This course focuses on how educational philosophies are related to the society and culture in which schools are established. It aims to prepare prospective teachers to become school leaders by discussing principles of school culture, social and organizational leadership. Key objectives include articulating how education is rooted in philosophical, socio-cultural and historical contexts, establishing school-community partnerships, and promoting professional relationships. The course will also discuss leadership styles that create a positive school culture for effective performance. Philosophers discussed include John Locke, Herbert Spencer, John Dewey, George Counts, Theodore Brameld, and Paulo Freire.
Behaviorism as a philosophy of educationobemrosalia
ย
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.
Sociology is the study of human behavior in groups and social phenomena. The sociological foundation of curriculum refers to how society influences curriculum through issues like cultural transmission, social problems, and economic issues. Schools exist within the social context and emerge from society, which includes influences from politics, culture, economics, technology and other aspects of society. The aims of education include developing social skills and qualities, improving vocational skills, transmitting cultural heritage, and developing patriotism. The curriculum is based on society's conditions, problems and needs, and aims to prepare students for the global world while developing group cooperation. Teaching methods aim to develop social skills and problem solving. The school and teachers should reflect the values of the larger society while
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.
This document provides a historical overview of education from pre-literate societies in 7000 BC to the 20th century. It discusses the educational goals, students, instructional methods, curriculum, and influences of different time periods and societies including: pre-literate societies, ancient China, India, Egypt, Greece, Rome, Arabic empires, medieval Europe, the Renaissance, Reformation, and the rise of modern education in Europe and America in the 18th-20th centuries. It also profiles important educational theorists and philosophers from Confucius to John Dewey and their views on human nature and educational philosophy.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
ย
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
Behaviorism as a philosophy of educationobemrosalia
ย
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.
Sociology is the study of human behavior in groups and social phenomena. The sociological foundation of curriculum refers to how society influences curriculum through issues like cultural transmission, social problems, and economic issues. Schools exist within the social context and emerge from society, which includes influences from politics, culture, economics, technology and other aspects of society. The aims of education include developing social skills and qualities, improving vocational skills, transmitting cultural heritage, and developing patriotism. The curriculum is based on society's conditions, problems and needs, and aims to prepare students for the global world while developing group cooperation. Teaching methods aim to develop social skills and problem solving. The school and teachers should reflect the values of the larger society while
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.
This document provides a historical overview of education from pre-literate societies in 7000 BC to the 20th century. It discusses the educational goals, students, instructional methods, curriculum, and influences of different time periods and societies including: pre-literate societies, ancient China, India, Egypt, Greece, Rome, Arabic empires, medieval Europe, the Renaissance, Reformation, and the rise of modern education in Europe and America in the 18th-20th centuries. It also profiles important educational theorists and philosophers from Confucius to John Dewey and their views on human nature and educational philosophy.
The school and community must work together to support the development of children. When teachers, parents, and community members collaborate and share responsibility, it creates a supportive environment for learning and growth. Productive communication between these groups helps address any difficulties children face at home or school so they can be resolved efficiently. Developing values like respect, cooperation, and responsibility in both environments also benefits students long-term. The community further aids the school through volunteer initiatives and sharing local resources to enhance educational opportunities.
Historical Foundations of Curriculum in the PhilippinesJohn Arvin Glo
ย
This document provides a historical overview of the development of education in the Philippines from pre-Spanish times to the present. It describes the main educational developments that occurred during each major period of Philippine history, including pre-Spanish, Spanish colonial, American colonial, Japanese occupation, and post-WWII eras. Key events and reforms are outlined, along with the educational philosophies, curriculum, and institutions that emerged during each period. The implementation of the recent K-12 basic education program is also summarized.
This document discusses the roles of various stakeholders in curriculum implementation. It identifies the main stakeholders as learners, teachers, administrators, parents, community members, and other government agencies. Learners are the primary beneficiaries and reason for developing the curriculum. Teachers are responsible for directly implementing the curriculum through lesson planning, activities, and guiding learners. Administrators oversee curriculum implementation and provide resources and support to teachers. Parents financially support the curriculum and are involved in school activities. The community provides local knowledge and speakers. Government agencies regulate education standards and curriculum. All of these stakeholders work together to help learners achieve curriculum goals.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
The document discusses several educational philosophies:
- Essentialism focuses on academic content mastery and transmitting traditional values.
