SLRC Let Social Dimension - Review Material - DR Lire PDF

St.$Louis$Review$Center$ 1!
Social$Dimensions$Assessment'Review'Material'(Historical$Foundation$of$Education;$Legal$Foundation$of$
Education;$ Philosophical$ Dimension$ of$ Education;$ Social$ Dimension$ of$ Education;$ Anthropological$
Foundation$of$Education)$
$$$Licensure$Examination$for$Teachers$(LET)$Lecturer$Dr.'Jo'Mark'M.'Libre'
$
Part$I$
Historical$Foundation$of$Education$
$
1.$Schools$probably$existed$in$this$country$almost$4000$years$ago.$As$a$highly$developed$
society,$ they$ designed$ their$ schools$ around$ the$ perpetuation$ of$ tradition,$ compliance$
and$ conventionality,$ to$ allow$ their$ youth$ to$ function$ in$ an$ increasingly$ formal$ and$
complex$society.$$
a. Japanese$
b. Chinese$
c. Korean$
d. Hebrews$
$
2.$As$with$many$other$cultures,$their$system$of$education$evolved$after$they$developed$
a$written$language.$Adapting$the$Chinese$form$of$writing,$the$aristocracy$was$the$first$to$
learn$ to$ read$ and$ write.$ Originally$ they$ borrowed$ heavily$ from$ the$ Chinese$ culture$ in$
providing$a$curriculum$of$study.$$
a. Japanese$
b. Chinese$
c. Korean$
d. Hebrews$
$
3.$ They$ valued$ education$ and$ centered$ their$ instruction$ around$ the$ teachings$ of$ their$
bible.$ Harsh$ discipline$ also$ characterized$ educational$ practice$ along$ with$ a$ strict$
emphasis$ on$ following$ the$ laws$ of$ the$ Old$ Testament.$ Females$ were$ not$ formally$
educated,$ but$ instead$ were$ required$ to$ learn$ the$ skills$ associated$ with$ homemaking.$
Teachers$ were$ treated$ with$ great$ respect,$ indicative$ of$ the$ value$ that$ Hebrew$ society$
placed$on$education.$$
a. Hindu$
b. Hebrews$
c. India$
d. Japanese$
$
4.$ Ancient$ ___$ societies$ were$ based$ on$ a$ strict$ adherence$ to$ a$ proscribed$ system$ of$
familial$status$known$as$the$caste$system,$whereby$an$individual's$status$is$determined$
by$his$family's$place$in$the$society.$Formal$education$helped$perpetuate$this$system$by$
only$ allowing$ access$ to$ boys$ from$ the$ highest$ or$ Brahmin$ caste.$ Priests$ were$ used$ as$
teachers$ resulting$ in$ a$ heavy$ emphasis$ on$ moral$ development,$ learning$ to$ write,$ and$
harsh$discipline.$$
a. Hindu$
b. Hebrews$
c. India$
d. Japanese$
$
5.$ They$ developed$ a$ very$ early,$ highly$ civilized$ society.$ They$ had$ a$ form$ of$ writing$
known$as$hieroglyphics,$and$were$divided$into$castes.$The$priests$were$the$most$highly$
educated$ segment$ of$ society$ and$ provided$ the$ instruction$ for$ the$ privileged$ males$
deemed$worthy$of$learning.$$
a. Hindu$
b. Hebrews$
c. Egyptians$
d. Japanese$
$
6.$ Around$ 500$ BC,$ they$ developed$ a$ society$ that$ was$ divided$ into$ cityYstates$ and$ was$
sufficiently$complex$to$require$a$formal$educational$system.$Two$of$the$more$prominent$
were$Athens$and$Sparta.$$
a. Romans$
b. Hebrews$
c. Greeks$
d. Hindus$
$
7.$ Education$ in$ _____was$ primarily$ for$ the$ purpose$ of$ developing$ a$ strong$ military$ to$
both$protect$from$and$conquer$neighboring$states.$Both$boys$and$girls$were$subjected$
to$ a$ rigorous$ survival$ test$ of$ exposure$ to$ the$ elements$ during$ infancy$ to$ determine$ if$
they$had$the$necessary$capabilities$to$become$warriors$or$mothers$of$warriors.$$
a. Athens$
b. Spartans$
c. Greeks$
d. Hebrews$
$
8.$ In$ _____,$ the$ approach$ to$ education$ was$ designed$ to$ promote$ the$ development$ of$
both$body$and$mind.$Boys$were$formally$educated$from$the$age$of$eight$to$sixteen$in$
various$ disciplines,$ which$ emphasized$ the$ principles$ of$ moderation$ and$ balance.$ From$
ages$sixteen$to$twenty,$the$boys$underwent$military$training.$Girls$were$educated$in$the$
home.$$
a. Athens$
b. Spartans$
c. Greeks$
d. Hebrews$
$
9.$The$following$philosophers$believed$that$a$person's$most$important$purpose$was$to$
serve$and$improve$humankind$and$that$education$was$designed$for$this$end.$$
a. Socrates,$Plato,$Aristotle$
b. Aristole,$Rousseau,$Plato$
c. Plato,$Socrates,$Marat$
d. Plato,$Aristotle,$Machiavelli$
$
10.$ He$ developed$ a$ method$ of$ teaching$ called$ the$ Socratic$ method,$ whereby$ the$
teacher$asks$a$series$of$questions$that$lead$the$student$to$a$conclusion.$This$method$is$
still$commonly$used$in$modern$educational$practice.$He$believed$that$knowledge$was$a$
virtue$and$that$it$was$essential$to$understanding.$$
a. Aristotle$
b. Plato$
c. Socrates$
d. Machiavelli$
$
11.$He$was$a$student$of$Socrates.$He$was$the$father$of$idealism$and$believed$that$the$
aim$ of$ education$ was$ to$ develop$ an$ individual's$ abilities$ to$ better$ serve$ society.$ He$
founded$ the$ Academy,$ the$ world's$ first$ university,$ and$ was$ one$ of$ the$ first$ people$ to$
advocate$the$formal$education$of$both$males$and$females.$$
a. Aristotle$
b. Plato$
c. Socrates$
d. Machiavelli$
$
12.$As$the$father$of$Realism,$who$was$a$pupil$of$Plato,$believed$that$knowledge$exists$
independently$ in$ the$ world$ as$ opposed$ to$ Plato's$ belief$ that$ ideas$ are$ the$ ultimate$
reality.$He$was$the$father$of$the$scientific$method$and$taught$logic$as$a$formal$discipline.$
His$writings$greatly$influenced$humankind$(Parkay$&$Stanford,$1998).$$
a. Aristotle$
b. Plato$
c. Socrates$
d. Machiavelli$
$
13.$ They$ conquered$ Greece$ in$ 146$ BC$ and$ started$ to$ assimilate$ many$ of$ the$ concepts$
and$ educational$ philosophies$ from$ the$ Greeks$ into$ their$ own$ system.$ Their$ school$
system$divided$instruction$into$two$levels,$consisting$of$an$elementary$period$or$ludus$
from$age$seven$to$twelve,$and$a$secondary$school$from$age$twelve$to$sixteen.$Females$
were$actually$allowed$to$attend$the$ludus$and$receive$a$formal$education.$However,$few$
girls$received$an$education$past$age$twelve.$$
a. Hebrews$
b. Romans$
c. Greeks$
d. Hindus$
$
14.$He$(35Y95$AD)$was$one$of$the$most$noted$and$farYthinking$of$the$Roman$educators.$
His$ writings,$ which$ were$ discovered$ in$ the$ 14th$ century,$ became$ the$ basis$ for$ the$
humanistic$ movement$ in$ education$ (Johnson,$ et$ al.,$ 1996).$ He$ believed$ that$ corporal$
punishment$ was$ not$ necessary,$ that$ school$ holidays$ were$ needed$ to$ refresh$ and$
encourage$the$student$to$further$study,$that$instruction$should$reflect$the$development$
of$the$child$and$that$children$shouldn't$be$taught$new$material$until$they$could$master$
it.$$
a. Aristotle$
b. Plato$
c. Socrates$
d. Quintilian$
$
15.$This$period,$as$the$period$between$the$Fall$of$Rome$and$the$beginning$of$the$Middle$
Ages$is$known,$was$a$period$of$little$progress$in$human$learning,$at$least$in$the$western$
world.$In$other$regions,$this$was$not$the$case.$Mohammed,$the$prophet$of$Islam$(569Y
632),$ inspired$ a$ rich$ period$ of$ discovery$ and$ learning$ flourished$ in$ this$ climate.$ Of$
particular$ note$ was$ the$ development$ of$ Arabic$ numerals,$ which$ replaced$ the$
cumbersome$Roman$system.$Later,$the$Moors$conquered$southern$Spain$and$the$Arab$
culture$slowly$began$to$influence$Western$learning.$$
a. Neolithic$
b. Paleolithic$
c. Renaissance$
d. Dark$Ages$
$
16.$$He$(1255Y1274)$who$wrote$the$Summa$Theologica,$helped$bring$about$this$change$
by$formalizing$scholasticism$or$the$logical$and$philosophical$study$of$the$beliefs$of$the$
Catholic$Church.$His$educational$philosophy,$called$Thomism$in$his$honor,$is$still$central$
to$education$in$parochial$schools.$$
a. Aristotle$
b. Plato$
c. Socrates$
d. Aquinas$
$
17.$ $ This$ period$ signaled$ a$ renewed$ interest$ in$ the$ GrecoYRoman$ traditions$ of$ art,$
literature$and$reviving$classical$learning$known$as$humanism.$$
a. Neolithic$
b. Paleolithic$
c. Renaissance$
d. Dark$Ages$
$
18.$He$challenged$the$authority$of$the$Catholic$Church$directly$when$in$1517,$he$nailed$
his$NinetyYfive$Theses$to$the$church$door$in$Wittenberg,$in$what$is$now$Germany.$As$a$
result,$a$century$of$religious$turmoil$began$and$the$people$who$protested$the$teachings$
of$the$Catholic$Church$came$to$be$known$as$Protestants.$$
a. Putin$
b. Stalin$
c. Luther$
d. Aquinas$
$
19.$The$invention$of$the$printing$press$by$______(1400Y1468)$and$use$of$moveable$type$
by$the$end$of$the$15th$century$contributed$to$the$dissemination$of$printed$material$and$
the$spread$of$ideas.$$
a. Johan$Gutenberg$
b. Jean$Paul$Marat$
c. Martin$Luther$
d. Thomas$Aquinas$
$
20.$ He$ (1592Y1670)$ wrote$ some$ of$ the$ first$ texts$ containing$ illustrations.$ Comenius.$
Many$of$his$ideas$such$as$integrated$learning,$collaborative$teaching,$and$the$concept$of$
developing$ the$ lifeYlong$ learner$ are$ part$ modern$ day$ pedagogy$ in$ teacherYtraining$
programs.$ He$ also$ believed$ that$ the$ teacher$ is$ essential$ to$ the$ education$ process$ and$
needs$to$be$respected$and$justly$compensated.$Most$of$his$ideas$were$not$well$received$
during$his$lifetime$and$were$not$universally$accepted.$$
a. Johann$Comenius$
b. Jean$Paul$Marat$
c. Martin$Luther$
d. Thomas$Aquinas$
$
21.$ He$ wrote$ Some$ Thoughts$ on$ Education$ and$ the$ Essay$ Concerning$ Human$
Understanding.$
a. Johann$Comenius$
b. John$Locke$
c. Martin$Luther$
d. Jose$Rizal$
$
22.$ He$ stressed$ the$ importance$ of$ education$ in$ developing$ the$ mind$ of$ the$ person.$ In$
fact$ a$ good$ education$ could$ improve$ a$ person,$ while$ a$ bad$ one$ could$ achieve$ the$
opposite$ result.$ Locke$ emphasized$ practical$ and$ effective$ methods$ of$ teaching$ and$
advocated$a$nonYthreatening$environment$for$the$learner.$$
a. John$Lenis$
b. John$Locke$
c. Martin$Luther$
d. Jose$Rizal$
$
23.$ When$ Martin$ Luther$ led$ the$ Protestant$ Reformation,$ he$ organized$ the$ Jesuits$ to$
establish$schools$and$promote$the$Catholic$Church.$$
a. Francis$Xavier$
b. John$Locke$
c. Ignatius$of$Loyola$
d. Jose$Rizal$
$
24.$He$believed$in$the$ability$of$humans$to$reason$and$the$power$of$rational$thought.$He$
though$not$an$educator$in$the$strictest$sense$of$the$word,$influenced$the$development$
of$education$because$of$his$belief$in$human's$ability$to$achieve$truth$through$reasoning$
and$rational$thought.$$
a. Rene$Descartes$
b. John$Locke$
d. Machiavelli$
$
25.$ He$ was$ know$ as$ the$ Great$ (1712Y1786)$ of$ Prussia,$ believed$ in$ the$ value$ of$ an$
educated$populace.$He$implemented$some$of$the$first$laws$regarding$education$and$the$
licensing$of$teachers.$He$wanted$people$to$learn$to$read$and$write$in$order$to$become$
useful$ citizens.$ However,$ he$ did$ not$ see$ much$ need$ for$ extending$ general$ education$
beyond$that$point.$$
a. Catherine$the$Great$
b. Frederick$the$Great$
c. Thomas$the$Great$
d. Cyrus$the$Great$
$
26.$ The$ philosophers$ where$ the$ movement$ signaled$ a$ revolution$ in$ the$ way$ people$
viewed$themselves,$which$became$known$as$the$Emergence$of$Common$Man.$
a. Descartes$and$Voltaire$
b. Frederick$and$Thomas$
c. Locke$and$Rousseau$
d. Cyrus$the$Great$and$Thomas$the$Great$
$
27.$He$was$primarily$a$philosopher,$who$wrote$the$Social$Contract,$a$book$that$played$
an$ important$ role$ in$ influencing$ the$ thinking$ that$ led$ to$ the$ American$ and$ French$
Revolutions.$$
a. Rene$Descartes$$$
b. JeanYJacques$Rousseau$
c. Stalin$
d. Pu$Yi$
$
$
28.$What$was$the$title$of$the$book$of$JeanYJacques$Rousseau,$which$described$the$ideal$
education$ of$ a$ youth$ and$ stated$ that$ education$ should$ match$ the$ child's$ age$ of$
development.$This$also$believes$in$the$natural$goodness$of$children.$$
a. Emile$
b. Done$
c. Makee$
d. Labor$
$
29.$ He$ (1746Y1827)$ was$ a$ Swiss$ educator$ who$ actually$ put$ into$ practice$ many$ of$
Rousseau's$ideas.$He$was$a$proponent$of$designing$instruction$to$complement$a$child's$
stage$of$development.$He$believed$that$learning$should$begin$with$concrete$experiences$
before$ moving$ to$ the$ abstract$ and$ should$ start$ with$ the$ simple$ and$ progress$ to$ the$
more$complex.$$
a. Rene$Descartes$
b. John$Locke$
d. Johann$Pestalozzi$
$
30.$ He$ (1782Y1852)$ was$ another$ proponent$ of$ Rousseau$ and$ Pestalozzi's$ theories$ of$
education.$ He$ established$ the$ first$ kindergarten,$ where$ young$ children$ were$ given$ a$
