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Board Licensure Examination for Professional Teachers (BLEPT) Review

Professional Education: Foundations of Education, Social Dimensions of Education and
The Teaching Profession
Prepared and compiled by: Jason M. Madronero, LPT

Lecture Notes

BLEPT Competencies (Reference: PPST, PRC- Board for Professional Teachers)

Teaching Profession, Social Dimensions of Education, Field Study, Practice Teaching 20%
1. Determine the ways and means to ensure high standards of teacher’s personal and professional
2%
development
2. Describe the roles and responsibilities of the teacher in the local and global communities 2%
3. Analyze the historical, economic, socio-cultural, geographical, environmental, political and socio-
psychological factors that influence the school as an agent of change and the teacher as a facilitator of 5%
learning
4. Interpret educational problems in the light of philosophical and legal foundations of education 5%
5. Apply the five pillars of learning – learning to know, learning to do, learning to live together, learning to
be and learning to transform oneself and society – in responding to the aspirations of the learner and 3%
the community
6. Apply ethical principles in the teacher’s personal life and in his/her relationship with other people
7. Reflect on the professional teacher’s accountability to learner’s performance and to the teacher’s total 3%
involvement in the teaching profession

Content Outline
I. Foundations of Education
A. Basic Concepts
B. Historical Foundations of Education
C. Historical Perspective of the Philippine Education System
D. Philosophy of Education
II. Social Dimensions of Education
A. Social Science Theories and Education
B. The Five Pillars of Learning
C. Intercultural Communication
D. Cultural Changes
E. Social Institutions
F. Trends, Issues and Development in Education
a. Gender and Development
b. Globalization and Education
c. Peace Education
d. Human Rights Education
e. Education for Sustainable Development
III. The Teaching Profession
A. Basic Concepts
B. Legal Bases of the Professionalization of Teaching in the Philippines
C. The Roles of a Teacher
D. Legal Bases of the Philippine Education System
E. Trends, Issues and Development in the Philippine Education System

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Part I – Foundations of Education

Basic Concepts
EDUCATION – derived from the Latin word “educare” or “educere” which means to lead forth. It is defined as the process of acquiring
knowledge, habits, attitudes, interest, skills and abilities and other intangible human qualities through training instructions
and self-activity and transmitting these vital elements of human civilization to posterity.

TYPES OF EDUCATION
Formal Education – refers to hierarchically structured and chronologically graded learning organized and provided by the formal school
system and for which certification is required in order for the learner to progress to higher levels.
Non-formal Education – refers to any school-based educational activities undertaken by agencies aimed at attaining specific learning
objectives for a particular clientele.
Informal Education – a type of education which can be acquired anytime and anywhere.

THE NATURE OF A SCHOOL

✓ A social institution established by society for the basic enculturation of the group
✓ Next to family, the most popular and effective socializing institution.
✓ An extension of the home and the home an extension of the school.
✓ An agency which makes students learn how to value oneself and eventually others.
✓ A certain building, having a unity of interacting personalities, a field of social forces, a system of formal-informal control, a special
cultural world, a community-secure agency.
✓ A special place where children of different cultures meet.
✓ An agency organized by society for the basic function of teaching and learning.
✓ A formal institution from wearing children from home and introducing them into society.

THE ROLE OF SCHOOLS (Bago, 2008)

1. Educate citizens to fit into society
2. Educate citizens to change the society

SPECIFIC PURPOSE OF SCHOOLS

1. Cognitive Purposes – teaching the basic cognitive skills such as reading, writing and speaking
2. Political Purposes – inculcation of patriotism or loyalty to the existing political order.
3. Social Purposes – concerns with the socialization of citizens into their various roles of society.
4. Economic Purposes – involves training and preparation of citizens for the world of work.

FUNCTIONS OF SCHOOL
1. Conservation Function – the school conserves and preserves through its libraries and other devices recorded accumulated
experiences of the past generations such as knowledge, inventions, etc. for future generations.
2. Instructional Function – this is the main concern of school, to pass on the accumulated experiences of the past generations
to the incoming generations. This is performed by individuals trained for the purpose – teachers. The recipients of such
instruction are young learners called pupils or students.
3. Research Function – the school conducts research to improve the old ways of doing things or to discover previously unknown
facts or systems to improve the quality of life.
4. Social Service Function – this may be done through some kind of outreach programs which could be in a form of literacy,
health, means of livelihood, recreational activities, etc.

Historical Foundations of Education

1. Education during the Ancient Period
Aim: Education for survival and conformity to the tribe; Preservation and transmission of traditions
Types:
✓ Vocational and Domestic Training – includes practical activities necessary to satisfy the immediate needs to stay
alive
✓ Religious – (animistic) learning how to participate in ritualistic practices to please or to appease the unseen spirits
Contents: broad, indefinite and unwritten ritualistic and prescriptive; non-graded; informal
Methods:
✓ Enculturation – i.e., imposing the group characteristics, skills, knowledge and attitudes
✓ Observation and imitation – Show me or Tell Me method
✓ Simple telling and demonstration – similar to lecture-demonstration
✓ Participation – obligatory immersion to parents’ works
Agencies: 1. Home – center for practical training; 2. Environment – very good place of learning life
Effects:
✓ Culture was passed on and preserved for generation.

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✓ Tribes were able to meet their economic needs and were able to survive.
✓ People were able to adjust and adopt to political and social life.
Contribution: Started the rudiments of education

2. Education for Social Stability

Aim: To recapitulate the past in order that the individual may not vary from it or advance beyond it.
China: To preserve and perpetuate ancestral tradition
India: To preserve traditions of the caste system and religious beliefs
Egypt: To preserve religious traditions
Persia: To strengthen military traditions
Types:
✓ Moral Training/ Social Training of customs, duties and polite behaviour and ethical aspect of discipline
✓ Theoretical/ Religious Training in language and literature and religious beliefs
Methods: Direct imitation, trial and error, conscious imitation, indoctrination – “what to think”
Agencies: Home, pagoda, temple and under the trees or covered sheds
Effects:
✓ Has influenced the inclusion of liberal education in all school levels
✓ Stressed the complimentary development of human person for the social transformation of the State
✓ Intertwined the holistic integration of human personality for his cultural improvement
✓ The concept of education for individuality furnished the first real conception of life
✓ Stability was achieved but lacking in progressiveness

3. Education for Business Development (Sumerian Education)

Aim: To train scribes to do ecclesiastical work in the temples that were mostly writing. To train people as bookkeepers to
record their multifarious business transactions
Types:
✓ Writing education – cuneiform – pressed characters into soft clay and which were then baked in the sun to become
tablets. It is the outstanding contribution of Sumerians
✓ Mathematical education – counting and operations of low digit numbers
✓ Language education – grammar and vocabulary
✓ Vocational education – apprenticeship for the workers
✓ Professional education – Medicine and surgery, Law, astronomy and architecture
✓ Art Education – poetry, epics, essays, fables, music, jewelry designing, sculpture, architecture, etc.
Agencies: School, Home, Temple Schools and Apprentice Schools
Methods: Imitation and copying. Main work is the preparation of tablets.
“School Father” – school teacher; “School Son” – learner
Effects: Through the cuneiform, it conserved the early civilization’s origins besides being the medium of
instruction and commercial language of the ancient world.

4. Education for Public Administration (Early Egyptian Education)

Aim: To train the scribes to record the transactions of ecclesiastical and commercial business; to inculcate in the minds of the
learners’ proper respect for the gods and the pharaoh; Utilitarian education; and preservation of cultural patterns
Types:
✓ Religious education – inculcate proper respect for the gods, moral conduct and preparation for life after death
✓ Vocational-professional education – perpetuate the artistic skills that embellished their temples
✓ Military education – only for the sons of the nobles
✓ Education for public administration – for those who aspired positions in the government
✓ Priesthood education – for those who aspired to become priests
✓ Home arts education – vocational and offered for women
✓ Writing, reading and language education – using hieroglyphics form of writing
Agencies: Home, Temple Schools, Military schools, Court schools and Vocational schools
Methods: Apprenticeship, Dictation, memorization, copying, imitation and repetition; observation and participation
Effects:
✓ Development of civilization
✓ They created the world’s first national government, basic forms of arithmetic and a 365-day calendar
✓ Development of geometrical measurement and surveying
✓ Invented a form of picture writing called hieroglyphics
✓ Invented papyrus
✓ Developed the first religions to emphasize life after death
✓ Built great cities in which many skilled architects, doctors, engineers, painters and sculptors worked
✓ Built pyramid as tombs for their rulers

5. Education for Discipline (Jewish Education)

Aims: Ethical and religious education – education as obligation of parents and associated with the performance of ritual
observances with learning Mosaic Law

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Methods: Oral and learning by practice, corporal punishment was regarded as an essential element

