LET REVIEWER

Republic Act No. 10533 – An Act Enhanced the Philippine Basic Education System by strengthening its curriculum and increasing the
number of years for basic education, appropriating funds therefor and for other purposes.
- Known as the “Enhanced Basic Education Act of 2013”
(MTB-MLE) Mother Tongue-Based Multilingual Education – To develop appropriate cognitive and reasoning skills enabling to operate
equally in different languages. Starting in the mother tongue with transition to Filipino and then English and to preserve the Philippine cultural
treasure.
Republic Act No. 7836 – also known as the “Philippine Teachers Professionalization Act of 1994”
- An Act to Strengthen the regulation and supervision of the practice of teaching in the
Philippines and prescribing a Licensure examination for teachers and for other purposes.
Republic Act No. 9258 – known as the “Guidance and Counselling Act of 2004”.
Republic Act No. 8545 – “Expanded Government Assistance to Students and Teachers in Private Education Act”
Republic Act No. 9155 - “Education Act of 1982” or Governance of Basic Education.
Republic Act No. 10157 – “Kindergarten Education Act of 2012” Kindergarten education provides equal opportunities for all children to
accessible, mandatory and compulsory kindergarten education.
Kindergarten education- is vital to the development of the Filipino child for it is the period when the young mind’s absorptive capacity is
at its sharpest.
Friedrich Froebel- the Father of kindergarten.

NATURALISM

 Naturalism stands for a democratic and universal way-everyone must be educated in the same manner.
 Education is in accordance to human development and growth.
 Emphasis is given more on the physical development-informal exercise-and hygiene of the person rather of the 3 R’s.
 Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and
needs.
 Consequently, one’s conduct is governed by impulse, instincts and experience.
 It puts the child at the center of educational process and prepares him to experience life as it is.

IDEALISM

 Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.
 Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only things worth
knowing for.
 Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as
introspection and intuition and the use of logic.
 Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to
serve the society better.
 Emphasis is given on subjects - philosophy, literature, religion and history - that will develop and enhance the mind of the child.
 Methods used in teaching include lecture, discussion and Socratic dialogue.
 Character development is through emulation of examples and heroes.

REALISM

 The most effective way to find about reality is to study it through organized, separate and systematically arranged matter - emphasis is on subject
matter concerning Science and Mathematics.
 Methods used in teaching include recitation, experimentation and demonstration.
 Character development is through training in the rules of conduct.

EXISTENTIALISM

 Subject matter is personal choice.

 Learning is based on the willingness of the student to choose and give meaning to the subject.
 Emphasis is given on the students rather than on the curriculum content.
 Students should not be treated as objects to be measured and standardized.
 Methods are geared on giving opportunities for the students for self-actualization and self-direction.
 Character development is through the responsibility of every individual in making a decision.

ESSENTIALISM

 Schooling is practical for this will prepare students to become competent and valuable members of the society.
 Focuses on the basic - reading, writing, speaking and the ability to compute (arithmetic).
 Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene.
 Stresses the values of hard work, perseverance, discipline and respect to authorities.
 Students should be taught to think logically and systematically-grasping not just the parts but the whole.
 Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation

PRAGMATISM

 Involves students to work in groups.

 Methods of teaching include experimentation, project making and problem solving.
 Stresses on the application of what have learned rather that the transfer of the organized body of knowledge.

PERENNIALISM

 Some of the ideas in the past are still being taught because they are significant.
 Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and religious principles. This includes history,
language, mathematics, logic, literature, humanities and science.
 Curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths.
 The teacher must have the mastery of the subject matter and authority in exercising it.
 Aims for the education of the rational person—to develop man’s power of thought—the central aim of this philosophy.

PROGRESSIVISM

 Focuses on the child as a whole rather than of the content or the teacher.
 Curriculum content comes from the questions and interests of the students.
 Emphasis is given on the validation of ideas by the students through active experimentation.
 Methods of teaching include discussions, interaction (teacher with students) and group dynamics.
 Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four walled
philosophy of education.

CONSTRUCTIVISM

 A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by
reflecting on his own experience and gives meaning to it.
 Learning is the process of adjusting one’s mental modes to accommodate new experience.

RECONSTRUCTIVISM

 Schools should originate policies and progress that will bring social reforms and orders.
 Teachers should be an instrument to encourage and lead students in the program or social reforms.
 Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems.
 Method of teaching include the problem-oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry,
dialogues, interactions and community-based learning.
 The classroom will serve as a laboratory in experimenting school practices “bringing the world into the classroom”.

BEHAVIORISM
 Asserts that human beings are shaped entirely by their external environment.
 The only reality is the physical world.

NATIONALISM

 The most important development was the creation of common language.

 Stresses on the teaching of the principles of democracy, and duties of citizenship.
 Stimulates the development of the state which includes the control and support of public school system.
 Curriculum includes the teaching of grammar, geography and history.
 Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play activities.

HUMANISM

 Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding of nature.
 The learner should be in control of his destiny.
 Concern is more on methods which include theme writing rather than oral discussions, drills and exercises, playing.
 Asserts the importance of playing in the curriculum.
 Emphasizes motivations and the use of praise and rewards.
 Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development.

