HOLY ANGEL UNIVERSITY School of Education
Angeles City
HAU MISSION AND VISION
We, the academic community of Holy Angel University, declare ourselves to be a Catholic University. We dedicate ourselves to our core purpose, which is to provide accessible quality education that transforms students into persons of conscience, competence, and compassion.
We commit ourselves to our vision of the University as a role-model catalyst for countryside development and one of the most influential, best--‐managed Catholic universities in the Asia--‐Pacific region.
We will be guided by our core values of Christ--‐ centeredness, integrity, excellence, community, and societal responsibility.
All these we shall do for the greater glory of God.
LAUS DEO SEMPER!
School of Education Vision
The leading Catholic institution of teacher education in the region that serves as a benchmark for quality instruction, research and other best teaching learning practices.
Mission
To provide quality education that enables students to be critical thinkers, mindful of their responsibilities to society and equipped with holistic education catering to the heart and soul as well as to the body and mind.
Goals
To offer programs and projects that promote Christ centeredness, integrity, excellence, community and societal responsibility, leadership, scholarship, lifelong learning, effective communication, innovation, gender sensitivity and technological integration
Objectives
1. To provide students with the opportunities and exposure to develop them and become highly competent educators, leaders and experts who continuously work for the advancement of educational thinking and practice
2. To instill in the students the spirit of community involvement through relevant programs/projects and become more responsive to the challenges of a progressive and dynamic society
3. To continuously hire academically and professionally qualified and competent faculty equipped with expertise and exposure needed in the practice of the profession
4. To serve as a benchmark for quality instruction, research and best teaching learning practices Teacher Education Program Outcomes
1. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning 2. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in
their students
3. Have a deep and principled understanding of how educational processes relate to a larger historical, social, cultural, and political processes
4. Have a meaningful and comprehensive knowledge of the subject matter they will teach
5. Can apply a wide range of teaching process skills ( including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches)
6. Have direct experience in the field/classroom ( e.g. classroom observation, teaching assistant, practice teaching) 7. Can demonstrate and practice the professional and ethical requirements of the teaching profession
8. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills
9. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and the broader social forces encumbering the school and educational process in order to constantly improve their teaching knowledge, skills, and practices
10. Can be creative and cooperative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and evaluate the effectiveness of such approaches in improving student learning ; and
11. Are willing and capable to continue learning in order to better fulfill their mission as teachers.
COURSE SYLLABUS IN 4SCRITIC Faculty:
Course Title: Scientific Reasoning and Critical Thinking Course Code: SCRITIC
Number of Units: 3 Units Contact Hours Per Week:
Pre-requisite subject/s: 4LOGIC
COURSE DESCRIPTION: This course is designed to equip students with theoretical and methodological tools in explaining phenomena that are investigated in the social science especially at the macro level. A selection of case studies is provided to acquaint students to such tools. Through access to scholarly reading materials, the students can interrogate conventional narratives or discourses on events that may influence their life chances.
COURSE LEARNING OUTCOMES:
At the end of the course, the students are expected to:
1. identify theories utilized by social scientists in making sense of an observed social phenomenon.
2. explain the existence of social phenomenon with the aid of theory/ies developed from the social sciences.
3. examine the methodology utilized in testing or refining theoretical propositions.
4. compare the outcomes of the presence of social phenomenon in different settings.
5. evaluate the congruence of theories utilized in explaining social phenomenon.
6. write a paper that uncovers the salient features of a social phenomenon that exist across time.
COURSE CONTENT Time
table
Desired Learning Outcomes
Course Content/Subject
Matter
Teaching and Learning Activities
(Methodology)
Assessment Task/Student
Output
Evaluation Tool
Resource Materials
1 hour Identify and articulate the importance of the course content as well as appreciate
classroom
management that is conducive to learning
Course Orientation
&
Classroom Management
Ice breaker: “The boat is sinking…”
The faculty poses the question: “What are your
expectations on this course”
Activity: Think- Pair-Share Activity
Group’s written output
summarizing the members’
answers
On a ¼ sheet of paper, 100
% of the class should be able to fill out and submit an answer or explanation on what are their expectations on this course
Student Manual Course Outline
2 weeks 6 hrs
Describe the theories and approaches in studying social science
Theories and Approaches in Social Sciences
The instructor presents theories and approaches that were created by
Students
respond orally to the instructor’s query.
