ESSSENTIALISM William Bagley
Acquire basic knowledge,
common body of knowledge
Excellence in education
Student-centered
4Rs (Reading, writing,
arithmetic, right conduct)
EXISTENTIALISM Jean Paul Sartre
Freedom of choice
Individual differences
Unique individual
Awareness of consequences
PERRENIALISM Robert Hutchins
o Education are changeless
humanistic
o Educate the rational person
o Back to basics
o Cultural literacy
o Great work of civilization
o Develops the ability to think
deeply
o Student centered
PROGRESSIVISM John Dewey
Always in the process of
development
Teaching using real life
situation
Relevant curriculum,
humanistic education, radical
school reform
Growth
Learning by doing
IDEALISM Plato
Unified reality with GOD
Morally and mentally upright
Mind
Anything what is in your
mind (absolute value)
REALISM Aristotle
Based on natural law
Lecture method and
memorization
Logical and abstract thinking
Objects exist independently of
the mind
PRAGMATISM John Dewey, William
James,
Rousseau
Always changing
Interaction of individual with
environment
Essence of idea comes from
consequences of its practice /
test
Practical / beneficial
RECONSTRUCTIVISM Pragmatism,
Teodore, Brameld
Reconstruct society
Improvement
Change and social reform /
social change
Awareness of societal needs
and problems
BEHAVIORISM John Watson
Back to basics
Stimulus response to
teaching
Modification and shaping
students behavior
RATIONALISM
o To enable to think for
themselves
NATURALISM
Nature is the aggregate of
physical objects
CONSTRUCTIVISM
o Creating new idea connecting
HUMANISM
 Loving oneself activity from current
activity to a new one
and vice versa
whenever he/she
changes his/her mind

THEORIES AND PROPONENTS

PART 1. KOUNINS MGT MODEL Wilhelm Woundt
(1970) = German psychologist
STIMULUS BOUNDEDNESS = founder of modern
= teachers attention psychology
interrupted by extraneous Titchener
stimulus = structuralism
THRUST = teachers interrupt psychology
Students engaged in William James, G. Stanley
activities without Hall, James M.
considering whether = these 3 promote
the student is ready or functionalism
not psychology
DANGELS = teachers Herman Ebbinghaus
interrupt = associationism
Activity of student and psychology
return to it again.
TRUNCATIONS = teacher
does not Edwin Guthrie
Return to current = stimulus and response,
activity after being temporal conguity
interrupted Chares Darwin
OVERDWELLING = teacher = theories to mental
focuses characteristics as
on certain topic that human think, feel and
will lead too much time behave evolutionary
consumption, the psychology
lesson will slow down Edward Lee Thorndike
FRAGMENTATION = chunks of = satisfaction the law
lesson of
for students to effect
understand his or her Ivan Pavlov
lesson effectively or = involuntary behavior
breaking down of Max Wertheimer
activity to cause too = gestalt psychology
much time Otto Loewi
FLIP FLOP = teacher changes = discovered
its acetylchloline
 responsible in = blooms cognitive
stimulation of taxonomy
muscles Simpsons / Anita Harrow
Ulf Von Euler = psychomotor domain
= discovered David krathwohl
norepinephrine = affective domain
bringing our nervous Jerome Bruner
system into high alert = constructivist, spiral
Arvid Carlsson curr,
= discovered dopamine instrumental
the conceptualism
reward mechanism in Lev Vygotsky
the brain = socio-cultural theory of
Jean Piaget cognitive development,
= cognitive development, linguistic theory,
info. Processing, dynamic scaffolding
interrelation Edgar Dale
Sigmund Freud = cone of experience
= psychosexual, (20%
psychoanalytic remember)
Eric Erickson Kohler, Koffka, Weirtheimer
= psychosocial = gestalt psychology
Lawrence Kohlberg John Locke
=moral development = tabularasa, empiricism
Burrhus Frederic Skinner Howard Gardner
= operant conditioning = multiple intelligences
Ivan Pavlov Noam Chomsky
= classical conditioning = language acquisition
Edward Lee Thorndike theory,
= connectionism form of linguistic,
Albert Bandura nativism
= social learning, neo- David Ausubel
behaviorism = meaningful learning,
Robert Gagne graphic
= sequence of instruction organizer, assumption
Abraham Maslow Charles Cooley
= hierarchy of needs, =looking glass self-theory
motivation John Flavel
theory = metacognition
William Kohler Sandra Bem
= insight learning = gender schema theory
Robert Havighurst
= development task Elliot turriel
theory = social domain theory
Benjamin Bloom Robert Sternberg
 =triachic theory of int.
