Foundations Education

MODULE 1
Lesson 1 Test 1 Foundation Anthropology Education Test II. Foundation of education is necessary if one is to become a school administrator because it is important that you need to understand the structure or the system of education in order for you to establish a strong system for your school where you administer with. And also to survive unforeseen actions and decisions which includes understanding human behavior/ action,how human beings act socially, anthropological, historically, philosophically, legally. 4. Philosophy 5. Legality 6. Psychology 7. History 8.Sociology 9. Learners 10. Foundations of Education

MODULE 2
Lesson 1 Test 1. 1. 2. 3. 4. 5. Test II. As a school administrator, I will encourage my teachers by explaining to them that education depends heavily upon psychology because the kind and amount of education that the learner acquires is conditioned by the psychological traits such as general mental ability, aptitudes, temperament, interests, effort- making capacity, physical condition, etc., so it is important that they make use of their knowledge of the school or system of psychology.

Structuralism Gestalt Psychology Eclectic Approach Behaviorism Functionalism

6. Drives, needs, wants, urges 7. Reflexes 8. Capacities and special aptitudes 9. Temperament in emotion 10. Dynamic psychology

Lesson 2 – THE LEARNER Test I. 1. Late childhood 2. Early adulthood 3. Late adolescence Test II. Developmentalism sometimes called Pestalozzianism is a system of educational doctrines and practices developed by the Swiss. Educators, Johann Heinrich Pestalozzi and followers. They conceived of education as a continuous development of the mind through exercise graded from sense impressions from object lessons to the apprehension and application of abstract ideas, development being attended by the progressive, harmonious functioning of the mind in all its capacities of action and expression. In short, this system subjects the individual to developmental tasks arranged from easy to difficult.Developmental task- This is an offshoot of developmentalism. Developmental or learning task are lessons arranged sequentially according to difficulty by maturation of the learner and by the culture of the group to which he belongs. The task or lesson are performed step by step. Before a task is to be performed, the task prerequisite to it must be first learned and mastered. Heredity- gives all direction of the growth and development of an individual. We inherit almost all the things we need for growth and development: mental ability, physical and physiological structure, emotional stability, and other traits. Environment- provides the direction of the growth and development of an individual. Environment modifies to a certain extent the effect of heredity. Individual differences- factors that cause the uneven rate of growth and development among individuals. They are age, sex, physical condition, intelligence, aptitudes and special talent, temperament, extroversion-introversion, dominance subssiveness, effort- making capacity , criminal tendency and from the environment we have family background , community background ,school, and location. Factors that make individual difference are as follows: From heredity, we have age. It is a big factor in making one different from another. Older learners have more physical strength and higher level of comprehension than younger ones. Sex determines certain roles. Males are expected to be aggressive ,fearless, and capable of doing heavier work. Females are expected to passive, demure, prim and the like. Physical Condition. It has been observed that some people are born bigger, healthier and stronger than others. Intelligence Children do not have the same level of mental ability. Some are more intelligent than others. Aptitudes and special talent. Children are gifted with special aptitudes and talents in music, painting, acting, science, mathematics, and the like. Temperament. There are individuals who are easily irritated and tensed even with trivial things, symptomatic of emotional immaturity and instability. Extroversion- introversion, dominance-submissiveness. Extroverts are usually gregarious and like the dominants, enjoy interacting with people. Effort –making capacity . An important trait, one which much effort-making capacity studies and workers harder, concentrates more, and exhibits steadiness in his work. Criminal tendency. Children who have this tendency are usually bullies, trouble makers, and they commit many antisocial acts, in or out of school. From the environment , we have family background. Children coming from poor families with very meager incomes have stunted growth especially if they have not pursued higher education or none at all .Community background. Children coming from squatter or slum areas and from crime-infested areas have a very slim chance of growing progressively because of the bad influence of the neighborhood. School. Good school can develop pupils better than the poor ones. And the last location. Children studying in a school located in a very quiet place find learning conducive. Lesson 3- TEMPERAMENT Test I. 1. Evolutionary Theory Test II 5. Reconditioning 9. Disuse 4. Prenatal 5. Early adulthood 6. Puberty 7. Middle age 8. Baby hood 9. Early adolescence 10. Early childhood

2. Emergency Theory 3. James-Large Theory 4. Common- Dana Theory

6.Ridicule or scorn 7. Verbal appeal

10. Social imitation

8. Frequent application of the stimulus

Test II. 1. Emotion is important because it shape up the personality of a person, make us strong to do action or prevents us from doing any action during emergencies, enables us to be cope with conflicts and emergencies and emotion dominates our lives. 2. Means of adjustment to frustration. a. Sublimation/ substitutions- an indirect but socially accepted expression of emotion or drive. b. Substitution is replacing an activity for another in which the individual fails. c. Compensation and Overcompensation- Compensation is a socially accepted means of adjustment to make up for deficiency or inferiofity, physical or otherwise. d. Overcompensation is an extreme from compensation less national and often anti-social. e. Fantasy or introversion- Act of imagining success and satisfactions that are not attained. f. Rationalization- Act of giving some socially acceptable reasons for one’s frustrations. The three methods are sour grapes mechanism, sweet lemon mechanism, and projections. g. Stimulation of physical ailments- a. hysteria- simulation of localized ailments b. Neurastheria – simulation of generalized bodily ailments h. Nomadism – Act of wandering aimlessl i. Regression – Act of submerging into the subconscious state or forgetting. j. Delusions – These are strong beliefs in things opposite to reality. k. Regression – Act of seeking infantile expression of motives. l. Escape through alcohol and drugs.- Act of excessive drinking of liquor and taking of prohibited drugs to forget or ease up frustration.

Lesson 4 – PERSONALITY Test I 1. Pyknic 11. Sanguine

2. Dysplastic 3. Asthenic 4. Ectomorphic 5. Endomorphic 6. Mesomorphic 7. Somatotonic 8. Cerebrotonic 9. Viscrotonic 10. Melancholic

12. Choleric 13. Phlegmatic 14. Ambivert 15. Extrovert 16. Introvert 17. Compulsive personality 18. Authoritarian personality 19. Dysplastic 20. Superego

Test II. Components of personality: Physical or biological traits and characteristics – include general physical appearance, sizeof the body, height, weight, color of hair, manner of walking, health,etc. Capacity –Mental ability or intelligence, special abilities and talents in art, music, science. etc.education, noted achievement, etc. Psychosocial traits- refer to good manners, gregarious, extroversion-introversion, dominance-submissiviness,affluence,generosity,lifestyle,patterns.of adjustments etc.

