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FM-USeP-PRS-01
Republic of the Philippines
University of Southeastern Philippines Issue Status 04
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Telephone: (082) 227-8192
Website: www.usep.edu.ph Date Effective 09 July 2019
Email: [email protected]
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COURSE SYLLABUS IN EDFD 213– Psychological and Philosophical Foundations of Education

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I. COURSE INFORMATION Course Code: EDFD 213

Course Title: Psychological and Philosophical Foundations of Education
COURSE SYLLABUS in EDFD 213- Psychological and Philosophical Foundations of Education
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Pre-requisite: None The students are required to write/design a concept map for each of the six (6) topics and reflection papers
on how the topics impact them as teachers. Holding of classes will be thru-online modality.
Credit: 3 units
.
Level: 1st year
Semester/Year: 1st/2020-2021
Version number: 02

Course Description:

This course focuses on the psychology of teaching and learning that helps students understand the social, Faculty Information:
emotional and cognitive processes that constitute learning through life. It also tackles the philosophical
Name: FLORENCE H. GUERRA, EdD
foundation which holds the great importance because it is through one’s philosophical perspective that the Email: [email protected]
historical, sociological and psychological foundations are both perceived and applied. Contact Number: 09277996764
Office: Virtual
Consultation Hours: By appointment

Workload of Students:

II. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

COURSE SYLLABUS in EDFD 213- Psychological and Philosophical Foundations of Education

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represents
LE1 Reflection Paper It is an essay on students insights, opinions, and observations about the subject particularly on the following
topics: Human Nature and Individual Differences, The Learning Process and theories of Learning, Motivation, Personality, Philosophy of Education, Pioneers of
Educational Theories, Divisions of Philosophy and Educational Philosophies.
LE2 Concept Map Its diagram that depicts suggested relationships between concepts. It’s a visual representations of information.
LE3 Final Examination It’s an essay type of examination consisting of five (5) questions/items with 10 points given to each item. The questions encompass the topics and their
implications to education.

III. MEASUREMENT SYSTEM:

Learning Evidence 1. Reflection Paper
Levels of Achievement
Criteria Fails to Meet Expectations (0) Needs Improvement (5) Meets Expectations (8) Exceeds Expectations (10) Score
Organization
Clearly organized Fails to meet this criteria by obvious Disorganized, leaves reader wondering Paper has intro, body, and conclusion but Easy to read, topic introduced, organization
introduction, body, disregard for the expectations stated in what is being said; abrupt ending. may take a re-reading to understand. clearly evident with proper introduction, body,
conclusion the criteria; Disorganized and the reader and conclusion.
can not follow the paper at any length.
Does this paper address the The topic of the paper is not addressed at Student does not clearly identify his/her The entire paper’s content relates to the The student’s reflection about the topic is
prompt or the topic? all; Fails to stick to the topic therefore reflections about the topic; may veer prompt or topic; the student explains his/her explained in clear language; immediately
fails to meet this criteria from topic reflections about the topic but may take a interesting and supported with detail.
rereading to understand.
Paragraph Organization and Fails to meet this criteria by obvious Paragraphs are disorganized; ideas are Each paragraph has a central idea that is Each paragraph has a central idea; ideas are
Writing Style: Ideas are disregard for the expectations stated in included which do not relate to the main supported with details; ideas are connected connected and paragraphs are developed
clearly connected and make the criteria. idea; ideas are not connected and have and important points make sense. with details; paper is easy to read and “flows”
sense. little or no supporting details; one naturally in an organized pattern.
sentence paragraphs.
Does this paper show Fails to meet this criteria by obvious Paper is shallow and does not present The paper shows that the student has Paper provides evidence (through the use of
evidence of deep thought disregard for the expectations stated in detailed evaluation of reflection about thought about the topic although the written description, details, and use of nursing
about the topic? the criteria. the topic; little use of nursing literature presentation may appear weak or lack clarity; literature) that the student has examined
to support thought. use of nursing literature to support thought his/her own belief systems and related this to
their current views about the topic; use of
nursing literature to support thought

LE 1. Reflection Paper (cont’n)

