include certain
areas of vocational training, physical
education, extracurricular activities
34. The most effective and efficient mode
of providing a differentiated
educational experience is the subject-
matter curriculum in which each
subject or intellectual discipline is
organized separately from other
subjects
35. EXISTENTIALISM
Man has no fixed nature and he
shapes his being as he lives.
The philosophy that places emphasis
on individual existence, freedom, and
choice.
Sees the world as a personal
subjectivity, where goodness, truth
and reality are individually defined.
Reality is a world of things, truth
subjectivity chosen, and goodness
comes from group decisions.
36. Existentialism is about being saint
without God; being your own hero,
without all the sanction and support of
religion or society.
Existentialism, broadly defined, is a
set of philosophical systems
concerned with a free will, choice, and
personal responsibility.
There are no “universal” guidelines for
most decisions.
37. Soren Kierkegaard-(1813-1855) –
Father of Existentialism.
His philosophy can be seen in his
doctrine that there are three stages of
life experience:
◦ Aesthetic
◦ Ethical
◦ Religious
38. NATURE
Focuses on the experiences of the
individuals.
Offers individuals a way of thinking
about the meaning of life.
39. ASSUMPTION
Existence precedes essence.
-in other words, you need existence to
have essence. There is no
predetermined “true” thing, it has to
already exist in order to become what
it is.
40. EDUCATIONAL AIM
To train individual for significant and
meaningful existence.
Synthesis and Implications to
Education:
◦ The classroom is a free market of ideas
and as such it must guarantee complete
freedom of thought for the individual.
◦ The student is encouraged to make
independent decisions to guarantee
authentic existence.
43. ROLE OF TEACHERS
Good provider of experiences
Effective questioner
Mental disciplinarian
ROLE OF THE STUDENT
Determines own rule
44. Summary / Conclusion
Teacher has his/her perspective
towards education
Determining his/her philosophy will
greatly affect student’s learning.
Editor's Notes
Realists support formal ways of teaching, and although they see such objectives as self- realization as valuable, realists maintain that self-realization best occurs when students are knowledgeable about the external world.Realists insists that whatever the method used, it should be characterized by the integrity that comes from systematic, organized and dependable knowledge.Many realists support competency, accountability, and performance-based teaching.