SOCIOLOGICAL DIMENSIONS OF EDUCATION a.

Talcot Parsons- conceptualized society as a

Sociologist offer different theoretical perspectives that are collection of systems within systems (McLeland,
anchored on the concept that school is an open system to 2000)
explain the relationship between the school and the society. b. Emile Durkheim- believed that education plays a
The diverse sociological explanations enable educators to significant roles in creating, moral unity, which is
understand how the school, as a social institution of society, an imperative in social cohesion and harmony,
interacts with social environment as they perform their Durkheim defined education and the concerns of
important role in their unique way either as agents of cultural sociology as follows: “ Education is the influence
and social transmission or as agents of social transformation. exercised by adult generations on those that are
The Nature of Education not yet ready for social life, its object is to arouse
Sociology provides educators as special perspective in and to develop in the child a certain number of
studying the school and society. Schools, by their nature are physical, intellectual and moral states which are
social organizations. Because of the nature of education, the demanded of him by both the political society as
study of school systems becomes the concern of sociologists. a whole and special milieu for which he is
Sociologists study the social issues and concerns in education specifically destined..
which impact on socialization. 2. Conflict Theory- assumes a tension in society and
The Role of Schools its part due to competing interest of individuals and
Dr. Adelaida Bago, in her book Social Dimensions in the groups. Adherents of the theory argue that what holds
Philippine Education, stresses there are two possible purpose society together is economic, political, cultural,
or roles of schools: military power and note shared values alone. The
1. There are those who believe that one role of the social order is based on the stability of dominant
school is to educate citizens to fit into society groups to impose their will on others who are
2. There are those who believe that the role of the powerless. The Conflict theory is based on four
school is to educate citizens to change the society interlocking concepts: competition, structural
The Specific purposes of the school are the following: inequality, revolution and war.
a. Cognitive Purposes- teaching the basic cognitive a. Karl Marx- the founder of the conflict school of
skills such as reading, writing and speaking. thought believed that because the class system
b. Political Purposes- inculcation of patriotism or loyalty separates the employers from workers and
to the existing political order. workers from the benefits of their own labor,
c. Social Purposes- concerns with the socialization of class struggle is inevitable. According to him
citizens into their various roles in society. inevitably the workers would overthrow the
d. Economic Purposes- involves training and capatalists and establish a new society where the
preparation of citizens for the world of work. proletariat could freely avail of the benefits of
School as Open System their labor.
School is open systems that draw their inputs and send back b. Max Weber- the father of bureaucratic thought
their outputs to the environment. An open system, like a living was convinced that although power relations
organism, has a homeostatic nature. Homeostasis is the between dominant and powerless group shape
property of open system to regulate its internal environment to society, class differences alone could not fully
maintain stable constant condition. This is done through explain the complex way human beings from
internal regulation mechanisms of inter-related and interaction hierarchies and belief systems and make them
parts that counteract any departure from the normal or usual. work. Weber examined status cultures as well as
THEORETICAL PERSPECTIVE class positions. According to him, the main
To provide logical explanations for why things happen the way activity of schools is to teach particular “status
they do in group situations, sociologists make use of cultures” both in and outside the classroom
theoretical perspective. These theories also become the basis 3. Interaction Theories- the focus of the interaction
for analyzing curriculum, instruction and structure in the school theory is the communication and the relationship that
organization. The functionalist and Conflict Theories focus exists among and between groups in education-
macro-level sociological analysis, while the interaction theory peers, teachers, students, teacher-principal and
focuses on the micro level analysis. teacher- parents. The concern is to study the social-
psychological questions that impact on normative
1. The Functionalist Theory- (other known as attitudes, values, aspirations and self –concepts of
equilibrium theory). The key terms in of society. particular groups that in return impact on the
Social equilibrium is achieved through the process of teaching- learning process.
socialization of members into the basic values norms a. Labeling Theory- this theory is related to
of particular group so that consensus is reached. The expectations. For instance, in general the
different parts or members of the society are expectations of significant others on the learners,
interdependent grouped and organized to form a determine to a large extent in the behavior of
system. students. To this extent, the processes by which
students are labeled either as gifted or learning
 disabled, fast or slow learner, smart or dumb,  Audience or mass- members act together on the
affect the quality as well as the extent and speed basis of a common attitudes without interaction
of learning. among members; like people at film showing.
b. Exchange Theory- is based on the concept of  Public-this refers a number of people in some form of
reciprocity or”katugunan”. Reciprocal interactions community come to a common agreement who have
bind individuals ( teachers, students, parents, common interest but do not necessarily come to a
administrators) with obligations. The common agreement.
consequences of interaction are rewards and Social Institutions
benefits. Social Institution Defined:
Interaction in Philippine Setting According to Anthony Giddens, Social Institutions are”
Jocano (1998) proposed a social framework that could be used enduring features of social life”. It is a complex of positions,
as basis for understanding the relationships and interaction norms and social relations performing a social role. Social
between and among groups in the Philippine education setting. institutions includes government, families, and other groups of
The Framework shows the interlocking and interfacing of people with recognizable social interaction and norms of
relationships of kinship and family, socialization practices and conduct.
