Compilation OF Written Reports: (MAED 201)

Republic of the Philippines
SURIGAO DEL SUR STATE UNIVERSITY

Rosario, Tandag City, Surigao Del Sur
GRADUATE SCHOOL
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COMPILATION
OF
WRITTEN REPORTS
IN
PHILOSOPHICAL AND SOCIOLOGICAL
FOUNDATION
(MAED 201)
Submitted by:
MAED 201 Masterands

8:00 – 11: 00 am
Submitted to:
Juvy A. Patan Ed. D
Professor
Summer 2019
TABLE OF CONTENTS
Topic Page
Number
IDEALISM ………………………….. 4
NATURALISM ………………………….. 7
PRAGMATISM ………………………….. 11
PERRENIALISM …………………………. 22
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MODERNAZATION …………………………… 23
EXISTENTIALISM ………………………….. 25
NARRATIVE REPORT ………………………….. 29
REALISM …………………………… 30
EDUCATIONAL VALUES
and SOCIETY ………………………….. 32
EDUCATION FOR DEMOCRACY …………………… 37
EDUCATION AND SOCIAL CHANGE ………….. 42

THE FAMILY AND EDUCATION ………………….. 59
EDUCATIONAL AIMS,
FUNCTIONS AND PRIORITIES …………………… 62
CHILD’S SOCIALIZATION …………………… 64
THE PHILOSOPHY OF EDUCATION
What is Philosophy of Education?
All teachers have a personal philosophy that colors the way they
teach. Engaging in philosophy helps clarify what they do or intend to do,
justify or explain why they do what they do in a logical, systematic manner.
Understanding two important notions
To further understand the behavior of the person, teachers will use the
following questions. These are as follows:
 Who they are or intend to be
 Why they do or propose to do what they do
 Eric Berne’s three important questions:
 Who am I?
 Why am I here?
 Who are all these other people, and what do they want of me?
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The Meaning of Philosophical Inquiry
“Whatever people choose to embrace, if their choices are made in a

logical, rational manner, they are engaged in the process of ‘doing
philosophy.’” Three specific areas of philosophical inquiry: metaphysics
concerned with questions about the nature of reality; epistemology
concerned with the nature of knowledge; axiology concerned with the nature
of values.
Particular Philosophies of Education
Idealism, the first systematic philosophy in Western thought…Socrates

and Plato, the Socratic Method was dialogue. Generic notions: Philosophers
often pose abstract questions that are not easily answered but are
concerned with the search for truth. World of matter in constant state of flux,
senses are not to be trusted, continually deceive us. Truth is perfect and
eternal, but not found in the world of matter, only through the mind.
Idealism
Plato believed education helped move individuals collectively toward

achieving the good. The State should be involved in education, moving
brighter students toward abstract ideas and the less able toward collecting
data…a gender free tracking system. Those who were brighter should rule,
others should assume roles to maintain the state. The philosopher-king
would lead the State to the ultimate good.
Evil comes through ignorance, education will lead to the obliteration of evil.
More modern idealists: St. Augustine, Descartes, Kant, Hegel
Goal of Education: interested in the search for truth through ideas…with

truth comes responsibility to enlighten others, “education is transformation:
Ideas can change lives.”
Role of the Teacher:
The role of teacher is to analyze and discuss ideas with students so that
students can move to new levels of awareness so that they can ultimately
be transformed, abstractions dealt with through the dialectic, but should aim
to connect analysis with action. Role of the teacher is to bring out what is
already in student’s mind: reminiscence.
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Methods of Instruction
Lecture from time to time, but primary method of teaching is the

dialectic…discuss, analyze, synthesize, and apply what they have read to
contemporary society. Curriculum…importance of the study of the classics…
many support a back to the basics approach to education.
Reporter: Aiza P. Tuscano
NATURALISM
In the field of educations, teachers firmly believe that naturalism

philosophy is an ideas or a belief that only natural and nothing exists beyond
the natural world. In other words, naturalism is an approach of letting the
child to learn on their way or on their own matter. Naturalism is also an
approach to philosophical problems that interprets them as tractable
through the methods of the empirical sciences.
In Naturalism, Emile Édouard Charles Antoine Zola also known as
Émile Zola founded the Naturalism Philosophy. He best-known as the
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"proponent of naturalism" . Furthermore he was also a novelist and a French

art critic. Likely, He was one of the most passionate defenders of Taine's
theories.
However, Naturalism is not as like as Realism Philosophy yet has a big
and lot of similarities. Realism sought to represent real life
whereas naturalism sought to represent life in a more scientific, almost
clinical manner than realism. In other words, Naturalism is more on
naturally and scientifically basis with prominent evidences. Unlike on
Realism is a representation of reality or what could we see in the
environment.
There are two forms of Naturalism Philosophies which are as follows:
1. Physical Naturalists (Instinctivists):
It is also known as material naturalism. It emphasizes purely on
physical nature. It believes only in the reality of material objects and the
laws of mass and motion
2. Biological Naturalists (Darwinians):
It derives its data and first principles from the biological rather than
the physical sciences. The basic standpoints of biological naturalism are two:
(1) Each creature has an urge to live and (2) He struggles to exist.
There are Some Basic Principles of Naturalism, such as;
1. Nature is the final reality.
2. Mind is the brain functioning and brain is matter.
3. All types of mental activities – imagination, thinking, reasoning etc.
are the functions of the brain.
4. The entire universe is governed by the laws of nature which are
unchangeable Science reveals the mysteries of nature; hence only
that knowledge is true that is derived from science.
5. There is no God or Spirit.
6. “Follow Nature” is the greatest slogan of naturalism in education.
7. The child occupies the central position in the educative process.
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Naturalism in Education:
The teacher has no significant role to play. External discipline has no
place in naturalistic system of education.Naturalism in education stands for
the doctrine of “follow nature” in education
Naturalism and Aims of Education

• Under the naturalistic school of philosophy the aim of education is self-
expression.
• According to Spencer, self-preservation and self-satisfaction constitute
the highest good in life
• McDougall (1871-1938), does not accept the theory of pleasure but
the sublimation of the native instincts
• Darwinian school of naturalists “equip the individual for struggle for
existence and thus to ensure his survival”
• . P. Nunu considers “harmonious, natural and autonomous
development of the individual in natural setting.
• Rousseau’s states that education is the most comprehensive and lucid.
Naturalism and Curriculum:
The Naturalism and Curriculum advocates an inclusion of natural
sciences — such as physics, chemistry, zoology, botany — in the curriculum.
Naturalism and Methods of Teaching
In Naturalism and Methods of Teaching emphasizes auto-education
and self-development, and learning through personal experience of the
child.
Naturalism and the Teacher:
The educator should not interfere in the natural development of the
child.
Naturalism and Discipline
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Naturalists have no faith in discipline based on external force. They

condemn corporal punishment as it represses the impulses and instincts of
the children.
Contribution of Naturalism
Pedocentricism is another important contribution of the naturalists in the
field of education. “It is the child himself rather than the educator, the
school, the book or the subjects of study that should be in the foreground of
the educational picture.”
Reporter: Annielou T. Cayumo
PRAGMATISM AND ITS IMPLICATIONS ON TEACHING AND LEARNING

IN NIGERIAN SCHOOLS
©Joseph Olusola Adeleye
Etymologically the word pragmatism is derived from the Greek word

‘Pragma’ which means activity or the work done. Some other scholars think
that the word pragmatism has been derived from the word ‘Pragmatikos’
which means practicability or ‘utility’. Thus, according to this ideology, great
importance is laid upon practicability and utility. Pragmatists tenaciously
hold the view that activity or experiment is done first and then on the basis
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of results, principles or ideas are derived. Pragmatism is also known as

experimentalism or consequentialism. It is called experimentalism because
pragmatists believe experiment constitutes the only criterion of truth. To
them ‘truth’, ‘reality’, ‘goodness’ or ‘badness’ are all relative terms. These
concepts are not predetermined and absolute. They are proved by man’s
own experiences. Moreover, pragmatists believe that truths are many and
they are in the making. Man researches these areas only by means of his
own experiments and experiences. Hence, only those things which can be
verified by experiments are regarded to be true.
Pragmatists hold that whatever was true yesterday; need not to be the
same today. Under these circumstances no definite and determined principle
or current use can stop the world from moving forward on the path of
progress. Pragmatism is called consequentialism, because any human
activity is evaluated in terms of its consequences or results. If the activity
results in utility, then it is true. It may be noted that the fundamental start of
pragmatism is “change”. In this sense no truth is absolute and permanent. It
is always changing from time to time, from place to place and from
circumstance to circumstance. Thus, those ideas and values which are useful
in certain circumstance, time and place, need not prove to be the same in
changed circumstances, places and times. Hence, pragmatists do not uphold
any predetermined philosophy of life. To them, only those ideals and values
are true which result in utility to mankind in certain circumstances, places
and time.
It is therefore obvious that pragmatism is very intimately connected

with human life and human welfare. The chief proponents of pragmatism are
C.B. Pearce, William James, Shiller and John Dewey.
Principles of Pragmatism
The following according to Singh (2007) are the principles of pragmatism.
The changing nature of truth: Pragmatists do not believe in

predetermined truths. According to them truth always changes according to
time, place and situation. They also believe that a thing which is true to an
individual at a specific time, place and situation, need not be true to others
or to anyone else at some other place or time. Hence, a certain thing which
was true to a person yesterday, need not be the same for him today or will
remain the same for tomorrow. In short, according to pragmatism, truth is
always changing according to times, places and situations.
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Truth is formed by its results: Pragmatists uphold that truth is not a

fixed and definite entity. It is a relative term which can be changed according
to the stages of development and situations which confront a person in his
process of growth and progress. The reason for this is that change in
situations throws up new problems to be solved by new thoughts and new
efforts. Out of these thoughts, only that thought of the whole lot is true
which serves to solve the problem and attain the desire results. Hence,
pragmatists firmly hold that it is the result which goes to
form or build a truth. Only those things are truth for the individuals which
develop their personality to the full and which promote individual good and
welfare of others as well.
Democratic social value: Pragmatism holds that man is a social being.

