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Midterm Examination > PROF ED 10 > Flashcards

PROF ED 10 Flashcards

Units 1-2

1
Q

This can play a prominent role in making the future of the students

A

Good and Visionary teacher

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2
Q

This can only harm the students much more seriously than a class of corrupt and perverted judiciary, army, police, bureaucracy, politicians or technocrats.

A

corrupt teacher

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3
Q

What does a corrupt and incompetent teacher embodies in the generation?

A

A Corrupt and Incompetent Generation

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4
Q

Architect of the future generations

A

Teacher

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5
Q

Serve as your “window” to the world and “compass” in the sea of life.

A

Philosophy of Life and Education

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6
Q

A search for a general understanding of values and reality by chiefly speculative rather than observational means.

A

Philosophy

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7
Q

Remained more or less true to the etymological meaning of philosophy in being essentially an intellectual quest for truth. (Mind)

A

Western Philosophy

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8
Q

Intensely spiritual and has always emphasized the need for practical realization of Truth. (Heart)

A

Eastern Philosophy

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8
Q

Intensely spiritual and has always emphasized the need for practical realization of Truth. (Heart)

A

Eastern Philosophy

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9
Q

Queen of all sciences.

A

Theology

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10
Q

Root of all knowledge; Mother of all sciences.

A

Philosophy

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11
Q

Where did the word ‘philosophy’ came?

A

Greek words “Phileo” meaning love and “Sophia” meaning wisdom/Love of Wisdom

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12
Q

Search for an understanding of man, nature, and the universe.

A

Philosophy

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13
Q

Epistemology, Metaphysics, Axiology, Logic, etc. are called?

A

Branches of Philosophy

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14
Q

Social Philosophy, Educational Philosophy, Economic Philosophy, etc. are called?

A

Fields of Philosophy

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15
Q

Idealism, Naturalism, Pragmatism, etc. are called?

A

Philosophical Approaches

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16
Q

Where did the term Education came from?

A

Latin word educare meaning “to bring up”/educere “bring out”/ducere “to lead”

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17
Q

Any act or experience that has a formative effect on the mind, character, or physical ability of an individual.

A

Education

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18
Q

He argued that education was about drawing out what was already within the student.

A

Socrates

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19
Q

A group of itinerant teachers, who promised to give students the necessary knowledge and skills to gain positions with the city-state.

A

Sophists

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20
Q

In modern times, how does Education was described?

A

(1) An Instructional Institution (2)A Pedagogical Science

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21
Q

They depend on their continuing survival on educational processes.

A

Nation and society

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22
Q

A philosophical picture of human nature is a result of the synthesis of the facts borrowed from all the human science with the values discussed in different normative, sciences.

A

Interpretation of Human Nature

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23
Q

Typically a philosophical subject since it is more abstract, integral, and universal.

A

Educational Values

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24
Q

It is determined by the source, limits, criteria, and means of knowledge.

A

Theory of Knowledge

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25
Q

What are the five branches of Philosophy?

A

Metaphysics, Axiology, Aesthetic, Ethics, and Epistemology

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26
Q

A study of existence. It asks what kinds of things exist, and what they are like.

A

Metaphysics

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27
Q

The study of the nature of value and valuation, and of the kinds of things that are valuable.

A

Axiology

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28
Q

The study of basic philosophical questions about art and beauty.

A

Aesthetics

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29
Q

The study of what makes actions right or wrong

A

Ethics

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30
Q

The branch of philosophy that studies knowledge. What distinguishes true (adequate) knowledge from false (inadequate) knowledge?

A

Epistemology

31
Q

Teachers teach for learners to acquire basic knowledge, skills, and values.

A

Essentialism

32
Q

Teachers teach “not to radically reshape society “but rather “to transmit the traditional moral values and intellectual knowledge that students need to become model citizens.”

A

Essentialism

33
Q

The emphasis is on academic content for students to learn the basic skills or the fundamental R’s of learning reading, writing, arithmetic, right conduct/or religion

A

Essentialism

34
Q

Prepare for adult life

A

Essentialism

35
Q

Emphasize mastery of subject matter.

