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Wesleyan University - Philippines: Mabi of Education

The document summarizes a student's class activities and assignments on comparing Freud and Erikson's theories of psychosocial development. It includes a table comparing the life stages, relationships, issues addressed, and virtues developed in each theory. It also discusses two suggested activities for teaching moral education and addressing student suicidal tendencies - attending fellowship groups to share problems, and creating a daily routine to inspire a value for life. The student reflects on disruptions to their learning and considers keeping better notes for future use.

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hannah mari
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785 views

Wesleyan University - Philippines: Mabi of Education

The document summarizes a student's class activities and assignments on comparing Freud and Erikson's theories of psychosocial development. It includes a table comparing the life stages, relationships, issues addressed, and virtues developed in each theory. It also discusses two suggested activities for teaching moral education and addressing student suicidal tendencies - attending fellowship groups to share problems, and creating a daily routine to inspire a value for life. The student reflects on disruptions to their learning and considers keeping better notes for future use.

Uploaded by

hannah mari
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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WESLEYAN UNIVERSITY - PHILIPPINES

Mabi of Education

WESLEYAN UNIVERSITY – PHILIPPINES


Mabini Extension, Cabanatuan city-3100 Philippines
College of Education

Hannah joy D. Mari


BSED 2-1

SYNTHESIZING YOUR KNOWLEDGE


Activity # 1
Fill out the following table to show the comparison and contrast of Erikson’s
and Freud’s salient features of their theories.

Erikson’s Psycho Freudian Life stage/ Basic virtue and


social crisis Psychosexual relationships/ second- named
stages
stages issues strength (potential
positive outcomes
from each crisis)
Trust vs Mistrust Oral Infant/Mother/Feeding and Hope and Drive
being comforted, teething,
sleeping
Autonomy vs Anal Toddler/Parent/Bodily Willpower and Self-
Shame & Doubt function, Toilet training, Control
Muscular control, Walking
Initiative vs Guilt Phallic Preschool/Family/Exploratio Purpose and
n and discovery, Adventure Drection
and play
Industry vs Latency School child/ School, Competence and
Inferiority Teachers, Friends, Method
Neighbourhood/
Achievement and
Accomplishment.
Identity vs Role Genital Adolescent/ Peers, groups, Fidelity and
Confusion influences/ resolving identity Devotion
in direction becoming a
grown-up
Intimacy vs Young adult/ Lovers, Love and Affiliation
Isolation Friends, Work connections?
Intimate relationships, work
and social life
Generativity vs Mid- Adult/Children, Care and
Stagnation Community/Giving back, Production
Helping, Contributing
Integrity vs Despair Late-Adult/ Society, the Wisdom and
world, life/ Meaning and Renunciation
purpose, Life achievement

Activity #2
1. Explain why moral education must be a part of the school curriculum even until
tertiary level. What do you think are the possible challenges that the school
might face once moral education is given emphasis in the curriculum?

Moral Education from an early age aims to teach values like respect, ownership,
teamwork, empathy, humility, etc. But what is the reason to be a part of school
curriculum even until tertiary level, do we not notice that even in Tertiary level many
student forget the meaning of this simple word and we don’t see how they apply it in
there life. The possible challenges that the school might face was how student accept
the change in school and where the school get the sources of values and also they
need to change the other part of school and build some program that utilize the new
curriculum.

2. News reports show that there are students who have suicidal tendencies or
have committed suicide. Suggest two concrete activities that would help
students realize the value of life

I. The first activity they do is attend some fellowship or group activity that
they might say what are the problem they have. Like going to church activity were they
can share there problem.
II. The second activity was create new daily routine that give new
inspiration to value their life because the secret to our future is in our daily routine.
Activity #3
Reflect on your learning from this lesson by filling up the boxes to reflect your
metacognitive thinking.

Today, my learning was Today, I considered a new Today, I am certain that I


disrupted because…. idea or concept… learned…

My mother call me to print By changing my routine Many things like consider your
something time always.
Our dog in house are noisy In keeping my notes because To be a great keeper
you can use it in the future someday
The weather is so complicated By adjusting my time to study To be a patient in the things
like its raining then it became like this because we cannot
sunny. know the certain time where
the weather is in our side.

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