He is born into society and all his development takes place in and through
society. Hence, pragmatists uphold democratic social attitudes and values.
Pragmatists also laid emphasis on the principle of utility. Pragmatism to a
reasonable extent shares utilitarian ideology which holds that the reality of a
principle lies in its utility. Any idea or thing which is useful to individuals, is
proper and right. In case it is of no use, it is improper, wrong and untrue. In
other words, only those ideas and things are true, when they have a utility
for man. Things are true because they are useful.
Placing high premium on activity: The pragmatists also attached

importance to activity. This is, because it is their belief that ideas are born
out of activities. Man is an active being, he learns by his activities, which he
always engaged in on his path of life. Thus, the greatest contribution of
pragmatism to education is this principle of learning by doing.
Influence of Pragmatism on Teaching and Learning
Pragmatists generally believe that experience is the source of all

knowledge. In the same way, they define education in terms of experience.
Education comes as a result of experience, it is a lesson learnt from
experience. But it is not every experience that is education. The experience
that is educative is the type that makes possible other experiences in future.
The experience must be productive and must not be a limiting experience.
An experience is limiting, if it hinders other possible experiences. For
example, the armed robber who faced the firing squad on the Lagos bar-
beach was having an experience, but for him it could not be an educative
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experience, since the firing terminated any possibility. This could be the
reason John Dewey, as cited by Akinpelu (1981), defined education as the
continuous reconstruction or reorganization of experience which adds to the
meaning of experience, and which increases the ability to direct the course
of subsequent experience. Since knowledge comes through the processing
of experience by intelligence, using the problem – solving method, the aim
of education is therefore the development of learner’s ability to deal with
future problems. Education is the process of developing the habit of
problem-solving, and there is no limit to the development of this ability. The
more varied and the more complex the problems that a learner solves, the
greater the growth of his intelligence is. Hence teacher must develop this in
the learner. Thus, education is also defined as growth, the growth is not a
biological or physical one, but rather mental, it is the growth in intelligence.
Since the problems to be solved arise in the course of daily living, it means
that the child is learning as he lives from day to day, and each day’s
experience, if it is educative, increases his power of solving his problems.
Learning in this sense is not an activity that should take place in a secluded
spot or isolation from the child environment.
John Dewey, a pragmatist prefaced his own recommendations on

education with a stringent criticism of many aspects of the formal education
of his days. First, the traditional school, which is somehow, seems to be in
practice in Nigerian educational system treats the immature experience of
the youngster as something to be quickly passed over so that he may
quickly grow up as an adult. In the traditional school, education becomes a
preparation for a future adult life: the child is to be equipped with the skills
of an adult, he is given ‘a set of notes’ as Dewey graphically described it,
which he is to be redeemed when he reaches maturity, but which
unfortunately he may not live long enough to redeem. He is being educated
for the future, being equipped for the life, he will lead as an adult, while he
misses the joy of learning, and the skills of coping with his present problems.
The teacher according to the pragmatists ought to prepare his student to
solve their present problems.
Pragmatists attacked also the contents of curriculum that are

traditionally the same for every child. It is their belief that the children are all
massed together and uniformly taught as though they want the same things
and are learning at the same rate. What is more, they are all fed on dead
information which, being remote from their life experience, has to be
memorized and absorbed. The dead information is parceled out in little bits
of knowledge in the name of disciplines. The relevance of these disciplines
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and life are not clear to the children. The result is what Akinkuotu (1996)
quoting Whitehead described as little bits of knowledge from which nothing
follows. Thus, the experience of the children which is normally an integrated
unit is fragmented for him as he changes from one unrelated subject to
another unrelated subject and switches his thinking from religion to
mathematics at the sound of the bell. Another point is that in that type of
school, knowledge is imparted into the students as the finished product of
other people’s experience and students are not allowed to realize that they
too can produce knowledge from processing their own experience.
The method of the teaching itself is not such that can motivate the
pupils. The children learn more from the fear of the teacher who talk to the
students rather than with the students. Since the teacher towers so much
above the students and exercises so much an authority, the pupils have no
option but to sit quietly, listen passively and absorb the facts passively as a
sponge absorbs water. What is most important to the teacher in such a
school is the presentation of subject-matter while the psychological
conditions of learning, in terms of the child’s interest, ability and stage of
development and the sociological factors in terms of the relevance of the
subject for the social life of the child and the community are of secondary
importance. The child is supposed to see the relevance for his life at some
future date, and integrate the fragmented pieces of learning all on his own.
Finally, this type of education naturally breeds a type of attitude and
disposition that is anti-social. This is because the child is made to learn in
isolation and to achieve results only through individual efforts rather than
group learning or co-operative efforts, only his individualistic rather than
social nature is fostered. Dewey (1959) believes that mere absorption of
facts and truths is so exclusively individual, an affair that it tends naturally
to pass into selfishness.
After this thorough criticism of the traditional and discipline – centred

school education, Dewey also sketched out the pragmatic view of what the
school, the curriculum, the teaching method and the role of the teacher.
The school must essentially be an extension of the home so that the

experience of the child both at school and in the home, can be related and
continuous. School is a specialized agency set up by society to facilitate
acquisition of experience by the child by making the process of learning
more fast and thorough. As Dewey himself describes it:
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The school is primarily a social institution. Education being a social

process, the school is simply that form of community life in which all those
agencies are concentrated that will be most effective in bringing the child to
share in the inherited resources of their race, and to use his own powers for
social ends.
The school, therefore, cannot be isolated from the community, nor

should it removed the child from the community in which life, the child is
expected to participate. The school is not only a part of the community; it is
a community itself, a mini-community in which the child is to experience
group-living and co-operative learning activity. The school is only to simplify
the existing complex social life so as to make it easy for the child to absorb.
The school cannot directly change society, but it can reform it by equipping
the children with social intelligence, and by holding up the ideas of the life in
that society. All these can only be actualized through a professional teacher.
The pragmatist’s position in determining a professional teacher can be
analysed based on the pragmatic principles earlier mentioned.
First on the issue of changing nature of truth. It is established by the

pragmatists that truth is not constant; it is not every time a teacher could
behave professionally and one could not see him as always reliable since
truth itself is not constant. Therefore, a teacher must be ready to change in
his act of teaching, knowing the appropriate method of teaching because
the situation may change and students may also change. Teacher may not
claim to know everything and even the subject content may change going
through pragmatists’ principles. Hence, he is bound to change since the
students too are constantly changing, teacher must be prepared to change
and be flexible in his teaching. For example, the way Mathematics was being
taught in the olden days by the professional teachers could not be the same
in this era of computer. In determining the experience to use, what worked
for teaching yesterday may not work today, and the students’ experiences
are not the same. Since topic is not always the same, a teacher may teach a
topic today proceed to another topic tomorrow. Hence, the assessment of
the students’ performance must not be constant. So also, there are
individual differences in the students. Teacher should not be dormant but
always ready to change to enhance his professionalism.
On the second principle that truth is formed by its results. This implies
that, what is true is what has consequences from the society’s aspiration.
True knowledge for the teacher is what the society expects him to know. For
example, in the society we are in today, a teacher is expected to have good
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knowledge of computer since that is the present need or expectation of the

society. Teacher has to teach what is relevant and he has to know the
relevant method to use and this has to be done with relevant experience in
order to be a professional teacher, and making relevant assessment of
himself and the students to know the need of the society in which he finds
himself.
On the principle of democratic social value, the teacher should

understand the democratic value of the society of his immediate
environment in order to know the appropriate things to teach and learn the
appropriate instructional methods acceptable by the society.
On the principle which attaches importance to activity, this entails that

