P ro fe ssio n al E d u catio n
Foundations
o f Education
Prepared by: Prof. Maville Alastre-Dizon
Competencies:
1. Interpret educational problems
in the light of philosophical and
legal foundations of education.
2. Analyze historical, economic,
socio-cultural, geographical,
environmental, political and
social-psychological factors
that affect the role of the
•
school as an agent of change. •.
F o u n d atio n s o f Ed ucatioo
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PART I - CONTENT UPDATE
I. HISTORICAL FOUNDATIONS
1. EARLY CONCEPTIONS OF EDUCATION
1.1. EduntlorifffG dnfom i^/FM m f^Educaaon
Aims: To survfve and to conform to the tribe to which they belong Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation, indoctrination
Proponents: Primitives
1.2. Education for the Preservation of Social Stablflty/Oriental Education Aims: To Impress traditional Ideas and customs In order to maintain
: and perpetuate the long established social ortier Contents: Moral and Theoretical Training
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Proponents: Orientals (Chinese, Indians, Egyptians)
1.3. Education for the D evelopn^ of Individuality/Greek Education Aims: To promote Individual success and welfare through the
harmonious development of the various aspects of human personality
Spartan: To develop a good soldier in each citizen Athenian: To perfect man (body and mind) for individual excellence needed for public usefulness
Contents: Spartan- Military and physical training Athenians- Liberal education Methods: AlhMiian> Prlndple of
Spartan- Competition and rivalry Proponents: Greeks
1.4. Education for Utilitarianism/Roman Education .
Aim: To educate the Roman youth for realizing national ideals Content Physical training (martial arts, use ofWar ___ ;___ «_________________ ______ *
Fo u n d atio n s o f E d u catio n weapons)
Methods: Elementary - memorization, imitation
Secondary - literary exercises, intensive drill 'on speech, grammar
proponents: Romans
2. MODERN CONCEPTIONS OF EDUCATION
2.1. Education for Rich, FuH Life / Italian or Individualistic Humanism Aim: To secure rich and full life for each individual through contacts
with the ancient
Contents: Gramma’, Literature and Mathematics
Methods: Text study, written themes, self-activity and self-expression Proponent: Vittorino da Fettre
2.2. Northern dr Social Humanism Aim: For social reform
Contents: Classical and biblical literature (Religious)
Methods: Individualized instruction, repetition and mastery, motivation, use of praise and rewards
Proponent: Desiderius Erasmus 2.3. Reformation
Aim: Religious mora»sm
Content Physical education, Character education. Math, History, Science
Methods: Memorization, religious indoctrination Proponent: Martin Luther
2.4. Counter-Reformation
Aim: To develop an unquestioning obedience to the authority of the church
Content 4R’s (religion included) Methods:
» adapting the losson to the abilities, needs, .and interests ofchildren
* reviewing the previous lessons ♦ repetition for mastery PNU LET Reviewer
P ro fe ssio n a l E d u c a tio n ♦ memorization with understanding
♦ use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits 2.5. Education as Training of the Mind / Formal Discipline
Aims: To train the mind through rigorous exercises in order to develop intellectual capacities
To form character (mental, physical and moral)
Contents: Classical Languages and Math; Physical (vigor of the body) mental (mental power) and moral (good conduct)
Methods: Formal- sensation, memory and reasoning, Drill method Proponent John Locke
2.6. Rationalism
Aim: To enable man to think for themselves
Contents: philosophical/scientific knowledge, ethics and morality Methods: critical analysis, application of reason
2.7. Education in Harmony with Nature / Naturalistic Conception of Edu cation
Aims: To develop the individual in accordance with the laws of human development and to preserve the natural goodness of man
Contents: Holistic education (physical, moral, intellectual) Proponent: Jean Jacques Rousseau
2.8. Education for Patriotic Citizenship / Nationalistic Conception Aim: To develop military preparedness and aggressiveness for the
preservation and glorification of the State Content Social Studies
Methods: Practical
2.9. Education as Psychological Development
Aim: To direct and control growth and development through appro priateeducatignat procedures
JOHANN HEINRICH PESTALOZZI-Social regeneration of humanity FRIEDRICH FROEBEL - Development of the child
JONATHAN HERBART - Moral development
P ro fe ssio n al E d u catio n
EQWARD LEE THORNDIKE - realize the fullest satisfaction, of human wants
• Contents: Math, science, language, arts, history, literature Methods: Principles and Laws of Learning
2.10. Education as a Scientifically Determined Process Aim: To mate education a science
Content Science.
Methods: Experimental, problem-solving, scientific method and research.
2.11. Education as Social Reconstruction / Social Experimentalism Aim: Prepare for a progressive rebuilding of the social order Content Social Studies;
Intellectual - critical examination of the social conditions and social problems
Civic - intelligent participation and cooperation in civic affairs Vocational - social relationships of one’s Job
Methods: Guidance (including social guidance), intelligent and co operative participation; Field Trips, Directed Classroom Study (community life)
II. PHILOSOPHICAL FOUNDATIONS
1. MAJOR PHILOSOPHICAL THOUGHTS 1.1. Idealism ' '■ fi'x C O
-♦ adheres to the view that nothing exists except in the mind of man, the mind of God, or in a super or su- pra-natural realm
♦ idealists believe that Ideas and knowledge are enduing and can change fives
Aims:
♦ to develop the individual spiritually, mentally, morally ' (mind, soul and spirit) __________ Prof. Mavilie Alastrc-Dizon
Fo u nd atio ns o f E d u c atio n ♦ to discover and develop each Indvidual's abilities and
full moral excellence in order to better serve society Methods: Critical discussions, lecture, Socratic method, introspec
tion, imitating models, reflection/reflective thinking, Content: Literature, History, Philosophy, and Religion The Learner:
♦ imitates the teacher who. is an exemplar of an Ideal person
♦ tries to do the very best he can and strive toward per fection
The Teacher:
♦ excellent example/ role model for the student - intellec tually and morally
♦ exercise great creative skill In providing opportunities for the learners' minds to discover, analyze, synthesize and create applications of krwwtedge to life and behavior ♦ questioner- encourages students to think and ask more
questions and develop logical thinking The School:
♦ train future leaders
♦ develop morality and to distinguish right from wrong ♦ maintain and transmit values
♦ place emphasis on developing the mind, personal disci pline, and character development
Proponent Piato - "In order to know something, we need-to withdraw from the use of our senses and reiy on a purely intellectual approach*.
1.2. Realism
-♦ ' Stresses that the world is made up of real, substantial and material entities ,
♦ Knowledge is derived from sense experience. Aim: To provide students with essential knowledge to survive the
. natural world
Foundations o fE d u c a t io n
Methods: lectures, demonstrations, and sensory experiences, Inductive logic
Content: Science and Mathematics The Teacher:
♦ a guide,' a demonstrator, who has full mastery of Ihe knowledge of the realities of life
♦ requires the learner to recall, explain, and compare facts; to interpret relationships, and to infer new mean ings
♦ rewards the success of each learner and reinforces what has been learned
♦ utilizes learner's interest by relating the lessons to the learner's experiences, and by making the subject matter as concrete as possible
The Learner:
♦ sense mechanism, a functioning organism which, through sensory experience, can perceive the natural order of the wortd.