Levels of Achievement
Criteria Fails to Meet Expectations (0) Needs Improvement (5) Meets Expectations (8) Exceeds Expectations (10) Score
Grammar
Basic writing expectations More than 8 grammatical , punctuation, or 4-7 grammatical, punctuation , or BWE Between 1-4 grammatical, punctuation, or No errors whatsoever!
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(BWE): mechanics, spelling, BWE errors errors BWE errors, but they are minor and do not
grammar, or punctuation detract from the paper
errors
Use of transitions to connect Fails to meet this criteria by obvious Choppy; sentences do not connect or Paper expresses the ideas of the author; Paper is easy to read and makes sense the
sentences and ideas disregard for the expectations stated in transition well; ideas do not connect sentences relate to one another; may take a first time it is read. It is interesting and well
the criteria. re-reading to understand written; sentences connect and flow.
Correct choice of verb Fails to meet this criteria by obvious Improper use of language or slang; Occasional wrong word choice; somewhat No wrong word choice or slang; uses correct
tenses, words, avoidance of disregard for the expectations stated in wrong word choice; appears “padded” wordy but not enough to detract from the verb tense and pronouns. Well written and
wordy phrases, correct use the criteria. summary; May occasionally use the wrong use of words convey meaning.
of pronouns tense.
Formatting
Follows APA professional Fails to meet this criteria by obvious Meets this criteria with 2 errors. Meets this criteria with 1 error. Exceeds this by completely meeting all of
writing style of using 12 disregard for the expectations stated in these requirements with NO exception!
point Times New Roman the criteria; 3 or more errors.
font, 1 inch margins all
around, correct APA
headings
Correct format of title page Fails to meet this criteria by obvious Meets this criteria with 2 errors Meets this criteria with 1 error Perfect title page, running head, page
including running head, disregard for the expectations stated in numbers, and page justification!
page numbers, correct page the criteria; 3 or more errors.
justification
Correct use of citations Fails to meet this criteria by obvious Meets this criteria with 2 errors. Meets this criteria with 1 error. Perfect use of citations within paper per APA
within paper according to disregard for the expectations stated in format; Correct reference page!
APA; Correct APA reference the criteria; 3 or more errors.
page

Learning Evidence 2: Concept Map

Criteria Approaching expectation (1-4 marks) Meeting expectation (5-7 marks) Exceeding expectation (8-10 marks)
Concept (Knowledge) Insufficient concepts selected rating to topic Acceptable number of concepts selected, with some Most concepts and all significant concepts selected clearly relate to the
relationships to topic. topic.
Arrangement of concepts demonstrates a little Arrangement of concepts demonstrates some understanding of Arrangement of concepts demonstrates complete and insightful
understanding of relationship between them. relationship between them. understanding between them.
Relationships between concepts are weak. Relationships make some logical sense. Relationships make logical sense with little errors.

COURSE SYLLABUS in EDFD 213- Psychological and Philosophical Foundations of Education

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Hierarchical structure Only a few concepts connected in a hierarchical Some concepts connected in a hierarchical structure moving Most or all concepts connected in a hierarchical structure leading from
(Communication) structure. from major ideas to minor ideas. more complex, and on to specific concepts.
Linkages (Thinking) A few relationships indicated by connecting lines. Some relationships indicated by connecting lines Most or all relationships indicated by connecting lines.
Only a few lines labeled with linking words Some lines labeled with linking words All lines labeled with linking words.
Many errors in the linking words Some errors in the linking words. Most or all linking words are accurate and varied.
Cross links (Application) No cross links used A few cross links are used to illustrate connections. Cross links show complex relationships between two or more segments of
the concept map.

Learning Evidence 3. Final Examination

Area to Assess Beyond Expectation Expected Satisfactory Acceptable Unacceptable
Content  Focused and specific.  Focused topic  Appropriate topic which is  On topic, though very general.  Topic not addressed or too
 Interesting details to support the  Specific details to support the maintained.  Few details to support the topic. vague.
topic. topic.  Sufficient details to support the  Some awareness of audience.  Requires more details to support
 Ideas are persuasive.  Ideas are persuasive. topic. the topic.
 Aware of audience with some  Awareness of audience falters.
persuasive points.
Organization  Info presented in an effective  Info presented in logical order.  Info presented in a predictable,  The order is predictable.  The order is confusing or
order.  Paragraphs are appropriate. reasonable order.  Paragraphs are not always used awkward.
 Paragraphs are effective.  Transitions are used  Paragraphs are evident. appropriately.  Paragraphs are ineffective.
 Transitions are smooth and appropriately.  Some transitions are used  Few transitions are used.  Transitions are needed.
effective.  Effective lead and closure. appropriately.  Missing either an intro or  Requires an intro and conclusion.
 Interesting, effective lead and  Shows awareness of need for an conclusion.
closure. intro and closure.
Communication  Interesting and precise  Effective, specific vocabulary.  Appropriate general vocabulary.  General, vague vocabulary.  Vague vocabulary.
vocabulary.  Good sentence variety, use of  Some sentence variety and  Predominantly simple sentence  Reliance on simple sentences.
 Strong sentence variety, use of some complex sentences and fluency. structures and little variety.  Disregard of writing convention
complex sentences and fluency. fluency.  Writing errors may create  Writing errors create awkward such as spelling, punctuation,
 Writing is near error free.  Writing errors are minor and do awkward sections but the sections which affect meaning. and grammar.
not interfere with meaning. meaning can still be discerned.

