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Foundations
of Education
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.
• 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.
• 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.
• 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.
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.
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.”
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.
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.
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.
• 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.”
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.
EDUCATIONAL
PHILOSOPHIES
Educational philosophical
approaches are currently used in
classrooms the world over. They
are PERENNIALISM,
ESSENTIALISM,
PROGRESSIVISM and
RECONSTRUCTIONISM.
Teacher-centered
philosophies
Emphasize the importance of transferring
knowledge, information and skills from the
older generation to the younger one.
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
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."
What to teach
• academically rigorous
• fundamental r’s – reading,
‘riting, ‘rithmetic, ’right
conduct
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
PERENNIALISM
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
Why teach?
•develop students’
rational and moral
powers
•reasoning skills
How to teach
• Creative techniques and
other tried and tested
methods which are believed
to be most conducive to
disciplining students’ minds
Learner-centered
philosophies
Students and teachers work together
on determining what should be learned
and how learn it best.
PROGRESSIVISM
• Facilitates learning by helping students
formulate meaningful questions and
devise strategies to answer those
questions.
Progressivism, an application of
pragmatism
• Answers are not drawn from lists or
even Great Books; they are
discovered through real world
experiences.
JOHN DEWEY
• Because social learning had
meaning, it endured.
What to teach
need-based and relevant
curriculum
“responds to students’ needs and
that relates to students’ personal
lives and experiences.”
How to teach
Experiential methods
Learning by doing
Book learning is no substitute
for actual experience.
Problem-solving
Field trips, games, puzzles
The progressivist classroom
• Interest centers
• Group works
• Computer simulations
• Field trips
• Play
RECONSTRUCTIONISM
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
Social Reconstructionist
classroom
Relating reading to real life
Taking part in the affairs of the
world
Analysis of situations
Writing impressions
Compre-Review-Notes.ppt
PSYCHOLOGICAL
ORIENTATIONS
Each psychological orientation is most
directly related to a particular educational
philosophy but may have other influences
as well.
INFORMATION PROCESSING
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
Knowledge may be---
•General
•Domain
specific
•Declarative
•conditional
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.
Compre-Review-Notes.ppt
BEHAVIORISM
Behavior is shaped deliberately by
forces in the environment.
BEHAVIORISM
• Behavior is determined by
others, rather than by our own
free will.
• Repetition of a meaningful
connection results in learning.
Why teach?
• Modification and shaping
of students’ behavior
• After students who exhibit
desirable behavior in
society
Compre-Review-Notes.ppt
What to teach
•Behaviorist teachers
teach students to
respond favorably to
various stimuli in the
environment.
Compre-Review-Notes.ppt
Compre-Review-Notes.ppt
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.
• 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.
Compre-Review-Notes.ppt
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.
• The young should be
treated kindly and learning
should not be forced or
rushed, as it proceeds in
stages.
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
What to teach
• unleash students’ creativity and
self-expression (humanities)
• Teach students about themselves
(vocational education)
• Individual creativity and
imagination (art)
How to teach
•Self-paced, self-
directed
•Clarification strategy
Questions? 
Whatever your
educational philosophy
is, remember
CHILDREN LEARN
WHAT THEY LIVE.
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

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Compre-Review-Notes.ppt

  • 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.
  • 13. EDUCATIONAL PHILOSOPHIES Educational philosophical approaches are currently used in classrooms the world over. They are PERENNIALISM, ESSENTIALISM, PROGRESSIVISM and RECONSTRUCTIONISM.
  • 14. Teacher-centered philosophies Emphasize the importance of transferring knowledge, information and skills from the older generation to the younger one.
  • 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
  • 21. Why teach? •develop students’ rational and moral powers •reasoning skills
  • 22. How to teach • Creative techniques and other tried and tested methods which are believed to be most conducive to disciplining students’ minds
  • 23. Learner-centered philosophies Students and teachers work together on determining what should be learned and how learn it best.
  • 24. PROGRESSIVISM • Facilitates learning by helping students formulate meaningful questions and devise strategies to answer those questions.
  • 25. Progressivism, an application of pragmatism • Answers are not drawn from lists or even Great Books; they are discovered through real world experiences.
  • 26. JOHN DEWEY • Because social learning had meaning, it endured.
  • 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
  • 29. The progressivist classroom • Interest centers • Group works • Computer simulations • Field trips • Play
  • 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
  • 32. Social Reconstructionist classroom Relating reading to real life Taking part in the affairs of the world Analysis of situations Writing impressions
  • 34. PSYCHOLOGICAL ORIENTATIONS Each psychological orientation is most directly related to a particular educational philosophy but may have other influences as well.
  • 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.
  • 40. BEHAVIORISM Behavior is shaped deliberately by forces in the environment.
  • 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)
  • 54. How to teach •Self-paced, self- directed •Clarification strategy
  • 56. Whatever your educational philosophy is, remember CHILDREN LEARN WHAT THEY LIVE.
  • 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