6. Ancient Chinese Education

Aim: Ideological and ethical or Moral learning; Cultural Development; Civil Service
Types:
✓ Ideological and moral education – Confucian relationships, doctrine of submission and the cardinal virtues –
benevolence, justice, conformity to establish usage, prudence & fidelity
✓ Language Education – mastery and memorization of Chinese language
✓ Vocational and Domestic Education – trade skills for men and domestic skills for women
✓ Civic Education – for those who like to serve in the government
✓ Military education – for defense and aggression purpose
Methods
✓ Confucian method – outdoor teaching was prevalent
✓ Direct and exact imitation
✓ Memorization

7. Early Hindu Education

Aims:
✓ Dharma (Religious and Social Duties) – it is the most important aim that provides value system for each individual
✓ Artha (Livelihood) earning a livelihood by honest means
✓ Kama (Good Life) – enjoying good things in life in moderation
✓ Moksha – leading the soul toward God and achieving release from the cycle of rebirths.
Contents:
✓ Literature for the Brahmans – Vedas-the oldest sacred writing of Hindu
✓ Dancing – religious in nature
✓ Sports – wrestling, archery and yoga
✓ Linguistics, Philosophy and Theology for priesthood
✓ Military Training – use of the horse, elephant and the chariot in war
✓ Astronomy, History, Grammar, Law, Medicine and Mathematics
Social Divisions
✓ White Varna (Brahmans) – priests or scholars
✓ Red Varna (Kshatriyas) – rulers, administrators, soldiers
✓ Yellow Varna (Vaisyas) peasants – farmers, merchants
✓ Black Varna (Sudras) – skilled artisans such as potters, weavers, basket-makers and servants
✓ Panchamas/ Pariahs or Untouchables – people who did the dirtiest jobs, oppressed people
Methods: Imitation and memorization

8. Early Hebrew Education

Aim: Humanitarian and Religious Education
Methods: Compulsory, oral, memorization, exposition and temple worship
Contributions: Monotheism, Ten Commandments, and the Bible

9. Early Greek Education

Spartan Education
Aim: Military and Discipline – to make every citizen invincible in war, possessing physical perfection and complete obedience
to the state and to develop a people unequalled in military skill and absolutely devoted and loyal to the state
Method: Training, Participation, Testing for endurance, Discipline and Training, Motivation
Types: Physical education, military education, moral training, little intellectual training, music education, gymnastic education
and vocational education
Contribution: Development of patriotism, discipline and military education

Athenian Education
Aim: Good citizenship; individual excellence
Types: Civic training, moral training, physical education, intellectual education, art, music, poetry and dancing
Contribution: Olympic and free development of all human capacities

10. Roman Education

Ancient Rome
Aim: Utilitarian Education – not theory but application, not learning but practice; Moral, religious, civic and political to produce
good citizens to exercise their rights, fulfil their duties and acquire virtues such as piety, obedience, manliness, courage,
bravery, industry, honesty, prudence, dignity, fortitude, etc.
Types: physical and military training; civic training; moral training; religious training; vocational training
Agencies: “ludus” – lowest Roman school, school for the “litterator”; “Grammaticus”, grammar school taught grammar, literature
and eloquence; Rhetorical school – disseminated Roman culture; Home; Farms; Military camp; Forum
Methods: Direct imitation, memorization and discipline

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Later Roman Education

Aims: Oratorical – the vir bonus (morally virtuous); Civic – ideal aim of Roman school system to train the student for public
service
Types: Speech training, Civic training, Literacy education, Vocational education
Agencies: litterator, Grammaticus, rhetor and Athenaeum
Methods: memorization, drill and writing exercises and public speaking practices
Contribution: methods of organization, management and administration of ladderized educational system; organized body of
civil law; and setting forth the qualities a teacher should have

11. Early Christian Education

Aim: Education for Moral Regeneration; Salvation – to spread the good news
Types: moral training, spiritual training, music education
Agencies: Home, Church. Catechumenal school – for those preparing for baptism; Cathedral schools or bishop schools for
educational clergy; and catechetical school – for those who were being prepared for Church leadership
Methods: Catechetical method; memorization; exposition and exhortation (preaching); parable method or short allegorical
stories
Contribution: Ideal humanitarianism of Christ (universal brotherhood of men); equality before God; Full recognition of the
integrity of the human personality; conversion of more than ½ of the world into Christianity

12. Muslim Education or Saracenic Education

Aim: To develop religiousness in Islam (Religious); to apply science for practical purposes (Practical); to develop and
assimilate scientific knowledge (Scientific); and To develop individual initiative and social welfare (Initiative and Welfare)
Types: Religious education, professional education, vocational education, avocational training (form of entertainment),
Science education
Organization: mosque, kuttab, special departments, medical schools
Methods: repetition and drill, memorization and imitation, lecture, observation, experimentation
Contributions: Hindu Arabic numerals, decimal system of notation, algebra and trigonometry, using laboratory and
experimental method, practical application of science in any human activity, placing importance of library as
center of learning

13. Monasticism
Aim: Salvation of individual souls, to attain the ideals of chastity, poverty and obedience; to attain the highest spiritual
perfection; World renunciation
Agencies: monasteries and monastic schools
Content: Trivium (Grammar, Dialectic, Rhetoric) and Quadrivium (Geometry, Arithmetic, Music and Astronomy)
Types: Moral and Religious training, Literary Education, and Manual Training
Organizations: Domestic Home, Economic Structure and Political State
Methods: Catechetical method, dictation, memorization, language, Discipline and meditation and Contemplation/ Thoughtful
Reflection
Contribution: Preserving and spreading learning and culture by Christian monasteries, opposition to vices and corruption,
taming the warlike spirits and dignity of labor

14. Scholasticism
Aims: intellectual discipline and supporting authority to the intellect to justify faith by reason
Agencies: Parish schools; monastic and cathedral schools; palace schools and university
Methods: Argumentative/disputed method; lecture, repetition, disputation and examination methods; Aristotelian Logic or
Syllogism; and Problem method
Contribution: organization of university and emphasis on intellectual training

15. Chivalry and the Age of Feudalism

Aims: Develop morality, responsibility, horsemanship, gallantry, religiosity and social graces to the sons of the nobility.
Agencies: Home, Court, Caste, Tournament Fields and Fields for Battle, Troubadors, Minnesingers and Minstrels
Content: religion, music, dancing, horse riding, hunting and tournaments, physical exercises, reading, writing literature in
vernacular, good manners, right conduct, social graces & etiquette, household duties, 7 free arts (jousting, falconing,
swimming, horsemanship, boxing, writing and singing verse and chess)
Methods: Observation, Imitation and Practice; Apprenticeship and Motivation
Contribution: use of vernacular for teaching, emphasis on the learning of social graces & etiquette

16. Guild System of Education

Aims: Business interest and preparation for commercial and industrial life; vocational preparation
Agencies: burgher school –for the children of middle class; chantry school – for the children of wealthy merchants; and guild
school for the children of craftsmen
Methods: observation, imitation and practice; Dictation, memorization, catechetical methods and discipline
Contribution: vocational training or manpower development; apprenticeship

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17. Italian Humanism – advocated by Vittorino De Feltre (Literary Humanism)

Aim: Academic freedom, abundant living and liberal education
Agencies: lower or elementary school, secondary or court school and universities
Content: poetry, drama and romance, any human interests that make life beautiful and nature
Methods: Lecture, writing themes, self-expression, development of interest and power of thinking, balanced activities,
discipline was mild, and motivation was emphasized, elimination of corporal punishments
Contributions: establishment of secondary schools, modern academic freedom, renewed interest in the study of Roman and
Greek classics, more use of texts, written themes instead of oral recitation and application of individual
differences

18. Northern Humanism – Desiderius Erasmus (Social Humanism)

Aim: Social, religious and moral, literacy, literature and democratic
Agencies: elementary school. Secondary schools and universities
Content: biblical and classical literature, church catechism, Hebrew language, history, geography and science
Methods: Ciceronianism; memorization; memorization; pleasant classroom work; excessive formalism; religious indoctrination
and humanistic elements
Contribution: class-a-year practice; emphasis on social education

19. Reformation
Aim: Religious moralism, Protestant Ethic; Literacy Promotion
Types: Vernacular School; Secondary School and University School
Methods: Ciceronianism, memorization, excessive formalism, religious indoctrination
Agencies: home, civil authorities, church, vernacular primary school, classical secondary school and university
Contribution: Saxony Plan, Class-a-Year Plan and Vernacular Elementary School

20. Catholic Counter Reformation

Aims: religious moralism and complete obedience to the church, leadership training, education of the poor and spiritual
salvation
Agencies: Elementary schools, secondary schools, higher schools, teacher-training schools
Methods: Jesuits (to train leaders): doing a small amount of work at a time, doing it well and make sure it is retained;
prelection and repetition; adapting the lesson to the abilities and interests of a child; participation; review and
motivation by rivalry and emulation. Christian Brothers (teach the poor): grading pupils according to ability; class
recitation. Jansenists (for spiritual salvation) phonetic method; understanding before memorizing and use of textbooks
Contribution: conception of the role of teachers, well-knit hierarchical structural organization of a school system, teacher
education, grouping of pupils according to ability level and use of phonetic method in reading; discovery of the
new world and Industrial revolution

21. Humanistic or Verbal Realism

Aims: Complete knowledge and understanding as to fit the individual to the environment which we live
View: Juan Luis Vives – “Education should develop personality”; Francois Rabelais – “Aim of learning was the
development of the whole man.” ; John Milton – “Education was to prepare for actual living”
Agencies: home, public day school, academy and university
Contribution: Practical education to adjust man to his environment

22. Social Realism – Michael de Montaigne

Aims: Pragmatic Utilitarian, Social Relation and Decision-making
Agencies: Tutor, Academies Ritterakademie

Historical Perspective of the Philippine Education System

PERIOD EDUCATIONAL IMPLICATIONS

PRE-SPANISH - Education during those times was a result of individual experiences as well as a by-product of the
accumulation of race experiences.
- Tell me/Show me or demonstration method where the students can do observation and imitation.
- Study of History and Tradition to preserve and transmit the culture from generation to generation.

