Sociological and

Anthropological
Foundations of
Education
 • SOCIOLOGY
Sociological and  Society
Anthropological  Groups
Foundations of • ANTHROPOLOGY
Education  Culture
 Changes
 • Study of patterns of

SOCIO
human behavior

• Study of groups and

LOGY societies and
how they affect the
people
 A group of organized individuals
who think of themselves as a
distinct group

Who live together sharing the same

culture occupying the same
territory

SOCIETY
Who interrelates and interacts with
one another
 Recruits its member by intergroup
sexual reproduction

Shared comprehensive culture with

common shared attitude,
sentiments, aspirations and goals

SOCIETY
 SOCIAL A process of adapting or
conforming to the

IZATION common needs and

interest of a social group
 a) A unit of interacting personalities with an

GROUPS
interdependence of roles and status
existing between or among the members
(Cole)

a) A number of people who at a given time

interrelate and interact with one another,
with common shared attitudes,
aspirations and goals
ANTHROPOLOGY
Science that studies the
origin and development
of man, his works and
achievements which
includes study of physical,
intellectual, moral and
social and cultural
development of man
• The shared products of
human learning
• The set of learned behaviors
• Beliefs, attitude, values and
ideals that are
characteristics of a
particular society or
population

CULTURE
 • T RAN SF ERAB L E
• C O N T IN U OU S
• S Y M B OL IC
CHARACTERISTICS • L E A RN ED
• U N I VERS AL
OF CULTURE • B O RROW ED
• D Y N A MIC
• S H A RED
• A D AP T IVE
 • L A N GU A GE
ELEMENTS OF • N O R MS
CULTURE • S A N CT ION S
• V A L UES
• An enduring force in history;
inevitable, take place from
time to time
• The adjustment of persons or
group to achieve relative
harmony

CHANGE
 • C U L T U RAL C H AN G E FORMS OF
• T E C H N OL OGIC AL C H A N GE
• S O C I AL C H A N GE CHANGE
INSTITUTIONAL
GROUP
AGENCIES FOR
EDUCATION
 FAMILY
SMALLEST SOCIAL
INSTITUTION
EDUCATIONAL
FUNCTIONS OF
THE FAMILY
 HEALTH ETHICS,
EDUCATION MORALITY ,
Proper Food to Eat and RELIGION
Proper Hygiene Spiritual, Moral, Desirable Social
Values
PSYCHOMOTOR RECREATIONAL ACADEMIC
AND Reading, Writing,
MANIPULATIVE Arithmetic
SKILLS
 It is said man is not
born human but
made human. New
born human baby
became human
being after they are
socialized.
SOCIALIZATION Family plays an
important role in the
Roles and status in society socialization
process.
SCHOOL
• An Institution
• Center of Learning
• Established by Society the
accumulated experiences of
the past generations are
passed on the incoming
generation by means of
systematized programs of
instructions
• Social ethics are taught
FUNCTION OF
OF A SCHOOL
• Children learn how to get along with
other students
• The student government trains the
students to become good leaders and
followers
• The school prepares the individual to
become worthy mentors of the society
by making them aware of their
responsibility

THE SCHOOL AS AN AGE NT OF

S O C I AL IZATION
 • Culture can be transferred through:

•a) ENCULTURATION – the passing on the

groups custom, beliefs and the dictions
from one generation to the next
generation
b) ACCULTURATION – learning other
culture, the passing of customs, beliefs
and tradition through
interaction/reading/inter marriages, etc

THE SCHOOL AS AN AGE NT OF

C U L T URAL T R ANSM ISS ION
2. Values and attitude formation are
easily transmitted through lessons
provided by the teachers.

3. Culture can be transmitted through

field trips, experiential learning,
experimentation, group dynamics,
cooperative learning, peer learning, role
playing and dramatization.

THE SCHOOL AS AN AGE NT OF

C U L T URAL T R ANSM ISS ION
4. Knowledge about the latest
development in science and technology.
And about the nations and people of the
world can be acquired through different
learning activities

THE SCHOOL AS AN AGE NT OF

C U L T URAL T R ANSM ISS ION
Cultural changes are best
discussed in the school

THE SCHOOL AS AN AGE NT OF

C U L T URAL C HANG E
1. Educational systems are focused on
future needs of the students.

2. Changes which are mostly attempts to

modernization are being discussed in the
school.

