 LI - ritual norms

PED 1  Documents- Annalects

FOUNDATION OF (students)

EDUCATION The Golden Rule

Philosophy of life MERITOCRACY
Teachers “WINDOW” or viewpoint TAOISM/DAOISM
 Individuality
Philosophical Foundation of Education  Pluralism and Diversity
 Return to infancy
Branches of Philosophy
 Metaphysics - nature of reality  Tao Te Ching - Integrity
 Epistemology - nature of  Tao - Path of Universe
knowledge  Yin & Yang - good and evil
 Axiology - values  Wu Wei - Let thing come
 Logic - reasoning naturally

METAPHYSICS MOHISM - mozi

↓
Social/Political Philosophy Ethical and Political Theories
 Value judgement operatives in civil “Impartial Care”
society 1. Illuminating the nature of ghost
2. The will of heaven
Aspect of Metaphysics Anti-fialism

 Cosmology - origin of cosmos LEGALISM (KHAN CHANG)

 Ontology - nature of existence FAJIA- school of methods or standards
 Anthropology - culture and society 1. Book of the Lord Shang
 Theology - God 2. No such thing as objective
goodness/virtue
EPISTEMOLOGY 3. Obedience
Curricular Implication:
Sources of Knowledge  INDIA

 Empirical - experience HINDUISM - Mahatma Ghands

 Revealed - religion HINDU CAST SYSTEM
 Authoritative - accepted “truths”  BRAHMANS - Priest
 Rationalist - reason  KSHATRIYAS - Ruler, warrior,
 Intuitive - subjective judgement soldier
 VAISYAS - worker. Trader,
AXIOLOGY skilled worker
Question of Values  SUDRAS- slaves, farm worker
Untochable - out cast
ETHICS AESTHETIC Law of DHARMA AND KARMA

Moral values, beauty and art  SAMASARA - Reincarnation

conduct Documentations:
1. Vedas - songs
2. Upanishads - essence
3. Epics

 DHARMA - Obligations, motivations,

EASTERN VS. WESTERN PHILOSOPHY purpose of human action
 KARMA - effect
 CHINESE  AHIMAS - Non-violence in words

Confucianism - Kung Fu Tzu (Confucius) BUDDHISM (SIDHARMA GAUTAMA)

 XIAO - filial piety
 REN - benevolence  DUKKAH - suffering
 NIVARNA - ended of suffering  Behaviorism
 Naturalism
The Eight Path  Empiricism
 Utilitarianism
Faith Living  Constructism
Aspiration Connection Effort  Hendonism
Speech Thought
Action Realism - Actual, factual, substantial,
tangible, material entities.
 PALI CANON - Teaching Proponent: ARISTOTLE
- HARRY S. BROUDY
Idealism - Ideas, philosophy, religion, values,
JAINISM (RARDHAMANA MAHAVIRA) virtue, heroism
Proponent: PLATO
 JIVA - eternal soul Pragmatism - Use, apply. Ever-changing
 JINAS - Enligthenment Proponet: JOHN DEWEY (child center)
 KARMA, DHARMA, REINCARNATION
 CHARVAKA MODERN
-materialism Parennialism - forever
-hendonism Essentialism - Basic, back to basic, 3Rs,
-philosophy of the people 4Rs, Essentialist taecher “PARAGON OF
 CHARI VAKA
VIRTUE
-sweet speaking
-material
- “FOUNTAIN OF KNOWLEDGE”
Proponent: WILLIAM BAGLEY
ZEN BUDDHISM Progressivism - Child Center
 Harmony, purity in life - Individuality of the child
 KOAN - Annecdote/riddle - Experiential Learning
-practice what you preach; practice Proponent: JOHN DEWEY
what one learns. Existentialism - Choices, freedom,
meaning
SHINTOISM In life, Self Development
 KAMI SPIRITS Proponent: JEAN PAUL SATRE
Respect and care for environment
Social Reconstructionism
ISLAM
PROGRESS -Social problem, society, social
order
ENLIGHTENMENT Proponent: GEORGE COUNTS

