OBJECTIVES At the end of the report, the students will be able to: 1. Dene the the meaning meaning of Naturali Naturalism, sm, Nationali Nationalism, sm, and Developmentalism. 2. Name the dieren dierentt psyhologist psyhologists s and their eduational eduational theories theories and how they in!uened the shools. ". #dentify #dentify the two two points of view view of soiologi soiologial al movement movement..
INTRODUCTION Demorati$ation of eduation stood out among the manifold aims of eduation during the 1%th and 2&th entury. Naturalism was one of the most in!uential movements whih aeted eduational theories in the ne't two enturies. (he nationalisti theory and the theory of developmentalism were outstanding theories. (he in!uene of nationalism was felt in the e'ternal and internal organi$ation of the eduational system while developmentalism was felt in the internal aspets of shool. (his topi plays a vital role for it provides useful insights and information on the historial foundations of eduation in the 2& th entury. #t help helps s us to ident dentif ify y the seve severral edu eduat ato ors who made ade outs outsta tand ndiing ontributions to eduation and shools. (hrough this topi, we an better unde unders rsta tand nd the the hist histor ory y of edu eduat atio ion n and and the the impo import rtan antt roles oles of the the gove goverrnmen nmentt on edu eduati ation on.. (he (he impor importa tant nt impl impli iat atio ion n of this this topi topi is to determine dierent ountries with dierent forms of government and how these dierenes aet the eduational system.
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NATURALISM #t is the most in!uential movement of the 1) th entury. *tands for eduation in aordane with nature. #t means the appliation of natural laws to the eduational proess. (o eduate aording to nature ould mean eduation in aordane with human development. #t is the return to the natural as opposed to all that is artiial.
JEAN – JACQUES ROUSSEAU+ a well-nown naturalist, who believed that the basi tenet of naturalism was onvition and that the natural growth of hildren in a natural environment onstituted adeuate eduation. Aims: Naturalism aimed at the preservation of the natural goodness and virtue of the individual and the formation of a soiety based upon the reognition of the natural individual rights./ousseau too- the view that man, as he ame from nature, was good but he beame evil through ontat with soiety. #n developing the theory of learning, /ousseau emphasi$ed the neessity for the hild to be free to develop aording to his own natural impulses. All restritions and disipline should be done away with so that the hild ould grow and en0oy the things that interested him. /ousseaus eduational aim was to free man from the artiialities and restraints of human soiety.
Types: nder naturalism training should not be for a denite voation and a denite soial position or lass. A pupil had to be made adaptable to hanging times. #t stood for a demorati and universal type of eduation. /ousseau said that eduation was a basi natural right and, therefore, everyone should be eduated in the same way. Naturalism emphasi$ed physial eduation and health training. (he hild should have:
3reedom to grow without being onned or uddled but must be allowed the outmost freedom of limb and voie. 4lothing should be loose and the hild should be e'posed to a reasonable amount of old, heat and danger.
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A hild should be allowed to run, 0ump, limb and swim in the open ountry
/ousseau advoated moral training through natural punishment whih meant that learning ame as a result of the natural onseuene of ones ats. #ntelletual eduation was the development of sense disrimination, free e'pression and auisition of -nowledge through natural uriosity, /eligious eduation should be postponed until the hild ould understand what was bad through nature and not through rituals and dogmas.
Content (he urriulum onsisted of ativities and interests manifested by the hild in the proess of growing up. 5duation was to be the natural unfolding of the hilds potential to meet is natural needs. #nstead of boo-s and the traditional "/s /ousseau favored the informal e'erises of the senses, the musles, and the tongue.
Agencies and Organization Naturalism emphasi$ed the duty of parents in the eduation of a hild by proteting him from artiial soiety. 6arents should help develop the hilds inherent ualities. 5duation should follow the natural stages of development of the hild. 5ah of these stages had its own dominant harateristis that ould beome the dominating fator in the organi$ation of learning. Tere !ere "o#r stages$ in"ancy% ci&dood% 'oyood and ado&escence(
)rom 'irt to *+e + the hild was involved in the growth of his body, in motor ativities, sense pereption, and feeling. (he hild had to be free from restraint and the body hardened by atual partiipation in nature. (his made him reali$e what he ould do or ould not do. )rom *+e to t!e&+e% te stage o" ci&dood + /ousseau advoated a negative, laissez – fair approach, “do o!hi" ad allo# o!hi" !o $e doe%( 7is idea was let the hild develop as his inner nature demanded. 7e was to avoid boo-s, emphasi$e games. 8et e'periene be the only teaher. )rom t!e&+e to *"teen% te age o" reason + big hanges were brought about, eduation by human agenies should begin. (he hilds natural desire to learn should be developed. (he hild would then reogni$e the usefulness of -nowledge. #n the soial stage, from fteen to twenty, a pereption of human relations arose. *e' impulses
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appeared to be strong at this stage, and reason had to he- the se'ual desires and hannel them to more desirable outlets.