Spiritual and moral values- these are piety, honesty, sincerity, keeping of promises, punctuality, responsibility, devotion to duty, absence of anti-social tendencies, etc. Temperament- This is emotional maturity and stability. 2. Theories of personality: a.) Trait Theory- describe a personality by its position on a number of scales, each of which represent a trait. b.) Allport’s personal disposition theory- These are traits that are unique for a person called Allport as personal disposition and hence, cannot be used in an exact way in comparing one person with another. These traits are organized in hierarchy as secondary traits, central traits, cardinal traits. c.) Catell’s Theory of Surface and Source Traits- surface traits are found by cluster analysis. They are mostly learned or acquired values that make man acceptable while Source traits are traits found factor analysis. d.) Developmental Theory- deal with continuities that is, are can tell what a person will do in a given situation by what he has done before in earlier situations that resemble the present. e.) Psychoanalytic Theory- holds that we undergo a maturational scheme of psychosexual stages and at each stage, psychosocial crises occur which if successfully met lead to maturity of psychological development; if unsuccessfully met, they leave a neurotic residue. f.) Learning Theories- personality is the result of learning through reward and punishment. g.) Role Theories- describe personality according to the manner in which the individual meets the various demands that society makes upon in his role as child, parent, mane, woman, worker, citizen. h.) Freud’s Psychoanalytic Theory- covers the id, ego, and superego. The id consists of innate instinctual drives of sexual and agressive in nature which seeks immediate gratification of primitive, irrational pleasure seeking of drives such as sex, hunger, thirst, etc. The ego is a personality responsible for controlling behavior in socially approved ways: there is rational thinking. The superego is the conscience, the sense of right and wrong, that works according to the idea. i.) Lewins Field Theory- the individual is embedded in a field called life space, which is actually his environment, in which conflicts arise and the alternatives open to the individual to resolve the conflicts. j.) Overcompensation Theory –this is trying to excel in something to compensate a weakness or deficiency. k.) Karen Horney’s Theory of Personality- according to Horney, a child may resolve conflicts in a harsh environment in one of three ways: (a.) Moving toward people (b.)Moving against people (c.) Moving away from people l.) Enrich Fromm’s Isolation Theory- according to this theory, man has been isolated from nature and from other men and this has given rise to basic needs which if not satisfied would result in frustration and problems. These fives basics needs are: Relatedness, Transcedence, Rootedness, Identity and Frame of orientation. m.) Maslow’s Self-actualization Theory- according to this theory, man is innately good and selfactualization or achievement is his goal. To Maslow, man’s needs are as follows: Biological needs, Psychological needs, and self-actualization needs.

Lesson 5 – THE LEARNING PROCESS

Test I 1. Cognitive learning 2. Psychomotor learning 3. Manipulative dexterity 4. Trial and Error 5. Associative learning 6. Problem-solving learning 7. Attitudinal or affective learning 8. Bodily movement coordination 9. Aesthetic learning 10. intellectual learning 11.Stimulus – response theories 12. Direct learning 13. Law of readiness 14. Law of effect 15. Law of exercise 16. Classical conditioning theory 17. Operant Conditioning Theory 18. Kohler’s Theory 19. Lewin’s Theory 20. Bruner’s Theory of Learning 21. Theory of Configuration 22. Theory of Generalization 23. Congenital learning 24. Sensory learning 25. Ideational learning

Test II. 1. The following are the criteria or tests of learning. (a.) Greater speed (b.) Greater precision and accuracy (c.) reduce effort (d.) Less expense (e.) Greater knowledge information and ideas (f.) Greater understanding (g.) Greater facility of communication (h.) More logical reasoning (i.) Greater innovativeness and creativity (j.) Greater chance of employment. 2. Factor that’s affect learning are mental ability, similarities between subject matter, motivation and effort-making capacity, method of teaching, facilities and background.

Lesson 6 – MOTIVATION Test I 1. Motivation 2. Motive 3. Biological and physiological drives 4. Creativity or self- actualization drives 5. Psychological drives Test II 1. Affective arousal theory 2. Need-drive-incentive theory 3. Cue-stimulus theory 4. Psychoanalytic 5. Cognitive theory

Test III. Importance of motivation: Direct activities towards the achievement of goal. Controls and directs human behavior Inculcates spiritual and moral values in the minds of young. Gives satisfaction and happiness to the individual.

Lesson 7 – DISCIPLINE AND GUIDANCE Discipline is training the learners to act in such a manner that will create classroom conditions conducive to the attainment of instructional objectives. Guidance and counseling plays an important role in learning. It is helping the individual to make a wise choices from the many alternatives that are open to him in meeting life’s conflicting situations. Objectives of discipline To create favorable attitudes toward classroom condition that will facilitate the attainment of instructional objectives. To create favorable attitudes toward the development of self-control and coorperation as personal assets. To create favorable attitudes toward authority.

Development stages in discipline Stage 1. Pupils shows unruliness, noise, inattention, disobedience and other forms of disciplinary problems that hamper successful completion of a lesson. Stage 2. With proper guidance, the pupils listen to admonitions and abide by the rules of discipline. Gradually, they form favorable attitudes toward classroom condition condusive to learning. Stage 3. The pupils realizing the importance of a well-discipline life, imbide and assimilate good disciplinary principles. Stage 4. Pupils develop competence in self-control and initiatives in problem-solving thus becoming self-directed individuals. We need guidance and counseling because it helps the individual to make a wise choice from among the many alternatives that are open to him in meeting life’s conflicting situations. Objectives of guidance and counseling are to help individual to become independent and selfdirected, gain emotional maturity and stability, recognized his importance to society, his contributions to its stability and progress, and his readiness and willingness to adjust himself to the standards of society; be an organizer, initiator, and creator of situation that will redound to the benefit not only of himself but of society as well; gain knowledge of himself, his own intellectual and physical capacities, his interest, his social and inborn traits and requirements and possibilities of certain actions, all to help choose the right alternatives when confronted with conflicting situations. The following are the factors to consider in choosing a vocation/profession: intellectual capacity and aptitudes, interest, education, temperament, physical strength and health, opportunities for employment and advancement, Remineration , hazard, place of work. Generally, one should select a career that can give him the most job satisfaction. Hence all the factors given above must be considered in choosing a career. Lesson 8 - THE TEACHER AND THE POLICY MAKER 1. An efficient teacher passes all the required forms ahead or on time and goes to school on time. While an effective teacher is a teacher who makes his/her pupils learn. 2. The kinds of policymakers are the following: a. The government- is the chief policy maker. The lawmaking body Congress enacts educational bills and passes them to Chief Executive; the President to be signed into laws. These laws provide for the financing and operation of the whole educational system. They become the main policies or the chief sources of policies that provide guidelines in turning the educational system. b. The administrations of private and state schools- The administrations of private schools like the University of Santo Tomas and of state schools like the University of the Philippines also make educational policies through their respective Boards of Trustees. Board of Directors; or Board of Regents. Such policies should not violate any law or policy of the State. The President of such schools and their middle level officers can also make policies within their respective areas of responsibilities in accordance with policies from higher authorities. c. The people- The people also have a hand in the formulation of educational policies. Proof is the approval by the people of the Constitution which contains provisions expressing the educational philosophy, policies, goals, and objectives of the country’s whole educational system upon which other educational laws and policies are based. Sometimes too, the people Can influence the government to adopt needed educational laws and policies through the medium of the press, radio, and television.

