A.

PHILOSOPHICAL FOUNDATIONS •Focus in the curriculum: Classical subjects, literary

analysis and curriculum is constant.
• Philosophy is an important foundation of
curriculum because it influences our educational •Curriculum Trends: Use of great books and return
aims and goals, and content, as well as to liberal arts.
organization of curriculum. ROBERT HUTCHINS (1899 – 1979)
• Teachers, educators, educational planners,  He introduce the Great Books Program
and policy makers must have philosophy or strong  He believes that, “ in order to educate
belief about education and schooling and the kind students for freedom, they must learn in
of curriculum in the teachers classroom or learning liberal arts.”
environment.
“The purpose of university is nothing less than to
• Philosophy of the curriculum answers procure a moral, intellectual and spiritual revolution
questions like : What schools are for? What throughout the world.”
subjects are important? How students should
learn? What methods should be used? What CONTENT
outcomes should be achieved? Why? ● Universal Curriculum
● One for all students
● Philosophy comes from the greek roots philo ● Subject-based: language, literature,
means “ love” and sophos means “wisdom”. "The mathematics, science are the context for
love of wisdom." developing intellectual skills
● Stresses the 3Rs: reading, writing and arithmetic
● Systematic study of ideas and issues, a reasoned
pursuit of fundamental truths, a quest for a METHOD
comprehensive understanding of the world. ● Socratic method, explicit teaching, oral
exposition, explication
SOCRATES– (477-399 BC)
● Teacher-centered
- Founder of Western Philosophy
-Socrates believed that philosophy should achieve AIM: To educate the rational person; cultivate
practical results for the greater well-being of intellect
society. ❖to develop man’s power of thought—the central
aim of this philosophy
PHILOSOPHY IN CURRICULUM
ROLE: Teacher assist students to think with reason
● Philosophy provides teachers and curriculum
❖the teacher must have the mastery of the subject
makers with a framework for planning, matter and authority in exercising it.
implementing and evaluating curriculum in school.
● It reflects the life experience, common beliefs, FOCUS: Classical subjects, Literary Analysis,
Enduring Curriculum
social and economic background and education.
❖Curriculum should contain cognitive subjects that
PERENNIALISM cultivate rationality, morality, aesthetics and
religious principles. This includes history, language,
•Perennialism is the most conservative educational mathematics, logic, literature, humanities and
philosophy and is rooted in realism. It advocates science.
the permanency of knowledge that has stood the TRENDS: Use of great books (Bible, Quran,
test of time and the values that have moral and Classic and Liberal Arts.)
spiritual bases. The underlying ideas are that ❖ Curriculum must be based on recurrent
education is constant. themes of human life for it views education as a
recurring process based on eternal truths.
•Aim of Education: To educate the rational person,
to cultivate the intellect
•Role of Education: Teachers help student think
with reason.
IDEALISM • Focus in the curriculum: English, Science,
History, Math and Foreign Language.
• Idealism emphasizes that matter is an
illusion and moral and spiritual reality is the chief • Curriculum Trends: Excellence in education,
explanation of the world. back to basics and cultural literacy.
• They consider truth and values as absolute,
timeless and universal. The world of mind and
TEACHING STRATEGY
ideas is permanent, regular and orderly; it
 use instructional strategy
represents a perfect order.
 Lecture
KNOWLEDGE  memorization
❖Time less ideas and concept  homework
 teacher and subject centered
❖Rethinking latent ideas
 mastery learning
❖Abstract
❖Gained through reasoning, intuition and religious
revelation PRINCIPLES OF ESSENTIALIST
VALUES
 only teach the basic subjects. Teaching
❖Absolute and eternal
"nonessentials" contributes to illiteracy in our
❖Based on conformity to ideas
country
❖Can be classified and ordered into hierarchy.
 learning is hard work which creates self
discipline
ESSENTIALISM  learning must be taught in less exciting and fun
methods
 Being a conservative philosophy, essentialism  authority lies in the teachers hands! - She
with its roots in both idealism and realism, knows what, how, and why to teach
evolved mainly as a critique of progressive
thought in education.
 Yet, the proponents of essentialism do not
AIM: To Promote Intellectual Growth Of Learners
totally reject progressive methods, as they do
To Become Competent
believe that education should prepare the
❖ include them in discussions about a variety
learner to adjust with the changing society.
of topics, issues and current events.
 is the educational philosophy of teaching basic ❖ encourage them to share ideas and
skills thoughts with you.
 tries to instill all students with the most essential ❖ the students are provided a bundle of
or basic academic knowledge and skills and information and techniques to enable them to
character development transition from less to more complex knowledge
 firmly believes that basic subjects should be and skills.
taught and impractical subjects should not be
part of the curriculum ROLE: Teachers Are Sole Authorities In The
 the center of learning is the teacher and the Subject Area
students are there to follow the teacher.  an essentialist teacher is going to focus on
developing skills and competency rather the
learning knowledge for the sake of knowledge
 the teachers or administrators decide what is
