Compre Review
Compre Review
Compre Review
(SUMMARIES)
Unedited Version
1. What are the five (5) philosophical thoughts? Differentiate one from the
other in terms of its metaphysic, epistemology and axiology. Give their
implication to education.
1.2 Realism
It asserts that reality exists independent of human mind.
It is a metaphysical tenet that the ultimate reality is in the world physical object.
It is an epistemological teaching that truth or knowledge exists in unchanging law of
nature; thus, a man of knowledge must know the law of nature. In short, knowledge is
knowing or awareness of the law of nature. Regarding axiology, it stresses that a thing
is valuable and moral if it is consistent with desirable demand of natural and social
development of man.
It drives to an education for the development of the mind and body through the
senses and reason. It has a curriculum that emphasizes subject matter of physical world
(sciences and math) using scientific approach and standardized measure. The method of
teaching constitutes grouping/classifying objects, mastery of basic facts and skills
through demonstration and recitation Learner’s demonstrate the ability to think critically
and scientifically, using observation and scientific experiment. Man (learner) is viewed
as the child of nature and subject to the law of nature with mind and body but has no
soul and spirit.
1
1.3 Pragmatism
According to this philosophical tenet change is the essence of the reality; universe
is dynamic and evolving. Therefore, reality is purpose or thought of actions. John Dewey
and Wiliam James are the advocates of this philosophy.
The metaphical view of pragmatism stresses that nothing is permanent;
everything is in a the state progress. Reality is learned best through the application of
our experience and thoughts to problems as they arise.
The epistemological doctrine of pragmatism asserts that knowledge is changing
and truth is relative, that truth is governed by sets of circumstances. Truth is what
works(C.S. Pierce)
As to axiology, pragmatism claims that values and morality is relative to set of
situation, and social consensus must be taken consideration also.
Its implication to education lies on the fact that it give direction to an education
that aims at reconstruction of human experiences focusing on the rights and
responsibility of a the child. It curriculum is dependent on the context of place, time,
and circumstances; it is democratic, child centered and activity centered; it is focusing
on subject matter of social experiences, problem solving in an interdisciplinary way; and
its source of knowledge is challenging.
1.4 Existentialism
It is a philosophy that gives emphasis to individual freedom or choice of making or
creating meaning; thus it focuses to individual rather than external standards. Sartre
and Kierkegard are the advocates of this.
Its metaphical view stresses individual existential attitude, self-knowledge and
freedom. It means that reality is found in the existential man, a man who creates
meaning of life by individual or personal experience.
Its epistemology claims that truth and knowledge is relative to individual’s peculiar
circumstance, freedom and responsibility.
Values and morality is relative to individual’s choice or freedom of making
meaning.
It directs an education that aims at the philosophical analysis of human
experience, life and death; helping child find meaning in life through the decision he can
make. It curriculum is child centered, and human reaction centered subject in which
teacher is aware of dominant social values, issues and problem, and issue, problem,
goal and future oriented. Its method in the classroom is group dynamics; learner simply
organizes, leads, goal oriented, socially aware and responsible.
According to this philosophy, man is not dependent from where he comes from but
by the decision he makes; man is a free agent to shape his destiny.
It emphasizes character development of man, to be individually responsible for
decision making believing that the real answer to mans problem comes from or is within
the individual responsibility.
1.5 Naturalism
It is a discovery , formulation, application of natural laws to educational process,
an education according to natural laws of development and opposed to artificiality.
2
Reality could be found in nature, not on the set of ideas. Knowledge could be
acquire through the use of sense by observing nature. Values should be governed by
natural development of man.
It gives emphasis to an education that aims at self- expression, autonomous
development, prepares for struggles of existence, improvement of racial gains.
Naturalism focuses of discovery and application of natural laws to educational process.
Thus, according to naturalism, education should be driven by natural development of
man, and not to artificial. It opposed to bookish knowledge. It is progressive education,
child centered, and freedom centered.
The type of education should be a specialized education to cultivate all human
power. Its content is an idea or knowledge built in sophisticated society to unfold natural
power of the child, free and flexible.