- Perennialism views education as developing rational and moral powers through great books.
- Existentialism emphasizes individual focus and choice in learning.
- Behaviorism shapes behavior through environmental conditions.
- Linguistic philosophy teaches clear communication in various ways.
- Constructivism positions learners as knowledge builders through active mental processes.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
ย
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
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.
the history of the Philippines education (teaching profession)Lorein May Pabilona
ย
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the values and beliefs of their culture and internalize them to guide behavior.
3. From the structural perspective, socialization occurs through the roles and positions defined by social institutions like family, school, and church that people experience over their lifetime. The interpersonal perspective views socialization as a process of giving and receiving feedback between individuals to conform to expectations.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
The document discusses the history of special education in the Philippines and other parts of the world. It notes that special education began in the Philippines in 1908 with the establishment of a school for the deaf. Several key laws were passed to promote special education, including acts establishing schools and teacher training programs for the blind, mentally handicapped, and disabled persons. The development of special education varied across countries. In Colombia, it progressed from a period of neglect to the establishment of diagnosis and planning programs in the late 20th century. One of the first special schools was founded in Paris in 1784 to educate blind students.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
An act providing for the establishment and maintenance of an integrated system of education. Also known as Education Act of 1982. It was approved by Ferdinand M. Marcos on September 10, 1982 and promulgated on September 11, 1982.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
PROGRESSIVISM, THE PROGRESSIVISM CURRICULUM, RECONSTRUCTIONISM THE RECONSTRUC...angeloasuncion0327
ย
Progressivism and reconstructionism are philosophies that aim to make education more relevant to students' real lives and social issues. Progressivism focuses on learning through real-life activities and experiences, with the teacher as facilitator. Reconstructionism believes education should teach students how to reform society and address problems like poverty, racism, and war. Both philosophies emphasize using curriculum centered around students' interests to develop critical thinking skills and prepare students for social participation and change.
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
This document discusses different philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides descriptions of each philosophy's view on why we teach, what we teach, and how we teach. Key aspects include essentialism focusing on basic skills, progressivism emphasizing experiential learning, perennialism using the great books approach, existentialism allowing student choice, and behaviorism modifying behavior through environmental stimuli. The document then matches statements and educational practices to the philosophies they are associated with.
The document discusses several educational philosophies:
- Essentialism focuses on academic content mastery and transmitting traditional values.
- Perennialism views education as developing rational and moral powers through great books.
- Existentialism emphasizes individual focus and choice in learning.
- Behaviorism shapes behavior through environmental conditions.
- Linguistic philosophy teaches clear communication in various ways.
- Constructivism positions learners as knowledge builders through active mental processes.
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
This are the multiple, manifest and latent Functions of Schools. (Social Dimension)
P.S. Guys kindly click like if the article is helpful and IF you're going to download the slides/presentation.Thank you.
This document provides a history of the Philippine education system from the pre-colonial period through the 2010s. It describes how education was decentralized prior to colonization, then established by Spanish missionaries and continued under American rule. The system grew to include public elementary and secondary schools, as well as universities. In the 2010s, the Philippines implemented a K-12 program to extend basic education from 10 to 12 years and better prepare students.
Problems and Issues in the Philippine Educational SystemJames Paglinawan
ย
The document discusses several key problems with the Philippine educational system:
1) Declining quality of education as seen in poor test scores and a high percentage of students and teachers failing certification exams.
2) Large disparities in educational achievement based on socioeconomic status, with disadvantaged students having high dropout rates.
3) Underfunding of education relative to other ASEAN countries and low spending per student that has declined in real terms.
4) A mismatch between the skills taught and actual job requirements that leads to educated unemployment.
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.
the history of the Philippines education (teaching profession)Lorein May Pabilona
ย
The history of education in the Philippines underwent several changes with colonial influences. During pre-Hispanic times, education was informal and focused on vocational skills taught by parents. The indigenous writing system was called baybayin. When Spain colonized the Philippines, religious orders established Catholic schools and mandated Spanish as the language of instruction. Education remained limited and controlled. After independence, the country began transitioning the education system but faced challenges developing it. Studying this history helps teachers understand how the past shaped the present system and avoid past mistakes to better plan for the future.