cultural themes that impact on the school system. Characteristics:
1. Social Purpose-institution satisfy social needs
2. Permanence-institution are relatively permanent
3. Enforcing rules and regulations- institution governs
SOCIAL
FRAMEWORK behavior
SOCIALIZATION 4. Promotes values- institution exerts social pressure
Kinship regarding right conduct
Family Personalized care Major Social Institutions
Parental 1. Family – is a group of people affiliated by
Obligations
Barkada
Personal
consanguinity, affinity and co-residence. It is the
smallest social institution. One of the primary function
of the family is to produce and reproduce persons
CULTURAL THEME both biologically and socially (in cases of adoption).
a. Conjugal Family-includes the husband, wife,
Sensitvity and children who are not of age yet.
b. Consanguinity Family- consist of a parent and
his or her children, and other people.
c. Matrilocal Family- consists of a mother and her
children
2. Education
 Culture- is the complex whole which includes the
Transmission of knowledge is the primary purpose of
customs, beliefs, more, folkways of a certain group of
education. As a social institution school has the
people.
following purpose.
 Education is transferring of culture
1. Intellectual-schools teach basic knowledge and
 Sub-Culture- specialized from culture practiced by a
skills commonly known as the 3 Rs and
small group of people which shows uniqueness
eventually developing their HOTS (higher order
compared to other groups.
thinking skills)
 Norm- what is considered” normal” is basically based
2. Political-schools develop allegiance to the
on the number of people practicing a certain behavior.
country and promotes patriotism
Kinds of Groups
3. Social-schools develop person’s ability to interact
 Primary group
with fellow human being
 Secondary group
4. Economic-schools prepare the person to achieve
 In group
suitable occupational endeavors.
 Out group
3. Religion
 Reference group
According to Stark religion is the “socially defined
 Peer group
patterns of beliefs concerning the ultimate meaning of
 Circle
life; it assumes the existence of the supernatural”
 Gang
Characteristics:
Types of Groups
1. Belief in the higher being (deity)
 Integrated group- the members have common action
2. Doctrine of salvation
in shared meanings and values
3. A code of conduct
 Crowed- members act together on the basis of a
4. Religious rituals
shared emotion and feelings, as in religious revival
4. Government
meetings, revolutionary mob or a panic.
 A government is an institution entrusted with making 3. Family orientation
and enforcing the rules of a society as well as with 4. Joy and humor
regulating relations with other societies. In order to be 5. Flexibility, adaptability, creativity
considered a government, a ruling body must be 6. Hardwork and industry
recognized as such by the people it purpose to 7. Faith and religiosity
govern. 8. Ability to survive
Weakness of the Filipino Character
Types of Government 1. Extreme personalism
a. Democracy 2. Extreme family centeredness
b. Monarchy 3. Lack of discipline
c. Authoritarianism 4. Passivity and lack of initiative
d. Totalitarianism 5. Colonial mentality
Social Problems- growing groups and countries experience 6. Kanya-kanya syndrome
various societal problem brought about by various factors. 7. Lack of self-analysis and self-reflection
 Juvenile delinquency
 Crime
 Alcoholism PILLARS OF LEARNING
 Suicide  The Four Pillars of Education all started with the
 Drug addiction report entitled” Learning the Treasure within” of the
 Racial prejudice International Commission of Education for the
 Industrial conflict Twenty-first –Century chaired by Jacques Delors in
 Poverty 1996. It was published by the UNESCO.
 Graft and corruption  The report itself provides new insights into education
Social Control- refers to the ways in which members of a for the 21st century. It stresses that each individual
society influence one another so as to maintain social order. must be equipped to seize learning opportunities
 Informal Social Control throughout life broaden one’s knowledge, skills and
 Mores and folkways attitudes, and adapt to a changing complex and
 Expectations not written down but perceived interdependent world.
and made known to him LEARNING TO KNOW
 Pressure to conform  Implies learning how to learn by developing one’s
 Internalizing the values and attitudes of concentration, memory skills and ability to think;
family acquiring the instrument of understanding.
 Helping the child to understand and norms of  To learn to know, students need to develop learn-to-
the bigger group learn-skills. Such skills are learning to read with
 Desire for acceptance of the bigger group comprehension, listening, observing, asking question,
 Formal Social Control data gathering, note taking and accessing,
 Passage of law processing, selecting and using information
 Formal mechanism to maintain control over  The role of the teacher is as facilitator, catalyst,
the behavior of its members monitor and evaluator of learning.