• Aim of Education: To promote the most important for the students to learn with
intellectual growth of the individual and educate a little regard to the student interests.
competent person. FOCUS: Essential Skills Of The 3rs, Essential
Subjects
• Role of Education: The teacher is the sole
 learning should focus on essential basic skills
authority in his or her subject area or field of
(reading, writing, literature, Foreign languages,
specialization. history, mathematics, Science, art, and music)
 Three R’s (reading, writing, arithmetic)
TRENDS: Back To Basics, Excellence In • Horace Mann and Henry Bernard of the
Education, Cultural, Literacy nineteenth century contributed significantly to
 The students would learn passively by sitting in progressivism through their writings.
their desks and listening to the teacher.
 most basic academic skills and knowledge • Dewey viewed school as a miniature
should be imparted to all students democratic society, in which students could learn
 The students are provided a bundle of and practice the skill and tools necessary for
information and techniques to enable them to democratic living.
transition from less to more complex knowledge
and skills • Aim of Education: To promote democratic
and social living.
 WILLIAM C. BAGLEY (1874–1946) • Role of Education Knowledge leads to
 - was one of the most influential advocates of growth and development of lifelong learners who
essentialism. Bagley believed that education actively learn by doing.
was not supposed to change society but to
preserve it. • Focus in the curriculum: Students' interest,
human problems and affairs.
• Curriculum Trends: School reforms,
REALISM contextualized curriculum and humanistic
• Another traditional school of thought is education.
realism and the profounder of this philosophy is ❖ Progressivism is the educational philosophy
Aristotle. Pestalozzi's instructional principles were which is grounded in the "pure" philosophy of
based on realism. The realist views the world in program.
terms of object and matter.
❖ Pragmatic ontology holds that reality is in
• He believes that human behaviour is
the area of everyday life, personal experience. Its
rational when it conforms to the laws of nature and
view is that ideas should be tested for their utility
is governed by social laws. People perceive the
world through their senses and reason. Realists ❖ Focuses on real-world problem solving and
consider education as a matter of reality rather than individual development
speculation.
• According to realists, the curriculum follows
a hierarchical order with the abstract subjects at the JOHN DEWEY (1859-1952)
top and the transitory subjects at the bottom.
 He introduced progressive method of teaching.
KNOWLEDGE  He believed that book of learning was no
 Physical objects and matter substitute for actually doing things.
 Concrete
 Gained through senses and the exercise of Characteristics of Progressivism
rational thought  Emphasis on learning by doing
VALUES  Hands on projects
 Absolute and eternal  Experiential learning
 Based on conformity to nature  Group work and development of social skills
 Collaborative and cooperative learning projects
PROGRESSIVISM
• Progressivism is a development over
pragmatic philosophy and is in contrast to AIM: Promote Democratic Social Living
perennialist thinking in education. It was considered
❖ To develop the personality of an individual
a contemporary reformist movement in educational, through providing in a democratic environment in
social and political affairs at the turn of the the educational institution.
twentieth century. ❖ All around development of child
❖ Education of the whole man, emotional, • Also known as SOCIAL RECONSTRUCTIONISM,
social intellectual aspects of the individual this theory claims to be the true successor of
progressivism and declares that the chief purpose
ROLE: Teacher leads for growth and development of education is to “RECONSTRUCT” society in
of lifelong learners order to meet the cultural crisis brought about by
❖ The human elements, human being are social, political, and economic problems.
given more importance. The teacher has to meet
the needs of pupil as good human being • The reconstructionist believe that as the
❖ As a facilitator or guide school college is attended by virtually all the youth,
❖ Determine students interest it must be used as a means to shape the attitudes
❖ Involve students in curriculum development and values of each generation.
• As a result, when the youth become adults
FOCUS: Interdisciplinary subjects, learner- they will share certain common values, and thus
centered outcomes base the society will have reshaped itself.
❖ It should be based on the actual giving
environment to the child • Aim of Education: To improve and
❖ The curriculum is interdisciplinary in nature reconstruct society education for change.
❖ Books and subjects matter were part of the
• Role of Education: Teachers act as agents
learning process rather than source of ultimate
of change and reform in various educational
knowledge
projects including research
❖ It uses the life experience approach to fit the
students for future social action • Focus in the curriculum: Focus on present
and future trends and issues of national and
TRENDS: Equal opportunities for all, international interests.
contextualized curriculum, humanistic education
❖ Curriculum is based on students' interest, • Curriculum Trends: Equality of educational
involves application of human problems and affairs. opportunities in education, access to global
It also based on a specific group of students. education.