 Submission to Allah OTHER PHILOSOPHIES

 Mohammad
1. Shahada Behaviorism - Environmenal conditions
2. Salat Behavior, Learning Environment
3. Zakat
4. Ramadan - fasting
PABLO - CLASSICAL
5. Rajj - Pilmigrage PCSO
SKINNER - OPERA
-Reward, punishment
TRADITIONAL VS. MODERN WESTERN Naturalism - Nature, physical than
PHILOSOPHY supernatural
- mans comes from “nature”
TRADITIONAL MODERN Empiricism - Experience
-Realism -Parennialism - Experience is the best teacher
-Idealism -Essentialism Constructivism - Prior knowledge,
-Pragmatism -Progressivism schema
-Existentialism -Construct own knowledge and
-Social
understanding of the world.
Reconstruction
Utilitarianism - Common Good
Other Philosophies
 - An ethical theory that determines
right from wrong by focusing on UTILITARIANISM
outcome. Goal: To develop an ideal citizen soldier
Hendoism - Pleasure of the body -Civic Responsibility
-Taught of practical lesson
QUINTILIAN
- No control punishment
HISTORICAL FOUNDATIONS -Mastery of learning
ANCIENT
 Primitive PATRICIANS VS. PABLIANS
 Egypt 1. The law of the twelve tables
2. Latin language
EDUCATION FOR 3. Introducrion of the Educational leaders
CONFORMITY/PRIMITIVE ERA  CARPE DIEM - seize the day
Goal: Survival and Conformity  MEA CULPA - it’s my fault
Type of Education: Religious, Informal  CIRCA - around
Vocational
EARLY CHRISTIAN EDUCATION
The Teachers of all Teachers “Jesus
Method of Teaching: Christ”
1. Show me and tell me
2. Trial and error Contributions:
3. Enculturation 1. Monotheism
Agencies of Education: Home & 2. 10 commandments of the bible
Environment 3. Conversion of more than one half of
the world christianity.
EGYPT
 To preserve religious traditions MONASTICISM
 Theocracy  Monos
 Greek Education  Based on Jesus
 Spartan Education - to develop the  Monks
best soldier  Poverty
Contents: Military Training  Chasity

ATHENIAN SCHOLASTICISM
-Perfection of mind and body -Faith by reason

THE SOPHISTS FEUDALISM AND CHIVARLY

THALES OF MILETUS - Father of Western -No central government
Philosophies
SOCRATES - Gnothi Seauton / Elenchus CHIVALRY
PLATO - Instropection -Codes of behavior
- The academy  Page
- Father of Idealism  Squire
ARISTOTLE - Father of Realism  Knight
- Man is a social animal
- The Lyceum MODERN PERIOD
ALEXANDER OFTHE GREATE RENAISSANCE PERIOD
- University of Alexandria  Rebirth
- Sepataugint  Revival of Ancient Classics
- Euclid, Archimedes,  Age of Explorations
Erastosthenes  Age of Discovery
 Ancient - modern times
ROMAN EDUCATION
 Teaching and Learning

EDUCATION FUNCTIONS

SOCIOLOGICAL FOUNDATION OF Intellectual Economic

EDUCATION Social Political
CULTURE TWO TYPES OF EDUCATION
 Material Culture  FORMAL EDUCATION
 Non-Material Culture  INFORMAL EDUCATION
Verbal Language
 Non-verbal language Decentralization - Transfer of decision
Non-Verbal Communication making School, Base, Management
 Paralangauge
 Proxemics - distance Centralization - strategic planning, goal
 Chronemics - time setting, budgeting and talent deployment by
 Haptics - with touch a single, senior leader or leadership team.
 Olfactics - smell
 Oculesics - sight Government - set of norms pertaining to the
Cultural Relativism distribution of power
- act to adjusting one culture
Culture Shock FORMS OF GOVERNMENT
-Uncomfortable feeling  Autocracy - one ruler has control and
Xenocentrism decision making power.
-within yourself  Oligarchy - form of power structure in
-your culture is better than others which power rests with a small number
Ethnocentrism of people
-the culture of other is more superior  Democracy - rule of the majority
than yours.  Anarchy - no rules
Enculturation Economy - production of goods and services
- one culture exist Division:
Acculturation -Macro
- 2 or more culture exist -Micro
Capitalism - investment, business
SOCIAL NORMS Socialism - equal right
 Informal Communism - the government control all
 Formal business.
 Folkways - no sanction / no
punishment RELIGION
 Mores - with sanction/  Arts & Ceremonies
punishment  Belief in deity
 Code of conducts
Social Mobility - movements of individual  Doctrines of salvation
 Horizontal Mobility  Sacred stories
 Vertical Mobility  Support the normative structure of the
 Intragenerational Mobility society.
 Psychology diversion
SOCIOLOGICAL ASPECT OF  Instrument of socialization
EDDUCATION  Promote and reatrd
A set of organized belief
 Beliefs PILLARS OF EDUCATION
 Rules
 Practices Learning to Know - development of skills and
knowledge.
 Arts and creativity
Sociolly Approved System  Eco literacy
 Norms  Cyber literacy/ digital literacy
 Values  Financial literacy
-Knowledge RODRIGO DUTERTE 2016-2022
-Master the instrument  Free tertiary
 Education R.A10913
Learning to Do - applied skills linked to
professional success MAJOR CURRICULUM REFORM
 Application of knowledge
 Skills NSEC - Secondary Education
 Technical skills 2002 BEC - Basic Education Curriculum
 TESDA UBD - Understanding by Design
Education for all - No child left behind
Learning to Live Together
 Respect and concern SOCIAL SCIENCE THEORIES
 Diverse
 Peace and harmony Conflict Theory - Karl Marx
Structural Functional Theory
Learning To Be  Herbert Spencer
- Body, Mind  Made of various institution that
 Creativity and personal work together
discovery Symbolic Interactionist Theory
 Through reading, the interest,  George H. Mean
sports  Viewing positive symbol
 Whole
 Holistic ANTHROPOLOGICAL FONDATION OF
 Mind, body, soul EDUCATION
 Biological anthropology
Learning to Transform  Biology of human
- Oneself and Society  Cultural anthropology
 Linguistic anthropology

