West Visayas State University

College of Education
Iloilo City

Professor: Dr. Vicente C. Handa

Course No: FND 502

Course Title: Foundations of Education
Course Description: Involves special studies in the history and philosophy of education,
educational sociology and Philippine educational culture; and basic learning
theories in their respective implications in the teaching learning process.

Course Objectives:
1. Discuss the importance of different historical movements as they influence the
shaping of educational practices;
2. Identify relevant philosophies of education operating in different situations;
3. discuss sociological perspectives on education (and their critiques) and the role
played by education in transmitting culture, in promoting social and political
integration, maintaining social control and education as agent of change;
4. analyze the interdependence of school and society and the role of a school as a social
institution and social issues affecting school;
5. interpret current learning theories in the learning process and their implications in
actual teaching –learning situation;
6. produce scholarly papers on relevant educational issue noting the correct
referencing, citation and the like.

Course Outline:
Time Topic Objectives Date Expected Output
Frame
Week Introduction – leveling of Acquaint with the Participation in
1 expectations policies in online discussion; posts
program; in discussion
contribute on the board
expectations in the Submit Task No.
realization of course 1. “Statement of
objectives; Teaching
Articulate one’s Philosophy”
teaching philosophy.
Course Convener will explore individual expectations
based on participation in discussion. Introductory remarks
will also be done in this session.
Week A. Articulating Your Task 1. My Statement of Teaching Philosophy (10 points)
2 “Statement of Teaching You are going to write your teaching philosophy. The
Philosophy Statement of Teaching of Philosophy shall not be more
than 1 page, type written in a short bond paper, single
space. You may use Tahoma, font 12.
You might consider consulting the following websites in the
development of your teaching philosophy:
1. http://www.crlt.umich.edu/sites/default/files/resource_
files/CRLT_no23.pdf
This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
 2. http://www.uwo.ca/tsc/resources/selected_teaching_to
pics/teaching_dossiers/guide_to_constructing/teaching
_philosophy_examples.html
3. http://teachingcenter.wustl.edu/About/ProgramsforGrad
uateStudentsandPostdocs/resources/Pages/Writing-a-
Teaching-Philosophy-Statement.aspx
4. http://www1.umn.edu/ohr/teachlearn/tutorials/philoso
phy/
5. http://oregonstate.edu/instruct/ed416/sample.html
6. Beatty, J. Leigh; & Dean, K.L. (2009/2007). Philosophy
discovered: Exploring the connections between teaching
philosophies, educational philosophies, and philosophy.
Journal of Management Education, 33(1), 99-114.

Date of Submission of the “My Statement of Teaching

Philosophy” - June 28, 2016

Week The Beginnings of Trace the historical

3, 4, Education development of
and 5 Preliterate education;
societies Identify the main
Oriental Education contribution of the
Greek and Roman period to current
Education practice
Education in the Middle
Ages
Monasticism,
Scholasticism,
Chivalry
Guild Education
Saracenic
Education
Task 2. Make 2 PowerPoint Presentations [based on Seeley’
book (2009)] focusing on
(a) The Beginnings of Education
(b) Education in the Middle Ages

Instruction:
Make an instructional material (Powerpoint) encapsulating
major ideas surrounding the early beginnings of education
(PPT1- 10 points) and middle ages education (PPT 2- 10
points).
Criteria for Assessment of your PPT:
Content of the PPT (7 points)- The contents of the PPT must
be comprehensive and must capture the important
educational trends of each period. Key concepts and people
are identified.
Appearance of the PPT (3 points)- The PPT presentation
appears interesting. There is a proper use of color, fonts
and font size, and figures/tables/picture.

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
 References: Seeley. L. (2009). History of education. NY:
American Book Company. Chapters 1 to 25.

Week Renaissance Movement Analyze Synthesis and

5,6, & Realism, circumstances and Reaction Paper 1,
8 Humanism situations that leads 2, and 3
Reformation and Counter in the realization of
Reformation the different
Protestant movements;
education and Identify the
religious orders contributions to
Modern Period of current practice of
Education the significant
Contributions of educators/philosop
Rousseau, hers mentioned
Pestalozzi,
Herbert, Froebel
Contributions of
Havighurst,
Bruner, Bloom,
Skinner, Dewey
Reference: Seeley. L. (2009). History of education. NY:
American Book Company .
Chapter 26-45

Week Philosophy and Theory of Differentiate

9 Education educational theory
Educational Philosophy from educational
Idealism, realism, philosophies;
existentialism, Give specific
pragmatism situations or
Educational Theory instances for the
Social same
reconstructionism
Essentialism,
progressivism, etc.

