EDUC 201:

FOUNDATIONS OF EDUCATION

Summary of all distillation, insights and

how contextualization of my learning in
foundation.

Submitted by:

JOHN DAVE ALDWIN SALGADO

MAED ADSUP

Submitted to:

SAVINO JUAN A. NAGTALON

PROFESSOR
Summary of all distillation, insights and how contextualization of my
learning in foundation.

I. Understanding Foundation of Education

Foundations of Education refers to a broadly-conceived field of educational study
that derives its character and methods from a number of academic disciplines,
combinations of disciplines, and area studies, including: history, philosophy, sociology,
anthropology, religion, political science, economics, psychology, cultural studies,
gender studies, comparative and international education, educational studies, and
educational policy studies. As distinct from Psychological Foundations of Education,
which rely on the behavioral sciences, these Standards address the Social Foundations
of Education, which rely heavily on the disciplines and methodologies of the humanities,
particularly history and philosophy, and the social scienes, such as sociology and
political science. The purpose of foundations study is to bring these disciplinary
resources to bear in developing interpretive, normative, and critical perspectives on
education, both inside and outside of schools. The interpretive perspectives use
concepts and theories developed within the humanities and the social sciences to assist
students in examining, understanding, and explaining education within different
contexts. Foundational studies promote analysis of the intent, meaning, and effects of
educational institutions, including schools. Such studies attend particularly to the
diverse contexts within which educational phenomena occur, and how interpretation
can vary with different historical, philosophical, and cultural perspectives. The normative
perspectives assist students in examining and explaining education in light of value
orientations. Foundational studies promote understanding of normative and ethical
behavior in educational development and recognition of the inevitable presence of
normative influences in educational thought and practice. Foundational studies probe
the nature of assumptions about education and schooling. They examine the relation of
policy analysis to values and the extent to which educational policymaking reflects
values. Finally, they encourage students to develop their own value positions regarding
education on the basis of critical study and their own reflections. The critical
perspectives employ normative interpretations to assist students to develop inquiry
skills, to question educational assumptions and arrangements, and to identify
contradictions and inconsistencies among social and educational values, policies, and
practices. In particular, the critical perspectives engage students in employing
 democratic values to assess educational beliefs, policies, and practices in light of their
origins, influences, and consequences. Particular disciplinary studies in, e.g., the
history, philosophy, or sociology of education shall be considered as study in the
Foundations of Education provided the above perspectives are addressed and
promoted. The objective of such study is to sharpen students’ abilities to examine,
understand, and explain educational proposals, arrangements, and practices and to
develop a disciplined sense of policy-oriented educational responsibility. Such study
develops an awareness of education and schooling in light of their complex relations to
the environing culture.

Anthropology directly translates as the “science of man ”from the Greek word
“anthrope”, meaning man and “logos” which means science. The American college
dictionary defines anthropology as the science that treats the origin, development, cultural
development, varieties, customs, beliefs of mankind. Jacobs and stern defines
anthropology as the scientific study of the physical, social and cultural development and
behavior of human beings since their appearance on earth. For Dr. Jose f. Calderon (1998)
anthropology can be defined simply as the study of man and his culture. Hence, to be
treated under the anthropological foundations of education, the divisions of anthropology,
culture and components of culture such as language and writing, religion, and cultural
values. Psychological Foundations of Education presents some of the principles of
psychology that are relevant to learning and teaching. It presents an alternative answer to
the problem of the bifurcation of general and educational psychology in the curriculum of
teacher preparation. While the solution is provisional and has obvious imperfections, it is
offered in the hope that it may stimulate discussion of the problem and other solutions
and/or explicit justifications for past practice.Key concepts discussed include teachers’
attitudes and behavior, different types of learning, technology in education, forgetting and
extinction, child development, and intelligence measurements. Also covered are the
assessment of educational achievement, the social psychology of the classroom, and
education in urban schools. This text should have a variety of uses in classes where
students are preparing for teaching. It was written specifically for those situations in which
the prospective teacher is introduced to psychology through a one- or two-semester
integrated sequence. Social Foundations of Education draws upon several disciplines and
fields to examine education, namely history, philosophy, comparative/ international
education, cultural studies, sociology, and political science. Social Foundations inquiry
helps to sharpen students’ capacities to understand, analyze, and explain educational
issues, policies, and practices in order to improve education.