♦ can team only when he follows the laws of learning The School:
♦ transmits knowledge
♦ classrooms are highly ordered and disciplined Proponents:Aristotle,Harbart,Comen/us . •. -L .
1.3. Pragmatism/ExperimentaHsm *
♦ Pragmatists believe that the curriculum should reflect the society, emphasizing the needs and interests of the
•children. :
Aim: To teach students how to think so that he can adjust to the demands of an ever changing world
Content: Practical and utilitarian subjects
Methods: Project method, free and open discussion, individual • problem-solving research
P ro fe ssio n a l E d ucatio n
The Learner: • •
♦ learn from experiences through interaction to the. en vironment
The Teacher:
♦ capture the child's interest and build on the natural mo tivation
♦ use varying teaching methods to accommodate each individual learning style
♦ helper, guide, and arranger of experiences Proponent John Dewey
2. MODERN PHILOSOPHICAL THOUGHTS 2.1. Perennialism -tii^ L c £■
♦ Knowledge that has endured through time and space should constitute the foundation of education
♦ Perennjalists believe that when students are immersed in the study of profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals.
Aim: To develop power of thought Proponent: Robert Hutchins TheTeacher:
♦ Interprets and tells eternal truth
♦ spends more time teaching about concepts and explaining how these concepts are meaningful to students The Learner:
Passive recipients _ . v
2.2. EBMfltfafem - • •
♦ Teaching the tjasic7essentta) knowledge and skills Aim: To promote the intellectual growth of the learners. Proponent: William Bagley
-The Learner: * .
♦ receives instruction in skills such as writing, reading, measur&nent/arithmetic (3Rs)
P ro fessio n al Education
•The Teacher: . •
♦ focuses heavily on achievement test scores as a means of evaluatingprogress.
2.3. Progressivism
♦ Education is always in the process of development ♦ Focused on the whole child aod the cultivation of indi
viduality
♦ Centered on the experiences, interests, and abilities of students
♦ ProgressMsts strive to make schooling both interesting and useful.
Aim: To provide the pupil the necessary skills to be able to interact with his ever changing environment
Proponents: John Dewey.Johann Pestalozzi The learner:
♦ Learns through experiences, by doing The Teacher:
♦ plans lessons that arouse curiosity and encourage the students to develop a higher level of knowledge 2.4. Existentialism
♦ Man shapes his being as he lives.
♦ Knowledge Is subjective to the person's decision, and varies from one person to another.
Aim: To train the individual for significant and meaningful existence Proponent: Jean Paul Sartre
The Teacher:
♦ Assists students in their personal journey ♦ Aids children in knowing themselves The Learner:
♦ Determines own rule 2.5. Social Reconstructionism
♦ Emphasizes the addressing of social questions and a quest to create a better society
i . ... * ... ■ » '" " 1 Prof.MavilleAlastre-Dir.on
Fo u n d atio n s ofEcJucacion * Social reconstructionists believe that systems must be ’ changed to overcome oppression and improve human
conditions.
* Curriculum focuses on students' experiences Aim: Education for change and social reform
Proponent: George Counts The Learner:
♦ takes social action on real problems such as violence, hunger, international terrorism, Inflation, discrimination and inequality, and environmental problems
The Teacher:
* Uses community-based learning and brings the world into the classroom
}. EASTERN PHILOSOPHIES 3.1. Hinduism
* Emphasizes a commitment to an ideal way of life char acterized by honesty, courage, service, feitft, self-coo- troi, purity and non-violence which can be achieved through YOGA
Proponent: Mahatma Gandhi Hinduism in Education:
♦ The teacher shows the way and imparts knowledge by his own example, responsible for the students' spiritual welfare.
♦ The students aim to remember everything by heart and gain mastery of every subject learned.
* Teaching methods are oral and memory intensive, dis cussion and debates
3.2. Buddhism
♦ Believes in the FOUR NOBLE TRUTHS ♦ Believes In the LAW Of KARMA Proponent; Siddharta Gautama
F o u n d a tio n s o f Education
Buddhism in Education:.
♦ Education Is rooted on faith
♦ Continuing educational astern- to receive additional teaching and learn from each other during class dis cussions
• 3.3. Confucianism
Teaches moral He through devotion to the family, loyalty to Vie elders, love of learning, brothertwod, civil service, and universal kwe and justice. Stresses the FIVE CARDINAL VIRTUES (benevolence, righteousness, pro priety! wisdom and sincerity).
Proponent Confucius Confucianism in Education:
♦ CM service exams
♦ Religious rituals in the schools 3.4. Taoism
TAO: a way of life, a philosophy advocating simplicity, frugality, and the Joys of being close to nature and being in harmony with the whole universe
Strongly believes in WU WEI (Let things come naturally.) Proponent: Lau-Tzu
Taoism in Education:
♦ Taoist ethics emphasize compassion, moderation and humility.
♦ Physical exercises involve slow arid controlled body movements to achieve mental stillness.
3.5. Zen Buddhism (Japanese version)
♦ Belieyes in the THIRD EYE (to see things which are invis ible, to the naked eyes and to get attuned to the things around us).
♦ Encourages meditation (mind-awakening).
♦ Teaches that the entire universe Is one’s mind, and if _ one cannot realize enlightenment in one's own mind
now, one cannot ever achieve enlightenment. . PNU L E T Reviewer
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P ro fe ssio n a l E d u c atio n 3.6. Islam
Has Five pillars: belief in Allah, prayer (5x a day), fasting, almsgiving and • pilgrimage).
Proponent: Muhammad / Mohammed Islam in Education:
♦ Useful knowledge is necessary for the benefit of the self . and of humanity.
♦ A truly Islamic government is required to provide all means to promote adequate education for its citizens, to the best of Its ability.
III. PHILIPPINE EDUCATIONAL SYSTEM
Education during the Pre-Soanish Period
Aims: For Survival, Conformity, and Enculturation Contents: Informal Education, Religion-oriented
Methods: tell me and shew me, observation, trial and error Education during the Spanish Period
Aim: To propagate Christianity
Contents: Religious Education, Vocational courses Methods: Dictation and memorization
*■ The vernacular was used as the medium of instruction in the parochial schools.
♦ The religious orders introduced the parochial school. * Education Is suppressed, exclusive (for the elite), and
a inadequate.
Education during the Amartean Period . Aim: To teach democracy as a way of life
Methods: Socialized recltatton.Student's participation
Contents: Reading, writing, arithmetic, language, GMRC, civics, hy giene and sanitation, gardening, domestic science, American . ' ■ History, and Philippine history * .
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P ro fessio n al E d ucatio n
♦ Fprmal Education was established.