,etods (he main ontribution of naturalism to the eduational method was its emphasis on ma-ing the hild the enter of the eduation proess. (he hild in nature should determine the proesses and tehniues of teahing. 5duation should never hamper nor restrain the hilds natural apaities and interests.
Ro#ssea# - modern princip&es o" teacing:
Te princip&e o" gro!t + a pupil was not sub0eted to any regimen he was allowed to grow naturally. Te princip&e o" se&" . acti+ity nothing was to be done for the pupil if he ould do it 7imself /rincip&e o" indi+id#a&ization + eah hild was allowed to develop aording to his own nature e'pressed in his priniple of individuali$ation.
NATIONALISM (he 1%th entury saw the rapid rise of nationalism. #t was nationalism that stimulated the development of the state ontrolled and state supported publi shool systems that are to be found throughout the world today. 4entral to the ideology of Nationalism was the onept of national sovereignty. A sovereign state was ompletely independent of any e'ternal authority. A sovereign state ould be an absolute monarhy, a onstitutional monarhy with a parliament, or even a republi. nder a TOTA0ITARIAN form of government, eduation aimed to produe obedient, ontented and e9ient sub0ets, while under DE,OCRAC1 , eduation euipped iti$ens with the -nowledge neessary for the perpetuation of a free government. (he aim of nationalism was the preservation and gloriation of the state. (he state was usually oneived as a soiety organi$ed primarily to protet its members from e'ternal atta- and internal disintegration. 5duation was seen as the best ageny to assist government in this funtion. • •
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Nationalism reogni$ed that an e9ient eduation would promote national goals.
national system of
Aims (he Amerian eduational system, partiularly the publi shools, aimed simply to develop responsible iti$enship and national feeling. (he ordinary iti$en had to be made more intelligent, more loyal and more ontended; on the spiritual side, he had to possess positive harateristis of the human personality. (he eduated iti$en had to be onsious of his ountrys traditions and be willing to devote himself to his ountrys needs.
Types Nationalisti systems emphasi$ed seular and ivi instrution. (hese types developed loyalty and patriotism. Nations reogni$ed that law abiding morality was essential for patrioti iti$enship.
Content Steps in te de+e&opment o" nationa&ism
4reation a ommon language. oational training was given emphasis, espeially for the masses who must be voationally e9ient if the nation was to survive. (eahing of history and geography. (eahing of ivis was reuired by law. 5mphasi$ed musi as an essential part of the urriula to enable students to partiipate in patrioti songs and marhes. #n the elementary level, the traditional sub0et matter urriulum was on the auisition of -nowledge and s-ills using the ?pro0et method@ whih gave pupils a hane to wor- on atual pratial problems. Attention was given to eld trips, displays, assemblies, and booreports.
#n seondary eduation, beause of the inrease in population, the one ollegepreparatory harater of the high shools beame less dominant. #nrease in publi funds to support olleges and universities.
,etods 4urriula and organi$ation were usually legislated in the national shool system. (he method was left to supervisors and teahers who had been trained and retrained. *tate teahertraining institutions introdued the atual use of /esta&ozzian and 2er'artian methods. Nationalism alled for a system of disiplines, order and obediene sine the shool and its students were merely supports to the national ideology.
&E'ELO(MENTALISM
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#t was a hild entered theory that emphasi$ed a areful study of the hild. Aording to Developmentalists, eduation aimed to unfold the natural apaities of a hild and this development was in!uened by methods used by shools to retard or enhane this development.
SO,E O) T2E /ERSONA0ITIES T2AT /O/U0ARI3ED DEVE0O/,ENTA0IS, 4ERE :
JO)ANN )EINRIC) (ESTALO**I +-./012-3 + was a *wiss eduator who agreed with /ousseaus idea that human beings were naturally good but spoiled by a orrupt soiety, and that pedagogial reform would lead to soial reform. 7e replaed memori$ation and reitation with more ative learning. 7e ombined physial, moral, intelletual and manual wor- in his aim to 5psyco&ogize ed#cation6. 7e believed that the aim of eduation was the soial regeneration of humanity. 7e established a shool of Burgdorf where he taught hildren and eduated teahers. Caracteristics o" /esta&ozzi7s Scoo&:
8( (he atmosphere was generally permissive.
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9( (he ontent was made up of physial e'erises, play ativities and nature studies. -( 8earning ame through the senses. ( 7e used the ob0et lesson + a speial method onsisting of three basi sorts of learning: form, number and sound. ;( (eahing should proeed from the -nown to the un-nown now alled the priniple of appereptionE, from the onrete to the abstrat; from the learners immediate lesson to the distant and remote. <( (eahers should be warm and emotionally seure. =( All learning was based on pupil ativity. >( 4hildren should learn in a slow preise manner, understanding thoroughly whatever was being studied. ?( 7ome environment was neessary for suessful teahing.