developmentally$ appropriate$ education$ with$ an$ emphasis$ on$ learning$ through$
experience$and$the$social$growth$of$the$child.$$
a. Friedrich$Froebel$
b. John$Locke$
a. Ignatius$of$Loyola$
b. Johann$Pestalozzi$
$
31.$ An$ Englishman$ who$ developed$ a$ monitorial$ system$ for$ overcrowded$ schools,$
whereby$older$students$(monitors)$would$teach$younger$ones$under$the$direction$of$a$
teacher.$$
a. Joseph$Lancaster$$
b. Ignatius$of$Loyola$
c. Johann$Pestalozzi$
d. John$Locke$
$
32.$ He$ developed$ ethical$ system$ based$ on$ hierarchyY$ human$ relations$ and$ roles,$
emphasized$order$and$stability.$He$viewed$of$Human$nature,$as$Human$beings$need$the$
order$of$a$stable$society.$$
a. Socrates$Philosophy$
b. Plato$Philosophy$
c. Confucius$Philosophy$
d. Thomas$Philosophy$
$
33.$The$Philosopher$who$developed$Philosophical$idealism$and$political$conservatism.$
$
34.$He$was$a$Philosophical$idealist,$social$conservative$and$added$intuition.$
$
35.$He$believed$with$State$Education$where$Education$must$be$relevant$to$culture$and$
State$can$cultivate$they$type$of$person.$
a. Nietzche$
b. Hegel$
c. Locke$
d. Aquinas$
$
36.$ It$ was$ during$ this$ period$ of$ Dynasty$ that$ the$ origins$ of$ native$ Chinese$ philosophy$
also$ developed.$ Confucius$ (551$ BC$ –$ 479$ BC)$ founder$ of$ Confucianism,$ was$ a$ Chinese$
philosopher$ who$ made$ a$ great$ impact$ on$ later$ generations$ of$ Chinese,$ and$ on$ the$
curriculum$of$the$Chinese$educational$system$for$much$of$the$following$2000$years.$
a. Han$
b. Chin$
c. Chou$
d. Ming$$
$
37.$ During$ this$ period$ of,$ a$ hierarchy$ of$ officials$ was$ set$ up$ to$ provide$ central$ control$
over$ the$ outlying$ areas$ of$ the$ empire.$ To$ enter$ this$ hierarchy,$ both$ literacy$ and$
knowledge$ of$ the$ increasing$ body$ of$ philosophy$ was$ required:$ "....the$ content$ of$ the$
educational$process$was$designed$not$to$engender$functionally$specific$skills$but$rather$
to$produce$morally$enlightened$and$cultivated$generalists."$
a. Han$
b. Chin$
c. Chou$
d. Ming$$
$
38.$ During$ the$ reign$ of$ _____,$ $ King$ of$ the$ Franks$ from$ 768$ –$ 814$ AD,$ whose$ empire$
united$ most$ of$ Western$ Europe$ for$ the$ first$ time$ since$ the$ Romans,$ there$ was$ a$
flowering$of$literature,$art,$and$architecture$known$as$the$Carolingian$Renaissance.$
a. Luther$
b. Confucius$
c. Charlemagne$
d. Thomas$
$
39.$The$history$of$education$in$this$country,$dates$back$at$least$to$the$6th$century,$when$
Chinese$ learning$ was$ introduced$ at$ the$ Yamato$ court.$ Foreign$ civilizations$ have$ often$
provided$new$ideas$for$the$development$of$their$own$culture.$
a. Korea$
b. Chinese$
c. Japan$
d. Greece$
$
40.$This$term$was$used$to$refer$to$certain$ethnic$groups$of$central$Mexico,$particularly$
those$groups$who$spoke$the$Nahuatl$language$and$who$achieved$political$and$military$
dominance$ over$ large$ parts$ of$ Mesoamerica$ in$ the$ 14th,$ 15th$ and$ 16th$ centuries,$ a$
period$referred$to$as$the$Late$postYClassic$period$in$Mesoamerican$chronology.$
a. Mayan$
b. Aztec$
c. Osmec$
d. Leninic$
$
41.$Their$during$the$time$of$the$15th$and$16th$centuries$was$divided$into$two$principal$
spheres:$education$for$the$upper$classes$and$education$for$the$general$population.$The$
royal$ classes$ and$ a$ few$ specially$ chosen$ individuals$ from$ the$ provinces$ of$ the$ Empire$
were$ formally$ educated$ by$ the$ Amautas$ (wise$ men),$ while$ the$ general$ population$
learned$knowledge$and$skills$from$their$immediate$forebears.$
a. Mayan$Education$
b. Incan$Education$
c. Osmec$Education$
d. Leninic$Education$
$
42.$ In$ Central$ Europe,$ the$ 17th$ century$ scientist$ and$ educator$ who$ promulgated$ a$
reformed$system$of$universal$education$that$was$widely$used$in$Europe.$
a. John$Amos$Comenius$
b. John$Amos$Xomenius$
c. John$Amos$Vomenius$
d. John$Amos$Romenius$
$
43.$ What$ country$ in$ the$ Ancient$ Régime$ before$ 1789,$ educational$ facilities$ and$
aspirations$were$becoming$increasingly$institutionalized$primarily$in$order$to$supply$the$
church$and$state$with$the$functionaries$to$serve$as$their$future$administrators.$The$sons$
and$ daughters$ of$ the$ noble$ and$ bourgeois$ elites,$ however,$ were$ given$ quite$ distinct$
educations:$ boys$ were$ sent$ to$ upper$ school,$ perhaps$ a$ university,$ while$ their$ sisters$
perhaps$were$sent$for$finishing$at$a$convent.$
a. Japan$
b. France$
c. England$
d. Greece$
$
44.$ The$ country$ isolated$ itself$ from$ the$ rest$ of$ the$ world$ in$ the$ year$ 1600$ under$ the$
Tokugawa$regime$(1600–1867).$In$1600$very$few$common$people$were$literate.$By$the$
period's$end,$learning$had$become$widespread.$
a. Japan$
b. France$
c. England$
d. Greece$
$
45.$After$1868$reformers$set$Japan$on$a$rapid$course$of$______$with$a$public$education$
system$like$that$of$Western$Europe.$Missions$like$the$Iwakura$mission$were$sent$abroad$
to$ study$ the$ education$ systems$ of$ leading$ Western$ countries.$ They$ returned$ with$ the$
ideas$of$decentralization,$local$school$boards,$and$teacher$autonomy.$Elementary$school$
enrollments$ climbed$ from$ about$ 40$ or$ 50$ percent$ of$ the$ schoolYage$ population$ in$ the$
1870s$to$more$than$90$percent$by$1900,$despite$strong$public$protest,$especially$against$
school$fees.$
a. Renaissance$
b. Industrialization$
c. Modernization$
d. Dark$Ages$
$
46.$Education$was$widespread$for$elite$young$men$in$the$18th$century,$with$schools$in$
most$regions$of$the$country.$The$subjects$taught$included$Reading,$Writing,$Arithmetic,$
Theology,$Law,$Astronomy,$Metaphysics,$Ethics,$Medical$Science$and$Religion.$
a.$Japan$
b.$Indonesia$
c.$India$
d.$China$
$
47.$ The$ current$ system$ of$ education$ in$ India,$ with$ its$ western$ style$ and$ content,$ was$
introduced$and$founded$by$the$British$during$the$____,$following$recommendations$by$
Lord$Macaulay,$who$advocated$for$the$teaching$of$English$in$schools$and$the$formation$
of$a$class$of$Anglicized$Indian$interpreters.$Traditional$structures$were$not$recognized$by$
the$British$government$and$have$been$on$the$decline$since.$
a.$British$Raj$
b.$British$Viceroy$
c.$British$Daj$
d.$British$East$India$Company$
$
48.$ $ The$ Viceroy$ who$ made$ mass$ education$ a$ high$ priority$ after$ finding$ that$ no$ more$
than$20%$of$India's$children$attended$school.$His$reforms$centered$on$literacy$training$
and$ on$ restructuring$ of$ the$ university$ systems.$ They$ stressed$ ungraded$ curricula,$
modern$ textbooks,$ and$ new$ examination$ systems.$ Curzon's$ plans$ for$ technical$
education$laid$the$foundations$which$were$acted$upon$by$later$governments.$
a.$Lord$Carzon$
b.$Lord$Darzon$
c.$Lord$Curzon$$
d.$Lord$Dixon$
$
49.$ In$ 1736$ training$ in$ reading$ was$ made$ compulsory$ for$ all$ children,$ but$ was$ not$
effective$ until$ some$ years$ later.$ In$ 1827,$ _____$ introduced$ the$ folkeskole,$ a$ primary$
school$which$became$mandatory$for$7$years$in$1889$and$9$years$in$1969.$In$the$1970s$
and$1980s,$the$folkeskole$was$abolished,$and$the$grunnskole$was$introduced.$
a.$England$
b.$Norway$
c.$Poland$$
d.$Rome$
$
50.$ He$ proclaimed$ in$ 1919$ that$ the$ major$ aim$ of$ the$ Soviet$ government$ was$ the$
abolition$ of$ illiteracy.$ A$ system$ of$ universal$ compulsory$ education$ was$ established.$
Millions$ of$ illiterate$ adults$ were$ enrolled$ in$ special$ literacy$ schools.$ Youth$ groups$
(Komsomol$members$and$Young$Pioneer)$were$utilized$to$teach.$
a.$Lenin$
b.$Putin$
c.$Stalin$
d.$Carlos$
$
51.$ Education$ in$ French$ controlled$ West$ Africa$ during$ the$ late$ 1800s$ and$ early$ 1900s$
was$different$from$the$nationally$uniform$compulsory$education$of$France$in$the$1880s.$
This$type$of$education$was$organized$in$1903$and$used$the$French$curriculum$as$a$basis,$
replacing$information$relevant$to$France$with$comparable$information$drawn$from$the$
African$context.$
a.$Adopted$Education$
b.$Adapted$Education$
c.$Formal$Education$
d.$NonYFormal$Education$
$
52.$Africa$has$more$than$40$million$children.$According$to$______$Regional$overview$on$
subYSaharan$Africa,$in$2000$only$58%$of$children$were$enrolled$in$primary$schools,$the$
lowest$enrollment$rate$of$any$region.$
a.$ASEAN$
b.$EU$
c.$UNESCO$
d.$UN$
$
53.$ The$ systematic$ provision$ of$ learning$ techniques$ to$ most$ children,$ such$ as$ literacy,$
has$ been$ a$ development$ of$ the$ last$ ___$ years.$ Schools$ for$ the$ young$ have$ historically$
been$supplemented$with$advanced$training$for$priests,$bureaucrats$and$specialists.$
a.$150Y200$years$
b.$200Y250$years$
c.$250Y300$years$
d.$300Y350$years$
$
54.$Starting$in$about$3500$B.C.,$various$writing$systems$developed$in$ancient$civilizations$
around$ the$ world.$ They$ fully$ developed$ hieroglyphs$ were$ in$ use$ at$ Abydos$ as$ early$ as$
3400$ B.C.[3]$ oldest$ known$ alphabet$ was$ developed$ in$ central$ Egypt$ around$ 2000$ B.C.$
from$a$hieroglyphic$prototype.$
a.$Sumerians$
b.$Aztec$
c.$Hittites$
d.$Egyptians$
$
55.$The$early$logographic$system$of$cuneiform$script$took$many$years$to$master.$Thus$
only$ a$ limited$ number$ of$ individuals$ were$ hired$ as$ scribes$ to$ be$ trained$ in$ its$ reading$
and$writing.$
a.$Sumerians$
b.$Aztec$
c.$Hittites$
d.$Egyptians$
$
56.$A$king$of$the$NeoYAssyrian$Empire,$was$proud$of$his$scribal$education.$His$youthful$
scholarly$ pursuits$ included$ oil$ divination,$ mathematics,$ reading$ and$ writing$ as$ well$ as$
the$ usual$ horsemanship,$ hunting,$ chariotry,$ soldierliness,$ craftsmanship,$ and$ royal$
decorum.$During$his$reign$he$collected$cuneiform$texts$from$all$over$Mesopotamia,$and$
especially$Babylonia,$in$the$library$in$Nineveh,$the$first$systematically$organized$library$
in$the$ancient$Middle$East,which$survives$in$part$today.$
a.$Ashurbanipal$
b.$Li$Po$
c.$Aristotle$
d.$Pu$Yi$
$
57.$In$ancient$India,$during$this$period$from$about$1500$BC$to$600$BC,$most$education$
was$ based$ hymns,$ formulas,$ and$ incantations,$ recited$ or$ chanted$ by$ priests$ of$ a$ preY
Hindu$tradition$and$later$Hindu$texts$and$scriptures.$
a.$Mahabarata$
b.$Veda$
c.$Vedas$
d.$Ramayana$
$
58.$In$China,$during$the$____$Dynasty$(206$BCY$221$AD),$boys$were$thought$ready$at$age$
seven$to$start$learning$basic$skills$in$reading,$writing$and$calculation.$
a.$Chin$
b.$Hsia$
c.$Han$
d.$Sui$
$
59.$The$education$system$in$the$Greek$cityYstate$of$___was$entirely$different,$designed$
to$ create$ warriors$ with$ complete$ obedience,$ courage,$ and$ physical$ perfection.$ At$ the$
age$of$seven,$boys$were$taken$away$from$their$homes$to$live$in$school$dormitories$or$
military$barracks.$There$they$were$taught$sports,$endurance$and$fighting,$and$little$else,$
with$harsh$discipline.$
a.$Athens$
b.$Spartans$
c.$Romans$
d.$Greeks$
$
60.$ Vikramashila$ Mahavihara,$ another$ important$ center$ of$ Buddhist$ learning$ in$ India,$
was$ established$ by$ King$ ____$ (783$ to$ 820)$ in$ response$ to$ a$ supposed$ decline$ in$ the$
quality$of$scholarship$at$Nālandā.$
a.$Dharmapala$
b.$Bhramin$
c.$Romans$
d.$Greeks$
$
61.$By$the$9th$century,$the$imperial$capital,$had$five$institutions$of$higher$learning,$and$
during$the$remainder$of$the$Heian$period,$other$schools$were$established$by$the$nobility$
and$the$imperial$court.$
a.$Korea$
b.$Japan$
c.$Romans$
d.$Chinese$
$
62.$The$modern$era$of$French$education$begins$in$the$____.$The$Revolution$abolished$
the$traditional$universities.$Napoleon$sought$to$replace$them$with$new$institutions,$the$
Polytechnique,$focused$on$technology.$ The$elementary$schools$received$little$attention$
until$1830,$when$France$copied$the$Prussian$system.$
a.$1790$
b.$1785$
c.$1780$
d.$1770$
$
63.$ A$ modern$ concept$ of$ childhood$ emerged$ in$ Japan$ after$ 1850$ as$ part$ of$ its$
engagement$ with$ the$ West.$ The$ _____$ era$ leaders$ decided$ the$ nationYstate$ had$ the$
primary$ role$ in$ mobilizing$ individuals$ Y$ and$ children$ Y$ in$ service$ of$ the$ state.$ The$
WesternYstyle$school$became$the$agent$to$reach$that$goal.$