This document discusses global education and the role of global teachers. It defines global education as curriculum that prepares students for a globally interconnected world under teachers who are prepared intellectually, professionally, and humanistically. A global teacher is competent in skills, attitudes, and universal values to teach students across technologies and locations with worldwide perspectives and understanding of interconnectedness. The document outlines goals for global education around early childhood education, literacy, gender equality, and quality of education. It also discusses skills needed for 21st century learners and the growing demand for teachers across regions by 2015.
1. Sociology is defined as the study of social beings and social interactions within society.
2. Socialization is the process by which individuals learn the values and beliefs of their culture and internalize them to guide behavior.
3. From the structural perspective, socialization occurs through the roles and positions defined by social institutions like family, school, and church that people experience over their lifetime. The interpersonal perspective views socialization as a process of giving and receiving feedback between individuals to conform to expectations.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
The document discusses the history and development of curriculum in the Philippines. It outlines the motives and influences that have shaped curriculum over time, including religious, political, utilitarian, and mass education factors. The document also details the major curriculum approaches used in the Philippines, including the K-12 Basic Education Curriculum currently implemented. It describes the standards, assessment methods, grading system, and reporting process of the Philippine curriculum.
The document discusses issues with curriculum implementation and innovations in schools. It notes that poor student performance may be linked to inconsistent curriculum delivery among schools and teachers. Additionally, stakeholders often do not feel ownership over curricular changes, and some innovations are adopted without proper support or evaluation. The document then provides responses to address these issues, emphasizing the need for stakeholder involvement, monitoring of changes, and collaboration to promote ownership and success of new curriculums.
The document discusses the history of special education in the Philippines and other parts of the world. It notes that special education began in the Philippines in 1908 with the establishment of a school for the deaf. Several key laws were passed to promote special education, including acts establishing schools and teacher training programs for the blind, mentally handicapped, and disabled persons. The development of special education varied across countries. In Colombia, it progressed from a period of neglect to the establishment of diagnosis and planning programs in the late 20th century. One of the first special schools was founded in Paris in 1784 to educate blind students.
The document discusses the importance of teachers having a clear philosophy of education. A philosophy of education should include one's views on students, curriculum, and teaching methods. It also presents examples of different teachers' philosophies, which emphasize values, student-centered learning, and developing each child's potential. Additionally, the document reviews a study finding that communities view teachers as playing important roles in character development, discipline, and being respected models for children.
An act providing for the establishment and maintenance of an integrated system of education. Also known as Education Act of 1982. It was approved by Ferdinand M. Marcos on September 10, 1982 and promulgated on September 11, 1982.
The document provides a history of educational technology from ancient times to modern day:
- Educational technology has its roots in ancient Greece where knowledge was systematically organized and instructional methods were developed.
- Major advances included the development of visual aids in the 19th century, educational films in the 1920s, instructional television in the 1930s, and the introduction of computers and the internet in recent decades.
- Today, educational technology encompasses a variety of tools and approaches aimed at addressing educational needs through the application of current technologies like computers and networks.
The document discusses trends, issues, and policies in the Philippine education system. It provides a history of the Philippine education system from pre-Spanish era to present. It identifies problems in access to basic education, quality of basic education, and weaknesses in the public school system such as low budgets, teacher shortages, and classroom shortages. It also outlines policies to improve access and quality such as establishing schools in underserved areas, creating teaching positions, and implementing a Social Reform Agenda.
The document discusses globalization and the importance of global education. It defines globalization as the development of social and economic relationships worldwide. It argues that global education should prepare students to think beyond national contexts and participate in an interconnected world. It provides goals for education in a global society, such as understanding connections between local and global issues and respecting other cultures. It also discusses strategies for incorporating global perspectives across different subject areas in the curriculum.
PROGRESSIVISM, THE PROGRESSIVISM CURRICULUM, RECONSTRUCTIONISM THE RECONSTRUC...angeloasuncion0327
ย
Progressivism and reconstructionism are philosophies that aim to make education more relevant to students' real lives and social issues. Progressivism focuses on learning through real-life activities and experiences, with the teacher as facilitator. Reconstructionism believes education should teach students how to reform society and address problems like poverty, racism, and war. Both philosophies emphasize using curriculum centered around students' interests to develop critical thinking skills and prepare students for social participation and change.