for anything to be pragmatic, it has to be practical and activity controlled.
This is in the sense that a teacher must understand what he is to teach
practically and also understand its relevance to the society. He should
understand the practical ways of teaching it too. Teacher should also make
use of practical knowledge demonstrated by his students. He should make
his assessment on what the students can do and not the ideas they exhibit.
With the teaching described in these ways, the curriculum is nothing

more than the social life of a community, simplified and translated into the
classroom. The school selects what to include in the curriculum on three
criteria: these are psychological, the sociological and the logical criteria. The
psychological and the sociological factors seem to be most important. The
psychological relates to the interest, the problems and the needs of the child
as a determinant of what should be offered to him. His needs are not just
what he feels as his needs, important as this is, but also what he will need as
a participating member of the society. What will promote the harmony and
welfare of the society are thus equally important. The forms into which the
required experiences are cast, and the arrangements of the learning task in
each form constitute the logical dimension. In other words, the traditional
subjects or academic disciplines must be organized in such a way as to start
from the present experience of the child and gradually lead to new
experiences.
In specific terms, the contents of the curriculum will be those that

involve the child in exploring and discovering knowledge by himself. The
sciences are much favoured in this type of curriculum, and they will be
taught not in the ways of learning the laws and theories in physics and
chemistry, but by ways of the child exploring and being aided to discover
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new knowledge by himself (Ayeni, 2013). The social sciences are important
as representing the social environment and the factors that affect human
behaviour in the community. The humanities are not to be left out because
they deal with the cultural heritage of the child’s race. History, for example,
is to be regarded and treated as the record of man’s social life and progress;
while language is to be taught as an instrument of communication. The
aesthetic subjects like arts, drama, literature, music and among the others
are to be included for the development of the creative abilities of the child.
In all cases, the subject should be taught with a view to helping him solve
his problems, rather than store up information to be reproduced on demand.
In teaching of any subject, one of the important things to be

considered is the method of teaching. The teaching must be child-centred,
that is, it must take the child as a person in his own right. If the child is
treated as a means to an end or as someone else advantage, then one could
not claim that the child is at the centre of the education. In addition, the
child readiness and development should be also taken into consideration.
There is no point assuming that the child is able to do this or that, if he is
psychologically incapable to do so on, the ground of efficiency and common
sense. It should be realized that each child is a unique individual and as such
should be treated differently. The present needs, interest and ability of the
child, must also be taken into consideration though this should not stop with
the present needs alone.
Also, teaching must also make the child actively involve in class
activity. Learning by doing is a method which uses more than one of the
senses in the process of acquiring knowledge and it is one in which the child
obtains his theoretical knowledge abstracted from the solution of problems.
Hence, what is taught must involve practical activity or practical application
of his knowledge. The subject must be brought to the level of the child, and
the examples used must be within his present experience.
Group method or co-operative learning should also be encouraged.

The project-learning, in which problems to be tackled are set for groups, is
the best method of encouraging group learning. The method has the
advantage of allowing the children to display their free initiative and native
intelligence in solving problems. More importantly, it is the major ground for
the development of social and co-operative living, and of organized social
intelligence. The method of teaching necessarily leads to the role of the
teacher. The idealist and realist “schools” of philosophy of education have
made the teacher into an authority figure, the embodiment of all wisdom,
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and the custodian of knowledge. Rousseau, Pestallozzi and Froebel had

portrayed the teacher as an interested, but passive observer of the child’s
learning activities. This is supported with the analogy of the gardener, whose
contribution has nothing to do with the growth of the garden; in the same
way, the child’s natural abilities unfold on their own.
The pragmatists strike a middle path between these two conceptions

of the role of the teacher. He is not the authoritarian and fearful figure as
presented in the traditional education, but also not the dispensable element
in the Rousseau’s type of child-centred education. The teacher is essentially
an organizer and a moderator of the child’s learning in the pragmatists’
view. By reason of his superior natural experience, and expert training, his
principal role is that of guiding the child’s learning activities. He must be
thoroughly familiar with the individual child’s needs and interest, and with
what types of experiences are of greatest use to him in his society. The
teacher is to select the learning tasks on the basis of these, and moderate
the interaction between members of group, for the best gain by each
member. Thus, the teacher is not a spectator but rather a participant in the
learning activity, sharing experiences among them, fostering their problem –
solving abilities and promotes the development of intelligence of the
Nigerian learners.
Reporter: Reynilo P. Legaspo
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PERENNIALISM
“The Great Books were the most promising avenue to liberal education
of only because they are teacher-proof,” said prominent perennialist Robert
Hutchins in 1973. It is a teacher-centered educational philosophy that
focuses on everlasting ideas and universal truths learned from art, history
and literature. The curriculum of perennialism stems from the “Great Books,”
a collection of literature deemed in Western culture to be foundational,
significant and relevant, regardless of the time period. These books include
the works of Socrates, Aristotle, Homer, Plato, Geoffrey Chaucer, and William
Shakespeare. Perennialism is similar to essentialism in that teachers guide
the educational process. It is also closely associated with the Socratic
method of teaching, which promotes an open dialogue between teacher and
student. Perennialism in the classroom involves students gaining cultural
literacy through the Great Books and proving their understanding through
tests, writing, and behavior. A perennialism teacher has a duty to help
students to become cultural citizens and to understand the principles of
human knowledge.
Perennialism aims to develop student’s intellectual and moral
qualities. They emphasize that students should not be taught information
that may soon be outdated or found to be incorrect. Classrooms are
centered on teachers. It ensures that students acquire understandings about
ideas of western civilization (History, Religion, Works of literature & art and
the laws and principles of Science). It teaches concepts and focuses on
knowledge and the meaning of knowledge. Aimed at teaching students ways
of thinking that will secure individual freedoms, human rights, and
responsibilities through the nature. It is to teach ideas that are everlasting
and to seek enduring truth which are constant (not changing), as the natural
and human worlds at their most essential level, do not change.
It focuses on attaining cultural literacy, stressing students’ growth in
enduring disciplines. Students learn from reading and analyzing the works
by history’s finest thinkers and writers.
MODERNIZATION
The world experiences a rapid change because of the application of

science and technology. Changes are brought in the social,
economic,political and cultural life of the people Countries – categorised into
three:
1. Under Developed Countries

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2. Developing Countries and

3. The Developed Countries
Moore – “Modernisation is a revolutionary change leading to the

transformation of a traditional society into a technological and civilized
society”. Modernization – Opposite view to Traditionalism.
Concept of Modernization
A movement from traditional or quasi-traditional order to certain desired

types of technology and associated form of social structure, value-
orientations and motivations and norms.
Characteristics of Modernization
The process of transforming a backward thinking society towards forward

looking one. Modernisation helps a nation to establish its own identity.
Modernisation helps a nation to meet the needs of the people. The use of
new discoveries and technologies is rapid in modernization. A change in the
outlook of the people is brought by modernization. Modernisation enriches
the physical and economic life of the people. Increased specialization in
work.
• Social mobility
• New work values
• Mobilization
• Impersonal social interactions
• Increasing organization of social life
• Mass education through mass communication
• Sharing of civic, political and social rights and resources
• Attitude of explaining and predicting events, processes and

phenomena on the basis of scientific and technological knowledge
Hindrances in Modernazation
• Lack of Unity
• Communalism
• Narrow Meaning of Religion
• Ignorance
• Poverty
• Social and Cultural Lag
• Narrow Attitudes of Society
• Gaps between ideals and Reality
Modernization and Education
Aims of Education
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• Inspire through teaching

• Arouse curiosity
• Develop scientific and optimistic attitude
• Develop democratic values
• Train them to earn livelihood
• Maintain social and national progress
• All round development of the students
• Develop the spirit of World Brotherhood
• Healthy competition
 Formation of character
EXISTENTIALISM
 It is the modern philosophical view which takes the TAO as its starting
point.
 It is subjective.
 Humans possess free will and stand in an absurd and meaningless
world or universe.
 Every individual is unique.
 Individuals have to take responsibility for their own actions and shape
their own destinies.
 Emphasis on human responsibility and judgment in ethical matters.
 The individual is the sole judge of his or her own actions.
 Human freedom is understood precisely as the freedom to choose.
 “Existence precedes essence.”
 Human persons do not possess the essence; they make choices that
create their own nature.
Choice is vital and inevitable to human existence; even the refusal to choose
is a choice.
Existentialism deals with:
 concreteness of experience
 personal concern
 commitment
 uniqueness of the individual
The values of existentialism are:
 freedom of choice
 individual dignity
 personal love
 creative effort
Factors that affect freedom of choice
(Calderon, 2004):
1. Influence of the family, especially the parents
2. Influence of peers and associates
3. Religious orientation
4. Social approval
5. Cultural patterns
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6. Financial status
7. Psychological traits, especially intelligence
8. Sex
9. Health and physical fitness
10. Education
Existentialism on Metaphysics: Reality is subjective, with existence

preceding essence. Existence creates essence.
Existentialism on Epistemology: Knowing is to make personal choices. To
choose or appropriate what I want to know.
Existentialism on Axiology: Values should be freely chosen.
Educational Implication: Classroom dialogues stimulate awareness that
each person creates self-concept through significant choices.
Aim of Education
 To help students understand and appreciate themselves as unique
individuals who accept complete responsibility for their thoughts,
feelings, and actions.
 To educate the whole person, not just the mind, since feeling is not
divorced from reason in decision making.
 To help the learner become fully his authentic self.
The Existentialist Curriculum