Recitation, quiz
Theories and Methods in Political Science by Gerry Stoker
social scientists over time in studying various disciplines of the social science.
Activity: Lecture
and David Marsh, pp. 1-16 A Skin, not a Sweater:
Ontology and Epistemology in Political Science by David Marsh and Gerry Stoker, pp. 17- 41
Sociological Theories by George Ritzer 2
weeks 5 hrs
Discuss how the comparative method can be used to test theoretical
propositions.
METHODOLOGY Comparative Historical Analysis in the Social Science
The instructor asks students to list events in the Philippines which also occur in other countries (past and/or present).
Activities: Group work, lecture
Students put answers to one whole sheet of paper
Recitation, quiz
Comparative Methods by Jonathan
Hopkin, pp. 249- 267
Comparative Historical Analysis:
Achievements and Agendas by James Mahoney and Dietrich Rueschemeyer, pp. 3-38
2 weeks
Trace the origins of the dominance of elite
CASE STUDIES Strong societies and weak state in the
The instructor asks students why the so-
Students
respond orally to
Recitation, quiz
An Anarchy of Families: The
6 hrs families in Philippine politics from a state- in-society approach.
Philippines called political dynasties are prevalent in the Philippines.
Activity: Discussion
the instructor’s question.
Historiography of State and Family in the Philippines by Alfred McCoy, pp. 1-32.
Preliminary Examination
3
weeks 9 hrs
Illustrate how a family from Central Visayan town acquired
dominant status within their domain for several decades of the 20th century.
Warlord Politics in the Philippines
The instructor poses a question: “How come that some elite families lasted in politics for several decades?”
Activity: Discussion
Students
respond orally to the query.
Recitation, quiz
Patron as Client:
Warlord Politics and the Duranos of Danao by Michael Cullinane, pp.
163-241 3
weeks 9 hrs
Compare the means utilized by the Duranos and the Lopezes to wield influence in the Philippine state and consolidate hold on power.
Rent-seeking Families and the State
The instructor asks students: “Why did the Lopezes attained national prominence while the Duranos were only confined to their bailiwicks in Central Visayas?”
Activity: Discussion
Students write term papers in response to the query.
Recitation, term paper
Rent-Seeking Families and the Philippine State:
A History of the Lopez Family by Alfred McCoy, pp. 429-536
Midterm Examination 1 week
3 hrs
Explain the factors that are crucial for the creation of a modern state.
State Formation in the Modern World
The instructor asks students about the means by which a state can become an effective instrument of societal
transformation.
Students
respond orally to the query.
Recitation Harnessing the State:
Rebalancing Strategies for Monitoring and Motivation, pp.
26-47
Activity: Discussion 3
weeks 9 hrs
Assess the capacity of the South Korean state in promoting rapid industrial
development.
State Formation in Korea
The instructor facilitates the students’ oral presentation.
Activity: Group work, discussion
Students make an oral
presentation to the subject matter.
Report State Building in Korea:
Continuity and Crisis by Bruce Cumings, pp.
211-235 2
weeks 6 hrs
Make an argument on whether the creation of strong states is necessary or sufficient enough in generating economic and social development.
Comparison of South Korea and the Philippines under Authoritarian Rule
The instructor asks students on the long- term implications of the success and failure of state- building to the material well-being of Filipino and Korean societies.
Activity: Discussion
Students make an oral and written response to the
instructor’s query.
Term paper Reflections on a Reverse Image:
South Korea under Park Chung hee and the Philippines under Ferdinand Marcos by Paul Hutchcroft, pp.
542-572 Final Examination
Course Requirements: Report, quizzes, and major examinations Classroom Policies:
1. Attendance and Punctuality.
The student is expected to come to class regularly and on time. For absences, please refer to Policy on Absences below.
2. Active class participation.
The student is expected to participate actively in class recitations, discussions, and other activities as the case maybe. Please refer also to Expectations from Student below.
3. Group work requirements.
The student is expected to work harmoniously with her groupmates and contribute to the preparation of their group work.
4. Peer group evaluation.
The student shall also be evaluated by her peers and feedback shall be taken into consideration.
Expectations from students:
The student’s responsibility is to come to each class prepared. She is also expected to take all examinations on the date scheduled. She is expected to attend each class and participate actively in the discussions.
