Professional Documents
Culture Documents
A. Valuing
B. Organization
C. responding
D. characterization
RATIONALIZATION: C-the arrangement of Krathwohls affective domain is responding, valuing, organization and
.
5. A boy is closer to his mother and a girl is close to her
father. These instances are under_.
A. Oedipal complex
C. phallic stage
B. Latent stage
D. Pre-genital stage
characterization
RATIONALIZATION: C-when a boy is closer to the mother (Oedipus complex) and a girl is closer to her father
(Electra complex), these instances are under Freuds phallic stage in the Psychosexual Development Theory.
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B. Idealism
D. Perennialism
RATIONALIZATION: C-realism concerns with what is real, actual. For ideas to be realized, they must be transferred
or demonstrated.
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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 Rs
Aims to unfold the childs 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, ones 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 subjectsphilosophy, literature, religion
and historythat 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
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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 personto develop mans
power of thoughtthe 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
B. Clarifier
D. judge
RATIONALIZATION: B-during problem solving activities, the teacher acts as a clarifier especially when students are
in doubt how to go about the problem.
Commonwealth Act #1- preparatory military training shall begin in Elementary grade
school at age 10. This act was amended by PD 1706 (August 8, 1980) requiring all
citizens to render civil welfare service, law enforcement service and military service.
Commonwealth Act #80- (October 26, 1936) established the Office of Adult Education
(vocational training in an effort to eliminate illiteracy)
Commonwealth Act#578 (June 8, 1940) conferred the status of PERSONS IN
AUTHORITY upon teachers
Commonwealth Act #586 Education Act of 1940-reduction of number of years in
elementary (from 7 to 6), fixing school entrance age 7 years old, national support of
elementary education, compulsory attendance in the primary grades for all children
enrolled in grade one, introduction of double single session
Commonwealth Act #589-(August 19, 1940) established school rituals in private and
public schools
RA #137 (June 14, 1947) enacted the Board of Textbooks
RA #896 (June 20, 1953) Elementary Education Act of 1953. This law repealed
Commonwealth Act #586 (restoration of grade 7, abolition of double single session,
compulsory completion of elementary, compulsory enrolment of children in public
school upon reaching 7 years old)
RA #1124 (June 16, 1954) created the Board of National Education
RA #1265 (June 11, 1955) compulsory daily flag ceremony in all educational institutions
RA #1425 (June 12, 1956) teaching life, works and writings of Rizal especially Noli and
Fili in all public and private schools
RA #4760 (June 18, 1966) Magna Cart of Public School Teachers
RA #1079 (June 15, 1959) provided that civil service eligibility shall be permanent and
valid lifetime
RA #6655 (May 25, 1988) Free Public Secondary Act of 1988
RA #7722 (May 18, 1994) created CHED
RA #7743 (June 17, 1994) established public libraries and reading centers in every
barangay
RA #7784 (August 4, 1994) established Centers of Excellence and Teachers Education
Council
RA #7796 (August 25, 1994) established TESDA
RA #7836 (December 16, 1994) Phil Teachers Professionalization Act (supercedes PBET)
RA #7877 (February 14, 1995) Anti-Sexual Harassment Act
EO #27 (July 4, 1986) inclusion of human rights courses or subjects
EO #189 (June 10, 1987) Basic Salary and COLA of public school teachers will be paid
for by national government
PD 6-A-(September 29, 1972) Education Development Decree of 1972
PD 146-(March 9, 1972) NCEE (superceded by RA7731 on June 2, 1994)
PD 688-(April 22, 1975) gave power to CSC the authority to give appropriate exam to all
public school teachers
PD 907-(March 11, 1976) all honor graduates of colleges and universities are granted
civil service eligibility
PD 1006 (September 22, 1976) PBET
DECS Order #30 s 1993- NEAT
DECS Order #30 s 1994- NSAT