Licensure Examination for Teachers (LET)

Review Area:Professional Education

Focus : Philosophical, Historical, Legal, Sociological Foundations and Theories of Learning
Lecturer: Prof. Michael M. Nael

Overview of Education
What is Education?
Education is the total social processes that bring a person into life in a culture. It is the process of acquiring knowledge, habits,
attitudes, skills, and abilities. It is the art of utilizing knowledge to make humans more humane. It is the sharing of wisdom.

Purpose of Education
The purpose of education is total human formation. The school system is tasked to be the catalyst of educative processes, which will
bring about social, cultural, intellectual, economic, moral-spiritual and technological formation of students in order to develop them into productive
members of society. The schools are challenged to provide quality education through an efficient, effective and logical educational delivery
system because society expects the graduates to contribute to the attainment of society’s internal integration and external adaptation
Education is also perceived as an investment of human capital. The stakeholders of education expect a return of investments not only
in terms of personal but societal benefits as well. The development of human resources who think correctly and reason rightly that will
mobilize industries, produce goods and services and that will serve as the manpower of the nation in achieving its goals is the benefit
that the stakeholders clamor for.

Shared philosophies, beliefs and values, which members have agreed upon to uphold and practice, weld the interrelationship among
the members of the social subsystem. This interrelationship, guided by the school cultural sub-system and supported by the economic
subsystem, determines the school’s ability, to face up to the challenge of providing quality education.

Focus 1: Philosophical Foundation of Education

PART I: BASIC CONCEPTS

A. Concepts from General Philosophy

1.Philosophy (from the Greek words, "Philia" and "Sophia," meaning "love of wisdom") - is defined technically as the science of beings in their
ultimate reasons, causes and principles, acquired by human reason alone.
Philosophy is the Science and Art of all things naturally knowable to man’s unaided powers in so far as these things are studied in their
deepest causes and reasons. It is humanity’s attempt to think speculatively, reflectively, and systematically about the universe and the
human beings’ relationship to the universe. It is humanity’s communal search for the ultimate explanation of the realities of life.

2.Types of Philosophy (according to functions)

2.1 Speculative (synoptic/synthetic/armchair) - is systematic thinking designed to
arrive at worldviews, coherent systems of thought, or world outlook. Examples: a. Naturalism b. Idealism
c. realism d. pragmatism
2.2 Analytical (critical) - is critical thinking that aims to examine ideas, concepts, issues, or problems with the purpose of
clarifying them.Examples: a. logical analysis b. languages analysis c. philosophical analysis
2.3 Prescriptive (normative/evaluate) - is reflective thinking that strives to formulate goals, norms, or standards with the purpose
of guiding human thinking and conduct. Examples a. ethics b. logic c. social philosophy, etc.

3.Branches of Philosophy

3.1 Metaphysics. It is the theory of reality. It is the philosophical study of essence and existence. It establishes what to be taught in
education
3.1.2 Basic Axioms
An axiom is an irreducible primary. It doesn't rest upon anything in order to be valid, and it cannot be proven by any "more
basic" premises. A true axiom cannot be refuted because the act of trying to refute it requires that very axiom as a premise. An
attempt to contradict an axiom can only end in a contradiction.
1. Existence exists is an axiom which states that there is something, as opposed to nothing..
2. The Law of Identity. To have an identity means to have a single identity; an object cannot have two identities.
3. Consciousness-Descartes argued that consciousness is axiomatic because you cannot logically deny your minds existence at
the same time as using your mind to do the denying.

1
 Implications of these Axioms
1.Reality is Absolute: The Primacy of Existence -This means that reality is not subject to wishes, whims, prayers, or miracles.
If you want to change the world, you must act according to reality.
2.Causality -Causality is the Law of Identity applied over time. It is the identity of actions. Action is a change in the identity of an
entity.
3.Every effect must have a cause. That cause, however, is an effect of a previous cause. Causality is the law that states that
each cause has a specific effect, and that this effect is dependent on the identities of the agents involved.
4. Nothing. Nothing, or non-existence, is that which doesn't exist. It is not a metaphysical entity. It doesn't exist. It has no
identity.
5.Contradiction-Contradictions don't exist in reality because reality simply is as it is and does not contradict itself.
6. An Entity is the Sum of its Parts -Assuming there are basic building blocks of the universe, it is conceivable that these entities
have a fixed identity, except location. They do not change. They act, and interact, but do not ever actually change their identity.

3.2 Epistemology. It is the theory of knowledge. Its major concerns are the nature of knowledge itself and the grounds
for its validity.

3.2.1. Positions in relation to knowledge

a.Agnosticism - coined a/by Thomas Huxley which means "not being able to know" or belief in the
impossibility of knowledge.
b.Skepticism is the doubting or questioning attitude towards knowledge (also known as the scientific attitude).
c.Affirmation of knowledge. It is the possibility of knowledge.

3.2.2. Types of knowledge in relation to observation

a.A priori - knowledge not requiring observation; literally means "before" or "prior to"
b.A posteriori - knowledge based on observation; literally means "after" or "posterior to"
c.Experimental - knowledge resulting from tested observation.

3.2.3. Types of knowledge according to means / instruments

a.Empirical - knowledge acquired through sense perception (equivalent to scientific knowledge). The school of thought is
known as empiricism.
b.Rational - knowledge acquired primarily through reason and belief is called rationalism.
c.Intuitive - knowledge acquired primarily through intuition (sudden flash of insight) and the belief is known as intuitionism.
d.Authoritative - knowledge acquired through an authority (expertise) and the belief is known as authoritarianism
e.Revealed. Knowledge acquired through revelation (what God discloses to man). And the belief is revelation ism. It is
also called religious knowledge.

3.2.4. On the Criterion of truth

1. Naïve realism – argues that reality is precisely what as it appears to be. So it adheres to the belief that “ seeing
is believing” Truth therefore is what is seen and experienced. The disadvantage of this criterion is the overdependence
on appearance 2.Feelings- the belief that what one feels is the truth. that the best criterion of truth is a hunch.
The disadvantage of this is that feelings are not sometimes true
3. Custom and tradition- this is used by many as a criterion of truth particularly in matters pertaining to morals,
politics, dress etc. 4.Time- is regarded as an excellent test if not the final test of truth.
The disadvantage is that we have to wait until the end of time to discover the truth
5.Intuition- “truth that comes from one knows not where”. It is not a test of truth but a source of
truth 6.Revelation-“Truth which comes from God” This is also a source of truth and not a
test of it
7. Instinct- What is instinctive must by virtue of that fact be true since nature deemed it so. But most knowledge are
beyond the bounds of instinct. It is not therefore a test of truth
8. Majority, Plurality, Consensus Gentium-
The number of people who believes in the truth determines its truthfulness. but truth is not necessarily dependent on how many
believes it to be true
9. Authority- certain individuals who have mastered a field of study may be a criterion of truth but authority gives
only opinions which could be true or which could be false
10. Correspondence- a belief that when an idea agrees with its object, it is proof of its truth. However, it is a definition of
truth not a criterion
11. Pragmatism- If an idea works then it is true, but not all truths works. it cannot be the ultimate
criterion of truth 12.Consistency- means the absence of contradiction. But there is a possibility to be
consistently false sometimes.
13.Coherence- a systematic consistent explanation of all the facts of experience. Its technical name is reason. this is believe to
be the ultimate criterion of truth. It makes use of all the other 12 criteria to come up with a reasonable view of reality.

3.3 Logic. Is the science and art of correct thinking/reasoning. The types of logic are also known as modes or
methods of thinking.

3.3.1. Types of Logic

a. Inductive. It is reasoning from particular/specific to general/universal. Popular in the sciences because it leads to the
discovery of principles, laws, etc.
b.Deductive. It is reasoning from the general/universal to the particulars/specifics. It main justification is to show proofs
of the known principle. It is often used in Mathematics,
Syllogism is the verbal form of deductive reasoning.
c.Dialectic. It is reasoning in which the conflict or contrast of ideas is used a means of detecting the truth. In Hegel's
dialectic, there are three stages: thesis (affirmation of the idea); antithesis (negation of the idea); and synthesis
(reaffirmation of
the idea or truth itself).
d.Experimental or problem solving. It is the testing of hypothesis and makes use of both induction an deduction.
3.4 Axiology. It is the theory of values (from the root word/'axios" meaning "of like value" or "worth as much as"),

3.4.1The types of Values

 a.Ethics. - Theory of morality (good and evil)
b.Aesthetics. - Realm of art and beauty
c.Religions. - realized through worship, experience and service
d.Educational. - Inherent in the educative process.
e.Social. - Realized in the community through then individual's relation to society.
f. Utilitarian. - Realized in harmonious adjustment to or efficient control of the forces of the physical environment.

3.4.2. Issues about values in general: Values are either:

a.absolute (contrast) or relative (changing)
b.objective or subjective
c.hierarchical or non-hierarchical
d.bipolar or unipolar

3.4.3. Theories on nature of values

a.interest theory - believes that values depend upon the interest of the person who enjoys them. What is desired
has value.
b.existence theory. Believes that values exist on their own right, independent of the person and his interest.
c.Experimentalist theory. Believes that what is of value yields a greater sense of happiness in the present and most likely
in the future.
d.Part-whole theory. Believes that the key to realizing and enjoying value is the effective relating of parts to whole.

4. Other branches of Philosophy

4.1 Cosmology is the study of the theories of the nature and origin of the universe
4.2 Philosophy of Man/ Philosophy of human person- deals with the nature and purpose of man.
4.3 Social and Political Philosophy- deals with the nature of society and socialization Process.
4.4 Theodicy is the study of the nature, essence and existence of God using human
4.5 Aesthetics- the study of the nature and appreciation of beauty
4.6 Ethics- the study of the morality of Human
4.7 Rational Psychology –the study of the human mind and its Processes

The following branches serve as foundations to the educative processes and are very much related to Education.
Metaphysics- because we will have to know the nature and essence of
Education. Epistemology- because we will investigate the different theories of truth
and knowledge Axiology/Ethics- for education has a moral dimension
Logic- since we will be looking at the reasonability of the aims, the curriculum, and the methodologies and strategies of different
Philosophies as applied in education

B. Philosophy of Education

1. It is an attempt to comprehend education in its entirely, interpreting it by mean of general concepts that will guide the choice of educational
ends and practices. (Kneller). It is the application of philosophical ideas to educational problems (Ozmon & Craver). It is the study of educational
problems of aims, curriculum, and methods from philosophical perspective (Botor & Ortinero).

1.Distinct Character of Eastern/Asian Philosophy.

1.1 It thinks of time in a cyclical manner. Nothing really ends; nothing really begins absolutely. Once in existence, always in
existence.
1.2 There is no dichotomy between a way of life and a way of thinking. As one thinks, so one lives. Religion and philosophy
are one.
1.3 It has propensity to mysticism, at its use of super-consciousness, existence of the third eyes, or a sixth sense.

2.Chinese Philosophy
2.1 Confucianism
3.1.1.It is body of beliefs based on the Analects, the teachings of Confucius
3.1.2. Confucius was born at Kung-Fu-tzu in 551 B.C. and died in 479 B.C.
3.1.3. He taught the importance of li which means propriety and orderliness and the ideal of a gentleman. He also taught
filial piety, devotion to the family, loyalty to elders, love for learning, brotherhood, honesty and efficiency in
government service (civil service), and universal love and justice.
3.1.4. For almost 2500 years it has been the religion of the great masses in China.

2.2 Taoism
3.2.1. The word "tao" means the path, the way, of the great. It is the source of all being, the First Cause, the Ultimate
Reality.
3.2.2. The original teachings of Taoism are found in Tao Te Ching, attributed to Lao Tzu, born in 604 B.C.
3.2.3. To follow the Tao is to follow the way of nature. Thus, its main tenet is harmony with nature. It regards nature as
sacred and even as an extension of human selves.

2.3. General Character of Chinese Philosophy

3.3.1. The highest achievement of man is to be a sage or wise man.
3.3.2. The Chinese are a this-world people. Life is desirable.
3.3.3. They believe in the cycle of ups-and-downs in this life.
3.3.4. They believe in the coordination of thought and action.

3.Indian Philosophy
3.1 Hinduism. It is the major religion of India, accounting for 85% of the population. It has known as "Trimurti" which
consists of BRAHMA, the supreme spirit, VISHNU, the preserver, and SHIVA, the destroyer and creator. Since the
ancient times, people are already destined into social classes known as the caste system.
Brahmins / Brahmans - the priests
Kshatriyas - the nobles and the
warriors
 Vaisyas - the traders, cultivators, peasants
Sudras - the servants (Outside the caste system are the untouchables or outcasts)

The Hindu's life is governed by the law of "karma" which is a process or series of birth and rebirth until one
attains perfection and finally reaches "nirvana" - the place or eternal happiness and bliss. Under this belief,
the sum of the person's actions carried from one life to the next results in either an improved or
worsened fate.

3.2 Buddhism. It is one of the major religions of the world; founded by Siddharta Gautama, the Buddha, who lived in
Northern India. Today, Buddhism has two major divisions:
1.Theravada or "Way of the Elders" (the more conservative type), popular in Sri Lanka, Burma, and Tahilanf
2.Mahayana or "Great Vehicle" (liberal type), dominant in Taiwan, Korea, Japan, and Tibet

Buddha advocated four noble truths:

1.Life is suffering (duhka);
2.The cause of suffering is desire;
3.the end of suffering is to stop desire; and
4.to stop desire is to follow the Noble Eight-fold Path (to break the chain of karma and to reach Nirvana)
The Noble Eight-fold Path consists of 1) Right View; 2) Tight Resolve; 3) Right Speech; 4) Right Action; 5) Right
Livelihood; 6) Right Effort; 7) Right Concentration; and 8) Right Contemplation.

4.Japanese Philosophy
Shintoism. It was popular during the Imperial regime but lost its popularity when Japan lost during the Second World
War.
Shinto was not a Japanese word. It was derived from the Chinese "shon" (Gods) and "tao" (the way). The intention was to
distinguish this religion from Buddhism when it first entered Japan.
Shintoism is the belief in the "kami no michi" or the "way of the kami". Kami are Japanese deities or goods of nature
like the sun goddess, Kmaterasu, whom the Japanese believed that the Imperial family came from. During the Imperial reign,
Japan is said to be a theocratic state.

5.Arabian Philosophy (Islam)

Islam is a major world religion (one of the three monotheistic religions), comes from the Arabic word "al-islam" which
literally means complete submission to God (Allah).

Islam traces its origin to the prophet Muhammad who was born in Mecca, Arabia about AD 571. in middle life,
Muhammad showed mystical traits and developed the habit of withdrawing to the bills for contemplation. Later, at the age of
forty, he received a revelation calling him to denounce the paganism and polytheism of Mecca and reach the existence of one
God - Allah. In AD 622, he left Mecca for Medina. This came to be known as hijra, the event from which the Muslim calendar
begins. Is AD 632, Muhammad died without naming a successor. He was succeeded by a series of Caliphs, the first being Abu
Bakr and Umar.

The Islamic faith is centered on these five Pillars of Islam:

1.Shahada (confession of faith): There is no other God but Allah and Muhammad is his prophet.
2.Salat (prayer). Muslims pray five times daily facing Mecca - at daybreak, noon, mid afternoon, after sunset and early in the
night. They also go to the Mosques during Fridays.
3.Zakat (almsgiving). Muslims give 2 Vi percent of their income and other properties to charity.
4.Ramadan (fasting) During this period, Muslims do not eat, drink, smoke, or engage in sex between dawn and sunset.
5.Haji (Pilgrimage). A Muslim is required to go to Mecca at least once in his lifetime.

Other important concepts in Islam are:

1.Qur'an/Koran (recitation) - collection of the revelations received by Muhammad from Allah.
2.Hedith (tradition) - is the record of the life and activities of Muhammad and early Muslim communities.
3.Sunna (example) - set of standards of Muhammad which all Muslims should follow.
4.Shiari'a (law) - formed by the combined Qur'an and Sunna to serve as an extraordinary comprehensive guide to life
and conduct.

D. Western Philosophies

1.Naturalism. It is probably the oldest philosophic thought in the west.

1.1. Nature is the be-all and end-all of reality. Its antithesis is supernaturalism. Nature is the aggregate of things around us.
1.2. its educational theme is harmony with nature as exemplified in Rousseau's Emile and the hedonistic principle of
pleasure in the educative process.
1.3. Its chief educational spokesman is Herbert Spencer who believes that the goal of education is complete living.
1.4. The child (pupil) is viewed as a child of nature and so is inherently good.

2.Idealism. It is also one of the oldest schools of thought in the West. It rebelled against the philosophy of naturalism.
2.1 Its origin is traced to Plato who advocated a doctrine of ideas (also the doctrine of the universals).
2.2Since an idea is nonmaterial, idealism stresses moral and spiritual reality.
2.3Rene Descartes, an idealist, advocated a perfect being. God and humans are imperfect beings (the belief of the one and the
many)
2.4Its educational philosophy is ideal-centered. God is the absolute/ perfect ideal. Sometimes, it is regarded as perfectionalism.
2.5 Plato's Republic is believed to be the first educational classic/treatise ever written. It envisioned a society ruled by a philosopher-
king.