3.The educational policy maker is a very important component of the learning process. Without it there can neither be an educational system nor a learning process. Educational laws enacted because these laws provide for the financing and operation of the whole educational system. They become the main policies or the chief sources of policies that provide in running the educational system. The people can influence the government to adopt needed educational laws and policies through the medium of the press, radio, and television.

MODULE 3
Lesson 1 – THE SCOPE OF SOCIOLOGICAL FOUNDATIONS OF EDUCATION Conservation, development, and improvement of human resources. Human resource are the people themselves. Human resources can be conserved, developed, and improved through proper family planning methods, general health and physical conditions, values, professional education, and vocational and technical training. Manpower development is a non-formal education system for the out-of-school. Conservation, development, and utilization natural resources. Among the natural resources are forest and forest products, mines of all kinds, agricultural lands, marine resources, sea and land fisheries, plants, animals, and fowls. The resources should be utilized only to the point that they are to supply necessary benefits. Depletion should be strictly prohibited. Replaced should be restored properly. Depleted forest should be reforestated ; fertility of the agricultural lands should be maintained through irrigation and improved technology. Production, distribution, and consumption of economic goods. Increased population demands greater and improved economic goods. Modern science and technology, equitable distribution of the fruits and production especially capital and labor and wise consumption of consumer goods lead to increased production. Land, water, and air transportation and communication. Land conveyance such as trucks, buses, cars, jeeps, tricycles, etc., seacraft such as liners or ships, and aircrafts such as airplanes, transport cargo, and people. At present, although speed and convenience have considerably improved, safety measure are neglected. Safety measures have to be adopted to avoid the major disaster. Communication refers to the service rendered by telephones, cablegrams, telegrams, and radiograms. Service need improvement. Communication of facts and ideas. Press, radio, television, the legitimate stage, and movies are forms of media. Some press reports and radio broadcasts tend to be libelous and some show intrigues and division instead of unity. There is a need to be very truthful in the reporting of facts and information. Some television show movies are also lewd and violent such that they tent to corrupt the minds of the young people. There is a need for moderation. Television shows and movies that promote the inculcation of time-honored positive Christian and cultural values should be encouraged. Utilization of leisure time. With appearance of more time-saving labor devices in the market, the people can have leisure time. People should engage in worthwhile and recreational activities that’s recreate the tired mind or body, especially those that lift up the worried mind. The type of recreation activities should be opposite the type of work for living. If the type of employment requires much mental activity and the occupation is sedentary, the employees should engage in bodily exercises during leisure time such as walking, jogging, tennis, golf, cycling, etc. if the occupation is laborious or manual, the leisure activities should be sedentary, such as watching television shows, going to movies, playing chess, reading, and the like. It is commendable that many people engage in the religious activities during their leisure time.

Expression of ethical impulses. This is best expressed in human relation: how a boss treats his subordinates, how a subordinate deals with his superior, and how a friend treats and greets his friend, giving one what is due to him, praising one instead of hurting him, and the like. This is also shown in exercise of some traits or values such as honesty, punctuality, fulfilling promises, humility, generosity, and kindness, and like. It is avoiding negative traits or values such as boastfulness, bullying, boisterousness, and the like. It should be noted that is the expression of ethical impulses that gives a group of people order, serenity, and peace. Expression of aesthetic impulse- This is an expression and appreciation of the beautiful. These impulses find expression and appreciation in art such as painting, sculpture, wood carving, architectural designs, literature, music especially concerts, etc. These activities evoke happier side of the emotion. Organization and administration of government- This is a necessity because without government, there would be chaos. The government keeps peace and order and protects the rights of the people granted by law and the Constitution, Consequently, people would feel safe in their homes or while walking in the streets. The government in this country is democratic, participatory-oriented where people can wisely exercise their right to vote .A strong government is good: free from graft and corruption, free from hoodlums in uniform and hoodlums in robes, and always rendering maximum services to the people. Changes in society- there are many changes taking place in society some of which are the following: Industrialization This means more industries, more factories, more offices, more store, more job, and more economic progress which are usually located in the cities. So, people flock to the cities to work in the establishments resulting in congestions. Urbanization Improved Transportation and mobility of population Working mother and children Desires for ore consumer goods and material things Overseas employment Increased desire for education Social Stratification Social groups Social problems Cultural values

Lesson 2 – SOCIAL STRATIFICATION Test I 1. Social Stratification 2. Social Mobility

3. Role 4. Status Symbols 5. Social Status Test II 1. Determinants of social status or class. a. Occupational and Income Scale. b. Owners and high officials of big business enterprises; high government officials; professionals who have gained notable expertise and prestige; superstars in the show business. Amounts of income are very high. c. Lower officials of big business enterprises; owners and officials of smaller business; professional with moderate success; lower government officials; movie stars with moderate success. Amounts of income are high. d. Employees performing clerical jobs. Amounts of income are average. Also included here are skilled workers and small store owners. Income are average. e. Unskilled workers, laborers, tenant farmers, domestic helper, small vendors. Incomes are below average. f. Semi-employed, underemployed, or even jobless. Income are very low. Education Graduates from post collegiate such as graduate in medicine and law. College graduates High School graduates Elementary graduates Primary graduates Below primary schooling House Type Graduates from post collegiate such as graduate in medicine and law. College graduates

High School graduates Elementary graduates Primary graduates Below primary schooling Excellent houses- palatial, made of concrete and fine lumber, air-conditioned, with garage for one or more cars, spacious and well-kept yard, landscaped and well-kept lawn, and fully furnished. The yard is well fenced. Very good houses- big but not so palatial, made of concrete and fine lumber, air-conditioned, with garage for one or more cars, with fairly spacious yard and landscaped lawn, and fully furnished. The yard is well fenced. Good houses- fairly big, made of concrete and fine lumber, either air-c0nditioned or not, with garage for one car, with a small yard but well fenced, with substantial furnishings. Average houses- not so big, semi-concrete, not air-conditioned, no garage, a very small yard or big yard but not well-kept or fenced, and scantily furnished. Fair houses- usually small but enough for a family, made mood and other light materials, with a small yard and sometimes not fenced, usually unfurnished. Poor houses- usually small, made of light and flammable materials, with very little or no privacy at all, no furnishings. Very poor houses- usually a one-room affair, made of cardboards and other light flammable materials, no yard of its own but very close to other houses of the same kind, easily blown down during typhoons. Dwelling Area Very affluent- these are first class subdivisions with well-paved streets and very sanitary, usually residence of very rich people. Lots are very costly. Affluent- these are also good subdivision but not as good as the first class subdivisions, the resident are also rich and lots are also costly. Fairly affluent- these may or may not be subdivisions but places district by themselves and good enough for the people to go about their daily chores in peace. Not affluent- these are the dwelling places of the great majority of the common people. Most of the resident are not well-to-do but not so poor and they can still manage to lead an ordinary life. Poor- most of the people here are poor and there is great need for improvement, but the resident can still manage to lead a livable life. Very poor- these are places where the people are very poor and can hardly manage to live. These are the slum areas where the living quarters of the families are so close to each other that there is hardly space to move about. Social Mobility By effort-making By obtaining an education

