Author Archives: Jonalyn Ravino

Anthropological Foundation of Education

Assignment:

Created and design by:                 

Ravino, Jonalyn S.

@ravinojonalyn397@gmail.com

What is Anthropology?

Anthropology is the study of what makes us human. Anthropologists take a broad approach to understanding the many different aspects of the human experience, which we call holism. They consider the past, through archaeology, to see how human groups lived hundreds or thousands of years ago and what was important to them.

When did Anthropology Start?

Anthropology Start

Anthropology emerged as a serious professional and scientific discipline beginning in the 1920s. The focus and practice of anthropological research developed in different ways in the United States and Europe.

How old is Anthropology?

The word “anthropology” was first used in English as early as 1593. However, anthropology as a distinct academic discipline is comparatively young. Its roots go back to the intellectual Enlightenment of the 18th and early 19th centuries in Europe and North America.

The Origin of Anthropology

The word anthropology dates back to the late 16th century, but it was not until the 19th century that it was applied to the academic discipline that now bears its name. In the United States, this field of study is typically divided into four distinct branches: physical (or biological) anthropology, archaeology, cultural (or social) anthropology, and linguistic anthropology.

Anthropology is from the New Latin word anthropologia (“the study of humanity”) and shares its ultimate root in Greek, anthrōpos (“human being”), with a number of other words in English, such as anthropomorphize, philanthropy, and misanthrope.

The field of “literary anthropology” actually covers two fields of study. The first is an exploration of the role that literature plays in social life and individual experience, in particular social, cultural, and historical settings. Included in this study is the question of what “literature” is. Literary anthropology can be understood here as an exploration of different kinds of genre of expression, and how these genres can be said to have a historical specificity, a cultural evaluation, and a social institutionalism attached to them. The anthropologist might examine literature as the oral recounting and exchange of myth among 20th-century Amazonian hunter-gatherers, or the focus might be on the establishment of printed daily newspapers in Hungary and its links to the 19th-century rise of Hungarian nationalism. Secondly, literary anthropology is a study of the nature of anthropology itself as a discipline. What role does writing play in the processes of accruing anthropological knowledge? What is the history of the relationship between anthropology and particular kinds of writing? Should exponents be happy to proceed with this historical tradition or is it appropriate that anthropology now reimagine itself in terms of different kinds of expression—visual, audible, sensory—or different kinds of literary genre: fictional or poetic or dialogic? It can be seen that these two fields of study—the first, more traditional approach and the latter “literary turn” to the very nature of knowing and representation—are not discrete. In asking what kinds of expression it should adopt for getting to know its research subject and for disseminating the results of its research, anthropology is also considering the role of literary and other forms of expression to do work—to make sense—at particular historical, social-structural, political, and personal moments. Literary anthropology has thus been a focus of growing anthropological concern for the way in which it throws light on the entire complex of the human social condition, including the role of narrative in consciousness, the nature of creativity in social life, and the way in which anthropology might do justice to evidencing the subject. Reference: https://www.oxfordbibliographies.com/view/document/obo-9780199766567/obo-9780199766567-0067.xml

Notable Filipino Cultural Values

A Filipino Culture

Core Concepts

  • Hospitality
  • Hiya
  • Modesty
  • Courtesy
  • Warmth
  • Respect
  • Kapwa
  • Fatalism

References

The primary author of this profile was Chara Scroope (2017), with the Naming section authored by Nina Evason (2021).

Keep smiling, because life is a beautiful thing and there’s so much to smile about.

Matthew 6:34 is “Therefore do not worry about tomorrow, for tomorrow will worry about itself. Each day has enough trouble of its own.” It is the thirty-fourth, and final, verse of the sixth chapter of the Gospel of Matthew in the New Testament and is part of the Sermon on the Mount.

Robert J. Havighurst Blog Reflections

Prepared by: @ravinojonalyn397 

"Learning is not ending"
"Family life is the source of the greatest human happiness."

