Foundations of the Teaching-Learning Process

Vocabulary-style practice flashcards covering the philosophical roots, educational philosophies, sociological foundations, and specialized frameworks of the teaching-learning process.

Idealism

A root philosophy where reality is grounded in ideas, mind, and enduring values, emphasizing moral development, reason, reflection, and dialogue.

Realism

A root philosophy stating that reality exists independent of the mind and can be known through observation, reason, and scientific inquiry.

Pragmatism

A root philosophy where truth is tested in experience and practical consequences, supporting learning by doing and problem solving.

Existentialism

A root philosophy where the person is free and responsible for making meaning and choices, valuing individuality and authenticity.

Perennialism

An educational philosophy focusing on enduring ideas and universal truths using great books, classic ideas, and disciplined inquiry.

Essentialism

An educational philosophy focusing on basic skills and core knowledge, emphasizing a back-to-basics approach and common curriculum.

Progressivism

An educational philosophy focusing on experience, growth, and problem solving through projects, inquiry, and real-life tasks.

Social Reconstructionism

An educational philosophy that views education as a means for social reform and justice to confront inequality and improve society.

Functionalist view

A sociological perspective where education helps maintain social order, transmit common values, and prepare learners for social roles.

Conflict view

A sociological perspective suggesting education may reflect power differences and unequal access to resources, language, and opportunity.

Symbolic interactionist view

A sociological perspective where meanings are shaped through daily interactions, labels, expectations, and classroom relationships.

Socialization

The process by which learners acquire values, norms, behaviors, and social roles.

Culture

The shared beliefs, practices, language, and symbols of a group.

Hidden curriculum

The unwritten messages learners receive from routines, classroom rules, and school culture that are not formally taught.

Cultural capital

Useful cultural knowledge, language styles, or behaviors that help learners succeed in school settings.

Social reproduction

The tendency of schools to mirror or reproduce existing social inequalities when structures remain unexamined.

Labeling

The act of attaching fixed descriptions to students that can shape expectations and outcomes.

Equity

Giving support according to need so learners can participate and succeed, recognizing that equal treatment is not always fair.

Special education

Planned, individualized support and instruction designed to meet the needs of learners with disabilities or exceptionalities.

Mainstreaming

Occurs when a learner with a disability joins general classes for selected periods or activities after proving readiness.

Integration

Placing a learner in a regular setting where the system may still expect the learner to adjust to the existing structure.

Inclusion

A commitment where schools adjust curriculum, environment, and support so diverse learners can belong and learn together meaningfully.

Least restrictive environment

The principle that a learner should be educated with peers without disabilities to the maximum extent appropriate.

Accommodation

A change in how a learner accesses instruction or demonstrates learning without substantially changing the learning target.

Modification

A change in what the learner is expected to learn or the level of difficulty of the task or standard.

Salamanca principle

The idea that schools should accommodate all children and that differences should be addressed within regular schools whenever possible.

Philippine Inclusive Education Act (RA 11650)

A law that strengthens the policy of inclusion and reinforces the duty of the education system to provide support for learners with disabilities.

Sociocultural theory

A theory by Vygotsky stating learning develops through social interaction and guided participation in the zone of proximal development.

Ecological systems theory

A theory by Bronfenbrenner stating the learner is influenced by nesting systems including family, school, community, and policy.

Universal Design for Learning (UDL)

A framework to design learning from the start to reduce barriers by providing multiple means of engagement, representation, and action-expression.

Differentiated instruction

Adjusting content, process, product, or environment according to learner readiness, interest, and profile.

Response to Intervention (RTI)

A multi-tiered framework providing levels of support based on learner need and response to instruction.