2.1 Confucius
Confucius is famous of his analects. He believes that people live their lives within
parameters firmly established by Heaven—which, often, for him means both a
purposeful Supreme Being as well as ‘nature’ and its fixed cycles and patterns—he
argues that men are responsible for their actions and especially for their treatment of
others. We can do little or nothing to alter our fated span of existence but we determine
what we accomplish and what we are remembered for
A hallmark of Confucius' thought is his emphasis on education and study. He
argues that the only real understanding of a subject comes from long and careful study,
not on intuition an natural learning. Study, for Confucius, means finding a good teacher
and imitating his words and deeds. A good teacher is someone older who is familiar with
the ways of the past and the practices of the ancients.
He stresses that “He who learns but does not think is lost. He who thinks but does
not learn is in great danger” (Lunyu 2.15).
He taught his students morality, proper speech, government, and the refined arts.
While he also emphasizes the “Six Arts” — ritual, music, archery, chariot-riding,
calligraphy, and computation — it is clear that he regards morality as the most
important subject. Confucius' pedagogical methods are striking. He never discourses at
length on a subject. Instead he poses questions, cites passages from the classics, or
uses apt analogies, and waits for his students to arrive at the right answers. “Only for
one deeply frustrated over what he does not know will I provide a start; only for one
struggling to form his thoughts into words will I provide a beginning. But if I hold up one
corner and he cannot respond with the other three I will not repeat myself” (Lunyu 7.8).
Confucius' goal is to create gentlemen who carry themselves with grace, speak
correctly, and demonstrate integrity in all things. His strong dislike of the sycophantic
“petty men,” whose clever talk and pretentious manner win them an audience.
Moral education is important to Confucius because it is the means by which one
can rectify this situation and restore meaning to language and values to society. He
believes that the most important lessons for obtaining such a moral education are to be
found in the canonical Book of Songs, because many of its poems are both beautiful and
3
good. Thus Confucius places the text first in his curriculum and frequently quotes and
explains its lines of verse.
(Source: http://plato.stanford.edu/entries/confucius/#ConEdu).
His significant contribution is the development of more humane view of the child;
and he devised an educational method incorporating sensation. His influence on today’s
school is the organization of learning competencies and subject matter according to
children’s stages of development. According to him, the purpose of education is to relate
it to children’s natural growth and development; and to contribute pace and
understanding. The role of the teacher is to be permissive facilitator of learning, to base
on child’s stages of development.
4
contribution is education is that he devised an educational method that change the
elementary education, a schooling based on emotional security and object learning.
Reading :
Pestalozzi’s early pedagogy emphasized the combination of learning and industry.
Initially, he believed his students could build things and sell them to help support the
school. He believed crafts and work were much more valuable for their ability to develop
students’ dexterity, attention, observation, memory and social interactions. Pestalozzi’s
believed that rather than dealing with words, children should learn by doing and they
should be free to pursue their own interests and draw their own conclusions. This was in
marked contrast to the typical pedagogy of the day, in which the children learned
entirely from books, lecture and rote repetition and memorization, often without
understanding what they were repeating. Furthermore, most teachers in those days
were not even trained as teachers. Pestalozzi eschewed the notion that teachers were
there to give children answers. Thus, he felt it was imperative for the teacher to
cultivate children’s power of observation and reasoning.
Pestalozzi’s pedagogy was also based on respect for his students’ individual
personalities and their personal dignity, as well as a deep sense in social justice and
personal liberty. He encouraged classroom visits and participation by parents and
believed strongly in regular communication with them about their children’s progress.
Yet he opposed the concept of report cards, saying “No child is to compare himself with
others.” He accepted children from all backgrounds, including those with emotional
problems, and even opened a school for hearing impaired children. These ideas became
the basis for the pedagogies of Friedrich Froebel (inventor of kindergarten and Froebel
Gifts), Francisco Ferrer (founder of the first Modern Schools) and many of the libertarian
educators that followed (http://modeducation.blogspot.com/2013/01/johann-heinrich-
pestalozzifather-of.html).
Summary:
John Dewey (1859–1952) was a pragmatic philosopher, psychologist, and an
educator commonly regarded as the founder of the progressive education movement. He
emphasizes “hands-on” learning (learning by doing) , and opposed authoritarian
methods of teaching.
He wrote extensively about the need for teachers to understand the world of the
child and the necessity for making connections to that world. At the University of
Chicago, Dewey and his wife, Alice, established a laboratory school to test progressive
principles of education. By 1900 this school was well known and serving as a model of
how progressive educational principles could effectively be incorporated into educational
practice.