♦ Education during the Commonwealth Period (1935 1942)
Aims: (as provided for in the 1935 Constitution)
♦- to devetopmoral character, personal discipline, ciyk ' conscience, and vocational efficiency
♦ to teach the duties of citizenship
♦ to continue the promotion of democratic ideals and wa; of life.
Content- Character education and citizenship training.
♦ Education under the Commonwealth helps prepare fo the coming independence of a new Filipino nation. Education Purina the Japanese Era (1943-45)
Alms:
To strive for the diffusion of the Japanese language in the Philippine: and to terminate the use of the English language in schools To stress the dignity erf manual labor
Contents: Vocational, Technical, Agriculture, Values rooted on love for labor, physical education and singing Japanese songs, health/vocational education
Education Purina the Republic (1943-1972) Alms:
♦ Full realization of the democratic ideals and way of life ♦ Promotion of equal educational opportunities for all Contents:
♦ Social orientation as manifested by the conservation ol the Filipino heritage
♦ fra/ning for occupation
♦ promotion of democratic nation building . ♦ a new thrust on community development Education Purina the New Society M972-19861
Aim: For national development
F o u n d atio n s o f Education ♦ Curricular changes in Elementary Education
a) focused on the 3fis
b) integration of values in all learning areas c) emphasis on mastery learning . ♦ Curricular changes in Seawdary Education
a) Increased in time allotment
b) YDT and CAT introduced as new courses c) Elective offerings as part of the curriculum ♦ Made education relevant to the needs of the changing
world
♦ Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning areas Aims of education in the Philippines based on the 1973 Constitution:
♦ Foster love of country;
■ teach the duties of citizenship; and
♦ develop moral character, self-discipline, and scientific, technological and vocational efficiency
Education Purina 1986-2000
Aim: To promote national development and values education ♦ The national government appropriates the highest bud
getary allocation to education
♦ Promotion and improvement of the public school teach ers
♦ Implementation of NESC-addressed to civic, intellectu al, and character development of the child. Its features are:
- Emphasis on mastery learning; Focused on fewer learning areas
- Focused on the development of the 3Rs
- Emphasis on the developrnent of intellectual skills which are as important as work skills
- Multi-disciplinary treatment of curriculum content . *
fo u n d a tio n s o f E d u c a tio n
- Student-centered
- Cognitive-affective manipulative based curriculum - Values education offered asseparate subject area - Emphasis on Science and Technology
- Bilingual policy
- Entyhasls on Critical linking
♦ The Congressional Commission on Education (EDCOM), In Its report In 1991, recommended the following: a) trifocalizatfon of DECS Into the Department of
Education (DepEd), Technical Education and Skills Development Authority (TESDA), and Commission on Higher Education (CHED);
b) establishment of Teacher Education Council and Centers of Excellence;
c) professlonaBzation of teachers; and cQ Technical-Vocational Education retorn. Education Purina the 21stCenturv
Aim: To provide the school age population and young adults with skills, knowledge and values to become caring, self-reliant, productive and patriotic citizens.
♦ Republic Act 9155 (Governance of Basic Education Act), was passed transforming ihe name of the Department of Education, Culture and Sports (DECS) to the Depart ment of Education (DepEd) and redefining the role of field offices (regional offices, division offices, district offices and schools). The act provides the overall frame work for:
- school head empowerment by strengthening their leadership roles
* school-based management within the context of trahsparency and local Accountability.
The KM 2 program • ‘
♦ implementation started on SY 2012-2013 C F M p w irI FT BnvlflW fir
P ro fe s sio n a l E d ucatio n * kindergarten is now a part of the compulsory education
system
* a new curriculum for Grade 1 and Grade 7 pupils and students, respectively was introduced
bySY 2016-2017, Grade 11/Year 5 w ill be introduced, and Grade 12/Yfear 6 by SY 2017-2018;
* the phased implementation of the new curriculum will be finished by the SY 2017-2018
IV. SOCIOLOGICAL AND ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION
Sociology
• The science of man and society • Study of patterns of human behavior
• Study of groups and societies and how they affect the people
Society - a group of organized individuals who think of themselves as a distinct group, and who live together sharing the same culture occupying the same territory, who interrelates and Interacts with one another, recruits itsmembers by inter group sexual reproduction and has a shared comprehensive culture, with common shared attitudes, sentiments, aspirations and goals
Socialization
♦ A process of adapting or conforming to the common needs and interests qf a social group
» A process whereby People ieam the attitudes, values and actions appropriate to Individuals as members of a particular society, where a member of a group learns • and internalizes the norms and standards of the other
member ameng whom she/he lives
P ro fessio n al E d ucatio n
Agents of Socialization:
a) Family - smallest social institution whose members are united by blood, marriage or adoption, constituting a household and having a
common culture. .
b) School / Education - established by society for the basic encultur- - ation of the group; an agency which makes student learns how to value oneself and eventually others; an agency organized by society for the basic function of teaching and learning.
c) Church d) Mess media
Institutional Group Agencies for Education
Three (3) very important groups that serve as agencies for learning:
1. Family
• smallest social institution
Educative Functions of the Family (Home) • Health Education -proper food to eat, proper hygiene
• Ethics, Morality, Religion - spiritual, moral, and desirable social values - Socialization - rotes and status in society
• Psychomotor and manipulative skills-how to walk, dance and to use prop erly kitchen tools, utensils, etc.
• Recreational skills
• Academic-reading, writing, arithmetic 2. School
• an Institution, center of learning, established by society in which the accu mulated experiences of the past generations are passed on to the incoming generation by means of systematized programs of instructions.
Roles of the School:
1) The school as an agent of socialization
» Children learn how to get along with other students in the school. m Social ethics are taught in the schools.
■» The student government trains the students to become good leaders and followers.
Fo u nd atio ns o f E d u catio n • The school prepares the IndWdua) to become worthy members
of the society by making them aware of their responsibilities. 2) The school as an agent of cultural transmission
• Culture can be transferred through: a) Enailturatkm
- the passing on of group's custom, beliefs and tra ditions from one generation to the next generation b) Acculturation
- teaming other culture; the passing of customs, be- liefs and tradition through interaction/reading/inter marriages, etc.
» Values and attitudes formation are easily transmitted through lessons provided by the teachers.
» Culture can be transmitted through field trips, experiential learn ing, experimentation, group dynamics, cooperative learning, peer learning, rote playing and dramatization.
*» Knowledge about the latest development in science and tech nology, and about the nations and people of the world can be acquired through different learning activities.
3) The school as an agent of cultural change
■» Cultural changes are best discussed in the school. 4) The school as agent of modernization
• Educational systems are focused on future needs of the stu dents.
■* Changes which are mostly attempts to modernization are being. discussed in the school.