SPANISH - Education was then considered as a status symbol, a privilege, and not a right.
- Education was purely religious in nature and it aimed at the so-called Christianization of the natives for
the glory of God.
- Religious instructions through the teaching of catechism/doctrine and character education
- The use of vernacular as medium of instruction
- Establishments of Parochial Schools that offer doctrine instruction, arithmetic, music and various arts and
trades.

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- Linguistics – Spanish friars produced the first grammars and dictionaries that led to the development of
Filipino languages.
- Rote-memorization as a method in teaching

AMERICAN - Educational aims: training for self-government and provision of English as a common language.
- They believed that education should be universal and free for all regardless of sex, age, religion, and
social status of the individual.
- The American soldiers taught the Filipinos how to speak English and the first civilian teachers of English
called the “Thomasites” carried out later education.

The philosophy operates on the following:

- The schools would be public and secular.
- They should not give religious instructions.
- They should not depend upon the church for assistance.
- The schools should be open to all.
- The schools were to serve society by developing the intelligence, right attitudes and habits of the children
who were to become citizens of the future.
- The democratic ideal as a philosophy was greatly emphasized.
- Supervision of schools would take the role of guidance and consultancy.

COMMONWEALTH - Re-orientation of educational plans and policies to carry out the educational mandates of the
Constitution;
- Citizenship training to develop an enlightened citizen
- Required the teaching of the Filipino language in the senior year of all high schools and in all years in the
normal schools.

JAPANESE - Educational Aims: eradicate the old idea of reliance upon western nations, and foster a new Filipino
culture based on self-consciousness of the people as Orientals, elevate the morals of the people, strive
for the diffusion of the Japanese language in the Philippines and terminate the use of English, promote
vocational education and inspire the people with the spirit of labor.
- Promotion of Vocational Education and establishment of agricultural schools
- Citizenship Education
- Teaching of Physical education

3RD REPUBLIC - Service eligibility of teachers was made permanent

- The life, works and writings of Dr. Jose Rizal was included in all levels.
- The Magna Carta for Public School teachers (R.A. 4670) was enacted.
- Rise of barrio schools.
- Non-formal education and vocational training came into existence.
- Educational development were formulated to bridge the gap between manpower development and the
needs of industries.
- Provision for a guidance program in every secondary school
- Provision for adult education
- Curricular contents that stressed social orientation as manifested by the conservation of the Filipino
heritage, training for occupation, promotion of democratic nation building, and a new thrust on
community development.
- A daily flag ceremony was made compulsory in all schools including the singing of national anthem.
- Compulsory enrolment of children in the public school upon reaching seven years of age and completion
elementary grades.

NEW SOCIETY - Educational aims: to foster love for country, teach the duties of citizenship, develop moral character,
self-discipline and scientific, technological and vocational efficiency.
- Bilingual education program
- The National College Entrance Examination was created.
- Tertiary honor students are granted civil service eligibility
- Professional Board Examination for Teachers (PBET)
- Curriculum reorientation based on activity program and projects in line with the pupils’ interests.
- Selected admission
- Improvement of teachers in service
- Accreditation process
- Guidance and counseling program
- Improvement of instruction in Mathematics and Science
- Government grants and loans to institutions and other agencies.

EDSA REPUBLIC - Educational aims: Shall inculcate patriotism and nationalism, foster love for humanity, respect for
human rights, appreciation of the role of national heroes in the historical development of the country,

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teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral
character and personal

Philosophy of Education

Basic Philosophical Fundamental Idea(s) Curricular implications

System
Metaphysics Study of what is beyond the natural (what is real Curriculum must be beyond its content; must
is true) consider what can students can become
Epistemology True about the nature of knowledge Curriculum should revolve around the issues on
teaching learning process
Logic Focus on logical and accurate through patterns The goal of all curricula must be the development
of the ability of the students to think logically
Axiology Values and ethics Development of a sense of right and wrong
Idealism (Plato) ✓ Importance of mind and spirit and of Subject matter or content focus, believing that this
developing them in the learner is essential to mental and oral development
✓ Reality is in the ideas independent of sense
and experience
Realism (Aristotle) ✓ Truth can be tested/proven Curriculum is subject centered, organized from
✓ Knowledge derived from sense experience simple to complex, and stressing mastery of facts
and development of process and objective skills
critical analysis and attention to Science and Math
Pragmatism The world is a world of change; man can know ✓ Provision for direct experiences
(W. James, Dewey, anything within his experience ✓ Activity learner-centered
Rousseau) ✓ Basis; problems of democratic society focus
on problem solving inquiry
Perennialism (Hutchins, Human beings are rational, and their existence Subject-matter consists of perennial basic
Alder) remain the same throughout differing education of rational me; history, language, Math,
environments; includes knowledge that has logic, classical, literature, science, fine arts,
endured through the years cultural heritage
Existentialism Reality is the matter of individual existence. Curriculum stresses activity, recognition of
(Kierkegaard, Marcel, The meaning of life is what each individual makes; individual difference, opportunities for making
Sartre) focus on conscious awareness of choice choices and awareness of consequence, of
introspection and self-analysis through
individualized learning experience.
Essentialism There are certain ideas that men should know the Curriculum focused on assimilation of prescribed
(Bagley) social stability basic subject matter; 3Rs, history, science, math,
language
Reconstructionism Societal reform needed towards experiencing the Curriculum should include subject that deal with
(Plato, St. Augustine, goods life now and in the future; schools are the social and cultural crisis to prepare students to
Dewey, Counts, Rugg) chief means for building new society. make become analyzer and ensure that
democratic principles are followed.

Other Philosophies of Education

1. Progressivism (John Dewey)

✓ Emphasizes change and growth
✓ Learning is based from the questions of one’s experience of the world. Hence, it is the learner himself who thinks,
solves and give meaning through his individual experiences.
✓ Focuses on the child as a whole rather than of the content or the teacher.
✓ Curriculum content comes from the questions and interest of the students.
✓ Emphasis is given on the validation of ideas by the students through active experimentations.
✓ Methods of teaching include discussion, interaction (teacher with students) and group dynamics.

2. Nationalism (Jonathan Herbart, Johan Heinrich Pestalozzi)

✓ Center of ideology is the concept of national sovereignty.
✓ Aim for the preservation and glorification of the State.
✓ Emphasis is on the development of loyalty, patriotism, national feeling and responsible citizenship.
✓ Stresses on the teaching of the principles of democracy and duties of citizenship.
✓ Curriculum includes the teaching of grammar, geography and history.

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3. Constructivism (Jean Piaget, Jerome Brunner)

✓ Asserts that reality does not exist outside of human conceptions. It is the individual that construct reality by reflecting
on his own experience and gives meaning on it.
✓ Learning is the process of adjusting one’s mental modes to accommodate new experience.

4. Reconstructivism (Theodore Brameld, George Counts, Paulo Freire)

✓ Aims to awaken the consciousness of individual about social issues, concerns and problems that confront him. This
should involve him to look for solutions and engage in addressing this social concerns and issues.
✓ Primary goal is to achieve the elusive SOCIAL CHANGE.
✓ School should originate policies and progress that will bring social reforms and orders.
✓ Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social
actions on real problems.

5. Behaviorism (John Watson, B.F. Skinner)

✓ Asserts that human beings are shaped entirely by their external environment.
✓ The only reality is the physical world.
✓ Man, by nature is neither good nor bad but a product of his environment.

6. Utilitarianism
✓ Actions are geared toward the greatest total amount of happiness that one can achieve.

7. Rationalism
✓ Source of knowledge is the mind, independent of the senses.

8. Empiricism
✓ Source of knowledge is the sense-based experience.

9. Experimentalism
✓ Form of empiricism and asserts that the only reliable form of knowledge is gained through scientific experiments.