THE SCHOOL AS AN AGE NT OF

M O DE RNIZATION
3. The elements of cultural changes which
lead to modernization:
- Development of oral and written
communications and other modern
means of communication
- Improvement of Science and
Technology in all fields

THE SCHOOL AS AN AGE NT OF

M O DE RNIZATION
-Serve as Multipurpose Institution
-Provides training of the mind, teaches
the basics
-Develop problem solving and critical
thinking
-Promotes social integration,
enculturation and cultural perception
-Provides training of the mind, teaches
the basics
-Develop problem solving and critical
thinking

O T HER F U NC TIONS O F T HE SC HO OL
 CHURCH
A LIFETIME SCHOOL OF
LEARNING
Education from
the Church
(through the
bible)
HISTORY
PROPHECIES
DIVINE VALUES
PILLARS OF
LEARNING
L E AH D E L A R O SA
L E ARN I N G T O L E ARN I NG T O
KNOW DO

L E ARN I N G T O L E ARN I NG T O
L I VE BE
T O G ET HER
 LEARNING TO KNOW
• by combining a sufficiently broad general
knowledge with the opportunity to work in depth
on a small number of subjects. This also means
learning to learn, so as to benefit from the
opportunities that education provides throughout
life.
• that is acquiring the instrument of understanding
 LEARNING TO KNOW
• Implies learning how to learn by developing one’s
•1.Concentration,
•2. Memory Skills,
•and 3. Ability to Think.
that is acquiring the instrument of understanding
 LEARNING TO KNOW
• People have to learn to understand the world
around them.
• This type of learning is supported by pleasure that
can be derived from understanding, knowledge
and discovery.
• Concerned less with acquisition of knowledge but
more with the mastery of learning tools.
 LEARNING TO KNOW
• It involves the development of Knowledge and Skills
that are needed to function to the world.
•Skills such as:
•Literacy,
•Numeracy
and Critical thinking.
 LEARNING TO KNOW
As a result of learning, the person is transformed –
they are more Enlightened , more Empowered , more
Enriched.
Learning to know helps
individuals to:
• Develop values and skills • Develop critical thinking
for respecting and • Acquire tools for
searching for knowledge understanding the world
and wisdom • Create a curious
• Learn to learn mind/learned
• Acquire of a taste of • Understand sustainability
learning throughout life concepts and issues
E X AMP LES
1. Reading a newspaper.
2. Defining hypothesis.
3. Completing a rubric.
4. Researching for new
strategies.
5. Classifying harmful and
harmless chemicals.
6. Identifying components
of a product.
 LEARNING TO LEARN
• Learning to read with comprehensi on
• Listening
• Observing
• Asking questions
• Data Gathering
• Note Taking
• Accessing, Processing and Selecting Information
 LEARNING TO DO
• in order to acquire not only an occupation al skill
but also, more broadly, the competence to deal
with many situations and work in teams. It also
means lea rning to d o in the context of young
peopl es' various social and work experiences which
may be informal, as a result of the local or national
context, or f ormal, involving courses, alternating
study and work.
 LEARNING TO DO
• so as to be able to act creatively in one’s
environmen t
• It demonstrat es that in order to learn to live and
work with others in harmony, we must first find
peace within ourselves.
 LEARNING TO DO
• Entails the acquisition of a competence that enable
people to deal with a variety of situations and to
work in team.
• It represent s the skillful, creative and discerning
application of knowledge because one must first
learn how to learn.
 E X AMP LES
1. Following a given
direction.
2. Diagramming a
flowchart.
3. Cooking an original
menu/recipe.
4. Encoding grades.
5. Putting up a computer
table alone.
6. Driving a car.
LEARNING TO LIVE TOGETHER
• by developing an understandi ng of other people
and an appreciation of inte rdependence - carrying
out joint projects and learning to manage conflicts
-in a spirit of respect for the values of pluralism,
mutual understa ndi ng and peace.
LEARNING TO LIVE TOGETHER
• so as to participate in and cooperate with other
people in all human activities
• One of the most vital to buil ding a genuine and
lasting culture of peace.
• One of the major issues in education today.
• Can be achieved by developing an understa ndi n g
of others and their history, traditions and values.
LEARNING TO LIVE TOGETHER
• Requires quality of relationship at all levels that is
committed to peace, human rights, democracy and
social justice in an ecology sustainable
development.
• Begins with the development of inner peace in
minds and hearts.
 LEARNING TO LIVE TOGETHER
• Involves developing, broadening, or changing
perceptions of an attitude toward ourselves and
others.
• Involves development of self -awareness and self -
esteem as well as empathy and respect with others.
• Entails the capacity to develop one’s own potential
while learning to successfully manage relationships
with others.
 E X AMP LES
1. Abiding with the department’s
rules and laws.
2. Adopting the policies of the
government.
3. Attending a conference/seminar.
4. Consolidating a report.
5. Deliberating a plan of action for
the office.
6. Riding in MRT/LRT.
7. Joining a camping activity.
8. Joining a team or rescue team.
9. Orienting people on the damages
of the Typhoon.
 LEARNING TO BE
• so as better to develop one's personality and be able
to act with ever greater auto nomy, judgement and
personal responsibility. In that connection, education
must not disregard any aspect of a person's
potential: memory, reasoning , aesthetic sense,
physical capacities and communication skills.
 LEARNING TO BE
• so as to better one’s personality and to act with ever
greater auto nomy, judgment and personal
responsibility
• Refers to the development of all the dimensions of
the complete person.
• The complete fulfillment of man, in all richness of his
personality, the complexity of his forms of
expressions and his various commitments.
 LEARNING TO BE
• Believes in a holistic and integrated approach to
educating the human person.
• Operates on the fundamental principle that
education must contribute to the total development
of the whole person.
 E X AMP LES