This is the best way of improving one’s lot in life, and thus climb the social ladder. Manny poor boys and girls who have worked during the day and studied at night have been very successful in their professional practice. Some have even acquired some kind of political power. By exploiting talent There are many boys and girls with special talents. They can rise to prominence by exploiting their talent to the fullest. Nora Aunor, as mentioned before, has reached the top rung of the social ladder through her singing and acting ability. Vilma Santos, again as mentioned before, has risen to the top her acting proficiency. Flash Elorde exploited to the full his boxing prowess and he rose from obscurity to fame. By hard work and resourcefulness A woman started her business career by selling odd things such as soap, children’s bread and candies, thread balls, etc. from house to house. Then she was able to open a one-meter-wide store in her town. Through the years, she kept on expanding her business until she become one of the big store owners of her town. Later, she was also to acquire some passenger jeeps for hire. By force of circumstances By marriage By just being lucky Status Symbol Certain things are considered indicators of the social class to which one belong. A palatial house means that the owner is rich and that the belongs to the upper class. A car owner belongs to the upper class or middle class depending upon the expensive of the car. Jewelry is another status symbol. If one wears expensive jewelry, it means her or she belongs to the upper class. Even the place where one lives is associated with social status. One who lives in Forbes park belongs to the upper class while one who lives in a teachers’ village belongs to the upper class. One who lives in slum area of course belongs to the lower class. The association or club to which one belongs also indicates his social status. A Rotarian is considered belonging to the upper class. The member of a labor union belongs to the working class. Any member of the Philippine Association for Graduate Education (PAGE) is a graduate degree holder. Role Role is function or duty that an individual has to perform on account of his position in society. A role ay be obligator or cultural. An obligator role is assigned to a person because of the nature f his position. For instance, a teacher’s role is to teach because that is what he is employed for. His position can be taken away from him and he is no longer a teacher. A driver has to drive because his is hired for that; otherwise, he is not a driver. An office clerk has to do the clerical work in the office otherwise his position as clerk may be taken away from him. A cultural role is a function or duty assigned to an individual by culture or custom. For instance, it is customary that the father is the breadwinner and the mother is the housekeeper. But there are cases where the father becomes jobless. In such as cases, the mother becomes the breadwinner and the father becomes the housekeeper. But the position of the man as father cannot be taken away from him. And so with the mother. It is duty of a brother to help another brother when he latter is in need of help. But even if the former does not help the latter, he is still a brother to the latter. His position as brother cannot be taken away from him. The main difference between the two terms is that in the obligator role, position and role or function are inseparable, one cannot exist w/out the other whereas in the cultural or customary role, the individual may not perform his role or function associated with his position but his position cannot taken away from him.

A person may behave differently in different roles. A person may be an aggressive labor leader but he may be a submissive husband at home. A boy may be submissively obedient at home but a very aggressive leader in school. A person may also have many roles under one position. A mother, for instance, prepares the meals, bathes the children and prepares them for school, helps the children with their lesson, clean the house, washes clothes, goes to market, etc. h. EFFECT OF SOCIAL STRAFITICATION IN LEARNING Children belonging to poor disadvantaged family do not aspire much for higher education. This due to the belief of the family that since it cannot afford to send its children to higher institutions of learning, it is enough that the children are able to read and write. This is the effect of low socio-economic status of the family. Children coming from lower class families have very little exposure to the influence of mass media such as newspaper, magazines, books and other learning materials, radio and television. Hence, their learning experiences are confined within the classroom only. It is believed that because of this situation, students coming from the less-privileged areas like the rural areas have lower ratings in national survey tests like the NCEE than the students coming from the more affluent areas. Students coming from prestigious schools also achieve higher than those coming from disadvantaged or underprivileged schools. In most cases, the educational attainment of a child matches the socio-economic status of his family. However, in the Philippines, more and more children coming from lower class families are attaining higher education. This is due to the desire of parents to save their children from undergoing the same hardships that the former have experienced. Since education is an important means of achieving social and occupational mobility, parents utilize every possible means to enable them to send their children to institutions of higher learning.

2. An individual can move from one social status to another by:

Effort-making By obtaining an education This is the best way of improving one’s lot in life, and thus climb the social ladder. Manny poor boys and girls who have worked during the day and studied at night have been very successful in their professional practice. Some have even acquired some kind of political power. By exploiting talent There are many boys and girls with special talents. They can rise to prominence by exploiting their talent to the fullest. Nora Aunor, as mentioned before, has reached the top rung of the social ladder through her singing and acting ability. Vilma Santos, again as mentioned before, has risen to the top her acting proficiency. Flash Elorde exploited to the full his boxing prowess and he rose from obscurity to fame. By hard work and resourcefulness A woman started her business career by selling odd things such as soap, children’s bread and candies, thread balls, etc. from house to house. Then she was able to open a one-meter-wide store in her town. Through the years, she kept on expanding her business until she become one of the big store owners of her town. Later, she was also to acquire some passenger jeeps for hire. Force of circumstances By marriage By just being lucky 3. Social Stratification affect society by: • Children belonging to poor disadvantaged family do not aspire much for higher education. This due to the belief of the family that since it cannot afford to send its children to higher institutions of learning, it is enough that the children are able to read and write. This is the effect of low socio-economic status of the family.

Children coming from lower class families have very little exposure to the influence of mass media such as newspaper, magazines, books and other learning materials, radio and television. Hence, their learning experiences are confined within the classroom only. It is believed that because of this situation, students coming from the less-privileged areas like the rural areas have lower ratings in national survey tests like the NCEE than the students coming from the more affluent areas. Students coming from prestigious schools also achieve higher than those coming from disadvantaged or underprivileged schools. In most cases, the educational attainment of a child matches the socio-economic status of his family. However, in the Philippines, more and more children coming from lower class families are attaining higher education. This is due to the desire of parents to save their children from undergoing the same hardships that the former have experienced. Since education is an important means of achieving social and occupational mobility, parents utilize every possible means to enable them to send their children to institutions of higher learning.

Lesson 3 – SOCIAL GROUPS Test I 1. Province 2. Syndicates 3. Family 4. Involuntary groups 14. Work groups 15. Gang 16. Idolized group 17. Clique

5. Neighborhood 6. Barrio / barangay 7. Town or Municipality 8. Region 9. Voluntary groups 10. Church groups 11. School groups 12. Peer group 13. Play groups Test II.