 Learning is self-paced, self-directed.
 Students are given a wide variety of options from which to choose.
 Students are afforded great latitude in their choice of subject matter.
 The humanities are given emphasis to provide students with vicarious
experiences that will help unleash their own creativity and self-
expression.
Methods of Teaching
Focus is on the individual.
 In teaching history, existentialists focus on the actions of historical
individuals, who provide possible models for the students’ own
behavior, rather than emphasizing historical events.
 In arts, existentialism encourages individual creativity and imagination
more than copying and imitating established models. Creativity is an
expression of oneself.
 In teaching values, teachers employ values clarification strategy to
help students know themselves and their place in society. Here,
teachers remain non-judgmental and take care not to impose their
values on their students since values are personal.
 According to Del Castillo (2013), through values clarification strategy,
the learners will be able to practice sound moral reasoning skills,
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choose the appropriate response for a value conflict and commit

themselves to personal, moral, and societal values.
 Values education is a matter of choice that goes throughout existence.
 There should be private and open spaces in the classroom to facilitate
dialogues, small group discussions, and individualization to lessen the
tension, formality, and constraint experienced by the learners.
 Criticism to any individual work is less important.
Role of Teachers
 To help students define their own essence by exposing them to various
paths they take in life.
 To create an environment in which they freely choose their own
preferred way.
 To relates with each student openly and honestly.
 To assist and guide the learner in the process of becoming intelligent,
sensitive, choosing, and acting individual who knows the obligation
and responsibility of freedom.
 To help the individual identify and know himself better.
Role of Learners
 To freely choose what subject/s they want to study as long as they are
interested in it.
 To define their own essence or meaning of life.
Reporter : Levedario Toral
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NARRATIVE REPORTS
The Masterand of MAED 201- Philosophical and Sociological

Foundation of Education conducted there seminar on May 7, 2019 at
Shacene Dormitel. There were a total of eight (8) reporters who reported
about philosophies and a total of 8 participants. Each Philosophies has its
unique way of helping the teachers in integrating and adopting the
philosophies in their teaching and learning process. However, teachers still
finds struggles in advocating each of the eight philosophies. With that, the
masterands conducted a seminar that could help them to apply in their daily
basis as a teacher.
In the first part of the program, the professor of Philosophical and

Sociological Foundation of Education Dr. Juvy Patan, stated the purpose of
the seminar. She stated that “it is a way of having a conducive learning
environment and a way of exploring on the four walled classroom. She
further states that teachers will practically experience joy, happiness and
discover new ideas through the sharing of each ones’ experiences.
Moreover, Mr. Legaspo, Reynilo practically established a better

discussion on the philosophy he delivered wherein every of the teacher
voluntarily connect that philosophies on their teaching techniques. Likewise,
other reporters stand good discussion on their reported philosophies wherein
the masterands was able to reflect positively on their experience related on
the reports being reported. In addition, Mr. Elymar Barcena shared his
unforgettable experiences before when he was assigned as ALS teacher.
Meanwhile, the seminar ended with good impression with regards on the
topic and as well as to the accommodation and venue where the seminar of
group 1 conducted.
REALISM
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Educational philosophy that believes that reality exist

independent of the human mind, and that the physical objects are the
ultimate reality.
Realism is a philosophy started by the ancient Greek writer,

Aristotle. It states that there is a true reality, and things exist whether
humans perceive them or not.
To the realist, all aspects of one’s personality is very important:

physically, spiritually, mentally, emotionally, psychologically, and not
just mentally.
Aristotle believes that for learning to happen we have to move

away or to experience. He also believes that “what we feel is the real”
According to Swami Ram Tirth Realism means a belief or theory
which looks upon the world as it seems to us to be a mere
phenomenon.”
(Butler) “Realism is the reinforcement of our common

acceptance of this world as it appear to us.”
REALISM AND AIMS OF EDUCATION
• Preparing the child for a happy and successful life.

• Preparing the child for a real life
• Developing the physical and mental powers of the child.
• Developing and training of senses
• Acquainting the child with nature and social environment
• Imparting vocational educational
Methods of Teaching
• Realists emphasize scientific and inductive method of teaching.

• Realists emphasize the self-experience and research experimental.
• Teaching methods focus on mastery of facts and basic skills through
demonstration and recitation.
CURRICULUM
• Realistic Curriculum is developed according to the utility and needs.

• Subjects concerning day- to- day activities are included in the
curriculum.
• Main subjects of Realistic curriculum are – Natural sciences,
Biological sciences, Physical sciences, Health culture, Physical
exercises, Math’s geography, History , Astronomy and Sports.
DISCIPLINE
Realism emphasizes a synthetic form of impressionistic and
emancipatory discipline according to natural and social procedures.
Prepared by: MARY JOY E. ORNELIA

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“EDUCATIONAL VALUES and SOCIETY”
WHAT ARE VALUES?

Values relate to the aims of human life.
For the achievement of the aims men frame contain notions and
these notions are called values.
According to Mr. Henderson, “It has been pointed out that man
acts to satisfy his wants, anything which satisfies, a human want becomes
thereby a value. To say, that our conduct is motivated by our value is
another way saying that we act to satisfy our wants.”
DETERMINATION OF VALUES
The following principles about the determination of values:
1. Hedonistic view of life- the value of a thing is a due to the fact that the
thing has power to satisfy our wants.
2. Perfection theory- anything has a value if it relates to the perfection of life
for which a man endeavours in his life.
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3. Utility theory – anything which has utility is valuable.

4. Order theory – anything which is helpful in organizing society is called
value.
5. Existence theory – value is helpful in existence.
6. Experimental theory – values are experiments in present and past as well.
7. Part and Whole theory – values are felt sometimes partly and sometimes
wholly.
8. Objective and subjective theory – values are determined by the notions of
individuals and also by the circumstances in which he lives.
9. Emotive theory – Man’s emotions are expressed by his nature. These
emotions change according to the circumstances. Thus by virtue of his
emotions man determines his values.
CONTRIBUTION OF EDUCATIONAL VALUES

Educational values contribute the following advantages for individual and
social life:
1. Development of healthy and balanced personality.
2. Capacity to earn livelihood and acquire material prosperity.
3. Development of vocational efficiency.
4. Creation of good citizenship.
5. Reorganization and reconstruction of experience.
6. Adjustment with the environment and its modifications.
7. Fulfilment of the needs of man.
8. Development of character.
9. National integration and national development.
10. Leaders and skilled workers.
11. Promotion of social efficiency.
12. Cultural values.
13. Utilization of leisure.
SOCIAL VALUES IN EDUCATION
 Individuals constitute society which has certain ideals, models and
norms about behaviour, conduct, duties and responsibilities towards
one another. Love, universal brotherhood, sincerity, honesty and
integrity of character, firm attitude of rendering help and performing
actions and works of general benefit etc. are some of the constituents
of healthy social life. True education aims at developing individuals
into social beings having these virtues.
STRATEGIES FOR INCULCATIONG SOCIAL VALUES