EXISTENTIALISM
THEODORE BURGHARD HURT BRAMELD
• Existentialism is mainly a European (1904-1987)
philosophy that originated before the turn of the
country, and became popular after World War II. - was a leading educational philosopher of
the 20th century.
• This doctrine emphasizes that there are no
values outside man, and thus, suggests that human - As an American educator and educational
beings should have the freedom to make choices philosopher, Brameld was best known as the
and then be responsible for the consequence of founder of Social Reconstructionism.
these choices.
KNOWLEDGE AIM: To improve and reconstruct society.
●Life-long goal Education for change
● Gained through personal decisions and ❖ Evolved from a critical perspective of the
perceptions
work of the progressivists who put much emphasis
VALUES
on the needs of the child, sometimes at the
●Freely chosen
expense of societal needs.
● Determined by one’s responsible choice
and reflection
ROLE: Teacher acts as agent of change and
reforms
RECONSTRUCTIONISM ❖ Teaching principles that come from a social
justice and democratic perspective means putting
• Reconstructionism views education as a them into practice within the classroom
means to reconstruct society.
❖ Teachers who are actively involved in a joint ● Learning Theories: Behaviorism or
achievement of something new, may be mentioned association theories; cognitive-information
as 'agents of change' when they accomplish a processing theories and humanistic theories
desired effect (or change) at school. (Ornstein & Hunkins, 2004).
Psychological Foundation
PRAGMATISM
 Psychological foundation is based on
• Pragmatism, also referred to as individual differences, every student has
experimentalism, is based on change, process in their own unique personality, and they have
relativity. In contrast to the traditional philosophies, differences in their learning and skills.
i.e., idealism and realism, pragmatism. suggests  Psychology plays a vital role in the
that the value of an idea lies in its actual teaching-learning process as it is the
consequences. foundation for all types of educational
• Learning occurs as a person engages in related programs.
problem-solving which is transferable to a wide  In the past curriculum for child development
variety of subjects and situations. and learning, it was developed in traditional
ways without keeping in view the
KNOWLEDGE psychological implication of the
●Based on one’s experience development of the curriculum.
●Process  Today psychology is the core and
●Gained through the use of scientific method and
foundation element of all the learning
trial and error
processes; curriculum development, Child
VALUES
●Situational and relative mental development, teaching methods,
●Subject to change and verification learning theories, administration of
● Determined by norms established in society education system and planning, character
building of the students, the attitude of
students and teacher, the society, the use of
different technologies.
B. PSYCHOLOGICAL FOUNDATIONS OF
CURRICULUM
Psychological Perspectives Influencing
Curriculum
“A teacher must have a good understanding of
child psychology to be effective.” Psychological influences of curriculum can best
be understood through theories of learning.
What is Psychology? These theories of learning are classified into
The word psychology is derived from the Greek four broad categories as follows:
word psyche (soul). It is a discipline devoted to the  Behaviorism
study of behavior, mind, and thought. Specifically, it
 Cognitism
deals with the study of the mental process that
 Humanitism
determines a person’s behavior and thinking.
 Constructivism
● Provides a basis to understand the teaching
and learning process.
1. BEHAVIORISM
● It unifies elements of the learning process.
 Behaviorism is a philosophy of psychology
● Questions which can be addressed are: based on the proposition that all things that
How should curriculum be organized to enhance organisms do like acting, thinking, and
learning? What is the optimum level of students’ feeling can and should be regarded as
participation in learning the various contents of the behaviors.
curriculum?
  Learning is considered a habit-formation.  When a particular response or behavior is
Behaviorists emphasize on the learners reinforced (rewarded), the individual is
active engagement and reinforcements and conditioned to respond.
rewards that encourage continuing effort  Positive and Negative Reinforcement
over time.  Punishment/Consequence
 Behaviorists believe that what one learns is Robert Gagne (1916-2002)
influenced by altering or conditioning the
environment. Teaching is regarded as  He proposed the Hierarchy Learning Theory
arranging learning experiences in such a Learning follows a hierarchy
way as to promote desirable behavior.  Behavior is based on prerequisite condition
 He introduced tasking in the foundation of
objectives
Proponents under Behaviorism
Ivan Pavlov (1849- 1936) 2. COGNITIVISM
 Russian psychologist - is a learning theory that focusses on how
 He is the father of the Classical information is received, organized, stored and
Conditioning Theory, the S-R Theory retrieved by the mind. Therefore, cognitivism looks
 He showed that an organism can associate beyond observable behaviour, viewing learning as
a particular stimulus (S) with a particular internal mental processes.
response (R).
 Stimulus=Response - it is involving conscious intellectual activity such
as thinking, reasoning, or remembering
 Therefore, learning is the result of an
association formed between a stimulus and - it is the learner process the received information
a response. seeking ways to understand it related to already
Edward Thorndike (1874-1949) known information within his memory
 Father of modern educational What is a Cognitivist in psychology?
psychology and founder of behavioral
psychology  Cognitive psychologists examine internal
 He championed the Connectionism mental processes such as memory,
Theory perception, learning and language, and they
Defined learning as a connection or are concerned with how people understand,
association of an increasing number of diagnose, and solve problems and make
habits. decisions.
Three Major Laws of Thorndike Jean Piaget’s Cognitive Learning Theory