 Tendency to level an individual who is out of LEARNING TO DO
line and gossip  Represents the skillful, creative and discerning
 Curbing anti-social attitudes by disallowing application of knowledge
privacy or ascribing undesirable status to  One must learn how to think creatively, critically and
deviants. holistically, and how to deeply understand the
Social process- sociologist have noted that social change information that is presented.
occurs in patterns and these patterns are called social  To perform a job or work, the learning to do must be
process, this is also used to interpret social behavior. fulfilled. This entails the acquisition of competence
Classification of Social Process that enables people to deal with a variety of
Competition- an impersonal attempt to gain scare and valued situations, and to work in teams.
resources of wealth, land etc. LEARNING TO LIVE TOGETHER
Conflict- involves the use of deliberate power  Vital in building a genuine and lasting culture of peace
Accommodation-is the conscious adjustment and in the world.
compromise among conflicting groups to live without conflict  Can be achieved by developing in understanding of
Assimilation-is the learning and acceptance by one group of others and their history, traditions and spiritual values,
the beliefs and values of another groups so that they gradually and appreciation of interdependence.
become virtually indistinguishable.  A wide range of skills is necessary for the pillar of
Characteristics of Culture education; self-control, handling emotions,
1. Culture is Learned communication, interpretation of behaviors, critical
2. Pakikipagkapwatao thinking, relationship building and cooperation,
 negotiation, mediation and refusal, problem solving diverse cultural social-class, racial, and ethnic groups
and decision making. experience an equal opportunity to learn.
 Teachers should help the students realize the value TEACHING IN MULTI CULTURAL CLASSES
of being able to live together, in their gradually  Multicultural education embodies a perspective rather
enlarging world: home, school, community, city, town, than a curriculum. Teachers must consider children’s
province, country, and the world as a global village. cultural identities and be aware of their own biases
LEARNING TO BE  Teachers and parents need to acknowledge the fact
 Dominant theme of Edgar Faure is report” Learning to that we are inevitably influenced by the stereotypes
Be: The World of Education Today and Tomorrow”, and one-sided view of society that exists in our
published UNESCO schools and the media. Hence, we must we
 If refers to the role of education in developing all the recognized those biases and change the attitude they
dimensions of the complete person: to achieve the represent by accepting all children as we receive
physical, intellectual, emotional and ethical integration them.
of the individual into a complete man. Pertains to the  OPPRESSION- (racism or biased attitudes) a
overall development of the human person as problem in multi cultural classes vs OPPENESS-
individual and a member of the society developing as much effort to changing to learn about
GENDER and DEVELOPMENT other’s culture, nurturing diversity by making
In many countries where women still face discrimination, let us multicultural education a process of action.
promote gender equality and development between boys and
girls in primary school. It is the 3rd UN Millennium Goal which LEGAL DIMENSIONS OF THE PHILIPPINE EDUCATION
aims to eliminate gender disparity in primary and secondary The educational system in terms of curriculum, instruction,
education, preferably by 2005, and all levels of education no structure and organization at any given period of history is
later than 2015. Let us step up to empower women in access defined by organic laws, acts, and policies crafted by legal and
to education, work and involvement in decision making.” educational experts as well as national policy makers. These
Gender and development or GAD is an approach on socially statutes provide direction and guidance to those involved in the
constructed basis of the difference between men and women educational system.
and emphasized the need to challenge the existing gender NATIONAL COMMISSIONS
roles and relations. 1. Monroe Survey (1925)- The work of the commission
Sex vs Gender because the basis for reforms in administrative
organization and supervision, basic and higher
Socialization- is a process by which social norms, roles and education, teacher education and training, language
expectations are learned and internalize. instruction, private education, finance and education
Gender Socialization- is a process by which norms, roles and of non-Christians. ( martin, 1980)
expectation in relation to gender are learned by men and 2. Swamson Survey (1959)- Two important
women. recommendations of the Commission were the
Gender Stereotype-a form of prejudgment, bias or limitation restoration of grade 7 and the provision of higher
given to roles and expectations of male and females. financing for schools. (Martin, 1980)
Channel of Socialization 3. PCSPE(1989)- Presidential Commission to Survey
1. Family Philippine Education-recommendations of the
A. Manipulation commission include:
B. Canalization 1. Mismatch between educational priorities and
C. Verbal Application national development priorities.
D. Activity Exposure 2. Lack of systemic planning and evaluation in
2. Church education became the basis for major reforms.
3. Mass media 4. EDCOM (1991) -Congressional Commission on
4. School Education-some of the radical changes that came
A. Instructional Language about as a result of the EDCOM report were: the
B. Classroom Management creation of the independent Commission on Higher
C. Instructional Materials Education (CHED), the professionalization of
teachers through the creation of the Licensure
Cultural Dimensions of Learning Examination for Teachers (LET), the clear definition
MULTICULTURAL EDUCATION of career service paths for teachers and
 A field of study and an emerging discipline whose administrators, the creation of the Technical
major aim is to create equal opportunities from Education and Skills Development Authority(
diverse racial, ethnic, social class and cultural groups. TESDA).