II. Appreciating Anthropological, Historical and Legal influences in Education.

Education in the Philippines has undergone several stages of development from the pre-
Spanish times to the present. In meeting the needs of the society, education serves as
focus of emphases/priorities of the leadership at certain periods/epochs in our national
struggle as a race.As early as in pre-Magellanic times, education was informal,
unstructured, and devoid of methods. Children were provided more vocational training and
less academics (3 Rs) by their parents and in the houses of tribal tutors.The pre-Spanish
system of education underwent major changes during the Spanish colonization. The tribal
tutors were replaced by the Spanish Missionaries. Education was religion-oriented. It was
for the elite, especially in the early years of Spanish colonization. Access to education by
the Filipinos was later liberalized through the enactment of the Educational Decree of 1863
which provided for the establishment of at least one primary school for boys and girls in
each town under the responsibility of the municipal government; and the establishment of a
normal school for male teachers under the supervision of the Jesuits. Primary instruction
was free and the teaching of Spanish was compulsory. Education during that period was
inadequate, suppressed, and controlled.The defeat of Spain by American forces paved the
way for Aguinaldo’s Republic under a Revolutionary Government. The schools maintained
by Spain for more than three centuries were closed for the time being but were reopened
on August 29, 1898 by the Secretary of Interior. The Burgos Institute in Malolos, the
Military Academy of Malolos, and the Literary University of the Philippines were
established. A system of free and compulsory elementary education was established by
the Malolos Constitution.An adequate secularized and free public school system during the
first decade of American rule was established upon the recommendation of the Schurman
Commission. Free primary instruction that trained the people for the duties of citizenship
and avocation was enforced by the Taft Commission per instructions of President
McKinley. Chaplains and non-commissioned officers were assigned to teach using English
as the medium of instruction.

Education in ancient Rome progressed from an informal, familial system of

education in the early Republic to a tuition-based system during the late Republic and the
Empire. The Roman education system was based on the Greek system – and many of the
private tutors in the Roman system were Greek slaves or freedmen. The educational
methodology and curriculum used in Rome was copied in its provinces, and provided a
basis for education systems throughout later Western civilization. Organized education
remained relatively rare, and there are few primary sources or accounts of the Roman
educational process until the 2nd century AD. Due to the extensive power wielded by the
paterfamilias over Roman families, the level and quality of education provided to Roman
children varied drastically from family to family; nevertheless, Roman popular morality
came eventually to expect fathers to have their children educated to some extent, and a
complete advanced education was expected of any Roman who wished to enter politics.

Education in the United States is provided in public, private, and home schools.State
governments set overall educational standards, often mandate standardized tests for K–12
public school systems and supervise, usually through a board of regents, state colleges,
and universities. The bulk of the $1.3 trillion in funding comes from state and local
governments, with federal funding accounting for only about $200 billion.[1] Private schools
are generally free to determine their own curriculum and staffing policies, with voluntary
accreditation available through independent regional accreditation authorities, although
some state regulation can apply.

Education in Spain is regulated by the Ley Orgánica 8/2013, de 9 de diciembre, para

la mejora de la calidad educativa (LOMCE, Organic Law for the improvement of
educational quality) that expands upon Article 27 of the Spanish Constitution of 1978.[1]
The Spanish education system is compulsory and free for all children aged between 6 and
16 years and is supported by the national government together with the governments of
each of the country's 17 autonomous communities.In Spain, elementary school and middle
school are considered basic (obligatory) education. These are Primaria (6-12 years old),
which is the Spanish equivalent of elementary/primary school, and Secundaria (12-16
years old), which would be a mixture of middle school and the first two years of High
school in the United States/secondary school in England and many other countries.

Japanese children enter the first grade of elementary school in the April after their
sixth birthday. There are around 30 to 40 students in a typical elementary school class.
The subjects they study include Japanese, mathematics, science, social studies, music,
crafts, physical education, and home economics (to learn simple cooking and sewing
skills). More and more elementary schools have started teaching English, too. Information
technology is increasingly being used to enhance education, and most schools have
access to the Internet.
 Students also learn traditional Japanese arts like shodo (calligraphy) and haiku.
Shodo involves dipping a brush in ink and using it to write kanji (characters that are used in
several East Asian countries and have their own meanings) and kana (phonetic characters
derived from kanji) in an artistic style. Haiku is a form of poetry developed in Japan about
400 years ago. A haiku is a short verse of 17 syllables, divided into units of five, seven,
and five syllables. Haiku uses simple expressions to convey deep emotions to readers.