a.$Shogun$
b.$Meiji$
c.$Confucius$
d.$Gandhi$
$
64.$In$this$country,$education$became$a$contentious$issue$after$Confederation$in$1867,$
especially$regarding$the$status$of$French$schools$outside$Quebec.$
a.$Italy$
b.$New$Zealand$
c.$Canada$
d.$Australia$
$
65.$Education$in$this$country$began$with$provision$made$by$the$provincial$government,$
the$missionary$Christian$churches$and$private$education.$The$first$act$of$parliament$for$
education$was$passed$in$1877,$and$sought$to$establish$a$standard$for$primary$education.$
It$was$compulsory$for$children$to$attend$school$until$the$age$of$14$years.$
a.$Italy$
b.$New$Zealand$
c.$Canada$
d.$Australia$
$
$
$
$
$
$
Part$II$
Legal$Foundation$of$Education$
$
1.$The$State$shall$protect$and$promote$the$right$of$all$citizens$to$quality$education$at$all$
levels,$and$shall$take$appropriate$steps$to$make$such$education$accessible$to$all.$
a.$Article$XIV$Section$1$
b.$Article$XV$Section$1$
c.$Article$XIII$Section$1$
d.$Article$X$Section$1$
$
2.$The$Filipinos,$are$the$strongest$assets$of$the$country.$With$the$country's$literacy$rate$
at$ _____,$ the$ Philippine$ manpower$ provides$ a$ large$ pool$ of$ EnglishYspeaking,$ well$
educated,$and$highly$trainable$workforce$with$recognized$management,$computer,$and$
design$skills.$$
a.$80$percent$
b.$85$percent$
c.$90$percent$
d.$95$percent$
$
3.$As$far$back$as$30,000$years$ago,$the$Aetas$(aboriginal$people$of$the$Philippines)$
arrived$through$land$bridges$that$connected$the$archipelago$to$other$landmasses.$A$
22,000YyearYold$fossil$skullcap$was$discovered$in$the$Tabon$caves$of$Palawan$by$
archeologist$_____.$
a.$Robert$Foz$
b.$Robert$Foe$
c.$Robert$Foxe$
d.$Robert$Fox$
$
4.$As$evidence$of$the$high$level$of$preYHispanic$culture,$native$literature$is$illustrated$by$
the$ Ilocano$ (language$ spoken$ in$ Northern$ Luzon)$ balladYepic$ narrating$ the$ life$ and$
bravery$ of$ _________$ in$ his$ conquest$ of$ the$ various$ indigenous$ groups$ in$ the$ main$
island$of$Luzon.$$
a.$Lalaon$
b.$LamYang$
c.$Dimala$
d.$Baghay$
$
5.$In$1620,$a$fourth$book$was$published.$Father$Francisco$Lopez$produced$an$Ilocano$
version$of$the$__________$(spelling$changed$from$the$1593$version)$using$the$Baybayin$
language.$
a.$Doctrina$Cristiana$
b.$El$Filibusterismo$
c.$Noli$Me$Tangere$
d.$Kama$Sutra$
$
6.$The$First$Philippine$Commission,$also$known$as$the$________$(created$on$January$20,$
1899),$was$appointed$by$President$McKinley$of$the$United$States.$Schurman,$previously$
the$president$of$Cornell$University,$recommended$a$system$of$free$public$elementary$
schools$as$a$major$component$of$his$report$to$the$president.$
a.$Taft$Commission$
b.$Schurman$Commission$
c.$3rd$Commission$
d.$4th$Commission$
$
7.$The$Second$Philippine$Commission$on$March$16,$1900,$enforced$recommendation$
under$the$leadership$of$William$Howard$Taft,$free$primary$education$became$the$
method$by$which$locals$were$instructed$of$their$duties$as$citizens.$
a.$Taft$Commission$
c.$3rd$Commission$
d.$4th$Commission$
$
8.$Under$his$leadership,$English$became$the$language$of$instruction$since$most$of$the$
teachers$were$nonYcommissioned$American$military$officers$and$military$chaplains.$
a.$William$McKinley$
b.$Schurman$Lewis$
c.$William$Howard$Taft$
d.$John$Lewis$
$
9.$From$September$1900$to$August$1902,$the$Taft$Commission$issued$499$laws,$one$of$
those$being$Act$No.$74$which$took$effect$on$January$21,$1901.$Through$Act$No.$_____,$a$
centralized$public$school$system$was$installed$under$the$Department$of$Public$
Instruction.$
a.$Act$No.$71$
b.$Act$No.$72$
c.$Act$No.$73$
d.$Act$No.$74$
$
10.$The$creation$of$a$public$school$system$resulted$in$a$shortage$of$instructors.$The$
_____Commission,$through$the$Secretary$of$Public$Instruction$authorized$the$
importation$of$teachers$from$the$United$States.$More$than$one$thousand$American$
educators$arrived$in$the$Philippines$from$1901$to$1902.$
a.$Taft$Commission$
c.$3rd$Commission$
d.$4th$Commission$
$
11.$Act$No.$_______$of$the$Philippine$Legislature$in$1908$established$the$first$
baccalaureate$degree$granting$institution,$the$University$of$the$Philippines.$
a.$Act$No.$1868$
b.$Act$No.$1869$
c.$Act$No.$1870$
d.$Act$No.$1871$
$
12.$The$Commonwealth$government$passed$the$Education$Act$of$______,$but$this$did$
not$solve$much$of$the$problems$still$plaguing$the$Department$of$Public$Instruction.$As$
Filipino$officials$practiced$selfYgovernance,$World$War$II$suddenly$ensued.$
a.$Act$1940$
b.$Act$1941$
c.$Act$1942$
d.$Act$1943$
$
13.$On$June$11,$1942,$the$_______$Executive$Commission$issued$Military$Order$No.$2,$
renaming$the$Department$of$Public$Instruction$into$the$Commission$of$Education,$
Health,$and$Public$Welfare.$
a.$Japanese$
b.$Chinese$
c.$Indian$
d.$Korean$
$
14.$The$first$Philippine$constitution,$expressly$provided$in$Article$23$of$Title$IV$that$
"public$education$shall$be$free$and$obligatory$in$all$schools$of$the$nation."$
a.$1935$Constitution$
b.$Malolos$Constitution$
c.$1973$Constitution$
d.$Commonwealth$Constitution$
$
15.$The$three$government$organizations$handle$education$in$the$Philippines.$
a.$DND,$CHED,$TESDA$
b.$DTI,$DepEd,$TESDA$
c.$DepEd,$CHED,$TESDA$
d.$TESDA,$CHED,$DOLE$
$
$
$
$
$
16.$In$1999,$the$Department$of$Education,$Culture$and$Sports,$which$governs$both$
public$and$private$education$in$all$levels,$stated$that$its$mission$was$"to$provide$quality$
basic$education$that$is$equitably$accessible$to$all$by$the$foundation$for$lifelong$learning$
and$service$for$the$common$good."$
a.$CHED$
b.$DepEd$$
c.$DECS$
d.$TESDA$$
$
17.$The$Department$also$stipulated$its$vision$to$"develop$a$highly$competent,$civic$
spirited,$lifeYskilled,$and$GodYloving$Filipino$youth$who$actively$participate$in$and$
contribute$towards$the$building$of$a$humane,$healthy$and$productive$society."$All$these$
ambitions$were$embodied$in$the$development$strategy$called$"Philippines$2000."$
a.$CHED$
b.$DepEd$$
c.$DECS$
d.$TESDA$$
$
18.$This$organization$was$created$through$Republic$Act$No.7722,$also$known$as$the$
Higher$Education$Act$of$1994?$
a.$CHED$
b.$DepEd$$
c.$DECS$
d.$TESDA$$
$
19.$The$Commission$on$Higher$Education$(CHED)$was$established$during$the$term$of$the$
President$___?$
a.$Arroyo$
b.$Garcia$$
c.$Aquino$
d.$Ramos$
$
20.$Since$______,$students$are$required$to$take$the$National$College$Entrance$
Examination$(NCEE),$before$they$can$begin$higher$education.$This$exam$is$administered$
during$the$fourth$year$of$high$school.$
a.$1970$
b.$1973$$
c.$1987$
d.$1990$
$
$
21.$The$government$agency$that$administers,$supervises,$and$regulates$primary$and$
secondary$education.$
a.$CHED$
b.$DOLE$$
c.$$DEPED$
d.$TESDA$$
$
22.$The$task$of$overseeing$postsecondary$technicalvocational$education$and$the$training$
and$development$of$outYofYschool$youth$and$unemployed$community$adults$used$to$be$
distributed$among$a$few$government$agencies.$
a.$CHED$
b.$DOLE$$
c.$$DEPED$
d.$TESDA$$
$
23.$The$mission$of$______in$the$Philippines$is$to$empower$the$Filipino$with$"desirable$
knowledge,$skills,$attitudes,$and$values$that$will$enable$him/her$to$think$critically$and$
creatively,$act$innovatively$and$humanely$in$improving$the$quality$of$his/her$life$and$
that$of$his/her$family,$community$and$country."$
a.$Formal$Education$
b.$NonYFormal$Education$
c.$$DEPED$
d.$TESDA$$
$
24.$The$State$shall$assign$the$highest$budgetary$priority$to$education$and$ensure$that$
teaching$will$attract$and$retain$its$rightful$share$of$the$best$available$talents$through$
adequate$remuneration$and$other$means$of$job$satisfaction$and$fulfillment.$
b.$Article$II$Section$2$
c.$Article$XI$Section$1$
d.$Article$XIII$Section$1$
$
25.$The$national$language$of$the$Philippines$is$Filipino.$As$it$evolves,$it$shall$be$further$
developed$and$enriched$on$the$basis$of$existing$Philippine$and$other$languages.$
Subject$to$provisions$of$law$and$as$the$Congress$may$deem$appropriate,$the$
Government$shall$take$steps$to$initiate$and$sustain$the$use$of$Filipino$as$a$medium$of$
official$communication$and$as$language$of$instruction$in$the$educational$system.$
b.$Article$XIV$Section$3$
c.$Article$XIV$Section$4$
d.$Article$XIV$Section$6$
$
26.$The$State$shall$promote$physical$education$and$encourage$sports$programs,$league$
competitions,$and$amateur$sports,$including$training$for$international$competitions,$to$
foster$selfYdiscipline,$teamwork,$and$excellence$for$the$development$of$a$healthy$and$
alert$citizenry.$
a.$Article$XIV$Section$19$(1)$
b.$Article$XIV$Section$19$(2)$
c.$Article$XIV$Section$19$(3)$
d.$Article$XIV$Section$19$(4)$
$
27.$On$March$16,$1521,$Ferdinand$Magellan$arrived$and$claimed$the$islands$for$Spain's$
king,$ Charles$ I.$ His$ claim$ was$ the$ forerunner$ of$ over$ three$ centuries$ of$ Spanish$
colonization$of$the$Philippines.$
a.$Charles$II$
b.$Philip$II$
c.$Charles$I$
d.$Philip$of$Austria$
$
28.$Prior$to$the$arrival$of$the$Europeans,$the$inhabitants$of$the$archipelago$were$literate$
and$had$their$own$system$of$writing$that$they$used$for$communication.$This$writing$
system$is$often$erroneously$referred$to$as$_____?$
a.$Syllabary$
b.$Alibata$
c.$ABAKADA$
d.$Calligraphy$
$
29.$Baybayin$has$______$basic$symbols,$three$of$which$are$vowel$sounds.$This$writing$
system$was$used$extensively$by$the$inhabitants$of$the$islands,$as$witnessed$by$the$
Spanish$upon$their$arrival.$
a.$Fifteen$
b.$Ten$
c.$Seventeen$
d.$Twenty$
$
30.$The$Jesuit$chronicler$and$historian$for$Miguel$de$Legazpi$(an$explorer$and$the$first$
royal$governor$of$the$islands),$reports$in$Relaciones$de$las$Islas$Filipinas$that$when$he$
arrived$in$the$islands$in$1565,$all$the$islanders,$both$men$and$women,$were$reading$and$
writing.$
a.$Francis$Xavier$
b.$Marco$Polo$
c.$Ignatius$of$Loyola$
d.$Pedro$Chirino$
$
31.$In$1939$(which$is$based$on$the$Tagalog$language)$was$made$the$national$language.$
This$was$later$evolved$which$is$based$on$the$languages$used$in$the$Philippines.$
a.$Visayas$
b.$Philipino$
c.$Filipino$
d.$Tagalog$
$
32.$ The$ _____was$ first$ taken$ by$ primary$ students$ during$ the$ 1993Y1994$ school$ year,$
with$55$percent$of$students$passing$(50$percent$or$higher).$By$1998Y1999,$the$passing$
rate$was$73.21$percent.$
a. National$Elementary$Aptitude$Test$(NEAT)$
b. National$Secondary$Aptitude$Test$(NSAT)$
c. National$Career$Aptitude$Test$(NCAT)$
d. National$Elementary$Aptitude$Tests$(NEATs)$
$
33.$The$main$mission$of$the$_________is$to$provide$access,$progress,$and$quality$in$
primary$education.$This$body$not$only$formulates$key$programs$but$also$implements$
and$supervises$the$varied$projects$that$will$eventually$enable$every$citizen$"to$acquire$
basic$preparation$that$will$make$him$an$enlightened,$disciplined,$nationalistic,$selfY
reliant,$GodYloving,$creative,$versatile,$and$productive$member$of$the$national$
community."$
a. Bureau$of$Elementary$Education$
b. Bureau$of$Secondary$Education$
c. Bureau$of$College$Education$
d. Bureau$of$Tertiary$Education$
$
34.$Filipino$is$used$to$teach$such$subjects$as$Work$Education,$Physical$Education,$Social$
Studies,$Health$Education,$and$Character$Education.$English$is$used$in$all$mathematics$
and$science$classes.$
a. Bureau$of$Elementary$Education$
b. Bureau$of$Secondary$Education$
c. Bureau$of$College$Education$
d. Bureau$of$Tertiary$Education$
$
35.$The$National$Secondary$Aptitude$test$was$first$implemented$in$______,$where$the$
passing$rate$was$77.32$percent.$By$1998Y1999,$a$total$of$94.76$percent$passed.$
a. 1990Y1991$
b. 1991Y1992$
c. 1993Y1994$
d. 1994Y1995$
$
$
36.$ Through$ this$ government$ agency,$ various$ projects$ have$ been$ created$ to$ improve$
higher$ education,$ namely:$ National$ Higher$ Education$ Research$ Agenda$ (NHERA),$
Expanded$ Tertiary$ Education$ Equivalency$ and$ Accreditation$ Program,$ 1996$ CHED$
Computerization$Program,$and$Centers$of$Excellence/Centers$of$Development.$
a. DepED$
b. TESDA$
c. CHED$
d. PRC$
$
37.$In$1995,$the$_____$was$established$to$help$regulate$nonYdegree$technicalYvocational$