Reference: Ornstein and Levine (2004). Foundations of

Education. Prentice-Hall. New York (Chapter 6).
Task: PowerPoint Presentation 3
Reflection Paper 1

Week Midterm Examination September 23, 2016 (1.5 hours)

10
Week Critical Identify major critiques
11 &12 Perspectives in against schools/
Education schooling/ education;
Reflect on the critical

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
 issues affecting the
education of students.
Task: Book Review
References:
Friere, P. ( 1970/1993/2000). Pedagogy of the oppressed. New
York, NY: Continuum International Publishing Group. (4
Chapters)

Week Learning Process Identify and explain major Reflection Paper 2

13 & and Learning theoretical ideas affecting due
14 Theories education
Behaviorism
Social Cognitive
Theory
Constructivism

Week Legal Basis of References to follow soon

15 Philippine
Education
Schunk, Dale (2004). Learning theories: An educational perspective,
4th edition. Pearson Merrill Prentice Hall NJ (Chapters

Final Exam

Course Requirements

1. Class attendance/participation (10 points per session @ 5= 50 points)

A constructivist approach is employed in class whereby students are expected to be actively

involved in their learning. Read the material, note any questions or areas where concepts
were not fully understood, and raise these questions during class. The readings will not be
"rehashed" during class. The focus in class is on your interpretation and synthesis of the
reading material. We will explore different dimensions of the issues and ideas. A variety of
learning approaches are used within the class for interpreting and analyzing the material.

To maximize your learning, attend class (absences will be noted), prepare (complete
readings prior to the class in which they are to be discussed), and participate (share ideas /
opinions and support / relate them with / to information from readings, articles, or any
other source material.).

As scholar-practitioners, you are encouraged to select additional readings from other

sources, i.e., magazines, professional journals, or newspapers to further explore issues.

2. Statement of Teaching Philosophy (10 points)

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
3. PowerPoint Presentation (3 PPPs @ 10 points each= 30 points)

You will present PowerPoint presentations that will summarize/encapsulate major

theoretical ideas surrounding educational movements/philosophies. The PPPs as
instructional materials will be examined based on how in-depth your discussions of the
prevailing concepts and issues gleaned from the literature/reference materials.

4. Synthesis and Reaction Paper (3 SRP@ 10 points each= 30 points)

5. Book Review (20 points)

2. Reflection Paper (2 @15 points each = 30 points)

The study of Foundations of Education relies heavily on the disciplines and methodologies
of the humanities, particularly history and philosophy, and the social sciences, such as
sociology and political science. The purpose of foundations study is to bring these
disciplinary resources to bear in developing interpretive, normative, and critical
perspectives on education, both inside and outside of schools. The general objectives of these
foundational studies are to introduce students to interpretive uses of knowledge germane to
education and to establish a basis for life-long learning through normative and critical
reflection on education within its historical, philosophical, cultural, and social contexts.

The interpretive perspectives use concepts and theories developed within the humanities
and the social sciences to assist students in examining, understanding, and explaining
education within different contexts. Foundational studies promote analysis of the intent,
meaning, and effects of educational institutions, including schools. Such studies attend
particularly to the diverse contexts within which educational phenomena occur, and how
interpretation can vary with different historical, philosophical, and cultural perspectives.

The normative perspectives assist students in examining and explaining education in light
of value orientations. Foundational studies promote understanding of normative and ethical
behavior in educational development and recognition of the inevitable presence of
normative influences in educational thought and practice. Foundational studies probe the
nature of assumptions about education and schooling. They examine the relation of policy
analysis to values and the extent to which educational policymaking reflects values. Finally,
they encourage students to develop their own value positions regarding education on the
basis of critical study and their own reflections.

The critical perspectives employ normative interpretations to assist students to develop

inquiry skills, to question educational assumptions and arrangements, and to identify
contradictions and inconsistencies among social and educational values, policies, and
practices. In particular, the critical perspectives engage students in employing democratic
values to assess educational beliefs, policies, and practices in light of their origins,
influences, and consequences.

A combination of in-class and out-of-class reflections concerning class activities, discussions,

and readings and their meanings are required. These reflections are the students' means of
interacting with concepts and ideas presented in class and in the readings, and are an
indication to me of how the information is understood and incorporated by you.

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
Format for out-of-class reflections: One-page minimum, two-page maximum, typed using
the APA format.

