2. Psychological Foundation of
Education
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Thorndike
Definition
Educational Psychology -
psychology in an educational setting, study
on the nature of a child at various ages &
the processes of growth& development,
difficulties between Children's' ability &
school performance.
Schools of
Thoughts in
Psychology
3. Temperament
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Thorndike
Definition
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
In psychology, temperament refers to those
traits of an individual's personality, such as
introversion or extroversion, that are often
regarded as innate rather than learned. A
great many classificatory schemes for
temperament have been developed; none,
though, has achieved general consensus in
academia.
4. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
Each of the four types of humours corresponded in ancient
times to a different personality type.
Sanguine temperament
Choleric temperament
Melancholic temperament
Phlegmatic temperament
5. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
Definition
Sanguine temperament Choleric temperament
Melancholic temperament
Phlegmatic temperament
Sanguine temperament is fundamentally impulsive and pleasure-seeking;
sanguine people are sociable and charismatic. They tend to
enjoy social gatherings, making new friends and tend to be boisterous.
They are usually quite creative and often daydream. However, some
alone time is crucial for those of this temperament. Sanguine can also
mean sensitive, compassionate and thoughtful. Sanguine personalities
generally struggle with following tasks all the way through, are
chronically late, and tend to be forgetful and sometimes a little
sarcastic. Often, when they pursue a new hobby, they lose interest as
soon as it ceases to be engaging or fun. They are very much people
persons. They are talkative and not shy. Sanguines generally have an
almost shameless nature, certain that what they are doing is right.
They have no lack of confidence.
6. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
Definition
Sanguine temperament Choleric temperament
Melancholic temperament
Phlegmatic temperament
Choleric temperament is fundamentally ambitious and leader-like.
They have a lot of aggression, energy, and/or passion, and
try to instil it in others. They can dominate people of other
temperaments, especially phlegmatic types. Many great
charismatic military and political figures were choleric. They
like to be in charge of everything. However, cholerics also tend
to be either highly disorganized or highly organized. They do not
have in-between setups, only one extreme to another. As well as
being leader-like and assertive, cholerics also fall into deep and
sudden depression. Essentially, they are very much prone to
mood swings.
7. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
Definition
Sanguine temperament Choleric temperament
Melancholic temperament Phlegmatic temperament
Melancholic temperament is fundamentally introverted
and thoughtful. Melancholic people often were perceived
as very (or overly) pondering and considerate, getting
rather worried when they could not be on time for
events. Melancholics can be highly creative in activities
such as poetry and art - and can become preoccupied with
the tragedy and cruelty in the world. Often they are
perfectionists. They are self-reliant and independent;
one negative part of being a melancholic is that they can
get so involved in what they are doing they forget to
think of others.
8. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
4 Temperament
Types
Temperament
Definition
Sanguine temperament Choleric temperament
Melancholic temperament Phlegmatic temperament
Phlegmatic temperament is fundamentally relaxed and
quiet, going from tenderly attentive to lazily inactive.
Phlegmatics tend to be content with themselves and are
kind. They are accepting and affectionate. They may be
receptive and shy and often prefer stability to
uncertainty and change. They are consistent, relaxed,
calm, rational, curious, and observant, qualities that make
them good administrators. They can also be passive-aggressive.
9. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Albert Bandura
Albert Bandura (December 4, 1925)
* a psychologist
* contributions to many fields of
psychology, including social cognitive
theory, therapy and personality
psychology
* also influential in the transition
between behaviorism - and cognitive
psychology.
* He is known as the originator
of Social Learning Theory and the
theoretical construct of self-efficacy.
10. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Albert Bandura
Social learning theory
hypothesizes that
there are three
regulatory systems
that control behavior.
11. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Albert Bandura
First,
the originator
encouragements really
influence the time and
response of behavior. The
stimulus that occurs before
the behavioral response must
be appropriate in relationship
to social context and
performers.
12. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Albert Bandura
Second,
response feedback
influences also serve an
important function. Following a
response, the reinforcements,
by experience or observation,
will greatly impact the
occurrence of the behavior in
the future.
13. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Albert Bandura
Third,
the importance of cognitive
functions in social learning. For
example, for aggressive
behavior to occur some people
become easily angered by the
sight or thought of individuals
with whom they have had
hostile encounters, and this
memory is acquired through
the learning process.
14. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Edward Tolman
Edward Tolman (1886 –1959)
*
an American psychologist
* famous for his studies
on behavioral psychology
* best known for his
studies of learning in rats
using mazes
* 1932 book, Purposive
Behavior in Animals and
Men
16. Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Edward Thorndike
Edward Thorndike (1874–1949)
* supported the scientific
movement in education
* Thorndike developed the theory
of instrumental conditioning or the
law of effect.
* He was one of the first to say
that individual differences in
cognitive tasks were due to how
many stimulus response patterns a
person had rather than a general
intellectual ability.
17. Edward Thorndike
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Edward Thorndike (1874–1949)
* He contributed word dictionaries
that were scientifically based to
determine the words and definitions
used.
*Thorndike contributed arithmetic
books based on learning theory.
*He developed tests that were
standardized to measure
performance in school related
subjects.
18. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Gestalt
Psychology
Psychoanalysis
Behaviorism
Humanistic
Psychology
Cognitivism
19. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
Functionalism has the most influence of any
theory in contemporary psychology. Psychological
functionalism attempts to describe thoughts and what
they do without asking how they do it. For
functionalists, the mind resembles a computer, and to
understand its processes, you need to look at the
software -- what it does -- without having to
understand the hardware -- the why and how
underlying it.
20. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
According to Gestalt psychologists, the human
mind works by interpreting data through various
laws, rules or organizing principles, turning partial
information into a whole.
For example, your mind might interpret a series
of lines as a square, even though it has no
complete lines; your mind fills in the gaps. Gestalt
psychotherapists apply this logic to problem-solving
to help patients.
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
21. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
Psychoanalytic theory, which originated with
Sigmund Freud, explains human behavior by looking at
the subconscious mind. Freud suggested that the
instinct to pursue pleasure, which he described as
sexual in nature, lies at the root of human
development. To Freud, even the development of
children hinged on key stages in discovering this
pleasure, through acts such as feeding at the
mother's breast and defecating, and he treated
abnormal behavior in adults by addressing these
stages.
22. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
In the 1950s, B.F. Skinner carried out
experiments with animals, such as rats and pigeons,
demonstrating that they repeated certain behaviors
if they associated them with rewards in the form of
food.
Behaviorists believe that observing behavior,
rather than attempting to analyze the inner workings
of the mind itself, provides the key to psychology.
This makes psychology open to experimental methods
with results that can be replicated in the same way
as any scientific experiment.
23. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
Humanist psychologists teach that to
understand psychology, we must look at
individuals and their motivations.
Abraham Maslow's "hierarchy of needs"
exemplifies this approach: a system of needs,
such as food, love and self-esteem, determines a
person's behavior to various extents. Meeting
these needs leads to a sense of self-satisfaction
and solves psychological problems.
24. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
Hierarchy of Needs
25. Schools of Thoughts in
Psychology
Educational
Psychology
Temperament
Albert
Bandura
Edward
Tolman
Edward
Thorndike
Schools of
Thoughts in
Psychology
Functionalism
Behaviorism
Gestalt Psychology Humanistic Psychology
Psychoanalysis Cognitivism
Cognitive psychology follows behaviorism by
understanding the mind through scientific
experimentation, but it differs from it by
accepting that psychologists can study and
understand the internal workings of the mind
and mental processes.
It rejects psychoanalysis, as it regards
psychoanalytic theories about the subconscious
mind as subjective and not open to scientific
analysis.
Anthropological
Foundation
27. Anthropological Foundation
of Education
Anthropological
Foundation
Characteristics
of Culture
Filipino
Characters
Definition
• derived from the Greek words anthropus meaning
“man”, “human” and logus, meaning study
• the study of mankind
• the science that treats of the origin, development
(physical, intellectual, moral, etc.) and especially
the cultural development, customs, beliefs, etc, of
man.
