Polytechnic University of the Philippines
OPEN UNIVERSITY SYSTEM
MASTER IN EDUCATION MANAGEMENT
COURSE TITLE PHILOSOPHICAL AND PSYCHOSOCIAL PERSPECTIVES IN EDUCATION
COURSE CODE EDUC 601
CREDIT UNITS Three (3) Units
COURSE PREREQUISITE None
COURSE DESCRIPTION The course deals with an integrated approach to the philosophical, psychological, and social perspectives in education. Influences of
various philosophical, psychological, and social thoughts and practices in the context of Philippine society are essential components of the
course.
(54 hrs.)
Institutional Learning Outcomes Program Outcomes Course Objectives
1. Creative and Critical Thinking Upon successful completion of the Master in Educational At the end of this course, the graduate student will be
Graduates use their imaginative as well as Management (MEM) program, the graduate will be able able to:
rational thinking abilities to life situations to gain the following competencies aligned with Level 7
in order to push boundaries, realize of the Philippine Qualifications Framework ( PQF) such Explain and illustrate the influence of the philosophical,
possibilities, and deepen their as: psychological, and social perspectives of education to the
interdisciplinary and general understanding present educational system.
of the world. 1. Advanced knowledge and skills in a specialized,
2. Effective Communication interdisciplinary multidisciplinary field of study Criticize educational concepts, theories, and practices
Graduates are proficient in the four macro for professional practice; in terms of their internal consistency and relevance to
skills in communication (reading, writing, philosophical, psychological, and social realities.
listening, and speaking) and are able to use 2. Self-directed Research;
these skills in solving problems, making .Appreciate the transformations of the educational
decisions, and articulating thoughts when system through the years.
engaging with people in various
circumstances. 3. Lifelong learning with a highly substantial
3. Strong Service Orientation degree
Graduates exemplify the potentialities of an of independence that involves individual work or
efficient, well-rounded and responsible teams of interdisciplinary or multidisciplinary
professional deeply committed to service experts; and
excellence.
4. Community Engagement 4. Application of the above-mentioned skills in
Graduates take an active role in the research, professional or creative work.
promotion and fulfillment of various
advocacies (educational, social and
environmental) for the advancement of
community welfare.
5. Adeptness in the Responsible Use of
Technology
Graduates demonstrate optimized use
of digital learning abilities, including
technical and numerical skills.
6. Passion to Lifelong Learning
Graduates are enabled to perform and
function in the society by taking
responsibility in their quest to know more
about the world through lifelong learning.
7. High Level of Leadership and
Organizational Skills
Graduates are developed to become the best
professionals in their respective disciplines
by manifesting the appropriate skills and
leaderships qualities.
8. Sense of Personal and Professional
Ethics
Graduates show desirable attitudes and
behavior either in their personal and
professional circumstances.
9. Sense of National and Global
Responsiveness
Graduates’ deep sense of national
compliments the need to live in a global
village where one’s culture and other
peoples culture are respected.
COURSE PLAN
Week Topic Learning Outcomes Methodology Resources Assessment
Week 1 Orientation Be accustomed to the Orientation Course Syllabus None
vision, mission and
PUP Vision, Mission, Goals and Objectives objectives of the Review of the syllabus, explanation of Student
Goals of the College/Department University and its learning activities and assessment. Handbook
Objectives of the Program relevance to the course.
Presentation and discussion of the course Explanation of course requirements
syllabus, course contents, activities and Show interest and
appreciation of the and methods of evaluating student
requirements performance.
importance of knowing
the course.
Ice breaker.
Getting to know activity
Research on the following topics
presented in the course syllabus (as
assignment).
Weeks Philosophical Perspectives in Education Compare the views of Selected students to report on the Graded student participation
2-4 Major Philosophies of Education the major philosophies topics with the teacher expounding on Learning
Naturalism, Idealism, Realism, and based on the following: the lesson Materials/ Questions to the answered
Pragmatism Need for Handouts as stated in the module
education
-Bautista The Learner PowerPoint
Villasanta Objectives of Presentations
Arandela Education
Esteron The Educative LCD Projector
Palo Process
Learning Videos
Online
Weeks Philosophical Perspectives in Education Reflect on the Selected students to report on the Resources Graded student participation
5-7 Student-Centered Contemporary implications of the topics with the teacher expounding on
Philosophies different philosophical the lesson. References Assessment Tasks and
Progressivism, Social thoughts on the teaching Questions on the Module
and learning process.
Reconstructionism, Existentialism
John Dewey’s Pedagogic Creed -
Compare and contrast
Soriano
the different
Paulo Freire’s Pedagogy of the educational
Oppressed-Langcaon philosophies.