The document discusses the major foundations of curriculum including the philosophical, historical, and psychological foundations. It explores different educational philosophies like perennialism, essentialism, progressivism, and reconstructionism that have influenced curriculum development. Furthermore, it examines the contributions of important historical figures and how psychological perspectives of behaviorism, cognitivism, constructivism, and humanism have shaped curriculum based on theories of how people learn.
This document provides an introduction to social studies as a field of study. It defines social studies as the multidisciplinary study of past, present, and future societies from cultural, economic, geographic, and political perspectives. The goals of social studies education are to help students understand their role in the world and develop critical thinking skills to participate competently as citizens. An effective social studies curriculum incorporates 10 themes including culture, time and change, individuals and groups, power and governance, and global connections. Principles of effective social studies teaching are that it be meaningful, integrative, value-based, challenging, and active. The document also discusses reasons for lack of student interest in social studies, including an emphasis on other subjects and ineffective teaching
INFLUENCE OF VALUES AND CULTURE IN CURRICULUM PROCESSleony espin
ย
This document discusses the influence of values, society, and culture on curriculum processes. It defines key terms like values, society, culture, and approaches to multicultural education. The document outlines several foundations of curriculum, including sociological and progressivist approaches. It emphasizes that curriculum designers must consider the needs of both society and students. Overall, the document examines how cultural traditions and societal needs should shape educational curriculum.
The document discusses the importance of integrating global education into school curriculums to prepare students for an increasingly interconnected world. It outlines various strategies for infusing global perspectives, such as incorporating international topics and cultural comparisons across subject areas. The goal is to educate students to think critically about global issues and develop an understanding of different cultures and shared humanity.
The document discusses the functionalist perspective on education. It states that functionalism views society as a living organism where education plays an important role in socialization and reaching consensus. Schools develop people who fit into and perpetuate society rather than change it. Education contributes to society's survival by producing educated citizens who can function in today's social world. It also socializes students and teaches them skills, civic values, and their place in society to maintain social order.
The document discusses how different ideas and ideologies shape curriculum in various ways. It provides two examples - one from a school in Australia and one from the United States in the 1950s - to illustrate how social and historical factors influence curriculum. The document also outlines three ways of knowing or interpreting the world (conventional, interpretive, reflective) and how these influence curriculum development and implementation.
Education policy governs education systems and can affect people's education at all ages. It includes debates around issues like school size, curriculum content, and teaching methods. Education policy analysis studies these issues to understand the purpose of education and how to measure its success. The document discusses how education transmits a society's values and knowledge from one generation to the next through both formal schooling and informal learning from adults. It also summarizes Pakistan's 1979 National Education Policy, which aimed to promote Islamic values and universal literacy, and proposed reforms like merging religious and modern education.
Characteristics of a good school as an agent.pptxRodgieAndajer
ย
The document discusses forces that affect changes in schools and characteristics of effective schools. It identifies six forces that drive school change: bureaucratic, personal, market, professional, cultural, and democratic. Effective schools foster internal commitment to change, empower staff, and respond to these different change forces. They also exhibit learner-centered practices, serve all student types, provide instructional support, and respect diversity. The key aspects that make schools good agents of social change are a positive school climate, strong relationships, engaging classrooms, adequate support systems, opportunities for growth, efficient management, open communication, recognition of achievements, strong school-home relationships, and respect for all members.
Dr. Valerie Ooka Pang; Annie Nguyen, Requa Anne StathisWilliam Kritsonis
ย
This document summarizes the Caring-Centered Multicultural Education framework. It integrates the Ethic of Care, Sociocultural Theory of Learning, and Education for Democracy. The framework celebrates education that develops citizens who care for others and work to build an equitable society. It is dedicated to educational equity and cares for all students. The goals are school reform and closing achievement gaps. Two case studies demonstrate how teachers operationalize the principles by caring for students and helping them achieve academic success and career goals.
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from. However, based on what I've read, some ways student needs may be changing include:
- Increased needs around social-emotional learning and mental health support due to more screen time and connectivity
- Different career preparation needs due to changing job markets and automation
- Growing diversity of student backgrounds and identities
- New skills around technology, media literacy and digital citizenship
- Continued needs around core subjects plus civic engagement and real-world problem solving
Meeting basic human needs is important for
This document discusses the history and development of curriculum in the Philippines. It begins by outlining traditional and modern views of curriculum, as well as purposes and models of curriculum development. It then provides details on the curriculum under Spanish, American, and Japanese rule in the Philippines. Key changes and the current K-12 system are described. The foundations and evolution of curriculum are also summarized, including influences from educational philosophers like Dewey, Judd, and Kilpatrick. Overall, the document traces the philosophical, psychological, social, and historical influences that have shaped curriculum in the Philippines over time.