3.Realism. It is attributed to Aristotle, a pupil of Plato.

3.1Realism believes that things exist independent of the mind. Its origin is traced to Aristotle's doctrine of particulars.
3.2It has greatly influenced the socialistic (communistic) educational philosophy.
3.3John Amos Comenius, a great realist, believes that education is formation and that the school is the true forging place of man.
3.4 It believes in determinism (man is not free because he is governed by laws or forces of nature beyond his control). One of
the primary goals of education is habit formation.
 3.5The teacher is the key figure, a master teacher; one who transmit knowledge to his pupils (an authority).

4.Pragmatism. It is the most recent among the four classical philosophies.

4.1. Pragmatism is the belief that the meaning of an idea is determined by the consequences when it is put into test or practice in
the world of reality.
4.2. Although Greek in origin, it later became an American philosophy. The foremost American philosophers are
William James (practicalism), Charles Peirce (experimentalism), and John Dewey (intrumentalism)
4.3It believes that change is the essence of reality. "Everything flows; nothing remains the same."
4.4Its chief method is the experimental method that yields experimental knowledge.
4.5It believes that education is life; a continuous process of reconstruction. Education is never complete.

5.Existentialism. It is principally a contemporary or modern philosophy.

5.1. It grew out from the works of European philosophers particularly Soren Kieregaard (Danish)
5.2. Its chief principle is "existence precedes essence."
5.3. It was two types: atheistic and theistic. The chief atheistic philosopher is Jean Paul Sarte (French)
5.4. It clamors for individually and freedom in education.
5.5. It stresses individual decision-making; the teacher offers knowledge and the pupil can either accept or reject it.

E. CONTEMPORARY EDUCATIONAL THEORIES

A Theory is a set of assumptions initially verified or tested but not yet universally accepted. An educational theory is one that is directed to
education. The contemporary educational theories have their roots in formal philosophies.

1. Perennialism. It is a theory founded on the belief that the body of knowledge that has endured through time and space should form the basis
for one's education. Rooted in classical realism and idealism, the chief exponent is Robert N. Hutchins. He believes that the basic principles of
education are both timeless and recurring.

1.1 Purpose. To help students uncover and internalize truths that are universal and constant.
1.2 Curriculum and Method. Its curriculum is subject-centered relying heavily on the disciplines of literature,
mathematics, languages, history, philosophy, and-religion (liberal education). Reading and discussion
of the
"Great Books" would be the principal method of study.
1.3Teacher. The teacher is viewed as an authority, a master teacher, whose expertise is not to be questioned.
1.4School. The school's role is to train intellectual elite and to prepare the young for life,

2.Progressivism. It grew out from pragmatic philosophy and pats emphasis on democratic experience and skills on how to think. Its chief
exponent is Francis Parker.
2.1 Purpose. To give the necessary skills-and-tools with which they interact with the-environment within a constant
process of change.
2.2 Curriculum and Method. Its curriculum is built around the personal and social experiences of the learners. It draws most
often from the social sciences. Scientific methods of inquiry and problem solving are its favored methods.
2.3 Teacher: Since the students are capable of thinking and exploring their own environment, the teacher's role is that of a
guide, group leader, consultant, and facilitator in the student's activities.
2.4School. It is viewed as a microcosm of society, a living learning laboratory, and a working model of democracy.

3. Essentialism. It is rooted in classical idealism and realism with William C. Bagley as principal advocate. It clamored for curricular
reforms with emphasis on the basics or essential.
3.1 Purpose. To transmit the cultural and historical heritage to each new generation of learners.
3.2Curriculum and Method. It puts emphasis on the 3 r's in the elementary and a concentrated study of mathematics, sciences,
humanities, languages and literature in the secondary. Mastery of the basic facts and concepts of essentials is
imperative.
3.3Teacher, The teacher is a master of his/her discipline and a model worth emulating.
3.4 It becomes one of conserving and transmitting to the present generation to the rich cultural heritage of man.

4. Reconstructionism
Also known as social reconstructionism it is rooted in pragmatism and progressivism. It is Utopian because it clamors for a new world
social order, its principal exponents are George Counts, Theodore Brameld and Edwin Reischauer." ,-,
4.1Purpose. To raise the consciousness of students regarding social, economic, and political problems facing mankind.
4.2 Curriculum and Method. Its subject is the multitude of social, political and economic problem of man and uses pragmatic
methods of scientific inquiry.
4.3Teacher. The teacher is a social catalyst, a change agent, a social engineer, and the other roles of the progressivist teacher.
4.4School. It becomes the primary agency for societal change.

Focus 2: Historical Foundation of Education

Early Conception of Education

1.Education for Conformity/ Primitive Education

Aims: Education for security, survival or self-
preservation To conform to the tribe to which
they belong
Types: Practical Education- work activities necessary to stay alive
Theoretical Education- spiritual and worship activities, social knowledge on customs, rites of his social groups
Agency: the family was the center for practical training. Father taught the boys duties of securing life.
Mother instructed the girls’ duties of household management. Tribe elders acted as priests.
Organization: No levels of instruction
Contents: Ritualistic and prescriptive
Methods: tell me and show me, organic, trial and error, enculturation, indoctrination
 Effects: culture was passed on and preserved for generations. People were able to adjust and adapt political and social life
Proponents: Primitives

2.Education for the Preservation of Social Stability/ Oriental Education

Aims: to impress traditional ideas and cultures in order to maintain and perpetuate the long established social order. Recapitulation, i.e.
to recall the past
China: to preserve and perpetuate ancestral
tradition India: to preserve he caste system
Egypt: to preserve religious tradition
Persia: to strengthen military
traditions
Types: Moral Training- training in customs, duties and polite behavior
Theoretical training- language and literature
Agency: home as center for most ethical and social training. Others are pagoda, temple, and covered sheds
Organization: elementary and high school levels
Contents: imitation, memorization
Effects: development of static and highly formal education system. Learning was mechanical and Individual development
becomes impossible
Produced individuals who are patient, obedient, gentle, polite, submissive and respectful but lacking in ambition, self-
confidence, responsibility, initiative and resourcefulness
Ideal for those who oppose
change Traditions were
perpetuated
Citizens were easily integrated to social life
Proponents: Orientals

China: It was taken mostly from the teachings of philosophical masters like Confucius, Mencius, and Lao Tzu. Confucianism and
Taoism teach the ethical life and love of nature respectively. The Chinese have given us filial piety, close family ties, respect for
elders, selfless and honest service in the government, civil service, The Golden Rule, reverence for teachers, scholarship (earnest
learning), and the earliest form of education for all or democratic education. Chinese ethical education is the forerunner of our
present day character education (GMRC and Values Education) in our schools.

Japan: Its ancient educational activities were patterned mostly from the Chinese. The ethical teaching of Confucianism and the
religious beliefs of Zen Buddhism were assimilated into the Japanese way of life. Though it develop its own religion called Shintoism
(worship of the “kami”), educational ideas are dominantly Chinese. The Japanese ideal is the “warrior” with his “samurai” ethic of
respect for authority, determination and hard work. Unlike the Chinese, the Japanese open themselves to foreign influences and made
foreign ideas into what are uniquely Japanese.

India: Hindu education is characterized by deep spirituality and rigid social stratification (Caste System). Hinduism is a spiritual way of
life tied to the rigid caste system. The highest class (Brahmins or priests) receive the highest or complete education while the “sudras”
and the untouchable receive the least or no education at all. The Indians were educated for the ideal (Nirvana) based on the “Vedas”
and so their education developed along the lines of religion and not in the direction of science, art and practical aspects of life.
Teaching was done orally by the master called “guru” including their great epics, the “Mahabharata,” and “Ramayana” which
contains the “Bhagavad-gita.”

Egypt: if the basic concept of education is the civilization and the unity of the people, then ancient Egypt could be recognized as the
oldest civilization in History. The Egyptians already showed the evidence of skilled labor, craftsman, knowledge of practical arts and
sciences, and true apprenticeship programs. They already possessed a system of writing called “hieroglyphics” and originated the
modern paper from “papyrus” which grows abundantly along the Nile River. The Egyptian practical education is perhaps the origin of
present day vocational education in our schools. They were very much ahead of their time; knowledgeable in arithmetic, algebra,
trigonometry, astronomy, medicine, chemistry, and other practical sciences.

3.Education for the Development 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 for individual excellence needed for public
usefulness Greek educational theorist;
Socrates- truth
Plato- justice
Aristotle-happiness
Types: Military and physical training
(Spartan) Liberal Education
(Athenians)
Methods: Principle of Individuality (Athenian)
Competition and rivalry (Spartan)
Effects: Emphasized the complimentary development of the human personality for his cultural improvement and for social
transformation of the State
Proponents: Greeks

Ancient Greek Education

It has been said that the origin of Western civilization and culture is the “glory that was Greece and the grandeur that was
Rome.” In fact, there must be truth in the saying that “After Greeks, there is nothing new anymore.” Unlike the ancient East, education saw the
beginning of formal education.
Ancient Greek Education could be described in the two leading city-states: Sparta and Athens.

Spartan Education
Sparta was basically a military socialistic state and so it is stressed military education. Its aim was to prepare the boys for citizenship
and military service, and the girls for family life as healthy wives and mothers. In brief, Spartan education was for the state and
not for the individual. The “paidonomous” took care of the early military training and physical training of the young Spartan until he
becomes a military recruit and eventually a real soldier. Spartan military education is the forerunner of military training in our
schools.
 Athenian Education
Athens was a democratic state and it stressed liberal education – education for the gentleman, charming in person and graceful in
manners. Education was a family prerogative. For seven years, the home took care of the first child’s education. At seven, the boy was
entrusted to the “paidogogus,” a learned slave. (The term pedagogy was derived from this name). At 14, his education was over. The
boy could then go to the “palaestra” which was a public gymnasium for his physical training. There were other schools and teachers:
“kitharist” (teacher of music), the “grammatist” (teacher of letters), and the “paedotribe” (teacher of gymnastics).

Greeks’ Contributions to Civilization and Education

a. Discovery of reason (philosophy)
b. Arts and sciences
c. Knowledge towards virtue
d. Democracy
e. Discovery of, which means many things – reason, science, idea or even God
f. Olympics
g. The Greek Triumvirate – Socrates, Plato, Aristotle

4.Education for Unitarianism / Roman Education

Aims: To educate the Roman youth for realizing national

ideals Early Romans: Vir bonus
Later Romans: Linguistic facility
Types: Physical training
Agency: Military camps
Contents: Liberal arts, rhetoric. Dialectic, geometry,
music Professional- law, medicine,
architecture
Methods: Elementary- memorization, imitation
Secondary- literary exercises, intensive drill on speech, grammar
Effects: introduced the concept of educational
ladder Produced a nation of doers
Proponents: Romans

Ancient Roman Education

Ancient Rome made its lasting impact on Christianity, the Western World, and on the whole human civilization. Its history and education
can be divided into the Republic and the Empire, or into the pure Roman and Graeco-Roman.

The Republic
This was a mixture of oligarchy and democracy with two distinct classes of people – “patricians” and “plebians”; the former
were the aristocrats and the latter were soldiers, traders, farmers, artisans, and other Romans. They were already noted
for their political
organization and law. They also practice the electoral system, legislation, political machineries, veto, lobbying, taxation, and other
political ideas that we have today.

The Empire (Graeco-Roman)

The Republic engaged in continuous conquests and eventually became powerful empire. In 146 B.C., Greece itself is conquered.
However, the Roman poet, Horace, wrote, “captive Greece took captive her capturer”. Thus the pure Roman became Graeco-Roman.
Schools were established offering both Greek and Roman (Latin) languages. The “ludus” was for elementary education where the child
learned the 3 R’s. This lasted for six years. Secondary education was offered in the grammar school where the young Romans
learned two languages – Greek and Latin. Later the “quadrivium” was offered consisting of arithmetic, music, geometry, and
astronomy. Earlier, the “trivium” consisting of grammar, rhetorics, and dielectric was learned. After the secondary level, the young
Roman proceeded to military service, a calling to rhetorical school and become a statesman. Later, higher education was established
and this was called “Athenaeum” which first offered oratory and law. A public school system was also established (during the reign
of Emperor Theodosius, 383-395 B.C.)

Roman Contributions to Education and Civilization

a. Practical Education (utilitarian education)
b. The Latin Language
c. Bilingual Education
d. Cross-cultural studies
e. Socio-political organization and law
f. Roman educators like Cato, Cicero, Plutarch and Quintilian

Jewish Education
Jewish education can be described in terms of its history which is divided into four periods:
a. Patriarchal period, from the call of Abraham to Moses
b. Tribal period, from Moses to the monarchy
c. Royal period, from King Saul to the Babylonian Captivity
d. Period of Restoration, from the Babylonian Captivity to the birth of Jesus

Christ Goal: Religious Conformity (Obedience to Torah)

Jewish Education under Jesus Christ

Jesus Christ was born in 4 B.C. during the reign of Emperor Augustus with Jewish parents. Christianity came from
Christ, the Greek word for “Messiah,” Jesus taught new principles of human relationships based on universal love. The most frequent
title of Jesus in the Gospels is “teacher” (rabbi, master). He taught practically anywhere. The persistent theme of His teachings is
salvation or liberation from sin to gain eternal life in the Kingdom of God. Among others, his more popular methods are:
a. Gnomic method – from gnomes (proverbs)
 b. Use of parables – Parables use comparison or analogy
c. Conversional/dialectic method – use of dialogue
d. Personal example

Early Christian Education

In the first two centuries after Christ, the Christians gained followers but they were still persecuted. It was only in 313 A.D.
through the Edict of Milan when Emperor Constantine recognized Christianity and made in the official state religion. Thus, began
the rise of Christianity. The first school were called “catechumenal” schools for prospective converts, then came the catechetical schools
for advance training, and then the cathedral schools under the bishoprics.
Goal: Moral regeneration

Monasticism and the Dark Ages

Monasticism arose during the Dark Ages (400 A.D. to 750 A.D.) The term “monasticism” came from the word “monos” meaning
alone or one who lives a solitary life. The regular clergy called the monks strictly adhered to their vows of monastic life such as
obedience, simplicity, and industry (chastity in others). The “Dark Ages” was so-called because invasions and destructions of
barbarians spread throughout the empire until it finally fell. Only the church was spared and remained the bastion of education.
The monks established the “monastic schools” in addition to the cathedral, parish, and other schools already existing. They instilled
religious discipline for the clergy and lay people. The parish schools taught the 4 R’s – reading, writing, arithmetic, and religion.
Monasticism reached its peak in St. Benedict, founder of the Benedictine Order.
Goal: Religious Discipline

MEDIEVAL EDUCATION

The medieval period is marked from the 11th to the 15th century and lies between antiquity and the modern period. There was
much educational activity during the time.

Scholasticism and Intellectual Discipline

The term scholasticism is a general designation for the particular method of scholarly, intellectual, and philosophical pursuit of universal
truths. Its aim was to support the doctrines (truths) of the church by reason. This is to justify faith by reason and in the strictest
sense, scholasticism designates a special system of philosophy that reached its peak in Thomism of St. Thomas. Aquinas (1224-
1274). Scholastic education led to the rise of universities with University of Paris, a former cathedral school as the first university
founded. The word “university” then meant a number, a plurality, or aggregate or persons. The entire student body was known as
stadium generale. The term “universitas” meant a corporation of teachers and students.

Education for Chivalry and Social Discipline

This kind of education as a result of feudalism, a system of political, social, and economic relationship based on landlord-vassal relation.
Chivalric education was the response to the increasing educational needs of the sons of the nobility. Chivalry and other social manners
are stressed. The boy goes through the following stages:

Page -an attendant at the noble courts at age

7 Squire -an attendant to a knight at age 14
Knight -a full-pledge warrior whose duties are to protect the women and poor, defend the church and the state, attack
the wicked/evil elements, and shed blood for the sake of the country and his comrades.

Saracenic Education

A new religion, founded by Mohammed was born in Arabia, came to exist six hundred years after the birth of Jesus Christ. This came to
be known as Islam among the Arabs. Roman and Greek writers called the wandering Arabs as Saracens. The whole world owes
them the scientific method of investigations and its application to the affairs of daily life. Saracenic education aimed at the development
of individual and social welfare through scientific knowledge. Saracenic schools in the Middle Ages were the most adequate and
complete at the time. Their elementary, secondary, and higher level schools were more advanced then than their European counterparts.
They made advances in astronomy, geometry, trigonometry, Hindu system notation, algebra, chemistry, physics, medicine, and
surgery.

The Guild System of Education

Toward the end of the medieval period, economic forces brought about considerable social and cultural changes. Earlier, the
“crusades” (first sanctioned by Pope Urban II) led to the growth of trade and commerce. With this development, free cities came
to exist along with a new social class – the burghers, bourgeoisie, pre-middle class. This new social class demanded a different kind of
education. Related to the growth of commerce was the strengthening of the guild, an organization of person with common interests and
mutual needs for security and welfare. There were two types: the merchant guild and the craft guild. These types of schools were
established to meet their educational needs:

1. Chantry schools – established through foundation under the clergy

2. Guild schools – served the children of the members of the craft guild.
3. Burgher schools – served the children of the members of the merchant guild.