1. Being promoted.
2. Topping the board
exam.
3. Being active in
extracurricular activities.
4. Managing a corporate
firm/school/department
.
SOCIAL
CONCEPTS
 VALUES JUSTICE
GENERALLY GIVING OTHERS WHAT
CONSIDERED IS DUE TO THEM;
SOMETHING – A RENDERING TO EVERY
PRINCIPLE, QUALITY, MAN THAT EXACT
ACT OR ENTITY – MEASURES OF HIS DUE
THAT IS WITHOUT REGARD TO
INTRINSICALLY HIS PERSONAL WORTH
DESIRABLE OR MERIT.
 Freedom, Rights and
Responsibility
• Freedom is not absolute
• 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 comes in pairs
 Freedom, Rights and
Responsibility
• The reciprocation of rights and duties is the true
foundation of social order
• Duties refers to those that are due justice, to other, to
another individuals or collective persons and to God.
• Responsibility refers to trustworthy performance of
forced duties and consequent awareness of the
penalty for failure to do so.
 Freedom, Rights and
Responsibility
• Authority refers to the right given to give commands,
enforce tasks, take action, make decisions, and exact
obedience, determine or judge.
• Accountability means to be answerable for;
emphasizes liability for something of value either
contractually or because of one’s position of authority.
 ETHICS/MORAL LAWS
• Ethics is based on one’s station in life; to each
station corresponds a certain behavior according
to which a person must be. Reality for something of
value either contractually or because of one’s
position of authority.
THEORIES
OF ETHICS
CONSE QUENTIALISM
Consequentialism claims that the
morality of an action is
determined by consequences.
 Hedonism - views that only
pleasures is good as an end
pleasure is the highest good

Utilitarianism – believes that the

greatest happiness of the greatest
number is the test of right or wrong

THEORIES Self-realizationism – holds that the

OF ETHICS ultimate end is the full development
or perfection of the self.
THEORIES NO NC ONSE QUE NTIALISM
OF ETHICS Non-consequentialism claims that
the morality of an action depends on
its intrinsic nature or on its motives

DIVINE COMMAND THEORY

Divine Command Theory claims that
the morality of an act depends on
whether it is in accordance with the will
of God
THEORIES C AT E GORICAL LY
OF ETHICS IMPE RATIVE THE ORY
holds that for one’s action to be
morally right, he/she must be willing to
have everyone act in the same way

EGOISM
Egoism claims that an action is
right only if it is in the interest of
the agent.
THEORIES S I T UATION E T HICS
OF ETHICS
Situation Ethics claims that the
morality of an action depends on the
situation and not on the application of
the law.

INTUITIONISM
Intuitionism claims that one’s
knowledge of right and wrong is
immediate and self-evident.
THEORIES
OF ETHICS
E M O TIVE T HE ORY
Emotive Theory claims that moral
judgements do not state anything that
is capable of being true or false but
merely express emotions like oaths or
exclamations.
THEORIES
OF ETHICS
ETHICAL RELATIVISM
Ethical Relativism 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.