Unit 2. Introduction foundation of curriculum.pptxTanzeelaBashir1
ย
I do not actually have experiences as a student or observations of changes in student needs over time. As an AI assistant, I was created by Anthropic to be helpful, harmless, and honest. I don't have personal experiences to draw from.
Social reconstructionism is an educational philosophy that emphasizes addressing social problems and creating a better society through democracy. It focuses on promoting critical thinking, active citizenship, and addressing social injustice through the curriculum. Reconstructionist educators see their role as leading societal change through education. They aim to cultivate social responsibility and inspire social activism in students. Some prominent scholars of this philosophy include George Counts, Theodore Brameld, and Paulo Freire.
Curriculum implementation in religious education in nigeriaAlexander Decker
ย
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as a guiding program for teaching and learning that outlines what is taught, how it is taught, and to whom. While curriculum construction is important, effective implementation is key. The paper examines factors that enhance and hinder curriculum implementation in religious education, which requires special attention compared to other subjects. It also discusses the important role of teachers in the implementation process. Recommendations are made to improve curriculum implementation in religious education.
Curriculum implementation in religious education in nigeriaAlexander Decker
ย
This document discusses curriculum implementation in religious education in Nigeria. It begins by defining curriculum as the planned learning experiences offered to students under school guidance. Curriculum implementation refers to engaging students with planned learning opportunities through appropriate teaching methods. The key implementers of any curriculum are teachers, who must translate curriculum plans into real classroom activities. Specifically for religious education, teachers must focus on syllabi to determine the recommended topics and learning experiences to provide students from year to year. Factors that can enhance or inhibit effective implementation of religious education curriculum are also examined.
Learning How to Learn: Information Literacy for Lifelong MeaningEmpatic Project
ย
EMPATIC International Workshop - Vocational Sector
Presentation by: Mersini Moreleli-Cacouris
Assistant Professor
Dept. of Library Science and Information Systems
Alexander Technological Educational Institute of Thessaloniki
Multiculturalism is a theory about the foundations of culture rather than just including cultural ideas. It is a comprehensive response to cultural and ethnic diversity with educational, linguistic, economic, and social components and institutional mechanisms. Multiculturalism emphasizes the unique characteristics of different cultures, especially how they relate to one another within a nation. It is a model promoted by UNESCO for democratic policy responses to cultural diversity.
Similar to THE TEACHER AND THE COMMUNITY LECTURE #1.pptx (20)
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
ย
The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial eras. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and Spanish colonial rule. It also summarizes the educational developments under American colonial, Commonwealth, Japanese occupation, and post-colonial governments, including the establishment of public school systems and policies on curriculum, language of instruction, and teacher qualifications.
Feelings and emotions play an important role in moral decision making according to philosophers David Hume and Max Scheler. Hume believed that feelings of approval and disapproval guide moral judgments more than reason alone. He classified passions as direct, arising from pleasure and pain, and indirect, derived from other ideas. Scheler viewed feelings as objective, existing independently of the mind. He proposed a model of four strata of feelings from sensual to spiritual, with spiritual feelings directing people towards higher values and the divine. Both philosophers argued feelings are integral to ethics rather than obstacles to rational decisions.
The document outlines Scott Rae's 7-step model for moral reasoning. The 7 steps are: 1) Gather facts 2) Determine social issues 3) Determine relevant virtues/principles 4) List alternatives 5) Compare alternatives to virtues/principles 6) Consider consequences 7) Make a decision. The model is designed to help analyze ethical dilemmas by systematically evaluating alternatives according to virtues and principles, with consequences as a secondary consideration.
This document summarizes and compares acts of religious violence throughout history, including:
- The 9/11 attacks which killed over 2,600 people and led to wars in Afghanistan and Iraq.
- Christian crusades against Muslims and Jews in the 11th-13th centuries which killed an estimated 900,000 people.
- Wars between Protestants and Catholics in Europe from 1524-1648 which destroyed economies and killed millions.
- The Holocaust in which millions of Jews were killed in Nazi concentration camps solely due to their religion.