Social values can be inculcated by introducing a program for educational
values of social service. Social service implies service to society or groups of
individuals bound together by rules or conventions or other considerations
for achievements of objectives and aims.
The following activities should be undertaken in order to impart educational

values of social service:
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1. Pre-school stage. Education at the pre-school should be made to

cultivate virtues of affection, love, truthfulness and obedience.
2. Primary Stage. At this stage, affection for all love for the country,
truthfulness in behavior, obedience to elders, curiosity for knowledge,
and appreciation of nature should be cultivated.
3. Junior high school. At this stage, straight forwardness, frankness,
uprightness, affection and kindness for all sense of rendering help to
others in times of need should be cultivated.
4. Secondary Stage. At this stage, love for all mankind, preliminary
knowledge of different aspects of nature, kindness and help to all
living beings. Dignity of manual labor, respect for the constitution of
the country, sense of maintaining independence, freedom of thought,
speech, and action in the just and right context and interest for the
depends of the country should be cultivated.
5. College and university stage. This stage, all these virtues should be
developed and their practical aspects strengthened.
6. Extra-curricular activities. Programs of manual labor as cleanliness of
neglected picnics, excursion etc. should be arranged to provide
opportunities to the students.
7. Campaign against disease. These maybe arranged by the students of
higher education
8. Education of disabled people. Provisions should be made to educate
the deaf, the dumb, and blind etc.
9. Anti-illiteracy drives. Schemes for removing illiteracy should b e
undertaken out of love for the benefit of mankind.
10. Development of aesthetic sense. Training in drawing and
painting should be arranged in order to develop aesthetic sense.
11. Music and dance. Music and dancing are parts of the cultural
aspect of social service. Hence, necessary training in this respect
should be imparted.
12. Social service by girls. Girls students should be encourage to
organized mass-cooking, visit orphanages, voluntary service to orphan
children such as pairing off their nails, washing and bathing them.
TRAINING IN CITIZENSHIP
A citizen feels that he is a part of the community and that he is there
to share its burdens. Attempts should be made to give education for
citizenship to promote the cause of liberty and democracy. Citizens are
not born, they are to be trained.
The following strategies undertake in order to develop the sense of

citizenship among the students:
1. Education for citizenship. It should become a dynamic element in our
pattern of education.
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2. Development. Attempts should be made to inspire the students to

develop a sense of co-operation for worthy causes, capacity for
critical thought and freedom to place his point of view reasonably.
3. Debates and discussion. School should provide activities like debates
and discussion on the issues and problems of our country.
4. Excursions. The schools should organize excursions to places of
historic, religious and cultural importance.
5. Socialization. Students should learn to work in the social context and
to come into contact with their fellow-men and women in a variety of
ways in order to achieve their personal desires.
6. Productive work. Every boy and girl should willingly undertake useful
productive work which maybe mental or manual as result of which he
does not remain a burden or a parasite on others and can render
some service to society.
7. Special camps. Special camps lie N.C.C. or A.C.C., N.S.S., I.V.S.P.
(international voluntary service for peace) should be organized to
provide a natural environment for the students to develop a sense of
comradeship resulting from free group activities in work and play.
8. Self-government. Students should be encouraged to organize self-
government in order to learn the art of dividing different activities
among themselves to carry their duties in a disciplined manner and
to obey their freely chosen leaders, so much essential for good
citizenship.
9. Relation among students. Teachers should have a good
understanding of adolescent psychology and be able to establish
sincere and friendly relations among the students.
10. Cooperative society. In order to encourage co-operative group
work, schools should organize co-operative societies, where they
should actively participate.
11. Pen-friends clubs. Students should be encouraged to organize
pen-friends clubs, on national and international level.
12. Celebrate birthdays of great men. The school should celebrate
birthdays of great men and woman of our country like: Lord Krishna,
Gautama the Buddha, etc. besides the celebration of important days
like Independence Day and the Republic Day etc.
Reporter: Stella Marie D. Barcena
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“EDUCATION FOR DEMOCRACY”

Democracy is universally accepted as the pro-people form of government,
because it is based on people’s will, hence, it works social good. India is a
parliamentary democracy, hence our education should aim making
democracy to work well which is only possible if citizens understand their
democratic rights and duties and also exercise them in national interest.
Such citizens are to be produced though education.
BASIC ELEMENTS OF DEMOCRACY

According to Sir Stafford Cripps, “By democracy we mean a system of
government in which every adult citizen is equally free to express his views
and desires, upon all subjects in whatever way he wishes and influences the
majority of his fellow citizens to decide according to those views and to
implement those desires.
3 Fundamental Elements of Democracy

1. Liberty – is a prerequisite of the success of democracy. It implies
the freedom given to the individual to develop his own abilities as
he thinks best, without being conditioned or restricted by any
external factor.
2. Equality – the state of being equal, especially in status, rights, and
opportunities.
If democracy is to be successful it is necessary for every individual
to be socially, politically and economically equal. Generally
speaking, no privileges or special should be given to any class of
people in a democracy. But equality also does not imply a
deliberate neglect of individual differences between one person and
another.
3. Fraternity – the state or feeling of friendship and mutual support
within a group.
Brotherhood is fellowship, an alliance, a feeling of friendship and
understanding between one another. It's the bonding of young men
of different backgrounds and beliefs who practice good faith in their
fraternity values by following in their founder's footsteps. Most
fraternities would agree that brotherhood is an important aspect of
what fraternity life stands for. It is the soul of the fraternity that
binds its members together and allows them to strive towards
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greater goals. Each fraternity has different ways of promoting

bonding among sisters and brothers.
ASPECTS OF DEMOCRACY
1. Political democracy - is the system in which people have the
exclusive right to either participate in politics directly or through
representatives elected. A political system is composed of the
members of a social organization (group) who are in power. The
basic purpose of political parties is to nominate candidates for
public office and to get as many of them elected as possible.
Once elected, these officials try to achieve the goals of their
party through legislation and program initiatives.
2. Social democracy - is a political, social and economic philosophy
that supports economic and social interventions to
promote social justice within the framework of a
liberal democratic polity and a capitalist economy.
3. Economic democracy - is a socioeconomic philosophy that
proposes to shift decision-making power from corporate
managers and corporate shareholders to a larger group of public
stakeholders that includes workers, customers, suppliers,
neighbors’ and the broader public.
IMPORTANCE OF EDUCATION IN DEMOCRACY

1. Knowledge of rights and duties. If democracy is to be a success, it is
essential that every citizen should be aware of his rights and duties
because only then he can take active and productive part in the affairs
of the state. This knowledge of rights and duties can be obtained only
through education.
2. Development of human qualities. If the ideal of brotherhood is to be
achieved by a democratic state, it is necessary for it to develop
humane members.
3. Faith in democratic ideals. In order to make democracy a success, it is
essential that its citizens must have faith in the democratic ideals.
4. Fulfillment of political duties. In a democracy the government is
elected by the people, and hence the responsibility for electing a good
government devolves upon them.
5. Protection and transmission of culture. In any state ideals can be
achieved only when change is accompanied by a parallel continuity,
and this continuity with the past is maintained only through culture,
the social heritage, which is past on the new generation through the
medium of education.
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6. Preventing exploitation. The ideals of democracy are opposed to

exploitation of every kind, but if political, social and economic
exploitation is to eliminated from society, it is essential to have
universal and compulsory education.
EDUCATION FOR DEMOCRACY IN INDIA

All these important aspects of democratic education hold
through in India. India is not merely a modern democratic state but a
country which is traditionally inclined towards democracy. A
democratic constitution was adapted after independence.
In 1938, Jawaharlal Nehru had said,” The Indian
Constitution seeks to establish a popular government in the country on
the basis of democratic principles of lined earlier. For this citizen was
participate in the administration, through his right to vote and to
elected. Every individual is guaranteed and given equal status and
opportunity because no one is discriminated against on the basis of
religion, race, caste, community, sex, or on any other grounds.
VIEWS OF SECONDARY EDUCATION COMMISSION

Commission’s objectives of education:
1. Development of democratic citizenship. The success of democracy
depends largely upon the people’s awareness of their rights and
duties and the extent to which people fulfill their responsibilities.
2. Training in skilful living. Democracy can be said to have succeeded
only if it translate the democratic ideals to its society. And, for this,
socialization of the individual through education is essential.
3. Development of personality. In the success of a democratic
society also depends upon whether mature men and women form
the majority or minority in its population.
4. Developing vocational skill. The Secondary education commission
has pointed out that another aim of education into develops some
vocational skills.
5. Developing leadership. The success of a democracy depends upon
the capabilities of the leadership.
RECOMMENDATIONS OF INDIAN UNIVERSITIES COMMISION
Objectives of university education in the country:

1. Providing leadership in politics, administration, professions,
industry and commerce
2. Training and intellectual leaders of culture and creating inventors
3. Causing spiritual development in the education
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4. Protecting the culture and civilization of the country and

instilling the youth with ideals of these culture
5. Discovering the inherent qualities of individuals and developing
them through training
Reporter: Elymar P. Barcena
EDUCATION AND SOCIAL CHANGE
Introduction
Change is the law of life, and changes in society are always taking
place. Changes may be slow, so slow that people may not even perceive
them, there are times when they are so rapid and drastic. In all spheres of
life things are changing in the economic sphere, in the political fields, in the
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sphere of education and so on. Social changes to a great extent are brought
about through the process of education.
Concept of Social Change
According to Davis : "By social change is meant only such alterations

as occur in social organization, that is, structure and functions of society."
According to Gillin and Gillin : "Social changes are variations from
the accepted modes of life; whether due to alterations in geographical
conditions, in cultural equipment, composition of the population, or
ideologies and whether brought about by diffusion or invention within the
group."
According to Jones: "Social changes are a term used to describe
variations in, or modifications of any aspect of social processes, social
patterns, social interaction or social organization."
According to Fairchild: "Social change means variations or
modifications in any aspect of social processes, patterns or form."
According to Jenson : "Social change may be defined as modification
in the ways of doing and thinking of people."
According to MacIver and Page : "Change in social structure is social
change." Social structure is the network of relationship in a society involving
social status, social roles and social norms.
According to Dawson and Gettys : "Cultural change is social change,
since culture is social in its origin."
According to Merril and Eldredge : "Social change means that large
number of persons are engaged in activities that differ from those which
they or their immediate forefathers engaged in sometime before. When
human behaviour is in the process of modification, that is only another way
of indicating that social change is occurring."
According to Ginsberg's view : "By social change I understand
change in social structures such as the size of a society, the composition or
balance of its parts or the type of its organization."
In the light of above definitions social change can not be defined as a
new fashion or mode in the life of people or in the operation of a society.
Social change includes modification in social techniques, relationships,
behaviour patterns, folkways, more and institutions, sometimes leading to
change in philosophic outlook. In other words, social change refers to
change that occurs in the structure and functioning of the social system
comprising the following areas:
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· Social structures and institutions

· Roles performed by individuals
· Social relationships among people
· Patterns of social interactions
· Values and norms, and
· Functions of different groups and institutions.
· Hence, social change signifies social Growth, Social Development,
Social Evolution, Social Progress, Social Revolution, Social Reform etc.
Common Features of Social Change:
Universality: Change is universal, an eternal and invariable law of nature.