The stages of development under these systems are: apprentice (usually 7 years), journeyman, and master craftsman. Subsequently
governmental regulation and the licensing of polytechnics and vocational education formalized and bureaucratized the details of
apprenticeship.

MODERN CONCEPTIONS OF EDUCATION

1. Education for rich and full life/ Italian or Individualistic Humanism

Aims: to secure rich and full life for each individual through contacts either the ancient
Types: literary, aesthetic, aristocratic
Agency: School
 Contents: 3 worlds- World of the past, subjective world of emotion and World of grammar, rhetoric and mathematics
Methods: text study, written themes, self-activity and self-
expression Effects: Classic learning was revived.
Education was very aristocratic
Served as foundation of modern academic freedom
Proponent: Vittorino de Feltre

2.Northern or Social Humanism

Aims: for social reform
Types: religious, moral, social
Agency: court, schools, secondary schools, universities
Contents: classical and biblical literatures
Methods: individualized instruction, repetition and mastery, motivation, use of praise rewards
Proponent: Desiderius Erasmus

3.Reformation
Aims: Religious moralism
Types: character Education, universal, compulsory and free
education Agency: home, vernacular school, secondary school,
university Contents: singing, physical education,
Methods: memorization, religious indoctrination
Proponent: Martin Luther

4.Counter-Reformation
Aims: to develop an unquestioning obedience to the authority of the church
Jesuits: train leaders
Christian Brother’s: teach the
poor Jansenists: spiritual
salvation
Types: religious and moral, domestic and
vocational Agency: elementary, secondary and
higher Contents: 4R’s
Methods:
JESUITS
Adapting the lesson to the abilities and interest of
children Participation of pupils by question and
answer
Review
A lot of repetition for mastery
Doing a small amount of work at a time, doing it well, and making sure it is retained
CHRISTIAN BROTHER’S
Pupils recite to the class not to the
teacher Grade pupils according to
ability
JANSENISTS
Memorization with understanding
Use of textbooks

5.Humanistic or Verbal Realism

Aims: complete knowledge and understanding of human
society JUAN LUIS VIVES- Develop one’s
personality FRANCOIS RABELAIS- develop the
whole man JOHN MILTON- prepare for actual
living
Types: literary and liberal
Agency: vives- home then public school at age of 7
Rabelais- tutor
Milton- academy
Contents: vives- vernacular
Rabelais- physical exercises, games and sports, bible
study Milton- ancient and literary classics
Methods: vies- make use of the principle of individual
differences Rabelais- incidental method
Milton- discussion, fieldtrips

6.Social Realism
Aims: to prepare the aristocratic youth for a life of a gentleman in the world of affairs
Types: practical, physical, moral, intellectual
Agency: private tutorial system
Contents: activity curriculum
Methods: emphasized understanding and judgment, knowledge assimilated action imitated, ideas applied in conduct
Proponent: Michael de Montaigne

7.Sense or Scientific Realism

Aims: to develop natural individual in a natural society
FRANCIS BACON-to give man dominance over
things
 RICHARD MULCASTER- represses not the natural tendencies and activities on childhood
JOHN AMOS COMENIUS- eternal happiness with GOD
WOLFGANG RATKE
Types: Practical scientific; religious, intellectual
 Agency: MULCASTER- tutors, vernacular schools
RATKE- experimental school
COMENIUS- 4 schools
School of the Mother’s knee (birth-6 yrs.
Old) Vernacular- sensory training (7-12
years old)
Latin- training for understanding and organization of information (13-16 yrs.
old) University- (19-24 yrs. old)
Contents: FRANCIS BACON-knowledge of
nature MULCASTER- reading, writing
vernacular COMENIUS- encyclopedic
RATKE- natural, bible
Methods:
MULCASTER: Makes use of games, plays and
exercise BACON::Uses inductive method
RATKE: Learning should only be one thing at a time
Repetition must be done as often as possible
Everything should be learned first in the
vernacular Learning should be done naturally
Rote memorization should not be done
Learning should be done by induction and
experimentation COMENIUS
Sense is learning is encouraged
Everything learned should appeal to the children’s
interest Whatever is learned must be of practical
value
Principles must be thoroughly
mastered Pupils learn by doing
There should be a daily exercise of senses, memory, imagination and understanding

8.Education as training of the Mind / Formal Discipline

Aims: to train the mind through rigorous exercises in order to develop intellectual capacities and to form specific habits
Types: Physical, mental and moral
Agency: schools and colleges
Contents: classical languages and
math
Methods: formal- sensation memory and reasoning
Effect: emphasis on the process of learning and not on the things learned
Proponent: John Locke “A sound mind in a sound body”

9. Rationalism
Aims: to enable man to think for
themselves Types: aristocratic,
intellectual and social Agency: self
education, dancing master
Contents: philosophical/ scientific knowledge, ethics and morality
Methods: critical analysis, application of reason

10. Education in Harmony with Nature/ Naturalistic Conception of Education

Aims: to develop the individual; in accordance with the laws of human
development To preserve the natural goodness of man
Types: Holistic education
Agency: family tutors
Contents: Nature Phenomena
Organization: 1. Savage – infancy
2.savory- childhood
3.Solitude – boyhood
4.Social being - adolescence
Methods: Principles of teaching
1. Growth
2.Activity “Nothing must be done for the child if he can do it himself”
3.Individuality
Effect: Considers principles of human growth and development for teaching and
earning More people oriented to approach
Proponent: Jean Jacques Rousseau

11. Education for Patriotic Citizenship

Aims: to develop military preparedness and aggressiveness for the preservation and glorification of the State
Types: Secular, civic, physical health, compulsory, free, common
Contents: social studies
Methods: Safe, practical, and efficient
Effect: education became an agency for national development and progress

12. Education as Psychological Development

Aims: to direct and control growth and development through appropriate educational procedures
JOHANN HEINRICH PESTALOZZI- social regeneration of humanity
FRIEDRICH FROEBEL- development of the
 child JONATHAN HERBART- moral
development
EDWARD LEE THORNDIKE- realize the fullest satisfaction of human wants
Types: intellectual, moral, industrial, practical and physical
 Agency: all existing institution
Contents: PESTALOZZI- math, science,
language FROEBEL- self-expressing
activities play HERBART- studies
about things
Methods: Principle of pupil activity- uses impression and
expression Principle of interest- interest=will=action
Principle of apperception -new knowledge depends upon previous
experience Principle of concentration/ Principle of self-activity- learning
by doing
Principle of correlation- focus is achieved on connected units of subject
matter Principle of socialization- learning through cooperative activity
Principle of recapitulation/ Principle of
individualization Principle of motivation- stimulating
learner’s influence
Law of Readiness – learning starts from learner’s enthusiasm and motivation
Law of Exercise- the more frequently the bond is exercised, the stronger it
becomes Law of Effect- pupils’ success leads to feeling of satisfaction

13. Education as a Scientifically Determined

Process Aims: to make education a science
Types: utilitarian, universal, democratic, liberal
Agency: schools offering and specializing in
science Contents: Science
Methods: experimental problem-solving, scientific method and research
Effect: Systematic and objective analysis of the curriculum
materials Scientifically determine learning objectives
Inclusion of more sciences in the curriculum

14. Education as a Social Conformity / Social Traditionalism

Aims: to give pupils insights into their social inheritance into the ideals, institutions, conditions and customs of society
Types: social education- formation of the skills of social communication through language and the building of human relationship
Contents: elementary-tools of social living
Habits of human education
Secondary- specialized training for individuals’ specific
needs Extra curricular- training the young to live
together.
Methods: Social Communication and Social cooperation
Effect: Learners were trained to make intelligent choices to solve life problems Education was contributory to the
development of human potentials for national development and progress

15. Education as Social Reconstruction/ Social

Experimentalism Aims: prepare for a progressive
rebuilding of the social order
Types: Intellectual- critical examination of the social conditions and social
problems Civic- intelligent participation and cooperation in civic
affairs

MODERN EDUCATION
1. 16th-17th Centuries: Education of this World
The down-to-earth of this world became the focus of education during this period. Various labels were attached to this period: humanism,
renaissance, realism, naturalism and modernism. The religious called it Reformation and the rise of Protestantism under Martin Luther.

The outstanding educators were:

Sir Francis Bacon (1561-1621) – introduced the inductive method for scientific inquiry. Before beginning this induction, the inquirer is to free his
or her mind from certain false notions or tendencies which distort the truth. The end of induction is the discovery of forms, the ways in
which natural phenomena occur, the causes from which they proceed.

Wolfgang Ratke (1571-1635) – initiated repetition to ensure mastery. His system of education was based upon Francis Bacon’s philosophy, the
principle being that of proceeding from things to names, from the particular to the general, and from the mother tongue to foreign
languages. His fundamental idea was that the Baconian theory of induction was following nature, meaning that there is a natural
sequence along which the mind moves in the acquisition of knowledge, through particulars to the general. He advocated, above all, the use of
the vernacular as the proper means for approaching all subjects, and demanded the establishment of a vernacular school on the basis of
the Latin school.

John Amos Comenius (1592-1670) – regarded as father of modern education; wrote “Orbis Sensualism Pictus” or the World of Sensible Things
Pictured, the first illustrated book that led to the use of visual aids in the classroom.

The texts written by Comenius were all based on the same fundamental ideas: (1) learning foreign languages through the vernacular; (2)
obtaining ideas through objects rather than words; (3) starting with objects most familiar to the child to introduce him to both the new
language and the more remote world of objects: (4) giving the child a comprehensive knowledge of his environment, physical and social, as well
as instruction in religious, moral, and classical subjects; (5) making this acquisition of a compendium of knowledge a pleasure rather than
a task; and (6) making instruction universal.

John Locke (1632-1704) – known as the father of English empiricism, foremost exponent of “disciplinism” (education as based on discipline),
and authored the “tabula rasa” theory (the mind of the child at birth is a blank tablet).
Richard Mulcaster (1531-1611) – suggested that teachers be required to obtain university training and developed teacher training schools
(normal schools).

Francois Fenelon (1651-1715) – pioneered in the education of women. He is a defender of human rights.
John Baptist de la Salle (1651-1719) – founded the La Salle schools that aimed to the poor and underprivileged and introduced a practical
teacher training program.

2. 18th-19th Centuries: Child Centered Education

The shift in aim of education is very evident – from the external end to the development of the child himself. Thus, the new aim of
education is to allow the child to develop according to natural capabilities. The child becomes the center of the educative process. The
main proponents are Rousseau, Pestalozzi, Herbart, and Froebel.

Jean Jacques Rousseau (1712-1778) – best known for his work, “Emilie,” which laid out his naturalistic philosophy of education; also wrote
“Social Contract” that advocated a democratic government.

Johann Heinrich Pestalozzi (1746-1827) – advocated the following: object study with language, education for societal regeneration, learning
through observation and experience, avoidance of bookish learning, discipline basedon love, and education as contact of souls.

Johann Friedrich Herbart (1779-1841) – advocated the theory of appreciation and the inductive method of teaching which came to be known as
“Herbatian Method.” This consists of the following steps: (1) Preparation; (2) Presentation; (3) Comparison and Abstraction; (4) Generalization;
and
(5) Application.

Friedrich Wilhelm August Froebel (1782-1852) – known as the father of the kindergarten (Garden of Children) and advocated the use of play or
games in the school program.

3. 19th-20th Centuries: Democratization of Education

Democratization of education stood out among the manifold aims of education during this period. The following were the best known
educators:

John Henry Newman (1801-1890) – advance a new concept of a university in his book, “The idea of a University,” that a university should offer
universal knowledge.

Herbert Spencer (1820-1903) – attempted to compile all knowledge in his “Synthetic Philosophy.” He and Darwin popularized the evolution
theory. He authored the ethical concept, “survival of the fittest,” before Darwin. He defined education as “preparation for complete living.”

Pedro Poveda (1878-1936) – modified the past Christian education with his own Christian Humanism which commits Christianity to the
upliftment of the poor and marginalized people. He also pioneered on the establishment of Teacher Formation Centers.

Maria Montessori (1869-1952) – a doctor of medicine who turned to education of the handicapped and underprivileged youth; later, she
introduced a new pedagogy for young children which has three main features: freedom and individuality, prepared environment, and specific goals
for each child.

Paolo Freire – a Brazilian who criticized contemporary education as the education of the oppressed. He wrote “The Pedagogy of the Oppressed”
in 1968. He described conventional education as the banking concept of education responsible for the culture of silence among the
masses.

John Dewey and other American educators like Horace Mann, William James, J. Stanley Hall, Francis Parker, and Edward Lee
Thorndike, among others – also made great contributions to education. John Dewey believes that education is life, a continuous process (i.e.,
never complete) and it aims is social efficiency.

SUB-AREA: LEGAL FOUNDATIONS OF EDUCATION

A. Introductory Concepts
1. The Philippines has a great heritage from two sources: the East and the West. To understand the present Philippine
education, we must study this legacy.
2. Philippine education went through periods of historical development: Pre-Spanish, Spanish, Revolutionary (1st
Republic), American, Commonwealth, Japanese, Third Republic, Martial Law (New Society), and Post-EDSA
Republic.
3. Our country’s educational system has been shaped and influenced by environmental factors and conditions prevailing during
each historical period.
4. The primary legal basis of Philippine education is the existing fundamental law of the land, the Constitution.
5. Legal notations follow a chronological order and/or named according to the political set-up then existing.

B. Education During the Pre-Spanish Period

Education aimed for
- survival and conformity
- enculturation
- result of individual experiences/by product of the accumulation of race experiences
Training consisted of
- Informal education through apprenticeship which started at home
- Domestic chores and practical/occupational honing of skills in hunting, farming, etc.
- Theoretical/moral and spiritual awakening e.g. worship, laws, codes
Education was done through:
- “Tell me” and “show me” or demonstration
- Observation and imitation
- Indoctrination
- Given by older priests – 1st teachers and custodians of knowledge
- Considered education as preserver of their culture and transmitter of the knowledge acquired by earlier
generation to their posterity and a vital factor in the propagation of their tradition
Teaching content was:
- broad, indefinite and unwritten
- unstructured/incidental
 C. Education During the Spanish Era

Miguel Lopez de Legaspi – conquered the Philippine Archipelago in 1565

Concerns: Establishment of schools for their children with the objective of rearing the virtue and skills of the Spanish youth
Education aimed to propagate Christianity
Training was done formally through the
- visitas which served as the first schools
- parochial schools established such as the colegios, beaterios, and seminaries
- institutions established for higher learning to provide the church with centers of learning and the state with
much needed judges and lawyers
Education was considered a status symbol, a privilege and not a
right Teaching was done through
- dictation, memorization
- other techniques such as the moro-more, cenaculo and other theatrical
performances Teaching content consisted of
- Christian doctrine in the elementary levels
- Ecclesiastical studies, classical courses and vocational
education The media of instruction used were
- Spanish
- Latin
Education was characterized by
- Authoritarianism (Spaniards refused to give quality education to the masses)
- teacher-dominated
- subject-centered
- imposition of severe discipline
- direct control of the Roman Catholic church and was dominated by the priests and clergy
- education purely religious in nature. Aimed at Christianization of the natives for the glory of God
- Ecclesiastical studies, classical courses and vocational education
To uplift the education in the Philippines the Royal Decree of 1863 (Education Act of 1863) was promulgated which provided for
the following
- complete system of education
- free system of education
- establishment of normal school
- reorganization of the school curriculum
- government supervision and control of school thus breaking the 3 century church domination in education

D. Revolutionary Republic (1st Republic)

1. The first republic was established on June 12, 1898 in Kawit, Cavite with General Emilio Aguinaldo as President, June 12 is
now the official independence day of the country.
2. The first organized reaction against Spanish injustice happened from 1862 to 1872. Patriotic Filipinos formed the
“Comite de Reformadores” in 1862 to work for reforms for the assimilation of the country as a province of Spain. This
group was led by the priest Mariano Gomez, Jose Burgos, and Jacinto Zamora (GOMBURZA). The reform movement
ended up at the Cavite mutiny and the execution of the three priests in 1872.
3. Continuing the assimilation reform, Filipino expatriates in Europe initiated the propaganda movement through their pen. These
were Graciano Lopez Jaena, Marcelo H. del Pilar, Jose Rizal, Mariano Ponce, Antonio Luna and Jose Ma. Panganiban. In
1889 in Barcelona, they founded the “La Solidaridad” with Jaena as the first editor, followed by del Pilar who founded
the short-lived “Diariong Tagalog” in 1882.
4. The reforms of the propaganda movement did not materialize. The first republic gained by the revolution in 1898,
began with modest educational plans because education was not the priority at that time. The 1898 Malolos
Constitution had no direct provisions for education. The “Decalogues” of Apolinario Mabini and Andres Bonifacio helped
somewhat to provide direction for the scant of educational activities. The obvious goal of education is love of country within
the framework of love of God. Aguinaldo allotted a meager amount for public instruction in 1899 budget. Schools,
however, closed due to the conflict with the new colonizers – the Americans.