programs.$This$was$also$in$charge$of$skill$orientation,$training,$and$development$of$outY
ofYschool$youth$and$unemployed$community$adults.$
a. DepED$
b. TESDA$
c. CHED$
d. PRC$
$
38.$ In$ 1989,$ the$ Philippines$ received$ a$ major$ grant$ from$ the$ ______$ government$ to$
begin$construction$of$two$new$teacher$retraining$facilities$in$science$education.$These$
facilities$are$located$in$Baguio$City$and$inside$the$University$of$the$PhilippinesYDiliman$
campus.$
a. Chinese$
b. Korean$
c. Indian$
d. Japanese$
$
39.$In$1987$the$____$sponsored$the$Task$Force$to$Study$State$Higher$Education.$It$
recommended$the$identification$and$designation$of$certain$campuses$for$teacher$
retraining.$These$campuses$would$serve$as$centers$for$advancement$of$education$in$
designated$special$fields$of$teaching.$
a. Ministry$of$Skills,$Culture,$and$Sports$
b. Ministry$of$Attitude,$Culture,$and$Sports$
c. Ministry$of$Education,$Culture,$and$Sports$
d. Ministry$of$Labor,$Culture,$and$Sports$
$
40.$___________$efforts$in$elementary$and$high$school$educational$systems$will$require$
a$more$active$role$from$principals,$superintendents,$and$local$community$leaders.$
a. Devolution$
b. Decentralization$
c. Deconcentration$
d. Delegation$
$
41.$ In$ 1987,$ the$ qualification$ to$ teach$ in$ elementary$ and$ preprimary$ schools$ is$ a$
______in$elementary$education.$To$teach$secondary$education,$the$teacher$must$have$
either$ a$ bachelor's$ degree$ in$ education$ which$ a$ major$ and$ a$ minor;$ an$ equivalent$
degree$but$also$with$a$major$and$a$minor;$or$a$bachelor's$degree$in$arts$and/or$sciences$
with$at$least$18$education$units$for$teaching$in$high$school.$
a. bachelor's$degree$
b. master’s$degree$
c. doctorate$degree$
d. vocational$degree$
$
42.$Public$institutions$for$higher$education$require$that$the$teacher$have$at$least$an$
_____$to$be$awarded$the$rank$of$Assistant$Professor.$Labor$laws$stipulate$that$faculty$
members$become$permanent$(similar$to$tenured)$after$three$years.$
a. bachelor's$degree$
b. master’s$degree$
c. doctorate$degree$
d. vocational$degree$
$
43.$The$Filipinos$were$________$even$before$they$were$colonized$by$Spain,$the$United$
States$of$America,$and$Japan.$They$may$no$longer$be$physically$colonized$but$the$
ballooning$economic$debt,$for$which$they$may$not$have$fully$benefited,$curtails$their$
freedom.$
a. Civilized$
b. Educated$
c. Literate$
d. Nurtured$
$
44.$As$mentioned$in$_____of$the$1987$Philippine$Cnnstitution,$"The$State$shall$assign$
the$highest$budgetary$priority$to$education$and$ensure$that$teaching$will$attract$and$
retain$its$rightful$share$of$the$best$available$talents$through$adequate$remuneration$and$
other$means$of$job$satisfaction$and$fulfillment."$
a. Article$XIV,Sec$5.5$
b. Article$X,Sec$5$
c. Article$V,Sec$2$
d. Article$II,Sec$1$
$
$
$
$
$
$
$
45.$Eleven$languages$and$87$dialects$are$spoken$in$the$country.$Of$these$11$languages,$8$
are$ derived$ from$ the$ _________$ language$ family.$ No$ two$ of$ these$ are$ mutually$
comprehensible.$The$country$has$two$official$languages,$Filipino$(derived$from$Tagalog)$
and$English.$
a. Indonesian$
b. Negritos$
c. Aetas$
d. MalayYPolynesian$
$
46.$ Trade$ occurred$ between$ the$ tenth$ and$ the$ sixteenth$ centuries,$ mostly$ with$ the$
_______$ and$ _______$ people.$ These$ two$ groups$ have$ remained$ and$ continue$ to$
influence$the$Filipino$culture,$including$the$educational$system.$
a. Indian$and$Chinese$
b. Japanese$and$Indian$
c. Chinese$and$Islamic$
d. Islamic$and$Japanese$
$
47.$An$_____was$handed$down$from$generation$to$generation,$in$the$form$of$poetry,$
ballads,$songs,$and$dances.$Oral$literature$carried$through$the$ages$show$an$informal$
and$unstructured$form$of$education,$including$training.$Songs,$poetry,$dances,$whether$
they$be$religious,$festive,$heroic,$folk,$seasonal,$or$about$harvest,$love,$or$war,$represent$
high$aspects$of$a$culture.$
a. Written$Tradition$
b. Muslim$Tradition$
c. Filipino$Tradition$
d. Oral$Tradition$
$
48.$This$writing$system$was$used$extensively$by$the$inhabitants$of$the$islands,$as$
witnessed$by$the$Spanish$upon$their$arrival.$
a. Syllabary$
b. Cuneiform$
c. Alibata$
d. Hieroglyphics$
$
49.$He$noted$in$Sucesos$de$las$Islas$Filipinas$that$almost$all$the$natives,$men$and$women$
alike,$ wrote$ in$ the$ Baybayin$ language$ and$ that$ there$ were$ few$ who$ did$ not$ write$ it$
excellently$or$correctly.$
a. Francis$Xavier$
b. Marco$Polo$
c. Charlemagne$
d. Antonio$Morga$
$
50.$In$1610,$the$first$Filipino$author$________$published$a$book$in$Baybayin$entitled$
Librong$pagaaralan$nang$mga$Tagalog$ng$uicang$Castila$(Book$for$Tagalogs$to$Study$the$
Castillian$Language).$
a. Quintin$Paredes$
b. Tomas$Pinpin$
c. Teodoro$Agoncillo$
d. Maximo$Maxillian$
$
51.$The$origins$of$the$Baybayin$language$are$unknown,$but$various$theories$abound.$The$
Mainland$Origin$Hypothesis$by$_______$stipulates$that$the$language$originated$from$
South$China$and$Taiwan.$
a. Fletcher$Gardner$
b. Peter$Belwood$
c. John$Lexis$
d. Maximo$Maxillian$
$
52.$This$was$founded$in$Cebu$in$1595.$It$was$initially$called$the$Colegio$de$San$Ildefonso.$
a. University$of$Visayas$
b. University$of$the$Philippines$
c. Univeristy$of$Santo$Tomas$
d. San$Carlos$University$
$
53.$In$1863,$some$342$years$after$Magellan$first$arrived$in$the$Philippine$islands,$_____$
promulgated$ the$ Education$ Decree,$ stipulating$ compulsory$ primary$ education$ in$ the$
Philippines.$ Education$ served$ mainly$ for$ catechism$ purposes.$ Spanish$ was$ used$ as$ the$
language$ of$ instruction.$ Toward$ the$ end$ of$ the$ nineteenth$ century,$ some$ 200,000$
students$(all$levels)$were$in$school.$
a. Portugal$
b. Italy$
c. Rome$
d. Spain$
$
54.$Although$secondary$and$higher$education$were$made$available$to$the$local$
inhabitants$by$virtue$of$the$1863$Education$Decree,$it$was$only$the$_____$$who$could$
afford$to$send$their$children$to$study.$Some$of$them$even$ventured$to$Europe$to$
complete$their$studies.$
a. Ilustrados$
b. Principalia$
c. Peninsulares$
d. Insulares$
$
$
55.$On$June$12,$1898,$the$revolutionary$movement$headed$by$Emilio$Aguinaldo$declared$
independence$from$Spain.$Even$before$the$Philippine$islands$were$ceded$to$the$United$
States$by$the$Treaty$________,$the$revolutionaries$had$already$drafted$the$main$
principles$of$the$Malolos$Constitution$written$mainly$by$Apolinario$Mabini$in$his$
Constitution$Program$for$the$Republic$published$in$July$1898.$
a. Treary$of$Tordesillas$
b. Treaty$of$Geneva$
c. Treaty$of$Zaragosa$
d. Treaty$of$Paris$
$
56.$What$Republic$Act$that$The$Rizal$Law,$which$mandates$the$inclusion$of$courses$on$
José$Rizal$in$the$curricula$of$all$educational$institutions$in$the$Philippines?$
a. RA$1425$
b. RA$1325$
c. RA1567$
d. RA$6143$
$
57.$This$Philippine$Law$stipulates$The$Intellectual$Property$Code$of$the$Philippines$(the$
copyright$law).$
a. RA$1429$
b. RA$8746$
c. RA$8293$
d. RA$7120$
$
58.$The$Philippine$law$that$talks$about$the$PRC$Modernization$Act$Of$2000$/$An$act$
providing$for$the$modernization$of$the$Professional$Regulation$Commission.$
a. RA$1424$
b. RA$8742$
c. RA$8291$
d. RA$8981$
$
59.$This$Philippine$law$is$all$about$The$Kindergarten$Education$Act.$
a. RA$14242$
b. RA$10157$
c. RA$82911$
d. RA$89811$
$
60.$The$Charter$of$the$Girl$Scouts$of$the$Philippines$(GSP)$is$all$about$on$what$Republic$
Act?$
a. RA$10070$
b. RA$10071$
c. RA$10072$
d. RA$10073$
$
61.$The$Republic$Act$that$talks$about$AntiYBullying$Act$of$2013$is?$
a. RA$10627$
b. RA$10071$
c. RA$10842$
d. RA$14821$
$
62.$The$Enhanced$Basic$Education$Act$of$2013$is$on$what$Republic$Act?$
a. RA$10627$
b. RA$10533$
c. RA$10842$
d. RA$14821$
$
63.$The$Iskolar$ng$Bayan$Act$of$2014$is$on$what$Republic$Act?$
a. RA$10627$
b. RA$10533$
c. RA$10648$
d. RA$14821$
$
64.$The$Philippine$law$that$talks$about$Palarong$Pambansa$Act$of$2013$is?$
a. RA$10588$
b. RA$10533$
c. RA$10648$
d. RA$14821$
$
65.$The$Philippine$law$that$talks$about$AntiYHazing$Law$is?$
a. RA$1894$
b. RA$1053$
c. RA$1066$
d. RA$8049$
$
$
Part$III$
Philosophical$Dimension$of$Education$
$
1.$Within$the$epistemological$frame$that$focuses$on$the$nature$of$knowledge$and$how$
we$come$to$know,$there$are$four$major$educational$philosophies,$each$related$to$one$or$
more$of$the$general$or$world$philosophies$just$discussed.$These$educational$
philosophical$approaches$are?$$
a. Perennialism,$Essentialism,$Progressivism,$and$Reconstructionism$
b. Perennialism,$Essentialism,$Pragmatism,$and$Reconstructionism$
c. Perennialism,$Existentialism,$Progressivism,$and$Reconstructionism$
d. Perennialism,$Essentialism,$Progressivism,$and$Globalism$
$
2.$For$this$educational$philosophy,$the$aim$of$education$is$to$ensure$that$students$
acquire$understandings$about$the$great$ideas$of$Western$civilization.$These$ideas$have$
the$potential$for$solving$problems$in$any$era.$The$focus$is$to$teach$ideas$that$are$
everlasting,$to$seek$enduring$truths$which$are$constant,$not$changing,$as$the$natural$and$
human$worlds$at$their$most$essential$level,$do$not$change.$$
a. Reconstructionism$
b. Pragmatism$$
c. Existentialism$
d. Perennialism$
$
3.$The$Advocates$of$Perennialism$educational$philosophy$are$______who$developed$a$
Great$Books$program$in$1963$and$_____,$who$further$developed$this$curriculum$based$
on$100$great$books$of$western$civilization.$$
a. Robert$Maynard$Hutchins$and$Mortimer$Adler$
b. Robert$John$Hutchins$and$Mortimer$Adler$
c. Robert$Maynard$Dann$and$Mortimer$Adler$
d. Robert$Maynard$Hutchins$and$Mortimer$Adlem$
$
4.$Teaching$these$unchanging$principles$is$critical.$Humans$are$rational$beings,$and$their$
minds$need$to$be$developed.$Thus,$cultivation$of$the$intellect$is$the$highest$priority$in$a$
worthwhile$education.$The$demanding$curriculum$focuses$on$attaining$cultural$literacy,$
stressing$students'$growth$in$enduring$disciplines.$What$Educational$Philosophy$is$this?$
b. Pragmatism$$
c. Existentialism$
d. Perennialism$
$
5.$The$educational$philosophers$believe$that$there$is$a$common$core$of$knowledge$that$
needs$to$be$transmitted$to$students$in$a$systematic,$disciplined$way.$The$emphasis$in$
this$conservative$perspective$is$on$intellectual$and$moral$standards$that$schools$should$
teach.$$
b. Essentialism$
c. Existentialism$
d. Perennialism$
$
6.$Who$were$the$main$proponents$of$Educational$Philosophy$on$Essentialism?$
a. James$D.$Koerner$(1959)$
b. H.$G.$Rickover$(1959)$
c. Paul$Copperman$(1978)$
d. Theodore$Sizer$(1985)$
$
7.$The$educational$philosophers$that$accept$the$idea$that$this$core$curriculum$may$
change.$Schooling$should$be$practical,$preparing$students$to$become$valuable$members$
of$society.$It$should$focus$on$factsYthe$objective$reality$out$thereYYand$"the$basics,"$
training$students$to$read,$write,$speak,$and$compute$clearly$and$logically.$$
a. Reconstructionists$
b. Essentialists$
c. Existentialists$
d. Perennialists$
$
8.$The$educational$philosophers$believe$that$education$should$focus$on$the$whole$child,$
rather$than$on$the$content$or$the$teacher.$This$educational$philosophy$stresses$that$
students$should$test$ideas$by$active$experimentation.$Learning$is$rooted$in$the$
questions$of$learners$that$arise$through$experiencing$the$world.$It$is$active,$not$passive.$$
a. Reconstructionists$
b. Essentialists$
c. Existentialists$
d. Progressivists$
$
9.$Who$was$the$main$proponent$of$the$educational$philosophy$progressivism?$One$of$
his$tenets$was$that$the$school$should$improve$the$way$of$life$of$our$citizens$through$
experiencing$freedom$and$democracy$in$schools.$Shared$decision$making,$planning$of$
teachers$with$students,$studentYselected$topics$are$all$aspects.$Books$are$tools,$rather$
than$authority.$$
$
a. William$McKinley$
b. John$Dewey$
c. Hohn$Lewis$
d. Dann$Hie$
$
10.$Learning$is$rooted$in$the$questions$of$learners$that$arise$through$experiencing$the$
world.$It$is$active,$not$passive.$The$learner$is$a$problem$solver$and$thinker$who$makes$
meaning$through$his$or$her$individual$experience$in$the$physical$and$cultural$context.$