10. Hedonism
✓ Pleasure is the only good thing to the person.
✓ Used as a justification in evaluating action by giving emphasis on “how much” pleasure can be achieved and how little
pain that the action entails.

11. Epicurianism
✓ Considers as a form of ancient hedonism, it identifies pleasure with tranquility and reduction of desire.
✓ Epicurus claimed that the highest pleasure consists of a simple and moderate life.

Part II – Social Dimensions of Education

Social Science Theories and Education
A. Consensus and Conflict Theory
1. Consensus Theory (Dahrendorf)
✓ A general or widespread agreement among all members of a particular society
✓ Emphasizes on social order, stability and social regulation
✓ Views social change as occurring in a slow and orderly fashion
✓ See shared norms and values as fundamental to society
2. Conflict Theory (Marx)
✓ A clash between ideas, principles and people
✓ Emphasizes on the dominance of some social groups by others
✓ See social order as based on manipulation and control by dominant groups
✓ Views social change as occurring rapidly and in a disorderly fashion
✓ Focuses on the struggle of social classes to maintain dominance and power in social systems

CONSENSUS PERSPECTIVES CONFLICT PERSPECTIVES

• See shared norms and values as fundamental • Emphasize the dominances of some social
to society focus on social order based on tacit groups by others see social order as based on
agreements and view society change as manipulation and control of dominants groups and
occurring in a slow and orderly fashion. view social change as occurring rapidly and in a
disorderly fashion as subordinate groups
overthrow dominant groups

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• Examine value integration in society • Examine conflicts of interest and the coercion that
hold society together in the face of these stresses
• Consensus is a concept of society in which the • Conflict theory focuses on the heterogeneous
absence of conflict is seen as the equilibrium nature of society and the differential distribution of
state of society based on a general or political and social power. A struggle between
widespread agreement or clash between social classes and class conflicts between the
opposing ideas, principles or people. powerful and less powerful groups occur.

B. Structural Functionalism (Parsons)

✓ States that the society is made up of various institutions that work together in cooperation
✓ Four Functional Imperatives (AGIL Scheme):
Adaptation – a system must cope with external situational exigencies
Goal attainment – a system must define and achieve its primary goals
Integration – a system must regulate the interrelationship of its component parts
Latency – a system must furnish, maintain, and renew both the motivation of individuals and the cultural patterns that
create and sustain the motivation
✓ Functional Requisites of a Social System
1. Social system must be structured so that they operate compatibly with other systems.
2. To survive, the social system must have the requisite from other systems.
3. The system must meet a significant proportion of the needs of its actors.
4. The system must elicit adequate participation from its members.
5. It must have at least a minimum of control over potentially disruptive behavior.
6. If conflict becomes sufficiently disruptive, it must be controlled.
7. A social system requires a language in order to survive.
✓ Key Principles of the Functionalist Theory
1. Interdependency
2. Functions of Social Structure and Culture
3. Consensus and Cooperation
4. Equilibrium

C. Interactionist Theories (Mead and Cooley)

✓ Critique functionalist and conflict theories for being very abstract as they emphasize on the structure and process at a
societal level of analysis
✓ See the importance of analyzing the processes as these carry with them many implicit assumptions about learning and
children
✓ Interaction: the process in which the ability is both developed and expressed; refines our ability to think.
✓ Two types of Interactionism
1. Symbolic Interactionism – views the self as socially constructed in relation to social forces and structures
and the product of ongoing negotiations of meanings (“Looking-glass-self”)
2. Non-Symbolic Interactionism – require mental processes

➢ Relation of the Theories to Education

▪ Education performs an important role in the development and maintenance of a modern society, especially on the equality
of opportunity for all citizens.
▪ Schools provide citizens with the knowledge and dispositions to participate actively in civic life.

The Five Pillars of Education

✓ Came from “Learning the Treasure Within”, the report of the International Commission on Education for the 21st Century, chaired
by Jacques Delors, published by UNESCO in 1996
✓ Stresses that each individual must be equipped to seize learning opportunities throughout life, both to broaden her/his
knowledge, skills and attitudes, and adapt to a changing, complex and interdependent world
▪ Learning to Know, that is acquiring the instruments of understanding;
▪ Learning to Do, to be able to act creatively in one’s environment;
▪ Learning to Live Together, to participate in and cooperate with other people in all human’s activities. and
▪ Learning to Be, to develop one’s personality and to act with ever greater autonomy, judgment and personal
responsibility.
▪ Learning to Transform Oneself and Society

A. Learning to Know
✓ To acquire the instruments of understanding, the passport of lifelong education, for learning throughout life
✓ Implies learning how to learn by developing one’s concentration, memory skills, and ability to think; more on mastery
of learning tools than acquisition of structured knowledge
✓ Underpinned by pleasure that may be derived from understanding, knowledge, and discovery
✓ Students need to develop learn-to-learn skills; Teachers as facilitator, catalyst, monitor and evaluator of learning

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B. Learning to Do
✓ To be able to act creatively in one’s environment
✓ Entails acquisition of a competence that enables people to deal with a variety of situations, often unforeseeable, and
to work in teams
✓ Requires finding peace within ourselves, expansion of acceptance and understanding of others, and living the values
that lead to peaceful and just society
✓ Focuses on the development of competence, life skills, personal qualities, aptitudes and attitudes
✓ Represents the skillful, creative and discerning application of knowledge
C. Learning to Live Together
✓ To participate in and cooperate with other people in all human activities
✓ A dynamic, holistic and lifelong process through which mutual respect, understanding, caring and sharing,
compassion, social responsibility, solidarity, acceptance and tolerance of diversity among individuals and groups are
internalized and practiced together
✓ Can be achieved by developing understanding of others and their history, traditions and spiritual values.
✓ Recognizes growing interdependence and a common analysis of the risks and challenges of the future
D. Learning to Be
✓ To better develop one’s personality and to act with ever greater autonomy, judgment and personal responsibility
✓ The complete fulfillment of the human person, in all richness of the personality, the complexity of forms of
expressions and various commitments – as an individual, member of a family or community, citizen and producer,
inventor of techniques and creative dreamer
✓ Believes in the holistic and integrated approach to educate the human person towards the full development of the
dimensions: physical, intellectual, aesthetic, ethical, economic, socio-cultural, political, and spiritual
E. Learning to Transform Oneself and Society
✓ Knowledge, values and skills for transforming attitudes and lifestyles
✓ Work toward a gender neutral, non-discriminatory society
✓ Develop the ability and will to integrate sustainable lifestyles for ourselves and others
✓ Promote behaviors and practices that minimize our ecological footprint on the world around us
✓ Be respectful of the Earth and life in all its diversity

Intercultural Communication
Characterized by the growing number of contacts resulting in communication between people with different linguistic and cultural
backgrounds
✓ Communication & Language
➢ Types of Communication
1. Verbal – use of language
2. Non-verbal – use of gestures, facial expressions, and other body movements

✓ Language
➢ An abstract system of word meaning and symbols for all aspects of culture
➢ Inclusive of speech, written characters, numerals, symbols and gestures, and expressions of non-verbal
communication
➢ The key factor in the success of the human race in creating and preserving culture
➢ A reflection of the kind of person one is, the level of education attained, and an index to the behavior that may be
expected
➢ Influences culture
➢ Four areas in the study of language:
1. Phonology – refers to a system of sounds
2. Semantics – is a study of word meanings and word combinations
3. Grammar – refers to the structure of language through its morphology and syntax
4. Pragmatics – is concerned with rules for the use of appropriate language in particular contexts

✓ Culture
➢ A set of learned behaviors, beliefs, attitudes, values, and ideals that characterize a particular society or population
(Ember, 1999)
➢ The learned norms, values, knowledge, artifacts, language, and symbols that are constantly communicated among
people who share a common way of life (Calhoun, et.al., 1994)
➢ The sum total of symbols, ideas, forms of expressions, and material products associated with a system (Johnson,
1996)
✓ Characteristics of Culture
1. Culture is learned.
2. Culture is shared by a group of people.
3. Culture is cumulative.
4. Cultures change.
5. Culture is dynamic.

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6. Culture is ideational.
7. Culture is diverse.
8. Culture gives a range of permissible behavior patterns.