 Law of Effect- the response that is  Cognitive development suggests that

reinforced (positive) will become habitual. children move through four different stages
of mental development.
 Law of Exercise- connections between
stimulus and response is strengthened with  His theory focuses not only on
practice and weakened when practice is understanding how children acquire
discontinued. knowledge, but also on
understanding the nature of intelligence.
 Law of Readiness- certain behaviors are
more likely to be learned than others Piaget’s Stages:
because the nervous system of the a) Sensorimotor stage: birth to 2 years
organism is ready to make the connection b) Preoperational stage: ages 2 to 7
leading to a satisfying state of affairs. c) Concrete operational stage: ages 7 to 11
d) Formal operational stage: ages 12 and up

Burrhus Frederic Skinner

The Sensorimotor Stage
 He introduced Operant Conditioning  Ages: Birth to 2 Years
 The infant knows the world through their ● Cultural transmission and development:
movements and sensations
 Children learn about the world through basic ● Children could, as a result of their
actions such as sucking, grasping, looking, and interaction with society, actually perform cognitive
listening actions prior to arriving at developmental stage.
 Infants learn that things continue to exist even ● Learning presides development
though they cannot be seen (object
permanence) ● Sociocultural development theory
 They are separate beings from the people and
objects around them KEYS TO LEARNING
●Pedagogy creates a learning processes that leads
The Preoperational Stage
to development.
 Ages: 2 to 7 Years
 Children begin to think symbolically and learn to ●The child is an active agent in his or her
use words and pictures to represent objects. educational process.
 Children at this stage tend to be egocentric and
struggle to see things from the perspective of HOWARD GARDNER
others.
GARDNER’S MULTIPLE INTELLIGENCES
 While they are getting better with language and
thinking, they still tend to think about things in ● Humans have several different ways to
very concrete terms. processing information and these ways are
relatively independent of one another.
The Concrete Operational Stage
 Ages: 7 to 11 Years EIGHT INTELLIGENCES:
 During this stage, children begin to thinking
logically about concrete events 1. Linguistic
2. Logical-mathematical
 They begin to understand the concept of
3. Musical
conservation; that the amount of liquid in a
4. Spatial
short, wide cup is equal to that in a tall, skinny
5. Bodily/kinesthetic
glass, for example
6. Interpersonal
 Their thinking becomes more logical and
7. Intrapersonal
organized, but still very concrete
8. Naturalistic.
The Formal Operational Stage
 Ages: 12 and Up DANIEL GOLEMAN
 At this stage, the adolescent or young adult
begins to think abstractly and reason about ● Emotion contains the power of affect action.
hypothetical problems
● Daniel Goleman's emotional intelligence
 Abstract thought emerges
theory outlines five components of EQ:
 Teens begin to think more about moral,
philosophical, ethical, social, and political issues ● Self-awareness
that require theoretical and abstract reasoning. ● Self-regulation
● Motivation
● Empathy
Keys to learning
● Social skills.
 Assimilation ( incorporation of new ● Emotional intelligence can be applied to
experience) meet goals and targets, as well as create a happier
 Accommodations (learning modification and and healthier working culture
adaptation ) ● He called this EMOTIONAL QUOTIENT.
 Equilibration ( balance between previous and
later learning ) 3. HUMANISM

LEV VYGOTSKY (1896-1934)  Humanism seeks to engage the learner as a

whole, where their intellect, feelings, social
THEORIES OF LEV VYGOTSKY
 capacities, artistic and practical skills are emotional relationships drives human
given attention in the learning process. behavior.
 Humanism is one theory that has been used  These are needs to have a loving and
in both teaching and learning. Humanism is understanding relationship with people and
a belief that that individuals control their to have a social circle.
own destinies through the application of Esteem Needs
their intelligence and learning.
 At the fourth level in Maslow’s hierarchy is
 In this theory, the curriculum is after the
the need for appreciation and respect.
process, not the product; focuses on
When the needs at the bottom three levels
personal needs, not on the subject matter;
have been satisfied, the esteem needs
and clarifying psychological meanings and
begin to play a more prominent role in
environmental situations.
motivating behavior.
 Along this line, curriculum developers must
 These are needs to be identified as a
craft a more advanced, more
respectable person.
comprehensive curriculum that promotes
Self-Actualization Needs
human potential. Teachers don’t only
educate the minds, but the hearts as well.  According to Maslow’s definition of self-
actualization, "It may be loosely described
Humanistic Psychology as the full use and exploitation of talents,
● Psychological perspective that emphasizes capabilities, potentialities, etc. Such people
the study of the whole THEORY. seem to be fulfilling themselves and to be
Maslow's Theory doing the best that they are capable of
doing. They are people who have
 Abraham Maslow was an American
developed or are developing to the full
psychologist who developed a humanistic
stature of which they capable.
approach to psychology in the early 1940's.
Rather than focusing on behaviour as a  These needs demand the development of
result of stimuli and reinforcement, Maslow best within a person.
focused on the capability of humans to Maslow claimed, that these needs emerge in
reach their fullest potential hierarchical order unless and until one set of
Physiological Needs needs are fulfilled, next don’t emerge. This
theory has implication for teaching-learning.
 The basic physiological needs are probably
Maslow considered the experience of child
fairly apparent—these include the things
as:
that are vital to our survival.
 These are basic needs without which a  Fundamental to learning.
person can’t survive and maintain life  Emphasizing human qualities like creativity,
Security and Safety Needs values, and
 The social needs in Maslow’s hierarchy  Giving importance to the dignity and work of
include such things as love, acceptance, the individual and focus on the
and belonging. At this level, the need for psychological development and human
emotional relationships drives human potential of the learners.
behavior.
 These are needs to have a loving and Gestalt's Theory
understanding relationship with people and
to have a social circle.  Learning is explained in terms of
Social Needs "wholeness" of the problem.
 Human beings do not respond to isolated
 The social needs in Maslow’s hierarchy stimuli but to an organization or pattern of
include such things as love, acceptance, stimuli.
and belonging. At this level, the need for Key to Learning