18. We - group 19. They - group 20. Social service groups 21. Union groups 22. Professional groups 23. Ideology groups 24. Fraternity groups 25. The activist group

1. Groups are important because of gregariousness and because of necessity. Gregariousness is the tendency of men to be in the company of other men. They simply love to be together and do things together.Necessity forces men to group themselves to do things which man alone cannot do. There are certain functions that are inherent in groups. Some of the general functions of groups that make them very advantageous are the following: a. Education – Education is acquired not only from a formal school but from the community as well. b. Protection – This is especially true among tribal groups. People of a tribe usually unite or join together to ward off the intrusions of other tribes or to fight off fierce animals. c. Perpetuation of the race – This is the function of the family. By sexual reproduction and rearing of the youth, the perpetuation of the race is ensured. d. Social control – The group is a very potent power for social control. e. Ideology – Some people may believe in some kind of governmental structure or administration and they group together to fight fir their ideology. f. Redress of grievances – Some people may feel that they have been deprived of certain rights and privileges and they gather together and stage a rally or rallies. g. Recreation –People who feel the drudgery of their work or life itdelf may form recreational clubs and activities. h. Religion – The most important function of the church is tha salvation of the soul. i. Expression of talents – Groups and events are often organized to provide channels for the expression of special talents. j. Professional enhancements – Those in the professions form associations for the purpose of professional enhancement; potherwise they remain stagnant in their respective professions. k. Purely social interaction – There are gatherings the only purpose of which is purely social interaction. Lesson 4 – INSTITUTIONAL GROUP AGENCIES FOR EDUCATION Test I 1. Family 2. Cenogamy 3. Polyandry 4. Poligamy 5. Polygamy 6. Poligamy 7. Patrilineal 8. Matrilineal 9. Patriarchal 10. Matriarchal Test II 1. The general functions of the family are: a. Perpetuation of the human race –The most important function of the family is sexual reproduction to perpetuate the human race. 11. Nuclear family 12. Matrilineal 13. Patrilocal 14. Matrilocal 15. Neolocal 16. Equalitarian 17. Extended Family 18. Coservation Function 19. Social service function 20. Instructional function 21. Research function

b. Rearing of the young – Children are helpless when they are born. They need to be taken cared of. c. Providing psychological needs of the young – Psychological needs are as important as the material needs of children. 2. The educative functions of the family are: a. Healthful living – Children are taught what proper foods to eat, and to eat regularly; to brush their teeth regularly and the like. b. Ethical standards – the rudiments of ethical standards are already learned by the children at home. Spiritual, moral, and desirable social values are taught to them in simple ways so that they will have some ideas about what is right and what is wrong. c. Socialization – The children are taught about their roles and status in society, their role as children, as students or pupils, as parents in the future and as workers or professionals, etc.. d. Psychomotor and manipulative skills – Children also learn at home some important psychomotor and manipulative skills. e. Resourcefulness, industry and thrift – Training the children to be resourceful, industrious and thrifty is an important concern of most parents. f. Recreational skills – Recreation is important to all people and they engage in recreational activities in one form or another knowingly or unknowingly. g. Better performance in school – Usually parents help their children develop better skills in reading, writing and arithmetic by teaching them how to read and write properly and how to solve exercises and verbal problems in arithmetic. 3. Relationship between the school and the community a. The community supplies the school with the facts about new inventions, discoveries, or new ways of doing things which are necessary to transmit to the young learners. b. The community makes available and accessible to the school instructional resources that are available in the place such as farms, rivers, lakes, mountains and forests, museums, libraries, industrial and commercial firms, shops, laboratories, offices of different kinds and many others. c. The community or society makes possible the existence of the school by financing its operation and formulating policies. d. The school may help the community through an outreach community program to improve the economic life of the people, improve their health, raise their literacy level, beautify the place and the like. 4. The school may be evaluated in terms of the following: a. Faculty b. Students c. Social climate d. Facilities e. Campus f. Relevance g. Social service h. Accreditaion 5. The church is considered as an institutionalized agency of learning because it is a lifetime school of learning for a churchgoer, from childhood to death. The beauty of it is that although there is only one book to study like the Bibile for the Christians, or the Koran for the Muslims, class sessions are usually lively and rarely dull because there are always new things to learn. The Bible does not run out interesting topics to discuss. 6. We learned from church the History, Prophecies and Divine values. 7. a. Divine values are given and mandated by God. Human values on the other hand, are developed by men themselves b. Divine values are universally intended. Human values are cultural. c. Divine values are eternal. Human values are not so. They change though slowly and gradually. 8. Strategies of teaching being used by the church:

a. Sermon or preaching. The sermon is the main part of thye divine services. Among the Protestant it is deliver usually by a minister or pastor and among the Catholic by a priest. The sermon is equivalent to the lecture in the secular school. b. Sunday school. This is aregular class held every Sunday nin which the Bibile is studied. c. Bibile studies. Bible studies are held at designated time and places usually in houses of church members. d. Sermons on special occasions. Occasionaly, sermons are delivered by minister during special occasions such as birthday parties, wedding anniversaries, thanksgiving services, blessing a house, a car, or any appliance, and necrological. e. Christmas and summer institutes. Usually, young people hold institutes during the Christians and summer vacations lasting one week each. f. Rallies and spiritual retreats. These are gatherings of church members during which the bible is studied and some speakers are invited to expound on certain religious topics. g. Evangelistic meetings. These are held for the purpose of proselyting people to join the church. h. Daily vocation Church school. This is held during the long vacation. These are Bible studies but the participants are children only. i. Conferences. The Church also holds conferences during which many of the church activities, the doctrines of the church, and the Bible are discussed. Lesson 5 – HUMAN RELATIONS AND LEADERSHIP Test I. 1. Human relations is getting along well with other people. The basis of good human relations is good character. Leadership is the act of influencing a group to follow a certain course of action. 2. Ten Commandments of human relations. a. Speak graciously to people. There is nothing as nice as a cheerful word of greeting. b. Smile at people. It takes 65 muscles to frown, only 15 to smile. c. Call people by first name. The sweetest music to anyone’s ears is the sound of his own name. d. Be friendly and helpful. If you would have friends, be friendly and helpful. e. Be cordial. Speak and act as if everything that you do is a genuine pleasure. f. Be genuinely interested in people. You can like people if you try. g. Be generous with praise, be cautious with criticism. You make friends with praise, enemies with criticism. h. Be considerate of the feelings of others. It will be appreciated. i. Be thoughtful of the opinion of others. There are three sides to a controversy: yours, the other fellows and the right one. j. Be alert to give service. What counts most in life is what we do for others. Short course in human relations. a. Six most important words: “ I admit I made a mistake.” b. Five most important words: “ You did a good job.” c. Four most important words: “ What is your opinion?” d. Third most important words: “ If you please.” e. Two most important words: “ Thank you.” f. Least important word: “ I” 3. Ways to maintain good human relations.