» The elements of cultural change which lead to modernization: - Development of oral and written communication and
other modern means of communication
- Improvement of science and technology in all fields 5) Other functions of the schools:
«* Serves as a multi-purpose institution
» Provides .training of the mind, teaches the basics
F o u n d atio n s o f E d u c atio n
» Develops problem solvingand critical thinking
» Promotes social integration, enculturation and cultural perception » Accelerates adjustment of society
3. Church
• a lifetime school of teaming
Education from the Church (through the bible): * History
Ex: Persia (now Iran), Mesopotamia (now Iraq) Prophecies
Ex: Earthquake, Famine, Calamities s Divine Values
Ex: Love, Hope, Faith, Wisdom Sociology of Education
- provides a study of the relationships between society and the educational processes which contribute to the analysis aid solution to problems con fronting the educational system.
M u m lm
■ science that studies the origin and development of man, his work and achievements which includes the study of physical, intellectual, moral, social and cultural development of man, including his customs, mores, folkways and beliefs
Culture
• The shared products of human learning, the set of learned behaviors, be liefs, attitudes, values, and ideals that are characteristics of a particular society or population
.■ The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other capabilities and habits acquired by man as a member of society
P ro fessio n al Ed ucatio n Characteristics.of Culture:
CULTURE is
• Transferable • Dynamic ■ Learned ■ Continuous • Shared • Universal ■ Symbolic ■ Adaptive ■ Borrowed
Elements of Culture
• Language - an abstract system of word meanings and symbols for aU as pects of culture; the foundation of culture; verbal and nonverbal
• Norms - are established standards of behavior maintained by a society; it must be shared and understood
• Sanctions-penalties or rewards for conduct concerning social norms a) positive sanctions- pay, promotion, medals, word of gratitude b) negative- fines, Imprisonment, threats, stares, ostracism
• Values - are collective conceptions of what is considered good, desirable and proper or bad, undesirable and Improper in a particular culture.
Change
• An enduring force in history; is inevitable, takes place from time to time • The adjustment of persons or group to achieve relative harmony
Forms of Change:
a) Cultural change - refers to aU alteration affecting new bait or trait complexes to change the culture’s content and structures b) Technological change - revision that occur in man's application of
his technical knowledge and skills as he adopts himself to environ ment
Examples offechnotogical changes in education: . . ♦ Introduction of new methods of learning
♦ Vocational education, computer education, and practical arts in the curriculum .
♦ Inclusion of information and communication technology
in the curriculum •
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c) Social change - refers to the variation or modifications in the patterns of social organization, of such groups within a society or of the entire society
Example of social changes in education:
* Revival of nationalism themes in literature, music and arts,ete. •
Anthrooolooical-Sociolooical Implications to Education:
• The curricular program of all learning institutions should be examined by the Commission on Higher Education (O fD ) and the Department of Edu cation (DepEd) so that those w ill be responsive to the needs of the society. • Parents should be involved In the school projects and activities, and in en-
culturatlon and socialization processes. SOCIAL CONCEPTS: 1. Values
■ generally considered as something - a principle, quality, actor entity - that is intrinsically desirable
2. Justice
■ giving others what is due to them; rendering to every man that exact mea sures of his due without regard to his personal worth or merit
3. Freedom, Rights arid Responsibility
■ Freedom is not absolute, it is not doing something without restrictions or . reservations or interference and influence of others.
• Right means what is just, reasonable, equitable, what ought to be, what is justifiable, something that is owed or due to others.
■ Rights and responsibility come in pairs. If one waits more'rights and free dom, s/he shall also have to. accept more responsibility. A right is abused when it Interferes with the rights of others
■ The reciprocation of rights and duties is the true foundation of social order. • Duties - refer to those tha't are due justice, to another individual or collec
tive persons and to God.
F o u n d atio n s o f E d u catio n ■ Authority- refers to the right given to give commands, enforce Jaws, take
action, make decisions, and exact obedience, determine or judge . • Accountability - means to be answerable for; emphasizes liability for some
thing of value either contractually or-because of one's position of authority • Responsibility - refers to trustwerthy performance of fixed duties and con
sequent awareness of the penally for falure to do so. 4. Ethics/Moral law
. Ethics Is based on one's station in life: to each station corresponds a certain behavior according to which a person must five.
THEORIES OF ETHICS:
1) Coosequentiaflsm - claims that the morality of an action is deter mined by its consequences
a) Hedonism - views that only pleasure is good as an end; pleasure is the highest good
b) Utilitarianism - believes that the greatest happiness of the greatest number is the test of right or wrong
c) Self-reallzationism - holds that the ultimate end ids the full development or perfection of the self
4) Non-consequentialism - claims that the morality of an action de pends on its intrinsic nature or on its motives'
5) Divine Command Theory - claims that the morality of an act de pends on whether it is in accordance with the will of God
6) Categorical Imperative Theory - holds that fa one's action to be morally right, s/he must be willing to have everyone act In the same way
7) Egoism - claims that an action is right only if It is in the interest of the agent
8) Situation Ethics - claims that the morality of an action depends on the situation and not on the application of the law
9) Intuitionism -claim s that one's knowledge of right and wrong is im mediate and self-evident
F o u n d atio n s o f E d u catio n
10) Emotive Theory -* claims that moral judgmente do not'state anything that is capable of being true or false but merely express emotions like oaths or exclamations
11) Ethical R e la tn ^ -holds the view that there is no one correct moral code for all times and peoples, that each group has its own morality relative to its wants
P ro fe ssio n a l E d u catio n
PART II - ANALYZING TEST ITEMS
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D ire c tio n s : Read and analyze each Item and select the correct option that answers each question. Analyze the items using the first 5 items as your sample. Write only the letter of your choice in your answer sheet.
e-1. The Department of Education gives greater emphasis on the development of basic skils. What is the philosophical basis for this?
Essentiallsm C, Perennialism
a. Existentialism 0. Pragmatism
The correct answer Is A-Essentialism which focuses on basic skills and knowledge. Option B-Existentialism focuses on self/individual. Option C-PerenrMsm focuses on unchanging truth. Option D-Pragmatlsm emphasizes the needs and interests of the children. •
2. Teacher M views his students as unique, free-choosing and responsible individuals. AH classroom activities revolve around the said premise. What theory underlies this?
A-Essentialism C. ProgressMsm
^B/Existentialism D. Realism
The correct answer is B-Existentialism which focuses on seif/irtdlvlduai. Option | A-Essentiallsm focuses on basic skills and knowledge. Option C-Progressivism focuses on the whole child and the cultivation of individuality. Option D-Realism emphasizes that knowledge is derived from sense experience.
3. Religious rituals in the classroom and in the school programs prove the deep natural religiosity of (he Filipinos. Which philosophy has greatly contrfouted Id this tradition?
k Buddhism , C. Hinduism ( g ) Confucianism D. Islam
P ro fe ssio n al E d u catio n .
The correct answer is B-Confucianism which advocates the religious rituals in the schools. Option A-Buddhism influences the idea on continuing educational system. Option C-Hinduism emphasizes a commitment to an Meal way of life. Option D-lslam advocates that useful knowledge is necessary for the benefit of the self and of humanity.