E. Education During the American Era

 Education total changed the educational concepts introduced by the Spaniards
 Education aimed to promote democratic ideals and way of life
 Education should be universal and free for all regardless of sex, age, religious and socio-economic status of the
individual
 Means of giving people an orientation towards a democratic way of life
 Training was done through the
- schools both public ad secular manned by chaplains and military officers of the US army and the Thomasites
brought here by the vessel Thomas
 Curricular programs were patterned from the United States
- Religious freedom was enforced (exact contradiction of Spaniards view of religion)
- Development of the intelligence, right attitudes and habits of children who were to become citizens of the future
were emphasized
- Citizenship training for adults became important
- Democratic ideal as a philosophy was emphasized
- Supervision of schools took the role of guidance and consultancy
 Legal Mandates
- Education Act of 1901 laid the foundation of the Philippine public school system
- Act No. 2957 (in 1921) created the Board of Textbooks for the selection and adoption of textbooks for the
public schools
- Act No. 3162 and 3196 made possible the conduct of the Monroe Survey and recommended the following
  educational reforms regarding methods and techniques of teaching, supervision, teacher training
and curriculum
 evaluation of teaching and learning
- Constitution of 1935 mandated the establishment and maintenance of a complete and adequate system of
public education, free public primary instruction, and citizenship training to adults citizens

F. Education During the Commonwealth Period (1935-1942)

 Education aimed to continue the promotion of democratic ideals and way of life
 Training wad done through the
- the public schools
- the private schools (sectarian and non sectarian)
 Curricular emphasis was on character education and citizenship training
 Legal Mandate
- Education Act of 1940 otherwise known as Commonwealth Act 586 which
 provided for the complete revision of the public elementary school system
 shortening of elementary grades to six years
 adoption of double-single sessions in the primary grade with one teacher one class assignment of
intermediate teachers
- R.A. Act No. 4007 completely abolished matriculation fees

G. Education During the Japanese Era

 Education aimed at
- making the people understand the position of the Philippines as a member of the East Asia Co-Prosperity
Sphere (a Japanese version of the “Monroe Doctrine” established by US President James Monroe
- eradication of the old idea of reliance upon western states
- elevating the morals of the people giving up over-emphasis on materialism
- striving for the diffusion of the Japanese language in the Philippines and the termination of the use of the
English language in schools
- inspiring the people with the spirit to love labor
 Training was done formally through the schools, which gave more emphasis on vocational, technical, agriculture
- reopening of schools
- opening of vocational schools
- establishment of agricultural schools and colleges
 Curricular content centered on values rooted on love for labor
- emphasizing vocational education
- diffusing the use of Nippongo
- teaching physical education and singing Japanese songs
 Legal mandate
- Proclamation No. 1
 informed the people that the sovereignty of the United States over the Philippines was over and that
Martial Law was to reign
 made the Philippines a member of the Greater East Asia Co-Prosperity sphere

H. Education during the Republic – Philippine Independence (1945-72)

Third Philippine Republic (July 4, 1946). Administration of President Roxas until the Marcos regime, before the Proclamation of martial
law.
 Education aimed at the full realization of the democratic ideals and way of life the characteristics of which are:
- Democracy is predicated upon the intrinsic worth of the individual
- Individuals realize their capacities best in a social context
- Society is not separated from the individual
- Democracy thrives on change; it is dynamic and flexible
- It fosters persuasion and consensus and rejects coercion and indoctrination
 Curricular content stressed
- social orientation as manifested by the conservation of the Filipino heritage
- training for occupation
- promotion of democratic nation building
- a new thrust on community development
 Legal Mandates
- Republic Act No. 1123 provided for
 creation of the Board of National Education as the highest policymaking body of the Philippines
 R.A. No 869: known as Elementary Act of 1953: Every parent to enroll a child of age to finish
elementary education
 revision of the Elementary Education Curriculum of 1957 to emphasize skill development and proper
attitude for work
 reduction of class enrollment to 40
 use of vernacular as the medium of instruction in Grades I and II in all schools, and English as
medium of instruction from Grade III to VI
 revision of the Secondary Curriculum which consisted of
1. General curriculum for 1st and 2nd year
2. Differentiated Curricula for 3rd and 4th year
 provision for a guidance program in every secondary school
 provision of equal educational opportunities
  formation of the Presidential Commission to survey Philippine Education (PSPE) to determine how to
structure the educational system to meet the demands of society

I. Education During the New Society (1972-1986)

 Education aimed for national development (Education Act of 1982)
- achieve and maintain an accelerating rate of economic development and social progress
- assure maximum participation of all the people in the attainment and enjoyment of the benefits of such
growth
- achieve and strengthen national unity and consciousness and preserve, develop and promote desirable cultural,
moral and spiritual values in a changing world
 Curricular changes in Elementary Education
- Education Act 1982 measures to maintain quality education
- Voluntary accreditation: refers to the recognition of an educational program or where applicable of an
educational institution as possessing certain standards of quality or excellence (Sutaria, 1989) e.g.
PAASCU/PACUCOA, ACSC- AA, ISO
- focused on the 3Rs
- integration of values in all learning areas
- emphasis on mastery learning
 Curricular changes in Secondary Education
- Increased in time allotment
- YDT and CAT introduced a new courses
- Elective offerings as part of the curriculum
 Educational Programs Initiated
- Project IMPACT - Instructional Management by Parents, Community, and Teachers
- ISOSA - In school, Off School Approach
- CPS - Continuous Progression Scheme
- PRODED - Program for Decentralized Educational Development
- NCEE - National College Entrance Examination
- NEAT - National Elementary Assessment Test for VI = battery of achievement tests of multiple choices
- NSAT - National Secondary Assessment Test replaces NCEE; not pre-requisite to entrance to college; 20%
of the result is computed to the GPA
 Legal Mandates
- PD No. 1 - Integrated Reorganization Plan (September 24, 1972)
1. Decentralization of the Department of Education, Culture and Sports
2. Decision-making is shared by the 13 DECS regional offices
- Bilingual Education Policy - use of English and Filipino as media of instruction in specific learning areas

J. The Fourth Republic : Education During the Present Period (1986-present)

 Promulgation of the 1987 Constitution which provided the present philosophy of education in the Philippine Art. XIV, Sec. (32)
Article XIV, Sec. (32) “All education institution shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights,
appreciation of the role of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen
ethical and spiritual values, develop moral character, and personal discipline, encourage critical and creative thinking, scientific and technological
knowledge and provide vocational efficiency.”
Stresses:
 System of education relevant to society
 Free public education: R.A. 6655 Act of 1988: Free Public Secondary Education
 Scholarship Program and Student Loan Program: Selected Ethnic Groups Educational Assistance Program (SEGEAP)
- Study Now Pay Later Plan (SNPLP)
1. State Scholarship for Sciences, Arts and Letters (R.A. 4090, Jan. 27, 1964)
2. Private Education Student Financial Assistance Program (PEAFA)
3. R.A. 6728 Financial Assistance to Students and Teachers in private education sector in 1989
 Non-Formal, Informal and Indigenous Learning: (for profitable employment). Ex. Technical and vocational courses.
(Indigenous Learning: ways and methods within the cultural communities which are used in preserving and building certain
traditions; taking into account their needs while allowing for the influx of external cultural factors)
 Special Education and adult education: Constitution (ph. 5 sec. 2) stated that training in civics, vocational efficiency and other
skills to adult citizens, the disabled, and out-of-school youth.
- Commonwealth Act No. 3203: provided for the care and protection of disabled children. Articles 356 and 259
of the
Civil Code of the Philippines mentioned “the right of every child to live in an atmosphere conducive to his
physical, moral and intellectual development,” and the concomitant duty of the government to “promoted the full
growth of the faculties of every child.”
- Declaration of the Rights of the Child (U.N. Gen. Assembly-1959) affirmed: “The child who is physically,
mentally or visually handicapped shall be given the special treatment, education and care required of his
particular condition.”
- Presidential Decree No. 603 – the Child and Youth Welfare Code, abound with specific provisions for the welfare
of the exceptional child. Article 3, Right of the Child, provides among other that “emotionally disturbed or
socially maladjusted child shall be treated with sympathy and understanding, and shall be entitled to treatment
and competent care required by his particular condition.”
- Article 74, provides for the Creation of Special Classes: “Where needs warrant, there shall be at least special
schools for physically handicapped, the mentally retarded, the emotionally disturbed and the specially gifted. The
private sector shall be given all the necessary inducement and encouragement.
- Magna Carta for Disabled Persons (January 22, 1992, R.A. 7277) affirms the full participation and total
integration of persons with disabilities into the mainstream of our society.
- World Conference on Special Needs Education held at Salamanca, Spain on June 7-10, 1994;
recognized the necessity and urgency of providing education for children, youth and adults with special
educational needs within the regular educational system.
 - Republic Act Nos. 3562 and 5250 approved on June 21, 1963 and June 13, 1968 respectively, these acts
provided that teachers, administrators and supervisors of special education should be trained by the
Department of Education and Culture.
- 1981 International Year of Disabled Persons – focusing attention on the enjoyment of Disabled Persons of right
and opportunities in order to ensure their full participation and integration into society.
- Convention on the Rights of the Child – Article 28: adopted by the U.N. in December 1989 states that children
have a right to education and details the obligations of the State to provide this right. It also says that every child
should have access to academic or vocational secondary education and that if secondary education is not free,
financial aid should be given to children who need it.
- Jean-Marc Gaspard Itard, a French physician considered to be the father of Special Education. He worked with
deaf children.
- Followed by Edward Sequin – student of Itard who published “Moral Treatment, Hygiene, and Education of Idiots
and other Backward Children. He believed that sensorimotor exercises could help stimulate learning for children
with disabilities.
- Maria Montessori first female physicians (Italy – 1912) was influenced by Seguin and then worked first with
children with mental disabilities.

 Education aimed to promote national development and values education

 Curricular Reforms
- Implementation of NESC - addressed to civic, intellectual, and character development of the child. Its
features are:
1. Fewer learning areas; emphasis on mastery learning
2. Focused on the development of the 3rs
3. Emphasis on the development of intellectual skills which are as important as work skills
- Focus on the development of humanism and Filipinism in all learning areas
 Implementation of SEDP in response to the need to continue pupil development. It aims to improve policy making and
increase the internal efficiency of the educational system. Its features are:
- subjects generally oriented to the development of values
- specific competencies
- concept-based subject areas
- uni-disciplinary treatment of curriculum content
 Implementation of NSEC. Its features are:
- multi-disciplinary treatment of curriculum content
- student-centered
- cognitive-affective manipulative based curriculum
- values education offered as separate subject area
- emphasis in Science and Technology
- uses bilingual policy
- critical thinking emphasized
 Ramos Administration onward to the Philippine 2000: Major priorities include economic development, political stability,
effective bureaucracy, people empowerment, and environmental protection; stressed that the delivery of quality education to
all the people as mandated by the Constitution is the chief means to empower the masses; people need to become globally
competitive; Vision of Philippines 2000, the Philippine attaining the status of a Newly Industrialized Country (NIC) –
educating the people, equipping them with scientific and technological knowledge and skills, and providing them the facility
to understand and be understood by others through communicative competence.
- With the passage of R.A. 7722 known as the Higher Education Act of 1994, Commission on Higher Education
taking charge of the tertiary level education
- R.A. 7796 or TESDA Act of 1994 created the Technical Education Skills and Development Authority
(TESDA) to oversee all the technical and vocational programs

OTHER IMPORTANT LEGAL BASES:

1. The Education Act of 1982 (Batas Pambansa Blg. 232), provides for the establishment and maintenance of an integrated system of
education that shall apply to both formal and non-formal system in public and private schools in all levels. It also provide for the
national development goals and goals of education in all levels. In section 29, it provides for “voluntary accreditation” for schools,
colleges and universities to improve their standards over and above the minimum standards required by the state.
2. R.A. 6655, May 26, 1988, “Free Public Secondary Education Act of 1988.”
3. R.A. 6728, June 10, 1989, “Act Providing Government Assistance to Students and Teachers in Private Education.”
4. Executive Order No. 27, issued on July 4, 1986, provides for the inclusion of courses or subjects on human rights in the school
curricula, textbooks, and in the qualifying examinations on government service.
5. Executive Order No. 189, issued on June 10, 1987 placed all public secondary school teachers under the Administrative
supervision and control of DECS>
6. R.A.6850, February 8, 1990, provide for the granting of Civil Service Eligibility to all government employees who have
provisional or temporary status and who have rendered a total of at least (7) years of efficient and dedicated service.
7. R.A. 7079, July 5, 1991, “Campus Journalism Act of 1991,” provide for the establishment and maintenance of a student publication
in all levels in both public and private schools.
8. R.A. 7323, February 3, 1992, provided for the employment of poor but deserving students, aged 15-25, during summer and/or
Christmas vacation, with a salary not lower than the minimum wage, 60% of which shall be paid by the employer and 40%
by the government.

Focus 3: Sociological-Anthropological Foundations of Education

ANTHROPOLOGY
Derived from the Greek words anthrope which means man, and logos which means science
 a.Science that studies the origin and development of man
b.Science of man, his development, work and achievements
c. Includes the study of physical, intellectual, moral, social and cultural development of man, including his customers mores,
folkways and beliefs
1. CULTURE - (Emphasis of Anthropology)
.a The shared products of human learning
.b The complex whole which includes knowledge, beliefs, arts, laws, morals, customs and other capabilities and habits acquired
by man as a member of society (Taylor)
.c A social heritage, transmitted to another and shared (Dressler)
.d A fabric of ideas, beliefs, skills, tools, aesthetic objects, methods of thinking, customs and institutions into which each member
of society is born (Smith, Stanley, Shores)
.e The set of learned behaviors, beliefs, attitudes, values, and ideals that are characteristics of a particular society or
population

CHARACTERISTICS OF CULTURE

 Transferable
 Dynamic  Learned
 Continuous
 Shared  Universal
 Symbolic
 Adaptive  Borrowed
ELEMENTS OF CULTURE
 Language - an abstract system of word meanings and symbols for all aspects 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
- Formal Norms - rules that are written down; punishment is strictly implemented to violators e.g. laws
- Informal Norms - generally understood but are not precisely recorded e.g. one person who comes to
school dressed differently from everyone
- Mores - are norms deemed highly necessary to the welfare of society because they embody the cherished
principles of a people; violation of mores can lead to severe punishment
- Folkways – norms governing our everyday behavior whose violation raises comparatively little concern; it
is our customary way of doing things; habits
 Sanctions - penalties or rewards for conduct concerning social norms e.g. (positive sanctions) pay, promotion,
medals, word of gratitude or (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; values are use to evaluate the behavior of others

2. Aspects of Cultural Variation

a. Subculture - is a segment of society which shares a distinctive patterns of mores, folkways and values which differs
from the pattern of the larger society e.g. celebration fiesta among Filipinos varies
b. counterculture – is a subculture that rejects societal norms and values and seeks alternative lifestyles e.g. gay lingo
c. culture shock - when one person is immersed in an unfamiliar culture, s/he may feel strangely disoriented, uncertain,
out of place and even fearful e.g. when offered exotic food
d. ethnocentrism – tendency to assume that one’s culture and way of life are superior to others
e. xenocentrism – belief that the products, styles or ideas of one’s society are inferior to those that originate elsewhere

3. SOCIOLOGY
a. Science of man and society
b. Study of patterns of human behavior
c. Study of groups and societies and how they affect the people

4. Society
An organized group of population who interrelates and interacts with one another, with common shared attitudes, sentiments,
aspirations and goals (Kessing)
Composed of human beings and the institutions by which people live together in their culture (Linton)

A group of organized individuals who think of themselves as a distinct group, who have some things in common, a set of loyalties
and sentiments, and a “esprit de corps” which make the individual under certain circumstances to sacrifice himself for the good of
the group (Smith, Stanley and Shores)
A social group that occupies territory, recruits its members by inter group sexual reproduction and has a shared comprehensive
culture (Bectrand)

5. Groups
a.A unit of interacting personalities with an interdependence of roles and status existing between or among the members
(Cole)
b.A number of people who at a given time interrelate and interact with one another, with common shared attitudes,
aspirations and goals
c. Types of Group:
 Primary Group – refers to small group characterized by intimate, face to face association and cooperation e.g.
street gang, family
 Secondary Group – refers to formal, impersonal group in which there is little social intimacy or mutual understanding
e.g. class, social clubs
 In-groups – any group to which people feel they belong. Every member is regarded as “We” or “us”
 Out-group – group to which people feel they don’t belong
 Reference group - any group that individuals use as a standard for evaluating themselves and their own
behavior.
 Dyad – two-member group
 Triad – three-member group
 Coalition - temporary or permanent alliance toward a common goal
6. Status
a. Refers to the position assigned by a person in a group or
organization Types of Status:
1. Ascribed Status – social position “assigned” to a person without regard for the person’s unique
characteristics or talents
2. Achieved Status - social position “attained” by a person largely through his or her own effort
3. Master Status - status that dominates others and thereby determines a person’s general position in
society

7. Social Stratification
Refers to the classification of group members according to certain criteria which may differ according to the nature of the group;
structured ranking of people in society that perpetuates unequal economic rewards and power in society
Is influence by the economic status of an individual
ii. Criteria of Stratification:
1. Income/Wealth
2. Power
3. Prestige

b. Social inequality - describes a condition in which members of a society have different amounts of wealth, prestige and
power

8. Social Mobility
Refers to movement of individuals or groups from one position of a society’s stratification to another
Types of Social Mobility:
- Horizontal Mobility - movement of a person from one social position to another of the same rank e.g. electrician who
becomes a funeral director
- Vertical Mobility – movement of a person from one social position to another of a different rank e.g. electrician who
becomes a lawyer or doctor
- Intergenerational Mobility - involves changes in the social position of children relative to their parents e.g. parents who are
rich but their children become poor
- Intragenerational Mobility – involves changes in a person’s social position within his/her adult life e.g. a poor boy who struggle to
become a successful entrepreneur

9.Social Process
Refers to the patterned and recurrent form of social interaction (reciprocal action or effect)
May come in the form of competition, conflict, cooperation, accommodation, assimilation or acculturation

10. Socialization
A process of adapting or conforming to the common needs and interests of a social
group The process of entering the human groups, of being included into the secretes
of society
A process whereby people learn the attitudes, values and actions appropriate to individuals as members of a particular
society

A process where a member of a group learns and internalizes the norms and standards of the other member among whom she/he
lives
Agents of Socialization:
 Family – smallest social institution whose members are united by blood, marriage or adoption, constituting a
household and carrying a common culture whose functions include transmission of culture and providing opportunities
for growth and development
 School (Education) – established by society for the basic enculturation of the group and an agency which makes
student learn how to value oneself and eventually others. It is also an agency organized by society for the basic
function of teaching and learning.
 Church, government, mass media, workplace, economy, non-government agencies and other institutions wherein an
individual is a part of.

