Meloudie T.

Aniñon

Jane A. Buca

Dieann I. Eson

Athens Camille Degamo

Via Ayla Villa

Cluster 1

PHILOSOPHICAL FOUNDATIONS

PLATO

The great Philosopher Plato was born around 428 B.C., during the final years of the
Golden Age of Pericles Athens. He is the author of philosophical works of unparalleled influence
in Western thought. His writings explored justice, beauty and equality, and also contained
discussions in aesthetics, political philosophy, theology, cosmology, epistemology and the
philosophy of language.

His views towards education are that curriculum must lead bright students from a
concern with concrete data toward abstract thinking. He treats the subject of education in The
Republic as an integral and vital part of a wider subject of the well-being of human society. The
ultimate aim of education is to help people know the Idea of the Good, which is to be virtuous.
He died on 348/347 BCE.

FRIEDRICH NIETZSCHE

A cultural critic who published intensively in the 1870s and 1880s was Friedrich
Nietzsche, he was born on October 15, 1844 in Rocken, Saxony Prussia, Germany. He was
German philosopher, essayist, and cultural critic.

His writings on truth, morality, language, aesthetics, cultural theory, history, nihilism,
power, consciousness, and the meaning of existence have exerted an enormous influence on
Western philosophy and intellectual history. He believes that education consists mainly of a
clearing away of "the weeds and rubbish and vermin" that attack and obscure "the real
groundwork and import of thy being." He claims that culture distinguishes us from animals and
makes us something more than mere things of nature. The purpose of education is to elevate
us above nature.
Friedrich became one of the most influential of all modern thinkers, his attempts to
unmask the motives that underlie traditional Western religion, morality, and philosophy, deeply
affected generations of theologians, philosophers, psychologists, poets, novelist, and
playwrights. He died on 25 August 1900, in Weimar, Germany.

Cluster 2

HISTORICAL FOUNDATIONS

HILDA TABA

An architect, a curriculum theorist, a curriculum reformer, and a teacher, Hilda Taba

was born on December 7, 1902 in Kooraste, Estonia. As a child, Taba attended the elementary
school where her father was the schoolmaster. After completing her undergraduate studies in
1926 at the University of Tartu in Estonia, where she majored in history and education, Taba
moved to the United States and began postgraduate studies at Bryn Mawr College, where she
received an M.A. in 1927. In 1932 she received a doctoral degree at Teachers College, Columbia
University, where William H. Kilpatrick oversaw her work. She also studied with the philosopher
John Dewey, whose thought was influential in her later work.

Unable to secure a job in Estonia, Taba became a teacher of German in 1933 at the
Dalton School, in New York City. The Dalton School was at the time involved in the Eight-Year
Study, an investigation into alternative curricula and new practices in areas such as student
testing and teacher development. Taba’s participation brought her together with the study’s
research director, Ralph Tyler, who hired her as part of his research team at Ohio State
University. In 1939 she became the director of the curriculum laboratory at the University of
Chicago, which she headed until 1945. In 1951 Taba accepted an invitation to reorganize and
develop social studies curricula in Contra Costa County, California. Among the ideas she and
others developed during this project were a spiral curriculum; inductive teaching strategies for
the development of concepts, generalizations, and applications; and the organization of
learning content on three levels—key ideas, organizational ideas, and facts.

These curricular developments gained worldwide recognition in the 1960s and early
1970s. Taba and her colleagues’ attention in the 1950s to the value of a multicultural
curriculum foreshadowed similar intercultural and multicultural reforms in the 1990s. Taba
subsequently initiated, designed, and directed several research projects aimed at intergroup
education, an educational program that drew extensively on concepts from cognitive and social
psychology to increase understanding and tolerance between pupils from different ethnic and
cultural backgrounds. Taba’s Intergroup Education Project, launched in New York City in 1945,
was a success, and it led to the establishment of the Center of Intergroup Education at the
University of Chicago in 1948. She died on July 6, 1967 at the age of 64 in Burlingame,
California.

RALPH W. TYLER

The American educator/scholar Ralph W. Tyler (1902-1994) was closely associated

with curriculum theory and development and educational assessment and evaluation. Many
consider him to be the "father" of behavioral objectives, a concept he frequently used in
asserting learning to be a process through which one attains new patterns of behavior.