.
ACADEMIC DISHONESTY:
All students are expected to be academically honest. Cheating, lying and other forms of immoral and unethical behavior will not be tolerated. Any student found guilty of cheating in examinations or plagiarism in submitted course requirements will (at a minimum) receive an F or failure in the course requirement or in the course. Plagiarism and cheating refer to the use of unauthorized books, notes or otherwise securing help in a test; copying tests, assignments, reports or term papers; representing the work of another person as one’s own; collaborating without authority, with another student during an examination or in preparing academic work;
signing another student’s name on an attendance sheet; or otherwise practicing scholastic dishonesty.
POLICY on ABSENCES:
The allowed number of absences for teacher education students enrolled in a 1 hour class is a maximum of 10 absences and 7 absences for a 1-1/2 hour class - based on student handbook. Request for excused absences or waiver of absences must be presented upon reporting back to class. Special examinations will be allowed only in special cases, such as prolonged illness. It is the responsibility of the student to monitor her own tardy incidents and absences that might be accumulated leading to a grade of “FA.” It is also her responsibility to consult with the teacher, chair or dean should her case be of special nature.
GRADING SYSTEM:
CSP- Class Standing in the Prelim Period Transmutation Table For the Average*
CSM- Class Standing in the Midterm Period Average Point-Grade Equivalent
CSF- Class Standing in the Final Period 97-100 1.00
P - Prelim Exam 94-96 1.25
M - Midterm Exam 91-93 1.50
F - Final Exam 88-90 1.75
85-87 2.00
Midterm Average= 70%( Class Standing)+ 30%(Major Exam. Ave.) 82-84 2.25
Class Standing=
2 CSM CSP
79-81 2.50
Major Exam Ave.=
2 M P
76-78 2.75
Final Average= 70%(Class Standing) +30% (Major Exam. Ave.) 75 3.00 Class Standing=
3
CSF CSM
CSP
BELOW 75 5.00
Major Exam Ave.=
3 F M P
*Manual input for the computerized class record program Note: Raw scores will be transmuted using the department’s transmutation table.
Passing is 60% for Major Subject
References:
Cullinane, Michael (1994) Patron as Client: Warlord Politics and the Duranos of Danao. An Anarchy of Families.
Ed. A. McCoy. (pp. 163-241) Quezon City: Ateneo de Manila University Press.
Cumings, Bruce (2005) State Building in Korea: Continuity and Crisis. States and Development. Eds. M. Lange & D. Rueschemeyer.
(pp. 211-235). New York: Palgrave Macmillan
Evans, Peter (2005) Harnessing the State: Rebalancing Strategies for Monitoring and Motivation. States and Development. Eds. M.
Lange & D. Rueschemeyer. (pp. 26-47). New York: Palgrave Macmillan
Hopkin, Jonathan (2002) Comparative Methods. Theories and Methods in Political Science. Eds. D. Marsh & G. Stoker. (pp. 249- 267) N.Y.: Palgrave Macmillan.
Hutchcroft, Paul (2011) Reflections on a Reverse Image: South Korea under Park Chung hee and the Philippines under Ferdinand Marcos. The Park Chung-hee Era (pp. 542-572). Cambridge: Harvard University Press
Mahoney, James (2000, August). Path Dependence in Historical Sociology. Theory and Society, 29(4), 507
Marsh, David & P. Furlong (2002) A Skin, not a Sweater: Ontology and Epistemology in Political Science. Theories and Methods in Political Science. Eds. D. Marsh & G. Stoker. (pp. 17-41) N.Y.: Palgrave Macmillan
McCoy, Alfred (1994) “An Anarchy of Families”: The Historiography of State and Family in the Philippines. An Anarchy of Families. Ed. A. McCoy. (pp. 1-32) Quezon City: Ateneo de Manila University Press.
___________(1994) Rent-Seeking Families and the Philippine State: A History of the Lopez Family. An Anarchy of Families.
Ed. A. McCoy. (pp. 429-536) Quezon City: Ateneo de Manila University Press.
Ritzer, George (2002) Sociological Theories
Stoker, Gerry & D. Marsh (2002) Introduction. Theories and Methods in Political Science. Eds. D. Marsh & G. Stoker. (pp. 1-16) N.Y.: Palgrave Macmillan
CONSULTATION HOURS:
Days Time Room