OTHER REQUIREMENTS AND ASSESSMENTS (AA)

Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Individual Oral Report An oral presentation of the students on the topic(s) assigned to them; this is followed by questions, clarifications and
add-ons by the classmates/students and the teacher.

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IV. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Individual Oral Report 30%
LE1 Reflection Paper 20%
LE2 Concept Map 20%
LE3 Final Examination 30%

Passing Grade 3.0

Passing Grade conditions: Took and passed the final exam, delivered the individual oral report, and submitted the reflection paper and the concept map.

V. LEARNING PLAN

In order to achieve the outcomes of this course, learners will go through this learning plan
Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
1
Gain an overview and understanding of the
course objectives, course content, policy I. Course objectives, Content, Policy and VMGO
Question-Answer
and grade system. Grading System

COURSE SYLLABUS in EDFD 213- Psychological and Philosophical Foundations of Education

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Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
II. Human Nature and Individual Differences
1) Identify the different stages of growth A. The biological background of behavior
and their characteristics. 1) Stages of growth AA1 See references LE 1
2) Comprehend that individuals differ from a) Period of the ovum LE 2
each other and have their own rate of b) Period of the embryo LE3
development c) Period of the fetus
3) Categorize development tasks that must 2) Infancy
be mastered at each stage of life. 3) Babyhood
4) Childhood
a) Early childhood
b) Late childhood puberty
2 Presentation
5) Puberty
6) Adolescence
a) Early adolescence
b) Late adolescence
7) Adulthood
8) Middle age
9) Old age
B. Development Tasks
1) Definitions of development tasks
2) Examples of development tasks at
each stage of life
1) Generalize that most human behavior is III. The learning process and theories of
learned, as differentiated from animal learning
learning; A. Human behavior
2) Realize that people learn in different 1) Contrast to animal behavior AA1 See references LE 1
ways; 2) Examples of learned and inherited LE2
3) Apply that different kinds of learning and behavior LE3
be able to give examples; B. Learning
4) Plan how to form good study habits. 1) Definition of learning Presentation of
3 2) Results of learning videotaped reports thru
3) Theories of learning messenger
a) Thorndike’s connectionism
theory
b) Pavlov’s conditional theory
i. Classical respondent
conditioning
ii. Instrumental or operant
conditioning
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Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
4) Factors affecting learning
a) Motivation
b) Reinforcement
c) Extinction
d) Association
e) Interest
f) Reward and punishment
g) Recency
h) Other laws of learning
5) Kinds of learning
a) According to Pillsbury
b) According to Burnham
c) According to Ruch
6) Management of learning
a) How to study effectively
b) Rules of follow
1) Explain the meaning of motivation and its 2 IV. Motivation Presentation of
relation to behavior; A. Definition of motivation videotaped report thru
2) Classify the different kinds of motives 1) By different authors messenger AA1 See references
and give examples of each kind; 2) Common elements in all definitions LE 1
3) Identify the hierarchy of motives; B. Importance of motivation LE 2
4) Appreciate the importance of motivation 1) Controls and directs of behavior LE 3
and its role in everyday life. 2) Needs of controlling behavior
a) For the good of individual and
society
b) For the prevention of strife
3) Need for motivation in all aspects
of life
C. Classification of motives
1) Biological drives
2) Psychological or social drives
3) General drives
D. Hierarchy of motives
1) Priority of basic or fundamental
needs
2) Psychological needs as next
3) Highest form-creativity or self-
actualization
E. Motivation cycle
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Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
1) First stage- bodily need
2) Second stage- creativity or self-
actualization
3) Third stage- satisfaction of need
F. Relation of needs or drives to:
1) Behavior
2) homeostasis
G. Theories of motivation
1) Need-drive-incentive theory
2) Cue-stimulus (non-drive)
3) Affective arousal theory
4) Psycho-analytic theory
1) Understand why people are different; 2 V. Personality Presentation of
2) Recognize what traits make up one’s A. Definition of personality videotaped report See references LE 1
personality; 1) According to Hilgard thru messenger AA1 LE2
3) Give example of the personality 2) According to Ruch LE3
classifications one things is the most 3) According to Morgan
realistic; 4) According to Kagan and Havemann
4) Identify the personality type he/she most 5) Other definitions
resembles; B. Components of personality
5) Determine the traits worthwhile 1) Physical or biological traits
developing in order to improve one’s 2) Mental or intellectual traits
personality; 3) Social traits
6) Find out the role of education in relation 4) Moral traits
to personality. C. Importance of personality
1) Success in work
2) Pleasurable home life
3) Harmonious relationships with
others
4) Improvement of personality
D. Theories of personality
1) Hippocrate’s classification
according to temperament
2) Sheldon’s theory
3) Jung’s psychological theory
4) Kretschmer’s classification
5) Freud’s psychoanalytic theory
6) Revision of Freud’s theory of Alfred
Adler
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Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
7) Revision of Freud’s theory by
Karen Horney
8) Revision of Freud’s theory by Erich
Fromm
9) Social learning theories
10) Maslov’s self0actualization theory