Social changes take place in all the societies of the world. Therefore, social
change is universal in character.
Continuity: Social change is a continuous process. It does not take place at
one point of time only. It takes place all the time at all the places. However,
we can predict some direction of change.
Variation: Social change is relative in time, and according to a specific period
in time, its rate may be high or low. The rate and quantum of change varies
from one society to another depending upon the prevailing conditions.
Criteria of larger population: Only those changes are considered as social
change that affects larger population. Social change is accepted as such
only when the majority of individuals in a society accept it in their life,
behaviour and beliefs.
Independence: Social change is independent of the desire and will of the
people or society.
Forces: Social change is caused due to internal and external forces.
Planned as well unplanned: There was a time when changes were unplanned
and un directed. But in the modern time changes can be planned to achieve
the goals of the society.
Structural or functional: Any change in the social structure or its function is
social change.
The process of social change may be depicted in the following manner:
Change in the experiences of individuals
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Change in the attitudes of individuals
Change in the thought patterns of individuals
Change in the social interaction
Change in the social relations
Change in the social structure
Social Change
Social Change and Cultural Change
Relation between social change and cultural change: Many of the

sociologists and social thinkers like Gillin and Gillin, Malinowski, Ruth
Benedict, Pigginton etc. are of the view that social change and cultural
change are one. They believe that social changes take place as a result of
cultural changes and so they think that they do not differ from one another.
Difference between social change and cultural change: The fact is that social
change and cultural change may be related but there is certain difference
between the two.
Social change is a part of cultural change which is quite
comprehensive affair. Social change implies change in social relation only.
Cultural change is not mere social change. It also includes changes that take
place in the field of art, knowledge, belief, law, science, ethics, philosophy
and technology etc. Thus cultural change is a broader term. Secondly,
society is a net work of various types of relationships and any type of
change in the social relationship results into a social change. On the other
hand, cultural change means change in the field or art, literature, religion
etc. From this point of view, a social change is more dynamic as compared to
cultural change because here the change takes place at a fast speed.
However, social changes mainly refer to changes taking place in the non-
material aspect of culture. Thus social change can be defined as the
alteration or transformation in the material and non-material culture of a
society.
Social change and cultural change in spite of similarity are quite
different from one another. The difference between the two may be studied
under the following heads:
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Social relationship: Social change leads to changes in social relationship. As

a result of this, some changes take place in the social structure. Cultural
change brings about change in the art, science, literature etc. As a result of
this change different aspects of the culture change take place. It does not
mean that necessarily a change in the social structure or social relationship
takes place.
Social change as a part of cultural change: Social change is more intimately
related to change in the non-material aspect of culture whereas cultural
change comprehends both material and non-material changes. Thus social
change is a part of cultural change. Cultural change is more comprehensive,
social change is relatively restricted or narrow. Social change is limited to
changes in the structure of society and the functioning of this structure.
Causes: Social change is caused by physical causes as well as conscious
efforts. The cultural change is the result of conscious and planned effort.
Speed: Social change is faster as compare to cultural change. New types of
inventions and technological developments bring about changes in social
structure and relationship. as compared to these changes, changes in
religion, traditions, norms, values which form part of the culture, take place
at a slower pace. The two are different but they are inter-related as well.
Change in one necessarily affects the change in other.
Social change and Social Progress
Social progress is also social change but all social change is not
progress. Social progress is moving and changing in a particular direction
with some aim in view. Change can be called progress only if it fulfills the
desire aim. Social progress may be termed as realization of social ideals. It is
determined by our social values. Social values are the criteria of social
progress. Thus, economic development, political awareness, improvement in
moral conduct and better education for the masses are some of the
indicators of social progress.
Aspects of social change
Economic aspect: economic changes include changes in industry, trade,

business, commerce, agriculture and materialistic attitude.
Political aspect: Political changes include changes in political power and
administration of the state, such as adopting the values of democracy,
secularism, socialism, communism and fascism.
Religious aspect: In religious aspect we include those changes which affect
changes in various religious institutions like Gurudwara, Temple, Church,
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Mosque etc. Their importance in the present age has been decreased
because of modernisation.
Moral aspect: Moral changes are the changes in moral values, ideas, beliefs,
such as co-education was not thought to be good in ancient times. It is not
regarded as immoral in the modern age.
Cultural aspect: Cultural changes are the change in the culture , values,
traditions and customs such as dancing was thought to be an immoral act in
the past, where as it is culturally accepted every where now. Similarly,
actors and actresses has become a role model for the present generation
where as they were not socially accepted earlier as the same.
Scientific and technological aspect: Scientific and technological changes are
caused by scientific and technological discoveries and inventions.
It should be remembered that social change involves not only
economic, political, religious, moral, scientific technological changes but it
also involves changes in mode of socialization of the individual and a basic
change in personality structure of individuals. Thus social change is the
name given to the harmonious blending of changes in various aspects of
social change.
Factors affecting social changes in India:
Geographical factor (Physical environment): Social change takes place due

to physical environment or geographical factor. Floods, earthquakes, famine,
epidemics, fires, excessive rains, drought hot or cold climate transform the
life style of people. The changing face of the earth due to advancing deserts
or due to irrigation also affects population to a great extent.
Biological factor: Biological factors like heredity prepare the way for social
change. The biological heredity determines the general and glandular
constitution of the offspring which is closely related to temperament,
intelligence, physique, activity level and other potentialities of individuals.
Biological factors result into better equipped or less equipped persons,
strong or weak persons and several other changes in social set up.
Difference in sex ratio which is in fact the result of the biological factor,
changes customs of marriage makes changes in social set up and social
structure.
Demographic factor: Population plays a vital of social change. Due to
increase or decrease in population the possibility of social change is also
influenced. Because of these factors change in social structure of the
country is taking place at a rapid speed. Decrease or increase in the
population has an immediate effect upon economic institutions and
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associations. The ratio of men to women in a society affects marriage, family

and the condition of women in a society.
Technological and scientific factors: Technological and scientific inventions
such as various types of machines and equipments etc. are potent factors in
social change. They break regional barriers by providing easy and fast
means of communication as well as of conveyance. The press, radio and
aeroplane together have brought the world closer and provided for
intercultural impacts. Scientific inventions in the field of medicine, public
health, community organization, the means of transportation, the means of
knowledge, dissemination and interaction, and physical environment are
regarded as significant factors in social change.
Ideological factors: Social change is caused by ideological factors. Ideas rule
the world. Philosophical, scientific and political ideas significantly influence
social change. New scientific thoughts, new religious ideas, new philosophies
revolutionize the world. Rise of Buddhism, Communism, and Fascism have
magically influenced new thought and human mind and changed its
attitudes and values of life. Ideas like "liberty, equality, equality and
fraternity", became a powerful force for bringing about a revolution as they
did in the case of French Revolution in 1789. Similarly ideologies like
communism, socialism and democracy have impact on changing the
patterns of society.
Cultural factors: Human culture is a process of change. Any change in
cultural order is accompanied by a corresponding change in the whole social
order. Culture gives speed and direction to social change and determines the
limits beyond which social changes cannot occur. Cultural factors change
from generation to generation and they bring about the change in the
society.
Psychological factors: Psychological factors are important elements in social
change. Man by nature is a lover of change. He is always trying to discover
new things in every sphere of his life and is always anxious for new
experiences. As a result of this tendency the most traditions, customs etc. of
every human society are undergoing perpetual change.
War: War is also a cause of social change because it influences the
population, the economic situation and ratio of males to female, etc.
New opinions and thoughts: Another factor of social change is the
appearance of new opinions and thoughts. For example changes in the
attitudes towards dowry, caste system, female education, etc. have resulted
in wide spread social variations and modifications. In fact, a majority of the
social revolutions take place as a result of the evolution of new ways of
thinking.
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Voluntary acts of individuals: History is replete with examples where "all