 The primary goal of multicultural education is to 5. PCER (1999)- Presidential Commission on
transform the school so that male and female Educational Reform- the recommendations of the
students, exceptional students, and students from commission became the basis for the formulation of a
 package of policy and projects known as the Higher b. To eradicate the old idea of the reliance upon the
Education Development Project ( HEDP) western nations especially upon the United
States and Great Britain, and to posters a new
SPECIFIC DECREES, ACTS &LAWS (Legalizing Philippine Filipino culture based on the self-consciousness
Education) of the people as Orientals
1. PROVISIONAL CONSTITUTION OF BIAK NA BATO c. To endeavor to evaluate the morals of the
Article XV- The Secretary of Interior was to take people, giving up the over emphasis on
charge among other duties, with the advancement of materialism
the public instruction. d. To strive for the diffusion of the Japanese
a. Elimination of the friar control over all or most language in the Philippines and to terminate the
aspects of education use of English in due course.
b. Secularization of a universal system of primary e. To put importance to the diffusion of elementary
education education and to the promotion of vocational
c. Greater supervision and control higher education education.
by the state f. To inspire the people with the spirit to love labor.
d. Implementation of a more modern and
progressive educational system patterned after 4. THE 1973 CONSTITUITION
western models The 1973 constitution provided specific provisions on
education in several sections that demonstrates the
2. THE MALOLOS CONSTITUTION (1899 Constitution) important role assigned to education in creating the
Article 23 not only contain instruction regarding the New Society. Section 8 of Article XV provides that:
public schools; it also specifies the manner by which “All educational institutions shall, be under the
private schools maybe established in order to provide supervision of an subject to regulation by the state.
more access to education to a greater number of The state shall establish and maintain a complete,
Filipinos. All primary education was offered free and adequate, and integrated system of education
compulsory in all schools in the country as explicitly relevant to the goals of the national development”.
stated in the constitution. Other education-related provisions are found in
“Any Filipino may establish and maintain institutions section 9 and 11.
of learning, in accordance with the laws authorizing
them, Public Education shall be free and obligatory in 5. THE FREEDOM CONSTITUTION OF 1986
all schools of the nation” Article XV, Section 8 contained the specific provisions
on education. Thus the educational system during the
3. THE 1935 CONSTITUTION interim period was basically the same as the one
Article XIV- provides ”All schools shall aim to develop operating under the Martial Law.
moral character, personal discipline, civic conscience,
and vocational efficiency, and to teach the duties of 6. THE 1987 CONSTITUTION
citizenship” Section 17 of the Constitution states:” The state shall
Article XIV, Sec 5; “All educational institution shall be give priority to education, science and technology,
under the supervision of a subject to regulation by arts, culture, and sports to foster patriotism and
the state. The government shall establish and nationalism, accelerate social progress, and promote
maintain a complete and adequate system of public total human liberation and development”
education, and shall provide at least free public This general principle was defined in sections 1-5 of
primary instruction and citizenship training to adult article IV on Education, Science and Technology,
citizens. Arts, Culture and Sports Education.
The Japanese occupied the City of Manila in 1942.
Subsequently, the Japanese dissolved the National 7. THE ROYAL EDUCATIONAL DECREE OF 1863
Government and replaced it with Central In an attempt to correct the existing deficiencies in
Administrative Organization of the Japanes Army. education, the Royal Educational decree of 1863 was
The Japanese created the Department of Education, promulgated. The main objective of the decree was to
Health and Public Welfare with Claro M. Recto as establish a system of elementary schools for the
commissioner. The Bureau of Private Education country and to provide training for teachers in order to
supervised private schools and colleges. The six “broaden as much as possible the teaching of the
basic principles of Japanese education basic Holy Catholic Faith, of the language of the fatherland,
principles of Japanese education in the Philippines and of the elementary knowledge of life.”
include the following as enumerated by Bago.
a. To make people understand the position of the 8. EDUCATIONAL ACT OF 1901
Philippines as member of the EAST-ASIA Co In 1901, a few years after the establishment of the
Prosperity Sphere. American Rule in the country, the Philippines
 Commission passed the first comprehensive school Otherwise known as R.A. 8292. This act provides
law for the Philippines. among others for the uniform composition and powers
The main objective of the Educational Act of 1901, of the governing boards of state universities and
which is also known as Philippine Commission Act colleges, with the chairman of CHED as the chair of
no.74 and considered as the “ Organic school law of the governing boards of all SUCs.
the Philippines” was to establish a highly centralized
educational system in the country. 16. AN ACT TO LENGHTHEN THE SCHOOL
9. EDUCATIONAL ACT OF 1940 CALENDAR
Under this act, the school year shall start on the first
The educational act of 1940 during the Monday of June but not later than the last day of
Commonwealth period ushered a new era in August. In the implementation of this act, the
educational history. The primary aim of the act Secretary of Education shall determine the end of the
was”to meet the increasing demand for public regular school year, taking into consideration the
elementary instruction at the same time comply with Christmas and summer vacations, and the particular
the constitutional mandate on public education. circumstances of each region.