✓ Components of Culture
1. Communication
▪ Language
▪ Symbols
2. Cognitive
▪ Ideas/knowledge/beliefs
▪ Values
▪ Accounts
3. Material
▪ Tools, medicines, books, transportation, technologies
4. Behavioral
▪ Norms – rules and expectations by which a society guides the behavior of its members
▪ Mores – customary behavior patterns or folkways which have taken a moralistic value
▪ Laws – mores deemed so vital that they become translated into legal formalizations that even nonmembers
of a society are required to obey
▪ Folkways – behavior patterns of society which are organized and repetitive; also known as customs
▪ Rituals – highly scripted ceremonies or strips of interaction that follow a specific sequence of actions
✓ Organization of Culture
Cultural trait – represents a single element or a combination of elements related to a specific situation (e.g.
kissing the hands of the elders after Sunday mass and at Angelus)
Culture complexes – clusters of culture traits
Culture pattern – an integrated network of folkways, mores, systems of beliefs and institutional patterns
✓ Cultural Transmission
1. Enculturation – learning one’s own culture
2. Acculturation – learning new traits from another group
3. Assimilation – an individual loses entirely of previous group identity and takes on that of another group.
✓ Importance and Functions of Culture
1. Culture helps the individual fulfill his potential as a human being.
2. Through the development of culture, one can overcome physical disadvantages and allows provision
of needs.
3. Culture provides rules of proper conduct for living in a society.
4. Culture provides an individual his concepts of family, nation or class.

Social Institutions
✓ Structures and mechanisms of social orders and cooperation that govern the behavior of its members
✓ A group of social positions, connected by social relations, performing a social role
✓ Characteristics of an Institution
1. Institutions are purposive.
2. Institutions are relatively permanent in their content.
3. Institutions are structured.
4. Institutions are a unified structure.
5. Institutions are necessarily value-laden.
✓ Functions of Institutions
1. Simplify social behavior for the individual person
2. Provide ready-made forms of social relations and roles for the individual
3. Act as agencies of coordination and stability for the total culture.
4. Tend to control behavior
✓ Essential Tasks
1. Replacing members or procreation
2. Teaching new members
3. Producing, distributing, and consuming goods and services
4. Preserving order
5. Providing and maintaining a sense of purpose
✓ Major Social Institutions
1. Family – the smallest social institution with the unique function of producing and rearing the young
Functions of the family
▪ Reproduction of the race and rearing of the young
▪ Cultural transmission or enculturation
▪ Socialization of the child
▪ Providing affection and a sense of security
▪ Providing the environment for personality development and the growth of self-concept in relation to others

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▪ Providing social status
Kinds of family patterns
Membership
1. Conjugal/nuclear – consist of the husband, wife and children
2. Consanguine/extended – consists of the married couple, their parents, siblings, grandparents, uncles, aunts
and cousins
Residence
1. Neolocal – newly married pair maintains a separate household and live by themselves
2. Patrilocal – newly married couple lives with the parents of the husband
3. Matrilocal – newly married couple lives with the parents of the wife
Authority
1. Patriarchal – when the father is considered the head and plays a dominant role
2. Matriarchal – when the mother is the head of the family and makes major decisions
3. Equalitarian – when both father and mother share in making decisions and are equal in authority
Descent
1. Patrilineal – descent is recognized through the father’s line
2. Matrilineal – descent is recognized through the mother’s line
3. Bilineal – descent is recognized through both mother and father’s line

2. Education

3. Religion – any set of coherent answers to dilemmas of human existence that makes the world meaningful.
Characteristics of Religion
✓ Belief in a diety or in a power beyond the individual
✓ A doctrine (accepted teaching) of salvation
✓ A code of conduct
✓ The use of sacred stories
✓ Religious rituals
Functions of Religion (Calderon, 1998)
✓ Religion serves as a means of social control
✓ Exerts great influence upon personality development
✓ Allays the fear of the unknown
✓ Explains events or situations which are beyond the comprehension of man
✓ Gives man comfort, strength and hope in times of crisis and despair
✓ Preserves and transmits knowledge, skills, spiritual and cultural values and practices
✓ Serves as an instrument of change
✓ Promote closeness, love, cooperation, friendliness and helpfulness
✓ Alleviates sufferings from major calamities
✓ Provides hope and blissful life after death
Church – tends to be a large, with inclusive membership, in low tension with surrounding society
Sect – has a small, exclusive membership, high tension with society; tend towards the emotional, mystic, stress faith,
feeling, conversion experience, to be “born again”
Cult – the more innovative institutions and are formed when people create new religious beliefs and practices (Stark and
Bainbridge, 1995)

4. Economic Institutions – any institution that is a player in the economy; includes manufacturers, leaders, distributors,
consumers and regulators of an economy
Economics – a social science that involves the study and analysis of production, distribution as well as consumption of
goods and services

Microeconomics vs. Macroeconomics

Microeconomics – concerned with the specific economic units or parts that make an economic system and the
relationship between those parts; emphasis is placed on understanding the behavior of individual
firms, industries, households and ways such entities interact
Macroeconomics – concerned with the economy as a whole or large segments of it; focuses on problems such as the
role of unemployment, the changing level of prices, the nation’s total output of goods and services
and the ways in which the government raises and spends money

Basic Economic Problems

1. What goods and services to produce and how much
2. How to produce goods and services
3. For whom are the goods and services

5. Government – an institution entrusted with making and enforcing the rules of society as well as regulating relations with
other societies
Three Branches of the Government
✓ Executive – proposes and enforces rules and laws

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✓ Legislative – makes rules and laws
✓ Judiciary – adjudicates rules and laws

Types of Governments
1. Monarchy – a political system in which a representative from one family controls the government and power is
passed on through the family from generation to generation
2. Democracy – a political system in which the citizens periodically choose officials to run their government
3. Authoritarianism – a political system that does not allow citizens to participate in the government
4. Totalitarianism – a political system under which the government maintains tight control over nearly all aspects of
the citizens’ lives

Functions of the Government

1. The constituent functions contribute to the very bonds of the society and are, therefore, compulsory
2. The ministrant functions are those undertaken to advance the general interest of the society, such a public
works, public charity and regulation of trade and industry

Trends, Issues and Development in Education

Global and National Development Trends and Directions in 21st Century

✓ Globalization
✓ Changing Environmental/Political and Cultural Landscapes
✓ Cultural Homogeneity (The Global Village)
✓ Information and Communication Technology (ICT) Revolution and High Interconnectivity
✓ The Changing world of work
✓ Changing Values and Morality Concern for Human Dignity/ Development

Characteristics of Education for 21st Century

✓ Quality (Excellence, effectiveness)
✓ Equity (Democratization of Access, Inclusive Education)
✓ Relevance (Functionality, Meaningfulness)
✓ Sustainability (Education for the Future)

Major Paradigm Shift in education

1. Learner-centered and learning-oriented curriculum
✓ Instruction changes from being teacher-centered and content-driven and becomes more learner-centered and learning
process-driven.
✓ The student’s role changes from that of being a passive recipient or empty receptacle into which the instructor “deposits”
knowledge-the “banking theory” of education (Freire, 1970)-to that of an engaged learner and active agent in the learning
process.
✓ The instructor’s role expands from that of a knowledge-laden professor who professes truths and disseminates factual
information to that being a learning mediator or facilitator who assumes as an educational architect; educational
consultant/facilitator; and educational assessor.
2. Contextualized learning
✓ Contextualized learning emphasizes content relevance by presenting realistic, industry specific scenarios.
✓ Contextual learning approach has these characteristics: problem solving occurs within realistic solutions learning occurs in
multiple contexts; Content is anchored in the diverse life and work context of students and authentic assessment is
employed.
3. Holistic and Integrated Approach to Education
✓ From knowledge as the only learning outcomes sought to the development of values and attitudes, skills and competencies,
not through classroom instruction alone but the entire school culture and atmosphere its vision and mission, co-curricular
activities, the human climate established by relationship existing therein;
✓ From knowledge-dominated curriculum to more attention being given to values education and emotional learning. The heart
of education is the education of the heart; and
✓ From rigid, compartmentalized subjects into more interdisciplinary and multi-disciplinary approaches to problems and
issues.
4. Lifelong Education for all
✓ From limited access to time-bound and space limited education, to borderless education, lifelong learning for all in a learning
society.

Peace Education
✓ Peace education is an important educational response in the light of the major social problems that we currently face. It
seeks of changes in society’s ethos, values and structures which, in turn, should eventually lead us to a world that is more
nonviolent, just and sustainable.

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✓ Peace education is considered transformative education not only because of its purpose and content but also because of
the teaching-learning process it upholds. The knowledge, skills and value-orientations that are cultivated are meant to
inspire personal and social action towards a peaceable society.
✓ Peace- is not just the absence of direct/physical violence but also the presence of conditions of well-being cooperation and
just relationships in the human and ecological spheres.