4RIE&RIC5 4ROE6EL +-27– 1823 a
1. 2. ". . . C. F. ).
T2E )O00O4IN@ C2ARACTERI3ED 2IS EDUCATIONA0 IDEAS: /eliane on nature as the hief eduator. *hools must have a primitive atmosphere. (he ob0et lesson meant that onrete ob0ets were used to stimulate reall of a orresponding idea in the hilds mind. 4hildren should not be taught what they dont understand. (he teaher must be an ative instrutor instead of hearer of memori$ed fats. 5mphasis was plaed on names, play songs, stories and rafts. (he teaher should be a moral and ultural model worthy of the hilds love and trust. (he teaher should be an approahable and open person.
JONAT)AN )ER6ART +--/ – 1.3 + was a
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bE (he idea of perfetion meant harmony and integration of behavior. E (he idea of benevolene meant that a person had to be onerned with the soial welfare of others. dE (he idea of 0ustie meant that a person reoniled his individual behavior with that of the soial group. eE (he idea of retribution indiated that reward or punishment arued to ertain -inds of behavior. 2. 7erbatian formal steps of instrution: aE 6reparation + the teaher motivated students so that they were mentally ready to reeive the lesson. bE 6resentation + teaher presented the new lesson. E Assoiation + new lesson was deliberately related to past lessons. dE
MARIA MONTESSORI +1-7 – ;823 + an #talian eduator, introdued a method of early hildhood eduation that en0oys international popularity. #n her 4asa de Bambini, the students who attended were desribed as disadvantaged. Gontessori prepared a speial environment, using a set of teahing materials and learning e'perienes that beame assoiated with her speial formula for early hildhood eduation.
T2E )O00O4IN@ CONCE/TS C2ARACTERI3ED 2ER ,ET2OD O) EDUCATION: 1. 8earning was spontaneous, meaning that hildren had an inner need to wor- at that whih interested them with the prodding of teahers or the use of rewards and punishments. 2. (he urriula inluded three ma0or types, ativities and e'perienes: pratial s-ills suh as serving a meal, tying buttons or washing dishes; sensory and musular s-ills developed through repetitive e'erise; and formal s-ills li-e reading, writing and arithmeti. ". (he ativities were primarily individuali$ed rather than group entered. . (he method of instrution was arefully pre + planned and followed patterns of human growth and development. JO)N &E9E: +18; – ;823 – was the Amerian philosopher and eduator -nown for his philosophy of pragmatism and his synthesis of )
Darwinian evolutionary theory. Dewey viewed eduation as a proess of soial ativity and believed that the shool was related to the soiety that it served. A,ON@ T2E IDEAS /RO/OUNDED B1 DE4E1 4ERE: 8( 4hildren were soially ative human beings and they wanted to e'plore their environment and gain ontrol over it. 9( 4hildren used their olletive -nowledge to solve problems both personal and soial. -( 5duation was a proess by whih the young were introdued to their ultural heritage. 5ah time a person solved a problem he was ontributing individually or soially to the wealth of -nowledge. ( Dewey believed in demorati eduation and shooling. Demorati eduation meant that the learner must be free to test all ideas, beliefs and values. As a demorati institution, the shool should be open to all and used by all, and barriers of ustom should not segregate people from one another.
JEAN (IA
CONTRIBUTIONS: 8( By sienti analysis of the needs of the hild and by sienti lassiation of pupils, eduation was tted to the needs of the individual. 9( (o attain the ma'imum of the learners potential, suh devies as ability grouping, dierential urriula, and demorati type of eduation were used. -( (here was an intensive study of the urriulum and sienti urriulum onstrution in order to determine sientially 0ust what should be taught to satisfy the atual needs, both of the individual and of soiety. ED4ARD T2ORND0IE . another sienti eduator who aimed at ma-ing eduation a siene who formulated these laws of learning: a Te 0a! o" Readiness . the beginning of learning must be motivated by the physial and psyhologial readiness of the learner. ' Te 0a! o" Eercise . the more freuently a bond is e'erised, the stronger it beomes; the more you memori$e, the better is the memory; the more the pratie, the better the performane. c Te 0a! o" eect . there must be some measure of progress so that the learner an gauge his suess and thus gain a feeling of satisfation. Applied to the lassroom, a pleasurable limate failitates learning; rewards must be used instead of punishment; the teaher must be sympatheti and understanding. SOCIO0O@ICA0 ,OVE,ENT (his leading movement in eduation is attributed to Hohn Dewey. 7e foused on the ontributions of eduation to the preservation and progress of soiety; this he alled the soial funtion of eduation. *oial eduationists were onerned with the individuals development and his relationship to the soial struture.