4. In order to make Roman education truly utilitarian, how should the day-to-day lessons be taught?
A. Taught in the students' native dialect
B. Taught interestingly through the play way method C. Related and linked to the events happening in everyday life D. Practiced at home under the guidance of their respective parents
The correct answer is C. Utilitarian education focuses on the usefulness of the | lessons to the daily life of the students. Options A, B, and D do not adhere to |
utilitarian education. I
5. Which influenced the military training requirements among students in the secondary and tertiary levels?
Chinese C. Orientals
(O G re e ks D. Romans
The correct answer is D-Greeks. They focus on military training. Option A-Chinese focuses on the preservation of culture. Option C-Otlentals focus on preservation of social stability. Option D-Romans focus on the usefulness of the individuals. 6. Which philosophy has the educational objective to indoctrinate Filipinos to accept
the teachings of the Catholic church which i ...iGod?
7. Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty consistent with the good and beauty in God. What
philosophy supports this? •
A. Realism B. Pragmatism D. Existentialism A: Existentialism B. Idealism C. Progressivism D. Social Reconstructionism
- Foundations o f E d u catio n 8. Giving education the highest budgetafy allocation, the Philippine government
recognizes the possible contribution of its future citizens to the national de velopment goals of the Philippine society. Which stressed tfiis gofil of education for social transformation?
A. Athenian education C. Greek education ‘ 8. Followers of Christ. D. Roman education
9; The progressivists emphasized the individuality of the child. What Is the concern
of the reconstructionists? .
A. Experiential learning (_Qy Social problem
B. Socialization 0. Values Education
10. One of the following quotations does not conform to the Christian doctrine of Edu cation for Humanitarianism.Which one is it?
A. Do unto others as you would like others do unto you. B. Love thy neighbor as thyself.
(fTp>Not on bread atone is man to live but on every utterance that comes from the mouth of God.
0. Whatever good things we do to our poor, helpless brothers, we do it for God. 11. Scouting and Citizen's Army Training (CAT) give training in character-building, citi
zenship training, etc. which leads to the creation of a new social order and a new society eventually. What philosophy supports this?
A. Existentialism C. Progressivism
B. Perennialism . D. Social reconstructionisni 12. Teacher V demonstrated the technique on how to group students according to
their needs and interests and how to use self-paced instructional materials. Which phlosophy is manifested in this activity?
A. Essentiallsm C. Realism
B. Progressivism 0. Social Reconstructionisin 13. Teacher. G, a Christian Living teacher, puts so much significance on values
development and cSsapline. What could be her educational philosophy?
A. Idealism C. Progressivism
B. Pragmatism D?. Readism'
F o u n d a tio n s o f Ed ucation '
14. Which one does NOT illustrate the principle that rights and duties are correlative? A .. The right of an unmarried Qregnant teacher to abort her baby in relation to ' . her duty to protect her name and her job as a teacher.
B. The right of a state to compel students to military service is reciprocated by the duty of the state, to protect them.
C. The right to a living wage involves fte duty ofthe school administrators to give the salary agreed upon and the duty of the teachers to give a fair
amount of woric •
0. The right to life of chidren and to be given respect of such right.
15. Why should a teacher take the obligation upon himself to study and understand the custom and traditions of the community where he worths?
A. To change the culture of the community.
(B ) To have a sympathetic attitude for the people of the community. C. To identify the weaknesses of the culture of the community. D. To please the people of the community.
16. A teacher who is a recognized expert in carpentry works, taught his students how to prepare and construct good and aesthetic furniture from local resources. What cultural transmission process is this?
-Acculturation C. Indoctrination
Enculturation 0. Observation
17. Every first day of the school year, Miss Bautista prepared activities which will make her Grade IH children sing, play, learn and introduce themselves to the class. What process did the teacher emphasize?
A. Acculturation C. Indoctrination
B. Enculturation D. Socialization
18. Which program in the educational system seems to be aligned to the Christian humanitarian principle respect for the human personality?
A. The alternative learning system defivery
B. The functionaf literacy program for the out-of-school youth and adults C. The promotion of the basic human rights of the Filipino • D.‘ The study ot the Phiiipptne Constitution
P N U L E T Reviewer
P ro fe ssio n a l E d u catio n 19. With a death threat over his head, Teacher Myra is directed to pass an undeserving
student. If she is a hedonist, which of the following yvili she do?
A. Don’t pass him, live by her principle of Justice. She wiH get reward, if not in this life, in.the next.
B. Don’t pass him. She surely will not like someone to give you a death threat in order to pass.
C. Pass the student. That will be of use to her, the student, and his parents. (d) Pass the student Why suffer the threat?
20. Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of grammar?
A. Existentialism C. Pragmatism
( if ) Idealism D .. Realism
21. In a study conducted, the pupils were asked which nationality they would prefer if given a choice. Majority of the pupils wanted to be Americans. In this case, in v^iich obligation relative to the state are schools seemed to be failing?
A. Instill allegiance to the constitutional authorities B. Promote national pride
C. Promote obedience to the laws of the state D. Respect for all duly constituted authorities
22. Which subject in the elementary and Ifcewise in the secondary schools are similar to the goal of Rome to train the students for citizenship?
A. Communication Arts C. Science
B; MAPE/PEHMS ( 6 } THE/TLE
23. Which of the following school practices Is NOTbased on Social Reconstructionism? A. Establishment of SOF
B. Exemption of Scouts from CAT C. Promoting culture and arts in schools D. Promoting project WOW
P ro fessio n al E d u catio n
24. Which of the following is the focus of the Japanese education in the Philippines? A. DenwratJc (deals and nationalism
B. Love and service to one’s country C. Religion and love for Asian brothers <5? Vocational and health education
25. According to reconstructionism, the goal of education is to bring about a new social order. Which practice best manifests this view?
A. The class conducts scientific experiments to discover or verify concepts. B. The class discusses role models and their impact on society.
C. The class is allowed to engage in divergent thinking. Q . The class undertakes well-planned projects inthe community.
Foundations o f Ed ucation
m m m m m m m a m M m s K B s m m ts s B ie s B S s s s i
i(o D ire ctio n s: Enhance your test taking skis by answering the items below. Write only the tetter of the best answer.
1. Teacher D, a Values. Education teacher emphasizes ethics in almost all her lessons. Which of the following emphasizes the same?
A. Liberal Education C. Religious Training
8. Moral Education D. Social Education
2. Which reform In the Philippine Educational System advocates the use of English and Filipino as media of instruction in specific learning areas?
A. Alternative Learning C. K-12 Program B. Bilingual Education D. Multilingual Education 3. Activities planned by school clubs/organizations show school-community connec
tion geared towards society's needs. What philosophy is related to this?
A. Existentialism C. Realism
B. ProgressMsm d P Social reconstructionism
4. What philosophy is related to the practice of schools acting as laboratory for teaching reforms and experimentation?
A. Essentlalism (J p Progressivism
B. Existentialism [). Social reconstructionism 5. Which of the following situations presents a value conflict?
A. The teacher and his students have class standing as their priorities. B. The teacher and the administrator follow a set of criteria in giving grades. C. The teacher has students whose parents want their children to obtain higher
grades than what they are capable of getting. .