CURRICULIM THROUGH DIFFERENT

ADMINISTRATION Brigada Eskwela (DO no.100,2009)
FERDINAND MARCOS Curriculum Development (DO no.76, 2016)
 PD 1006 - PBET Remediations and Enrichment classes (Order
CORAZON AQUINO no. 13,2018)
 1987 Philippine Constitution Youth Development Programs (Deped memo
A.XIV no. 69,2022)
 Highest budget every year
education RA 9155 DEPED LAW Governance of Basic
 Values education Education Act.
 MEC to DECS (EO117)
FIDEL V. RAMOS 1992-1998 RA 8525 Adopt a school program
 Congressional EDCOM Education for all 2015 (no child left behind)
 TESDA R.A 7796
 CHED R.A 7722 RA 7160 the Local Governance Code of 1991
 R.A 7836 LET 1994
 1997 Res. No. 435 Code of Philippine Accreditation System for Basic
Ethics Professional Teachers Education (PASBE) DO no.64, 2012
 R.A 9293 Parateachers
JOSEPH EJERCITO ESTRADA DEPED ORDER 8 s.2015 Policy Guidelines on
 Presidential comission on Classroom Assessment for the Kto12 Basic
educational reform EO46 Education Program
GLORIA MACAPAGAL-AROYO 2001-2010
 DECS TO DEPED DEPED ORDER 54 s.2019 National
 R.A 9155 Competency-Based Standards for the School
 GASTPE (government Heads (NCBS-SH)
assistance)
BENIGNO AQUINO III 2010-2016 DOMAIN AND COMPETENCY
 K to 12 R.A10533
 CPD LAW R.A 10913 Domain 1: School Leadership
Domain 2: Instructional Leadership Robert Hutchins
Domain 3: Creating a Student-Centered -Permanent Studies
Learning Climate Arthur Bestor
Domain 4: HR Management and Professional -Fundamental Intellectual Discipline
Development Philip Phenix
Domain 6: School Management and -Content or Subject Matter
Operation John Dewey
Domain 7: Personal and Professional -Application
Atributes and Interpersonal Hollis Caswell
-Set of well-organized experiences

CURRICULUM OF DEVELOPMENT PROCESS

TYLERS RATIONALE
1. Purposes
2. Experiences
3. Organized
4. Evaluate
Tyler’s Model

PED 3
THE TEACHER AND SCHOOL
CURRICULUM
CURRICULUM TABA MODEL
 Currere “run a course”  Grassroots Approach
Sum of total learning content, experiences,  Diagnosis of learners need
and resources  Objective and purpose
 Selection and content
SABRE TOOTH CURRICULUM  Organization content
 Selection of learning experiences
 1939 Harold Benjamin  Organization of learning activities
 Education system should fit the needs of  Evaluation
time and serve its purpose.
RALPH TYLER
Levels of Curriculum  Deductive
 Societal  Top-down
 Institutional  Administrator
 Instructional  Teacher centered before
 Experiental student centered
HILDA TABA
1. Basic Education R.A 10533  Inductive
2. TESDA R.A 7796  Bottom-up
3. Higher Education R.A 7722  Teacher
 Students/learner needs
POV OF CURRICULUM
SAYLOR &ALEXANDER
TRADITIONAL BROAD OF EDUCATIONAL GOALS
 Hutchins Curriculum Model
 Bestor
 Schwab
 Phenix
PROGRESSIVE
 Dewey
 Caswell
  Planning -advance learning outcome
 Organizing - designing
4 WAYS OF PRESENTING THE CONTENT  Implementing - put it into action
1. Tropical Approach - body of topic  Evaluating - judge/assessment of
2. Concept Approach - topic in cluster objectives
3. Themantic Approach - themes  Monitoring - curriculum be retained
4. Modular Approach - complete instruction  Changes - making revision

