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Foundations Of Education 
Psychological 
Sociological 
Anthropological
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
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.
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
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.
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.
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.
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.
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.
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.
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.
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.
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.
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
Educational 
Psychology 
Temperament 
Albert 
Bandura 
Edward 
Tolman 
Edward 
Thorndike 
Schools of 
Thoughts in 
Psychology 
Edward Tolman
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.
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.
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
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.
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
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.
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.
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.
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
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
Anthropological 
Foundation of 
Education 
Anthropological 
Foundation 
Characteristics 
of Culture 
Filipino 
Characters
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
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
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.
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
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
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.
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
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
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)
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
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
Sociological 
Foundation 
What is 
Society? 
Mortimer 
Jerome Adler 
Carl Rogers 
Sociological 
Foundation of Education
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.
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.
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?
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.
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
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.“
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."
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.
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).
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.
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?
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.
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.
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.
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.
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.
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).
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.
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.
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.
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.
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.
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.
Prepared By: 
Agudo, Kristine Claire P. 
Zafra, Rosebelle M.

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Educ.5 (report) delaaayed

  • 1. Foundations Of Education Psychological Sociological Anthropological
  • 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
  • 15. Educational Psychology Temperament Albert Bandura Edward Tolman Edward Thorndike Schools of Thoughts in Psychology Edward Tolman
  • 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
  • 26. Anthropological Foundation of Education Anthropological Foundation Characteristics of Culture Filipino Characters
  • 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
  • 38. Sociological Foundation What is Society? Mortimer Jerome Adler Carl Rogers Sociological Foundation of Education
  • 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.
  • 62. Prepared By: Agudo, Kristine Claire P. Zafra, Rosebelle M.