17. GOVERNANCE OF THE BASIC EDUCATION ACT
10. EDUCATIONAL ACT OF 1982 OF 2001
The act provides for the establishment and
maintenance of an integrated system of education This act contains provision that are also found in the
(both formal and non-formal) relevant to the goals of educational act of 1982 regarding the organizational
national development. In recognition of the right of structure of the educational bureaucracy. The
every individual to have equal access to relevant important provision of this act is the remaining of the
quality education. The act defines the structure of the department of education, culture and sports to the
forma education consisting of elementary , secondary department of education
and tertiary levels as well as delineates the objectives
of each category. PSYCHOLOGICAL DIMENSIONS OF EDUCATION

11. THE PHILIPPINES BILINGUAL POLICY (BEP) Learning is not a function of the mind alone but of the
The policy provided an operational definition of total person which is the overreaching principle of
Bilingual Education in the Philippines, which is the holistic education, that is, to provide learning
separate use of Filipino and English as the media of opportunities for the development of the physical,
instruction in specific subject area. ( as reiterations of intellectual, psychomotor, character and social
DECS order No. 25 of 1974- Implementing Guidelines development of human beings.
for the policy on Bilingual Education
Definition of Holistic Education
12. FREE PUBLIC SECONDARY ACT OF 1988 The concept of holistic education, based on a
The act established and provided for a free public spiritual/philosophical orientation’s encapsulated in
secondary education to all qualified citizens. the Primer for 2002 Basic Education Curriculum:
“The Department of Education envisions every
13. THE HIGHER EDUCATION ACT OF 1994 learner to be functionally literate, equipped with life
The act created the Commission on Higher Education skills, appreciative of the arts and sports, and imbued
(CHED) which is independent and separate form with the desirable values of a person who is
DECS. makabayan (patriotic), makatao (mindful of humanity),
makakalikasan ( res-pecful of nature) and maka-diyos
14. TECHNICAL EDUCATION AND SKILLS (godly).
DEVELOPMENT ACT OF 1994
This Act (R.A. No. 7796) which is also known as the Purpose of Holistic Education
TESDA Act of 1994, created the Technical Education The purpose of holistic education is to prepare
and Skills Development Authority, providing for its students to meet the challenges of living as well as
powers, structure and for other purposes. The general schooling. To ensure holistic education, it is important
aim of the Act is to provide”relevant, accessible, high for young people to learn a variety of human concerns
quality and efficient technical education and skills which include knowing and understanding about the
development in support of the development of high following: (Holistic Education, 2003)
quality Filipino middle-level manpower responsive to 1. Themselves
and in accordance with Philippine development goals 2. Healthy relationships with others
and priorities”. 3. Social development
4. Resilience
15. HIGHER EDUCATION MODERNIZATION ACT OF 5. Beauty, truth and transcendental experience
1997 Cognitive Development
Cognition represents the manner by which a human being through from simple behaviors to increasing more complex
acquires, stores, processes and uses information about the ones that require organization and characterization or
internal and external environment. internalization
Three famous cognitive psychologists:
1. Jean Piaget- considered the development of the
intellect according in four sequential stages that form CHARACTERIZATION
a continuum of mental processes which increasingly
become more sophisticated as the individual grows
and develops. ORGANIZATION
2. Jerome Bruner- like Piaget. Bruner considered VALUING
intellectual development as taking place in stages,
from the simple to the complex. According to Bruner, RESPONDING
human beings represent in their minds the world RECEIVING
around them based on the cognitive level they are in
at a particular point in time, however, unlike Piaget,
Bruner did not consider cognitive levels as age-
bound.
3. Lev Vygotsky- on the other hand, he focused on the (adapted from Krathwohl, D. Bloom, B, and Masia, B. (1964 )
important role of language and social interaction in Taxanomy of Educational Objectives)
cognitive development. To Vygotsky, it is necessary
Taxonomy of the Psychomotor Domain
to understand the interrelations between thought and
language, in order to understand intellectual Holistic education not only involves the development of the
development. cognitive and affective domains. It also involves the
development of the psychomotor domains which pertain to
Social Emotional Development physical movement, perceptual abilities and non-verbal
Social emotional development, like cognitive development is communication. Harrow ,A.J. developed a taxonomy of
the product of interaction between the biological and objectives for psychomotor with six categories:
environmental factors. The social dimension refers to the
interaction with others, while the emotional refers to feelings 1. Reflex Movements- this includes segmental reflexes.
about oneself. 2. Fundamental Movements- this include walking,
Eric Erikson is known for “identity crisis”. He formulated a running, jumping..etc.
theory of social-emotional development based on his extensive 3. Perceptual Abilities-.this include kinesthetic, visual,
experience in psychotherapy and dealings with children and auditory, tactile and coordination.
adolescents from all social class levels. He proposed that 4. Physical Abilities- involve endurance, strength,
socialization consists of “the eight stages of man” each stage flexibility, agility, and dexterity.
involves a “psycho- social crisis”. 5. Skilled Movements- these are the movements
necessary in games, sports, dances and the arts.