12.Change
An enduring force in history, is inevitable as this takes place from time to time
The adjustment of persons or group to achieve relative harmony
Is persuasive and is taking place in culture, society and personality
Forms of Change:
 Cultural change – refers to all alteration affecting new trait or trait complexes to change the culture’s
content and structures
 Technological change – revision that occur in man’s application of his technical knowledge and skills and he
adopts
himself to environment
 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

13.Cultural Lag
Occurs when society cannot adjust to changes for quite a time

14.Sociology of Education
Provides a study of the regular patterns of relationships between society and the educational processes and the explanation for such
relationships which contributes to the analysis and eventual solution to problems confronting the educational system.
Some Social Concepts:
1. Values
 generally considered as something – a principle, quality, act or entity – that is intrinsically desirable (Hall, et. al)
  possesses a degree of excellence, some lasting genuine merit that rests on deeper intrinsic worth and more enduring
qualities than mere preference by individual or in consonance with given cultures (Hall, et. al.)
2. Value System
 a system of established values, norms, or goals existing and shared in a society or group
3. Value Clarification (value building)
involves having a clear set of values and realizing the values a person holds depend on such factors as environment, education, and
personality

4. Value Ranking
a conscious, deliberate process by which a mature person arrives at a fairly well-articulated, thoughtful ranking of his chosen
values; here, interrelationship of values is explored within any given individual

5.Value Conflict
conflict and polarization occur when somebody imposes a value ranking on someone else. The highest possibility then of polarity in
a group is when two groups of people have opposite value rankings may be seen in the following situations:
 Personal interests v. public interests
 Bayanihan spirit v. kanya kanya mentality
 Close family ties v. self-reliance
 Personalism v. group solidarity

6. Justice
defined as the habit or readiness to give others what is due to them; the constant and perpetual disposition of society to render
everyman his due
justice includes rendering to every man that exact measures of his due without regard to his personal worth or merit

Justice and responsible government

 provides man with structures that guarantee his right to live a decent life and protect him from exploitation
by his fellowmen and/or certain system
 provides every citizen a sufficient opportunity for advancement, growth and development
 encourages every citizen to help build a just and responsible government, one which promotes growth and
progress of its people
 encourages its people to be vigilant and involved to ensure that they control the government and that it
functions effectively for the common good
 has authority, the legitimate power to command or bind the citizens of the state to the common good of the
society; the
power that direct social order for the common welfare of the whole community. This authority is the result of the social
contract between the people and those to whom the people delegate this power

7.Some Views about the Relation of the Individual to Society

1Individualistic View - holds that the society is made up of individuals who are independent of one another; believes that the
individual as an indestructible entity and society is merely an effect
2 Socialistic View - the individual is subordinate to the society
3 Dualistic View - recognizes the individual as independent but as he interacts with the others in a society, sees the need to
become a part of a group and conform to its rules
4 Organic View - assumes that the society and the individual see common interests and that the development of the individual
requires social consciousness and involvement; each one needs the other in realizing their own ends but it must be recognized that
a moral bond must exist between them so that their ends may be fulfilled

8. Freedom, Rights and Responsibility

1.Freedom is not absolute,

2.freedom is independence (in a political context)
3. freedom is rights (in social context)
4. the whole moral life revolves around the use of freedom:
5. Right means (in ethics) what is just, reasonable, equitable, what ought to be, what is justifiable, something that is owed or
due
6.Kinds of Rights:
a.natural rights – inherent in the nature of man and thus above the law
b.political rights – privileges of participating in the affairs of government
c.civil rights – enjoyed by citizens

7 Rights and responsibility come in pairs. If one wants more rights and freedom, s/he shall also have to accept more
responsibility.
 rights are intended to be used, not abused. A right is abused when it interferes with the rights of others
 all individual rights and freedoms should be conceived in the light of social order and justice
 the reciprocation of rights and duties is the true foundation of social order
 duties – refer to those that are due under justice to another individual or collective persons and to God. If moral
obligation embraces one’s responsibilities toward himself, duties are properly directed to others.
 Authority - refers to the right given to give commands, enforce laws, 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
 Responsibility – refers to trustworthy performance of fixed duties and consequent awareness of the penalty for failure to do so;
is
 based on good judgment and relates to the obligation and commitment

PROFESSIONAL ETHICS FOR TEACHERS

 1. Appropriate ethical standards values and principles of conduct as well as the rights and benefits due all teachers have been set forth
and are embodied in such documents as the “Magna Carta for Public School Teachers” and the “Code of Ethics for
Professional Teachers”
2. Teacher’s Rights and Benefits
Security of Tenure: “Stability in employment and security of tenure shall be assured the teachers as provided for under existing laws” and
“No officer or employee in the Civil Service shall be suspended or dismissed except for cause as provided by law.”
Injury Benefits: “Teachers shall be protected against the against the consequences of employment injuries in accordance with existing
laws”
Leave Benefits:
 Maternity leave for married women employees
 15-day sick leave and 15-day vacation leave for those teachers designated for continues duty throughout the year
 70-day vacation pay and vacation service credit for teachers not required to render service throughout the year
 Study leave after seven years of service
 Medicare benefits to all teachers regardless of age sex, means or status
 Disability benefits
 Death benefits
 Right to permanent status after having rendered at least 10 years of continuous efficient and faithful service
 Right to freely and without previous authorization establish and join organization of one’s own choosing subject to
limitation
 Right to academic freedom (freedom to investigate and discuss the problem of his science and to express his
conclusion….without inference from political or ecclesiastical authority, or from the administrative officials unless his methods
are found to be clearly incompetent or contrary to professional ethics…includes choice of methods, materials, course
requirements
 Right to be paid in legal tender without any unlawful deductions
 Right to equitable safeguards in disciplinary cases:
o Right to informed of the charges
o Right to full access of evidence
o Right to defend himself or be defended by a representative of his choice
o Right to appeal to designated authorities
 Right emanating from being persons in authority

3. Ethical principles culled from the Code of Ethics for Professional Teachers and the Magna Carta for Public School Teachers. The
teacher shall
 Maintain the nobility and dignity of the teaching profession
 Maintain continuing professional growth to improve efficiency, competency and productivity, nationally and internationally
 Maintain harmonious and pleasant personal and official relations with other professionals, government officials, and
with the community
 Transmit to learners cultural and educational heritage of the country: elevate national morality, promote national pride, cultivate
love
of country, instill allegiance to the constitution and all duly constituted authorities, promote obedience to laws of the state
 Be imbued with the spirit of professional loyalty, mutual confidence and faith in one another, self sacrifice for the common
good, and full cooperation with colleagues
 Make an honest effort to understand and support policies of the school
 Refrain from transacting any business in illegal manner
 Show professional courtesy, helpfulness and sympathy to one another and exhibit cooperative responsibility to formulate
change for the system at all levels
 Be first and foremost concerned with the interest and welfare of the students and deal with students justly
 Establish and maintain cordial (pleasant) relations with parents; inform them of their children’s progress; seek their
cooperation for their children’s guidance and hear their complaints with sympathy and understanding
 Maintain good reputation with respect to financial matters
 Maintain dignified personality whether in school, in home, or elsewhere so as to serve as a model worthy of emulation by
learners, peers and all others

9.Sense of nationhood –
 may be equated with love of country, it may be synonymous with “Filipinism” (a concept of a Filipino community)
 the sum of worthwhile values essential to the development of a sense of oneness
and identity of interests with the community and a desire to contribute to common
life and national well-being (O. D. Corpuz)
 Ideology and Commitment: ideology – one must know what a nation is, what it can be, and what it ought to be; commitment – one
must recognize and accept his duty to help develop his nation as he has so conceived (De La Costa)
 people’s consciousness of unity based on common ancestry, homeland, customs,
culture and destiny, which drive them to promote their collective interests over
those of people of other countries

10. Nationalism
 fosters a strong feeling of loyalty to the State and pride in their nationality, therefore education should be used as a prime
means to develop nationalism
 aims to achieve freedom from political oppressors to achieve political self-determination
 central to nationalism is the conception of sovereignty, entirely independent from any legal or moral authority beyond its own
borders
 it is a moral virtue: an aspect of justice and embraces the duties of man towards his countrymen because he shares with them the
same homeland, the same government, and common interests
PRACTICE TESTS IN FOUNDATIONS OF EDUCATION

SET 1: Philosophical Foundation

Direction. Read each item carefully and choose the best answer.
1.Which of the following describes mainly the function of a philosophy of education?
A. An aid to the learner to build his own personal philosophy
B. A tool to reconsider existing educational goals in the light of society’s needs
C.A way to provide the academic background prerequisite to learning
D.A means to define the goals and set the direction for which education is to strive
2.The belief that schools should develop students’ abilities to think deeply, analytically, and creatively than simply developing social
skills or providing useful body of knowledge about our ever – changing world.
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
3.What is Teacher Myra's philosophical leaning if she subscribes to the belief that, “To be or not to be. That is your choice”?
A.Humanism B. Utilitarianism C. Rationalism D. Existentialism
4.Which philosophy views the very nature of learning as involving hard work and often unwilling application?
A. Essentialism B. Reconstructionism C. Progressivism D. Realism
5. This educational view contends that problem solving should take precedence over the inculcating of subject matter.
A. Essentialism B Reconstructionism C. Progressivism D. Existentialism
6."Education is not an imitation of life but a preparation for it.", is the major tenet of
A. Essentialism B. Reconstructionism C. Progressivism D. Idealism
7.This educational view is of the belief that education should be life itself and not a preparation for living.
A.Essentialism B. Reconstructionism C. Progressivism D. Existentialism
8.The view that reality is a world within a person's mind and truth is found in the consistency of ideas. Schools exist to sharpen the mind
and the intellectual processes while students are taught the wisdom of past heroes.
A. Idealism B. Reconstructionism C. Naturalism D. Realism
9.The philosophy of education which posits that the initiative in education should lie with the teacher rather than with the pupil.
A. Essentialism B. Reconstructionism C. Progressivism D. Existentialism
10. The view that reality is what we observe. Truth is what we sense and goodness is found in the order of the laws of nature. Schools
exist to reveal the order of the world and the universe; thus factual information is taught to students.
A. Idealism B. Perennialism C. Essentialism D. Realism
11. The assimilation of prescribed subject matter is the heart of the educational process. This is in accordance with which philosophy of
Education?
A. Essentialism B. Reconstructionism C. Progressivism D. Existentialism
12.Teaching must focus on the universal truths that have withstood the test of time, thus, students must read the Great Books and
develop their understanding of the philosophical concepts that underlie human knowledge.
A. Idealism B. Perennialism C. Essentialism D. Realism
13. The educational view that posits that school should encourage cooperation rather than competition.
A. Essentialism B. Reconstructionism C. Progressivism D. Perennialism
14. It holds that the major purpose of education is to transmit culture and core knowledge to each new generation. It focuses on teaching
the fundamental elements of academic and moral knowledge and on cultural literacy, rather than work from the Great Books.
A. Idealism B. Perennialism C. Essentialism D. Realism
15. The teacher's role is to advice and not to direct since students are responsible for their own education. This is the position of
A.Essentialism B. Reconstructionism C. Progressivism D. Existentialism
16.Knowledge is always changing and thus, we should teach children how to think rather than what to think. Education should be child-centered;
learning should be active and not passive. These statements are true to what educational view?
A. Existentialism B. Reconstructionism C. Progressivism D. Experimentalism
17. The belief that the school should retain traditional methods of mental discipline is attuned to.
A. Essentialism B. Reconstructionists C. Progressivism D. Existentialism
18.The belief that things are constantly changing and reality is what human beings experience. Truth is what works right now and that
goodness comes from group decisions. Thus, schools exist to discover and expand the society we live in while students should study social
experiences and solve problems.
A. Behaviorism B. Realism C. Progressivism D. Experimentalism
19. Life is a meaningless void and there are no objective standards or rules, no God, no purpose or plan. Individuals are completely free.
Thus, schools exist to aid children in knowing themselves and their place in society. These are the beliefs of what philosophy?
A. Existentialism B. Reconstructionism C. Progressivism D. Experimentalism
20. This view proposes that learning should be directly related to the interests of the child.
A.Essentialism B. Reconstructionism C. Progressivism D. Existentialism
21. It is of the belief that schools should take the lead in changing society. Education, thus, must strive to establish new cultural patterns
and to eliminate social evils.
A.Existentialism B. Reconstructionism C. Progressivism D. Experimentalism
22.Education must be completely re-fashioned to meet the demands of the present cultural crisis and must be in accord with the findings
of the behavior al sciences. This view is of
A.Existentialism B. Reconstructionism C. Progressivism D. Experimentalism
23. Since its earliest conception, Philippine education has continually stressed the teaching of minimum competencies in language, arithmetic,
social studies and the sciences. This is attuned to what educational philosophy?
A.Idealism B. Existentialism C. Essentialism D. Progressivism
24. The educational objective to indoctrinate Filipinos to accept the teaching of the Catholic religion and to foster faith in God is bed
rocked on a philosophy called
A.Realism B. Idealism C. Pragmatism D. Existentialism
25. DECS Order No. 71,s. 1996 entitled “ Establishment in Pilot Regional School of the Future (SOF)” introduces improvement and
reform in education to respond to both human and social needs. What philosophy is related to it?
A.Idealism B. Realism C. Progressivism D. Reconstructionism
26. Only democracy permits - indeed encourages - the free interplay of ideas and personalities that is a necessary condition of true
growth.
A.Essentialism B. Reconstructionism C. Progressivism D. Behaviorism
27. Teacher Sam is convinced that his task is to bring the pupils’ ideas to consciousness by way of Socratic dialogue. To what
philosophy does teacher Sam subscribe?
A.Realism B. Pragmatism C. Existentialism D. Idealism
28. Students learn best through reinforcement.
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
29. Schools should prepare students for analyzing and solving the types of problems they will face outside the classroom.
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
30. The educational view that emphasizes rigor and calls for more core requirements, a longer school day, a longer academic year, and
more challenging textbooks.
A.Essentialism B. Reconstructionism C. Behaviorism D. Realism