 Learning is complex and abstract.

  Learners analyze the problem, discriminate
between essential and nonessential data, C. Radical
and perceive relationships. Radical constructivism is relatively different
 Learners will perceive something in relation from social and cognitive constructivism. It
to the whole. What/how they perceive is focuses on the idea that students and the
related to their previous experiences. knowledge they construct do not tell things that
are real, only help people to live and work in
their environment.
CARL ROGERS(1902-1987) Radical constructivism was proposed by Von
Nondirective and Therapeutic Learning Glasersfeld, who provides a pragmatic
approach to problems related to truth, reality
 He established counseling procedures and and human understanding.
methods for facilitating learning.
 Children's perceptions,which are highly
individualistic, influence their learning and Principles of constructivism
behaviour in class
Key to Learning  There are many specific elements and
principles of constructivism that shape the
 Curriculum is concerned with process, not way the theory works and applies to
product; personal needs, not subject matter, students.
psychological meaning, not cognitive  Knowledge is constructed.
scores. — This is the basic principle, meaning that
knowledge is built upon other knowledge.
4. CONSTRUCTIVSM  People learn to learn, as they learn.
 Constructivism is an important learning theory — Learning involves constructing meaning and
that educators use to help their students learn. systems of meaning.
 Learning involves the construction of new  Learning is an active process.
understanding by combining prior learning with — Learning involves sensory input to construct
new information. meaning.
 Knowledge is constructed in the mind of the  Learning is a social activity.
learner. — Learning is directly associated to our
 Learning is active. connection with other people.
 Learning is contextual.
Types of constructivism — Students don’t learn isolated facts and
theories separate from the rest of our lives
There are different types of constructivism that —we learn in ways connected to things we
already know, what we believe, and more.
educators can use to find success with this
 Knowledge is personal.
learning theory. 
— Because constructivism is based on your
own experiences and beliefs, knowledge
A. Cognitive becomes a personal affair.
Cognitive constructivism is based on the  Learning exists in the mind.
concept that learning must occur according to a — Hands-on experiences and physical actions
student’s stage of cognitive development. are necessary for learning, but those
Cognitive constructivism is founded on the elements aren’t enough.
research and work of cognitive development in  Motivation is key to learning.
children by Jean Piaget. — Students are unable to learn if they are
unmotivated.
B. Social
Social constructivism addresses C. HISTORICAL FOUNDATIONS
the collaborative aspect of learning.
The theory of Social Constructivism was COLONIAL 1642-1776
proposed by post-revolutionary Russian
psychologist Lev Vygotsky.
 • The primary purpose of education during •Focused on reading, writing arithmetic, primer and
the colonial period was to teach children to read bible.
the scriptures and notices of civil affairs.
LATIN GRAMMAR SCHOOLS
• The primary purpose of education during •Secondary level for upper-class boys as
the colonial period was to teach children to read preparation for college.
•For boys at age 8 or 9 and remains for 8 years.
the scriptures and notices of civil affairs
•Catered to those who planned to enter the
professions.
Three Colonial Regions •Latin apparently three-quarters of the curriculum
taught.
• New England Colonies- which states, •One of colonial America's closet links to European
"schools in colonial Massachusetts derived from schools
two sources:
(1) 1642 legislation required parents and Academics (1751)
guardians to ensure that children could read • Second american institution provide
and understand the principles of religion and education.
the laws of the commonwealth and • Based on Benjamin Franklin's ideas and
(2) the "Old Deluder Satan" Act of 1647, which offered practical studies.
required every town of 50 or more families to • Common studies.
appoint a reading and writing teacher • Students can choose foreign language baes
on their vocational needs.
• Middle Colonies- did not have language or • introduced practical and manual skills.
religion in common. Parochial and independent
schools, which were related to different ethnic Colleges
and religious groups were established. • Harvard or Yale.
• Admitted into college upon examination.
• Southern Colonies- school decisions were • SHOWING COMPETENCY IN BEING
left to the family. Usually the children of wealthy ABLE TO:
plantations owners were privately tutored while • Read, Construe, Parce Tully, Vergil and the
children of poorer status did not receive a any Greek Testament, write in Latin, understand the
formal education rules of Prosodia and Common aritmetic.

