THE OTHER

PSYCHOLOGICAL
EDUCATORS
Howard Earl Gardner (1943)

 Gardner is the founding father of

Multiple Intelligences Theory
 “it obviously spoke to some sense that
people had that kids weren’t all the same
and that the tests we had only skimmed
the surface about the differences among
kids”
Existential Intelligence

 Is concerned with ultimate issues, and is next

to be possibly considered by Gardner as he
argues that it scores reasonably well on the
criteria.
Moral Intelligence

 Is a concern with those rules, behaviors and

attitudes that govern the sanctity of life in
particular, the sanctity of human life and, in
many cases, the sanctity of any other living
creatures and the world they inhabit.
Moral Intelligence

 He constructed that the central component in

the moral realm or domain is a sense of
personal agency and personal stake, a
realization that one has an irreducible role
with respect to other people and that one’s
behaviour towards others must reflect the
results of contextualized analysis and the
exercise of one’s will.
The Appeal of Gardner’s Theory of Multiple Intelligences
Intelligences to
to Educators
Educators

 It has not been readily accepted within

academic psychology.
 However, it has met with a strongly positive
response from many educators.
 It has been embraced by a range of
educational theorists.
 It was applied by teachers and policymakers
to the problems of schooling.
The Philosophical Orientation
of the Philippine Educational
System
Pre-Spanish Period

 Education during those days was largely

informal and was acquired through
apprenticeship which started at home.
 Contrary to the claims of the Spanish
conquerors that the ancient inhabitants of
the Philippines were illiterates.
Spanish Regime

 One of the first concerns of the Spaniards was the

establishment of schools for their children with the
objective of rearing them in the skills in letters
similar to those acquired by the youth in Spain.
 The Spaniards established various schools to
educate the elite but not the masses.
 Education was considered as a status symbol-a
privilege and not a right.
 Educational system was fundamentally under the
direct control of the roman catholic church.
References

 The law and The Teaching Profession in The

Philippines