Ralph Winfred Tyler was born April 22, 1902, in Chicago, Illinois, and soon thereafter
(1904) moved to Nebraska. In 1921, at the age of 19, Tyler received the A.B. degree from Doane
College in Crete, Nebraska, and began teaching high school in Pierre, South Dakota. He
obtained the A.M. degree from the University of Nebraska (1923) while working there as
assistant supervisor of sciences (1922-1927). In 1927 Tyler received the Ph.D. degree from the
University of Chicago.

After serving as associate professor of education at the University of North Carolina

(1927-1929), Tyler went to Ohio State University where he attained the rank of professor of
education (1929-1938). It was around 1938 that he became nationally prominent due to his
involvement in the Progressive Education related Eight Year Study (1933-1941), an investigation
into secondary school curriculum requirements and their relationship to subsequent college
success. In 1938 Tyler continued work on the Eight Year Study at the University of Chicago,
where he was employed as chairman of the Department of Education (1938-1948), dean of
social sciences (1948-1953), and university examiner (1938-1953). In 1953 Tyler became the
first director of the Stanford, California-based Center for Advanced Study in the Behavioral
Sciences, a position he held until his retirement in 1966.

Ralph Tyler's scholarly publications were many and spanned his entire career. Among
his most useful works is Basic Principles of Curriculum and Instruction (1949), a course syllabus
used by generations of college students as a basic reference for curriculum and instruction
development. Basic Principles perhaps influenced more curriculum specialists than any other
single work in the curriculum field. This syllabus, written in 1949 when Tyler was teaching at the
University of Chicago, identifies four basic questions which have guided the development of
untold curricula since the 1940s: 1) What are the school's educational purposes? 2) What
educational experiences will likely attain these purposes? 3) How can the educational
experiences be properly organized? 4) How can the curriculum be evaluated? An author of
several other books, Tyler also wrote numerous articles appearing in yearbooks, encyclopedias,
and periodicals.

When Tyler first went to Ohio State University in 1929 he was already formulating his
ideas regarding the specification of educational objectives. While working with various
departments at Ohio State in an effort to discover better instructional methods, he began to
solidify his belief that true learning is a process which results in new patterns of behavior,
behavior meaning a broad spectrum of human reactions that involve thinking and feeling as
well as overt actions.
This reasoning reveals the cryptic distinction between learning specific bits and pieces
of information and understanding the unifying concepts that underlie the information. Tyler
stressed the need for educational objectives to go beyond mere memorization and
regurgitation. Indeed, learning involves not just talking about subjects but a demonstration of
what one can do with those subjects. A truly educated person, Tyler seems to say, has not only
acquired certain factual information but has also modified his/her behavior patterns as a result.
(Thus, many educators identify him with the concept of behavioral objectives.) These behavior
patterns enable the educated person to adequately cope with many situations, not just those
under which the learning took place. Tyler asserted that this is the process through which
meaningful education occurs, his caveat being that one should not confuse "being educated"
with simply "knowing facts"; the application of facts is education's primary raison d'etre.

Tyler's establishment of the Center for Advanced Study in the Behavioral Sciences was
one of his most noteworthy achievements. His ideas for the center at the time were very
progressive and remained excellent examples for proposals regarding scholarly study into the
1980s. Scholars visiting the center were not confined by any set routine or schedule in regard to
their research. They were free to collaborate with each other, schedule meetings and
workshops, or simply do independent research.

Tyler's involvement with the National Assessment of Educational Progress (NAEP)

project was another momentous achievement that had far reaching effects upon improved
education in the United States. This long-term study provided extensive data about student
achievement in school. Tyler also played a significant role in the Association for Supervision and
Curriculum Development (ASCD) and its "Fundamental Curriculum Decisions." (1983).

Throughout his career Ralph Tyler demonstrated boundless energy as he served

either as a member or adviser to numerous research, governmental, and educational agencies.
Included among these were the National Science Board, the Research and Development Panel
of the U.S. Office of Education, the National Advisory Council on Disadvantaged Children, the
Social Science Research Foundation, the Armed Forces Institute, and the American Association
for the Advancement of Science. Service on many other educational agencies could be credited
to Tyler, including his presidency of the National Academy of Education. His retirement in 1966
as director of the Center for Advanced Study in the Behavioral Sciences did not terminate his
involvement in education, as he continued to serve as an adviser to both individuals and
agencies. He died of cancer at the age of 91 in 1994.
Cluster 3

PSYCHOLOGICAL FOUNDATIONS

JEAN PIAGET

 A Swiss psychologist named Jean Piaget was known for his work on child development,
Piaget's theory of cognitive development and epistemological view are together called "genetic
epistemology” that placed great importance on the education of children.