- 2002 riots in Gujarat, India where over 790 Muslims were killed in retaliation for an attack on Hindus.
It discusses how all major religions
This document discusses school culture from several perspectives. It defines school culture and explores concepts like the four teaching cultures in schools, the tangible aspects that provide insight into a school's culture, and a model that categorizes school cultures as moving, cruising, strolling, struggling or sinking based on effectiveness. It also examines the role of a school's mission, vision and values in establishing the foundation for its culture. Key aspects like DEPED's vision, mission and core values are presented.
This document discusses the differences between moral and non-moral standards. It outlines four principles of normative ethics and characteristics of moral standards, which include being universally applicable and promoting human well-being. Moral standards are distinguished from non-moral ones by their focus on right and wrong behavior. The document also addresses moral dilemmas, outlining three conditions that must be present, including conflicting moral obligations or standards.
This document discusses challenges in intercultural communication. It notes that communication styles vary widely across cultures in aspects like language usage and nonverbal cues. Some key differences in nonverbal communication across cultures include physical distance, facial expressions, appearance, posture, and paralanguage. The document also discusses potential sources of misunderstanding such as ambiguity, performance issues, language ungrammaticality, gaps in world knowledge, and local context. It provides tips for avoiding misunderstanding in nonverbal communication such as paying close attention, maintaining eye contact and an open body position, sitting at the same level, and avoiding fidgeting.
PURPOSIVE COMMUNICATION LECTURE #2.pptxAbigailPanes1
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The document discusses the origins and effects of globalization. It states that globalization has led to immense changes in people's lives by making the world more connected through advances in technology and the spread of the English language. Globalization began gaining momentum after its initial spark in Great Britain, and further expanded through America's emphasis on commerce, science, and technology, which augmented the influence of English as a universal language. Key effects of globalization discussed include increased access to information, new techniques for global business communication, and greater social awareness and sense of global community through information sharing online.
PURPOSIVE COMMUNICATION LECTURE #4.pptxAbigailPanes1
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This document discusses different types of prejudice including those based on past experiences, gender, ethnicity/race, sexual orientation, age, socio-economic status, and physical conditions. It provides examples of how prejudice forms and definitions for different prejudices such as gender stereotypes, racial prejudice, homophobia, ageism, classism, and ableism. Prejudice involves making judgments about people before knowing facts based on perceived group membership and can negatively impact individuals.
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This document outlines the key concepts from a lecture on communication. It discusses that communication involves sharing meaning between people using verbal and non-verbal means. An effective 3-unit course on communication develops students' competence in communicating appropriately to multicultural audiences globally or locally through multimodal tasks. It teaches students to evaluate texts critically and convey responsible messages while emphasizing language and images' power of impact. The document also defines communication, effective communication, and covers forms of communication, audience analysis, principles of effective communication including clarity, conciseness, completeness, organization, empathy, and flexibility.
The document outlines the key provisions of the Bill of Rights in the Philippines constitution. It discusses the different classes of rights like natural rights, constitutional rights, and statutory rights. It also describes the different types of constitutional rights such as political rights, civil rights, social and economic rights, and rights of the accused. Finally, it provides details on the 22 specific sections of the Bill of Rights, giving an overview of the protections granted for rights like due process, privacy, speech, religion, bail, and prohibition of ex post facto laws.
Aristotle developed the philosophy of virtue ethics, which focuses on developing virtuous character traits through practice. According to Aristotle, practicing honesty, courage, justice and other virtues leads one to naturally make ethical choices when facing moral dilemmas. Aristotle identified two types of virtues - intellectual virtues like prudence and wisdom, and moral/ethical virtues developed through habit. He believed the intellectual virtues guide us to ethical ends, while ethical virtues direct our will. Aristotle taught that virtue is a golden mean between excess and deficiency, and that true happiness comes from living according to reason by cultivating virtue.
The document discusses water and soil resources. It describes the water cycle and different sources of freshwater including surface water like streams, ponds and lakes which provide habitat. Groundwater is another important source found below ground in aquifers. Oceans play a key role in regulating global temperatures by distributing and absorbing heat. The document also outlines how human activities like pollution, water extraction, deforestation and climate change can negatively impact water resources. Soil forms at the intersection of various Earth systems and is sensitive to environmental changes, and certain human practices such as farming, overgrazing and construction can harm soil quality.