John Watson
=behavioral theory
Maria Montessory
= transfer of learning,
kinder
garten preparation of
learning
Edward Tolman
= purposive behaviorism
and goal
oriented
Edward Torrance
=creative problem solving
Bernard Weiner
= attribution theory
Daniel Goleman / Coleman
= emotional intelligence
Wolfgang Ratke
= used vernacular for
approaching the class
Mencius
= idealistic wing of
confucianism
Hzun Tzu
= realistic wing of
confusianism
Lao Tzu
=taoism
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
David Froebel
= father of kindergarten
John Bowly
= attainment theory
Edward Boro
= six thinking hats theory
Auguste Comte
= father of sociology
Carlos Linnaeus
= father modern
taxonomy
John Amos Comencius
= father of modern
education
Erasmus Desiderius
=father of humanism or
social humanism
William Kilpatrick
= project method
PART 3
Idealism plato
Realism Aristotle
Empiricism locke
Pragmatism dewey
Existentialism hegel
Philosophical analysis
moore
Essentialism bagley
Perennialism hutchins
Progressivism dewey
Reconstructionalism
brameld
Behaviorism skinner or
Watson
Structuralism hemholts or
wundt?
Functionalism james, nugell
or carr?
Purposivism hormic
PART 4
Naturalism only nature
exist,
nature is better than
civilization
(NATURALESA ng isang
BAGAY)
 Idealism spiritual, values,
moral,
socratic method
Realism natural world,
values are a
natural and absolute,
reality exist underceived
Pragmatism/experiamatalism
practical problem solving
research knowledge is
what
works, values are
related, truth
is warranted assertion
Essentialism 3rs (4r`s
ngayon) achievement
test, certain
knowledge and skills are
essential for national being.
Progressivism process of
development higher level of
knowledge, the childs need
and interest are relevant to
curriculum
Existentialism knowledge is
subjective, man shapes his
being as he lives, we are
what we do, deciding
precedes knowing.
Perennialism education that
last for century, univesalist,
knowledge is eternally valid.
Social reconstructivism for
better society, community
based learning.
Reconstructuonalism the
school should help rebuild
the social order thus social
change.
Behaviorism learning is
change in behavior, S-R
relationship.
Empiricism knowledge
comes thru senses, 5 senses
(observatory learning)
Structuralism complex
mental exp. Such as image,
feeling and sensation.
Functionalism focus to
motivation, thinking and
learning.
Purposivism individual
hormones are responsible for
the motive to strive towards
fulfillment of his/her
objective.
Philosophical analysis
reality is what verifiable,
truth corresponds to reality,
usage determines meaning.
PART 5
REPUBLIC ACTS
9155 Governance of basic
education act of 2001
6728 GASTPE
7722 creating CHED
7784 creating of center of
excellenc
7796 creating TESDA
6655 Free public secondary
act of 1988
4090 creating a state
scholarship council to
intergrate, systematize,
administer and implement all
program scholarships and
appropriating funds.
5447 creation of a special
education fund act enacted
in 1968
- Organization and
extension of classes
- Adding classroom to
remote areas, barrios and
provincial schools
 6139 regulated the
secretarian schools/private
school in charging higher
tuition fee
7687 science and
technology scholarship act of
1994
7743 establishment of city
and municipal libraries.
8292 higher education
modernization act of 1997
6850 an act to grant Civil
Service eligibility under
certain conditions to
Government employees
appointed under provisionap
or temporary status who
rendered 7 years of efficient
service
8545 amending RA 7628
Expanded GASTPE Act
8525 adopt a school
program
8491 flag and heraidic code
of the Philippines
7797 lengthen the school
program to 200 days and not
more than 220 days
8190 act of granting priority
to residents of the barangay
where school is located in the
appointment and assignment
of school.
6972 act of stablishing DAY
CARE CENTER FOR EVERY
BARANGAY.
7624 integrating of drug
prevention and control in the
intermediate and secondary
curricula and indigeneous
learning system
7743 act providing libraries
and reading centers
throughout the Philippines.
7877 anti-sexual
harassment act of 1995
9163 NSTP of 2001
6193 regulation of tuition
fees of private education
institution.
10627 anti-bullying act of
2013
10533 enhance basic
education act of 2013 (K-12
PROGRAM)
9485 anti-red tape act
Executive
Order(E.O.) 66 rule of
cancellation of classes due to
typhoon, flooding and other
clamities.
PART 6
SIGMUND FREUD the mind is
like an iceberg, it floats with one
seventh of its bulk above water.