9 /OINTS O) VIE4 O) T2E SOCIA0 I,/0ICATIONS A( SOCIA0 TRADITIONA0IS, AI,S *oial traditionalism aimed at giving all pupils an insight into their traditions, arousing interest in and sympathy toward soial servie, and 1&
developing e9ieny in adapting the individual to soiety. (radition is a reord of mans aomplishments and the aumulation of human e'periene. 5ah generation auires and transmits traditions to preserve its ontinuity. (he shool is therefore seen as the ageny that prepares an individual for all phases of soial life. Ine of the purposes of eduation is the formation of ommon habits of soial life and the eduation of the hild away from rime, drugs, unemployment, disease and other soial ills.
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*oial eduation, in its broadest sense, overed all types of eduation that would prepare the individual for ad0ustment to soiety. #t inludes training in the physial, voational, ivi, domesti, moral and religious essential in the development of soial e9ieny. 3or e'ample, physial eduation beame important beause of the inrease in physial defets due to industrial aidents; voational training beause of modern manufaturing methods whih replaed the old apprentieship system; rereational training beause of the inrease in time for hobbies and leisure. #n its narrowest sense, soial eduation referred to the development of soial ommuniation s-ills, etiuette and harmonious human relationships.
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(he shool urriulum was supposed to teah for real soial living. Drills in arithmeti alulation, oral and written language, hygiene, good manners and art appreiation were important. (he high shools had to give e'periene in siene and math, language and history, but emphasis should be on health, moral ondut, home and leisure, and the voations. #n ollege, wor- travel and study replaed the traditional aademi sub0ets. (he results of soial eduation brought about e'traurriular ativities in the shool program. Athletis, dramatis, publi spea-ing ativities, musial ativities, and assemblies were all soures of training for the various aspets of soial life.
,ET2ODS *oial ommuniation, soial ooperation and soial siene were the methods used in teahing the hild to ad0ust to life. (he teaher wor-ed with 11
the soial interest of the hild in mind to develop soial onsiousness. *tudent partiipation in shool ativities and shool government were eetive methods of teahing leadership and responsibility. *tudents were taught ooperation rather than ompetition; to fae the lass rather than the teaher; and to deal with small groups for ooperative eorts.
B( SOCIA0 EF/ERI,ENTA0IS, AI,S (he soial e'perimentalist believed that the shool prepare for a progressive struturing of the soial order. (he shool should diret the pupil in learning to meet the needs of a hanging soiety, not only for immediate needs, but also for future needs under hanging soial onditions. T1/ES (he training for intelligene in all phases of human ativity was emphasi$ed by the e'perimentalists. *tudents should learn soures of fats and realities of soial onditions and problems and learn to verify, weigh alternatives and ta-e sides on ontroversial issues. *tudents emotions had to be trained to intelligene for beneial soial results. CONTENT (he soial sienes ame to the foreground among the e'perimentalists beause of the emphasis put on the teahing of ontroversial issues; the soial, eonomi and politial ativities of the loal ommunity were used as materials for teahing. 5'traurriular ativities and eld trips were dominant strategies of teahing sine they were pupil planned, pupildominated and entered. (heir purpose was to prepare students for soial planning. A@ENCIES AND OR@ANI3ATION A free publi shool system was the only safe agent for eduation. (here was no time in the history of eduation when aademi freedom was stressed. (rue aademi freedom implied that the teaher be permitted to teah the whole truth, not 0ust a fational seletion of the truth; this meant that teahers had to have a broad ba-ground of soial information and e'perienes. Demorati shool methods should prevail over authoritarian and ditatorial methods of teahing and administration.
,ET2ODS
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(eahers had to aept the responsibility of developing intelligent individuals who would wor- for hange. (he methods to be used both in the lassroom and in e'traurriular ativities was guidane.
0ESSONS 0EARNED At the end of the report, the students able to learn the following:
= Naturalism is the most in!uential movement of the 1) th entury. #t stands for eduation in aordane with nature. #t means the appliation of natural laws to the eduational proess. Nationalism is stimulated in the development of the stateontrolled and state supported publi shool systems that are to be found throughout the world today and Developmentalism was a hild entered theory that emphasi$ed a areful study of the hild. 2= (he several eduators inludes the following 6estalo$$i , 7erbart, 3roebel, 7all, Hames and (horndli-e.. >= (he 2 points of view of soiologial movement are the soial traditionalism and soial e'perimentalism.
RE)ERENCE
*an Gateo, /osalinda A. J (ango, Gaura <. 2&&"E. )o#ndations o" Ed#cation II. "rd 5dition. Katha 6ublishing 4o. 6hilippines
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