important social and cultural changes are brought about by men of genius."
In the modern world, Lenin in Russia and Mahatma Gandhi in India, have had
a profound influence, and it would be difficult to demonstrate that our world
would have been different had they not lived and acted as they did.
Acceptance by high status individuals: Any change would become easily
accepted in the society if the people who are in high position would accept
the change.
Legislation: Legislation plays an important role in bringing about planned
social change. Abolition of slavery in the U.S.A. could be affected by
legislation and it brought about massive change in the social structure and
systems of not only the U.S.A. But other parts of the world as well.
Compulsory primary and secondary education in Western and Asian
countries, legislation against practice of untouchability, raising the age of
marriage by law, ensuring the property rights of women, are a few measures
which have brought about radical social changes in various countries
including India.
Education: Education is the most powerful factor of social change and it is
discussed separately.
Other Factors
Westernization: Westernization means blind imitation of the social ways and

values prevailing in western countries. The trend towards Westernization in
India can be seen in all fields— social, economic, political, cultural, religious
and educational. India is following the example of the West. In the social
sphere we are following the West in matters like dress, life style and town-
planning etc.
Industrialization: India is fully resolved to bring about fast industrialization.
There is increase in industrialization. Industries have taken the place of
agriculture. Agriculture has itself transformed into an industry. The
application of science and technology to industry has increased
substantially. Chemical fertilizers, improved seeds, mechanical devices,
pesticides etc. have come into wide spread use. Thus industrialization in
India is responsible for social change.
Urbanization: Urbanization is the result of industrialization. Moreover, the
fast growth of population of India has led to fast urbanization in India.
Urbanization has resulted in an increase in the number of industrial cities
and mobility of villagers towards the cities.
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Secularization: Secularization promotes change. The people of India have

adopted the ideal of secularism according to which everybody is free to
follow the religion of their choice. In the wider sense secularism includes
compassion, tolerance, diversification, broad outlook and unorthodoxy.
Mechanicalization: Our way of thinking, standard of living, means of
communication, transportation and production, business and industries have
been influenced by machines. Mechanicalization and social changes are
related to each other.
Democratization: India is becoming progressively democratized. In India
there is universal adult franchise. Everybody above a certain age is entitled
to elect his representative. Every body is equal before law and enjoys equal
rights and privilege.
Monopolization: Selected few persons have monopolized over big business
concerns because of the development of capital.
Politicalization: There is politicalization due to political parties, political
leaders, rights and dutires, and regional, national and international relations.
Student unrest, teacher unrest and unrest among the masses is because of
politicalization.
Capitalism: Large scale production, development of business, expansion of
education, increase in number of specialists, scientific inventions, progress
in literature, music and art are the contributions of capitalism. More
capitalistic view point is the result of capitalism
Culturalization: The most important feature of social change is culture. In
cultural sphere, change is characterized by the spread of literacy and
secular education, emergence of new cultural outlook and emergence of
new personality orientation, traits and characteristics revealed in greater
ability to adjust to the broader social horizons.
Materialistic attitude: We have become materialistic. We want to enjoy all
the comforts of modern life such as television, refrigerator, air conditioning,
means of conveyance, etc. Materialistic attitude is conducive to change.
Indianisation: In the development of India society there has never been
divorce from past traditions and noble values of life. A glimpse of
Indianisation is observed in meditation, prayer, recitation of hymns. Many
foreigners in India have stated dressing and behaving in Indian style.
Modernization: Modernization is a process which brings desired types of
changes in material as well as non-material culture including the way of life
as a whole. It brings positive changes in the social, economic, industrial,
technological, cultural, moral, religious and educational structure, value
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orientations, motivations, achievements and aspirations. It means a value

change, significant institutional modifications and improvement.
Thus, social change is brought about by a number of factors such as
geographical, biological, demographic, technological, industrial, economic,
ideological, cultural, psychological, educational and voluntary acts of the
individual. Westernization, industrialization, politicalization, urbanization,
secularization, mechanicalization, democratization, monopolization,
capitalism, culturalization, materialism, Indianization and modernization are
the major factors influencing social change in India. It may thus be said that
social changes are not caused by any one single factor, but as Talcot Parson
says, "there is plurality of possible origins of change."
Factors Resisting Social Change

Social barriers: Social factors such as orthodoxy, rigid caste and class
structure, public opinion, vested interests, factionalism, conflict, are the
barriers to change.
Cultural barriers: Conservatism, fatalism, superstitions, a feeling of pride and
dignity in the old and traditional ways of life, incompatibility of new and old
cultural traits, slavery and poverty are the cultural barriers to change. For
example, in South India the devdasi custom in temples causes obstruction in
the social change for the eradication of prostitution. Similarly many values of
Hindu religion are obstacles in the way of begging.
Political barriers: Political factors also resist social change. In our country
many kings, maharajas and big landlords oppose many changes to bring
about equality among the people.
Economic barriers: Economic conditions also are obstruction in social
change. Poor people do not think of anything except bread and other
necessities of life. A person may become lazy because of excessive surplus
money. He thinks everything in terms of materialistic benefits. He is resistant
to good changes.
Psychological barriers: Man's love for traditions, his pessimistic attitude, the
lack of desire for material and economic gains, indifference towards the
material world and learning problems are some of the psychological barriers
to social change.
Fear: Fear of the people that social change will prove harmful is resistant to
change. Those who are leading a life of slavery and poverty and those who,
for lack of confidence fear that social change will bring misery and sorrow
are barriers to social change.
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Shortage of inventions: When the public is not dynamic there are fewer or no
inventions. People are not prepared to accept the invention. If there is no
invention or fewer inventions the chances of social change become bleak.
Isolation: Isolation is another deterrent factor. When a certain social group, a
society or a community is isolated from the rest of the social group,
community, nation or the world, the members do not have the opportunity
to observe other groups and consequently do not become aware of their
weaknesses, shortcomings, tensions and needs. It must be kept in mind that
isolation may be psychological as well as geographical Sometimes strong in-
group loyalties also cause social isolation.
Education as an instrument of social change:
Education is the most powerful instrument of social change. It is

through education that the society can bring desirable changes and
modernize itself. Education can transform society by providing opportunities
and experiences through which the individual can cultivate himself for
adjustment with the emerging needs and philosophy of the changing society.
A sound social progress needs careful planning in every aspect of life– social,
cultural, economic and political. Education must be planned in a manner
which is in keeping with the needs and aspirations of the people as a whole
Indian Education Commission (1964-66) observed that realization of
country's aspirations involves changes in the knowledge, skills, interests and
values of the people as a whole. This is basic to every programme of social
and economic betterment of which India stands in need.
The functions of education in the sphere of social change are
outlined as under :
Assistance in changing attitudes: Education helps to change the attitudes of
people in favour of modern ways of life and develops attitudes which can
fight prejudices, superstitions and traditional beliefs. It can bring about a
change in attitudes of people in favour of small family towards rising above
orthodox values and socio-cultural barriers of caste and class and towards
religion and secularism. Education interacts with the process of social
development which is another name of social change.
Assistance in creating desire for change: Education creates a desire for
change in a society which is pre-requisite for any kind of change to come. It
makes people aware of social evils like drinking, dowry, gambling, begging,
bonded labour etc. and creates an urge to fight and change such things.
Education makes under-privileged, down-trodden and backward people
aware of their lot and instills a desire to improve their conditions. Thus
education creates a desire for change.
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Assistance in adopting social change: Whenever some social change occurs,

it is easily adopted by some people while others find it very difficult to adjust
themselves to this change. It is the function of education to assist people in
adopting good changes.
Overcoming resistance to change: Certain factors create resistance in the
way of accepting social change. Education helps in overcoming resistance.
Analysis in change: Education invests the individual with the capacity to use
his intelligence, to distinguish between right and wrong and to establish
certain ideals. Education determines the values which act as a criterion for
the analysis of social change.
Emergence of new changes: Education initiates, guides and controls
movements for social reform. Education helps in agitating public opinion
towards the abolition of many social changes.
Leadership in social change: Raja Ram Mohan Roy, Swami Dayanand
Saraswati, Swami Vivekananda, Mahatma Ghandhi,highly educated and
enlightened Indians, made all efforts at conscious level to bring about the
social changes. Mahatma Gandhi designed Basic Education to fight the ills of
mass illiteracy.
Advances in the sphere of knowledge: New researches and inventions
depends upon education, because only the educated individuals can search
for new things in every field. Thus education contributes to social change by
bringing changes in knowledge.
Perpetualizing eternal values: Education protects the eternal values,
promotes knowledge and acceptance in such a manner that in spite of social
changes, people in general keep faith in these values.
Transmission of culture: Education is the creator, generator and director of
all social change. In short, education is a preservative, consolidating,
establishing and creative force.
Stabilizing democratic values: Education is a weapon of democracy. It can
help in developing democratic attitudes and values for better living.
Democratic values such as liberty, equality, fraternity, justice, tolerance,
mutual respect, feeling of brotherhood and faith in peaceful methods are
stabilized through education in free India. These values are helpful in
bringing about social change.
National integration: Education can prove very useful in bringing about
national integration which is the basis for unity among people.
Economic prosperity: Education is the most important factor in achieving
rapid economic development and technological progress and in creating a
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social order founded on the value of freedom, social justice and equal
opportunity.
National development: Education is the fundamental basis of national
development. Education is the powerful instrument of economic, political,
cultural, scientific and social change.
Role of the teacher in bringing social change :
Teacher is the central figure in any formal educational system. He