SET 2: Philosophical Foundation

Directions. Read each item carefully and choose the best answer.
1.The students should be permitted to determine their own curriculum. This approach belong to
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
2.What is the preferred curriculum design for progressive education?
A.Learner-centered B. Need-centered C. Subject-centered D. Problem-centered
3.Reward students well for learning and they will remember and be able to apply what they learned, even if they were not led to understand
why the information is worth knowing. This strategy is employed by
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
4. Students should not be promoted from one grade to the next until they read and mastered certain key material. This belief led to the
use of content mastery strategies which are employed by what educational theory?
A.Behaviorism B. Progressivism C. Essentialism D. Existentialism
5.Art classes should focus primarily on individual expression and creativity. From what Philosophy will any strategy to be employed to
achieve these be traced?
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
6.Schools must provide students with a firm grasp of fundamental facts regarding the books, people, and events that have shaped the
Philippine heritage. Teaching methods to achieve these are supportive of what educational theory?
A.Behaviorism B. Progressivism C. Essentialism D. Existentialism
7.Which posits that children should learn the traditional basic subjects and that these should be learned thoroughly and rigorously?
A.Postmodernism B. Essentialism C. Perennialism D. Reconstructionism
8.To which educational philosophy does a principal adhere to when she considers training in the humanities is of utmost importance?
A.Existentialism B. Essentialism C. Progressivism D. Perennialism
9.The belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other
people.
A.Progressivism B. Essentialism C. Existentialism D. Behaviorism
10. Which educational view claims to rely on the best available scientific theories of learning?
A.Behaviorism B. Progressivism C. Existentialism D. Essentialism
11. In what school of thought are students encouraged to interact with one another and to develop social virtues such as cooperation and
tolerance for different points of view?
A. Progressivist B. Behaviorist C. Existentialist D. Essentialist
12. The belief that people are shape much more by their environment than by their genetic disposition or the exercise of their free will
comes from what educational theory?
A.Behaviorism B. Progressivism C. Perennialism D. Existentialism
13. Which educational view is of the belief that there is no universal form of human nature?
A.Essentialist B. Perennialist C. Existentialist D. Behaviorist
14. Which educational view is of the belief that reality exists independent of the mind thus truth can be verified?
A.Experimentalism B. Idealism C. Constructivism D. Realism
15. Aside from the principles of freedom espoused in America as representing tremendous progress over the political ideas of earlier times,
what did ?
A.Literacy B. Law C. Democracy D. Proportion
16. Which is the typical slogan of progressivism?
A.Learn by doing B. Practice One’s Exercise C. Search for the truth D. Educate all the people
17.Which term was used to distinguish from the education that was rooted in classical preparation for the university and strongly differentiated
by socioeconomic level from the traditional curriculum of the 19th century?
A.Existence B. Progressive C. Behavior D. Construct
18. Which term is referred to by the word 'perennial' that is likened to a flower that comes up year after year?
A.Everlasting B. Existence C Progress D. Growth
19. What is emphasized by progressivism in their curriculum?
A.Arts and culture B. Natural and social sciences C. Medicine D. Music and sports
20.Who are of the view that there is no such thing as free will or the autonomously acting person; such ideas are only myths that may
make us feel better but do not correspond to scientific observation.
A.Existentialist B. Recontructionist C. Perennialist D. Behaviorist
21. Which of the following statements TRUE of behaviorism?
A.Intelligence is determined partly by pre-natal nutrition B. Environment affects learning
C. Heredity has a part in determining physical appearance D. Intelligence hinges in physical structure
22. What philosophy emphasizes the discussion of social questions and the quest to create a better society and worldwide
democracy?
A.Essentialism B. Behaviorism C. Reconstructionism D. Existentialism
23. One particular strategy of modern perennialists is to teach their students with what?
A.Facts B. Music C. Scientific reasoning D. Math
24. The position that all theories should have observational correlates but that there are no philosophical differences among acting, thinking and
feeling.
A.Essentialism B. Reconstructionism C. Perennialism D. Behaviorism
25. Which philosophy approves of a teacher who lectures most of the time and requires his students to memorize the rules of
grammar?
A.Existentialism B. Pragmatism C. Realism D. Perennialism
26. In an existentialist curriculum, who are given a wide variety of options from which to
choose?
A.Teachers B. Students C. Principals D. Staff
27. The main focus of Existentialist methods is
A.The individual B. The country C. The society D. The world
28. This view is based on the proposition that all things that organisms do can and should be regarded as behaviors.
A.Reconstructionism B. Essentialism C. Exisatentialism D. Behaviorism
29. According to which view are human beings shaped entirely by their own choices.
A.Behaviorist B. EssentialistC. C. Existentialist D. Perennialist
30.Behaviorists believed that whenever students perform a desired behavior this must be provided so that they will learn to perform the behavior
on their own.
A.Negative reinforcement B. Positive reinforcement C. Both A and B D. None of these

Set 3: Philosophical Foundations

Directions. Read each item carefully and choose the best answer.

1. The type of education geared toward the promotion of democratic ideals and way of life and the belief that all human persons are endowed
with freedom by God and society adheres to the belief of
A. pragmatism B. progressivism C. perennialism D. existentialism
2.Which movement was influence by the theory that the mind is made up of separate faculties strengthened by
exercise/practice?
A. humanism B. disciplinism C. rationalism D. developmentalism
3.Which movement advocated the psychological principles of learning?
A. rationalism B. developmentalism C. humanism D. realism
4.Which movement contributed the Saxony Plan**, the first school system in the history of education?
A. reformation B. disciplinism C. realism D. nationalism
5. Which movement stressed the teaching of civics and a common language to develop citizens towards a common goal?
A. reformation B. humanism C. developmentalism D. nationalism
6.The movement designed to produce “a class of iluminati” like Descartes, Leibniz, Voltaire, Spinoza, etc.
A. nationalism B. rationalism C. humanism D. realism
7.The nature of knowledge in the curriculum, is the problem of
A. metaphysics B. axiology C. epistemology D. logic
8.The nature of the pupil in the classroom is a problem of
A. metaphysics B. epistemology C. axiology D. logic
9. Which field of philosophy is concerned with theories of morality?
A. aesthetics B. ethics C. axiology D. religion
10. Which domain of philosophy is concerned with art and beauty?
A. ethics B. spiritual C. material D. aesthetics
11. To the Chinese, the highest achievement of man is to be a
A. warrior B. gentleman C. sage D. businessman
12. The Chinese master who believes in the original goodness of man is
A. Confucius B. Mencius C. Lao Tzu D. Chuang Tzu
13. Which Chinese word is the basis of the Golden Rule?
A. Ren- human heartedness B. yi C. ch’i D. Li
14. Which Chinese belief characterizes the nature of way of all things?
A. tao B. yang C. ch’i D. chung
15. The Golden Rule is attributed to
A. Mencius B. Confucius C. Lao Tzu D. Mo
Tzu 16 Which of the following believes that change is the essence of reality?
A. Realism B. Pragmatism C. Idealism D. Naturalism
17.Edukasyong Kagandahang Asal at Wastong Pag-uugali is integrated in the New Elementary School Curriculum. Which philosophy supports
the teaching of EKWP in the elementary school?
A.Taoism B. Existentialism C. Essentialism D. Progressivism
18.Which philosophy believes that the ultimate objective of education is the attainment of a superior life or life of
virtues?
A. Pragmatism B. Naturalism C. Realism D. Idealism
19.Which philosophy is sometimes known as experimentalism, practicalism, instrumentalism, or functionalism?
A. Pragmatism B. Naturalism C. Realism D. Idealism
20.Which type of knowledge is acquired by means of sense perception?
A. rational B. authoritative C. empirical D. intuitive
21.Which knowledge requires the testing of observation?
A. a posteriori B. a priori C. experimental D. revealed
22.Which kind of logic is described as reasoning from specifics to universal?
A. deductive B. dialectic C. inductive D. experimental
23.Which kind of logic is described as reasoning using the contrast of ideas?
A. dialectics B. experimental C. inductive D. deductive
24.Which kind of logic is known as reasoning from universal to specifics?
A. experimental B. deductive C. dialectic D. inductive
25.Which philosophy believes that the individual is unique, free, and in the process of realizing his/her essence?
A. pragmatism B. idealism C. language analysis D. existentialism

Set 4: Philosophical Foundations

Directions. Read each item carefully and choose the best answer.
1. Positivism is based on A. metaphysical belief B. theological doctrine C. unchanging truth D. science
2. In Buddhism, the goal of all practice is to achieve “Buddhahood” in order to help all other sentient beings attain this state, as opposed
to mere personal liberation. What is Buddhahood?
A. Freedom from desire B. Enlightenment C. Life is full of sufferings D. Attainment of Nirvana
3.Which of the following is not true of philosophy?
A. Philosophy is love of wisdom.
B. Philosophy is a unique discipline that explores and traverses through several domains of life like existence, nature, religion,
etc.
C. Philosophy is the field of reason.
D. Philosophy is has all the answers to all questions about life and existence
4.What is the meaning of the Golden Mean according to Aristotle?
A. In order to achieve happiness, men must act moderately.
B. Men should aim for extreme virtue such as rashness and timidity.
C. Character virtues tend to be supported by excess.
D. A temperate man doesn’t enjoy abstinence itself.
5.According to naturalism, concepts are formed from the physical universe. Which of the following marks this philosophy?
A.beliefs in superstitions
B.everything in our environment can be explained by reason alone
C.ideas are just products of nature
D.ideas are the bases of reality
6.How will a pragmatist respond to a particular problem?
A. a pragmatist will base his/her solutions from a universal truth
B. a pragmatist constantly experiment on what is applicable solutions to his/her problems
C. a pragmatist applies the principles of religion in solving his daily tasks
D. a pragmatist relies from others to improve his/her life
7.The following persons, except one are altruists.
A. A suicide bomber who sacrificed his life for his people
B. A national hero who worked for his country
C. A doctor who didn’t accept a victim of a vehicular accident in the hospital
D. An outstanding teacher who arrived early in the morning to prepare her board work
8.What philosophical belief asserts that knowledge is impossible?
A. Agnosticism B. Skepticism C. Altruism D. Empiricism
9.The decision we make will make us the kind of person that is distinct totally from every other person. What philosophy does this adhere
to?
A.idealism B. existentialism C. naturalism D. realism
10.According to John Locke, human being is born as blank slate (tabula rasa), thus he believes that knowledge originate from experience. What
school of thought is this?
A. Empiricism B. Intuitionism C. Rationalism D. Revelationism
11. Which view about truth is common to all pragmatists?
A.Truth is what all investigators will ultimately agree to. B. Truth is relative to place, time, and purpose.
C. Truth is what works for the individual. D. Truth is unchanging.
12. What branch of Philosophy is closely related to education because it is concerned with human knowledge in general and the
criteria of truth?
A.Metaphysics B. Logic C. . Epistemology D. Ethics
13. This is the systematic consistent explanation of all the facts of experience. Its technical term is reason which is considered as the best
criterion of truth
A.Pragmatism B. Consistency C. Correspondence D. Coherence
14. A branch of Philosophy that studies the morality of human actions
A.Epistemology B. Metaphysics C. Ethics D. Cosmology
15. The area of Philosophy that specifically deals with the problem of human values
A.Criteriology B. Epistemology C. Theodicy D. Axiology
16. The aim of this Philosophy is to reduce statements about education to empirical terms
A.Reconstructionism B. Existentialism C. Philosophical Analysis D. Social Traditionalism
17. The branch of philosophy that studies the morality of human acts
A.Aesthetics B. Cosmology C. Ethics D. Theodicy
18. This is philosophical study of human knowledge and the criteria of truth.
A.Axiology B. Epistemology C. Logic D. Metaphysics

19.This Philosophy posits the knowability of the world and everything in it as they are in themselves and their existence independent of the
human mind
A.Existentialism B. Idealism C. Materialism D. Realism
20.This philosophy is a way of viewing and thinking about life in the world so that priority is given to individualism and subjectivity. It
believes that human beings are the creator of their own essences
A.Existentialism B. Idealism C. Realism D. Reconstructionism
21. The philosophical belief that reality is precisely what as it appear to be and adheres to the belief that “seeing is believing”
A.Coherence B. Consistency C. Naïve Realism D. Pragmatism
22. It is a belief that when an idea agrees with its object, it is proof of its truth. However, it is a definition of truth not a criterion
A.Coherence B. Consistency C. Naïve Realism D. Pragmatism
23. The belief that the ultimate criterion of truth is if an idea works then it is true
A.Coherence B. Consistency C. Naïve Realism D. Pragmatism
24. The Ethical theory that holds that pleasure is the sole good and that to live pleasantly without suffering from any of the undesirable
effects of such living is the sole purpose of life
A.UTILITARIANISM B. HEDONISM C. PLATONISM D. CYNICISM
25. The view that an action is right in so far as it tends to produce the greatest happiness for the greatest number and that the
consequence of a given action determines the rightness or the wrongness of an act not the motive for which it was done
A.UTILITARIANISM B. HEDONISM C. PLATONISM D. CYNICISM
26. The theory that states that the rightness or wrongness of an act depends neither upon the motive nor the consequence but solely upon
what kind of act it was
A.MOTIVIST THEORY B. CONSEQUENCE THEORY C. DEONTOLOGICAL THEORY D. NATURALIST THEORY
27. A theory that holds that moral judgments are neither true nor false but are mere expressions of the feelings of those who utter them
and evocative of the feelings of those who hear them
A.EMOTIVISM B. DEONTOLOGICAL VIEW C. KANTIAN ETHICS D. CHRISTIAN ETHICS
28.The theory that says that if a man knows what the good life is, he will not act immorally, Thus evil is due to lack of knowledge and
that there is fundamentally one and only one good life for all men to lead thus Moral Principles are objective
A.KANTIANISM B. NICOMACHEAN ETHICS C. PLATONISM D. THE ETHICS OF BARUCH SPINOZA
29. He contended that the good life is a life of happiness, happiness is an activity not a goal, men ought to behave so as to achieve
happiness and in order to achieve happiness, men must act moderately, they must act so as to be striving for the mean
between two extremes
A.PLATO B. EMMANUEL KANT C. ZENO D. ARISTOTLE
30. He divided actions into two: acts done from inclination-non-moral and acts done from a sense of duty-moral. For him morality is closely
bound up with one’s duties and obligation. He proposed the Categorical imperatives: a. act only on the maxim that you can will that it
should become the universal law and b. act as to treat humanity as an end never as a means
A.PLATO B. EMMANUEL KANT C. ZENO D. ARISTOTLE

HISTORICAL AND LEGAL FOUNDATIONS

Set 1: Directions. Read each item carefully and choose the best answer.
1. To educate learners according to nature means to provide lessons/learning activities in accord to the natural laws of
A. learning B. human development C. natural sciences D. teaching and learning
2. The early Athenian education stressed the development of the complex dimensions of the human personality…physical, intellectual,
moral. Which of the following teacher behaviors would adhere to the early Athenian concept of education?
A.S/he recognizes that every student in his/her class is unique
B. S/he groups his/her students according to their abilities and interests
C.S/he prepares the same lesson and the same strategies to teach her/his students
D.S/he recognizes that all his/her students have talents which can be further developed
3. How is the educational process by which the primitive children got indoctrinated into their tribal cultural beliefs and traditions
called
A.status quo B. practical education C. enculturation D. domestic education
4. The present military training requirements among students in the secondary and tertiary levels can be traced as a strong
influence of the
A. Greeks B. Romans C. Spartans D. Athenians
5. Which subject in the elementary and likewise in the secondary schools are similar to the goal of Rome to train the students for
citizenship?
A. MAPE/PEHMS B. Communications Arts C. Social Studies D. THE
6. In order to make Roman education truly utilitarian, the day-to-day lessons were
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
7. Which program of the Philippine government seems to be aligned to the Christian humanitarian principle for respect for the
human personality?
A.the study of Philippine constitution B. the promotion of the basic human rights of the Filipinos
C. the massive housing program to shelter the poor D. the functional literacy program for the out-of-school youth and adults
8. To the early Hebrews loyalty to God is parallel or equal to loyalty to one’s nation. Hence, education was to prepare the students to
become moral individuals capable and willing to serve their country. Which program being stressed in the Philippine educational
system seems not to reflect education for nationalism?
A.the mathematics program B. the Values Education Program
C. the Moral Recovery Program D. Reserved Officers Training Course
9. Which of the following values stressed the Values Education Program which seems to be akin to the Christian concept of
education for humanitarianism?
A.social responsibility B. love for truth and wisdom
C. integrity and honesty D. living in harmony with nature
10. Religious rituals in the classroom and in the school programs prove the deep natural religiosity of the Filipinos. Which eastern
philosophy has greatly contributed to this tradition?
A. Greek education B. Athenian education
C. Roman education D. Confucianism
11. The Filipino educator who was instrumental to the development of a conceptual framework that serves as basis for the offering
values education in the Philippine schools in a Post-Edsa period.
A.Dr. Geronima Pecson B. Dr.Isidro Carino
C. Sen. Leticia Ramos Shahani D. Dr. Lourdes Quisumbing
12. character or values education in our schools is the legacy of
A. Egypt B. Greece C. China D. India
13. Which ancient education aimed to preserve the Caste System?
A. China B. India C. Rome D. Egypt
14. The origin of vocational education in our schools is
A. Greece B. Egypt C. Persia D. Rome
15. The Bilingual Policy in our schools came from ancient
A. China B. Egypt C. Greece D. Rome
16. The origin of military education in our schools is ancient
 A. Sparta B. Rome C. Athens D. India
17. The development of the free man was the practice of ancient
A. Egypt B. Rome C. Athens D. Sparta
18. Education for utilitarianism was the educational theme of ancient
 A. Israel B. Egypt C. Athens D. Rome
19. The Civil Service Examination was first practiced in ancient
A. Rome B. Egypt C. India D. China
20. Which ancient education aimed for religious conformity?
A. Persian B. Indian C. Jewish D. Christian
21. Saracenic Education was dominantly
A. scientific B. vocational C. religious D. social
22. Which education highlighted the theme of humanitarianism?
A. Jesus Christ B. Saracenic C. Monastic D. Scholastic
23. Schools offering arts and trades, business or commerce came from the
A. Saracens B. Guild system C. Greeks D. Romans
24. Which medieval education first introduced crude apprenticeship?
A. Egypt B. Guild system C. Chivalric D. Primitive
25. Which education stressed social graces and etiquette?
A. Scholastic B. Monastic C. Chivalric D. Guild system