a. Give compliments and praise freely. b. Be fair always. c. Keep secrets. d. Criticize or argue tactfully. e. Admit your mistakes. f. Recognize the merits of others’ opinions. g. Be grateful always. h. Give credit to whom credit is due. i. Be honest. j. Maintain a moderate level of humility. k. Be kind, generous, and helpful. l. Be friendly. m. Be dependable, responsible, and keep promises. n. Be punctual. o. Be resourceful, hardworking, and frugal. p. Be cooperative in group undertakings. q. Be firm with your reasoned convictions. r. Shun vices. s. Respect the convictions, beliefs, and practices of others. t. Maintain a decent and socially approved love life. u. Be a good law – abiding citizen. 4. Characteristics of a good leader. According to Kagan and Haveman: Persistence, dependability, self – confidence, popularity, good speech, and participation in the activities of the group. According to Ruch: must be physically healthy, greatly energized, easily predictable, aloof from the masses, not too far above the crowd, knowledgeable on human motives, consistent in unifying his followers. Some Filipino leaders advocate that the following should be among the qualities of a leader: high mental ability, honesty, credibility, willingness to take risk and vision, with good human relations and with technical skill. 5. Theories about the emergence of leaders. a. Situational theory. The qualities of a person are those needed to deal with the situation and so, he is selected as a leader. b. Personal behavior theory. A person behaves according to the demands of the situation and so, he is selected to lead. c. Participatory theory. A prospective leader supports or helps his prospective followers, supporting the latter in his quest for leadership. d. Sociological theory. An individual facilitates the activities of the members of a group to engage in activities that would satisfy their personal needs is selected as a leader. e. Psychological theory. The individual who motivates the members of a group to engage in activities that would satisfy their personal needs is selected as a leader. f. Autocratic theory. An individual uses coercion and duress to attain his leadership status. g. Supernatural powers theory. An individual may have an “agimat”, “talisman”, or “magic” power that enables him to attain his leadership status. h. Inheritance theory. When a king or emperor dies, his heir, usually a son, inherits the throne of his father. i. Accident theory. When an elected president dies or resigns, his vice- president takes over the position. j. Prestige theory. Usually the most prestigious member of a group is selected as the leader of the group. k. Personality traits theory. When a person has a good traits such as high mental ability, integrity and honesty, willingness to serve, high education attainment, good character, etc. he is selected as a leader. 6. Kinds or types of leaders According to status a. Formal leader – one who officially occupies a position of leadership as president, vice president, king, etc.

b. Informal or contributing leader – one who has no official position but who provides or contributes bright ideas for the group. According to managerial grid a. Autocrat – one with very high regard for work but very little regard or care for workers. b. Missionary – one with the highest concern for people. c. Compromiser – one with equal concern for work and people. d. Deserter – one with very little concern for service and people. e. Executive – one with the highest regard for service or work as well as for workers or people. According to Manner of Participation a. Autocratic – there is practically no participation of the group in decision – making. b. Participatory – authority is decentralized. The group is involved in decision – making. c. Free rein – the leader depends upon the group for decision – making. According to democratic Practices a. Authoritarian – decision – making is in the hand of one man. b. Democratic – decision – making is in the hands of the group 7. Functions and Roles of a leader in an organization a. Establishes well – defined patterns of organization, channels of communication, and ways of getting jobs done. b. Serves as spokesman and representative of the group. c. Helps the group determine procedures in decision – making and in carrying out plans. d. Initiates plans. e. Settles conflicts and difficulties in the group. Helps establish a social climate, esprit de corp. f. Clarifies duties and helps the group organize itself. g. Serves as guidance counselor. h. Maintains membership, cohesiveness, cooperation; develop the feeling that to stay is pleasant. i. Works for the attainment of goals and objectives. j. Delegates responsibility and authority to maximize participation and performance. 8. In dealing with subordinates, a leader must assume the following roles: a. Supporter and friend, especially for promotion. b. Provider of necessary information and facilities. c. Trainer, helps group learn from experience or otherwise. d. Counselor, counsels subordinates who have problems. e. Practices democratic ways with subordinates. f. He should maximize subordinates’ ideas and participation. He should not grab ideas as his own but should give credit to whom it is due. 9. Five leaders influence his group in decision – making. 10. A. Identify, state, and define or clarify the problem. B. If the problem or project is complicated, it may be divided into sub – problems. C. In plenary session, all available facts should be utilized in discussing all the ramifications of the problem or project. D. This is now the idea – getting process. The members are enjoined to give their proposed or alternative solutions to the problem or project. E. This is now the idea – evaluation process which follows the idea – getting process. The advantage or disadvantages of each proposed or alternative solution are presented. F. Choice of the final proposed or alternative solution is achieved by voting or by other means. 11. Sell an important idea. Be sure that the idea benefits those it is intented for. Advertise the idea. Inform all the people involved. Let the people learn all the essential aspects of the idea. Be enthusiastic and eloquent. Select points that appeal most to the people. Let one move for the adoption or approval of the idea.

Apply the idea if it is approved. If the idea is not approved, the extreme necessity of its adoption must be pointed out more emphatically. Be sincere. Hear the people talk about their objections. Interest the people more. Persist in pushing through the idea. 12.General Functions of a leader are: a. Planning – making plans for the activities of the organization. b. Organizing – putting up the structure of the organization. c. Staffing – assigning personnel to the different positions. d. Directing – guiding activities of the organization. e. Coordinating – systematizing the activities of the group. f. Budgeting – estimating the income and expenses of the organization. Lesson 6 – SOCIAL PROBLEMS Test I 1. Drug addiction 2. Juvenile delinquency 3. Prostitution 4. Contraceptives 5. Incest Test II. 1. Drug addiction – is both a serious national and international problem. Some of the causes are: membership in a barkada, Overuse, Curiosity, Frustration, Victim of a pusher, removal of inhibition, Boredom, Ignorance, Easy access to drug. The evil effects of drug abuse are being suffred by seriously addicted individuals. Some of the evil effects are: the personality of the addicted becomes disorganized; His physical health also deteriorates; the more he addicted , the more he craves for the drug. 2. Juvenile delinquency – is the commission of anti – social acts by young persons, usually minors. Some of the causes are: Congestion, Frustration, Joining a Gang, Psychological needs, Poverty, Idleness, and lack of spiritual and moral values. 3. Lack of peace and order – Its causes are: Ideology, Poverty, Get – rich –quick mentality, Lack of spiritual and moral values, Ineffective law enforcement 4. Sex problems – Its causes are: trial marriage; Contraceptives; poverty; Congestion; Influence of movie stars; Desire for luxury; Working women; Lewd shows; Women’s lib; Weakening of close family ties; accessibility of hotels and motels; A spouse working abroad; Lack of strong spiritual and moral values. Its effects are: Untimely pregnancy; Broken home; Veneral diseases and/ or AIDS. 5. Overpopulation – Some of the causes are: Values and beliefs; medical consciousness; ignorance of birth control methods; Poverty. Its negative effects are: Poverty; Retarded national economy. 6. Poverty – Among the causes of poverty are the ff: overpopulation, Calamities, Unemployment, and Graft and Corruption. Naturally, the effect of poverty are deprivation of even the basic necessities of life, low quality of life, low education, low morale, feeling of insecurity, malnutrition, and theft and robberies. 7. Gambling – the possible causes are: recreation; Strong belief in “luck”; Get – rich – quick mentality; Lack of strong spiritual and moral values. Negative effects of gambling are: Some people become impoverished because of gambling, they lose fortunes especially if luck is not on their side, excessive gambling at night causes deterioration in the health of an individual and since gambling has no economic value, time spent in it is useless. 8. Alcoholism – Causes of alcoholism are: recreation, Social function, Frustration, Lack of spiritual and moral values. While the negative effects of alcoholism are: Killing and injury to health. 9. Traffic jams – Some of the causes are: Concentration of establishments in the city; Oversupply of vehicles; Narrow streets; lack of flyovers and double – decked streets and illegal parking. 6. Homosexuality 7. Nymphomania 8. Pre – marital relations 9. Trial marriage 10. Wife – swapping