Cultural and Political Dimensions in Learning

1. Globalization and Global Education
✓ Globalization is often used to refer to economic globalization the integration of national economies into the
international economy through trade, foreign direct investment, capital flows, migration, and the spread of technology.
✓ It involves a) stretching of social, political and economic activities across political frontiers, regions and continents; and
b) the intensification or the growing magnitude of interconnectedness and flows of trade, investment. finance, migration
and culture.
✓ Global education- aims to extend students’ awareness of the world in which they live by opening them to the diverse
heritage of human thoughts and action and creativity. it places particular emphasis on the changes in communication
and relationships among people throughout the world highlighting such issues as human conflict and the impact of the
technological revolution.
✓ Implications
▪ Co modification and the corporate takeover of education.
▪ The threat to the autonomy of national e3ducational system of globalization.
▪ De-localization and changing technologies and orientations in education.
▪ Branding globalization and learning to be consumers.
▪ Movement of higher education toward supporting the nation’s wealth growth as opposed to focusing on the
liberal education of undergraduates.
▪ More protection and regulation of intellectual property rights.
▪ Increase and close partnership of higher education with industry and government-sponsored techno science
initiatives.
▪ Reduction of state and government support and subsidy for education.
2. Multicultural Education
✓ a field of study designed to increase educational equity for all students that incorporates, for this purpose, content,
concepts, principles, theories, and paradigms from history, the social and behavioral sciences and particularly from
studies and women studies.
✓ Dimensions of Multicultural education (Banks, 1997)
▪ Content integration- is the inclusion of materials, concepts, and values from a variety of cultures in teaching.
▪ Knowledge construction- is the recognition that all knowledge is socially constructed in the minds of human
beings to explain their experience and thus, can be challenged. Ideas that shape society do change.
▪ Equity pedagogy- is involved when teachers alter their teaching methods to accommodate the various cultural
differences or diverse students to stimulate academic achievement.
▪ Prejudice Reduction- Concerns changing the students’ attitudes towards differences of race and ethnicity.
▪ Empowering school culture- is the dimension of multicultural education that enables the other four dimensions.
3. Gender Education
✓ Sex – is the actual biological differences between males and females; a distinction between the physical and biological
characteristics of males and females. The sexual differences between females and males include different
chromosomes (genetic material), the glands, hormones and sex organ.
✓ Gender – the different roles responsibilities and expectations of women and men in societies and cultures; the society
assigned label and personal definition as male or female including the corresponding socially defined rights and
responsibility.
✓ Patriarchy – refers to not just the benefits and costs that fathers and men have in fathers and men have in families
and at home, but also in society at large at the workplace, at home, and in human relationships at large. it is integrated
in the value system world view and socialization process, reproduced in the family, school and church as well as in
media and political exercises.
✓ Gender equality – is central to sustainable development where each member of society respects others and plays a
role in which they can fulfill their potential. The broader goal of gender equality is a societal goal to which education
along with all other social institutions, must contribute.
Dimensions of Gender Equality:
1. Equality of access- equitable opportunities to gain admission to formal, non-formal or alternative approaches
to basic education.
2. Equality in the learning process- receiving equitable treatment and attention and have equal opportunities to
learn by exposing to same curricula, through coursework may be taught differently to accommodate different
learning styles of students.
3. Equality of educational outcomes- enjoying equal opportunities to achieve and outcomes are based on their
individual talents and efforts. Mechanisms for evaluating should also be free from gender bias.
4. Equality of external results- occurs when the status of men and women, their access to goods and resources
and their ability to contribute to participate in and benefit from economic, social, cultural and political activities
are equal.

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4. Human Rights Education

✓ Human Rights are legal rights, safety enshrines in the Universal Declaration of Human Rights, various human rights,
covenants, conventions, treaties and declarations, regional charters, national constitutions and laws. It provides the
values, principle and standards that are essential to safeguard our most precious- the right to be human.
✓ Human Rights Education should encompass values such as peace, non-discrimination, equality, justice, non-
violence, tolerance and respect for human dignity. Quality education based on a human rights approach means that
rights are implemented throughout the whole education system and in all learning environments.

UNIVERSAL DECLARATION OF HUMAN RIGHTS (UDHR)

▪ Universally recognized human rights standards to which all states can subscribe and to which every human being can
aspire.
▪ International human rights standards are a compilation of international laws and treaties defining a broad range of
internationally accepted human rights such as civil, economic, political, and socio-cultural.
▪ Rights of women, children, persons with disabilities, migrant workers, indigenous people, minorities, refugees and other
vulnerable groups have also been acknowledge.

Fundamental principles underlying UDHR

✓ Universality- that everyone should enjoy human rights without discrimination as to sex, age, language. religion or
race. Whenever a person is, whether in a rich or poor country, in a tribe, and whoever the person is, a king/queen or
pauper, man or woman, old and young s/he can claim such rights.
✓ Inviolability- that human rights are irreducible element of one’s humanity cannot be abrogated or violated unless
determined by law and solely for the purpose of securing due recognition and respect for the rights of other and of
meeting the just requirements of the general welfare, morality and public order in a democratic society.
✓ Interdependence- a person’s well being cannot be enjoyed in piece meal. human dignity cannot be taken in
increments. This means that certain rights cannot be sacrificed in favor of their rights because taken together these
rights make human beings whole.

5. Education for Sustainable Development (ESD)

✓ The goal of the United Nations Decade of Education for Sustainable Development (2005-2014, DESD), for with
UNESCO is the lead agency, is to integrate the principles, values, and practices of sustainable development into all
aspects of education and learning.
✓ This educational effort will encourage changes in behavior that will create a more sustainable future in terms of
environment integrity, economic viability, and a just society for present and future generations.
✓ The following four core values in promoting sustainable development are:
▪ Reverence of all life
▪ Inter-generational Equity
▪ Concept of Universal Harm
▪ Solidarity/Communion

Part III – The Teaching Profession

A. Trifocalization of the Educational System
✓ Basic Education- consisting of elementary and secondary levels, is managed by the Department of Education (DepEd)
through the passage of R.A. 9155 or Government of Basic Education Act on August 2001.
✓ Technical-Vocational Education and Training- is the jurisdiction of Technical Education and skills Development Authority
(TESDA) as mandated by R.A. 7796 otherwise known as the TESDA Act signed into law on August 25, 1994; and
✓ Higher Education- Involving community colleges, universities and specialized colleges is the domain of the Commission
on Higher Education (CHED) established through the enactment of R.A. 7722 or Higher Education Act on May 18, 1994.
B. Philosophy of 2002 Basic Education Curriculum
1. The ideal Filipino learners are empowered learners, who are competent in learning how to learn and have life skills so that
they become self-developed persons who are makabayan, makatao, makakalikasan and maka-Diyos.
2. Functional literacy is the essential ability for lifelong learning in or dynamically changing world.
3. The ideal teacher of the 2002 Curriculum is not the authoritarian instructor but the thrust worthy facilitator or manager of
the learning process, enabling the learners to become active constructors of meaning and not positive recipients of
information.
4. The ideal teaching-learning process is interactive where the learners, the teachers, instructional materials and info-tech
interact with one another reciprocally.
C. Alternative Education
✓ Alternative education also known as non-traditional education or educational alternative includes a number of approaches
to teaching and learning other than mainstream or traditional education. Educational alternatives are often rooted in various
philosophies that are fundamentally different from those of mainstream or traditional education.
✓ It must envision a Philippine society characterized by an increasingly productive mixed economy, essentially nationalist and
redistributive in character and by a democratic government based on the broadcast possible sectoral representation at the
local, regional and national levels.

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D. Enhanced K + 12 basic Education Program

✓ Kindergarten refers to the 5-year old cohort that takes a standardized kinder curriculum.
✓ Elementary education refers to primary schooling that involves six or seven years of education
✓ Secondary education refers to high school.

Features of K 6-4-2:
✓ Kindergarten and 12 years of quality basic education is a right of every Filipino, therefore they must be and will be provided
by government and will be free.
✓ Those who go through the 12 years cycle will get an elementary diploma (6 years), a junior high school diploma (4 years),
and a senior high school diploma (2 years)
✓ A full 12 years of basic education will eventually be required for entry into tertiary level education (entering freshmen by SY
2018-2019 or seven years from now)
✓ This program will require all incoming students to enroll into two more years of basic education. thus, the K + 12 system will
basically include the Universal kindergarten, 6 years of elementary, 4 years of junior high school with an additional 2 years
for senior high school. Change of the curriculum is in two-fold: curriculum enhancement and transition management.

What is Senior High School?

✓ 2 years of in-depth specialization for students depending on the occupation/career track they wish to pursue
✓ Skills and competencies relevant to the job market
✓ The 2 years of senior HS intend to provide time for students to consolidated acquired academic skills and competencies.
✓ The curriculum will allow specialization in the following tracks and strands:
▪ Academic Track – Science, Technology, Engineering and Mathematics (STEM), Accountancy, Business and
Management (ABM), Humanities and Social Sciences (HUMSS) and General Academic (GA) Strand
▪ Technical-Vocational and Livelihood Track
▪ Arts and Design (A&D) Track
▪ Sports Track

Why add two more years?