0.- The teacher sets high expectations for her intelligent students such as getting higher grades.
PART III - ENHANCING TEST TAKING SKILLS
Fo u n d atio n s o f Ed ucation.
6. Which situation shows that a sense of nationhood is exemplified? A. The class conducted a deb&e using Filipino as medium.
8. The class is required to watch the TV sitcom of Oprah to improve their ’ English communication skills.
C. The class opted to make a choral rendition of the theme song of a foreign movie.
D. When Teacher Eva asked her Grade II students in what country they wish to five, most of them chose United States.
7. A teacher who believes in the progressfvist theory of education would embrace cer tain reforms on methodology. Which reform would be consistent with ftis theory? A Active participation of the learners
B. Formal instructional pattern C. Strict external discipline
D. Teacher domination of class activities
8. What philosophy of education advocates that the curriculum should only include . universal and unchanging truths? •
A. Essentialism C. Perennialism
B. Idealism D. Pragmatism
9. Which of the following is NOT a function of the school? A. Changing cultural practices
B. Development of attitudes and skills C. Reproduction of species D. Socialization among children
10. Which move liberalized access to education during the Spanish period? A. The education of illiterate parents
E \ The establishment of at least one primary school for boys and girts in each municipality
,C. The hiring of tribal tutors to teach children
D. The.provision of vocational training for school age children
PN U LE T Reviewer 2 2
P ro fessio n al E d ucatio n 11. Which of the following is the chief aim of Spanish education?
A. Conformity and militarism B. Perpetuation of culture
C. Propagation of the Catholic religion D. Utilitarianism and conformity
12. Which of the foflowing is the aim of our education during the Commonwealth period? A. Designed after Japanese education
(a)
Patterned after the American curriculum (T Predominantly religious0. Purely natkmafetic and democratic
13. Which of the following: is NOT a reason why the basic education curriculum has tm i restructured?
(^AA To become globally competitive during this industriafage BT To be relevant and responsive to a rapidly changing work)
C. To empower the Filipino learners for self-development throughout their life D. To help raise the achievement level of students
14. Which philosophy of education influence the singing of the National anthem in schools?
A. Nationalism C. Pragmatism
6. Naturalism 0. Socialism
15. Who among the following believes that teaming requires disciplined attention, regular homework, and respect for legitimate authority?
A. Essendalist C. Realist
B. Progressivist D. Reconstructionist
16. Which of the following is the main function of the philosophy of education? A. Reconsider existing educational goals in the lightof society's needs B. Provide the academic background prerequisite to learning C. Define the goals & set the direction for which education is to strive D.. Aid the learner to build his own personal philosophy
P ro fe s sio n a l E d u c a tio n
17. Homeroom advisers always emphasize the Importance of cleanliness of the body. Children are taught how to wash their hands before and after eating. What Is this
practice called? ..
A Folkway C. Monas
B. Laws D. Social norm
18. Which curricular move served to strengthen spiritual and ethical values? A Integration of creative thinking in all subject
( if Introduction of Values Education as a separate subject area C. Reducing the number of subject areas into skills subject
Re-Introducing Science as a subject in Grade 1
19/The greatest happiness lies in the contemplative use of mind”, said Plato. Which of the following activities adheres to this?
A Cooperative learning ^ C. Rote playing
J ? Introspection D. Social Interaction
20. Your teacher is of the opinion that the world and everything In it are ever changing and so teaches you the skill to cope with the changes. Which in his governing
philosophy? ~ .
jJ Experimentalism C. Idealism
( f t Existentialism D. Realism
21/Teacher Mica says: “If it is billiard that brings students out of the classroom, let us bring it into the classroom. Perhaps, I can use it to teach Math.’ To which philosophy does Teacher Mica adhere?
A Essentfalism. C. Progressivism
B. Idealism D. Reconstructionism
22. Which of the following should be done to build a sense of pride among Filipino youth?
A Replace the study of folklores and myths with technical subjects B. Re-study our history and stress onour achievements as people C. Re-study our history from the perspective of our cotontzers D. Set aside the study of local history .
F o u n d atio n s o f Education 23. A teacher who subscribes to the pragmatic philosophy of education believes that
experience should follow teaming in her teaching. Which of the following does she do to support her belief?
A. Encouraging learners to memorize factual knowtedge B. Equipping learners with the'baslc abilities and skills
d ? Providing learners opportunities to apply theories and principles D. RequMng learners futlmasteiy of the lesson
24. Which philosophy influenced the cultivation of reflective & meditative skits in teaching?
A. Confucianism C. Taoism
B. Existentialism Zen Buddhism
25. Which of the following situation manifests a balance between teachers responsi bility and accountability?
A. She entertains her students with personal stories until the end of the period. B. She spends most of the time on the latest gossips in showbiz.
C. Sheteaches as much as she could for duration of the period.
D. She teaches as well as entertains tire students with her personal stories.
C h ild a n d A d o lescen t D evelopm ent
Child
and Adolescent
Development
Prepared by:
Dr. Conchita O. Manuel and Prof. Sheila Marie B. Adorn
Competency:
Interpret theories and findings
related to child and adolescent
development along the biological,
linguistic, cognitive, social and
psychological dimensions
P ro fe s sio n a l E d u catio n
PART I - CONTENT UPDATE
A. Basic Concepts
> Growth
' • Pertains to the physicalchange and increase in size • Can be measured quantitatively
• Indicators of growth are height weight, bone size and dentition • The growth rate is rapid during the
a. Prenatal b. Neonatal c. Infancy d. Adolescence • Slows during childhood • Minimal during adulthood
> Development
• Involves Increase In the complexity of function and skill progression • The capacity and skill of a person to adapt to the environment • Pertains to the behavioral aspect of growth
> Maturation
• Consists of changes that occur relatively independent of the environment • Usually considered to be genetically programmed-the result of heredity
> ZPD
• Zone of proximal development wherein the child acquires new skills and information with the help or assistance of an adult or an adult peer
> Heredity
• The process of transmitting biological traits from parents to offspring through genes, the basic units, of heredity
> Environment
• Refers to the surrounding condition that influences growth and develop-. ment
P ro fessio n al Education
> Theory ’ . .
• ideas based on observations and other Kinds of evidences which are orga nized in a systematic manner
■ Used to exjpiain and predict the behaviors and development of children and
> EthologicalTheory s€ - ^
• Views development In terms of evolutionary concepts ^ v H v v r-e *. > Attachment
■ Refers to the emotional bond to another person
• Lasting psychological connectedness between human beings ' . — • An innate human survfvai mechanism
• A control system that achieves these specific goals:
1. Helps the infant maintain proximity (closeness to the caretaker) 2. Provides the young child with security as base from which to explore
the world
3.. Helps the child regulate his/her emotions
• John Bowly focused on how attachment difficulties were transmitted from one generation to the next . _
> Psychosexual Theory — m u r o > r '^ '
-• Sigmund Freud’s theory of personality development that focuses on the { changing seat of sensual pleasure of ttie individual
Psychosocial Theory — E r ik t r i
- Erik Erlkson's theory of personality which focuses on the individual's inter- actions with the society.