The Progressive Education Association, inspired by Dewey’s ideas, later codified his
doctrines as follows:
1. The conduct of the pupils shall be governed by themselves, according to the social
needs of the community.
2. Interest shall be the motive for all work.
3. Teachers will inspire a desire for knowledge, and will serve as guides in the
investigations undertaken, rather than as task-masters.
4. Scientific study of each pupil’s development, physical, mental, social and spiritual, is
absolutely essential to the intelligent direction of his development.
5. Greater attention is paid to the child’s physical needs, with greater use of the out-of-
doors.
6. Cooperation between school and home will fill all needs of the child’s development
such as music, dancing, play and other extra-curricular activities.
5
7. All progressive schools will look upon their work as of the laboratory type, giving
freely to the sum of educational knowledge the results of their experiments in child
culture.
(Source: https://www.marxists.org/archive/novack/works/1960/x03.htm)
Through her work with the poor children of Rome, Maria Montessori (1870-1952)
learned to appreciate the quality of human potential and see the need for nurturing and
developing it. She was the first Italian woman to graduate from medical school and
become a physician. Montessori like Rousseau, believed that children should be
instructed according to where they were developmentally. Children would be given
materials and allowed to use them as they saw fit. Instruction would be individualized
and this individual attention would help students to develop self-confidence in their
ability to learn and the self-discipline needed to study at a more advanced level.
6
Montessori's work and methods spread quickly to the United States and even today
Montessori Schools are common throughout the US and many of her methods and
materials are used in teaching elementary age children.
3. 8 Socrates
He is a philosopher who sought to discover the truth and good life, believing that
knowledge and virtue are one. Thus, a wise man knows what is right and will also do
what is right.
His influence to education is remarkable. The oldest, and still the most powerful,
teaching tactic for fostering critical thinking is Socratic teaching. In Socratic teaching we
focus on giving students questions, not answers. We model an inquiring, probing mind
by continually probing into the subject with questions. Fortunately, the abilities we gain
by focusing on the elements of reasoning in a disciplined and self-assessing way, and
the logical relationships that result from such disciplined thought, prepare us for Socratic
questioning.
7
3. What is your philosophy of education? Discuss your philosophy statements as to its
Metaphysics, Epistemology, and Axiology very clearly and exhaustively. Based on these
philosophical tenets what changes/innovations will you make in the vision, mission, and
aims of Philippine Educational System?
I strongly believed that education seeks to bring out the best potential of a learner
to be a cognizant and well rounded individual. It refers to a complex process of
interaction between learner and his learning environment. In formal context, education
is a well planned learning experience of developing individual’s fullest potentials through
schooling.
As an educator, I strongly advocated to a philosophical tenet that the heart of
education is the learner. Man is made in God’s image; thus, all learners are born with
capacity to know reality. Reality exists in seed of God’s perfection planted in man. This
potential can be nurtured through holistic-child-centered education.
Knowledge is innate; however, it can only be realized by providing a healthy
supportive environment that provides learner-centered, technological-based- interactive
learning experiences that he could think critically through social interaction, problem
solving activity, scientific enquiry or investigation and moral example of a mature
mentor-teacher.
Values are unchanging, as set by God in nature as well as in enduring precept of
His word. The core substance of all values lies on the fact that man, being made in God’s
image, is an individual who is free to choose what is deemed necessary to achieved full
self-actualization, worth of respect and love regardless of his race or political affiliation,
religion or belief, sex or gender, and giftedness or mental and physical differences.
Vision:
Philippine education envisions taking leadership in Asia, if not in whole world, in
providing quality assurance to a free education that could nurture learners to be fully
functional citizen of the world in a global village. This vision can be summarized as:
SOAR - Scientifically Observing Academic Reassurance.
(Scientific means empirical and objective; observing means dynamically practicing;
academic means scholarly or excellently; and reassurance means continual renewal of
commitment to culture of excellence in its delivery of services for sustainability of
curricular offering).
Mission:
8
Empowers individual to reach ones maximum potential by equipping progressive
education anchored in scientific research, technological innovations, and other relevant
and quality assured delivery of services.
