REPORT Histo Philcom

8/3/2019 REPORT Histo Philcom

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History and Philosophy ofContemporary Education

July 16 , 2011


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Task:

Determine , analyze and

critique the relevance ofthe school curriculum , its

mission, and its vision inappraising educationalgoals.


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Objectives:

During class discussion

colleagues in theprofession will be able to:


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Define the meaning of curriculum

Identify the elements of curriculum. Determine on how these components

provide the structure to the

curriculum. Distinguish the role of curriculum

approach in the actual planning and

designing of curriculum. Analyze the relevance of curriculum

in appraising educational goals.


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What isaCurriculum?


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Trad

itional Point

sof View

Curriculum as a body of subjectmatter prepared by the teachers forthe students to learn. It wassynonymous to the course of studyand syllabus

(Bilbao 2008: 10)


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Trad

itional Point

sof View

Curriculum as permanent studies,where the rules of grammar , reading ,rhetoric, logic and mathematics forbasic education are emphasized.

- Robert M. Hutchins

(Bilbao 2008: 10)


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Trad

itional Point

sof View

Mission of the school should be intellectualtraining, hence curriculum should focus on

the fundamental intellectual disciplines ofgrammar , literature and writing. It shouldalso include math, science, history andforeign language

-Arthur Bestor ,Essentialist

(Bilbao 2008: 10)


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Trad

itional Point

sof View

Joseph Schwab coined the termdiscipline as a ruling doctrine forcurriculum development.

(Bilbao 2008: 10)


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Trad

itional Point

sof View

Curriculum can be viewed as field of study.

It is made up of its foundations; domains ofknowledge as well as its research theoriesand principles.

It is viewed as written documents or a plan of

action in accomplishing goals.

(Bilbao 2008: 11)


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Progressive Point

sof View

A listing of school subjects, syllabi,

course of study, list of courses orspecific discipline do not make acurriculum.

This can be only called curriculum if itis actualized by the learners.

(Bilbao 2008:11)


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Progressive Point

sof View

Curriculum as a total learningexperience of the individual.

- John Dewey

(Bilbao 2008:11)


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Progressive Point

sof View

Reflective thinking is a means thatunifies curricular elements. Thought is

not derived by action but is tested byapplication.

- John Dewey

(Bilbao 2008:11)


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Progressive Point

sof View

Curriculum is all the experienceschildren have under the guidance of

teachers.

- Caswell & Campbell

(Bilbao 2008:11)


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Progressive Point

sof View

Curriculum as a sequence of potentialexperiences set up in the schools for

the purpose of disciplining childrenand youth in group ways of thinkingand acting

- Caswell & Campbell

(Bilbao 2008:11)


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Progressive Point

sof View

Experiences in the classroom whichare planned and enacted by the

teacher , and also learned by thestudents.

- Marsh and Wills

(Bilbao 2008:11)


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Whatare the Elements

/ComponentsofCurriculum?


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Major Component

s:

1. Aims, Goals and Objectives

2. Subject Matter/ Content3. Learning Experiences

4. Evaluation Approaches

(Bilboa 2008:26)


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Major Component

s:

1. What is to be done?

2. What subject matter to be included?

3. What instructional strategies,resources and activities will beemployed?

4. What methods and instruments willbe used to asses the results of thecurriculum?

(Bilboa 2008:26)


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Curriculum is embedded in aformal institution calledschools. Schools areestablished institutionswhich are either run by the

government or by theprivate sector.

(Bilboa 2008: 26)


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(Bilboa 2008: 26)

PRIMARY

SECONDARY

TERTIARY


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Philippine 1987 Con

stitution

:

1. Inculcate patriotism and nationalism

2. Foster love of humanity

3. Promote respect for human rights

4. Appreciate the role of national heroes in thehistorical development of the country

5. Teach the rights and duties of citizenship

6. Strengthen ethical and spiritual values

7. Develop moral and personal discipline8. Encourage critical and creative thinking

9. Broaden scientific and technological knowledgeand promote vocational efficiency.


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Aimsof Elementary Education

(Education Act of 1982)In elementary level, schools through

their curricula should aim to:

Provide knowledge and developskills, attitudes, values essential topersonal development and necessary

for living in and contributing to adeveloping and changing society.

(Bilboa 2008: 26)


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(Education Act of 1982)

Provide learning experiences whichincrease the childs awareness ofand responsiveness to the changesin the society.