Negative effects of traffic congestion are: Waste of time; Hampered production; accidents and killings. 10. Brownouts – Some of the causes are: lack of foresight; lack of expertise; graft and corruption. Adverse effects of brownouts are: reduced production; unemployment and underemployment; demoralization. 11. Deforestation – Some causes of deforestation are: Illegal logging; Charcoal making; and Kaingin system. Negative effects of deforestation is flash flood. 12. Pollution – The causes are: the emission of toxic carbon dioxide from moving vehicles especially the smoke – belching trucks; the factories emptying their toxic wastes into rivers or esteros or into the ocean cause water pollution; and radiation from a nuclear plant creates extensive damages. Negative effects of pollution are: poisoning of people; poisoning of water life; and instant death. 13. Unemployment – the causes are: population explosion, mismatch between skills developed by schools and skills needed by industries, and slow industrialization. Adverse effects of underemployment are: Poverty, Employment abroad, low education and low quality of life, and squatting.

MODULE 4
ANTHROPOLOGICAL FOUNDATIONS OF EDUCATION Lesson 1 – INTRODUCTION TO ANTHROPOLOGICAL FOUNDATIONS Test I 1. 2. 3. 4. 5. 6. Anthropology Physical anthropology Cultural anthropology Linguistics Archaeology Ethnology

Test II 1. Man differs from other animals in the following aspects: Biological  Man walks erect in two feet.  Man has two free hands used for handling things.  Man has a more complex brain than animals. Behaviorally Man is rational. He has the power of reasoning. Using this, he knows what is right and what is wrong. Man has complex techniques of producing, procuring, and preparing and cooking food. Man has social, educational, economic, and governmental organizations. Man has a system of religious beliefs and practices. Man communicates by means of a complex language, oral and/ or written. Man makes tools, weapons, and other gadgets and artifacts, constructs strong and comfortable shelters, and has fast means of land, sea, and air transportation and communication. 2. Divisions of Anthropology: a. Physical anthropology –deals with man as a product of evolution.

b. Cultural anthropology – this deals with the study of mans’ behavior and his habits, practices, beliefs, etc. 3. Uses of anthropology are: a. Anthropology helps establish historical facts and events. b. Anthropology gives us knowledge of the diverse cultures of the world. c. Anthropological studies give us a picture of the current conditions in the different countries of the world. Lesson 2 - CULTURE Test I 1. Static 2. Unstable culture 3. Dynamic 4. Cultural minority 5. Static 6. Dynamic 7. Material culture 8. Non- material culture 9. Society 10. Geographical or regional location Test II 1. Characteristics of culture: a. Human culture are very much complex than those of animals. b. Cultures vary or differ on account of their geographical or regional location. c. Culture is persistent in being transmitted from generation to generation. d. Culture may be imposed or voluntarily borrowed. e. Culture exists only in the mind and manifested by action because culture consists of ideas, skills, and artifacts which individuals share, learn, value and apply. f. Culture continuously changes because of innovations or contacts with other cultures but any change is always gradual. g. When a culture has subcultures, cultural patterns may differ from one subculture to the other but sometimes the interrelated elements are treated as a whole. h. No individual can avoid the influence of his culture. i. Culture is “symbolic” that is, meanings have been given certain symbols. j. Culture is a “historical phenomenon” in the sense that every idea or practice has its own historical beginning started by innovation and spread to individuals and other cultures by diffusion. k. “Cultural elements have a function.” l. Cultural behaviors are patterned. m. Cultural patterns tend to be integrated, that is, there is unity in attitude toward premises, actions, goals and purposes. n. A cultural practice is functional if it is well defined, homogeneous, and stable. 2. Functions of culture: a. Means of social control b. Means of communication c. Establishment of ethical standards d. Anticipations of reactions e. Provision of education f. Development of personality g. Development of character. 3. Characteristics of society: Society is a group of people occupying a territory. The people are united in purpose, goals, and objectives. The people shared a distinct and continuous way of life, a comprehensive culture. The people have something in common, a set of loyalties, and

sentiments, an esprit de corps. The people are organized in the sense that everyone has a function or role to perform in an orderly manner. The group recruits its members by sexual reproduction and in addition by immigration. A member of the social group may sacrifice himself for the welfare of the group, as for instance, he may die in defense of his group. 4. Culture and society are co – existent. One does not or cannot exist without the other. Culture and society may have some common elements but the two are not the same; they are not identical. The essential difference is that society is composed of people while culture consists of knowledge, ideas, customs, traditions, folkways, mores, beliefs, skills, institutions, organizations, and artifacts. Lesson 3 – LANGUAGE AND WRITING Test I 1. Characteristics of language: a. Age. Language is old, probably as old as man because man has to communicate. b. Language was not invented. It was evolved. c. Language is always a part of culture. d. Language grows and develops by evolution, that is, the charges take place very slowly and gradually. e. Language may be oral, non – verbal, or written. f. Every language has three elements: (1) phonology or system of sounds, (2) grammar, (3) lexicon or vocabulary. 2. Elements of language: a. Phonology – a system consisting of sounds in human speech with significant meanings. Every sound or set of sounds has a meaning. b. Grammar – the way of putting together words into a sentence according to definite rules so that a complete thought is expressed. c. Vocabulary – the meaning system of language; the collection of words of a language together with their respective significant meanings. 3. Functions of language are Communication which is the most important use of language; Enculturation, language facilitates the transmission of accumulated experiences of the people to the incoming generation; promotion of nationalism; Promotion of cooperation; Promotion of peace and accumulation of knowledge. 4. Mechanical aids in oral communication are telephone, radio, television, video tape recording, motion picture, and sound system. Test II 1. Stages in the development of writing: a. Picture writing – the earliest form of writing. b. Hieroglyphics – This is the kind of writing the early Egyptians invented. c. Cuneiform – a system of writing invented by the Sumerians about 2000 B.C. The word cuneiform is derived from the Latin word cuneus, meaning wedge. d. Logographic writing – The dictionary defines logo as a word element denoting speech and a logogram as a conventional abbreviated symbol for a frequently recurring word or phrase. e. Ideographic writing – an outgrowth of the logographic writing. f. Phonetic writing – assigning a symbol for a phonetic sound called phonogram or phonograph. g. Alphabetic writing – this became the basis of the Greek and Latin alphabets. 2. Machanical aids to writing are Typewriter, Telegraph, Printing Press, Photocopying machine and Computer. 3. Functions and importance of writing are for long distance communication, one can send a letter or message to another person anywhere in the world through the mail; recording and preservation of information materials, with writing, it is possible to record and preserve very important information materials such history, court records, and all the accumulated experiences of the race; mass production of information materials, by the use of printing press and similar machines, it is possible to mass produce books of all kinds, newspapers, magazines and other publications for the use of consumption of many people all around the

