DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL
Laoag City

SYLLABUS
Course Number: Education 201
Course Title: Foundations of Education
Course Credit: 3 units
Course Pre-requisite: None

I. Course Description

This course covers the six dimensions on which education is anchored on, to wit:
a. Psychological Foundations. Emphasizes the various kinds of behaviour which have particular
preference to education. It discusses the nature of the child at different ages and the processes of growth
and development; learning and reasoning, particularly in relation to school, mental health, difficulties in
social adjustments, the interaction of individuals in classes, the schools of psychology, motivation, and the
personality theory.
b. Anthropological Foundations. Deals with the study of humanity and culture; the evolution of
man and its evidences, race, the universal pattern, culture and personality, the Philippine cultural values,
and the strengths and weaknesses of the Filipino character.
c. Sociological Foundations. Aims to enable the students to gain some insights into the factors
which influence public opinion, mass movements of crowd. It also deals with the origin of sociology and
its relation to other sciences.
d. Historical Foundations. Focuses on the historical attachments of education presented in a
conventional chronological approach briefly discussing the evolution of educational theory from the
primitive times to present.
f. Legal Foundations. Presents the history and laws that govern the Philippine educational system
and machinery are to be presented along with the information regarding contemporary situations.

DWCL GRADUATE SCHOOL VISION AND MISSION

Vision
The Graduate School of the Divine Word College of Laoag envisions itself as Northern Luzon’s
leading institution in the development of globally competitive but locally responsive leaders through
graduate education that is functional, value oriented and responsive to the needs of the individual, the
community, the nation and the world.

Mission
As the apex of the College, the Graduate school showcases the best of the academic and
intellectually products and processes of Divine Word College of Laoag. Specifically, it commits itself to:
1. Serve as instrument to the promotion of a better quality of life through research, instruction
and community service;
2. Provide the foundation for the formation of the professionals dedicated to regional
development and human advancement’
3. Prepare and form the researcher, the scholar and the leader and thus, turn over to society the
efficient student, educated in the real sense sufficiently aware of the potential role and commitment to
the progress of his chosen field; and
4. Produce student who shall assume major responsibilities in the transformation for a better
society through task specialization and differentiated role contribution.

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 Educ 201-Foundations of Education

II. Learning Goals and Objectives.

At the end of the course, the students shall be able to:

1. Acquaint with the foundations from which education originated and was developed.
2. Present a critical analysis or interpretation why certain contemporary education systems or practices
exist in the current educational milieu.
3. Enable to realize and appreciate the value of strong educational foundations and apply the principles
of such foundation to their daily lives and to their working environment and to the things around them.

III. Course Outline

A. Psychological Foundations of Education
1. The Empirical Beginnings and Basic Contents of Educational Psychology
1.1 Introduction and Historical Background
1.2 Educational Psychology in the Philippines
1.3 Growth and Development of the Learner
1.3.1 The Biological and Psychological Stages of Development
1.4 Learning
1.4.1 Theories of Learning
1.5 Mental Health
1.5.1 Significant Factors of Mental Health in Psychology
1.5.2 Symptoms of Maladjustments
1.6 Classroom Leadership
1.6.1 Styles of Leadership and It’s Effects in the Learning Process
1.7 Parenting Styles and Implications for Teachers

2. Schools of Psychology
2.1 Psychoanalysis;
2.2 Logotheraphy;
2.3 Humanistic Psychology;
2.4 Understanding Mental Illness Among Filipino;
2.5 Gestalt Psychology;
2.6 Structuralism in Psychology;
2.7 Behaviorism;
2.8 Cognitivism;
2.9 Motivation;
2.10 Theories of Motivation.