A

Essentialism

36
Q

To gain mastery of basic skills, teachers have to observe “core requirements, longer school day, and a longer academic year.

A

Essentialism

37
Q

Develop the students’ rational and moral powers.

A

Perennialism

38
Q

Not a specialist curriculum but rather a general one.

A

Perennialism

39
Q

What teachers teach is lifted from the Great Books.

A

Perennialism

40
Q

Develop an understanding of history’s most timeless concepts.

A

Perennialism

41
Q

Develop learners into becoming enlightened and intelligent citizens of a democratic society.

A

Progressivism

42
Q

Teach learners so they may live life fully on the “NOW” not to prepare them for adult life.

A

Progressivism

43
Q

This is a curriculum that “responds to students’ needs and that relates to students’ personal lives and experiences.”

A

Progressivism

44
Q

They lived in this mantra “Change- is the only thing that does not change.”

A

Progressivism

45
Q

The teachers here employs experiential methods.

A

Progressivism

46
Q

Concerned with the modification and shaping of students’ behavior by providing for a favorable environment.

A

Behaviorism

47
Q

They teach students to respond favorably to various stimuli in the environment.

A

Behaviorism

48
Q

They ought to provide appropriate incentives to reinforce positive responses and weaken or eliminate negative ones.”

A

Behaviorism

49
Q

The main concern is “to help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions”

A

Existentialism

50
Q

The teacher’s role is to help students define their essence by exposing them to various paths they take in life and by creating an environment in which they freely choose their preferred way.

A

Existentialism

51
Q

Education of the whole person, not just the mind.

A

Existentialism

52
Q

In this curriculum, students are given a wide variety of options from which to choose.

A

Existentialism

53
Q

This method focuses on the individual.

A

Existentialism

54
Q

It guides the process of education in different ways.

A

Philosophy

55
Q

What are the two extremes of the continuum?

A

Authoritarian and Non-Authoritarian

56
Q

Any complex mental operations involving the association, interpretation, or evaluation of secondary data led to the formulation of increasingly complex knowledge.

A

Lockean (passive)

57
Q

Learners are viewed as the most important ingredient of the classroom environment because they teach each other and their teacher about problems that are meaningful to them.

A

Platonic (active)

58
Q

It emphasizes that each item to be learned is equal in importance to every other item to be learned.

A

Amorphous or Structured

59
Q

What are the two end points of the continuum?

A

Cognitive and Affective Domain

60
Q

An end point of the continuum that pertains to the fact, concept, and generalization.

A

Cognitive Domain

61
Q

An end point of the continuum that pertains to the belief and value.

A

Affective Domain

62
Q

This is what you call to the teachers who are said to encourage convergent thinking.

A

authoritarian teachers

63
Q

A structure or an association composed of two or more people to achieve an aim or a common goal.

A

Organization

64
Q

One of the social organizations founded by the society to meet the educational needs.

A

School

65
Q

All individuals are born equal, and all members of society are said to have a right to equal opportunities.

A

Egalitarian Society

66
Q

The process of creating a social self, learning one’s culture, and learning the rules and expectations of the culture.

A

Socialization

67
Q

What are the six types of School-Community Relationship?

A

Parenting, Communication, Volunteering, Learning at Home, Decision Making, and Collaborating with the Community

68
Q

Assist families with parenting skills; Assist schools in understanding families’ backgrounds, cultures, and goals for children.

A

Parenting

69
Q

Create two-way communication channels between school and home.

A

Coomunication

70
Q

Improve recruitment, training, activities, and schedules to involve families as volunteers and as audiences at the school or in other locations.

A

Volunteering

71
Q

Involve families with their children in academic learning at home.

A

Learning at Home

72
Q

Include families as participants in school decisions.

A

Decision Making

73
Q

Enable all to contribute service to the community.

A

Collaborating with the Community

74
Q

This can interconnect together many resources and strategies to enhance communities that support all youth and their families.

A

School-community Partnerships

Midterm Examination (10 decks)

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