Philosophy of the Human Person – Paril
Philosophy of Values - Aragon Appreciate the
Jose Rizal’s Thoughts on Education – education applications
Sevilla, Noblefranca of the different
philosophical thoughts.
Soriano
Lancaon
Sevilla
Noblefranca
Week 8 MIDTERM EXAMINATIONS
Weeks Psychological Perspectives in Education Reflect on the Selected students to report on the Graded student participation
9-11 Psycho-Analytic/Psychosexual Theory implications of the topics with the teacher expounding on Learning
by Sigmund Freud psychological theories the lesson. Materials/ Assessment Tasks and
Psycho-Social Stages Development on the teaching and Handouts Questions on the Module
Theory by Erik Erikson learning process.
Cognitive Development Theory by Jean PowerPoint
Piaget Propose school Presentations
Socio-Cultural Development Theory by activities and programs
Lev Vygotsky that are aligned with LCD Projector
Moral Development Theory by Lawrence the concepts provided
Kolhlberg in the theories. Learning Videos
Ecological Systems Theory by Urie
Bronfenbrenner Appreciate the
practical applications Online
Ymasa of the theories for the Resources
Glor holistic development of
De Asis the learners. References
Alferez
San Pedro
Abadilla
Quizon
Quinalayo
Week Social Perspectives in Education Reflect on the Selected students to report on the Graded student participation
12-14 Meaning and Concept of Socialization implications of the topics with the teacher expounding on Learning
Functional, Conflict, and Symbolic social approaches on the lesson. Materials/ Assessment Tasks and
Interactionist Approaches the teaching and Handouts Questions on the Module
- Borromeo learning process.
- Reformado Appreciate the PowerPoint
- Aldovino practical applications Presentations
- Malana of social principles and
- theories for the holistic LCD Projector
development of the
learners. Learning Videos
Online
Resources
Week Social Perspectives in Education Reflect on the Selected students to report on the
15-17 Agencies of Socialization implications of the topics with the teacher expounding on References Graded student participation
Family agencies of the lesson.
Peer Group socialization on the Assessment Tasks and
School learner Questions on the Module
Mass Media
Abelito
Dorado
Guasa J
Guasa N
Pecson
Week FINAL EXAMINATIONS
18
Readings and References
Aubrey, Karl. (2017) Understanding and Using Challenging Educational Theories.
Bailey, Richard. (2013) The SAGE Handbook for Philosophy of Education.
Bucao, A. and Jacolbia, R. (2014) Modules in Social Philosophy.
Corpuz, Brenda B. (2018) The Child and Adolescent Learners and Learning Principles.
Daniels, Harry (2013) Educational Theories, Cultures and Learning
Healy, Mary. (2015) Philosophical Perspectives on Social Cohesion: New Directions for Educational Policy.
Hoy, Anita Woolfolk (2016) Educational Psychology.
Jackman, Hilda L. (2015) Early Education Curriculum
Ornstein, Allan C. (2017) Foundations of Education.
Wadaani, Majed Rabhan (2017) Education and Human Development
Woofolk, Anita (2013) Psychology in Education
https://www.egyankosh.ac.in/bitstream/123456789/8304/1/Unit-1.pdf
Course Grading System
Class Standing (Outputs, Projects) 70%
Major Examination/s 30%
100%
Midterm Grade + Final Term Grade = FINAL GRADE
2
Classroom Policy
1. Assignments and research projects/report works will be given throughout the semester. Such requirements shall be due as announced in
class. Late submission shall be penalized with grade deductions or shall no longer be accepted, depending on the subject facilitator’s
discretion. Assignments and exercises are designed to assist in understanding the materials presented in class, and to prepare you for the
exams.
2. Students are required to attend classes regularly (synchronous classes), including possible make-up classes. The student will be held liable
for all topics covered and assignments made during his/her absence. The university guidelines on attendance and tardiness will be
implemented. Every meeting, an attendance sheet will be passed around.
3. A timetable shall be provided to assist students to self-regulate their learning and to manage their time properly in doing course
requirements.
4. Academic honesty should be practiced at all times. Any evidence of copying or cheating on any course work may result in a failing grade for
all parties involved.
5. Reporters should be ready to report on the scheduled date of presentation. No show or no report means a grade of 3.0 in that area.
6. Academic honesty should be practiced at all times. Any evidence of copying or cheating on any course work may result in a failing grade for
all parties involved.
Consultation Time
By Appointment
Prepared by: Reviewed by:
PROF. ROVELINA B. JACOLBIA, DEM PROF. ROSEMARIEBETH R. DIZON, DEM
Course Specialist Director, IODE
Noted by:
PROF. CARMENCITA L. CASTOLO, DEM
Executive Director
Approved by:
PROF. EMANUEL C. DE GUZMAN, PhD
Vice President for Academic Affairs
Revised 2020