3. The Teacher, The Learner and the Learning Process: A Trilogy of Effective Teaching
3.1 The Teacher as a Person
3.2 Attitudes Toward Self
3.3 Teaching Styles
3.4 Attitudes Toward the Learning Process
3.5 Elements of Teaching Effectiveness
3.6 Approaches of Models Applicable to Classroom Situations
3.7 Attitudes Toward Students

B. Anthropological Foundations of Education

1. The History and Prospects of Anthropology

1.1 Definition of Anthropology

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 1.2 Branches of Anthropology
1.3 History and Prospects of Anthropology
1.4 Evolution of Man
1.5 Subdivisions of Anthropology
1.6 Relationship of Anthropology to Social Sciences

2. Cultural Anthropology
2.1 Universal Pattern
2.2 The Study of Early Culture
2.3 Education in the Philippine Cultural Heritage

3. Culture and Personality

3.1 Concepts and Culture and Its Characteristics
3.2 Strengths and Weaknesses of the Filipino Character

C. Sociological Foundations of Education

1. The Role and Scope of Sociology

1.1 Origin of Sociology
1.2 Misconception About Sociology
1.3 The Nature of Educational Sociology
1.4 Relation of Sociology to other Social Sciences
1.5 Emergence of Sociology
1.6 Fields of Sociology
1.7 The Role of the School
1.8 Adlerian Theory
1.9 Rogerian Theory

2. Education and Life: A Social Process

2.1 Educational Theory
2.2 The Teacher: Roles and Expectations
2.3 Values
2.4 Filipino Values vs. Filipino Ideology
2.5 Modern vs. Traditional Education
2.6 Theories of Moral Development
2.7 Sources and Forces for Curriculum Renewal
2.8 Society as Curricular Sources
2.9 Knowledge as Curricular Source and Influence
2.10 The Nature of the Learner as a Curricular Sources
2.11 Education in the Future
2.12 The New Educational Revolution
2.13 Crucial Area of New Skills
2.14 Strategy of Futureness
2.15 Dimensions of Futureness

D. Historical Foundations of Education

1. Ancient, Oriental, Sumerian, Early Egyptian, and Jewish Education
1.1 Education During the Ancient Period
1.2 Oriental Education
1.3 Sumerian Education
1.4 Early Egyptian Education
1.5 Jewish Education
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 2. Ancient Chinese Education, Early Hindu Education, & Early Hebrew Education
2.1 Ancient Chinese Education
2.2 Early Hindu Education
2.3 Early Hebrew Education

3. Early Greek Education & Roman Education

3.1 Spartan Education
3.2 Athenian Education
3.3 Ancient Roman Education
3.4 Later Roman Education

4. Early Christian Education & Muslim Education

4.1 Christian Education
4.2 Muslim Education

5. The Medieval Concept of Spiritual, Intellectual, Political, and Economic Education

5.1 Monasticism
5.2 Scholasticism
5.3 Chivalry & the Age of Feudalism
5.4 The Guild System of Education

6. Renaissance Period
6.1 Humanism
6.2 Reformation
6.3 Catholic Counter Reformation

7. Educational, Realism, Disciplinism, Rationalism, & Naturalism

7.1 Educational Realism
7.2 Disciplinism & Rationalism
7.3 Naturalism

8. Men in the Modern Education Periods

8.1 16th to 17th Centuries
8.2 John Amos Comenius
8.3 John Locke
8.4 Francis Bacon
8.5 Richard Mulcaster
8.6 Francois Fenelon
8.7 Wolfhang Ratke
8.8 Martin Luther
8.9 St. John Baptist De La Salle
8.10 18th to 19th Centuries
8.11 Johann Heinrich Pestalozzi
8.12 Friedrich Wilhelm August Froebel
8.13 Jean Jacques Rousseau
8.14 Johann Friedrich Herbart
8.15 19th to 20th Centuries
8.16 Pedro Poveda
8.17 John Henry Newman
8.18 John Dewey
8.19 Maria Montessori
8.20 Herbert Spencer
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 8.21 Paulo Freire

9. History of Philippine Educational System

9.1 Education During the Pre-Spanish Period
9.2 Education During the Spanish Era
9.3 Education During the American Era
9.4 Education During the Commonwealth Period
9.5 Education During the Japanese Period
9.6 Education During the Republic
9.7 Education During the New Society
9.8 Education of the Present Period (1986 to present)

E. Philosophical Foundations of Education

1. The Nature and Scope of Philosophy of Education

1.1 Philosophy of Education
1.2 Definition of Philosophy
1.3 History of Philosophy
1.4 Outstanding Proponents of the Different Philosophies
1.5 Idealism
1.6 Realism/Rational Realism
1.7 Religious-Rational Humanism
1.8 Pragmatism
1.9 Existentialism
1.10 Analytic Philosophy
1.11 Reconstructionalism