COMPONENTS OF PERSONALITY
o ID pleasure center
o EGO- reality center
o SUPEREGO- conscience/
judgement center
o PSYCHOSEXUAL STAGE OF
DEVELOPMENT
o ORAL thumb sucking, biting
o ANAL toilet training, control
of their bowel
o PHALLIC sexual interest,
genital stimulation
o LATENCY sexual urges and
interest were temporary
o GENITAL adult sexual
interest and activities come
to dominate
o ODIPUS COMPLEX son vs.
father towards mother/wife
feelings, (excessive
attachment)(Phallic stage)
o ELECTRA COMPLEX
daughter vs, mother towards
father/ husband feelings.
(excessive attachment)
(phallic stage)
o Personality Dynamics
LIFE INSTINCT
DEATH INSTINCT
ERIK ERICKSON healthy
children will not fear in their
elders have integrity enough to
fear of death.
PSYCHOSOCIAL STAGES OF
DEVELOPMENT
CRISIS a person goes
through
MALADAPTATION result
from failure to effectivity
resolve the problem
MALIGNACY
VIRTUE emerges when
balance and resolution of
crisis attained
PSYCHOSOCIAL THEORY STAGES
Stage: Early Childhood (2 to 3
years)
Basic Conflict: Autonomy vs.
Shame and Doubt
Important Events: Toilet training
Outcome: children need to
develop a sense of personal
control over physical skills and a
sense of independence. Success
leads to feelings of autonomy,
failure results in feelings of
shame and doubt.
Stage: Preschool (3 to 5 years)
Basic Conflict: Initiative vs. Guilt
Important Events: Exploration
Outcome: children need to begin
asserting control and power
over the environment. Success
in this stage leads to a sense of
purpose. Children who try to
exert too much power
experience disapproval,
resulting in a sense of guilt.
Stage: School Age (6 to 11 years)
Basic Conflict: Industry vs.
Inferiority
Important Events: School
Outcome: children need to cope
with a new
social and academic
demands. Success
leads to a sense of
competence, while
failure results in feeling of
inferiority.
Stage: Adolescence (12 to 18
years)
Basic Conflict: Identity vs. Role
Confusion
Important Events: Social
Relationships
Outcome: teens need to develop a
sense of
self and personal identity.
Success
leads to an ability to stay true
to
yourself, while failure leads to
role of
confusion and a weak sense of
self.
Stage: Young Adulthood (19 to 40
years)
Basic Conflict: Intimacy vs.
Isolation
Important Events: Relationships
Outcome: Young adults need to
form
intimate, loving relationships
with
 other people. Success leads to
strong
relationships, while failure
results in
loneliness and isolation.
Stage: Middle Adulthood (40 to 65
years)
Basic Conflict: Generality vs.
Stagnation
Important events: work and
parenthood outcome: adults need
to create or nurture
things that will outlast them,
often by having children or
creating a positive change that
benefits other people. Success
leads to feelings of usefulness
and accomplishment, while
failure results in shallow
involvement in the world.
Stage: maturity (65 to death)
Basic Conflict: Ego Integrity vs.
Despair
Important event: Reflection on life
Outcome: Older adults need to look
back on
life and feel a sense of
fulfillment. Success at this stage
leads to feelings of wisdom,
while failure results in regret,
bitterness, and despair.
LEV VYGOTSKY the teacher must
orient his work not on yesterdays
development in the childs but on
tomorrows.
SCAFFOLDING is the
systematic manner of providing
assistance of the learners to
effectively acquire skills.
MK0(More Knowledge Others)
higher level of performance
JEAN PIAGET the school should
be creating men and women who
are capable of doing new things
not simple repeating what other
generations have done:
STAGES OF COGNITIVE
DEVELOPMENT
SENSORY MOTOR (BIRTH-2
Y/O)- infants knowledge
PRE-OPERATIONAL (3-7
Y/O)
= Pretends to play but
still struggle with logic,
mental symbols interest
CONCRETE OPERATIONAL
(711 Y/O) = think
logically , hypothetically
and concepts, solve
problems.
FORMAL OPERATIONAL
(11-UP)
= deductive reasoning
and understanding of
abstract ideas, think
symbolically.
LAWRENCE KOHLBERG right
action tends to be defined in terms
of general individual rights and
standards that have been critically
examined and agreed upon by the
whole society.
LEVELS OF MORAL DEVELOPMENT
o PRE-CONVENTIONAL=
obedience and
punishment(consequences),
individualism and exchange.
o CONVENTIONAL =
interpersonal relationship,
maintain social order
o POST-CONVENTIONAL =
social contract and individual
rights , universal principles,
set of values and beliefs.