COLONIAL SCHOOLS College Curriculum

•Town Schools • Latin
•A public elementary schools attended by boys and • Grammar
girls of the community • Metaphysics
•Children ranging from 5-6 year old to 3-14 years • Rhetoric
old.
• Arithmetic
•Weather and farming conditions decided the
• Astronomy
children attendance.
• Ethics
CHARITY SCHOOLS • Logic
•Attended by less fortunate children. • Natural
•Learned to recite religious hymns and vocational • Sciences
skills.

PAROCIAL SCHOOLS THE NATIONAL PERIOD

(1776-1850)
•Elementary school based on religion and ethnic.
•Focused on reading, writing and religious DR. BENJAMIN RUSH (1745-1813)
sermons. Science, Progress and Free Eduaction
• Free elementary schools for towns with 100
PRIVATE SCHOOLS
or more families
•Attended by upper-class children.
 • A free academy at the country level. - Knowledge of interest- Factual data and
• Free colleges and universities at the state speculative ideas
level for scieties future leaders. - Ethical interest- Sympathy and scoial
relationship
THOMAS JEFFERSON (1743-1826)
Education For Citizenship HERBART SPENCER (1820-1903)
• Created a bill for Virginia to aloows taxes to Utilitarian and Scientific Eduaction
finance schools. • English Social Scienctist.
• Divides Virginia's countries into wards. • Based on his ideas of education on Charles
• Free elemetary schools. Darwin's theory:
• There was an Elemetary school, secondary • " Survival of the fittest" which means If you
and William and Mary school. were lazy or weak, you would not survive.
• The proposal was never enacted. But did • Teach HOW to think WHAT t think.
provide good education for society. • His popular books:
- "What knowledge is of most worth'
NOAH WEBSTER (1758-1843)
Schoolmaster and Cultural Nationalist
• Created the US american Language. THE TRANSITIONAL PERIOD (1893-1918)
• Known for WEbster dictionary
• Identified the US as nation. FRANKLIN BOBBIT 91876-1956)
• The use of a US language would eliminate W.W.CHARTERS (1875-1952)
the EUropean language, and make the US • He started curriculum development
more uniform movement.
• Curriculum is a science that emphasis
WILLIAM HOMES MCGUFFEY (1800-1873) students needs.
The Readers and American Vistues • Objectives and activities should group
• Paved the way for the grading system in the together when tasks are clasified.
US.
• His book still used today in rural, HAROLD RUGG
conservative school. • Curriculum should develop the whole child
• Created the most popular textbook of his centered.
era called 5 readers: • Rugg insisted that teacher should be pre-
1. Patriotism plan and implement the curriculum needed for
2. Heroism the students.
3. Hard work • Emphasized social studies and suggested
4. Diligence that the teacher plans curriculum in advance.
5. Virtuous living
HOLIIS CASWELL
NINTEENTH-CENTURY (EUROPEAN • He wanted to improve instruction and help
EDUCATORS) teachers to coordinate their activities with
students needs.
JOHANN HERBART (1776-1841) • Caswell coordinated step by step curriculum
Moral and Intellectual Development building procedures
• Contributed to morals in education.
• Five ideas to found moral character;
- Inner Freedom
- Perfection WILLIAM KILPATRICK (1875-1952)
- Benevolence - Curricula are purposeful activities which are
- Justice • child-centers.
- Retribution - The purpose of the curriculum is child
Two major bodies of interest development and growth.
- Curriculum develops social relationships ● Society as a Source of Change
and small group instructions. - Society is dynamic.
- Major Sources of Social Change
RALPH TYLER (1902-1994) - Population Growth and Composition
- Curriculum is a science and an extension of - Culture and Technology
school’s philosophy. It is based on a student's - Natural Environment
need and interest. - Social Conflict
- Curriculum is always related to instruction. ● Society as Agents of Change
Subject matter is organized in terms of - Schools adapt quickly to social
knowledge, skills, and values. change.
- The process emphasizes problem solving. - “Leader” of change.
Curriculum aims to educate generalists and not ● Knowledge as an Agent of Change
specialists. - Knowledge is a socially shared
understanding.
HILDA TABA (1902-1967) - Knowledge is dynamic and
- She contributed to the theoretical and changing.
pedagogical foundations of concepts
development and critical thinking in social ALVIN TOFFLER (1928-2016)
studies curriculum. - He is an American writer and futurist.
- She helped lay the foundation for a diverse - Wrote the book Future Shock.
student population - Home Schooling: In the future, parents might
have the resources to teach prescribed
PETER OLIVA (1992-2012) curriculum from home as a result of technology,
- He described how curriculum change is a not in spite of it.
cooperative endeavor - Schools and Students: Working creatively and
- Teachers and curriculum specialist constitute collaboratively.
the professional core of planners
- Significant improvement is achieved through EDUCATION AND SOCIETY
group activity.  Schools exist within, not part from, social
context
D. SOCIOLOGICAL FOUNDATION  Schools emerges within society