• the study of humankind, everywhere, throughout
time, seeks to produce useful generalization about
people and their behavior and to arrive at the
fullest possible understanding of human diversity
• the study of humankind, in all times and places
28. Anthropological Foundation
of Education
Anthropological
Foundation
Characteristics
of Culture
Filipino
Characters
Characteristics of Culture
• only human society possesses culture
• human cultures vary considerably although they
resemble each other in some respect
• culture tends to persist once learned and accepted
• culture changes gradually and continuously
• culture exists in the minds of men who learned from
previous generations and who use it to guide their
conduct with others.
• there is a tendency to borrow from other cultures
• members of a culture may behave differently as in the
case of those who belong to sub-cultures
• no person can escape entirely from his culture
29. Anthropological Foundation
of Education
Anthropological
Foundation
Characteristics
of Culture
Filipino
Characters
Education is charge with the
function of teaching what society
needs in building a nation in terms
of moral and ethical standards of
the group. Its challenging task has
impact, ethics, morality and values
to young Filipinos.
30. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
1. Pakikipagkapwa-tao :
Opening yourself to others and feel one with
others with dignity and respect deal with them
as fellow human beings.
- sense of fairness and justice
- concern for others
- ability to empathize with others
- helpfulness and generosity
- practice of hospitality
- sensitive to other feelings and trust
31. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
2. Family Orientation :
A genuine and deep love for family.
- commitment and responsibility
- honor and respect
- generosity and sacrifice
- sense of trust and security
32. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
• 3. Joy and Humor :
Filipinos have a cheerful and fun-loving approach to
life and its up and down, pleasant disposition, a sense
of humor and propensity for happiness that
contribute not only to the Filipino charm but also to
the Filipino Spirit. We laugh at those we love and
hate. We tend to make joke about our good and even
bad fortune, to smile even in the most trying of
times.
- emotional balance and optimism
- healthy disrespect for power and office.
33. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
4. Flexibility, Adaptability and Creativity
5. Hard Work and Industry : capacity for
hard work given to raise one's standard living
of a decent life for one's family.
6. Faith and Religiosity : Faith in God -
accepting reality to comprehend as a human
created by God. "Pampalakas-loob“
7. Ability to Survive
34. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
1. Extreme Personalism
- always trying to to give personal interpretation to
actions
- thank you with "but" (compliment-criticism-compliment)
2. Extreme Family Centeredness
- strong family protection good or bad condition
35. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
3. Lack of Discipline : relaxed attitude but
poor time management
- impatient and unable to delay gratification or reward
- love to take short-cuts or 'palusot' system
- carelessness
4. Passivity and Lack of Initiative:
strong reliance to others fate
- very complacent but their rarely is a sense of urgency
- too patient without any plan or action (matiisin)
36. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
5. Colonial Mentality: Patriotism vs Active
awareness
- luck of love and appreciation on what they have
- open outside but side-open or close inside
6. Kanya-kanya Syndrome: self-serving
attitude that generates feeling of envy and
competitiveness towards others (status vs prestige).
- personal ambition but insensitive to common good
- crab mentality
- lack of appreciation resulting unhealthy competition
37. Anthropological Foundation
of Education
Anthropological Strengths
Foundation
Characteristics
of Culture
Filipino
Characters
Weaknesses
7. Lack of Self Analysis and Reflection
- Sometimes superficial and flighty
Sociological
Foundation
39. Sociological
Foundation of Education
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
The sociological foundations are
concerned with the human relation’s
factor–the behavior of individuals and
their relations to each other. If the
ultimate purpose of the social sciences
is the improvement of human relations,
that of education is the improvement
of individuals; and therefore of human
relations.
40. Sociological
Foundation of Education
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
SOCIOLOGY is derive from Latin
Word socius means associate and Greek
word logus or science. It is the study of
interaction on human behavior.
Sociology is concerned with a study
of people or groups of persons and
human activities in terms of the groups
in society.
41. Sociological
Foundation of Education
Sociological
Foundation
Mortimer
Jerome Adler
Carl Rogers
• derived from the Latin word “socios” or
socialis” – meaning fellow, companion, or
associate.
• It is a science involved in developing a
better social order characterized by good,
happiness, tolerance and racial equality.
What is
Society?
What is Society?
42. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Mortimer Jerome Adler
(1902 - 2001)
- was an American
philosopher, educator, and
popular author.
43. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
In The Idea of Freedom, Vol. I,
Adler classifies all freedoms
into three categories:
• The Circumstantial Freedom
of Self-Realization
• The Acquired Freedom
of Self-Perfection
• The Natural Freedom
of Self-Determination
44. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Self-realization is freedom
from external coercion,
political end economic
freedom, etc. The freedom
we have identified as
circumstantial is variously
called "economic freedom,"
"political freedom," "civil
liberty," "individual freedom,"
"the freedom of man in
society," "freedom in relation
to the state," and "external
freedom.“
45. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
It is sometimes referred
to negatively as "freedom
from coercion or
restraint," "freedom
from restrictions," or
"freedom from law," and
sometimes positively as
"freedom of action,"
"freedom of
spontaneity," or "freedom
under law."
46. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Freedom from these constraints is
the kind of freedom worth having
stressed by the classical
compatibilists from Thomas
Hobbes on. Today most
philosophers might include a large
number of
circumstantial internal constraints
on freedom such as an agent's
mental disabilities, addictions,
behavioral conditioning, both
normal and coercive
(indoctrination or brainwashing),
and perhaps even factors like
heredity and environment.
47. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Self-perfection is the
idea from Plato to Kant
that we are only free
when our decisions are
for reasons and we are
not slaves to our passions
(making moral choices
rather than satisfying
desires).
48. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
This is the acquired or learned
knowledge to distinguish right
from wrong, good from evil, true
from false, etc. Adler also
includes many theologically
minded philosophers who argue
that man is only free when
following a divine moral law.
Sinners, they say, do not have
free will, which is odd because
sinners are presumably
responsible for evil in the world
despite an omniscient and
omnipotent God.
49. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Self-determination
covers the classic
problem of free will. Are
our actions "up to
us," could we have done
otherwise, are
there alternative
possibilities, or is
everything simply part of a
great causal chain leading
to a single possible future?
50. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Most of Adler's natural
freedoms are compatibilists.
They include Hegel's
freedom of a stone falling
according to Newton's law
of gravity.
51. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Adler defines the natural
freedom of self-determination
as that which
is not either
circumstantial or acquired.
52. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
A freedom that is natural is
one which is (i) inherent in all
men, (ii) regardless of the
circumstances under which
they live and (iii) without
regard to any state of mind
or character which they may
or may not acquire in the
course of their lives.
53. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
•Adler believe that people
strive to become better or
more perfect than the
smaller creature they see
themselves to be.
•ADLERIAN THEORY is to
rid themselves of feeling of
inferiority and to become
stronger and more perfect.
54. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
•Adlerian Theory believe
that experiences with
other people certainly
have an effect on one’s
outlook but that people
are creative and tend to
interpret these
experiences and try to
make sense of them.
55. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
•Adlerians believe
that human are
primarily social beings
and that achieving
felling of
psychological strength
is beat done by
working and
cooperating with
others( Adler, 1964).
56. Mortimer J. Adler
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
•Adlerians believe that it is
possible to react to a
child’s disturbing behavior
so that the behavior
eventually ceases.
•Adults need first to
observe the child and find
out what the child’s goal is.
57. Carl Rogers
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Carl Ransom Rogers
(1902 – 1987)
Rogers is widely considered to
be one of the founding fathers
of psychotherapy research and
was honored for his pioneering
research with the Award for
Distinguished Scientific
Contributions by the American
Psychological Association (APA)
in 1956.
58. Carl Rogers
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Carl Rogers developed a
humanist personality
theory that emphasized
the importance of self-actualizing
tendency in
forming a self-concept.
59. Carl Rogers
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
He was a highly-influential
humanistic psychologist who
developed a
personality theory that
emphasized the importance
of self-actualizing tendency
in shaping human
personalities.
60. Carl Rogers
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
Carl Rogers was most
interested in improving the
human condition and applying
his ideas.
His person-centered
therapy may well be his most
influential contribution to
psychology. Rogers' pervasive
interest in therapy is what
clearly differentiates him
from Maslow, despite some
similarities in their ideas.
61. Carl Rogers
Sociological
Foundation
What is
Society?
Mortimer
Jerome Adler
Carl Rogers
The person-centered
approach has had impact on
domains outside of therapy
such as family life,
education, leadership,
conflict resolution, politics
and community health.