1 ’> Ecological Theory
• Eric Brofenbrenner's theory of development in which the process is a joint function of the person and all levels of the environment
> Sociohistoric-Cognitive/ Linguistic Theory _ W fs
. ■ Lev Semanovich Vygotsky's belief that the child is socially dependent at the beginning of his cognitive life
• Development is concerned as dependent on social interaction
C h ild an d A d o lescen t D evelo p m e n t ENVIRONMENT SYSTEM
The Microsystem- the setting In which the Individual lives
The Mesosystem- relations between the Microsystems or connections between contexts Exosystem-when experiences in another social setting In whteji the individual not have an active rote influences what s/he experiences in an immediate context -The Macrosystem- involves the culture in which individuals live
• Culture refers to the behavior patterns, beliefs and ail other products of a group of people that are passed on from generation to generation. -The Chronosystem- the patterning of environmental events and transitions over one's
THEORIES 0 ? a
B l« c 4 V r> ! 1. Freud’s Psychosexual Development Theory
STAGE AGE CHARACTERISTICS
Oral
y » 'i ” "o v J Birth to 136 y/o
Center of pleasure: mouth (major source of gratifica tions and exploration)
Primary need: security Major conflict: weanino Anal v 1 1)4to3y/o v■ ■ -I
Source of pleasure: anus and bladder {sensual satisfac tion and self-control)
Major conflict: toilet training
Phallic 4to6y/o Center of pleasure: child’s genital (masturbation) Maior conflict: Oedpus and Electra Complex Latency 6 y/o to puberty
Energy directed to physical and intellectual activities Sexual Impulses repressed
Relationship between peas of same sex Genital Puberty onwardsi\'. -
Energy directed towards full sexual maturity and func tion and development of skills to cope with the. envi ronment
C h iJd an d A d o lesccn t D evelo pm ent
2. Erikson’s Stages of Psychosocial Development Theory I STAGE AGE CENTRAL TASK (+ ) RESOLUTION H RESOLUTION
Infancy Birth-18 months Trust vs. Mistrust Learn to bust others Mfs&ust, withdrawal, estrangement Early Childhood 1 >4 to 3 .y/o Autonomy vs. Shame and Doubt
Self control w/o loss of self-esteem Abity to cooperate and express oneself
GomptAira, s k restraint • or compliance
WHuhtss and defiance
Late
Childhood 3 to 5 y/o Initiative vs. Guilt
Learns to become assertive
AbWy to evaluate one's own behavior
Lack of self-confidence Pessimism, fear of wrongdoing
Over-control and over-re striction School Age 6 to 12 y/o Industry vs. Inferiority
Learns to create, develop and manipulate Develops sense of com petence and persever ance *Parents, teachers who support, reward and praise children are encouraging and helping children develop their sense of Industry
Loss of hope, sense of being medocre Withdrawal from school and peers
Thom who Ignore, rebuff, deride ttieir effort are strengthening feelings of inferiority Adoles cence 12-20 y/o Identity vs. Role Confusion
Coherent sense of self Plans to actualize one's abilities
^Seeking to find an iden tity, adoiesoents try on many new roles. If they experience continuity In their perception of self, identity develops.
FeeJngs of confusion, in- dedsiveness and possfcle antl-sodai behavior "When the adolescents fail to develop a sense of identify, he/she experi ences roie confusion or a "negative Identity".
P ro fe ssio n a l E d u catio n Msung’ Adulthood 18-25 y/o Intimacy vs. Isolation
Intimate relationship with another person Commitment to work and. relationships “Center to intimacy is the ability to share witfi and care for others.
Impersonal relationships Ayoidanctfof relation ship, career or lifestyle commitments 'Failure to establish close and intimate relationship results to a feeling of Isolation Adulthood 25-65 y/o Generatfvity vs. Stagnation Creativity, productivity, concern for others
Self-Indulgence, self- concern, lack of interests and commitments Maturity 65- y/o to death Integrity vs. Despair
...
Acceptance of worth and uniqueness of one's own lifeAcceptance of death
Sense of loss, contempt for others
3. Havlghurst’s Developmental Stage and Tasks
D EV E LO PM EN TA L
STAGE D EVELO PM ENTAL TASK
• Eat solid foods • Walk • Talk
• Control elimination of wastes Infancy vs. Early • Relate emotionally to others
Childhood ■ Distinguish right from wrong through development of con science
• Learn sex differences and sexual modesty • Achieve personal Independence
■ Form sim D le concents of social and physical reality
Professional Education ... ... >
Middle OiMhood
• Learn physical skills required for games • Build healthy attitudes towards oneself • Learn to socialte wtthpeers
• Learn appropriate masculine or femln/ne.roie • Gain basic reading, writing and mathematical skills • Develop concepts necessary for everyday living • Formulate a conscience based on a value system • Achieve personal independence
• Develop attitudes toward social arouos and institutions 1 1A ' ^
A*
/
Adolescence
• Establish more mature relationships with same-age indi viduals of both sexes
• Achieve a masculine or feminine social role • Accept own body
■ Establish emotional independence from parents • Achieve assurance or economic independence • Prepare for an occupation
■ Prepare for marriage and building of family • Acquire skills necessary to fu lfill civic responsibilities • Develop a set of values that guides behavior
Early Adulthood
■ Select a partner • Learn to live with a partner • Starta family
• Manage a home
• Establish self in a career/occupation ■ Assume civic responsibilities • Become part of a social group
Middle Adulthood •
1
Fulfill civic and social responsibilities. Maintain an economic standard of living
Assist adolescent children to become responsible, happy adults
•Relate one's partner
Adjust to physiological changes Adjust to aging parents * Dr. Conchica O. Manuel and Prof. Sheila Marie B; Adona
C h ild a n d A d o lcscciw D evelopm ent • Adjust to physiological changes and alterations in health
status
• Adjust to retirement and altered income Later Maturity • Adjust to-death of spouse
• Develop affiliation with one's age group • Meet civic and social responsibilities ■ Establish satisfactory living arraraements
4. Sullivan’s Interpersonal Model of Personality Development
1 STAGE AGE DESC RIPTIO N
Infancy Birth toteyrs Infant learns to rely on caregivers to meet needs Sdesbes.
Childhood 1 fcto6yrs Child begins toJeattL and. to detayjmmediate gratification of needs & desires
Juvenile 6 to 9 yrs Child forms fuifillina deer relationship. Preadolescence 9to 12 yrs Child relates successfully tosame-sexpeers. Early Adolescence 12 to 14 yrs Adolescent learns to be jgdependent & forms
relationships with members of the opposite sex. Late Adolescence 14 to 21 yrs Person establishes an Intimate, long lasting rela-
•lionstiia with someone of the .oDbosftesex*
5. Piaget’s Phases of Cognitive Development
' PHASE AGE DESC RIPTIO N
A ?^fteerim otor Birth, to 2 years Sensory organs & muscles become more functional
Stage 1: Use of
reflexes Birth to 1 month Movements are ijrfrnarily reflexive r Stage 2: Primary
circular reaction ' 1 - 4 months
Perceptions center around one’s body. Objects are perceived as extension of the self. Stage 3: Secondary
circular reaction 4 -8 months
Becomes, aware of external environment Initiates acts to change the movement.