(Bilboa 2008:27)


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Promote and intensify knowledge ,identification with and love for thenation and the people to which hebelongs; and

(Bilboa 2008:26)


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Promote work experiences whichdevelop orientation to the world ofwork and prepare the learner toengage in honest and gainful work.

(Bilboa 2008:27)


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Aimsof Secondary Education


In high school or secondary level,educational curricula aim to:

Continue to promote the objectiveselementary education; and

(Bilboa 2008:27)


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Aimsof Secondary Education


Discover and enhance the differentaptitudes and interest of students

in order to equip them with skillsfor productive endeavour and or to

prepare them for tertiary schooling.

(Bilboa 2008:27)


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BatasPambansaBlg. 232


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Batas Pambansa Blg. 232 providesthe establishment andmaintenance of an integratedsystem of education.

In accordance with Section 2 ,this act shall apply to and govern

both formal and non formalsystems of public and privateschools in all levels.

(Duka 1999: 73)


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The national development goals

provided by this act are as follows:1. Achieve and maintain an accelerating rate

of economic development and social

progress.2. Assure the maximum participation of allthe Filipino people in the attainment andenjoyment of the benefits of such growth.

3. Achieve and strengthen national unity andconsciousness and preserve, develop andpromote desirable cultural, moral andspiritual values in the changing world.


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I

t is also stated in Section 3 that:The state shall promote the right of every

individual to relevant quality education,

regardless of sex, age , creed,socioeconomic status, physical and mentalconditions, racial or ethnic origin, andpolitical or other affiliation. The state

shall therefore promote and maintainquality access to education as well as theenjoyment of the benefits of education byall its citizen


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DepEdan

d

Basic Education Curriculum


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The Department of Education (DepEd),created by virtue of RA 9155 or Basic

Education Act of 2001, has been mandatedto protect and promote the right of allcitizens to quality education and to takeappropriate steps to make such education

accessible to all..


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In this regard, the DepEd has to establishmaintain and support a complete, adequateand integrated system of free andcompulsory public education in theelementary level; and free and publiceducation in the high school. The DepEd willlikewise take cognizance of the regional andsectoral needs and conditions and willencourage local planning in craftingeducation policies and programs


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DepEdVision, Mission and

Objectives As a social organization, DepEd is enlisted

to educate the Filipino children and the

youth by adopting a pro-active stance viacreativity and innovativeness of initiatingnew ideas and demonstrating adequatecompetencies to put them into the teaching

and learning level of teachers and learners,respectively.


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DepEdVision, Mission and

Objectives The vision, mission and objectives clearly

convey the direction and the strategies

that DepEd would pursue in making thelearners and stakeholders acquire betterunderstanding knowledge and competencies;and strengthen their character in search

for a better life.


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Vision

:

The DepEd envisions that every learner tobe functionally literate, shall be equipped

with life-long skills, the appreciations ofthe arts and sports and imbued with thedesirable values of a person who isMakabayan, Makatao, Makakalikasan at

MakaDiyos.


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M

ission

In line with the vision, the DepEd mission isto provide quality basic education that is

equitably accessible to all and to lay thefoundations for life-long learning andservice for the common goals.


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Objectives:

The objectives of the basic educationcan be gleaned from the Education

Act (BP232) are as follows:


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Elementary E

duc

ation

The objectives of elementary education canbe stated as:

acquire knowledge and develop skillsand attitudes, and values essentialfor personal development,productive life, constructiveengagement with a changing socialmilieu;


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Elementary E

duc

ation

provide learning experiences thatincrease the child awareness of and

the responsiveness to the justdemand of the society; and

promote and intensify awareness ofidentification with and love for ourown nation and the community towhich the learners belong


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Seconda

ry Educ

ation

As regard this level of education, theobjectives can be spelled out as:

continue the general education started inthe elementary;

prepare learners for college; and

prepare learners for the world of work.


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N

on Forma

l Ed

uca

tion This part of the basic education has these

objectives for the intended learners, viz;

eradicate illiteracy and raise the levels offunctional literacy of the population;

provide an alternative means of learning andcertification for out-of-school youth andadult; and


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N

on Forma

l Ed

uca

tion develop among learners the proper

values, attitudes and knowledge toenable them to think critically and actcreatively for personal, communityand national development.

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