The History of Philippine Education System Lecture No. 4.pptxAbigailPanes1
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The document outlines the key periods in the history of education in the Philippines from pre-colonial times through post-colonial development. It discusses the educational goals, curriculum, and influences during periods of primitive societies, Greek, Roman, Arabic, Medieval, Renaissance, Reformation, and under Western colonial powers like Spain, the United States, and Japan. It also notes the development of education under the Philippine Commonwealth and reforms post-independence, including nationalizing elementary education, values integration, adoption of new curricula like K-12, and the roles of DepEd and CHED.
HISTORICAL FOUNDATION OF EDUCATION Lecture No. 2.pptxAbigailPanes1
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This document provides an overview of primitive and Egyptian education systems. It describes how primitive education aimed to ensure security, conformity, and tradition transmission through informal home and environmental learning. Egyptian education was more formalized, with religious, vocational, and military schools training scribes, priests, and soldiers in reading, writing, religion, and practical skills. Key contributions included geometry, surveying, and establishing the first formal schools, though education was limited to those who could afford fees. The decline of Egyptian progress was attributed to resistance to change from conservative priests.
This document discusses the foundations of morality and freedom. It defines freedom as the power to act without restraint, though not absolute and with limits and responsibilities. It describes internal freedom as determined by self-control and conscious choices. External freedom refers to basic freedoms expected in daily life, while political freedom establishes rights and limits on government power. Collective freedom is based on ideology that prescribes shared social values for all.
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The document discusses the origins and effects of globalization. It states that globalization has led to immense changes in people's lives by making the world more connected through advances in technology and the spread of the English language. Globalization began gaining momentum after the 18th century as Great Britain and later the United States rose to prominence through advances in communication, transportation, trade, science and commerce. Today, globalization has increased access to information, enabled new forms of global communication in business, and raised social awareness as people can now share ideas over the internet across borders.
HISTORICAL FOUNDATION OF EDUCATION Lecture No. 3.pptxAbigailPanes1
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Sparta and Athens were two prominent Greek city-states that developed different systems of education. Sparta's education system was based on the laws of Lycurgus and aimed to create disciplined soldiers devoted to serving the state. It emphasized physical fitness, military skills, and obedience above all else. Athens placed more value on intellectual pursuits and developing well-rounded citizens. Its education included subjects like reading, writing, music, athletics, and civic and moral training. Both systems aimed to produce patriotic citizens, but Sparta focused solely on military prowess while Athens emphasized a balanced education and individual excellence.
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The document outlines the objectives, law, and components of the National Service Training Program (NSTP) in the Philippines. The NSTP aims to develop civic consciousness, defense preparedness, and ethics of service in tertiary students. It has three components: Civic Welfare Training Service (CWTS), Reserve Officers' Training Corps (ROTC), and Literacy Training Service (LTS). All tertiary students must complete one component for graduation. CWTS involves community services like health, education, and safety projects.
This document discusses the differences between moral and non-moral standards. It outlines four principles of normative ethics and characteristics of moral standards, which include being universally applicable and promoting human well-being. Moral standards are distinguished from non-moral ones by their focus on right and wrong behavior. The document also addresses moral dilemmas, outlining three conditions that must be present, including conflicting moral obligations or standards.
Creativity for Innovation and SpeechmakingMattVassar1
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Tapping into the creative side of your brain to come up with truly innovative approaches. These strategies are based on original research from Stanford University lecturer Matt Vassar, where he discusses how you can use them to come up with truly innovative solutions, regardless of whether you're using to come up with a creative and memorable angle for a business pitch--or if you're coming up with business or technical innovations.
8+8+8 Rule Of Time Management For Better ProductivityRuchiRathor2
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This is a great way to be more productive but a few things to
Keep in mind:
- The 8+8+8 rule offers a general guideline. You may need to adjust the schedule depending on your individual needs and commitments.
- Some days may require more work or less sleep, demanding flexibility in your approach.
- The key is to be mindful of your time allocation and strive for a healthy balance across the three categories.
Information and Communication Technology in EducationMJDuyan
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(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง 2)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ ๐ข๐ง ๐๐๐ฎ๐๐๐ญ๐ข๐จ๐ง:
Students will be able to explain the role and impact of Information and Communication Technology (ICT) in education. They will understand how ICT tools, such as computers, the internet, and educational software, enhance learning and teaching processes. By exploring various ICT applications, students will recognize how these technologies facilitate access to information, improve communication, support collaboration, and enable personalized learning experiences.