C h ild an d .A d o iescc n t D evelo p m en t Stage 4: Coordina
tion of secondary schemata
8-12 months Differentiates goals and goal-directed activi ties
Stage 5: Tertiary
circular reaction • 12-18m ontfis
Experiments with methods to reach goals Develops rituals that become sianificant Stage 6: Invention
of new means 18-24m onlhs
Uses mental imagery to understand the envi ronment
Uses fantasy fcoinSi'n
B. Preoperational 2 -7 years
Emerging ability to think
*Children use symbolism (images and language) to represent and understand various aspects of environment
Pre-conceptual •
staae 2 -4 years
Thinking tends to be egocentric Exhibits use of symbolism Intuitive stage 4 -7 years
Unable to break down a whole into separate parts
Able to classify obiects accordina to one trait
C. Concrete
Operations 7-11 years
Learns to reason about events between here-and-now
*Can understand the basic properties of and relations among objects arid events In the everyday world
*Able to solve concrete (hands-on) prob lem in logical fashion
__--L e a ’c^oi D. Formal Opera
tions
..
.: ,.v - - ■11 + years
Able to see relationships and to reason in the abstract
*Becomes more scientific in thinking •Capable of systematic, deductive rea soning
P ro fessio n al E d ucatio n 6. Kohlberg’s Stages o f M oral Development
I LEV E L AMD STAGE DESCRIPTION
Level 1: Pre-Conventional Authority figures are obeyed.
(Birth to 9 years) Misbehavior is viewed in terms of damage dona Stage 1: Punishment and
Obedience Orientation
A dead is perceived as ‘wrong" if one is punished; the activity is right If one is not punished. Stage 2: Instrumental-Rela-
. tfvist Orientation
-Right* is defined'as that which is acceptable to and approved by the self.
When actions satisfy one's needs, they are' right Level il: Conventional Cordial Interpersonal relationships an
maintained.
(9-13 years) Approval of others is sought through one’s acfion Stage 3: Interpersonal
Concordance
Authority is respected. Stage 4: Law and Order
Orientation
Individual feels "duty bound" to maintain socil order.
Behavior is ■’right'' when it conforms to the rules. Level lit Post - Conventional
(13+years)
Individual understands the morality of haviq democratically established laws.
Stage 5: Social Contract Orientation
It is “wrong" to violate others' rights. Stage 6: Universal Ethics
Orientation
The person understands the principles of huma rights and personal conscience. The persa believes that trust is a basis for relationship. I
7. Gllllgan’s Theory of Moral Development
LEVEL A N D STAGE DESCRIPTION
L Orientation of indi vidual Survival Tran sition
Concentrates on what Is best for self - Selfish
Dependent on others
P ro fe ssio n al E d ucatio n Transition 1: From Selfishness to Re sponsibility
Recognizes connections to others
Makes responsible choices in terms of self and others 11. Goodness and
Self-sacrifice
Puts needs of others ahead of own Fe8ls responsible for others' Is independent
May use quilt to manipulate others when attempting to help Transition 2: From
Goodness to Truth
Decision based on intentions are) consequences, nrt on others’ responses.
Considers needs of self and others
-Wants to help others while being responsible to self
II. Morality of Nonviolence
Sees self and others as morally equal Assumes responsMes for own decisions Basic tenet to hurt no one Including self Conflict between selfishness and selflessness
Self-judgment is not dependent on others' perceptions but rather on consequence and intentions of actions.
8. Fowler's Stages of Faith
STAGE AGE DESCRIPTION
Pre-Stage: Undifferen
tiated Faith Infant
Trust hope and love compete w iti environ mental inconsistencies or threats abandon ment
Stage 1: Intuitive-Pro jective Faith
Toddler-Pre-schooier
Imitates parental behaviors and attitudes about religion and spirituality
Has no real understanding of spiritual concepts Stage 2: Mythi cal-Literal Faith I School-Aged Child •
Accepts existence of a deity
Religious and moral beliefs are symbolized
bystorles ■ . '
Appreciate others', viewports
Accepts concepts of reciprocal fairness • Dr. Conchira O. Manuel and Prof, Sheila Marie B. Adona
C h ild an d A d o lcsc cn t D evelopm ent . Stage 3: Synthetic-
Conventional Faith Adolescent
Questions values and religious beliefs in an' attempt to form own identity
Stage4:lndMdua- tive-Reflective Faith
Late Ado lescent and Young Adult
Assumes responsibility for own attitudes and beliefs
Stage 5: Conjunctive
Faith Adult
Integrates others perspectives about faith into own definition of truth
Stage 6: Universalizing
Faith Adult Makes concept of T
Principles of Growth and Development
1. Nature aid Nurture
■ Development is Influenced by both heredltyfnature) and environment (nurture).
• The nature (heredity) is responsible for many of our physical characteristics such as hair, and eye color, facial features and to some extent the height and weight
• Many of our characteristics can be influenced by environment (nurture). 2. Growth and development is a continuous process.
■ As a child develops, he or she adds to the skill already acquired and the new skills become the basis for further achievement and mastery of skills. • Most children follow a similar pattern.
• Also, one stage of development lays the foundation for the next stage of development
3. Development proceeds from the head downward. • This is called the cephalocaudal principle.
• This principle describes the directions of growth and development. • According to this principle, the child.gains control of the head first, then the
arms and then the legs.
4. Development proceeds from the center of the body outward. . .
■ This is the principle of proximodistal development that also describes the* • direction of development.
C h ild an d A d o le sce n t D evelopm ent
• This means that the spinal cord develops before outer parts of the body. The child's arms develop before’ the hands and the hands and feet develop • before the fingers and Joes..
5. Development depends on maturation and learning.
• Maturation refers to the sequential characteristics of biological growth and development.
. ■ The biological changes occur in sequential order and give children new. abilities, Changes in the brain and nervous system account largely for maturation.
6. Development proceeds from the simple (concrete) to the more complex. • Children use their cognitive and language skills to reason and solve prob
lems. For example, learning relationships between things (how things are similar) or classification, is an Important ability in cognitive development. 7. Growth and development proceed from general to specific.
■ In motor development, the infant will be able to grasp an object with whole hand before using only the thumb and forefinger.
■ The Infant's first motor movements are very generalized, undirected and reflexive, waving arms or kicking before being airte to reach or creep toward an object
• Growth occurs from large muscle movements to more refined movements to more refined (smaller) muscle movements.
8. There are indMdual rates of growth and development
• Each child Is different and the rates at which individual children grow Is different. Although the patterns and sequences for growth and development are usually the same for an children, the ra te at which Individual chHdren reach developmental stages will be different.