-Latin "Socius" - "social or being with others" The Sociological Foundation

-and the Greek "logos" - "study"  -Issues from society including groups and
-The term "Sociology" basically means the institutions in the culture and their
'study of social beings". contribution to education
It studies:  -refers to issues from society that have an
• human behavior in groups influence on curriculum.
• social structure and social phenomena
• different forms of human interrelations There are many aspects of the society that
need consideration in curriculum making.
Definition of Terms: These include:
• Changes occurring in societal structures;
● Curriculum - the heart of schooling. • Transmission of culture;
● School - an institution where individuals are • Social problems as issues for Curriculum and
taught. • Economics issues.
● Society - structured relations and institutions.
Sociological Basis
Schools and Society (Theories and Principles)
AIMS OF EDUCATION
• Development of social feelings and qualities • Should come through participation in group
• Development of a socially efficient individual activities and social service activities
• Improvement of vocational efficiency
• Use of leisure time and development of CONCLUSION
healthy recreational pursuits • Education takes place in society
• Transmission of social heritage • Education is essentially a social process
• Diffusion of more and more knowledge • Social environment educates the child
• Development of constructive and creative education has a social role to play
outlook of the individual • Education is a lifelong process
• Education for social service, social efficiency, • Education is not only schooling
emotional integration, national unity and
• Education is formal, non-formal and informal
patriotism
• Education must be social in nature and
develop democratic skills and values in
CURRICULUM
students
• Based on conditions, problems and needs of
society
• An agent for transmission of basic values of E. LEGAL FOUNDATION
culture
• Prepare the child for global/world society ⮚ EDUCATIONAL DECREE OF 1863: The decree
• Flexible and changeable for the effective provided for the establishment of primary school for
realization of socially determined objectives boys and girls in each town of the country.
• Lead to the development of genuine 'we
feeling' i.e. of a group having a spirit of social ⮚ ACT NO. 74 OF 1901: Enacted into law by the
interaction. Philippine Commission, the Act created the
Department of Public Instruction, laid the
METHODS OF TEACHING foundations of the public school system in the
• Enable child to acquire skills and knowledge Philippines, provided for the establishment of the
needed Philippine Normal School in Manila and made
• Develop a capacity for social adjustment English as the medium of instruction. (In 1949, the
• Develop problem solving and constructive Philippine Normal School was made a teachers’
thinking college by virtue of RA 416 and, in 1991, it became
• Socialized techniques; project and group a full-pledge university by virtue of RA 7168.)
methods
⮚ ACT NO. 1870 OF 1908: The law served as the
ROLE OF THE TEACHER legal basis for the creation of the University of the
• Destiny of the nation is shaped in classrooms Philippines.
by the teachers
⮚ VOCATIONAL ACT OF1927: Also known as Act
• Be exposed to the concept of freedom, dignity
No. 3377, the Vocational Act as amended by other
of the individual, rights and duties so as to
acts laid the foundations of vocational education in
transmit the same to the younger generation
public schools and made provisions for its support.
• Expected to possess right attitude of social
behavior ⮚ EDUCATION ACT OF 1940: Also known as
• Remain above casteism, regionalism Commonwealth Act No. 586, the Education Act laid
the foundations for the present six-year elementary
THE SCHOOL course and made provisions for its support.
• Reflect and epitomize the larger society
outside its walls ⮚ REORGANIZATION ACT OF 1947: The Act
• Balance, purify and simplify the activities of placed public and private schools under the
the society in its environment supervision and control of the Bureau of Public and
Private Schools.
DISCIPLINE
⮚ REPUBLIC ACT 5250 OF 1966: The Act
provided the legal basis for the implementation of a
ten-year teacher education program in special examination days for public and private schools.
education. (This department order is similar to RA 7791 which
increased the number of school days from 185 to
⮚ DEPARTMENT OF EDUCATION, CULTURE 200 days.
AND SPORTS (DECS) ORDER NO. 25 OF 1974:
⮚ DEPARTMENT OF EDUCATION, CULTURE
Popularly known as the Bilingual Education
AND SPORTS (DECS) ORDER NO. 37 OF 1994:
Program of 1974, the Order required the use of
English as medium of instruction for science and The Order required all grade VI elementary
mathematics subjects and the use of Filipino as students to take the National Elementary
medium of instruction for all other subjects in the Assessment Test (NEAT) that is given on the 13th
elementary and high school levels. Tuesday following the opening of the school year.
The assessment test consists of a battery of tests
⮚ PRESIDENTIAL DECREE NO. 1006 OF 1976: of the multiple choice type. There are four subject
The Decree was a legal and formal recognition of areas: English, mathematics, science and
teachers as professionals and teaching as a heograpiya/kasaysayan/sibika
profession. (geography/history/civics).
⮚ REPUBLIC ACT NO. 5698: The Act created the ⮚ DEPARTMENT OF EDUCATION, CULTURE
Legal Education Board whose task was to regulate AND SPORTS (DECS) ORDER NO. 38 OF 1994:
and improve the quality of law schools in the
Philippines in order to stop the increasing number The Order required all senior high school students
of examinees who fail to pass the bar examinations to take the National Secondary Assessment Test
given every year. (NSAT) that is given on the 13th Friday following
the opening of the school year, or three days after