Jean Piaget was born in Switzerland on August 9, 1896, and he began showing an interest in the
natural sciences at a very early age. By age 11, he had already started his career as a researcher
by writing a short paper on an albino sparrow. He continued to study the natural sciences and
received his Ph.D. in zoology from the University of Neuchâtel in 1918.

He is most famously known for his theory of cognitive development that looked at how children
develop intellectually throughout the course of childhood.

Jean Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding how
children acquire knowledge, but also on understanding the nature of intelligence.
Piaget's stages are Sensorimotor stage (birth to 2 years old), Preoperational stage (2 to 7 years
old), Concrete operational stage (7 to 11 years old) and Formal operational stage (12 years old
and more than 12 years old).

Piaget's theory had a tremendous influence on the emergence of developmental psychology as

a distinctive subfield within psychology and contributed greatly to the field of education. Piaget
was ranked as the second most influential psychologist of the 20th century in one 2002 study.
He was awarded an Erasmus Prize in 1972 for being an exceptional contributor to culture,
society, or social science in Europe and the rest of the world. In 1979 he was awarded a Balzan
Prize for outstanding humanitarian work. He died last September 16, 1980 at the age of 84
years old in Geneva, Switzerland.

DANIEL GOLEMAN

As an author and science journalist for twelve years, Daniel Goleman wrote for The
New York Times, reporting on the brain and behavioral sciences. Daniel Goleman was born on
March 7, 1946 in Stockton, California, United States and is a Ph.D. graduate in psychology from
Harvard University. He is also the founder of the Emotional Leadership styles and the five
components of emotional intelligence. It is the ability to perceive emotions so as to assist
though, to understand emotions and emotional knowledge, and to reflectively regulate
emotions so as to promote emotional and intellectual growth.

Daniel Goleman’s 1995 book ‘Emotional Intelligence’ introduced a whole new perspective on
predicting and analysing employee performance. The author, one of the world’s leading EQ
academics, suggested that there is far more to being successful than high levels of cognitive
intelligence.
Goleman suggested ‘emotional intelligence’, a term developed by Salovey and Mayer (1989), is
twice as important as cognitive intelligence for predicting career success and there was
currently far too much emphasis on traditional predictors of employee performance.

He suggested high levels of emotional intelligence improve working relationships, help to

develop problem solving skills, increase efficiency and effectiveness and catalyze the
development of new strategies. Rather than influencing exam scores or report writing,
emotional intelligence influences how we control our own emotions and deal with
relationships. Goleman, defines it as “the ability to identify, assess and control one’s own
emotions, the emotion of others and that of groups.”

He has received many journalistic awards for his writing, including two nominations for the
Pulitzer Prize for his articles in the Times and a Career Achievement Award for Journalism from
the American Psychological Association.

Cluster 4

SOCIOLOGICAL FOUNDATIONS

JOHN DEWEY
John Dewey, was born October 20, 1859, Burlington, Vermont, United States, he was
American philosopher and educator who was a founder of the philosophical movement known
as pragmatism, a pioneer in functional psychology, and a leader of the progressive movement
in education in the United State that was popular at the beginning of the 20th century. He was
also instrumental in the progressive movement in education, strongly believing that the best
education involves learning through doing.

Graduated from the University of Vermont and spent three years as a high school
teacher in Oil City, Pennsylvania. He then spent a year studying under the guidance of G.
Stanley Hall at John Hopkins University in America's first psychology lab. After earning his Ph.D.
from John Hopkins, Dewey went on to teach at the University of Michigan for nearly a decade.
In 1894, Dewey accepted a position as the chairman of the department of philosophy,
psychology, and pedagogy at the University of Chicago. It was at the University of Chicago that
Dewey began to formalize his views that would contribute so heavily to the school of thought
known as pragmatism. The central tenant of pragmatism is that the value, truth or meaning of
an idea lies in its practical consequences. Dewey also helped establish the University of Chicago
Laboratory Schools, where he was able to directly apply his pedagogical theories.