Effective$teachers$provide$experiences$so$that$students$can$learn$by$doing.$What$
educational$philosophy$is$this?$
b. Essentialism$
c. Existentialism$
d. Progressivism$
$
11.$This$is$a$philosophy$that$emphasizes$the$addressing$of$social$questions$and$a$quest$
to$create$a$better$society$and$worldwide$democracy.$$
b. Essentialism$
c. Existentialism$
d. Progressivism$
$
12.$What$educational$photosphy$that$focuses$on$a$curriculum$that$highlights$social$
reform$as$the$aim$of$education?$
b. Essentialism$
c. Existentialism$
d. Progressivism$
$
13.$Who$was$the$founder$of$Reconstructionism?$$
a. Thomas$Aquinas$
b. Marco$Polo$
c. Theodore$Brameld$
d. Francis$Xavier$
$
14.$He$recognized$the$potential$for$either$human$annihilation$through$technology$and$
human$cruelty$or$the$capacity$to$create$a$beneficent$society$using$technology$and$
human$compassion.$
a. Thomas$Aquinas$
b. Marco$Polo$
c. Theodore$Brameld$
d. Francis$Xavier$
$
15.$He$recognized$that$education$was$the$means$of$preparing$people$for$creating$this$
new$social$order.$$
a. George$Counts$
b. Thomas$Aquinas$
c. Marco$Polo$
d. Timothy$Hunt$
$
16.$They$believe$that$systems$must$be$changed$to$overcome$oppression$and$improve$
human$conditions.$
b. Essentialism$
c. Existentialism$
d. Progressivism$
$
17.$What$is$the$other$term$for$Reconstructionism?$
a. Snow$Ball$Theory$
b. Essential$Theory$
c. Critical$Theory$
d. Social$Theory$
$
18.$The$educational$philosophers$believes$that$curriculum$focuses$on$student$
experience$and$taking$social$action$on$real$problems,$such$as$violence,$hunger,$
international$terrorism,$inflation,$and$inequality.$Strategies$for$dealing$with$
controversial$issues$(particularly$in$social$studies$and$literature),$inquiry,$dialogue,$and$
multiple$perspectives$are$the$focus.$CommunityYbased$learning$and$bringing$the$world$
into$the$classroom$are$also$strategies.$$
a. Reconstructionist$
b. Essentialist$
c. Existentialist$
d. Progressivist$
$
19.$It$is$a$conceptual$approach$that$does$not$hold$rigidly$to$a$single$paradigm$or$set$of$
assumptions,$but$instead$draws$upon$multiple$theories,$styles,$or$ideas$to$gain$
complementary$insights$into$a$subject,$or$applies$different$theories$in$particular$cases.$$
a. Legalism$
b. Eclecticism$
c. Behaviorism$
d. Essentialism$
$
20.$This$theory$explains$that$childhood$is$not$adulthood,$childhood$is$playing$and$no$
child$ever$gets$enough$play.$This$theory$further$explains$when$a$child$has$played$enough$
when$he$will$start$to$work$and$face$difficulties?$
a. Legalism$
b. Eclecticism$
c. Behaviorism$
d. Existentialism$
$
21.$Who$was$the$Educational$Philosopher$that$explains$the$classic$formulation$of$
existentialismYYthat$"existence$precedes$essence"YY$means$that$there$exists$no$universal,$
inborn$human$nature.$We$are$born$and$exist,$and$then$we$ourselves$freely$determine$
our$essence$(that$is,$our$innermost$nature).$$
a. Jean$Paul$Sartre$
b. John$Paul$Marat$
c. John$Lewis$
d. John$Hill$
$
22.$What$educational$philosophy$that$rejects$the$existence$of$any$source$of$objective,$
authoritative$truth$about$metaphysics,$epistemology,$and$ethics?$They$believes$that$
individuals$are$responsible$for$determining$for$themselves$what$is$"true"$or$"false,"$
"right"$or$"wrong,"$"beautiful"$or$"ugly."$$
a. Legalism$
b. Eclecticism$
c. Behaviorism$
d. Existentialism$
$
23.$In$this$educational$philosophy,$classroom$is$a$subject$matter$that$takes$second$place$
to$helping$the$students$understand$and$appreciate$themselves$as$unique$individuals$
who$accept$complete$responsibility$for$their$thoughts,$feelings,$and$actions.$The$
teacher's$role$is$to$help$students$define$their$own$essence$by$exposing$them$to$various$
paths$they$may$take$in$life$and$creating$an$environment$in$which$they$may$freely$
choose$their$own$preferred$way.$$
a. Legalists$
b. Eclecticists$
c. Behaviorists$
d. Existentialists$
$
24.$Philosophers$of$_________$study$the$problems$of$education$from$a$philosophical$
perspective.$To$do$this,$they$need$to$know$something$about$several$of$the$standard$
branches$of$philosophyYY$epistemology$(the$theory$of$knowledge),$philosophy$of$
language,$ethics,$social$or$political$philosophy,$philosophy$of$science,$and,$perhaps,$
philosophy$of$mind$and$aesthetics.$$
a. Law$
b. Academe$
c. Classroom$
d. Education$
$
25.$This$method$of$teaching,$popular$especially$in$law$schools,$begins$with$the$teacher$
posing$a$deceptively$simple$question$such$as,$What$is$truth?$or,$What$does$it$mean$to$
be$just?$When$a$student$answers,$the$teacher$responds$with$another$question$that$
prompts$him$or$her$to$think$more$deeply$and$offer$a$new$answer.$$
a. Aristocratic$
b. Academic$
c. Socratic$
d. Legalistic$
$
26.$He$did$not$try$to$create$an$ideal$state.$His$thought$proceeded$from$things$as$they$
actually$are$to$their$critical$analysis.$Thus,$in$writing$about$moral$life$and$ethics,$he$
sought$out$and$described$those$people$and$behaviors$representing$the$best$in$Athenian$
society.$$
a. Plato$
b. Machiavelli$
c. Aquinas$
d. Aristotle$
$
27.$He$believed,$as$Plato$did,$that$people$should$be$educated$or$trained$for$their$
appropriate$place$in$life.$As$they$perform$their$tasks$and$fill$their$particular$functions,$
they$develop$(or$fail$to$develop)$excellences$peculiar$to$these$tasks$and$functions.$$
a. Plato$
b. Machiavelli$
c. Aquinas$
d. Aristotle$
$
28.$He$is$often$referred$to$as$the$philosopher$of$freedom$because$he$seemed$to$extol$
the$natural$(or$primitive)$state$of$human$beings$over$the$civilized$one,$and$in$nature,$
human$beingsYYlike$animalsYY$are$free$of$the$pressures$and$corruptions$of$the$political$
state.$$
a. Plato$
b. Machiavelli$
c. Aquinas$
d. Rousseau$
29.$His$views$of$nature$and$the$natural$played$a$central$role$in$his$philosophy.$He$
believed$that$"man"$was$born$free$and$good$and$could$remain$that$way$in$some$ideal$
state$of$nature.$Having$to$live$with$other$people$and$accommodate$to$their$needs$
begins$a$process$of$corruption$in$man$that$reaches$its$peak$in$the$society$$
a. Plato$
b. Machiavelli$
c. Aquinas$
d. Rousseau$
$
30.$He$acknowledged$that$the$search$for$an$ideal$state$of$nature$could$be$little$more$
than$a$thought$experiment.$He$recognized$that$human$beings$cannot$achieve$their$
highest$potentials$as$wild$animals.$He$sought$a$civilized$condition$that$would$optimize$
selfYreliance,$compassion,$civic$duty,$love$of$nature,$and$connection$to$God.$His$was$an$
attempt$to$balance$the$needs$of$conjoint$living$with$those$of$selfYactualization.$$
a. Plato$
b. Rousseau$
c. Aquinas$
d. Machiavelli$
$
31.$He$followed$Rousseau$in$recommending$that$children$be$educated$through$the$
senses.$He$object$lessons$usually$ended$with$a$moral.$He$was$much$concerned$with$
moral$education$and$believed$that$all$lessons$should$have$a$moral$point$as$well$as$a$
cognitive$one.$$
a. Johann$Heinrich$Pestalozzi$$
b. Johann$Friedrich$Herbart$$
c. Thomas$Aquinas$
d. Machiavelli$
$
32.$He$often$spoke$of$education$as$synonymous$with$growth,$end$growth$was$one$of$his$
most$important$biological$metaphors.$Because$so$many$people$think$of$education$as$an$
enterprise$that$has$a$specific$aimYYan$ideal$person$or$way$of$life$as$its$outcomeYY$positing$
of$growth$as$education's$aim$did$not$satisfy$most$inquirers.$$
a. Dewey$
b. Herbart$$
c. Machiavelli$
d. Aquinas$
$
33.$The$word$‘education’$derives$from$one$or$both$of$what$following$concepts?$
a. Educer$
b. Edumere$
c. Educare$
d. Edusere$
$
34.$The$philosophical$doctrine$that$stems$from$the$category$of$thought$associated$with$
ideas$is$–$the$notion$that$ideas$represent$reality.$This$originates$with$Plato,$the$thirdY
century$BC$thinker,$who$believed$that$there$is$an$objective$truth,$expressed$through$the$
unchanging$world$of$the$‘Forms’.$$
a. Pragmatism$
b. Existentialism$
c. Legalism$
d. Idealism$
$
35.$The$view$that$all$knowledge$is$gained$from$the$senses$came$to$prominence$in$the$
seventeenth$century,$when$the$English$philosopher$John$Locke$in$his$Essay$ConcernY$ing$
Human$Understanding$argued$that$‘there$is$nothing$in$the$mind$which$was$not$first$in$
the$senses’$(Smith$et$al.$2004).$$
a. Pragmatism$
b. Existentialism$
c. Empiricism$
d. Idealism$
$
36.$This$educational$philosophy$leads$to$the$commonplace$view$of$education$as$the$
‘filling$of$empty$vessels’$–$that$is,$imparting$knowledge$to$those$who$lack$it.$It$requires$
nothing$from$the$learner$but$passivity$and$a$willingness$to$learn.$$
a. Empiricism$
b. Pragmatism$
c. Idealism$
d. Existentialism$
$
37.$The$philosophical$strand$that$emerges$from$the$development$category$is___,$the$
study$of$purposes,$which$has$its$origins$in$Aristotelian$thinking.$Aristotle$was$the$first$
major$thinker$to$consider$the$development$of$natural$organisms.$$
a. Empiricism$
b. Pragmatism$
c. Idealism$
d. Teleology$
$
38.$This$can$refer$either$to$the$application$of$philosophy$to$the$problem$of$education,$
examining$the$definition,$goals$and$meaning$of$education,$or$to$any$particular$vision$of$
or$approach$to$education.$
a. Philosophy$of$Wisdom$
b. Philosophy$of$Education$
c. Philosophy$of$Process$
d. Philosophy$of$Knowledge$
$
39.$His$educational$philosophy$was$grounded$in$his$vision$of$the$ideal$Republic,$wherein$
the$individual$was$best$served$by$being$subordinated$to$a$just$society.$He$advocated$
removing$children$from$their$mothers'$care$and$raising$them$as$wards$of$the$state,$with$
great$care$being$taken$to$differentiate$children$suitable$to$the$various$castes,$the$
highest$receiving$the$most$education,$so$that$they$could$act$as$guardians$of$the$city$and$
care$for$the$less$able.$
a. Dewey$
b. Plato$
c. Aquinas$
d. Machiavelli$
$
40.$He$believed$that$talent$was$distributed$nonYgenetically$and$thus$must$be$found$in$
children$born$in$any$social$class.$He$built$on$this$by$insisting$that$those$suitably$gifted$
were$to$be$trained$by$the$state$so$that$they$might$be$qualified$to$assume$the$role$of$a$
ruling$class.$What$this$established$was$essentially$a$system$of$selective$public$education$
premised$on$the$assumption$that$an$educated$minority$of$the$population$were,$by$
virtue$of$their$education$(and$inborn$educability),$sufficient$for$healthy$governance.$
a. Aquinas$
b. Dewey$
c. Machiavelli$
d. Plato$
$
41.$He$believed$that$education$differs$from$training$in$that$the$former$involves$thinking$
whereas$the$latter$does$not.$In$addition$to$educating$reason,$of$central$importance$to$
him$was$the$development$of$character$and$teaching$of$moral$maxims.$$
a. Aquinas$
b. Kant$
c. Plato$
d. Machiavelli$
$
42.$He$was$a$proponent$of$public$education$and$of$learning$by$doing.$
a. Aquinas$
b. Machiavelli$
c. Kant$
d. Plato$
$
43.$He$wrote$that$"the$little$and$almost$insensible$impressions$on$our$tender$infancies$
have$very$important$and$lasting$consequences.$He$argued$that$the$associations$of$ideas$
that$one$makes$when$young$are$more$important$than$those$made$later$because$they$
are$the$foundation$of$the$self:$they$are,$put$differently,$what$first$mark$the$tabula$rasa.$
a. Kant$
b. Aquinas$
c. Machiavelli$
d. Locke$
$
44.$His$philosophical$views$were$based$on$the$tradition$of$classical$realism,$dealing$with$
truth,$goodness,$and$beauty.$However$he$was$also$influenced$by$the$modern$philosophy$
existentialism$and$instrumentalism.$In$his$textbook$Building$a$Philosophy$of$Education$
he$has$two$major$ideas$that$are$the$main$points$to$his$philosophical$outlook:$The$first$is$
truth$and$the$second$is$universal$structures$to$be$found$in$humanity's$struggle$for$
education$and$the$good$life.$He$also$studied$issues$on$society's$demands$on$school.$
a. Harry$Broudy$
b. Thomas$Aquinas$
c. Machiavelli$
d. John$Locke$
$
45.$They$sees$the$world$as$one's$personal$subjectivity,$where$goodness,$truth,$and$
reality$are$individually$defined.$Reality$is$a$world$of$existing,$truth$subjectively$chosen,$
and$goodness$a$matter$of$freedom.$The$subject$matter$of$YYY$classrooms$should$be$a$
matter$of$personal$choice.$
a. Empiricists$
b. Existentialists$
c. Idealists$
d. Teleologists$
$