III. Philosophical Foundation Of Education

Studies in the philosophical foundations of education explore humanities, sociology,

philosophy and the history of educational trends. Educational policy and its methods are
the main facets of a degree program. Idealism the most significant philosophy…most of
the world’s religions are based on idealism. Derived from the Greek words "Philo"
meaning love, .sophos meaning wise and ".sophia" which means wisdom. It is the quest
for truth based on logical reasoning aside from factual observation of the nature's
multifarious phenomena. EDUCATION Derived from the Latin word educare which
means to rear or nourish and educere, which mean to lead forth or draw out. It is the
process of acquiring knowledge (cognitive), habits, attitudes, interests (affective) and
skills and abilities (psychomotor) and other intangible human qualities through training,
instruction and self-activity and transmitting these vital elements of human civilization to
posterity. PHILOSOPHY OF EDUCATION Involves the union of two distinct yet
interwoven and equally important disciplines, which supplement and complement each
other. The theoretical framework of ones educational ideas which considerably
influences ones educational practices. Specifically, it studies or reflects on the
educational problems on aims, methods, curriculum, effects, forms, costs values and
relations. The practical application of formal philosophy in the problems and concerns of
education. Three basic applications of formal philosophy to education. Analysis. It
classifies speculates any prescriptive statement. It examines the rationality of our
educational aims, their consistency with other ideas. It tests the logic of concepts and
the adequacy of facts they seek to explain. Prescriptive. It specifies the ends that
education ought to follow and it prescribes means that education ought to use to obtain
knowledge. Speculative. It seeks to establish theories on the nature of man, society,
and the world which order and interpret the conflicting data of educational research and
behavioral sciences.
 Major Areas of Philosophy

1. Epistemology-deals with nature of knowledge and knowing and is directly related to

methods of teaching and learning.

2. Metaphysics- deals with the nature of reality and existence. It relates reality to the
content, experiences, and skills in the curriculum.

3. Axiology- deals with values. Axiology is divided into ethics and aesthetics. Ethics
examines moral values and the rules of right conduct. Aesthetics deals with values in
beauty and art.

HUMANISMIt was characterized by the revival of classical letters, an individualistic and

critical spirit and a shift of emphasis from religious to secular concerns especially giving
man ultimate freedom to determine his destiny. It rejected supernatural sin, regarded
man as a natural object and asserted the essential dignity and worth of man and his
capacity to achieve self-realization through the use of reason and scientific method.
DISCIPLINISM This theory also known as formal discipline was based upon Aristotle's
"Faculty" psychology which asserted that the mind is made up of certain faculties such
as memory, reason, will, judgment, etc and -:act; of which needs special activities for its
training and development This theory maintained that the power developed in any
faculty by the study of a school subject can be used equally well in other subjects or to
meet any other experience in life. ohn Locke (1632- 1704) Believed that the mind of the
child at birth is like a "tabula rasa", or blank tablet and experiences will be the ones to
write on that tablet Advocated that mastery of mathematics and linguistic; ensures
mastery of other subjects. RATIONALISM Rationalism was the educational philosophy
prevalent in Europe in the latter part of the seventeenth century. It took its roots during
the period known as the age of reason or age of enlightenment. This philosophy
claimed that human reason was the sole source of knowledge and the sole determiner
whether things or actions were acceptable or not. Anything that did not conform to
human reasoning should be blatantly rejected. The rationalists upheld the right of a
person to expose his own ideas and opinions, liberty of conscience and freedom of
thought and expression.This philosophy aimed at the development of the individual by
means of restraints based upon his reasons. By these, man can develop his lot and can
contribute to the common good and welfare of his institutions and society. Naturalism
is the educational philosophy, which adamantly opposed formalismThis advocated that
education should be in accordance with the nature of the child. All educational practices
should be focused towards the natural development of all the innate talents and abilities
of the child Jean Jacques Rousseau (1712- 1778) He believed that man, by nature is
basically good and the influences of the society are the things that drive man to do evil
acts He also believed that the stronger the body, the more it obeys: the weaker the
body, the more it commands. He wrote EMILE, a novel, which is now considered as the
gospel of the childs educational freedom. IDEALISM Lays stress on the mental idea,
intrinsic and spiritual value rather than physical fact or material value. Truth or reality
exists in ideas or in the spirit or in the mind. The philosophy starts with the idea and
ends up with the thing, for thought is prior to being.