2. Key Proponents of Educational Philosophies

2.1 The Role of Philosophy in Education
2.2 The Idealists
2.3 The Realists
2.4 The Rational Humanists
2.5 The Pragmatists
2.6 The Existentialist
2.7 The Analytic Philosophists
2.7 The Reconstructivists

3. Eastern Philosophy
3.1 Major Philosophical and Religious Traditions
3.2 Indian Philosophies
3.3 Chinese Philosophies
3.4 Japan Philosophies
3.5 Korean Philosophies
3.6 Islam: Muslim Philosophy
3.7 Christian Philosophies

4. Theories of Schooling
5.1 Romantic Humanism
5.2 Behaviorism
5.3 Neo-Progressivism
5.4 Essentialism

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 5. Philosophies of Education
4.1 Philippine Philosophy
4.2 Importance of Philosophies of Education
4.3 Importance of Philosophy of the Teachers
4.4 Sources of Philippine Philosophies of Education
4.5 Teacher’s Philosophy of Teaching
4.6 Filipino Thoughts/Philosophy
4.7 Characteristics of Filipino Thoughts/Philosophy

6. Social Philosophy
5.1 Definition of Social Philosophy
5.2 Code of Ethics for Professional Teachers
5.3 Ethics/Moral Philosophy
5.4 Division of Ethics
5.5 Morality
5.6 Values
5.7 Living Values Education

F. Legal Foundations of Education

1. Legal Foundations of Education

1.1 The 1987 Philippine Constitution
1.2 Education Act of 1982
1.3 Executive Order No. 117 series 1987
1.4 Republic Act 4670-Magna Carta for Public School Teachers
1.5 Governance of Basic Education
1.6 Philippine Education Practices and Other Legal Bases of Education
1.7 Academic Freedom
1.8 Social Justice
1.9 Faithfulness and Truthfulness
1.10 Accountability and Responsibility

Course Requirements and Grading System

Class participation and attendance 20%

Individual discussion (topic/article) 25%
Synthesis and Reflections/Position Paper 20%
Major Examinations 35%
Total 100%

References:

Almeida, Adelaida. 2005. Social Philosophy 2 (General and Professional Ethics for Teacher). Manila
Philippines. Rex Bookstore Inc.
Asian Development Bank and World Bank (199). Philippine Education for the 21st Century: Philippine
Education Sector Study. Manila: Asian Development Bank.

Boston, Alicia S. et.al. 1996. Psychological, Anthropological and Sociological Foundation of Education.
Revised edition. Q.C.: Katha Publishing Co., Inc.

Lardizabal, A.S 1988. Foundations of Education. Manila: Rex Bookstore.

Manikan, Cecilia B. (2019). Becoming a Great Teacher. Abiva Publishing House.

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Ornstein, Allan C. and Levine, Daniel U. 2006. Foundations of Education. 9th ed. Boston New York:
Houngton Miffin Company.

Power, Edwards. 1987. Philosophy of Education. New York: Prentice Hall.

Recto, Angel S. 2005. Foundation of Education I. (Anthropological, Psychological, Legal, and Theological).
Manila, Philippines: Rex Bookstore, Inc.

Recto, Angel S. 2005. Foundation of Education II. (Historical, Philosophical, Legal, and Theological). Manila
Philippines: Rex Bookstore Inc.

San Mateo, Rosalinda A. and Tangco, Maura G. 2003. Foundations of Education II, 3rd edition. Quezon City.
Katha Publishing Co., Inc.

Tulio, Doris D. 2008. Foundations of Education 1 & 2. 2nd edition. Manila, Philippines: National Bookstore,
Inc.

Others:

DepEd Orders, Memoranda and Other DepEd Issuances.

On-line Resources.