46.$He$believes$that$philosophizing$about$education$was$primarily$related$to$higher$
education.$He$believed$that$teaching$and$research$in$the$university$should$be$unified$
and$aim$towards$testing$and$interrogating$the$"ontological$assumptions$presuppositions$
which$implicitly$guide$research$in$each$domain$of$knowledge.$
a. Harry$Broudy$
b. Thomas$Aquinas$
c. Martin$Heidegger$
d. John$Locke$
$
47.$They$believe$that$one$should$teach$the$things$that$one$deems$to$be$of$everlasting$
importance$to$all$people$everywhere.$They$believe$that$the$most$important$topics$
develop$a$person.$Since$details$of$fact$change$constantly,$these$cannot$be$the$most$
important.$
a. Idealists$
b. Empiricists$
c. Existentialists$
d. Perrennialists$
$
48.$Educational$YYYYY$is$the$belief$that$education$must$be$based$on$the$principle$that$
humans$are$social$animals$who$learn$best$in$realYlife$activities$with$other$people.$
a. Idealism$
b. Progressivism$
c. Existentialism$
d. Perrennialism$
$
49.$He$was$a$Swiss$developmental$psychologist$known$for$his$epistemological$studies$
with$children.$His$theory$of$cognitive$development$and$epistemological$view$are$
together$called$"genetic$epistemology".$He$placed$great$importance$on$the$education$of$
children.$
a. Martin$Heidegger$
b. Harry$Broudy$
c. Thomas$Aquinas$
d. John$Piaget$
$
50.$Educational$YYY$is$an$educational$philosophy$whose$adherents$believe$that$children$
should$learn$the$traditional$basic$subjects$and$that$these$should$be$learned$thoroughly$
and$rigorously.$An$YYYprogram$normally$teaches$children$progressively,$from$less$
complex$skills$to$more$complex.$
a. Existentialism$
b. Idealism$
c. Progressivism$
d. Essentialism$
$
51.$This$educational$philosophy$is$an$educational$movement,$guided$by$passion$and$
principle,$to$help$students$develop$consciousness$of$freedom,$recognize$authoritarian$
tendencies,$and$connect$knowledge$to$power$and$the$ability$to$take$constructive$action.$
a. Essentialism$
b. Existentialism$
c. Critical$Theory$
d. Progressivism$
$
52.$This$is$a$theory$of$learning$and$school$governance$in$which$students$and$staff$
participate$freely$and$equally$in$a$school$democracy.$In$this$theory,$there$is$typically$
shared$decisionYmaking$among$students$and$staff$on$matters$concerning$living,$working,$
and$learning$together.$
a. Democratic$
b. Essentialism$$
c. Existentialism$
d. Critical$Theory$
$
53.$For$them,$the$aim$of$education$is$to$ensure$that$students$acquire$understandings$
about$the$great$ideas$of$Western$civilization.$These$ideas$have$the$potential$for$solving$
problems$in$any$era.$The$focus$is$to$teach$ideas$that$are$everlasting,$to$seek$enduring$
truths$which$are$constant,$not$changing,$as$the$natural$and$human$worlds$at$their$most$
essential$level,$do$not$change.$
a. Critical$Theory$
b. Democratic$
c. Essentialism$$
d. Perrenialism$
$
54.$They$believe$that$there$is$a$common$core$of$knowledge$that$needs$to$be$transmitted$
to$students$in$a$systematic,$disciplined$way.$The$emphasis$in$this$conservative$
perspective$is$on$intellectual$and$moral$standards$that$schools$should$teach.$
a. Essentialists$
b. Criticalists$
c. Democraticists$
d. Perrenialists$
$
$
55.$They$believe$that$education$should$focus$on$the$whole$child,$rather$than$on$the$
content$or$the$teacher.$Learning$is$rooted$in$the$questions$of$learners$that$arise$through$
experiencing$the$world.$It$is$active,$not$passive.$
a. Criticalism$
b. Perrenialism$
c. Democraticism$
d. Essentialism$
$
56.$This$is$the$most$important$and$most$noble$of$human$endeavors.$This$is$so$important$
that$it$will$continue$even$in$eternity.$It$enables$humans$to$achieve$their$fullest$personal,$
spiritual,$mental,$social,$and$physical$potentials.$The$ability$of$being$educated$is$what$
distinguishes$humans$from$animals.$This$transforms$an$individual$and$allows$her$to$
effect$change$in$her$environment.$
a. Critical$
b. Perrenial$
c. Education$
d. Legal$
$
57.$According$to$him$education$is$“The$range$of$activities$both$formal$and$informal$
whereby$people$are$initiated$into$or$realigned$with$the$evolving$traditions,$structures,$
and$social$relations$which$are$taken$to$constitute$their$education.”$
a. Heidegger$
b. Kleining$
c. Aquinas$
d. Piaget$
$
58.$$They$focuses$on$social$and$political$reforms.$They$are$calling$for$educators$to$
generate$successive$alternate$images$of$the$future$by:$(1)$creating$an$awareness$of$the$
injustices,$contradictions,$and$problems$in$our$current$world$order$and$thinking$of$
positive$ways$to$deal$with$them;$(2)$using$curricular$subjects$such$as$economics,$
psychology,$sociology$and$political$science$to$create$awareness.$
a. Criticalism$
b. Perrenialism$
c. Futurism$
d. Essentialism$
$
59.$Humanism$has$made$three$contributions$to$education,$namely?$$
a. open$classrooms,$free$schools,$schools$without$failure$
b. teachers,$free$schools,$schools$without$failure$
c. open$classrooms,$students,$schools$without$failure$
d. open$classrooms,$free$schools,$administration$
$
60.$$The$allegory$of$the$YYYY$represents$Plato’s$theory$of$knowledge.$In$this$allegory$he$
describes$how$the$human$mind$achieves$knowledge$and$indicates$what$knowledge$
consists$of.$According$to$this$allegory,$there$are$two$worlds:$The$world$of$shadows$
inside$the$cave$and$the$world$of$light$outside$the$cave.$Those$who$live$in$the$cave$have$
a$distorted$view$of$reality$because$their$apprehension$of$knowledge$is$through$their$
senses.$Those$who$live$outside$the$cave$have$full$knowledge$because$they$rely$on$the$
intellect$to$apprehend$it.$
a. Education$
b. Cave$
c. Legend$$
d. History$
$
$
Part$IV$
Social$Dimension$of$Education$
$
1.$This$a$general$or$widespread$agreement$among$all$members$of$a$particular$society.$A$
concept$of$society$in$which$the$absence$of$conflict$is$seen$as$the$equilibrium$state$of$
society$based$on$a$general$or$widespread$agreement$among$all$members$of$a$particular$
society.$
a. Social$
b. Concensus$
c. Order$
d. Chaos$
$
2.$This$refers$to$a$clash$or$disagreement$between$ideas,$principles$and$people?$
a. Conflict$
b. Social$
c. Order$
d. Concensus$
$
3.$The$theory$emphasize$the$dominance$of$some$social$groups$by$others,$see$social$
order$as$based$on$manipulation$and$control$by$dominant$groups$and$view$social$change$
as$occurring$rapidly$and$in$a$disorderly$fashion$as$subordinate$groups$overthrow$
dominant$groups$(Ritzer,$2000).$$
a. Social$
b. Concensus$
c. Order$
d. Conflict$
$
4.$Education$systems$may$train$individuals$in$specialties$to$fill$needed$positions$or$
prepare$“cultivated$individuals”$(those$who$stand$above$others$because$of$their$
superior$knowledge$and$reasoning$abilities$(Sadovnik,$et.$Al,$1994).$
a. Status$Quo$
b. Status$Culture$
c. Status$Order$
d. Status$Conflict$
$
5.$This$theory$states$that$society$is$made$up$of$various$institutions$that$work$together$in$
cooperation.$
a. Functionalism$
b. Legalism$
c. Adaptation$
d. Structural$Functionalism$
$
6.$This$theory$attempt$to$make$the$“commonplace$strange”$by$turning$on$their$heads$
everyday$takenYforYgranted$behaviors$and$interactions$between$students$and$students$
and$between$students$and$teachers.$
a. Functionalism$
b. Interaction$Theory$
c. Adaptation$
$
7.$$$$$This$requires$mental$processes$and$views$the$self$as$socially$constructed$in$relation$
to$social$forces$and$social$structures$(Ritzer,$2000).$$
a. Adaptation$
b. Functionalism$
c. Interaction$Theory$
d. Symbolic$Interaction$
$
8.$He$conceptualized$society$as$a$collection$of$systems$within$systems$(McLeland,$2000).$
a. Talcott$Parsons$
b. Thomas$Dann$
c. Jean$Perry$
d. Hilly$Yu$
$
9.$According$to$this$educational$philosopher,$educational$systems$reflect$underlying$
changes$in$society$because$the$systems$are$a$construct$built$by$society,$which$naturally$
seeks$to$reproduce$its$collectively$held$values,$beliefs,$norms,$and$conditions$through$its$
institutions.$Thus,$as$time$unfolds,$educational$systems$come$to$contain$the$imprint$of$
past$stages$in$the$development$of$society,$as$each$epoch$leaves$its$imprint$on$the$
system.$
a. Emile$Durkheim$
b. John$Paul$Mart$
c. John$Len$
d. Thomas$Hei$
$
10.$He$believed$that$education$plays$a$significant$role$in$creating$moral$unity,$which$is$
an$imperative$in$social$cohesion$and$harmony.$
a. John$Paul$Mart$
b. Emile$Durkheim$
c. Thomas$Hei$
d. John$Len$
$
11.$He$stressed$that$education$in$all$societies$of$critical$importance$in$creating$moral$
unity,$social$cohesion,$and$harmony,$moral$values$are$the$foundation$of$society.$
a. Thomas$Hei$
b. John$Paul$Mart$
c. Emile$Durkheim$
d. John$Len$
$
12.$This$theory$assumes$a$tension$in$society$and$its$parts$due$to$competing$interest$of$
individuals$and$groups.$Adherents$of$this$theory$argue$that$what$holds$society$together$
is$economic,$political,$cultural,$military$power,$and$not$shared$values$alone.$
a. Social$Theory$
b. Concensus$Theory$
c. Order$Theory$
d. Conflict$Theory$
$
13.$The$theory$is$based$on$four$interlocking$concepts:$competition,$structural$inequality,$
revolution,$and$war.$Karl$Marx$–$the$founder$of$the$conflict$school$of$thought$believed$
that$because$the$class$system$separates$the$employers$from$workers$and$workers$from$
the$benefits$of$their$own$labor,$class$struggle$is$inevitable.$
a. Concensus$Theory$
b. Social$Theory$
c. Conflict$Theory$
d. Order$Theory$
14.$It$is$the$study$of$how$social$institutions$and$individual$experiences$affects$education$
and$its$outcome.$Education$is$It$is$concerned$with$all$forms$of$education$in$formal$and$
informal$education$systems$of$modern$industrial$societies.$
a. Sociology$of$Education$
b. Philosophy$of$Education$
c. Theory$of$Education$
d. Anthropology$of$Education$
$
15.$It$is$the$study$of$how$social$institutions$and$forces$affect$educational$processes$and$
outcomes,$and$vice$versa.$By$many,$education$is$understood$to$be$a$means$of$
overcoming$handicaps,$achieving$greater$equality$and$acquiring$wealth$and$status$for$all$
(Sargent$1994).$Learners$may$be$motivated$by$aspirations$for$progress$and$betterment.$
a. Philosophy$of$Education$
b. Theory$of$Education$
c. Sociology$of$Education$
d. Anthropology$of$Education$
$
16.$This$refers$to$systematic$study$of$society.$It$encompasses$all$the$elements$of$society$
in$social$relation,$social$stratification,$social$interaction$and$culture.$
a. Philosophy$
b. Education$
c. Sociology$
d. Anthropology$$
$
17.$Society$has$its$institutions$through$which$it$reproduce$itself$Family,$Economy,$
Government,$Religion,$Education.$All$institutions$are$meant$to$socialize$its$member.$This$
means$these$institutions$trains(socialize)$the$members$Education$is$one$of$the$most$
powerful$social$institution$as$it$has$access$to$the$children.$Right$from$the$beginning$in$
their$life$education$institutions$has$great$control.$Education$institutions$decides$the$
future$perspective$of$the$children.$
a. Social$Interaction$
b. Social$Symbolism$
c. Social$Legalism$
d. Social$Reproduction$
$
18.$This$is$a$sociological$paradigm$which$addresses$the$issue$of$social$functions,$various$
elements$of$the$society$is$meant$to$play.$
a. Interactions$
b. Social$Symbolism$
c. Structural$Functionalism$
d. Socialism$
$
19.$This$is$based$on$the$view$of$Durkheim$according$to$which$society$tends$to$maintain$
equilibrium$through$moral$values.$The$prime$function$of$educational$institutions$is$to$
maintain$the$statusYquo$of$the$society.$
a. Structural$Functionalism$
b. Interactions$
c. Social$Symbolism$
d. Socialism$
$
20.$They$believe$that$role$of$educational$institutions$is$to$incorporate$common$
consensus$among$the$new$member$(children)$of$the$society.$
a. Integrationist$
b. Socialist$
c. Essentialist$
d. Structural$Functionalist$
$
21.$ This$ believes$ that$ society$ is$ full$ of$ vying$ social$ groups$ with$ different$ aspirations,$
different$access$to$life$chances$and$gain$different$social$rewards.$Relations$in$society,$in$
this$view,$are$mainly$based$on$exploitation,$dominition,$subordination$and$conflict.$
a. Conflict$Theory$
b. Social$Symbolism$Theory$