Robert James Havighurst (Hurlock).                                      

 (June 5, 1900 – January 31, 1991) was a chemist and physicist, educator, and expert on human development and aging. Havighurst worked and published well into his 80s. He died of Alzheimer’s disease in January 1991 in Richmond, Indiana at the age of 90

He published a number of papers in journal of physics and chemistry about the structure of the atom in 1924. He went to Harvard University as a postdoctoral fellow, studying atomic structure and publishing papers in journals of physics and chemistry.

He decided to change careers in 1928, so he went into the field of experimental education. He became an assistant professor at the University of Wisconsin–Madison. In 1940, he became an education professor at the University of Chicago in the University’s Committee on Human Development. He worked in the field of aging. Again, in the same year he was interested in international and comparative aspects of education. He wrote several books and published many papers. His best-known book called “Human Development and Education”. He was named a member of the National Academy of Education in 1965.  He retired in 1983

Havighurst’s Developmental Task Theory

Havighurst identified six major stages in human life covering birth to old age:

  • Infancy & early childhood (Birth till 6 years old)
  • Middle childhood (6–12 years old)
  • Adolescence (13–18 years old)
  • Early Adulthood (19–30 years old)
  • Middle Age (30–60 years old)
  • Later maturity (60 years old and over)

From there, Havighurst recognized that each human has three sources for developmental tasks. They are:

  • Tasks that arise from physical
  • maturation: Learning to walk, talk, control of bowel and urine, behaving in an acceptable manner to opposite sex, adjusting to menopause.
  • Tasks that arise from personal values: Choosing an occupation, figuring out one’s philosophical outlook.
  • Tasks that have their source in the pressures of society: Learning to read, learning to be a responsible citizen.

The developmental tasks model that Havighurst developed was age dependent and all served pragmatic functions depending on their age.

Robert J. Havighurst Selected works

  • Warner, Lloyd W.; Havighurst, Robert J.; and Davis, Allison. Who Shall Be Educated? The Challenge of Unequal Opportunities. New York: Harper, 1944.
  • Havighurst, Robert J.; and Neugarten, Bernice L. Father of the Man: How Your Child Gets His Personality. New York: Houghton, 1947.
  • Havighurst, Robert J.; Stivers, Eugene; and Dehaan, Robert F. American Indian and White Children: A Sociopsychological Investigation. Chicago: University of Chicago Press, 1955.
  • Gross, Irma; Havighurst, Robert J.; et al. (Eds.) A Survey of the Education of Gifted Children. Chicago: University of Chicago Press, 1955.
  • Havighurst, Robert J.; and Dehann, Robert F. Potentialities of Women in the Middle Years. East Lansing: Michigan State University Press, 1957.
  • Havighurst, Robert J.; et al. Educating Gifted Children. Chicago: University of Chicago Press, 1957.
  • Havighurst, Robert J.; Neugarten, Bernice L.; and Falk, Jacqueline M. Growing up in River City. New York: Wiley, 1962.
  • Havighurst, Robert J., (Ed.). Society and Education: A Book of Readings. New York: Allyn & Bacon, 1967.
  • Havighurst, Robert J.; et al. Comparative Perspectives on Education. New York: Little, Brown, 1968.
  • Havighurst, Robert J. Adjustment to Retirement: A Cross-national Study. Van Gorcum, 1969.
  • Havighurst, Robert J. Developmental Tasks and Education. McKay, 1972.
  • Havighurst, Robert J. To Live on this Earth: American Indian Education. New York: Doubleday, 1972.

Jean Piaget Blog Reflections

Jean Piaget

Blog Reflections

Prepared by: Jonalyn Ravino

Who is Jean Piaget?

Jean William Fritz Piaget was a Swiss psychologist known for his work on child development. Piaget’s theory of cognitive development and epistemological view are together called “genetic epistemology”. Piaget placed great importance on the education of children.       