The school of thought governing idealism holds that knowledge is independent of

sense perception or experience. The development of idealism is traced from the
philosophical ideas of Plato, Descartes, Spinoza, Leibniz, Kant and Hegel. Idealism
also claims that man's knowledge is based on his mental state and the mental stimulus
perceived by man's soul comes from an infinite spirit, which is God. And God is the
"summum bonum" or the highest good from which all absolute good, beauty, and
values are found. The ultimate aim of education is the happiness of the individual and
welfare of the state. The idealists claim that education must provide for the
development of the mind of every pupil, and in order to realize this, the school must
concentrate on intellectual, moral, judgment, and aesthetic development of the
students. This they contend should only be made possible through a subject matter-
centered curriculum designed in order to provide students with the best ideas of human
culture and civilization The idealists expect the teachers to be role models of
intellectual, moral, aesthetic and vocational excellence to their students. They should
teach by example. Realism is a school of philosophy which is as old as that of
naturalism and idealism. It is a revolt against the theory of knowledge and metaphysics
of the idealist. It holds that the world around us is a real world and does not depend on
any mind, finite or infinite for its existence. It starts with a thing for it believes that being
is prior to thought. This philosophy of realism is traced from the ideas of Aristotle,
Aquinas, Descartes, Locke, Hernart, Spinoza, James, Kant and Comenius. Realism is
defined as the type of education in which natural phenomena and social institutions
rather than languages and literature are made the chief subjects of study It arose as a
reaction opposing narrow humanism and religious formalism that held education captive
for nearly three centuries 1300's to 1600's)
 It is also considered as an educational philosophy, which advocates that education
should be concerned with the actualities of life and prepare for its concrete duties.

IV. RECOGNIZING PSYCHOLOGICAL INFLUENCES IN EDUCATION

Within the realm of psychology, there are several theories that help explain the ways
in which people learn. By understanding these concepts, students are better able to
understand and capitalize on how they acquire knowledge in school. Behaviorism is
based on both classical conditioning (in which a stimulus is conditioned to create a
response) and operant conditioning (in which behavior is reinforced through a particular
reward or punishment). For example, if you study for your psychology test and receive a
grade of A, you are rewarded; in theory, this makes it more likely that you will study in
the future for your next test. Cognitivism is the idea that people develop knowledge and
meaning through the sequential development of several cognitive processes, including
recognition, reflection, application, and evaluation. For example, you read your
psychology textbook (recognition), you ponder what the ideas mean (reflection), you
use the ideas in your everyday life (application) and then you are tested on your
knowledge (evaluation). All of these processes work together to help you develop prior
knowledge and integrate new concepts. Constructivism is the concept of constructing
new ideas based on previous knowledge. For example, our prior experiences with a
situation help us to understand new experiences and information. Piaget is most
famous for his work in constructivism, and many Montessori schools are based on the
constructivist school of thought. People also learn in a variety of ways. Styles of
learning are generally grouped into three primary categories: visual, auditory, and
kinaesthetic. Although most people are a combination of these three types, we tend to
have a particular strength in one area. Knowing your strongest learning type can help
you learn in the most effective way; depending on your learning style, you’ll want to
tweak your study skills to get the most of your education.

The behavioral perspective suggests that all behaviors are learned through
conditioning. Psychologists who take this perspective rely firmly on the principles of
operant conditioning to explain how learning happens. For example, teachers might
give out tokens that can be exchanged for desirable items such as candy and toys to
reward good behavior. While such methods can be useful in some cases, the
behavioral approach has been criticized for failing to account for such things as
attitudes, cognitions, and intrinsic motivations for learning.
 The developmental perspective focuses on how children acquire new skills and
knowledge as they develop. Jean Piaget's famous stages of cognitive development are
one example of an important developmental theory looking at how children grow
intellectually. By understanding how children think at different stages of development,
educational psychologists can better understand what children are capable of at each
point of their growth. This can help educators create instructional methods and
materials best aimed at certain age groups.

The cognitive perspective has become much more widespread in recent decades,
mainly because it accounts for how things such as memories, beliefs, emotions, and
motivations contribute to the learning process. Cognitive psychology focuses on
understanding how people think, learn, remember, and process information.
Educational psychologists who take a cognitive perspective are interested in
understanding how kids become motivated to learn, how they remember the things that
they learn, and how they solve problems, among other things.

The constructivist approach is one of the most recent learning theories that focus on
how children actively construct their knowledge of the world. Constructivism tends to
account more for the social and cultural influences that impact how children learn. This
perspective is heavily influenced by the work of psychologist Lev Vygotsky, who
proposed ideas such as the zone of proximal development and instructional scaffolding.