c. Structural$Functionalism$Theory$
d. Legalism$Theory$
$
22.$This$denotes$the$accumulation$of$knowledge,$experience,$skills$one$has$had$through$
the$course$of$their$life$that$enables$him$to$succeed$more$so$than$someone$from$a$less$
experienced$background.$
a. Status$Quo$
b. Cultural$Capital$
c. Culture$
d. Norms$
$
23.$The$YYY$of$the$dominant$group,$in$the$form$of$practices$and$relation$to$culture,$is$
assumed$by$the$school$to$be$the$natural$and$only$proper$type$and$is$therefore$
legitimated.$Students$who$possess$this$legitimate$gain$educational$capital$in$the$form$of$
qualifications.$
a. Culture$
b. Norms$
c. Cultural$Capital$
d. Status$Quo$
$
24.$It$is$a$set$of$visual,$auditory,$symbols$(gesture$and$posture)$of$communication.$We$
know$that$learning$is$a$process$resulting$from$the$communication$(interaction)between$
learner$and$teacher.$
a. Words$
b. Communication$
c. Letters$
d. Language$
$
25.$It$is$a$biological$state$that$defines$being$male$or$female.$It$is$the$social$difference$a$
person$face$due$to$his$sex.$
a. Sex$
b. Gender$
c. Gender$Role$
d. Status$
$
26.$This$can$be$defined$as$the$set$of$common$agreed$ideas$and$beliefs$based$on$which$
the$formal$arrangement$for$education$is$made.$It$is$deciding$factor$at$every$level$of$
educational$activities.$It$affects$curriculum,$flow$of$order$in$institution,$teaching$
methods.$
a. Principles$
b. Communication$
c. Theory$
d. Ideology$
$
27.$$Generally$no$single$philosophy$guides$curriculum$but$the$mixture$of$philosophies$
guides$the$curriculum.$
a. True$
b. False$
c. None$of$the$Above$
d. All$of$the$Above$
$
28.$The$___$is$the$study$of$how$public$institutions$and$individual$experiences$affect$
education$and$its$outcomes.$It$is$mostly$concerned$with$the$public$schooling$systems$of$
modern$industrial$societies,$including$the$expansion$of$higher,$further,$adult,$and$
continuing$education.$
a. Sociology$of$Theory$
b. Sociology$of$Principle$
c. Sociology$of$Ideology$
d. Sociology$of$Education$
$
29.$Systematic$_____$began$with$the$work$of$Émile$Durkheim$(1858–1917)$on$moral$
education$as$a$basis$for$organic$solidarity,$and$with$studies$by$Max$Weber$(1864–1920)$
on$the$Chinese$literati$as$an$instrument$of$political$control.$
a. Sociology$of$Education$
c. Sociology$of$Theory$
d. Sociology$of$Ideology$
$
30.$The$Political$Arithmetic$tradition$within$the$_____$began$with$Hogben$(1938)$and$
denotes$a$tradition$of$politically$critical$quantitative$research$dealing$with$social$
inequalities,$especially$those$generated$by$social$stratification$(Heath$2000).$
a. Sociology$of$Ideology$$
c. Sociology$of$Theory$
d. Sociology$of$Education$
$
31.$They$believe$that$society$leans$towards$social$equilibrium$and$social$order.$They$see$
society$like$a$human$body,$in$which$institutions$such$as$education$are$like$important$
organs$that$keep$the$society/body$healthy$and$well.$
a. Structural$Order$
b. Structural$Legalism$
c. Structuralism$
$
32.$It$is$the$process$by$which$the$new$generation$learns$the$knowledge,$attitudes$and$
values$that$they$will$need$as$productive$citizens.$
a. Interaction$
b. Symbolism$
c. Integration$
d. Socialization$
$
33.$They$believe$this$social$reproduction$continues$to$occur$because$the$whole$
education$system$is$overlain$with$ideology$provided$by$the$dominant$group.$In$effect,$
they$perpetuate$the$myth$that$education$is$available$to$all$to$provide$a$means$of$
achieving$wealth$and$status.$
a. Socialist$
b. Conflict$Theorist$
c. Structuralist$
d. Legalist$
$
34.$The$modern$concept$of$education$should:$$
a. To$satisfy$the$needs,$interests$and$possibilities$for$young$people$
b. To$follow$the$development$of$science$and$knowledge$$
c. To$satisfy$the$needs$at$the$society$which$organizes$the$process$of$teaching$and$
education$$
d. To$satisfy$the$needs$of$modern$production$and$the$needs$for$other$activities$in$
which$young$people$will$take$part$after$graduating.$$
$
35.$According$to$the$changes$in$the$purpose$of$education,$teachers$have$the$biggest$reY$
sponsibility$in$defining$new$objectives$and$valuing$the$effects$and$accomplishments$of$
the$existing$purposes$and$tasks.$$
a. True$
b. False$
c. Maybe$
d. None$of$the$Above$
$
36.$The$future$dimension$of$the$purpose$of$education$is$very$important,$for$the$reason$
that$educational$action$is$aimed$at$the$future.$This$dimension$is$the$projection$of$
purposes$over$a$longer$period$of$time,$i.e.$the$purposes$which$will$have$to$comprise$
future$elements.$$
a. True$
b. False$
c. Maybe$
$
37.$The$sociology$of$education$is$the$study$of$how$social$institutions$and$forces$affect$
educational$processes$and$outcomes,$and$vice$versa.$By$many,$education$is$understood$
to$be$a$means$of$overcoming$handicaps,$achieving$greater$equality$and$acquiring$wealth$
and$status$for$all$(Sargent$1994).$
a. True$
b. False$
c. Maybe$
$
38.$Social$health$means$the$same$as$social$order,$and$is$guaranteed$when$nearly$
everyone$accepts$the$general$moral$values$of$their$society.$
a. Symbolism$
b. Socialization$$
c. Integration$
d. Legalism$
$
39.$The$purpose$or$aim$of$education$is$socially$and$historically$conditioned.$For$
example,$if$we$take$a$look$at$the$historical$periods$in$Sparta,$the$purpose$of$education$
was$the$creation$of$strong$and$brave$soldiers;$in$Athens,$it$was$the$harmonious$
development$of$the$body$and$mind$(i.e$kalokagathias).$$
a. True$
b. False$
c. Maybe$
$
40.$In$_____$of$education$and$teaching,$in$the$middle$of$the$20th$century,$the$following$
aspects$were$taken$into$consideration$for$the$purpose$of$education:$selfY$realization,$
humanity,$economic$efficiency,$social$responsibility,$a$successful$family$life,$
understanding$of$science$methods$and$facts,$enjoying$the$beauty$of$arts,$music,$
literature,$qualifications,$use$of$free$time,$respect$for$others,$thinking$skills,$selfY
expression,$reading$and$listening.$
a. Romans$
b. Americans$
c. Japanese$
d. Chinese$
$
41.$It$is$perceived$as$a$place$where$children$can$develop$according$to$their$unique$needs$
and$potentialities.The$purpose$of$education$is$to$develop$every$individual$to$their$full$
potential.$
a. Education$
b. Sociology$
c. Sociology$of$Education$
d. Philosophy$
$
42.$They$believe$this$social$reproduction$is$a$cyclic$process$because$the$whole$education$
system$is$flooded$with$ideologies$provided$by$the$dominant$group.$According$to$this$
theory$people$always$tries$to$go$up$in$level$of$society.$Thus$this$theory$promotes$social$
mobility.$
a. Conflict$Theorist$
b. Idealist$
c. Socialist$
d. Structuralist$
$
43.$He$is$a$sociologist$has$further$elaborated$the$social$reproduction$theory$and$
developed$the$relation$between$the$structure($educational$institutions)$and$the$
learners.$
a. Pierre$Bourdieu$
b. Pierre$Bordieum$
c. Pierre$Bourdius$
d. Pierre$Bourdeue$
$
44.$He$used$the$idea$of$cultural$capital$to$explore$the$differences$in$outcomes$for$
students$from$different$classes.$He$explored$the$conflict$between$the$orthodox$
reproduction$and$the$innovative$production$of$knowledge$and$experience.$He$found$
that$this$conflict$is$intensified$by$considerations$of$which$particular$cultural$capital$is$to$
be$conserved$and$reproduced$in$schools.$
a. Pierre$Bordieum$
b. Pierre$Bourdius$
c. Pierre$Bourdieu$
d. Pierre$Bourdeue$
$
45.$Educational$institution$is$a$good$sample$of?$
a. Society$
b. Structure$
c. Order$
d. Function$
$
46.$$The$researchYbased$insights$of$social$psychologist$that$illustrate$the$connectedness$
of$schoolYbased$and$outYofYschool$influences$on$learning.$
a. Claude$Steele$
b. Thom$Edle$
c. Lenu$Hei$
d. Marthy$Goode$
$
47.$He$found$that$stereotype$threat$and$related$underperformance$on$tests$is$most$
pronounced$for$minority$students$when$they$are$told$that$the$test$they$are$taking$is$
designed$to$be$diagnostic$of$their$intellectual$abilities.$Under$these$circumstances,$
minority$subjects$in$his$experiments$not$only$performed$below$expectations$based$on$
past$performance,$but$also$exhibited$physiological$indicators$of$stress,$such$as$transient$
elevations$in$blood$pressure.$
a. Thom$Edle$
b. Lenu$Hei$
c. Marthy$Goode$$
d. Claude$Steele$
$
48.$According$to$him,$a$student$may$disidentify$selfYconcept$from$performance$in$the$
academic$domain,$to$insulate$himself$or$herself$from$potential$failure$to$achieve$
mastery$over$academic$lessons.$
a. Lenu$Hei$
b. Claude$Steele$
c. Marthy$Goode$$
d. Thom$Edle$
$
49.$He$suggested$during$the$conference$that$the$rise$of$certain$types$of$rap$music$is$
another$cultural$form$through$which$academic$disidentification$has$been$expressed.$He$
noted$the$correspondence$between$the$sudden$ascendance$of$rap$in$1988$and$the$end$
of$a$20Yyear$period$of$gains$in$minority$academic$achievement.$
a. Ronald$Ferguson$
b. Claude$Steele$
c. Marthy$Goode$$
d. Thom$Edle$
$
50.$It$is$a$theory$or$collection$of$theories$which$places$emphasis$on$conflict$in$human$
society$(Jary$and$Jary,$2000:105).$
a. Structural$Theory$
b. Legal$Theory$
c. Conflict$Theory$
d. Order$Theory$
$
51.$A$struggle$between$social$classes$and$class$conflicts$between$the$powerful$and$less$
powerful$groups$occur.$
a. Conflict$Theory$
b. Structural$Theory$
c. Legal$Theory$
d. Order$Theory$
$
52.$The$larger$issue$for$_____$is$the$role$that$education$plays$in$maintaining$the$
prestige,$power,$and$economic$and$social$position$of$the$dominant$group$in$society$
(Ballantine$&$Spade,$2004).$
a. Structural$Theory$
b. Conflict$Theory$
c. Legal$Theory$
d. Order$Theory$
$
53.$Where$the$conflict$theory$did$came$from?$
a. Stalin$
b. Putin$
c. Marx$
d. Plato$
$
54.$He$argues$that$schools$teach$and$maintain$particular$“status$cultures”?$
a. Weber$
b. Putin$
c. Marx$
d. Plato$
$
55.$It$is$a$system$must$cope$with$external$situational$exigencies.$It$must$adapt$to$its$
environment$and$adapt$environment$to$its$needs.$
a. Adaptation$
b. Goal$Attainment$
c. Integration$
d. Latency$
$
56.$It$is$a$system$that$must$define$and$achieve$its$primary$goals.$
a. Adaptation$
b. Goal$Attainment$
c. Integration$
d. Latency$
$
57.$It$a$system$must$regulate$the$interrelationship$of$its$component$parts.$It$must$also$
manage$the$relationship$among$the$other$functional$imperatives.$
a. Adaptation$
b. Goal$Attainment$
c. Integration$
d. Latency$
$
58.$It$a$system$must$furnish,$maintains,$and$renews$both$the$motivation$of$individuals$
and$the$cultural$patterns$that$create$and$sustain$the$motivation.$
a. Adaptation$
b. Goal$Attainment$
c. Integration$
d. Latency$
$
59.$It$performs$the$latency$function$by$providing$actors$with$the$norms$and$values$that$
motivate$them$for$action$(Ritzer,$2000).$
a. Action$System$
b. Personality$System$
c. Social$System$
d. Cultural$System$
$
60.$It$perform$the$goalYattainment$function$by$defining$system$goals$and$mobilizing$
resources$to$attain$them.$
a. Action$System$
b. Personality$System$
c. Social$System$
d. Cultural$System$
$
Part$V$
Anthropological$Foundation$of$Education$
$
1.$It$is$generally$recognized$that$the$formal$beginning$of$educational$anthropology$took$
place$in$the$____.$during$the$1950s$(McCarty,$2005,$p.$299).$
a. England$
b. USA$
c. Netherland$
d. Japan$
$
2.$It$is$a$type$of$approach$that$can$be$seen$as$an$examination$of$cultural$systems$
through$their$teaching$and$learning$techniques.$$
a. education$as$cultural$integration$$
b. education$as$culturalism$$
c. education$as$cultural$transmission$$
d. education$as$functionalism$$
$
3.$The$approach$of$the$emergent$____$was$to$examine$culturally$specific$practices$of$
knowledge$transmission$as$they$took$place$in$educational$settings.$$
a. anthropology$of$sociology$
b. anthropology$of$Ideology$
c. anthropology$of$philosophy$
d. anthropology$of$education$
$
4.$This$represents$small$rather$undifferentiated$human$groups$in$which$cultural$
transmission$doesn’t$require$a$highly$specialized$effort.$
a. Knowledge$Transmission$
b. Knowledge$Acquisition$
c. Knowledge$Integration$
d. Knowledge$Adaptation$
$
5.$This$refers$to$more$complex$societies$that$tend$to$develop$specific$frames$–like$