Set 2: Directions. Read each item carefully and choose the best answer.
1. Which education was greatly influence by the Crusades?
a. Monastic B. Scholastic C. Saracenic D. Guild system
2. The type of education geared toward the promotion of democratic ideals and way of life and the belief that all human persons are
endowed with freedom by God and society adheres to the belief of
a. Pragmatism B. perennialism C. progressivism D. existentialism
3. The methods of faith and reason initially came out during
A. scholasticism B. guild system C. feudalism D. monasticism
4. Which modern educator believed that the mind of the child is blank at birth?
A. Francis Bacon B. John Amos Comenius C. John Locke D. Wolfgang Ratke
5. Who first advocated the theory of interest and appreciation and credited for his popular method of teaching?
A. Johann Pestalozzi B. Johann Herbart C. Friedrich Froebel D. Wolfgang Ratke
6. Who wrote the first picture book in the history of education?
A. Richard Mulcaster B. Johann Pestalozzi C. John Amos Comenius D. Herbert Spencer
7. Who introduced the pedagogy for young children characterized by freedom and individuality, prepared environment, and specific
goals for children?
A. Maria Montessori B. Pedro Poveda C. Francois Fenelon D. John Baptist de La Salle
8. Who wrote the educational classic, “Emile,” and “Social Contract” for a democratic form of government?
A. Comenius B. Locke C. Hobbes D. Rousseau
9. Who is regarded as the “patron saint of teachers” responsible for the spread of “normal ecole” in Europe?
A. Pedro Poveda B. Richard Mulcaster C. Francois Fenelon D.John Baptist de la Salle
10. Who criticized contemporary education as likened to banking which would perpetuate a society of oppressors and oppressed?
A. Pedro Poveda B. Horace Mann C. Paolo Freire D. H. Spencer
11. Which movement was influence by the theory that the mind is made up of separate faculties strengthened by exercise/practice?
A. humanism B. disciplinism C. rationalism D. developmentalism
12. Which movement advocated the psychological principles of learning?
A. rationalism B. developmentalism C. humanism D. realism
13. Which movement contributed the Saxony Plan, the first school system in the history of education?
A. reformation B. disciplinism C. realism D. nationalism
14. Which movement stressed the teaching of civics and a common language to develop citizens towards a common goal?
A. reformation B. developmentalism C. humanism D. nationalism
15. The movement designed to produce “a class of iluminati” like Descartes, Leibniz, Voltaire, Spinoza,
etc.
A. nationalism B. humanism C. rationalism D. realism
16. The nature of knowledge in the curriculum, is the problem of
A. metaphysics B. epistemology C. axiology D. logic
17. The nature of the pupil in the classroom is a problem of
A. metaphysics B. axiology C. epistemology D. logic
18. Which field of philosophy is concerned with theories of morality?
A. aesthetics B. ethics C. axiology D. religion
19. Which domain of philosophy is concerned with art and beauty?
A. ethics B. spiritual C. material D. aesthetics
20. To the Chinese, the highest achievement of man is to be a
A. warrior B. gentleman C. sage D. businessman
21. The Chinese master who believes in the original goodness of man is
A. Confucius B. Mencius C. Lao Tzu D. Chuang Tzu
22. Which Chinese word is the basis of the Golden Rule?
A. ren B. yi C. ch’i D. Li
23. Which Chinese belief characterizes the nature of way of all things?
A. tao B. yang C. ch’i D. chung
24. Education is a life-long process. This simply means that education
a. Takes place in the school where the individual is exposed to specific, self-contained experiences

b. Is a continuous process of experiencing and reorganizing experiences

c. May take place formally or informally to enable the individual to grow

d. May take place anywhere and anytime the individual so desires

25. In which level of the school system does the Constitution mandate free and compulsory education?
A. secondary B. primary C. tertiary D. vocational
Socio-Anthropological Foundations
Set 1: Directions. Read each item carefully and choose the best answer.
1. It refers to the unavoidable force in society which takes place from time to time
A. development B. progress C. change D. evolution
2. The application of scientific know-how and techniques to control and manipulate environment such as modern methods for
constructing skyscrapers and airports is called
A. social change B. cultural change C. discovery change D. technological change
3. The cherished principles in society in which its violation is heavily punished are called
A. beliefs B. customs C. mores D. tradition
4. Mr. Henry Sy is the owner of SM Group of Companies became a person to reckon with in Philippine business because of his talent,
determination and hard work. What status does this illustrate?
A. temporary status B. hereditary status C. ascribed status D. achieved status
5. Pinning veil around the bride and the groom/exchange of rings, releasing of doves during wedding ceremony show that culture is
A. symbolic B. historical C. continuous D. changeless
6. A father who is a recognized expert in carpentry works has taught his son how to prepare and construct good and aesthetic furniture from
local resources. What cultural transmission process is this?
A. observation B. enculturation C. acculturation D. indoctrination
7. Prof. Randy David, a sociology teacher at the University of the Philippines was teaching something on Marxism, capitalism and Filipino
ideology in his Social Theory class. What was his lesson about?
A. material culture B. tangible culture C. non-material culture D. hereditary culture
8. Every first day of the school year, Miss Bautista prepared activities which will make her Grade III children sing, play, learn and
introduce themselves to the class. What process did the teacher emphasize?
A. enculturation B. indoctrination C. socialization D. acculturation
9. Bea, an outstanding Science teacher in their district, who now lives with a married man was rejected by her family and close
relatives. This sanction is a form of
A. isolation B. ostracism C. deportation D. character assassination
10. When a certain cultural practice is acceptable in one group and not acceptable to others, it shows that:
A. culture is borrowed B. culture is varied C. culture is a shared product D. culture is relative
11. During the Spanish period, the imposition of the Catholic beliefs and practices was very strict among the native Filipinos. The
teaching and learning of religious doctrines and values by the friars mostly made use of
A. enculturation B. culturation C. indoctrination D. acculturation
12. Which of the following situations presents a value conflict?
A. The teacher sets high expectations from her intelligent students such as getting higher grades.
B. The teacher and his students have better class standing as their priorities.
C. The teacher has students whose parents want their children to obtain higher grades than what they are capable of getting.
D. The teacher and the administrator follow a set of criteria in giving grades.
13. Miss Glinore is emphasizing cleanliness and orderliness in the classroom as an important value of her Grade 4 students. For this, she asks
her students to
A. bring another pair of shoes that is exclusively for the classroom
B. do the same even when they’re at home
C. formulate rules and regulation in the class and remind them often to follow these norms
D. go to school every Saturday and Sunday in order to make a general cleaning
14. Which situation shows that a sense of nationhood is exemplified?
A. When Miss Aguas asked her Grade II students in what country they wish to live, most of them chose United States.
B. The class are required to watch the TV sitcom of Oprah to improve their English communication skills
C. There is a class program. The girls volunteered to do a debate using Filipino as a medium while
D. The boys opted to make a choral rendition of the theme song of the movie “Titanic.”
15. Which statement best indicates a balance between responsibility and authority? Miss Soriano has just provided a group activity to her class.
While the class is at it, she says…
A. You can talk as much as you want.
B. You are forbidden to talk with each other.
C. I’ll send you out of the room if you so much create noise.
D. You can talk provided you finish the work on time and do not disturb the other group.
16. Which of the following behaviors is a manifestation of a professional teacher?
A. Speaks ill of the Filipino domestic helper in Hong Kong because of their low taste in art and culture
B. Advocates the theme of nationhood in all school activities
C. Imparts his personal beliefs and ideology among his students who are good followers
D. Seeks the cooperation of the parents for her own interests
17. Which situation shows a desirable relationship between teachers and other groups of people in the community?
A. Mrs. Magsanoc, a new-assigned principal to Barangay San Andres, schedule a courtesy call to the barangay chairman.
B. The new teacher was requested to help the barangay council in a case involving one of his students. He declined.
C. Mr. Abuso feels that the barangay council is against his plans; so, he does not consult the council even if there is a need for
it.
D. The principal does her own way of campaigning for cleanliness in and outside the school; she never gets involved with the
same campaign of the barangay officials.
18. If you were Mr. Abad which action would you take to show a balance between freedom and accountability?
A. Give the more free time during the camping period so that the students could enjoy their stay
B. See to it that the older boys scouts take charge of the safety of the group
C. Let the boy scouts do the scheduled activities during the camping while he had a visited the local public market to do some
shopping with the other scout masters
D. Prepare structured activities that allow independent work among the boy scout groups and rate them according to the agreed criteria
19.20. Which two characteristics of eastern philosophies might have influenced Philippine education?
A. The group is above self
B. Focus on the individual
C. Knowledge comes about through meditation
D. Man’s way of life must be characterized by harmony
21. Which situation shows that action is legal but not moral? Public official, entitled to specific privileges from the government
 A. Takes the most economical fare in going about his duties
B. Does his job without getting favors from the client he serves
C. Reverts back to the public coffers the 10% commission due him
D. Buys the latest and the most expensive car model for his department
22. An organized and systematized manner of learning where expectancies are controlled by the
teacher is
A. teaching B. schooling C. education D. learning
23.A social agency that makes a child learn to value himself and eventually others is
A.home B. group C. school D. society
24.When a society encounters a sudden shift to modernization from a premodern tradition, people tend to be confused because old rules and
beliefs are no longer applicable; new sets of norms are not yet properly in place to guide the conduct of people? What is this state of
normlessness according to Emile Durkheim?
A.peace B. anomie C. exploitation D. alienation
25. When a person is placed in a totally new environment in which the traditions and cultural practices are not known to him, most likely
he will encounter
A.culture shock B. culture change C. severe headache D. extreme loneliness
26.What is enculturation?
A.Handing down of culture by a teacher B. Handing down of culture without any question
C. Handing of culture from one generation to the next D. Handing down of culture by one who knows to somebody who doesn’t
know
27.Which of the following is not a function of the school?
A.reproduction of species B. changing cultural practices C. socialization among children D. development of attitudes and skills
28.Filipino ideology could be taken as having the same connotation as a sense of
A.responsibility B. nationhood C. professionalism D. philosophy
29.All people have their own way of building their domicile, way of cooking their food or means of transportation. Then, all people have culture
and therefore share a common humanity. This shows that
A.culture is universal B. culture is organized C. culture is a product of change D. culture is the sum total of human experiences
30.Why can’t the school implement programs for social reconstruction?
A.Most of the students are poor and passive B. Some teachers do not like teaching career
C. Some teachers have no dedication to the profession D. Most teachers belong to Low Socio Economic Status (SES)