✓ To decongest and enhance the basic education curriculum
✓ To provide better quality education for all.
✓ The Philippines is the only remaining country in Asia with a 10-year basic education program
✓ K+12 is not new. The proposal to expand the basic education dates back to 1925.
✓ Studies in the Philippines have shown that an additional year of schooling increases earnings by 7.5%
✓ Studies validate that improvements in the quality of education will increase GDP growth by 2% to 2.2%
✓ Minus 2 instead of plus 2 for those families who cannot afford a college education but still wish to have their children find a
good paying job. Right now, parents spend for at least 4 years of college to have an employable child. In our model, parents
will not pay for 2 years of basic education that will give them an employable child. In effect, we are saving parents 2 years
of expenses. The plan is not “Plus 2 years before graduation but Minus 2 years before work.
✓ To inspire a shift in attitude that5 completion of high school is more than just preparation for college but can be sufficient
for a gainful employment curriculum.
✓ To provide better quality education for all

The program aims the following:

1. Uplift the quality of education in the Philippines in order for graduates to be easily employed
2. Meet the standards required for professionals who would want to work abroad
3. Fully enhance and develop the students in order for them to be well-prepared especially in emotional and cognitive aspects

SELECTED DEPED PROGRAMS AND PROJECTS

UNESCO-Education for ALL
Universal basic education is the central goal of the Philippines EFA strategy. Four major interventions defined in the UNESCO’s
Framework for Action to Meet Basic Learning Needs are as follows:
➢ institutionalize early childhood care and development
➢ provide universal quality primary education
➢ eradicate literacy
➢ launch continuing education programs for adults and out-of-school youth

UN Sustainable Development Goals (SDGs)

1. No Poverty
2. Zero Hunger
3. Good Health and Well-being
4. Quality Education
5. Gender Equality
6. Clean Water and Sanitation
7. Affordable and Clean Energy
8. Decent Work and Economic Growth
9. Industry, Innovation, and Infrastructure

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10. Reducing Inequality
11. Sustainable Cities and Communities
12. Responsible Consumption and Production
13. Climate Action
14. Life Below Water
15. Life On Land
16. Peace, Justice, and Strong Institutions
17. Partnerships for the Goals

Child-Friendly School System (CFSS)

The characteristics are:
• Gender sensitive and non-discriminating. Specifically, the CFSS treats all children equally regardless of gender, social status,
cultural origin or religious belief;
• child-centered, imparts quality learning and encourages children to participate in school and community activities;
• promote good health practices and behaviors and guarantees that school premises are safe and clean;
• has the best interest of children in mind and seeks to provide an environment that is safe, secure and a home away from home;
and
• Works closely with children’s families and engages the support and interaction of community institution and other individual.

Multilingual or Mother-Tongue Based Learning

It refers to learning which begins in the first language/mother tongue and transition to additional languages. It views Filipino as a language
which is more culturally relevant and practical and has the value to foster national unity. Child is most comfortable learning in one’s first
language and begins to conceptualize rather than merely memorize formulate and codes as one does when the language is not familiar.

A. DepEd Order No. 60, s. 2008

No. 3 The use of the mother tongue as the language of instruction beginning Grade 1 is now recognized as most effective
way to improve students learning and shall also serve as a strong language to learn a second language better and faster.
B. DepEd Order No. 74, s. 2009
Mother tongue-Based Multilingual education, herein referred to as MLE, is the effective use of more than two languages for
literacy and instruction.

Every Child A Reader Program (ECARP)

Launched to develop pupils’ reading and communication skills by Grade 3. It is designed to improve the delivery of instruction of reading
teachers in Grade I to III. An eight-week curriculum provides Grade 1 pupils adequate home-to-school transition and readiness
experiences.

Brigada Eskwela
The national Schools Maintenance Week and is observed every May of each year since 2003. Capitalizing on the spirit of bayanihan
among Filipinos, it encourages parents, barangay residents, local businessman, youth and the community to volunteer resources
(financial, material, labor) and work collectively for the maintenance and minor repair of schools during the month of May to prepare the
schools for the opening of classes in June.

Brigada Eskwela Plus shall be implement in three phases that will focus on contributing to the (a) increase in participation rate; (b)
decrease in dropout rate; and (c) improvement of academic performance of public school children.

Adopt-A-School Program
Formalized by RA 8525, the program is DepEd’s vehicle to mobilize support from the private and non-government sectors. Based on a
menu of assistance packages developed by DepEd, interest companies can sponsor certain school programs/projects. Donor assistance
came in the form of classroom construction, teaching skills development, provision of computer and science laboratory
equipment/apparatuses; and school programs for the children.

School-Based Management
SBM is defined as decentralization of decision-making authority from central, regional and division levels to individual schools, uniting
school heads, teachers, students as well as parents, the local government units and the community in promoting effective schools.
The main goal of SBM is to improve school performance and student’s achievement. Its objectives are:
• Empower the school head to provide leadership; and
• Mobilize the community as well as the local government units to invest time, money and effort in making the school a better
place to learn in.

LEGAL BASES OF PHILIPPINE EDUCATION

Philippine Educational System
• Pre-Spanish Period – the early Filipinos considered education as a way to preserve their culture and transmit this knowledge to
future generations.
• Spanish Regime – Schools were established with the objective of rearing children to learn skills acquired by the youth in Spain.
The educational system was under the control of the Roman Catholic Church.
• American Era – Democracy was emphasized. They made education accessible to all.

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• Japanese Occupation – Education was as instrument for Filipinos’ to embrace Japanese ideologies. It promoted vocational
education and inspired people with the spirit of labor.

Post War/ 3rd Republic

• All educational institution shall be under the supervision of and subject to the regulation of the State. The government shall
establish and maintain a complete and adequate system of public education, and shall provide at least free primary instruction
and citizenship training to adult citizens.

Marcos Administration
• The country’s educational system’s adopted the acronym PLEDGES
• P= peace and order
L= land reform
E= economic reform
D= development of moral values
G= government re-organization
E= employment and man-power services
S= social services
• PD no. 1081, Article XV Section 8 of the 1973 Constitution
• …All educational institutions shall aim to inculcate love of country, teach the duties of citizenship, and develop moral character,
personal discipline, and scientific and technological and vocational efficiency.
• Batasang Pambansa Education Act of 1982

Aquino Administration
• The Education department started as the Ministry of Education which was later changed to the Department of education Culture
and Sports DECS
• The 1986 Constitution provides the present philosophy of Education as stated in Article XIV, Section 3.
• Strengthen ethical and spiritual values, develop moral character and personal discipline, encourage critical and creative thinking,
broaden scientific and technological knowledge and provide vocational efficiency.

Ramos Administration
• E.O. 337 May 17, 1996
• Transferring the National Training for Technical Education and Staff Development (NTTESD) from the Department of Education
Culture and Sports (DECS) to the Technical Education and Skills Development Authority (TESDA)

Arroyo Administration
• Republic Act No. 9155 (August 11, 2001), otherwise known as Governance of Basic Education Act of 2001, renamed the DECS
to the Department of education (DepED)
• Article XIV of the 1987 Philippine Constitution

Educational Act of 1982 (Batas Pambansa Blg. 232)

Applies to both private and public schools in the entire educational system

The act provide that the basic policy of the State is to establish and maintain a complete adequate, and integrated system of education
relevant to the goals of national development as follows:

Achieve and maintain an accelerating rate of economic development and social progress;

Assure the maximum participation of all people in the attainment and enjoyment of such growth; and

Achieve and strengthen unity and consciousness and preserve, and develop and promote desirable cultural, moral, and spiritual values
in a changing world.

The Department of Education Culture and Sports is the principal agency of the Philippine Government which is responsible for
education and manpower development

The State shall protect and promote the right of all citizenship to quality education at all levels and shall take appropriate steps to make
education accessible to all”.

OTHER LEGAL BASIS

• R.A. 1265 and DECS Ruling #8: Penalizing all educational institutions which do not observed the flag ceremony.
Supreme Court resolution declares that all school children cannot be compelled to salute and pledge allegiance to the flag if
their religious beliefs ban them by doing so.
• R.A. 6728: Government Assistance to Students and Teachers of Private Education (GASTPE)
• R.A.7722: An act creating the Commission on Higher Education

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• R.A.7784: An act strengthening Teacher Education in the Philippines. By creating Centers of Excellence (COE); creating
a Teacher Education council for the appropriation of national network with elementary schools, high schools and / or part for
laboratory purposes.
• R.A.7796: An Act Creating the Technical Education and Skills Development Authority (TESDA)
• R.A. 7836: Philippine Teacher Professional Act of 1994
a. Prescribe the licensure Examination for Teacher (LET) to make them duly licensed professionals who possess
dignity and reputation with high moral values as well as technical and professional competence.
b. Provides that within two years after January 12, 1999, no person shall be allowed to teach in the preschool,
elementary and secondary level or in vocational courses unless he is duly registered professional teacher.
• R.A. 8187: Paternity Leave Act of 1996- grants paternity leave of seven (7) days with full payment to married male employee
for the first four deliveries of the legitimate spouse with whom he is cohabiting, such leave is not cumulative and non-
convertible to cash.
• R.A. 7192: An act promoting the integration of women As Full Parents of Men in Development and Nation Building for other
purposes.
• Educational Assistance Act of 1976: Study Now Pay Later Plan
• P.D.176: Ownership, control and Administrative of Educational Institutions
• R.A. 578: Confers the Status of person in authority upon teachers, principals and professors.
• R.A. 6655: and DECS Order #44 s. 1988: An Act Establishing and Providing for A Free Public Secondary Education and for
Other Purposes, otherwise known as Free Public Secondary Education Act of 1988”
• R.A. 4090: Provides for the state scholarship in Science, Arts and Letters for the Poor but Deserving Students,
Creating a State scholarship Council to Integrated, systematize, administered an implement all program scholarship
and appropriating finds thereof.