Born: August 9, 1896, Neuchâtel, Switzerland                    Died: September 16, 1980, Geneva, Switzerland                                 Full name: Jean William Fritz Piaget Spouse: Valentine Châtenay (m. 1923–1980).             Children: Jacqueline Piaget, Laurent Piaget, Lucienne Piaget Parents: Rebecca Jackson, Arthur Piaget

Jean Piaget’s theory of cognitive development suggests that intelligence changes as children grow. A child’s cognitive development is not just about acquiring knowledge, the child has to develop or construct a mental model of the world.                                                     Cognitive development occurs through the interaction of innate capacities and environmental events, and children pass through a series of stages.

Piaget’s theory of cognitive development proposes 4 stages of development              

Sensorimotor stage:                       Birth to 2 years                              Pre operational stage:                          2 to 7 years                                                      Concrete operational stage:                                                         7 to 11 years                                   Formal operational stage:               12 ages up

Sensorimotor:                        

The first stage of development lasts from birth to approximately age At this point in development, children know the world primarily through their senses and movements

Pre-operational stage:       

  The second stage of development lasts from the ages of 2 to 7 and is characterized by the development of language and the emergence of symbolic play.

Concrete operational stage:        

The third stage of cognitive development lasts from the age of 7 to approximately age 11. At this point, logical thought emerges, but children still struggle with abstract and theoretical thinking.

Formal operational stage:  

   In the fourth and final stage of cognitive development, lasting from age 12 and into adulthood, children become much more adept at abstract thought and deductive reasoning.In the fourth and final stage of cognitive development, lasting from age 12 and into adulthood, children become much more adept at abstract thought and deductive reasoning.

Piaget’s Contributions on Psychology 

Piaget’s theories continue to be studied in the areas of psychology, sociology, education, and genetics. His work contributed to our understanding of the cognitive development of children. Piaget helped demonstrate that childhood is a unique and important period of human development. His work also influenced other notable psychologists including Howard Gardner and Robert Sternberg.

In their 2005 text, “The Science of False Memory,” authors C.J. Brainerd and V.F. Reyna wrote of Piaget’s influence: “In the course of a long and hugely prolific career, he contributed important scholarly work to fields as diverse as the philosophy of science, linguistics, education, sociology, and evolutionary biology. Above all, however, he was the developmental psychologist of the 20th century.

For two decades, from the early 1960s to the early 1980s, Piagetian theory and Piaget’s research findings dominated developmental psychology worldwide, much as Freud’s ideas had dominated abnormal psychology a generation before. Almost single-handedly, he shifted the focus of developmental research away from its traditional concerns with social and emotional development and toward cognitive development.”

Related: Jean Piaget’s Greatest Words of Wisdom 

Root of knowledge

Piaget identified himself as a genetic epistemologist. In his paper Genetic Epistemology, Piaget explained, "What the genetic epistemology proposes is discovering the roots of the different varieties of knowledge, since its elementary forms, following to the next levels, including also the scientific knowledge."

Epistemology is a branch of philosophy that is concerned with the origin, nature, extent, and limits of human knowledge. Piaget was interested not only in the nature of thought but also in how it develops and how genetics impact this process.

His early work with Binet's intelligence tests led Piaget to conclude that children think differently than adults. While this is a widely accepted notion today, it was considered revolutionary at the time. It was this observation that inspired his interest in understanding how knowledge grows throughout childhood.

Schemas

Piaget suggested that children sort the knowledge they acquire through their experiences and interactions into groupings known as schemas. When new information is acquired, it can either be assimilated into existing schemas or accommodated through revising an existing schema or creating an entirely new category of information.

Piaget’s list of his Idea known for:

  • “Origins of Intelligence in the Child,” 1936
  • “Play, Dreams and Imitation in Childhood,” 1945
  • “Main Trends in Psychology.”1970
  • “Genetic Epistemology,” 1970
  • “Memory and intelligence,” 1973