2. Historical Foundation of
Education
• The historical foundations of education from
the ancient period, the medieval era up to the
contemporary period, the educational
philosophy of our present educational system
hinge from the profound thoughts and ideas of
the great philosophical thinkers of the word.
• The content of the curriculum, and methods of
instruction are tremendously influenced by
their thought, ideas and ideals and wisdom
which in effect are parts of our educational
system.
3. • The ancient era includes the work of Greek
and Roma thinkers, some of whom we’re
influenced by idea developed much earlier in
Egypt and Mesopotamia. During the ancient
period, Greek educational philosophy was the
most creative. The period of Greek philosophy
falls into three parts: the pre-Socratics, the
work of Socrates, Plato, and Aristotle; and the
schools that followed these intellectual giants.
4. • Medieval education philosophy,
though it made much use of Plato
and Aristotle, was the most heavily
influenced by Christianity. It began
about the 4th century with St.
Augustine and ended in the 15th
century.
5. • Modern educational philosophy represents in
most respects a break with thought dominated
by Christianity. This fact, coupled with great
increase in scientific investigation, aided the
breakup of philosophy into the many different
subjects that are taught in schools today. The
Renaissance, the rise of humanism, and the
Enlightenment laid the foundation for the way
philosophy was developed since 1500.
6. Anthropological Foundation
• Anthropology was derived from the Greek word anthrope
which means man and logy which means science.
• Anthropology is science that deals with the origins,
physical and cultural development, social characteristics,
social customs and beliefs of mankind. Other distinguished
anthropologists defined anthropology as “the science of
Man and his works” the scientific study of the physical,
social economic, cultural development and behavior of
human beings in a particular society.
• In essence, anthropology studies man and analyzes his
behavior as a member of society. Man is different from
animals.
7. Philosophical Foundations
• The role of philosophy in education is to
provide the student the ability to synthesize,
criticize, assimilate and evaluate a variety and
huge mass of knowledge. It is aimed to make a
well-developed man-cultured refined and well
rounded.
• Socrates, an eminent Athenian philosopher,
said, “The unexamined life is not worth
living.”
8. A philosophy of education represents a
multifarious role in the educative process.
Basically, it is an essential tool of a teacher, a
school administrator and curriculum maker. It
furnishes direction to and orientation in all
educational efforts and criteria for the existing
theory and sound practices. Without a
philosophy of education, a school administrator,
an educational consultant, a teacher and the
educational system as a whole cannot achieve its
desired goals and objectives. A philosophy of
education acts as a ”screen” of educational
objectives in the sense that tells what
educational objectives are and how they should
be attained.
9. Psychological Foundation
• Scientific study of human behavior and
mental processes.
• Education depends to a great extent upon
psychology because the nature and kind of
education that the learner may acquire is
conditioned by his psychological attributes,
e.g. general mental ability, temperament,
aptitude, interest, growth and development
and physical condition. It is assumed that the
principles of education are basically based on
the various theories and principles of
psychology.
10. Sociological Foundation
• Man needs to be a member of a group in order
to survive.
• Group survival is secured through collective
efforts whether social, economic, political or
cultural. All members of the group make a
deliberate effort to contribute something
desirable to meet their needs to promote the
group general welfare. It is in this context that
society meets these needs through social
institutions.
11. • Sociologist define the term institution in
various ways, to wit:
• Institution is “an organized way of doing
something.”
• Institution is “a vital interest or activity which
is surrounded by a cluster of mores and folk
ways.”
• Institution is “a set of activities which a
society adopts as it deliberately accepted
method of attaining desirable end.”
12. Philosophy of Education
• Behind every school and every teacher is
a set of related beliefs--a philosophy of
education--that influences what and how
students are taught. A philosophy of
education represents answers to
questions about the purpose of schooling,
a teacher's role, and what should be
taught and by what methods.
15. essentialism
• Teaches students the accumulated
knowledge of our civilization through
core courses
• The “essentials” of academic
knowledge, patriotism and character
development
• Back-to-basics approach
16. Why teach?
• for learners to acquire basic
knowledge, skills and values.
• “not to radically reshape society but
rather to transmit the traditional moral
values and intellectual knowledge that
students need to become model
citizens."
17. What to teach
• academically rigorous
• fundamental r’s – reading,
‘riting, ‘rithmetic, ’right
conduct
18. How to teach
• mastery of subject matter
• intellectual or moral models for students
• “fountain of information”
• “paragon of virtue”
• “core requirements, longer school day,
longer academic year”
• prescribed textbooks, drill method,
lecture method
• memorization and discipline
20. PERENNIALISM
• Organize schools around books,
ideas and concepts.
• Students learn directly form Great
Books.
• Importance on reading
• Special attention to teaching values
and character training
25. Progressivism, an application of
pragmatism
• Answers are not drawn from lists or
even Great Books; they are
discovered through real world
experiences.
27. What to teach
need-based and relevant
curriculum
“responds to students’ needs and
that relates to students’ personal
lives and experiences.”
28. How to teach
Experiential methods
Learning by doing
Book learning is no substitute
for actual experience.
Problem-solving
Field trips, games, puzzles
31. RECONSTRUCTIONISM
• Emphasizes the addressing of social questions
and a quest to create a better society and
worldwide democracy
• Education as the means of preparing people for
creating a new social order
• Teaching and learning as a process of inquiry
rather than “teaching as banking”
• Students taking social action on real problems
such as violence, hunger, terrorism, inflation and
inequality
36. INFORMATION PROCESSING
• Focus on the mind and how it
works to explain how learning
occurs
• Focus on the individual rather
than the social aspects of thinking
and learning
38. Encoding
• Short term memory has very
limited capacity, so it must be
kept active and retained.
• Long term memory is organized in
structures; something learned can
be retrieved by relating it to other
aspects.
41. BEHAVIORISM
• Behavior is determined by
others, rather than by our own
free will.
• Repetition of a meaningful
connection results in learning.
42. Why teach?
• Modification and shaping
of students’ behavior
• After students who exhibit
desirable behavior in
society
44. What to teach
•Behaviorist teachers
teach students to
respond favorably to
various stimuli in the
environment.
47. COGNITIVISM/CONSTRUCTIVIS
M
The learner actively constructs his or her
own understandings of reality through
interaction with objects, events and people
in the environment and reflecting on these
interactions.
48. • The learner’s previous
experience determine what
can be learned.
• The teacher mediates between
the new material to be learned
and the learner’s level of
readiness.
50. HUMANISM
Erasmus believed in the essential goodness of
children, that humans have free will, moral
conscience, the ability to reason, aesthetic
sensibility and religious instinct.
51. • The young should be
treated kindly and learning
should not be forced or
rushed, as it proceeds in
stages.
52. Why teach?
• To help students understand and
appreciate themselves as unique
individuals
• Creating an environment in which they
freely choose their own preferred
way
• Education of the whole person, not
just the mind
53. What to teach
• unleash students’ creativity and
self-expression (humanities)
• Teach students about themselves
(vocational education)
• Individual creativity and
imagination (art)
57. If a child lives with criticism, he learns to condemn
If a child lives with hostility, he learns of fight
If a child lives with ridicule, he learns to be shy
If a child lives with tolerance, he learns to be patient
If a child lives with praise, he learns to appreciate
If a child lives with fairness, he learns justice
If a child lives with security, he learns to have faith
If a child lives with approval, he learns to like himself
If a child lives with acceptance and friendship,
He learns to find love in the world.
Anonymous