Kohlberg’s Theory of Moral Development 6. Non-Discursive Communications- these relate to
Lawrence Kohlberg, proposed six stages of moral expressive movements through posture, gestures,
development. The first three of which share many features with facial expressions and creative movement.
the stages in the Piagetian model. He believes that moral
development tales place through a series of six under three HISTORICAL DIMENSION OF EDUCATION
levels of development:
1. Pre-Conventional Level Education is as old as life itself. No one can present an
a. Stage 1-Obedience and Punishment Orientation accurate account concerning the origin of education. There are
b. Stage 2- Self-interest Orientation ( individualism, 2 opposing school of thoughts when it comes to origin of
instrumentation and exchange) education.
2. Conventional Level
1. Evolutionist – education started form primitive people
c. Stage 3- Good boy/Good Girl Orientation
2. Creationist- education started from Adam and Eve
(interpersonal accord and conformity)
d. Stage 4- Law and Order Orientation (authority
Modern day education owes much of it system to the
and social-order maintaining)
institutions established by the ancient civilizations of China,
3. Post-Conventional Level
India, Israel, Egypt, Greece and Rome
e. Stage 5- Social Contract Orientations
f. Stage 6- Principled Conscience Orientations Chinese Education

Taxonomy of the Affective Domain  Chinese are descendants from the rivers banks of
Krathwohl, Bloom and Masia ( 1956) developed a taxonomy of Huang Ho and Yangtze River.
objectives in the affective domain. Affective phenomena run
  Aimed at selecting and training people for public  Democratic form of living, democracy is the lasting
services. legacy of Athens to the world
 Emphasis on modeling a person’s character and  Athens preserved the family
moral values.  All schools were private
 Believed that government has responsibility to  Boys were separated from girls
provide education  Form-0-7 yr old, boys stayed at home received
 Centered on the mastery of Chinese language and training form Paidogogus ( an educated slave)
classical literature particularly the work of Confucius (  Palaestra- a public gymnasium were boys had their
the first teacher in China). physical training under a Paedotribe
 Analects- the most revered Chinese classical  Pentathlon (running, jumping, discus, javelin and
literature which contains the sayings of Confucius. wrestling
 Kitharistes- music teacher, teaches poetry like lliad
Egyptian Education and Odyssey
 Grammarian-Writing teacher
 Egyptians were polytheist people (worshippers of
 At 18 if Athenian boy finished his training he will be
many gods)
called an Ephebos ( novice citizen), after
 Pharaohs were considered their god and king
 The Sophist ( New Class of Teachers)
 Priest and scribes were teachers of noble class
Sophist were well traveled men who were mostly non-
 Parents were teachers of lower class or fellahin
citizen of Athens, they offered new perspective in
 Education was highly practical and empirical
learning through declamation and oration, grammar,
 They devised a system of picture writing called rhetoric, critical and reflective thinking.
hieroglyphics.
 Provide the modern world with the basic foundation of Protagoras- Chief of the Sophist
education, art, music, literature, mathematics,
engineering, architecture, astronomy, geography, The 3 Great Educational Theorists
geology, medicine etc.
1. Socrates-he postulated” know thyself” and accepted
Greek Education the fundamental principles of Protagoras that man is
the measure of all things
 Ancient Greece was divided into several Poleis (small 2. Plato –wrote the “Republic”, he advocated a
city-states) government which he termed Aristorcratic Socialism
 Greeks were mixture of Germanic and Aryan stock ( (philosophical king, warrior and artisan)
strong race) 3. Aristotle- father of modern sciences
 Sparta and Athens were two or more popular poleis
 Constant struggle between Sparta and Athens Greek Universities
resulted in Peloponnesian War which lasted for 27
1. Rhetorical Schools ( founded by Sophists)
years.
2. Philosophical Schools
Spartan Education a. Academy- founded by Plato
b. Lyceum- founded by Aristotle
 Sparta was the largest polis c. School of Stoics- by Zeno
 Purely military city-state d. Epicurean-by Epicurus
 Mothers functioned as state nurses 3. Combined Rhetorical and Philosophical School
 At age 7 boys were turned over to Paidonomus- a a. University of Athens-most teachers were Sophist
military commander who cared for boys until age 18 supported by Athenian Government bust
 Boys stayed with the paidonomoud until disappeared when Constantine declared
Christianity as official religion
 At 18 boys prepare for the military training
4. School Outside Greece- University of Alexandra
 At 20 get assigned for actual war
(Egypt) Built in honor of Alexander the Great
 At 30 they are compelled to many
Famous Alumni- Euclid (geometry), Erastosthenes (
 Girl’s education was limited to the instructions given
Geography and Astronomy), Archimedes ( Physics)
by their mothers
 Because of their system, there was no famous
Roman Education
Spartan
Pragmatic education-strived to find practical
application of the knowledge they acquired and
Athenian Education
activities they pursued.