FOUR PILLARS OF EDUCATION/LEARNING

LEARNING TO KNOW

 Focuses on combining broad gen. knowledge and basic educ. with the opportunity to work on a small number of subjects in the light of
rapid changes brought about by scientific progress ang new forms of economic and social activity.
 Learning how to learn and to discover, as to benefit from ongoing educational opportunities continuously arising throughout life.
 Developing the faculties of memory, imagination, reasoning and problem solving.
 Understanding about one's environment.
 Communicating with others.

LEARNING TO DO

 Emphasizes on the learning of skills necessary to practice a profession or trade.

 Applying in practice what has been learned.
 Developing vocational / occupational and technical skills.
 Developing social skills in building meaningful interpersonal relationships.
 Developing competence, social behaviour, and aptitude for teamwork.
 Enhancing the ability to communicate and work with others.
 Managing and resolving conflicts.

LEARNING TO BE

 Prioritizes the development of the human potential to the fullest.

 Tapping the talents hidden with individual.
 Developing personal commitment and responsibility for the common good.

LEARNING TO LIVE TOGETHER

 Emphasizes understanding of others, their history, tradition and cultures, and also living and interacting peacefully together.
 Appreciating diversity of human race
 Being receptive to others and encounter others through dialogue and debate.
 Caring about others
 Working toward common objectives in cooperative undertakings.
 Managing and resolving conflicts.

 Jean Piaget - Cognitive Development, Info Processing, Dynamic Interrelation.

 Sigmund Freud - Psychosexual Theory of Development , Psychoanalytic
 Erik Erickson - Psychosocial Theory of Development
 Lawrence Kohlberg - Moral Development, Moral Dillema
 Burrhus Frederic Skinner - Operant Conditioning
 Ivan Pavlov - Classical Conditioning
 Edward Lee Thorndike - Connectionism
 Otto Loewi - Discovered “Acetylchloline” respobsible in stimulation of muscles.
 Ulf Von Euler - Discovered “Norepinephrine” bringing our nervous system into “high alert”.
 Arvid Carlsson - Discovered “Dopamine” the reward mechanisms in the brain.
 Albert Bandura - Social learning, Neo - Behaviourism
 Robert Gagne - Sequence of Instruction
 Abraham Maslow - Hierarchy of Needs , Motivation theory
 William Kohler - Insight Learning
 Robert Havighurst - Development Task Theory
 Benjamin Bloom - Bloom’s Cognitive Taxonomy
 Simpsons / Anita Harrow - Psychomotor Domain
 David Krathwohl - Affective Domain
 Jerome Bruner - Constructivist, Spiral Curr, Instrumental Conceptualism
 Lev Vygotsky - Socio-Cultural Theory of Cognitive Development, Linguistic Theory, Scaffolding
 Edgar Dale - Cone of Experience
 Kohler, Koffka, Weirtheimer — Gestalt Psychology
 John Locke - Tabularasa , Empiricism
 Howard Gardner - Multiple Intellegence
 Noam Chomsky - Language Acquisition Theory, Father of Linguistic,
 Nativism David Ausubel - Meaningful Learning, Graphic Organizer, Assumption
 Charles Cooley - Looking Glass Self Theory
 John Flavel - Metacognition
 Sandra Bem - Gender Schema Theory
 Elliot Turriel - Social Domain Theory
 Robert Sternberg - Triachic Theory Of Intelligence.
 John Watson - Behaviorial Theory
 Maria Montessori - Transfer of Learning, Kindergarten preparation of children.
 Edward Tolman - Purposive Behaviourism and Goal Oriented
 Edward Torrance - Creative Problem Solving
 Bernard Weiner - Attribution theory
 Daniel Goleman - Emotional Intelligence
 Wilhelm Woundt - German Psychologist founder of Modern Psychology
 Titchener - Structuralism
 William James, G. Stanley Hall, James M. Cattell - Promotes Functionalism Psychology
 Charles darwin - Theories to mental characteristics as human think, feel & behave ( Evolutionary psychology)
 Herman Ebbinghaus - Associationism
 Edwin Guthrie - (Stimulus and Response ) Temporal Conguity
 Edward Lee Thorndike - “Satisfaction” The Law of Effect
 Ivan Pavlov - Involuntary Behavior, Classical Conditioning
 Max Wertheimer - Gestalt Psychology
 Wolfgang Ratke - Used vernacular for approaching the class.
 David Froebel - Father of Kindergarten
 John Bowly - Attainment Theory
 Edward Boro - Six Thinking Hats Theory
 Auguste Comte - Father of Sociology
 Carlos Linnaeus - Father of modern taxonomy.
 John Amos Comencius - Father of Modern Education
 Erasmus Desiderius - Father of Humanism/ Social humanism
 William Kilpatrick - Project method
 Mencius - Idealistic Wing of Confucianism
 Hzun Tzu - Realistic Wing of Confusianism
 Lao Tzu - Taoism, Book "Tao te ching" meaning "The way and its power" Herbart Spencer - Moral Development
 Pestallozi - Symmetrical and Harmonious Development of Child
 John Jacques Rosseau - Nature of Child
 Arnold Gesell - Maturation Theory
 John Dewey - Learning by Doing