CRITERIA IN THE SLECTION OF CONTENT COMPONENTS OF A CURRICULUM DESIGN

1. Significance 1. Intended learning outcomes
2. Validity 2. Subject matter or content
3. Utility 3. Teaching and learning methods
4. Learnability 4. Assessment evaluation
5. Feasibility
6. Interest FOUNDATIONS OF CURRICULUM
 Psychological foundations
ELEMENT OF CURRICULUM  Philosophical foundation
DEVELOPMENT  Educational foundation
1. Balance  Historical foundation
2. Articulation
3. Scope PSYCHOLOGICAL FOUNDATION
4. Integration
5. Continuity NATURALISM - nature of a child
6. Sequence BEHAVIORISM - shaped by the environment
COGNITIVISM - mental process
CURRICULUM AS A PROCESS PHENOMENOLOGICAL - numanistic,
 Instructions wholeness
 Implementation
 Teaching PHILOSOPHICAL FOUNDATION

PEDAGOGY - child learning PRAGMATISM - practice

EXISTENTALISM - choice, freedom
THE TPACK MODEL AXIOLOGY - moral/ethics
REALISM - truth can be tested & proven
LOGICAL - synthesizing, analyzing,
reasoning, comprehending, application, and
evaluation.
METAPHYSICS - beyond the context
EPISTEMOLOGY - theory of knowledge
IDEALISM - mind and spirit

EDUCATION CURRICULUM
PROGRESSIVISM betterment
RECONSTRUCTIVISM rebuilding culture
ESSENTIALISM basics
Andrology - adult PARENNIALISM perpectual learning
TYPES IF CURRICULUM DESIGN
Geragogy - old age
LEARNER-CENTERED

 Activity
 Child
 multiple intellegences
CURRICULUM AS A PRODUCT -Intrapersonal
 Learning Outcome -naturalist
 Knowledge, skills & value -interpersonal
-special/visual
CURRICULUM DEVELOPMENT PROCESS -logical/mathematical
-environmentalist
ADVANCE LEARNING OUTCOME -musical
 Experience based  Remembering
 Process oriented  Understanding
 Humanistic  Applying
 Analyzing
 Evaluating
SUBJECT-CENTERED  Creating
 Broadfield - relationship
 Fused - lost identity LEVELS OF KNOWLEDGE
 Correlated - integration 1. Factual knowledge
 Separate - divide school days 2. Coneptual knowledge
 Process - learning how to design 3. Procedural knowledge
4. Metacognitive knowledge
PROBLEM BASED
 Life situation - self CURRICULUM MOPPING
 Core - society

CATEGORIES CURRICULUM CHANGE

1. Substitution - change
2. Alteration - minor changes
3. Restructuring - pinapalipatan pero hindi
pinapalitan
4. Perturbations - temporary changes
5. Values orientation

CURRICULUM THEORIST
 Kilpatricks
 Charters
 Caswell CURRICULUM REFORMS
 Tyler
NESC - new elementary shool curriculum
PSYCHOLOGICAL FOUNDATION NSEC - national secondary education
curriculum
1. Connectionism - Thorndike RBEC - 2002 revise basic education
2. Classical Conditioning - SR UBD - understanding by design
3. Operant conditioning - B.f skinner
4. Modelling - Bandura K TO 12 CURRICULUM
5. Hierarchinical learning - Gagne  Kindergarten plus 12 years
 R.A 10533
COGNITIVE  Enhanced basic education Act
1. Cognitive Dev’t Stages - piaget of 2013 (Benigno Aquino III)
2. Constructivism- vgotsky  Kindergarten compulsory
3. MI - howard gartner
4. EI - goleman RA 10157 - Kindergarten Education Act

HUMANISTIC Compulsory of Kindergarten

1. Gestalt - wholeness
2. Theory of Human Needs - masslow Enhanced Basic Education
3. Incongruent self, Congruent self - charles SY: 2011-2012 Universal Kindergarten
SY: 2012-2013 Official Implementation
INTENDED LEARNING OUTCOME 2013-2023 k to 12 enacted Gr.11 & 12
Benjamin Bloom (KC ApAnSE) finished
 Knowledge
 Comprehension MELCS - Most Essential Learning
 Application Competencies
 Analysis - breaking down 60% reducation of learning competencies
 Synthesis 14,171 - 5,689
 Evaluate
Lorin Anderson - Revise of Benjamin Bloom OTHER ADM PROGRAMS
(Ru ApAnEC) Collaboration - IMPACT
Division of Population - MISOSA
Advanced Learners - EASE
Unable to attend school

 LEARNING BY DOING

PED 9
REFLECTIVE AND INDIVIDUAL
EXPERIENTAL LEARNING THEORY
LEARNING

KOLB, 1984
EXERIENTIAL LEARNING THEORY

EXPERIENTIAL LEARNING COURSE

Field Study 1
- Observations of Teaching Learning in
actual school environment.
Field Study 2
- Participans and Teaching
Assistanceship
- Teaching Internship