SET 2: Directions. Read each item carefully and choose the best answer.
1. Justifications of punishment include all of the following except:
A.Education B. Social Protection C. Rehabilitation D. Deterrence
2. Governmental agencies, universities, and the military are all examples of
A.Aggregates B. Formal organizations C. Secondary groups D. Primary groups
3. A daughter, teenager, and Cuban are examples of
A. a status set. B. ascribed statuses C. achieved statuses D. a role set.
4. Studies of isolated children in infancy show us
A. what happens during the early stages of socialization is not important.
B. everyone goes through socialization at different rates and speeds.
C.social isolation in infancy causes no permanent developmental damage.
D.social isolation in infancy causes permanent developmental damage
5.Which of the following is not one of the benefits of mass media?
A.decreases prejudice and discrimination B. enriches our lives with entertaining and educational programs
C. increase our exposure to diversity D. helps provoke discussion of current issues
6. All of the following are artifacts except
A.using mats on the floor to eat instead of chairs B. values
C. chopsticks. D. automobiles
7.Which of the following situations presents a value conflict?
A.The parent expects her child to do what he tells him; the child obeys so.
B.The parent wants to his child to be in the Dean’s list; the child studies hard.
C.The child has many friends; the parent allows him to spend time with them during week-ends
D.The parent’s priority is for her child to be an A student, the child’s predominant interest is sport
8. Which of the following field of the social sciences below is more connected with the study of social traditions and cultures?
A.theology B. sociology C. psychology D. anthropology
9.Which of the following best illustrates a sense of responsibility that a professional teacher is expected to have?
A.Is humble and obedient to the principal B. Knows and practice time management
C. Has pleasant disposition with students D. Tutors own student for a fee
10. When an individual or a group adapts the culture of others, practice them and becomes habitual, this is
A.culture change B. culture shock C. culture lag D. culture difference
11. . Researchers who use existing material and analyze data that was originally collected by others are engaged in
A.secondary analysis B. primary analysis C. survey analysis. D. unethical conduct
12. Abortion is legal in the United States but is not acceptable in the Philippines. What does it show?
A.culture is illegal B. culture is relative C. culture is uniform D. culture is phenomenon
13. Which situation shows that there is a balance between responsibility and accountability? Miss Carlos attends meetings because
A.additional credit or “pogi” points in the performance assessment
B.she gets overtime pay for doing so
C.she wants to socialize and built social network with the parents and other teachers
D.these are propitious time to meet with parents and discuss with them the progress of their children
14. Which of the following features represents the new paradigm shift in education?
A.Traditional pedagogies B. Lifelong education for all C. Rigid subject matter boundaries D. Knowledge as the only learning
outcome
15. Which situation shows a desirable relationship between teachers and other groups of people?
A.Miss Valdez issues report cards to her favorite students.
B.Mr. Fernandez never entertains parents’ complains because she underestimate their educational attainment.
C.Mrs. Vergil is glad that the parents of her Grade III class volunteer to her in certain class activities.
 D.As a class adviser, Mr. Manalo has not had a single conference with the parents of his
students. 16.17.Which two situations conform to ethical principles involving teaching as a
profession?
 A. Five years before retirement, Mr. Ocampo still keeps on finding ways to improve his craft as a teacher
B. Mr. Del Rosario hopes to become an administrator in the near future. Right now he engages in power struggle with his
colleagues.
C. Ms. Calma is presently busy arranging a conference with the parents of her students to clear up misunderstanding about
instructional program
D. Miss Rivas, a Grade 3 teacher, always comes to school early and prepares her board work and teaching materials before her
students come to class.
18.Which statement can be considered features of our present educational system?
A. Knowledge is absolute. B. Knowledge does not change.
C. Knowledge begins in the senses. D. Knowledge can be known only by
reason. 19.20.Which two situations suggest that nationhood is enhanced?
A. You had an opportunity to go to Canada while there, you thought its best to go TNT.
B. You were asked to give a talk about the heroism of Andres Bonifacio to a group of youngsters. You decided to use Filipino.
C. After living in the Metro Manila for years, you found yourself back in the barrio where you spent your childhood days. When asked
if you could join in building a barangay hall, you gladly said yes.
D. While with a friend from California, you tried to impress him by talking to him in English like they were your peers.
21.Which is not an anthropological view of education?
A. Education is a social institution. B. Education is the process of teaching and learning.
B. Education is an agent of change and modernization. D. Education is boundary breaking between social classes.
22. Which of the following is a technological lag?
A. Mang Pedro still uses horse drawn carriage in transporting his harvest from the farm to the town proper
B. The barangay road is newly-paved by the local government in order to encourage investors
C. The young people in the barrio are using cellphone gadgets and connected in the web
D. The farmers are using handtractors instead of carabao in ploughing
23. The Nazi holocaust is an example of
A. Xenocentrism B. Ethnocentrism C. Culture shock D. Cultural Tolerance
24. A temporary or permanent alliance of people in order to attain a set goals or objectives
A. in-group B. coalition C. primary group D. political party
25. When a government official is using a public good for his own private interest
A. committed service to the people B. red tape C. nepotism D. corruption
 Theories of Learning and the Teaching
Profession SET 1
1.The environment in order to facilitate, learning must be interactive. Which of the following best typifies this kind of environment?
A. The child goes out and discovers for himself some rock or fossil
B. The child listens to a lecture on fossils given by the teacher
C. The child summarizes the section on fossils in his science textbook
D. The child copies a list of facts concerning fossils on the blackboard.
2.Teacher B clears his throat to communicate disapproval of a student’s behavior. Which specific influence technique is this?
A. Proximity control B. Interest boosting C. Signal interference D. Direct appeal
3.What principle is reflected when a teacher always provides for the development of all essential knowledge, manipulative skills and
attitudes?
A. Principle of needs B. Principle of balance C. Principle of unity D. Principle of organization
4.A co-teacher has been gossiping with other teacher about your husband’s illicit affair with another teacher. What will you do?
A. Ignore him B. Talk to your husband C. Gossip about that co-teacher D. Talk to him to stop spreading word
5.Which teacher’s attitude best reflects his understanding of development as a product of maturation and learning?
A. Patience when dealing with the slower one B. Creativity with the classroom strategies or tasks
C. Fairness when giving grades of school marks D. Cheerfulness and enthusiasm when discussing
6.Based on Edgar Dale’s Cone of Experience, which activity is farthest from the real thing?
A. Watch a demo B. View images C. Listen to a lecture D. Attend exhibit
7.Teacher C established opening routine in her class. She does not waste time in engaging pupils to work immediately. Her pupils are
engaged throughout the period. What is exemplified in this situation?
A. well-planned programs and activities B. Sufficient seatwork
C. Constant seatwork D. Uniform discipline
8.Which image must a teacher possess for her to develop creative thinking skills among pupils?
A. Repository knowledge B. Catalyst teacher C. Sage D. Authority figure
9.What group activity is illustrated when the teacher allows the evaluation of work by the group and encourages the giving
constructive comments and suggestions about ways to improve the work?
A. Consensus decision B. Round table C. Critiquing session D. Jury trial
10. Every time a new unit is taken up, the teacher presents students with an advance organizer. Which principle does the
teacher apply?
A. Arrange the appropriate practice B. Provide for correct responding on the first trial
C. Organize materials into appropriate learning units D. Assists students to learn communication skills
11. What theory of long term memory states that memories are formed by concepts becoming linked to other concepts?
A. Schema theory B. Motivation theory
C. Semantic network theory D. Levels of processing theory
12. Teacher Jay discovered that her pupils are weak in comprehension. To further determine in which particular skill(s) her pupils are weak;
which test should Teacher Jay give?
A. Standardized test B. Aptitude test C. Placement test D. Diagnostic test
13. Which statement applies CORRECTLY to Edgar Dale’s Cone of Experience?
A. The farther you are from the base, the more direct the learning experience becomes
B. The farther you are from the bottom, the more direct the learning experience becomes
C. The closer you are to the base, the more indirect the learning experience become
D. The closer you are to the base, the more direct the learning experience become
14. I want to teach concepts, patterns and abstractions. Which method will be MOST appropriate?
A. Discovery B. Indirect instruction C. Direct instruction D. Problem solving
15. Teacher Ann, an experienced teacher, does daily
review of past lessons in order to
A. Introduce a new lesson B. Reflect on how he presented the previous lesson
C. Provide his pupils with a sense of continuity D. Determine who among his pupils are studying
16. How can you exhibit expert power on the first day of school?
A. By making them feel you know what you are talking about
B. By telling them the importance of good grades
C. By reminding your students authority over them again and again
D. By giving your students a sense of belonging and acceptance
17. Which one should you do if a parent of one of your failing student asks you to tutor her daughter in consideration of a certain
amount of money which you badly need?
A. Accept the offer but do tutoring outside office hours
B. Direct the parent to another tutor and make internal arrangement with the tutor for commission
C. Accept the offer with discount
D. Advise the parent to look for another tutor
18. Teacher C does not personally agree with one school policy. What is the professional thing for him to do?
A. Lead a campaign against the abolition of that school policy
B. Make an honest effort to understand, support and carry out the school policy even if he does not personally agree
C. Be indifferent about it as he exert efforts to understand
D. Defy the policy because in conscience he cannot agree
19. A teacher should not be a slave of his lesson plan. This means that
A. A lesson plan must be followed by a teacher no matter
B. A teacher must be ready to depart from her lesson plan if she remembers something more interesting than what
she earlier planned
C. A teacher must be willing to depart from her lesson plan if students are interested in something other than her intended lesson
D. Teacher is the best lesson plan designer
20. Teacher A is observed to be a bit aloof from the children of the Aetas. She justifies her action by saying : “We are but human,
we cannot like every pupil.” Is she acting ethically?
A. yes, because teacher A is not yet engaged in a destructive behavior
B. Yes, persons have their own peculiarities and we expect that we cannot like everybody in the same way that not everybody
can like us.
C. No, under no circumstances shall a teacher be prejudiced against any learner
D. No, unless she has extraordinary reason for being aloof to the Aetas
 SET 2
21. Which of the following teaching practices should be AVOIDED?
A. Using “put down” strategy B. Using multiple response strategy
C. Asking more divergent questions D. Asking more evaluative questions
22. Which is NOT a manifestation of a professional teacher’s pride in teaching as a noble calling?
A. She enjoys teaching despite its demands
B. She is resigned to the ideas that teaching is for those who cannot make it in the other profession
C. She campaigns for the better students to take up teaching
D. She is proud to be identifies as a teacher
23. When a teacher practices professional ethics, which of the following he is NOT likely to do?
A. Shares an outstanding outcome of undertaking with others B. Respect his superiors
C. Maintain cordial relationship with his colleagues D. Engages in gossips
24. How can a teacher enhance her/his questioning technique for an effective teacher-student interaction?
A. Immediately call another student in case one cannot answer
B. You may answer your own question if no one can answer
C. Allow sufficient “think time” at least 7 to 10 seconds
D. Extend wait time until the student respond.
25. A teacher is said to be a “Trustee of the cultural and educational heritage of the nation and is under obligation to transmit
to learners such heritage.” Which practice makes the teacher fulfill such obligation?
A. Use interactive teaching strategies B. Use the latest educational technology
C. Observe continuing professional education D. As a class, study the life of Filipino heroes.
26. On which policy is R.A 4670 focused?
A. Right to establish or join organizations B. Code of ethics for professional teachers
C. Recruitment shall take place after training D. Promotion of social and economic status of public school teachers.
27. The most important contribution of the Gestalt psychology to the theories or learning is
A. The use of multi-media approaches B. The use of reinforcement
C. The concept of readiness in learning D. Cognitive insight
28. What must a teacher do to ensure orderly transitions between activities?
A. Allow time for the students to socialize in between activities B. Have the materials ready at the start of the activity
C. Assign fewer exercises to fill the allotted time. D. Wait for the students who lag behind
29. What is the main concern of spiraling curriculum?
A. Curriculum renewal and revision B. Horizontal articulation of the subjects in grade level
C. Vertical articulation of a given subject across grade level D. Incorporating governmental thrusts
30. I combined several subject areas in order to focus on a single concept for interdisciplinary teaching. Which strategy did I
use?
A.Reading-Writing activity B. Thematic instruction C. Lecture D. Problem-centered learning
31. In the Preamble of the Code of Ethics of Professional Teachers, which is not mentioned about teachers?
A. Duly licensed professionals B. Possess dignity and reputation
C. LET passers D. With high moral values
32. Teacher F wanted to teach the pupils the skill to do cross stitching. Her check up quiz was a written test on the steps of cross
stitching. Which characteristic of a good test does it lack?
A. Objectivity B. Reliability C. Scorability D. Validity
33. Teacher Z always check on entry knowledge and skills before she proceeds to her new lesson. On which principle is
Teacher Z’s practice grounded?
A. Effective teaching proceeds from the concrete to abstract B. Learning increases when the lesson is relevant
C. Attention is essential for learning D. New learning builds on previous learning
34. I like to develop the synthesizing skills of my students. Which one should I do?
A. Ask my students to formulate generalization from the data shown in the graphs
B. Direct my students to point out which part of the graph are right and w/c part is wrong
C. Ask my students to answer the questions beginning with what if..
D. Tell my students to state data presented in the graph.
35. J.B Watson relates that a particular behavior is determined by environmental factors. Which of the following situations can
help the student develop a positive attitude towards math?
A. Tell students that Math is difficult subject B. Give difficult problems to challenge the students
C. Present lessons from the easiest to the most complex D. Have favorable learning atmosphere in the classroom
36. The K-12 Curriculum is otherwise called as
A. Basic education curriculum B. Revitalized basic education curriculum
C. Enhanced basic education curriculum D. Extended basic education curriculum
37. Mrs. Adante often scolds students who commit mistakes even in front of the other members of the class. What basic principle
in discipline is she going against?
A. Students must be helped to recognize their misbehavior B. Respect pupil dignity
C. Private correction is better than public correction D. The response to misbehavior must be consistent and fair
38. In progressive education, the preferred curriculum design is
A.Learner-centered B. Need-centered C. Subject-centered D. Problem-centered
39. Which of the following is the best solution wherein you can balance responsibility and accountability?
A. A teacher paid on an hour basis, takes her time with the subject matter till end of period
B. A teacher paid on an hour basis, teaches as much as she could for the duration of the period
C. A teacher paid on an hour basis, spends most of the time on the latest gossips in showbiz
D. A teacher paid on an hour basis, entertain her students with stories till the end of the period
40. Which teaching behavior demonstrates teacher accountability for pupil learning?
I. Guides pupils to set their personal learning targets
II.Report pupils progress to parents.
III.Checks to find out if learning targets were met.
A. I, II, and III B. II and III C. I and III D. I and II
 SET3
41. Behavioral followed by pleasant consequences will be strengthened and will be more likely to occur in the future.
Behavior followed by unpleasant consequences will be weakened and will be less likely to be repeated in the future. Which
one is explained?
A.Freud’s psychoanalytric theory B. Thorndike’s law of effect
C. B.F. Skinner’s Operant conditioning theory D. Bandura’s social learning theory
42. How can you exhibit referent power on the first day of
school?
A.By making them feel you know what you are talking about.
B.By telling them the importance of good grades
C.By reminding your students your authority over them again and again
D.By giving your students a sense of belonging and acceptance
43. Who asserted that children must be given the opportunity to explore and work on difference materials so that they will
develop the sense of initiative instead of guilt?
A.. Kohlberg B. Maslow C. Ericson D. Gardner
44. Bruner’s theory on intellectual development moves form enactive to iconic and symbolic stages. Applying Bruner’s theory,
how would you teach?
A.Be interactive in approach B. Begin with the abstract C. Begin with the concrete D. Do direct instruction
45. Which teaching activity is founded on Bandura's social learning theory?
A.Questioning B. Inductive reasoning C. Modeling D. Interactive teaching
46. Teacher Cora observes cleanliness and order in the classroom to create a conducive atmosphere for learning. On which theory
is her practice based?
A.Psychoanalysis B. Gestalt psychology C. Behaviorism D. Humanistic psychology
47. Which learning principles is the essence of Gardner’s theory of multiple intelligences?
A.Almost all learners are linguistically intelligent B. Intelligence is not measured on one form
C. Learners have different IQ level D. Learners have static IQ
48. Which is in accordance with the “with-it-ness” principle of classroom management of Kounin?
A.Students agree to disagree in class discussions B. Teacher is fully aware of what is happening in his classroom
C. Student is with his teacher in everything he teaches D. Both parents and teachers are to educate the children
49. Which is a proactive management practice?
A.Tell them that you enforce the rules on everyone, no exception B. Set and clarify rules and expectation on Day 1
C. Punish the misbehaving pupils in the presence of their classmates D. Stress on penalty for every violation
50. The use of drills in the classroom is rooted on Thorndike’s law of:
A.Readiness B. Exercise C. Effect D. Belongingness
51. Who stressed the idea that’s students cannot learn if their basic needs are not first met?
A.Thorndike B. Maslow C. Wertheimer D. Operant conditioning
52. Can parents pass on their duty to educate their children to the school, especially if they are illiterate?
A.It depends on the condition of children
B.It depends on the condition of parents
C.No, parents have the primary duty to educate their children
D.Yes, because parents did not go through formal training for the education of their children
53. If a teacher
believes that a child’s mind is TABULA RASA, then the teacher will most likely to engage the students in process for
them to learn.
A. Sensory impressions B. Reflection C. Reasoning D. Metacognition
54. is the weakness of the Montessori approach.
A.Foster development of the cognitive skills B. Emphasizes verbal interaction
C. Foster independence D. Neglects children’s social development
55. A teacher compiled the outputs of her peers and put her name as the author. Which is
unprofessional? in her action?
A.Not giving credit to others for their work B. Failing to correct what appears to be unprofessional conduct
C. Giving due credit to others for their work D. Holding inviolate all confidential information concerning associates
56. According to Krathwohls’ affective domain of objectives, is the lowest
level of affective behavior.
A. Valuing B. responding C. Organization D. characterization
57. Who is NOT covered by the Code of Ethics of Professional Teachers
A. Teachers of academic , vocational, special, technical, or non-formal institutions
B. Teachers in al educational institutions at the preschool, elementary and secondary levels
C. Teachers in the tertiary level
D. All full time or part time public and private school teachers and administrators
58. Individual learns
when a previously neutral stimulus is repeatedly paired with an unconditioned stimulus until a neutral stimulus evokes
a conditioned response
A .Law of readiness B. Law of exercise C. Classical Conditioning D. Law of effect
59. Responses to a situation which are followed by a rewarding state of affairs will be strengthened and become habitual responses
to that situation,
A .Law of readiness B. Law of exercise C. Classical Conditioning D. Law of effect
60. A series of responses can be chained together to satisfy some goal which will result in annoyance if
blocked A .Law of readiness B. Law of
exercise C. Classical Conditioning D. Law of
effect
SET4
61. Connections become strengthened with practice and weakened when practice is discontinued. A corollary of the law of effect was
that responses that reduce the likelihood of achieving a rewarding state (i.e., punishments, failures) will decrease in strength.
A .Law of readiness B. Law of exercise C. Classical Conditioning D. Law of effect
62. This is a more advanced form of
learning in which the subject develops the ability to connect two or more previously- learned stimulus- response bonds
into a linked sequence. It is the process whereby most complex psychomotor skills (eg riding a bicycle or playing the
piano) are learned.
A.Chaining. B. Discrimination learning C. Concept learning D. Rule learning.
63. This involves developing the ability to make appropriate (different) responses to a series of similar stimuli that differ in a systematic
way. The process is made more complex (and hence more difficult) by the phenomenon of interference, whereby one piece of learning
inhibits another. Interference is thought to be one of the main causes of forgetting.
 A.Chaining. B. Discrimination learning C. Concept learning D. Rule learning.
64. This involves developing the ability to make a consistent response to different stimuli that form a common class or category of
some sort. It forms the basis of the ability to generalize and classify.
A.Chaining. B. Discrimination learning C. Concept learning D. Rule learning.
65. This is a very-high-level cognitive process that involves being able to learn relationships between concepts and apply these
relationships in different situations, including situations not previously encountered.
A.Chaining. B. Discrimination learning C. Concept learning D. Rule learning.
66. Learning is a relativistic process by which a learner develops new insight or changes old ones. Learning is not a
mechanistic atomistic process insight, concisely defined is a basic sense of feeling for relationship.
A.Lewin's Field Theory B. Vygotsky’s Social Constructivism.
C. Bandura’s Social Cognitive learning D. Atkinson’s Information Processing Theory
67. It emphasizes how meaning and understanding grow out of social encounters and that competent assistance or support
through mediation of the environment in which cognitive, socio-emotional and behavioral development can occur
A.Lewin's Field Theory B. Vygotsky’s Social Constructivism.
C. Bandura’s Social Cognitive learning D. Atkinson’s Information Processing Theory
68. People learn through observation , simulation, modeling which means watching , another called a model and later imitating the
model’s behavior
A.Lewin's Field Theory B. Vygotsky’s Social Constructivism.
C. Bandura’s Social Cognitive learning D. Atkinson’s Information Processing Theory
69. The individual learns when the human mind takes in information (Encoding), performs operation in it , stores the information
(storage), and retrieves it when needed (retrieval)
A.Lewin's Field Theory B. Vygotsky’s Social Constructivism.
C. Bandura’s Social Cognitive learning D. Atkinson’s Information Processing Theory
70. It pertains to the physical change and increase in size and can be measured quantitatively
A.Growth B. Development C. Maturation D. Zone of proximal development
71. It involves increase in the complexity of function and skill progression. It is the capacity and skill of a person to adapt
to the environment
A.Growth B. Development C. Maturation D. Zone of proximal development
72. It consists of changes that occur relatively independent of the environment and usually considered to be genetically
programmed- the result of heredity
A.Growth B. Development C. Maturation D. Zone of proximal development
73. The child acquires new skills and information with the help or assistance of an adult or an adult peer.
A.Growth B. Development C. Maturation D. Zone of proximal development
74. This theory of personality development focuses on the changing seat of sensual pleasure of the individual
A.Sociohistoric-Cognitive/ Linguistic Theory B. Ecological Theory c. Psychosocial Theory d. Psychosexual Theory
75. The theory of personality which focuses on the individual’s interactions with the society
A.Sociohistoric-Cognitive Theory B. Ecological Theory c. Psychosocial Theory d. Psychosexual Theory
76. The theory of development in which the process is a joint function of the person and all levels of the environment
A.Sociohistoric-Cognitive Theory B. Ecological Theory c. Psychosocial Theory d. Psychosexual Theory
77. The belief that the child is socially dependent at the beginning of his cognitive life and that development is concerned as
dependent on social interaction
A.Sociohistoric-Cognitive Theory B. Ecological Theory c. Psychosocial Theory d. Psychosexual Theory
78.It is any organized, systematic educational activity carried outside the framework of the formal system to provide selected types of
learning to a segment of the population
A.Formal Education B. Basic Education C. Non-Formal Education D. Informal Education
79. It is a lifelong process of learning by which every person acquires and accumulates knowledge, skills, attitudes and insights from
daily experiences at home, at work, at play and from life itself
A.Formal Education B. Basic Education C. Non-Formal Education D. Informal Education
80.A parallel learning system to provide a viable alternative to the existing formal education instruction. It encompasses both the non formal
and informal sources of knowledge and skills
A.Alternative Learning System B. Civic Education C. Special Education D. Military Education