educational$institutionsY$in$order$to$culturally$inform$their$younger$members.$$
a. Knowledge$Transmission$
b. Knowledge$Acquisition$
c. Knowledge$Integration$
d. Knowledge$Adaptation$
$
6.$He$wasone$of$the$modernYday$founders$of$the$discipline$Educational$Anthropology,$
organized$a$conference$in$1954$that$became$a$pivotal$moment$in$the$institutionalization$
of$the$field,$but$even$as$he$argues$himself,$the$roots$of$the$discipline$run$much$deeper.$
a. George$Spindler$
b. Daniel$Thue$
c. Hunt$Lem$
d. Hillary$Gee$
$
7.$The$Educational$Philosopher$who$earned$notoriety$in$1928$with$the$publication$of$
"Coming$of$Age$in$Samoa,"$gave$a$great$deal$of$attention$to$the$concepts$of$teaching$
and$learning.$
a. George$Spindler$
b. Daniel$Thue$
c. Margaret$Mead$
d. Hunt$Lem$
$
8.$She$once$categorized$cultures$according$to$whether$they$are$'learning$cultures'$or$
'teaching$cultures,'$defining$the$former$as$"small,$homogenous$group(s)$that$show$little$
concern$for$transmitting$culture$because$there$is$virtually$no$danger$of$anyone$going$
astray"$and$the$latter$as$those$cultures$in$which$it$is$necessary$for$"those$who$know$to$
inform$and$direct$those$who$do$not$know"$(Wolcott,$1987,$p.$27).$
a. Hunt$Lem$$
b. George$Spindler$
c. Daniel$Thue$
d. Margaret$Mead$
$
9.$Recognizing$that$"learning$fell$more$or$less$in$the$province$of$the$psychologists$and$
social$structure$in$the$province$of$sociologists$and$social$anthropologists,$we$felt$that$
cultural$transmission$would$be$a$natural$[focus]$for$anthropological$applications$to$
education"$(Spindler,$2000,$p.$31).$
a. Educational$Anthropology$
b. Educational$Sociology$
c. Educational$Philosophy$
d. Educational$History$
$
10.$It$is$most$commonly$viewed$as$that$pattern$of$knowledge,$skills,$behaviors,$
attitudes,$and$beliefs,$as$well$as$material$artifacts,$produced$by$a$human$society$and$
transmitted$from$one$generation$to$the$next”$(Pai,$Adler,$&$Shadiow,$2006,$p.$19).$
a. Norm$
b. Status$Quo$
c. Society$
d. Culture$
$
11.$It$involves$the$transfer$of$a$sense$of$identity$between$generations.$
a. Culturalism$
b. Cultural$Transmission$
c. Acculturation$
d. Assimilation$
$
12.$Cultural$transmission$is$sometimes$known$as$?$
a. Culturalism$
b. Integration$
c. Acculturation$
d. Assimilation$
$
13.$Educational$anthropology,$or$the$Anthropology$of$Education,$is$a$subYfield$of$
anthropology$and$is$widely$associated$with$the$pioneering$work$of$?$
a. Margaret$Mead$$
b. George$Spindler$
c. Solon$Kimball$
d. Dell$Hymes$
$
14.$The$branch$of$study$is$derived$from$the$Greek$words$anthropus$meaning$“man”,$
“human”$and$logus,$meaning$study.$
a. Sociology$
b. Anthropology$
c. Philosophy$
d. Toleology$
$
15.$It$is$the$science$that$treats$of$the$origin,$development$(physical,$intellectual,$moral,$
etc.)$and$especially$the$cultural$development,$customs,$beliefs,$etc,$of$man.$
a. Sociology$
b. Philosophy$
c. Anthropology$
d. Toleology$
$
16.$This$concerned$primarily$with$humans$as$biological$organism.$
a. Physical$Anthropology$
b. Cultural$Anthropology$
c. Archeology$$$
d. Linguistic$Anthropology$
$
17.$It$deals$with$humans$as$cultural$animals;$the$branch$of$anthropology$that$focuses$on$
human$behavior.$
c. Archeology$$$
18.$This$studies$materials$remains,$usually$in$order$to$describe$and$explain$human$
behavior.$
c. Archeology$$$
$
19.$This$studies$on$human$language.$
c. Archeology$$$
$
20.$This$studies$cultures$from$the$historical$point$of$view.$
c. Archeology$$$
d. Ethnology$or$Social$Anthropology$
$
21.$It$is$a$complex$whole$which$includes$knowledge,$beliefs,$art,$law,$morals,$customs,$
and$any$other$capabilities$and$habits$acquired$by$man$as$a$member$of$society.$
a. Society$
b. Civilization$
c. Culture$
d. Structure$
$
22.$This$refers$to$the$traditional$ways$of$doing$things$in$a$certain$culture.$
a. Folkways$
b. Mores$
c. Custom$
d. Beliefs$
$
23.$This$denotes$heavily$sanctioned$folkways$for$group$survival$and$are$accepted$
without$question$as$they$embody$moral$views$of$the$group.$
a. Folkways$
b. Mores$
c. Custom$
d. Beliefs$
$
24.$This$refers$to$the$habitual$practice.$
a. Folkways$
b. Mores$
c. Custom$
d. Beliefs$
$
25.$This$refers$to$the$vocal$symbolism$of$speech,$with$its$related$bodily$gestures$and$
mechanical$signals$which$give$precision$and$finesse$to$communicate.$
a. Sign$
b. Language$
c. Letters$
d. Voice$
$
26.$It$is$a$study$of$sounds$in$human$speech.$
a. Phonology$
b. Grammar$
c. Language$
d. Lexicon$
$
27.$This$refers$to$the$arrangement$of$sounds$into$longer$sequence$of$speech$or$longer$
utterances.$
a. Phonology$
b. Grammar$
c. Language$
d. Lexicon$
$
28.$This$refers$to$the$vocabulary$or$the$meaning$system$of$language.$
a. Phonology$
b. Grammar$
c. Language$
d. Lexicon$
$
29.$This$refers$to$similar$sounds$contrasting$and$mutually$exclusive;$the$same$sounds,$
but$different$in$meaning.$
a. Phonemics$
b. Morphemes$
c. Morphology$
d. lexicon$
$
30.$This$refers$to$the$minimum$significant$unit$forming$a$word$or$part$of$a$word.$
a. Phonemics$
b. Morphemes$
c. Morphology$
d. lexicon$
$
31.$This$denotes$about$the$combinations$of$words$into$linguistic$form.$The$combination$
of$words$into$sentences$following$grammatical$rules,$such$as$subject$(noun),$predicate$
(verb)$and$modifier$(adverb$or$adjective).$
a. Phonemics$
b. Morphemes$
c. Morphology$
d. lexicon$
$
32.$This$refers$to$the$roundYabout$speech$or$mechanical$gestures;$a$series$of$graphic$
symbols$which$hold$and$store$information$more$or$less$permanently$according$to$the$
medium,$apart$from$the$individuals$who$are$in$communication.$
a. Writing$
b. Morphemes$
c. Morphology$
d. lexicon$
$
33.$This$regarded$as$the$earliest$from$of$writing$a$kind$of$writing$called$pictograph$or$
picture$writing.$
a. Conventionalized$Pictographs$
b. Logograph$Writing$
c. Ideograph$
d. Syllabaric$Writing$
$
34.$This$appeared$in$the$Near$East,$in$Chinese,$and$in$Maya$writing.$
c. Ideograph$
$
35.$This$development$of$writing$where$its$development$in$China.$
c. Ideograph$
$
36.$This$writing$were$widespread$in$Mesopotamia,$Babylonia,$and$Sumeria.$
c. Ideograph$
37.$It$is$a$kind$of$human$behavior$which$can$be$classified$as$belief$and$ritual$concerned$
with$supernatural$beings,$powers,$and$forces.$
a. Language$
b. Religion$
c. Ideology$
d. Principle$
$
38.$It$is$a$term$used$when$smaller$groups$within$a$larger$society$maintain$their$unique$
cultural$identities,$and$their$values$and$practices$are$accepted$by$the$wider$culture$
provided$they$are$consistent$with$the$laws$and$values$of$the$wider$society.$
a. Comparative$method$
b. Cultural$pluralism$
c. Cultural$therapy$
d. Cultural$transmission$
$
39.$It$is$the$way$a$group$of$people$or$animals$within$a$society$or$culture$tend$to$learn$
and$pass$on$information.$Learning$styles$are$greatly$influenced$by$how$a$culture$
socializes$with$its$children$and$young$people.$
b. Cultural$pluralism$
c. Cultural$therapy$
d. Cultural$transmission$
$
40.$It$is$a$subYfield$of$anthropology$and$is$widely$associated$with$the$pioneering$work$of$
Margaret$Mead$and$later,$George$Spindler,$Solon$Kimball,$and$Dell$Hymes.$
b. Educational$Anthropology$
c. Cultural$pluralism$
d. Cultural$therapy$
$
41.$It$is$most$commonly$viewed$as$that$pattern$of$knowledge,$skills,$behaviors,$
attitudes,$and$beliefs,$as$well$as$material$artifacts,$produced$by$a$human$society$and$
transmitted$from$one$generation$to$the$next"$(Pai,$Adler,$&$Shadiow,$2006,$p.$19).$
a. Society$
b. Culture$
c. Norm$
d. Status$Quo$
$
42.$It$is$a$study$of$humankind,$everywhere,$throughout$time,$seeks$to$produce$useful$
generalization$about$people$and$their$behavior$and$to$arrive$at$the$fullest$possible$
understanding$of$human$diversity.$
a. Sociology$
b. Culture$
c. Anthropology$
d. Ethnography$
$
43.$This$refers$to$ways$people$learned$to$live$together;$behavior$learned$as$a$result$of$
living$in$groups$which$tend$to$be$patterned$and$to$be$transmitted$from$generation$to$
generation.$
a. Sociology$
b. Culture$
c. Anthropology$
d. Ethnography$
$
44.$It$a$system$of$arbitrary$vocals$symbols$by$which$members$of$a$social$group$
cooperate$and$interact$–$by$which$the$learning$process$is$effectuated$and$given$way$of$
life$achieved$through$continuity$and$change.$
a. Words$
b. Letters$
c. Symbols$$
d. Language$
$
45.$This$aims$not$on$a$universal$approach$of$humanity$but$moreover$to$investigate$
individuals$in$their$particular$historic,$social$and$cultural$context.$Anthropological$
knowledge$is$produced$in$various$discourses,$which$contribute$to$the$shaping$of$
pedagogical$perceptions,$situations,$structures$and$ideas$by$showing$the$hierarchical$
structures$of$society,$science$and$education.$
a. Educational$Sociology$
b. Educational$Anthropology$
c. Educational$Teleology$
d. Educational$Hiatory$
$
46.$A$place$where$people$lived$and/or$worked$and$where$the$physical$evidence$of$their$
existence$can$be$or$has$been$recovered$is:$
a. feature.$$$
b. an$ecofact.$$$
c. an$artifact.$$$
d. a$site.$$
$
47.$When$the$author$refers$to$the$'detritus$of$past$people'$he$is$writing$about$their:$
a. debris.$$$
b. written$records.$$$
c. gravestones.$$$
d. all$the$above.$$
$
48.$Archaeology$is$a$branch$of$
a. anthropology$
b. cultural$anthropology$
c. biological$anthropology$
d. paleoanthropology$
$
49.$How$does$anthropology$differ$from$other$social$sciences$such$as$economics$and$
sociology?$
a.$Anthropology$is$holistic$and$integrative$in$its$approach.$$$
b.$The$other$social$sciences$are$holistic$and$integrative$in$their$approach.$$$
c.$Anthropology$tends$to$specialize$in$the$workings$of$specific$systems.$$$
d.$Anthropology$is$more$important$than$the$other$social$sciences.$$
$
50.$Researchers$who$study$humans$by$residing$in$particular$societies$and$observing$the$
behaviors$of$the$people$are:$
a.$ethnographers$
b.$archaeologists$
c.$linguists$
d.$paleoanthropologists$
$
51.$Who$is$best$known$as$an$ethnographer?$
a.$Jane$Goodall$$$
b.$Dian$Fossey$$$
c.$Margaret$Mead$$$
d.$Farley$Mowat$$
$
52.$Which$subfield$of$anthropology$could$be$described$as$studying$"other$people's$
garbage?"$
a.$primatology$$$
b.$archaeology$$$
c.$paleoanthropology$$$
d.$linguistics$$
$
$
$
53.$Creationists$believed$the$Earth$had$not$changed$since$its$creation$less$than$six$
_________$years$earlier.$
a.$hundred$$$
b.$thousand$$$
c.$million$$$
d.$billion$$
$
54.$A$person$who$believes$that$the$current$appearance$of$the$earth$can$be$best$
explained$as$having$resulted$from$a$series$of$natural$disasters$is$known$as$a:$
a.$debaclist$
b.$cataclysmist$$
c.$calamitist$
d.$catastrophist$
$
55.$The$belief$that$processes$like$weathering$and$erosion$are$responsible$for$the$
appearance$of$the$earth$is$known$as:$
a.$natural$selection$
b.$uniformitarianism$
c.$creationism$
d.$adaptation$
$
56.$In$1797,$John$Frere$found$some$unusual$_________$in$an$English$quarry.$
a.$animal$remains$$$
b.$creationist$documents$$$
c.$stone$tools$$$
d.$human$skulls$$
$
57.$The$significance$of$Frere's$discovery$was$that$the$things$he'd$found$were$located$
a.$above$a$large$deposit$of$gold$$$
b.$beneath$the$remains$of$extinct$animals$$$
c.$in$a$place$no$one$thought$humans$had$ever$lived$$$
d.$right$where$the$elves$had$left$them.$$
$
58.$In$nature$a$mode$or$strategy$for$survival$is$known$as:$
a.$an$association$
b.$artificial$selection$
c.$an$adaptation$
d.$adaptive$radiation$
$
59.$_________$is$the$set$of$strategies$for$survival$that$are$NOT$genetically$determined.$
a.$Evolution$$$
b.$Adaptation$$$
c.$Culture$$$
d.$Social$life$$
$
60.$According$to$Lewis$Henry$Morgan's$stages$of$human$culture,$labeled$savagery,$
barbarism$and$civilization,$which$of$the$following$statements$is$correct?$
a.$A$culture$that$is$in$a$stage$other$than$civilized$is$'stuck'$there$due$to$something$lacking$
in$their$society.$$$
b.$A$culture$is$civilized$once$it$discovers$pottery$and$animal$husbandry.$$$
c.$The$advancement$of$raw$materials$is$the$determining$factor$in$deciding$what$stage$a$
society$is$in.$$$
d.$All$the$above.$$

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