 Men sana en coporesano’(sound mind sound body) . a. Early Roman Education (home based education)
This is the ultimate aim of Athenian education
 b. Hellenized Roman education- started when  At 13 to 14, a boy may enter a university and study
Rome’s contact with Greek civilization then finally Liberal Arts
conquering Greece.  At 21 teach younger boys
 At 25 write thesis
Stages of Roman Education:
 If the students pass the thesis defense he will receive
Licential Docebdi
1. Elementary (7-10)= Literator
 Remaissance Period (the peak of Arts and Sciences)-
2. Secondary (10-16)=Gramaticus
Renaissance is considered the start of modern period
3. Higher Education (16 up)=Rhetorical
 Reformation Period- Martin Luther nailed his 95
Medieval Education theses containing the abuses of the church to the
door pos of his church.
 Medieval education started when the roman empire  Counter Reformation= to win back protestants, the
fell around 400 Ad pope assigned 3 congregations to head counter-
 Christianity was declared as the official religion of the reformation.
state by Constantine the Great, therefore Catholics 1. Brothers of Christian School (founded by St. La Salle)
grew in number and power 2. Society of Jesus ( founded by St. Francis of Loyola)
 Hierarchy of Church in Middle ages: 3. Jansenites ( founded by St. Cyrene)
1. Pope-leader of the church and held office in
Rome Notable Names in Education
2. Cardinal
 Socrates-“know thy self”
3. Archbishop
4. Bishop  Plato-wrote the “Republic”
5. Priest/Clergy  Aristotle-Father of Modern Sciences
 Ciero-Wrote the “Oratore”
Movements During Middle Ages  Quintillian-Wrote” Institution Oratoria” he was a
famous Grammaticus
1. Monasticism-advocated by St. Benedict. They were  Anselm-father of scholasticism
called”monks” and stayed in monasteries which serve  Abelard- spearheaded Conceptualism
as repositories of classical literature.  St. Thomas Aquinas- “wrote” Summa Theolgiae”
2. Scholasticism-“Education as an intellectual discipline.  Erasmus- suggested that education be in accordance
Anseim- Father of Scholasticism with the needs of society, he was a humanist who
Abelard- One of the famous schoolmen advocated the importance of studying the character of
St. Thomas Aquinas= wrote “Summa Theolagiae” the child
(official doctrine of Catholic Church)
 Ascham- wrote the “Schoolmaster” condemning brutal
punishment in English schools during his time.
Early School During Middle Ages
 John Amos Comenius- father of modern education,
 Catechumenal School- “catechumens” are new he wrote the first picture book”Orbis Senualium
converts, they held their classes in small churches Pictus”
 Catechetical School- for in-depth training in religion  Mulcaster-said that” Education should be in
 Episcopal/Cathedral School-organized by bishop to accordance with nature”
train clergy  John Locke-“tabula rasa’ ( blank sheet)
 John Jacques Rosseau-wrote”Emile” (Education
The Medieval University should be in accordance with the nature of the child)
 Pestallozzi- defined education as natural ,symmetrical
 The most important contribution of the middle ages and harmonious development of the faculties of the
 The first universities focused on teaching medicine child
 University of Napes (the first organized university  Herbart- conceived education as aimed towards the
development of morality and virtue. He is famous for
Composition of Medieval University the Herbatian Method in psychology
 Froebel-father of kindergarden
1. Studium Generale ( entire studentry)
 John Dewey- “Education is not preparation for life, it
2. Nation (students and teachers who came from same
is life”
place of origin)
3. Councilor (leader of Nation)  St.John Baptiste de la Salle- patron saint of teachers
4. Facultas (teachers who teaches the same subjects  Maria Montessori-advocated the child- centered
5. Dean (leader of Facultas) education and prepared environment
6. Rector (chosen by councilors and facultas)
ORIENTAL PHILOSOPHY
Degree Offered by Medieval University
CONFUCIANISM who have the CHARACTER and
KNOWLEDGE.
 Had its beginning in the teachings of Confucius but  Character and knowledge were produced by
the following sages took the lead in building its PROPER EDUCATION
formulation. Mencius and Hzun-Tzu.
 Confucius is the Latinized name for Kung-Fu-Tzu-Fu- CONFUCIANISM: DOCTRONE OF JEN
Tzu. tze which means master, is a polite suffix added
to the names of most of the philosophers during the  Jen or benevolence is the central thesis of his whole
Chou Dynasty. system- his ethic, politics and his life ideal-flowed
 Confucius was the founder of the Ju School which from this; this is the PERFECT and SUPREME
was known in the west as the Confucian School. VIRTUE.