Reflections should include (a) a summary of class material covered (readings, discussions,
activities) and (b) discussion of reactions, analyses, and implications of issues addressed.

Reactions and analyses focus on three areas:

knowledge gained (What did I learn that was new?)
implications (What difference does it make to students, educators, the educational
process.?)
significance (How did the information impact me? What do I still want to know?).

3. Review Paper of Legal Laws and Policies

At least three (5) sessions will be spent for the synchronized participation by the learners in
class discussion (See schedule in the guide). This discussion will be devoted to some issues
or problems and clarifications that need to be verified by the learners. The learners
conceptual understanding will also be tested through this discussion and will serve as their
in-class reflections. Contribution to this discussion will be summarized by the Admin to
determine the credit expected from the learner.

Together with the inputs in the Discussion Board, the SP in CD will be tabulated and rated
that will constitute active participation in discussions.

4. Credit and Rating

There are two exams, a midterm and a final. The exam experience is a learning tool that
gives students a better understanding of how learning occurs. This will also serve as a
prelude of the comprehensive examination you will be taking later.

Since comprehensive exams have time limit, mid-term and finals will also be timed. The
same can be taken anywhere and will be also done online. See schedule of these exams in the
guide.

Aspect Max. Pts. Remarks

Attendance 50 Students must observe how to raise
Statement of Teaching 10 the maximum points to gain credit in
Philosophy the course. Absence of an item by
PowerPoint presentations 30 failing to comply any of them will
Synthesis and Reaction Paper 30 definitely compromise the expected
Book Review 20 credit to be received. The bases for
Reflection Papers 30 grading are found below.

Review Paper of Legal Laws 50

and Policies
Midterm Examination 30

Final Examination 30

Total 280

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
 Grading Scale
Points Grade
220-280 1.0
160-219 1.25
100-159 1.5
Below 100 No credit

5. Expectations

All work submitted for review and evaluation should be professional in appearance and
content. The papers are to be typed and double-spaced. Citations and bibliographic
references are to adhere to the APA (4th/5th edition) style of writing.

All work should be submitted on date due. Maximum points to be earned on an assignment
will be reduced by 10% for each calendar day that the assignment is late. Assignments that
are more than seven days late, will not be accepted. Students are required to attend all
peer/group presentations. Consequences for not attending presentations are provided.
There is no make-up for in-class reflections.

Questions and interactions are a major part of this course and are integral to the learning
process. Students are not compelled or mandated to question and / or respond. Students
can ask questions concerning topics studied or class requirements either in class or in the
instructor's office. If no questions are asked, the instructor assumes students understand the
topics studied and the assignments. Students are encouraged to see the instructor during
posted office hours or make an appointment to clarify any concepts or instructions before
they become problematic.

Writing is an integral part of the class. Clear articulation, support and analysis of ideas
(personal and theoretical) are required.

6. References

Beatty, J. Leigh; & Dean, K.L. (2009/2007). Philosophy discovered: Exploring the
connections between teaching philosophies, educational philosophies, and philosophy.
Journal of Management Education, 33(1), 99-114.
Friere, P. ( 1970/1993/2000). Pedagogy of the oppressed. New York, NY: Continuum
International Publishing Group. (4 Chapters)
Lacuesta, et al (1996) Historical, Legal and Philosophical Foundations of Education. Katha
Publishing, Quezon City
Olson, M. and B. Hergenhahn (2009).An introduction to theories of learning, 8th edition.
Pearson, Prentice Hall: NJ.
Ornstein and Levine (2004). Foundations of Education. Prentice-Hall. New York.
Schunk, Dale (2004). Learning theories: An educational perspective, 4th edition. Pearson Merrill
Prentice Hall:NJ
Seeley. L. (2009). History of education. NY: American Book Company .
www.ched.gov.ph – policies and standards in higher education
This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.
www.deped.gov.ph – Department of Education website
www.congress.gov.ph – legislations on education
Journals on Higher education, issues on education
http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no23.pdf
http://www.uwo.ca/tsc/resources/selected_teaching_topics/teaching_dossiers/guide_to_constructi
ng/teaching_philosophy_examples.html
http://teachingcenter.wustl.edu/About/ProgramsforGraduateStudentsandPostdocs/resources/Pages/
Writing-a-Teaching-Philosophy-Statement.aspx
http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/
http://oregonstate.edu/instruct/ed416/sample.html

This syllabus is still a work in progress. This was built from the original syllabus of Dr.
Andrew Eusebio Tan. Changes may come along the way; new topics and resources will be
added as we progress along the course.