URIE BROFENBRENNER
ECOLOGICALS YSTEM THEORY
o MICROSYSTEM surroundings
of individual, family friends,
neighborhood.
o MESOSYSTEM connections
between context, school
experiences to church
experience.
o EXOSYSTEM includes other
people and places that the
child herself may not interact
with often herself but that
still have a large effect on
her.
o MACROSYSTEM which is the
largest and most remote set
of people and places and
things to a child but which
still has a great influence
over the child.
ALBERT BANDURA SOCIAL
LEARNING THEORY
= environment affects childs
personality: learning occurs by
simple observing people, people
from what they see and the
consequences of what they did.
PART 7
FOUR PILLARS OF LEARNING
LEARNING TO KNOW
= focuses on combining
broad general knowledge and
basic education with the
opportunity to work on a
small number of subjects in
the light of rapid changes
brought about by scientific
progress and new forms of
economic and social activity.
Learning how to learn
and discover , as to
benefit from ongoing
educational
opportunities
continuously arising
throughout life.
Developing the
faculties of memory,
imagination, reasoning
and problem solving.
LEARNNG 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
behavior, 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 in the
fullest.
Tapping the talents
hidden with individuals.
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 towards
common objectives in
cooperative
undertakings.
Managing and resolving
conflicts.
PART 8: COGNITIVE PERSPECTIVE:
GESTALT PRINCIPLE
German word means whole,
form, pattern or
configuration
The focus of this theory is on
Perception and how people
assign meaning to visual
stimuli
The whole is more than the
sum of all parts
LAW OF PROXIMITY elements that
are closer together be perceived as
a coherent object.
LAW OF SIMILARITY similar will
perceived as part of the same form.
LAW OF CLOSURE ignoring gaps
in the figure.
LAW OF CONTINUATION patterns
establish an implied direction,
people tend a good continues line.
LAW OF PRAGNANZ stimulus will
be organize into a good figure as
possible.
LAW OF FIGURE/GROUND we tend
to pay attention and perceived
things in the foreground first.
INSIGHT LEARNING Gestalt
adheres to the idea of learning
takes place by discovery.
PART 9
Ripple Effect spreading
effect of series of
consequences caused by
singular action or event.
Hawthorne Effect type of
reactively effect in which
individuals improve an aspect
of their behavior in response
to their awareness of being
observed.
Halo Effect cognitive bias
which an observer overall
impression of a person,
influences the observes
feeling and thoughts about
the entity`s character or
property.
Pygmalion Effect shows the
teacher`s expectation (self-
fulfullment)
Golem Effect low
expectation leads to
decrease in performance.
REINFORCEMENT
Positive presence of stimulus
Negative absence of stimulus
Escape removes stimulus
Avoidance prevents stimulus
Reinforcement increase of
behavior
Punishment decrease of
behavior.
PROFESSIONAL EDUCATION LIST
OF KEYWORDS
1. IDEALISM spiritual,
values, ideal
2. REALISM science
3. EMPIRICISM senses
4. NATURALISM innate 8. Meaningful learning-
5. EXISTENTIALISM choice, conceptual, graphic
decision, unique organizers Ausubel
6. ESSENTIALISM 9. Insightful learning-
specialization, basic, activation of prior
fundamental knowledge, problem
7. PERRENIALISM classic, solving, kohler
literature, traditional 10. Moral
8. PRAGMATISM activation development-value
of skills formation, Kohlberg
9. PROGRESSIVISM child 11. Need theory-
centered needs, maslow
10. EPICUREANISM 12. Attachement
perfection theory-cargiver, john
11. AGNOSTICISM atheist, Bowlby
unknown 13. Identity statuses-
12. STOICISM passionate jame marcias,
emotions confusion
13. HEDONISM pleasure 14. Field theory-
14. HUMANISM humans internal and external
15. CONSTUCTIVISM prior environment
knowledge activation 15. Bioecological-
16. RECONSTRCUTIONISM system of environment,
solution to problem. Brofenbrenner
17. SCHOLASTICISM 16. Choice theory-
rationalism of church glasser, decision
17. Social learning-
THEORIES bandura, modeling
1. Stages of development- 18. Socio-cultural-
jean piaget, thinking Vygotsky, scaffolding
2. Cognitivism discovery more knowledgeable
learning, Jerome bruner other(mko)
3. Behaviourism
environment, Watson COMMONLY USED TERMS
4. Connectionism Metacognition- thinking
classroom about thinking
environment, thomdike Recitation- thinking aloud
5. Humanism carl rogers Schooling- system
child centered controlled by teacher
6. Operant conditioning- Rebus- making a poem out
reinforcement/punishm of a concept
ent Indoctrination- religion,
7. Classical conditioning- without addition nor
habit and stimuli subtraction
KASH
KNOWLEDGE, ATTITUDES,
SKILLS AND HABITS
KC APANSE Blooms
taxonomy