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐ซ๐๐ฅ๐ข๐๐๐ฅ๐ ๐ฌ๐จ๐ฎ๐ซ๐๐๐ฌ ๐จ๐ง ๐ญ๐ก๐ ๐ข๐ง๐ญ๐๐ซ๐ง๐๐ญ:
-Students will be able to discuss what constitutes reliable sources on the internet. They will learn to identify key characteristics of trustworthy information, such as credibility, accuracy, and authority. By examining different types of online sources, students will develop skills to evaluate the reliability of websites and content, ensuring they can distinguish between reputable information and misinformation.
1. THE TEACHER
AND THE COMMUNITY,
SCHOOL, CULTURE AND
ORGANIZATIONAL
LEADERSHIP
WEEK 1 (LECTURE #1)
2. COURSE DESCRIPTION
This course focuses on society as a context upon
which the schools have been established.
Educational philosophies that are related to the
society as a foundation of schools and schooling
shall be emphasized. Further, principles and
theories on school culture, social and
organizational leadership shall be included to
prepare prospective teachers to become school
leaders an managers.
2
3. OBJECTIVES OF THE COURSE
๏ผ Articulate the rootedness of education in the
philosophical, socio-cultural, historical, legal
and political context Explain how cultural and
global issues affect communication.
๏ผ Establish school-community partnerships to
enrich the learning environment and to
strengthen communityโs engagement in the
educative process.
3
4. OBJECTIVES OF THE COURSE
๏ผ Link teaching-learning to the experiences,
interests and aspirations of the wider school
community and other stakeholders Create
clear, coherent, and effective communication
materials.
๏ผ Demonstrate fulfillment of the professional
obligation to uphold professional ethics,
accountability and transparency. Write and
present academic papers using appropriate
tone, style, conventions, and reference styles
4
5. OBJECTIVES OF THE COURSE
๏ผ Promote professional and harmonious
relationships with internal (learners, parents,
fellow teachers and school head) as well as
external stakeholders (local officials, NGOs,
alumni, and all others in the wider community);
๏ผ To discuss leadership and management styles
that establish positive school culture for
effective school performance.
5
7. John Locke (1632-1704):
The Empiricist Educator
For John Locke education is not
acquisition of knowledge contained
in the Great Books, but learners do
interact with concrete experiences,
comparing and reflecting on the
same concrete experience.
7
7
8. Herbert Spencer (1820-1903):
Utilitarian Education
Spencerโs educational theory is
called โSocial Darwismโ. His
concept of โsurvival of the fittest,โ
that human development had gone
through an evolutionary series of
stages.
8
8
9. Herbert Spencer (1820-1903):
Utilitarian Education
The simple to complex
โ From the uniform to the more specialized
activity
โ Through evolutionary process
โ Curriculum aspect-related to human survival
โ Not inclined to rote learning
โ Schooling be related to life activities needed to
earn a living
โ Individual competition leads to social progress.
He who is fittest survives. (Ornstein,1984)
9
9
10. John Dewey (1859-1952):
According to him Schools are for the
People and By the People
Dewey's philosophy of education highlights
the importance of imagination to drive
thinking and learning forward, and for
teachers to provide opportunities for
students to suspend judgement, engage in
the playful consideration of possibilities,
and explore doubtful possibilities.
10
10
11. George Counts (1889-1974):
Building a New Social Order
For any societal change, instrument for
these is the schools and teachers whose
tasks for the implementation for school
improvement. Teachers are called to make
choices in areas of economics, politics and
morality to avoid failure. Furthermore,
schools ought to
provide education that afford equal
learning opportunities to all students.
(Ornstein, A.
11
11
12. Theodore Brameld (1904-1987):
Social Reconstruction
Like John Dewey and George Counts,
social reconstructionist are convinced that
education is not a privilege but a right to be
enjoyed by all. He founded social
reconstructionism as a response to the
horrors of WWII. He believed that
education had the responsibility to mold
human beings into a cohesive and
compassionate society.
12
12
13. Paulo Freire, believed that school
systems must be changed:
A. to overcome expression and
improve human conditions,
B. democratic relationship between
the teachers and students,
C. that education and literacy a
vehicle for social changes,
D. dialogue is most concern on
critical pedagogy.
13
13
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