Aim:
Develop a functional literate and fully self-reliant man, yet capable of showing
synergy of potentials with his fellow man by providing relevant academic instructions.
1. The problem on students English proficiency of Level 7 is identified by not only one
teacher, but also by almost all of the subject teacher. Variables involved in this
problem will be identified like in the student’s profile, vocabulary skills,
comprehension skills and grammar.
2. Relevant studies on English proficiency will be used by the researcher for framework
of reference or deeper understanding of the problem.
3. A specific instrument/questionnaire will be used or administered.
4. Result will be presented through table, analyzed and interpreted in the light of
problems/objectives.
5. Conclusion will be made based on result.
6. Recommendation will be given based on the conclusion or findings.
Problem/objectives
Theoretical/conceptual framework
Assumptions
Hypothesis
9
Review of related literature
Research design
Data collection
-formulate hypotheses
Hypothesis is defined as a wise guess that is formulated and temporarily adopted
to explain the observed facts by the study (Calmorin 2007).McGuigan (1978) says that a
hypothesis is a testable statement of a potential relationship between two or more
variables. A hypothesis is only needed when inferential statistics is involved such as a
significance difference or significant relation is sought for. It guides a researcher to a
procedure and it tell the researcher what to and how to go about solving the research
problem.
There are two types of hypothesis, null and alternative hypothesis. Null hypothesis
is denial of existence of a trait, characteristic, quality, value, correlation or differences of
the result. In contrast, alternative hypothesis accepts that there is a significant
difference or relationship on the weight mean.
Example of this is:
Is there a significant difference between students learning engagement and their
academic performance?
A research design shows the relationship of interrelated variables under study. For
instance, in the theoretical/conceptual framework of the study, a diagram is drawn the
variable involves and how the procedure is taken to achieve a reliable result. A
theoretical framework refers to a set of interrelated construct (concepts), definitions,
and proposition that presents a systematic view of phenomena by specifying relations
among variables or research problems.
-collect data
14
2. Why do we use statistics in research? Explain what sampling means and why it is
used in research?
Statistics is the science of collecting, analyzing and making inference from data. Statistics
is a particularly useful branch of mathematics that is not only studied theoretically by advanced
mathematicians but one that is used by researchers in many fields to organize, analyze, and
summarize data. Statistical methods and analyses are often used to communicate research
findings and to support hypotheses and give credibility to research methodology and
conclusions. It is important for researchers and also consumers of research to understand
statistics so that they can be informed, evaluate the credibility and usefulness of information,
and make appropriate decisions.
Sampling is a technique of getting a representative portion of a population. The term
population is the entire sum of objects, person, families, species, or orders of plants or animals
(Calmorin, 2010).
Sampling is used in the research for the following benefits:
1. Sampling is economical, cheaper and faster.
2. It saves time, money and effort.
3. It is more effective.
For example, if a study is to be conducted to 1000 first year high school student, using
Slovin’s formula and random sampling technique (fish bowl)technique, a sample size to be taken
as respondent would be smaller than 1000. This save money in the production of questionnaire,
and economizes time.
4. It is more accurate.
For example, if there is no sampling, research is haphazard.Result becomes
unreliable.
By and large, there are two kinds of sampling designs. The (1) scientific sampling
and (2) non-scientific sampling. In scientific sampling, all respondents are given equal
chance of being included in the sample; while the later, not all have the chance to be
included in the sample.
Examples of scientific sampling are the (1)restricted random sampling, (2)
unrestricted random sampling, (3) stratified random sampling, (4) systematic sampling,
(5) multistage sampling, (6) cluster sampling; Types of non-scientific sampling are the
(1) purposive sampling, (2) incidental sampling, and (3) quota sampling.
15
Unrestricted random sampling – is the best random sampling design due to no
restriction imposed and every member of the population has equal chance of being
included in the sample. a lottery technique and table of random number are examples of
techniques under this type of sampling.
Stratified random sampling is a scientific sampling that divide the two population into
strata; a technique where in subpopulation or stratum is identified.
Multistage sampling arranges population into units depending on the number of stages
employed.
Cluster sampling grouped the population into units or clusters. e.i. by block or districts,
in a municipality or city .
Incidental sampling is applied to those samples whish are taken because they are the
most available.
Quota sampling is done by merely looking for individuals with requisite characteristics.
16