 The Ju or Confucian School emphasized matters  The Jen stresses correct procedure fir human
concerning human-heartedness and righteousness relations-proper way for men to meet each others
leading to positive efforts for the good of others.
and the six liberal arts commonly translated as Liu Yi
or the Six Classics namely:  A man of Jen is man of all around virtue
 Jean is the Confucian ideal of:
 Yi Ching or the Book of Changes
 Shi-Ching or the Book of Odes  Cultivating human relations
 Shu-Ching or the Book of History  Developing human faculties
 Sublimating one’s personality
 Li-chi or the Rituals and Rites
 Chu’unCh’iu or the Book of Spring and  Upholding human rights
Autumn Annals  To achieve Jen one must practice the Chung and the
Shu (the Principle of Reciprocity).
 The primary goal of Confucius was not just to make
 Chung- means faithfulness; a state of the mind
his” disciples” to ne well versed of the Classics but to
when one is completely honest with himself
be”rounded men”, useful to the state and the society.
 Shu- means altruisn; it is regard for the others; a
Thus, he taught them various branches of knowledge
state of mind when one has complete
(ancient cultural history, interpretations baed on his
understanding and sympathy with the outside
moral concepts) based on the different Classics.
world, the opposite of selfishness.
 Confucius’philosophy is HUMANISTIC. It occupies
mainly with HUMAN RELATIONS and VIRTUE. This, CONFUCIANMISM DOCTRINCE OF YI
his concept of the Yi (Righteousness) and Jen
(human heartedness).  Literally,Yi means righteousness
 Counfucianist’s great virtue were: benevolence,  The concept of Yi is the one that upholds man’s
righteousness, propriety, wisdom, sincerity and conduct
harmony.  It is the highest principle embodied in the activities of
 Confucious’ Ideas mankind
 His Ethics is based upon the nature of man  CONFUCIANIS
and society’  Spirit of confucianis
 For him MAN is essentially a social being; he  Confucianism is not a Religion but a Philosophy and a
is the main component of a society (made by system of Ethics. Confucianism emphasizes human
the individuals who compose it and the relationships- how to live in harmony with others.
interaction they have each other) Man’s personality reflects itself in his actions and
 A MORAL man is the cooperating member behavior in the five relationships:
of the society. a. Governmental (King and Subject)
 The measures of the man’s life is not ”how b. Parental (Father and Son)
long” but “how good”. c. Conjugal ( Husband and Wife)
 All men desire happiness and in order to d. Fraternal ( Elder Brother and Younger Brother)
achieve it everyone’s goal must be to make e. Friendship ( Friend and Friend)
each other happy.
 The secret of his mark in history is based on
the great emphasis on the Supremacy of
HUMAN VALUES.WISDOM is to KNW men; On Ethics
VIRTUE is to LOVE men”.
 Confucianism upholds (5) constant virtues:
 A government is GOOD when it make its
1. Human heartedness (jen)
people happy
2. Righteousness (yi)
 The government should bring about welfare
3. Propriety (li)
and happiness of the whole people.
4. Wisdom (chin)
 A good government must be administered by
5. Sincerity (hsin)
the most capable men of the country- those
  Chinese Ethical Principles or Doctrine of Social
Norms
 This is the most significant contribution of
Confucianism in the Chinese civilization.
 It stresses that every man is encouraged to practice
filial piety and fraternal love. This action when
extended to a larger social group would mean
regulation of the family and also the good government
of the state. This could translate to PEACE in the
world.
 Doctrine of the Social Status or the Rectification of
Names
 Refers to the idea of the position of man
among men;that every man must be in his
proper place and with is proper
responsibilities and duties.
 Every name contains certain implications
which constitute the essence of that class of
things to which the name applies.

MENCIUS

 Mencius represents the IDEALISTIC Wing of

Confucianism.
 He is famous f9e his theory on The Original
Goodness of Human Nature
 Human nature is neither good or bad
 Human nature can either be good or bad
 The nature of some men is food while the
other is bad
 Human nature is good
 For him, he proof of the original goodness of human
nature is COMMISERATION. This feeling where man
cannot bear to see the suffering of others.
 Four (4) Elements that what makes man, MAN
1. The Feeling of Commiseration- the beginning of
human heartedness (jen)
2. The Feeling of Shame and Dislike-the beginning
of righteousness (yi)
3. The Feeling of Modesty and Yielding- the
beginning of propriety (li)

Mencius’ Political Philosophy

 Man is a political animal

 Man can fully developed these relationships only
within state and society
 Concerned on having GOOD Government-depends
on the good example of the ruler.
 Curriculum emphasizes on social reforms as the aim
of education. It focuses on student experience and
taking social actions on real problems.
 Method of teaching include the problem oriented type
(student are encouraged to critically examine cultural
heritage), group discussions, inquiry, dialogues,
interactions and community-based learning
 The classroom will serve as a laboratory in
experiencing school practices-bringing the world into
the classroom.