• R.A. 5447: Creation of a Special Education Funds Act enacted in 1968 (to be constituted from the proceeds of an additional
real property tax and certain portion of the taxes on Virginia type cigarettes and duties imposed in imported tobacco leaf.
Activities shall be limited to:
a. Organization and extension of classes
b. Construction and repair of school buildings (aiding provincial, municipal, city and barrio schools)
c. Acquisition of school sites
• R.A. 1124: created 15 members of the Board of National Education and reduced the membership of the Boards to eight (8).
The highest policy making body in formulating educational policies and direction and interest.
• R.A. 6139: An Act to Regulate Tuition and Other School Fees of Private Education
• R.A. 5698: Legal Education Board was created to improve the quality of law schools.
• R.A. 7687: An Act instituting/establishing scholarship program for courses that will encourage the students to
pursue careers in Science and Technology. (Science and Technology scholarship Act of 1994)
• R.A. 7743: Establishment of City and Municipal Libraries
• R.A. 7880: An Act providing for the fair and equitable allocation of Dept of Ed Cultures and Sports Budget for the
capital Outlay (fair and Equitable Access to Education Act)
• R.A. 8292: Higher Education Modernization Act of 1997; establish and maintain and support a complete, adequate and
integrated system of education relevant to the needs of the people and society.
• R.A. 6850: An Act to Grant Civil Service Eligibility Under Certain Conditions to Government Employees Appointed Under
Provisional or Temporary Status who have rendered a total seven (7) years of Efficient Service.
• R.A. 8445: amending R.A. 6728 “an Act providing government assistance to students and teachers of private
education. “Expanded Government Assistance to Students and Teachers in private Education Act.
• R.A. 8525: Act Establishing “Adopt-A-School Program”, allowing private schools, companies to assist/support public
schools in upgrading and modernization public schools particularly those in poverty-stricken provinces.
• R.A. 8491: Prescribing the code of the national flag, anthem, motto, coat of arms and other herald items and devices
of the Philippines (flag and Heraldic Code of the Philippines)
• R.A. 7686: An Act to Strengthen the Manpower Education and Training in the Philippines in the institutional the Dual Training
System as An Instructional Delivery system of Technical and Vocational Education and Training, otherwise known as “Dual
Training System Act of 1994”
• R.A. 7797: An Act Lengthen the School Calendar from Two Hundred days not more than Two Hundred Twenty (220
days)
• R.A. 8190: An Act Granting Priority to Residents of the Barangay, Municipality or City where the Schools is located in
the appointment or assignment of classroom Public School Teachers
• R.A. 6972: An Act Establishing a Day Care Center in every Barangay, Instituting therein a Total Development and Protection
of Children Program, Appropriating Funds, Therefore, and for other purposes.
• R.A. 7624: An Act Integrating Drug Prevention and Control in the Intermediate and Secondary curricula as well as in the No
Formal, Informal and Indigenous Learning Systems and For other purposes.
• R.A. 7165: An Act Creating Literacy Coordinating Council, Defining its Powers and Functions, Appropriating therefore and for
other purposes

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• R.A. 7877: Anti-Sexual Harassment Act of 1995
• R.A. 9163: National Service Training Program (NSTP)
• R.A 80: Office of Adult Education
• E.O 189-Placed all Public School teachers under the supervision of DECS
• P.D. 603-classes for children with special needs
• Commonwealth Act No. 1- Preparatory military training shall begin in elementary grade school at age 10. This act was
amended by PD 1706 (Aug 8, 1980) requiring all citizens to render civic welfare service, law enforcement service and military
service.
• Commonwealth Act No. 80- (Oct 26, 1936) established the Office of Adult Education (vocational training in an effort to
eliminate illiteracy)
• Commonwealth Act No. 578- (June 8, 1940) conferred the status of PERSONS IN AUTHORITY upon teachers
• Commonwealth Act No. 586- Education Act of 1940- reduction of number of years in elementary (from 7 to 6), fixing school
entrance age 7yo, national support of elementary ed, compulsory attendance in the primary grades for all children enrolled in
grade one, introduction of double single session.
• Commonwealth Act No. 589- (Aug 19, 1940) established school rituals in private and public schools
• RA No. 137 (June 14, 1947) enacted the Board of Textbooks
• RA No. 896 (June 20, 1953) Elementary Education Act of 1953, This law repealed Commonwealth Act 586 (restoration of
grade 7, abolition of double single session, compulsory completion ef elementary, compulsory enrollment of children in public
school upon reaching 7 years old)
• RA #1124 – (June 16,1954) created the Board of National Education
• RA #1425- (June 12, 1956) teaching life, works and writing of Rizal especially Noli and Fili in public and private schools
• RA 4760- (June 18,1966) Magna Carta of Public School Teachers
• RA 1079 (June 15, 1959) provided that civil service eligibility shall be permanent and valid lifetime
• EO No. 27- (July 4, 1986) inclusion of human rights courses or subjects
• EO No. 189- (June 10, 1987) Basic salary and COLA of public school teachers will be paid for by national government
• PD 6-A- (Sept 29, 1972) Education Development Decree of 1972
• PD 146 – (March 9, 1975) gave power to CSC the authority to give appropriate exam to all public school teachers
• PD 1006 (Sept 22, 1976) Philippine Board Examination for Teachers
• RA 10157 – Universal Kindergarten Act
• RA 10533 – Enhanced Basic Education Act of 2013

Department Orders/Memoranda/Circula
• DECS Order #30 s 1993- NEAT
• DECS Order #30 s 1994-NSAT
• DECS Order #5, s. 1947: Bilingual Education policy
• DECS Orders #52, s.1987: Mandates the use of the regional languages as auxillary medium of instruction
• DECS Order No. 4, s. 2002: Basic Education Curriculum DepEd Order No. 25, s. 2002, the 2002 Basic Education Curriculum
shall be implemented in all public schools during 2002-2003
• CMO #30, s. 2004: Revised Policies and Standards for Undergraduate Teacher Curriculum
• CMO #52, s. 2007: Addendum to revised policies and Standard for Undergraduate Teacher education curriculum.
• DepEd Orders #4, s. 2002: Basic Education Curriculum
• DepEd Order #9, s. 2004: Guidelines in Selection of Honor Pupils/Students in Public Schools
• DepEd Order #10, s. 2004: Implementation of the Enhance 8-week Early Childhood Experiences (ECE) for Grade I
• DepEd Order #45, s. 2008: Student Uniforms Not Required in Public Elementary and Secondary Schools
• DepEd Order #19, s. 2008: Implementation of No Collection Policy in all Public Elementary and Secondary Schools
• DepEd Memo #490, s. 2007: Spanish Language as an Elective in High School
• DepEd Memo #62, s. 2008: Early Registration for Incoming First Year High School Students for SY 2009 – 2010
• DepEd Memo #7, s. 2009: Random Drug Testing

Moral Principles of Teachers

• Morality refers to the quality of human acts by which we call them right or wrong, good or evil
• Do good and avoid evil (Fundamental Moral Principle)
• Do not do unto others what you do not like others do to you (Kung-fu-tzu)
• Act in such a way that your rule can be the principle of all (Immanuel Kant0
• Eight Fold Path (Buddhist)
• Koran and Five Pillars (Muslims)
• Ten Commandments and Beatitudes (Christian)
• As teachers, we are expected to be a person of good moral character as exemplified by being
1. Human 2. Loving 3. Virtuous 4. Mature

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Teachers’ Values Formation
• Values are taught and caught
• Values have cognitive, affective and behavioral dimensions
• Value formation includes formation in the cognitive, affective and behavioral aspects
• Value formation is a training of the intellect and will

Additional Readings to do:

1. Code of Ethics for Professional Teachers
2. Code of Conduct and Ethical Standards of Public Officials and Employees
3. Magna Carta for Public School Teachers

22 | P a g e Social Dimensions of Education Jason M. Madronero, LPT