E. Similarities and differences among

theories
1) Agreements
2) Disagreements
VI. Philosophy and education
A. The meaning of philosophy LE 1
procedures of investigation AA1 See references LE 2
1) Reason LE3
1) Develop a valid concept of the meaning 2) Observation
of philosophy and education and its 3) Faith
relationship; 4) Intuition
Presentation of
2) Understand the aims and functions of 5) Authority
2 videotaped report thru
educational philosophy and its 6) Controlled experiences
messenger
importance to education in the Philippine B. The meaning of education
setting. C. The nature and aims of educational
D. Functions of educational philosophy
E. Influence of educational philosophy on
teaching and learning
F. Relationship between philosophy and
education
1) Name and appreciate the contributions of 2 VII. Pioneers of educational theories Presentation of
the pioneer authors of educational theory A. Comenius videotaped report thru
in the educational system; B. Locke messenger See references LE 1
2) Discuss the pioneer authors’ different C. Rousseau AA1 LE 2
contributions to the educational theories. D. Pestalozzi LE 3
E. Herbert
F. Froebel
G. Spencer
H. Dewey
I. Montessori
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Course Teaching-Learning
Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Required Reading Learning Output
Outcome Activities (TLA)
J. Counts
K. Piaget
L. Hutchin
VIII. Educational philosophies
A. Idealism
1) Acquire knowledge and B. Realism See references LE 1
Presentation of
understanding of the different C. Humanism AA1 LE 2
2 videotaped report
educational philosophies; D. Experimentalism and pragmatism LE 3
thru messenger
2) Appreciate the contributions of E. Scholasticism
leading education philosophies. F. Progressivism
G. Existentialism

REFERENCES/ARTICLES TO READ:

Corpuz, B.B., et al. (2015). Child and adolescent development, Quezon City: Lorimar Pub. Inc.

Brubacher, J.S. (n.d.) Modern philosophies of education. (4 th Edition) New York: Mc GRAWHILL, Inc.

Butler, D.J. (n.d.). Four philosophies and their practice in education and religion. (3 rd Edition) New York: Harphs and Row Publisher

Gregorio, H.C., & Gregorio, C. (1979). Philosophy of education in Philippine setting. Quezon CityL R.P Garcia Publishing Co.

Lardizabal, A.S. (1988). Foundations of education. Quezon City: Rex Printing Co. Inc.

VI. CLASSROOM POLICIES:

a) Videotaped Individual Report

b) Reflection Paper
c) Concept Maps
d) Final Exam

Prepared by: Reviewed by: Approved:

FLORENCE H. GUERRA, EdDELT VELMA S. LABAD, EdD-ELT REYNALDO M. NOGODULA, EdD

Faculty MEd-LT Program Head Dean

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