Dewey eventually left the University of Chicago and became a professor of philosophy
at Columbia University from 1904 until his retirement in 1930. In 1905, he became President of
the American Psychological Association. His works had a vital influence on psychology,
education, and philosophy and he is often considered one of the greatest thinkers of the 20th
century. His emphasis on progressive education has contributed greatly to the use of
experimentation rather than an authoritarian approach to knowledge. Dewey was also a prolific
writer, publishing over 1,000 books, essays, and articles on a wide range of subjects including
education, art, nature, philosophy, religion, culture, ethics and democracy over his 65-year
writing career.

He also felt that schools tried to create a world separate from students' lives. School
activities and the life experiences of the students should be connected, Dewey believed, or else
real learning would be impossible. Cutting students off from their psychological ties would
make their learning journeys less meaningful and thereby make learning less memorable.
Likewise, schools also needed to prepare students for life in society by socializing.
ALVIN TOFFLER

An American futurologist Alvin Eugene Toffler was born on October 4, 1928, New York,
New York, wrote the immensely influential best-selling books Future Shock (1970) and The
Third Wave (1980), in which he attempted to prognosticate and describe the economic and
societal changes that were likely to take place in the rapidly materializing postindustrial age.

Being a journalist and intellectual who had written several best-selling books about
how changing societal dynamics will impact future generations. In Future Shock and The Third
Wave, Toffler presents his speculations about future developments in Western society and his
recommendations for adapting to the problems and opportunities these changes will create. In
the 1970s and 1980s, Toffler became an international celebrity.
In about three years, Alvin Toffler was requested by Fortune Magazine to work as a
labor columnist. From this period, he began writing about business and management. Although
Alvin Toffler was already offered various positions, he decided to become an independent
writer. Alvin Toffler next wrote for scholarly journals and magazines. His name became more
known. Alvin Toffler was next requested by IBM to execute research and write on the social-
and organizational impact of computers. This initiative made him come in contact with the
earliest computer scientists and artificial intelligence theorists.

As a result of the insights he gained, Alvin Toffler was stimulated to execute research on
what the impact would be on society if changes happen too fast. The outcome of his work was
published in 1970 in his book ‘Future Shock.’ The book has sold millions of copies and is
translated in many languages. In 1980, he published ‘The Third Wave,’ a book that describes the
type of revolutions that already happened in the past and the one that will occur in the future.
According to Alvin Toffler, the first two revolutions were the agricultural and industrial
revolutions, and the third revolution is the technological revolution. In his book, he predicted
that technologies such as cable television, internet, and other digital technologies would
emerge.

During 1996, Alvin Toffler founded together with Tom Johnson the Toffler Associates,
a consultancy firm specialized in and committed to providing consultancy services in Risk
Management, Strategic Advisory, Organizational Transformation, and Innovation and Agility.
Toffler Associates currently have an international customer portfolio which comprises
businesses, governmental institutions, and NGO’s. The Financial Times even stated that Alvin
Toffler’s influence on China helped the country shape modern China. Influenced countries and
people were not limited to only Asian countries. Alvin Toffler inspired many well-known people
such as Carlos Slim, business magnate and one of the wealthiest in the world, but also Ted
Turner, founder of CNN. He was honored various times. He received the Order of Arts and
Letters Award, an award provided by the French Minister of Culture to people who have offered
significant contributions to arts or literature. He also received a book award for his
contributions to management literature, provided by the McKinsey Foundation. More awards
and recognitions have been given to Alvin Toffler. Next to his work, he worked as a lecturer at
various schools and is according to Accenture, an international consultancy firm, one of the
most significant business leaders in the world.

Toffler established himself as one of the most known and influential futurists of the last
fifty years. His ideas inspired a generation of futurists, not to mention a growing interest in
trying to make informed predictions about the future impact of emerging cultural and
technological trends in the world. Developed a growing perspective on the future of education,
partly represented in a widely used quote from the text, “Tomorrow’s illiterate will not be the
man who can’t read; he will be the man who has not learned how to unlearn.” Yet, I sometimes
lament that this quote is truncated from the surrounding sentences in the text which provide
an even richer set of ideals and context. By instructing students how to learn, unlearn and
relearn, a powerful new dimension can be added to education. Psychologist Herbert Gerjuoy of
the Human Resources Research Organization phrases it simply: “The new education must teach
the individual how to classify and reclassify information, how to evaluate its veracity, how to
change categories when necessary, how to move from the concrete to the abstract and back,
how to look at problems from a new direction—how to teach himself. Tomorrow’s illiterate will
not be the man who can’t read; he will be the man who has not learned how to learn.’ He died
on June 27, 2016, in Los Angeles, California.

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