Prepared by: Noted and approved:

RAYMOND R. SANTOS LIBERTINE RUADAP-MACASPAC, PhD

Professor Dean, Graduate School

revisedrrs2019

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 DIVINE WORD COLLEGE OF LAOAG
GRADUATE SCHOOL
Laoag City

SYLLABUS
Course Number: Education 216
Course Title: Comparative Education
Course Credit: 3 units
Course Pre-requisite: None

I. Course Description

This course discusses the comparisons of the educational systems of the different countries of the
world (developing, developed, and advanced). It focuses its discussion on the pre-school education, grade
school, secondary and tertiary education.
Research, study, discussion, and writing assignments will enable students in this course to
systematically analyze various issues and trends such as curriculum, accountability, privatization, national
standards, voucher plans, organizational change, the diverse school community, community resources
and partnerships, marketing strategies and process, and other topics.

DWCL GRADUATE SCHOOL VISION AND MISSION

Vision
The Graduate School of the Divine Word College of Laoag envisions itself as Northern Luzon’s
leading institution in the development of globally competitive but locally responsive leaders through
graduate education that is functional, value oriented and responsive to the needs of the individual, the
community, the nation and the world.

Mission
As the apex of the College, the Graduate school showcases the best of the academic and
intellectually products and processes of Divine Word College of Laoag. Specifically, it commits itself to:
1. Serve as instrument to the promotion of a better quality of life through research, instruction
and community service;
2. Provide the foundation for the formation of the professionals dedicated to regional
development and human advancement’
3. Prepare and form the researcher, the scholar and the leader and thus, turn over to society the
efficient student, educated in the real sense sufficiently aware of the potential role and commitment to
the progress of his chosen field; and
4. Produce student who shall assume major responsibilities in the transformation for a better
society through task specialization and differentiated role contribution.

Educ 215-Trends and Issues in Education

II. Learning Goals and Objectives.

At the end of the course, the students shall be able to:

1. Gain a comprehensive knowledge of the educational organizations and management practices of

selected developing, developed, and advanced countries in Asia, the Middle East, Australia, Latin
America, the North and Central America, Europe, and Africa;
2. Trace and identify the background and bases underlying the educational administrations of each nation
under study;
3. Acquire an acceptable perspective of the strengths and weaknesses of the Philippine educational
system and administration vis-as-vis other countries;
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4. Discuss and appreciate the educational systems/structure of other countries from basic education to
tertiary education;
5. Discuss the hiring and training of teachers in the different countries.
6. Compare and contrast the educational system/structures of the different countries with that of the
Philippine educational system;
7. Identify strategies, policies, and practices that can enrich or strengthen Philippine educational system
and administration.

III. Course Outline

A. Historical Perspective of the Philippine Educational System
1. History and Development
1.1 Pre-Magellanic
1.2 Spanish Period
1.3 First Republic
1.4 American Period
1.5 After World War II
1.6 Marcos Era
1.7 Fifth Republic to Present

2. Constitutional Mandate/State Laws and Decrees on Philippine Education

3. The State and Education
4. Philippine Educational System and Organization
5. Globalization
6. The K to 12 Curriculum and ASEAN Integration

B. The Educational System of Other Counties

1. Asia
1.1. Japan
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities
g. salaries and benefits of teachers
h. trends and issues.
1.2 India
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
1.3 China
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,

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 g. salaries and benefits of teachers
h. trends and issues
1.4 South Korea
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
1.5 Thailand
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
1.6 Malaysia
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
1.7 Vietnam
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
1.8 Cambodia
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues

1.9 Singapore
a. Basic Education
b. Higher Education
c. Structure and Organization
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 d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
2. The Middle East
2.1 Saudi Arabia
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
2.2 Iran
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
2.3 Israel
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
3. Australia & New Zealand
3.1 Australia
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
3.2 New Zealand
a. Basic Education
b. Higher Education
c. Structure and Organization
d. Hiring, deployment, and training of teachers
e. Curriculum, classroom structure, school management, and financing
f. learning resources, physical facilities,
g. salaries and benefits of teachers
h. trends and issues
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 4. Latin America
4.1 Brazil

Course Requirements and Grading System

Class participation and attendance 20%

Individual discussion (topic/article) 25%
Synthesis and Reflections/Position Paper 20%
Major Examinations 35%
Total 100%

References:

Prepared by: Noted and approved:

RAYMOND R. SANTOS LIBERTIBE RUADAP-MACASPAC, PhD

Professor Dean, Graduate School

revisedrrs2019

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