V. SOCIOLOGICAL FOUNDATIONS OF EDUCATION

Educational sociology is the branch of behavioural science deals with social aspects
of education. It is a sociological approach to education .it’s area is vast .The society
facilitates the process of education .It contributes society to emerge educational
institutions for the various kind of education, formal, informal and non-formal. It is a
journey taken by education to reach society. Thus education is social necessity .It is the
study of social interaction, social processes and social norms. Hence the subject of
educational sociology has assumed a great importance. A man is social animal and
lives in society and society is made up of network of human relationships. Their style of
living, idea, attitudes are similar. Sociology is a science that studies the relationship of
men and their environment .Educational sociology is one of the branches of sociology.
It tries to tell the meaning of education through the sociological point of view. Sociology
can be defined as the study of man and his environment in their relation with each other
.In 1837 French philosopher Auguste Comte first coin the word sociology ,By sociology
he meant the application of scientific method in the study of the relationship between
the society and individual. Educational sociology is not limited to specific nature or
specific period .Its nature is of universal type. Educational sociology is not merely
theoretical .it does not merely study the forces of interaction between the individual and
a society or group but it is also practical because besides studying interacting forces it
tries to regulate and control the interacting forces. Role of educational of sociology is to
find out ways and means to manipulate the educational process to achieved better
personality development and thus obtain better social control .The society has made
some rules to have continuity in society to maintain stability, to protect the things that
help working and to establish discipline. For preserving traditions values and customs
educational sociology is necessary. Educational sociology is the subject of constant and
dynamic interaction of the individual and his cultural environment ,it enables us to
understand the child from the point of view of social milieu. Educational sociology
evolved as a discipline designed to prepare educator for their future tasks .It uses the
results of sociological research in planning educational activities and in developing
effective methods of realizing these plans.

The Filipino value system or Filipino values refers to the set of values that a majority
of the Filipino have historically held important in their lives. This Philippine values
system includes their own unique assemblage of consistent ideologies, moral codes,
ethical practices, etiquette and cultural and personal values that are promoted by their
society. As with any society though, the values that an individual holds sacred can differ
on the basis of religion, upbringing and other factors.

As a general description, the distinct value system of Filipinos is rooted primarily in

personal alliance systems, especially those based in kinship, obligation, friendship,
religion (particularly Christianity) and commercial relationships.

The basic and most important unit of a Filipino's life is the family. Unlike in Western
countries, young Filipinos who turn 18 are not expected to move out of their parents'
home. When a Filipino's parents are old and cannot take care of themselves, they are
cared for in their children's homes and are very rarely brought by their children to
Homes for the Aged. The practice of separating the elderly from the rest of the family,
while common in Western countries is often looked down upon in Filipino society.
Family lunches with the whole clan with up to 50 people, extending until the line of
second cousins, are not unusual. The Filipino puts a great emphasis on the value of
family and being close to one's family members. This famous trait is the ability of
Filipinos to find humour in everything. It sheds light on the optimism and positivity of
Filipinos in whatever situation they are in so as to remain determined in going through
struggles or challenges. It serves as a coping technique, the same way a child who has
fallen laughs at himself/herself to hide his/her embarrassment. Studies show that
Filipinos often have an aversion to a set of standardised rules or procedures; They are
known to follow a "natural clock" or organic sense of time—doing things in the time they
feel is right. They are present-oriented: which means that one attends to a task or
requirement at the time it is needed and does not worry much about future
engagements. This allows the Filipino to adapt and be flexible in doing the tasks at
times not bound to a particular schedule or timeframe. This allows them think on their
feet and be creative in facing whatever challenge or task they have even when it is
already right in front of them. n the recent history of the expansion of LGBT rights, the
issue of teaching various aspects of lesbian, gay, bisexual and transgender life and
existence to younger children has become a heated point of debate, with proponents
stating that the teaching of LGBT-affirming topics to children will increase a sense of
visibility for LGBT students and reduce incidences of homophobia or closeted behavior
for children, while opponents to the pedagogical discussion of LGBT people to students
are afraid that such discussions would encourage children to violate or question
religiously or ideologically motivated rejections of non-heterosexuality in private settings
(or promote a "homosexual agenda"). Much of the religious and/or social conservative
aversion to non-heterosexuality and the broaching of the topic to juveniles tends to
occur in regions with a historic demographic dominance or majority of adherents to an
Abrahamic religion, particularly the majority of denominations of Christianity, Islam and
Judaism, while those who were raised in those religions but advocate or take more
favourable/nuanced positions on LGBT issues or are LGBT themselves may often be
ostracized from more socially conservative congregations over the issue.