world; facilitation of learning, it is easier to learn by reading a written material, handwritten or printed, than by listening to a lecture. Lesson 4 – RELIGION Test I 1. Ritual 2. Taboos 3. Ceremony 4. Polytheistic 5. Animistic 6. Monotheistic 7. Holy Bible 8. Caste system 9. Torah She Bi – Khetab 10. Koran Test II 1. Functions and uses of religion are religion serves as a means of social control, religion exerts a great influence upon personality development, religion allays fear of the unknown, religion supplies the explanation to events or situations which are beyond the comprehension of man, religion gives man comfort, strength, and hope in times of crisis and despair, religion preserves and transmits knowledge, skills, spiritual and cultural values, and practices, religion serves as an instrument of change, religion promotes closeness, love, cooperation, friendliness, and helpfulness, religion alleviates sufferings from major calamities, religion provides hope for a blissful life after death. 2. Disadvantages of religion: a. Religion promotes divisiveness. Sometimes, religion divides people into enemy camps even to the extent of engaging themselves in armed conflicts. b. Religion promotes the concept of predestination or fatalism. Some poor people believe that it is the will of God that they become poor and remain poor throughout their lives. 3. A. Judaism – The word “Judaism” comes from the Latin word Judaismus which in turn came from the Greek word Judaismos meaning the “Jews Religion”. Judaism is monotheistic, believing in one Supreme Being, God the Creator, Author, First Cause of the Universe, Supreme Judge, and Father. B. Hinduism – The word “Hindu” comes from the word “Hind” which represented the native religion and social system of India. The heart of Hinduism is its caste system introduced by the Aryans to preserve their racial purity. C. Zoroastrianism – the ancient religion of Persia now Iran, named after its founder, Zoroaster, who lived about 1100 B.C. it developed about ten centuries before Christ. D. Shinto – is the proper name of this religion and not Shintoism because the Japanese “to” is equivalent to our “ism”. This is a Japanese religion consisting chiefly of reverence to the spirits of imperial ancestors, historical personages, and some deities of nature. E. Taoism – was one of the three officially recognized religions in China. Taoism was founded by Lao – tse about six centuries before Christ but the religion was not named after him. Tao means way and referred originally to the way of the heavens revolving around the earth and causing certain phenomena on earth. F. Jainism – a reform movement within Hinduism, was founded by Vardhamana Jnatiputra, born in 599 B.C. and a Hindu of a second class because his father was a petty rajah. F. Buddhism – was founded by Prince Siddhartha, in 560 B.C. siddharta was born into a warrior caste of the Gautama clan. So he was also called Gautama. He married at 19 and had a son at 21. G. Confucianism – is Yu Kiao in Chinese, meaning “the System of the learned”. Confucianism was founded by Confucius, the Latin translation of the Chinese name Kung Fu – tze; literally, Philosopher Kung, who live from 551 to 479 B.C. in Shantung China. H. Christianity – was founded by the apostles of Jesus Christ after his death. The followers or converts were called Christians after the name Christ. The Christians believe in one Almighty God, the Creator. Many groups believe in the Holy Trinity, that is, three persons in one Godhead – God the father, Son, and Holy Spirit.

I. Islam – erroneously called Mohammedanism, was founded by Mohammed. Mohammed in Arabic means praiseworthy or highly praised. Islam means ‘The religion, Doctrines, or precepts of Mohammed. “Islam is the infinite of the word aslam which means to submit. J. Sikhism – the founder of Sikhism was Nanak, born in 1469 A.D. in Punjab, India. Even in his early life he had a tendency toward meditation. Lesson 7 – THE ARTS Test I 1. Musical Art 2. Decorative Art 3. Carving Art 4. Photographic Art 5. Visual Art 6. Public Speaking Art 7. Carving Art 8. Acting theater Art 9. Public Speaking Art 10. Musical Art Test II 1. Art is used to: a. Communicate ideas, attitudes, and values. b. Preserve, reinforce, and transmit beliefs, customs, and traditions. c. Identify a culture or subculture. d. Entertain people. e. Give satisfaction to talented people. f. Enhance religious faith. g. Increase instructional effectiveness h. Develop character, proper attitudes and values. i. Enhance beauty. j. Help in medical work. 2. Art varies in values. Different cultural groups have different art values. Art also changes through the ages. As time goes by art also changes. Lesson 6 – GEOGRAPHY Test I 1. Physical geography 2. Global geography 3. Local geography 4. Cultural geography 5. Regional geography 6. Industrial and commercial geography 7. Time and spatial geography 8. Historical geography 9. Invention of the steamboat 10. Invention of the airplane Test II 1. The study of Geography is important because the pupils or students shall be able to draw and read maps which is important in locating places; locate places either in the map or in their actual locations; tell the distances between places; locate places in terms of latitude and longitude; use the compass with accuracy which is necessary when one is travelling; tell the time anywhere in the world; tell the climate and weather conditions of any place in the world at any time of the year; tell the industrial and commercial establishments of a place; tell the kinds of industries suitable to a certain place; observe objectively and accurately which is an important skill in gathering facts for a certain purpose; realize that man can modify his

environment; develop and use of natural resources properly and promote trade relations between nations. Lesson 7 – VALUES Test I 1. Economic values 2. Social values 3. Spiritual values 4. Political values 5. Psychological values 6. Natural or inherent values 7. Human or cultural values 8. Pleasure – giving values 9. Utilitarian values 10. Appropriate values 11. Natural values 12. Positive values 13. Negative values 14. Irrational values 15. Rational values Test II 1. A. Spiritual values are God given while Human values are evolved by men. B. Spiritual values are eternal while human values change over time and sometimes disappear altogether. C. Spiritual values are universal, applied to all people while human values are localized. D. Violation of a spiritual value is always punished by God while Not practicing a human value is not always punishable. E. Spiritual values are absolute while human values are relative. F. Spiritual values are objective while human values are subjective. 2. Functions of values: a. Serve as means of social control. b. Promote work efficiency. c. Make prediction of behavior possible. d. Promote economic progress and security. e. Promote health. f. Make a place a better place to live in. g. Promote safety. h. provide hope for a future life. 3. Important Filipino cultural values: a. Superstition – a belief that does not have ant rational or logical basis. b. Bayanihan – this is simply cooperation. c. Fatalism – this belief claims that all events are subject to fate or inevitable predestination. d. Utang na Loob – this means gratefulness and this is a good value. e. Pakikisama – this means agreement to and cooperation with the ideals of the group. f. Compadre , comadre system – it is a customary in a baptismal or wedding that some people have to stand sponsors to the child being baptized or the couple being married, the more the better. g. Fiesta fever – every barangay, barrio, town, or city holds a yaerly fiesta usually in honor of a patron saint or in commemoration of its foundation. h. hospitality – we give our guests the best we can offer. 4. Process of valuing: a. Choosing 1. To choose freely. 2. To choose from alternatives. 3. To choose from alternatives after considering the consequences of the same.

b. Prizing 4. To cherish and be happy with the choice. 5. To be willing to affirm the choice publicly. c. Acting 6. To actually do something about the choice. 7. To act repeatedly to affirm the choice publicly.