⮚ REPUBLIC ACT 6655 OF 1988: Popularly the NEAT has been given. The assessment test
known as the Free Public Secondary Education Act consists of a battery of tests and there are four
of 1988, the Act created a system of free education subject areas: English and Filipino proficiencies,
in public high schools. mathematics, vocational aptitude and science &
technology. (The test is not a requirement for
⮚ DEPARTMENT OF EDUCATION, CULTURE
college admission.)
AND SPORTS (DECS) ORDER NO. 49 OF 1992:
⮚ REPUBLIC ACT NO. 7731: The Act abolished
This Order serves as the guideline for the selection
the National College Entrance Examinations or
of honor students in all public and private high
NCEE to give the marginalized students a greater
schools. All these schools were required to choose
chance to gain access to college education.
one (1) “valedictorian” and one (1) “salutatorian,”
and to set the limit of the number of “honorable ⮚ REPUBLIC ACT NO. 7722: Also known as the
mention” to one percent of the graduating Higher Education Act of 1994, the Act created the
students. The “eligibility requirements” for Commission on Higher Education (CHED) whose
becoming an honor student are the following: 1) No main task is to regulate and develop tertiary
grade below 80 in any subject and no failing grade education in the Philippines.
in any subject in the first two curriculum years; 2)
Completed third and fourth year studies in the ⮚ REPUBLIC ACT NO. 7796: Also known as the
same secondary school; 3) Completed the high Technical Education and Skills Development Act
school curriculum within the prescribed year; 4) (TESDA) of 1994, the Act’s objective was to
Active membership in two clubs during the third and provide relevant and quality technical education
fourth years in high school; and 5) Conformed to that is accessible to all and to create the agency
school rules and policies. that will manage technical education and skills
development in the Philippines.
⮚ DEPARTMENT OF EDUCATION, CULTURE
AND SPORTS (DECS) ORDER NO. 1 OF 1994: ⮚ REPUBLIC ACT NO. 7836 OF 1994: Known as
the Philippine Teachers Professionalization Act of
This Order increased the number of school days to
1994, the Act made it mandatory for people
200 days (42 calendar weeks) inclusive of
pursuing a career in teaching to take the licensure
examinations that are administered and regulated students. Students require entering the lower levels
by the Professional Regulatory Commission. of education first before entering high degree of
learning so I think DepEd needs to be careful in
⮚ DEPARTMENT OF EDUCATION (DEPED) providing the correct learning outcomes of every
ORDER NO. 34 OF 2001: The Order required all child. CHED is somewhat similar to the function of
public elementary and high school students to read DepEd but the only difference is that this agency is
at least one book in the vernacular and one book in responsible to the tertiary level and the quality of
English per year before they can be promoted to education is in higher degree but they focus on
the next higher level. enhancing the knowledge and skills the students
acquired from the previous levels of learning. Also,
this agency lets the students choose what field they
PHILIPPINES AND FUNCTIONS OF CHED, have interests and help them to properly train to be
DEPED AND TESDA competitive students and to be a productive
workers after they graduated. I think the
According to some legal bases of education in the
responsibility of the CHED is crucial because they
Philippines, there is an order provided for the
need to expose the students in real life activities
establishment of primary school for boys and girls,
that will help the students to cope well in the
other acts that laid the foundation of vocational
authentic environment. Lastly, the TESDA is
education in public schools and made their
responsible for providing technical skills training the
provisions for its support, the implementation for
students to develop country’s human resources.
free access to public education in elementary and
This has the least part in education because I think
high school level, also the acts for the freedom of
that this is very optional to the students to take up
establishment of private schools which should be
their provided courses. This is the only option which
accredited by DepEd and CHED. This is very
students who are not capable of attending tertiary
natural for the government to have this kind of
level be able to have blue-collar jobs in the
responsibility to let every citizen in our country be
Philippines. But I don’t know how they function in
educated through the free education of primary and
k12 program because according to the new
secondary levels but I don’t think this is enough
educational system, students in secondary level
because I believe that the budget for education
already have vocational courses then maybe they
which has the highest value among the other
are responsible in enhancing the skills they develop
projects of the government is enough to have a free
from that certain level.
access also for tertiary level. How can the Filipinos
be productive if most of us don’t have enough
education? Another thing, although vocational
education in public schools were made, I don’t think
this is enough because our country needs
professionals that’s why we should study more
especially to have fields specialization because I
believe that every person has a gift from God
although we are very unique in every way, we are
all capable of doing things that is innate and this is
what we called “talent”.
The DepEd, CHED and TESDA are the
government agencies established to have control in
every sectors of our education system. DepEd is
responsible for the education for primary and
secondary levels. This agency provides quality
education needed for good foundation of learning of
every student. I think they are the most important
agency because they are handling students who
are building knowledge and skills. They need to
properly supply materials applicable for young