must respond to the duty. He is regarded as an effective agent of social
change. Any social change without teacher is a mere figment of imagination.
The teacher should know well the needs of the society and the nature and
direction of social change. The present democratic society expects that the
teacher should really act as an agent of social change. Regarding his role,
the following points need special mention:
Model of modernity: In the process of social change important role can be
performed successfully by the teacher only when he makes himself a model
of modernity i.e., when he himself imbibes modern values and allows them
to manifest in his own conduct. In other words, the following qualities should
be imbued in the behaviour of the teacher: scientific attitude, rational
thought, empathy, mobility, democratic style, sentiment of respect for
individual personality, secularism, faith in change and transformation.
Competent and skilled: The teacher should be competent and skilled
because he is to lead the younger generation, the future citizens of
tomorrow.
Psychological climate: The teacher must prepare the psychological climate
favourable to new attitudes and values.
Reorientation: The teacher should reorientate himself to accelerate the
process of social change.
Suggestions for change: The teacher should come forward with his wise
suggestions of bring about social change. He has to be ready for bringing
about an implementing social change. Apart from giving wise suggestions,
the teacher should welcome the positive changes taking place. He should
welcome what science and technology has bestowed on mankind and
inculcate proper attitudes and values in students. He is to encourage non-
formal education, technical education, population education, inclusive
education, adult education, women education, education of the backward
classes and participate, actively in these activities in the larger interest of
social change.
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Remove obstacles: The teacher is to help remove the obstacles in the way of
implementation of social change. The Government wants social change by
implementing family planning. The teacher should help the Government by
breaking down the resistance of people to this programme.
Scientific attitude among students: The teacher should develop a rational,
curious, thoughtful, positive, constructive and scientific attitude in his
students by encouraging debate and discussion in the class-room as well as
in co-curricular activities.
Secular attitude: The teacher should have secular attitude. He should have
respect for all religions. He should eschew all caste, community and class
considerations in dealing with students and colleagues. If the teacher can
modernize the entire atmosphere of the school, he can give powerful
impetus to the process of social change because the students of today will
become the pillars of society of tomorrow.
National and international outlook: The teacher should have national and
international outlook. He should try to inculcate emotional integration,
national integration and international understanding in the students.
Pupil-centered and community-centered education: The teacher should
impart pupil-centered, life-centered and community-centered education. He
should provide opportunities for the maximum and best development of the
pupils. He should constantly strive to improve community life through the
best possible use of material and human resources of the school and
community.
Use of modernized instructional technology: The teacher should make
effective use of science and technology in the routine activities of the school
and in this way habituate students to their use and give them practice in
applying science and technology in other situations. Kit-based instruction for
teaching of science, language laboratories for teaching languages,
programmed learning for all subjects, wise exploitation of radio and
television lessons and educational journals etc. to supplement class-room
teaching are essential steps.
Thus, it can be concluded that the teacher through his multifarious
roles and activities, can accelerate the process of social change in a very
powerful way. To quote E.W. Gordon, "It is the task of the teacher to educate
for change, to educate through change and to educate for orderly planned
revolution, and if necessary to educate through revolutionary action.
Reporter: Mark Anthony C. Pelostratos
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THE FAMILY AND EDUCATION

REPORTER: JEAN S. GONZALES
Definition of family:
• By family we mean a system of relationship existing between parents and
children. (Clair)
•A family is a group of persons united by the ties marriage, blood or
adoption constituting a single household(Burgess & Locke)
MAIN ELEMENTS OF FAMILY:
1. Sexual intercourse of a man and woman.
2. Marriage as a basis of these connections by social sanction.
3.Their Progeny known to belong to them and to their family’s name and by
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the sanction of state which guarantees their legality and status

4. Each member contributing something to the family.
5. Shared use and joint ownership of house and all facilities.
CHEF CHARACTERISTICS OF FAMILY:
1. Universality. A family is found in all corners of the world.
2. Limited Size. Denotes a few members.
3. Centre of Social Organization. The smallest unit of society.
4. Constructive Influence. Powerful influence on the development of a child’s
personality.
5. Responsibility. Every member of the family has responsibility.
6. Cradle of social Values. Learning begins at home.
7. Permanent Institution. Family is a permanent institution.
FAMILY AND SOCIAL DEVELOPMENT:
The famous psychoanalyst Freud has contended that the personality of man
is formed in his childhood and the period after that marks only its
development. The family situation can be regarded as comprehending three
factors:
1. Relation of parents to child
2. Order of the child’s birth
3. Presence of brothers and sisters and other members in the family.
Relation between CHILD and his PARENTS
According to the famous psychoanalyst Freud, the parents are more
powerful and strong and can perform all activities efficiently. The child
effects an identification with his father unconsciously. The child behaves
precisely as do his father and mother. The child learns much by imitation.
Criminal tendency and the PARENT-CHILD relationship
Often when the child is deprived of parental love and is sternly
punished frequently he is filled with the desire to revolt and disgust so much
so that he runs away from home. If neglected by his parents the child feels
helpless and alone as a result of which he develops many complexes.
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Influence of Discrimination
Sometimes parents discriminate between their children in behaving
towards them. They have unlimited love and affection for one while another
receives only scolding and punishment. Whatever reason is the root of this
discriminatory is bad because it arouses feelings of hatred among the
children. He would also try to harm other children in one way or another. He
will be more disappointed, insecure and fearful.
Effects of the Character of Parents
In order to inculcate morality in the children the parents should place
an example before them in the form of their exemplary behavior. In the
study there are 67% broken homes and 43% unbroken homes were indulging
in immoral behavior.
Effects of the broken family
In the broken family the children are not looked after or cared for.
According to some specialists, the broken family tends to create the criminal
tendency in the female children more than it does in the male.
Effects of the broken family
In the broken family the children are not looked after or cared for.
According to some specialists, the broken family tends to create the criminal
tendency in the female children more than it does in the male.
Topic: EDUCATIONAL AIMS, FUNCTIONS AND PRIORITIES

Reporter: Elnie C. Bautista
Interaction between the individual and the society leads to the

progress and development of both. Thus education is a life-long process of
interaction, growth and development which results in the modification of
behaviour of the individual by more and more social interaction leading to
the socialization.
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Education is the consciously controlled process whereby changes in

behaviour are produced in the person and through the person within the group”
according to Brown.
AIMS OF EDUCATION
* To develop social feelings, social attitudes, social qualities and
democratic ideals.
* Social efficiency and self-reliance
* Effective and gainful use of leisure time.
FUNCTIONS OF EDUCATION
* Diffusion of knowledge
- to diffuse more and more knowledge creating intelligent, useful and
dynamic citizens contributing their best to the advancement of society.
* Education as a means of social control

- proper education inculcates in children moral consciousness,
sentiments of self-control, service and sacrifice which develop the
capacity to face all problems squarely and find effective solutions for
them.
* Social progress
- the development of an individual is possible only in a developed and
progressive society.
* Constructive and Creative Role
- education enables an individual to think independently, take
independent judgements and act in an independent manner. This
ability inspires and develops his creative and constructive capacities.
Educational Priorities
• Promoting technical and vocational education and training among
learners and their parents.
• Preparing school leaders, teachers and students towards resiliency in
emergencies.
• Addressing barriers to inclusion and access to basic learning
opportunities
• Promoting early childhood care and education
• Reforming teacher education and making teaching profession a first
choice
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• Harmonizing higher education and research

• Adopting a truly 21st century curriculum
CHILD’S SOCIALIZATION
What is Socialization?
 The process of making an individual social, which fall within the
interaction or the social act and this makes him well adjusted with his
family, neighbors, and other social groups so that himself becomes a
true social being in the true sense of term.
 Socialization is the lifelong social experience by which individuals
develop their human potential and learn culture.
 Social experience is also the foundation for the personality, a
person’s fairly consistent patterns of thinking, feeling, and acting
Process of Socialization
 1. Child rearing- The upbringing of a child plays a significant role in
socialization.
 2. Sympathy- It is sympathy which develops we-feeling in the child
and he learns to discriminate between his real well-wishers and other
members of the society.
 3. Co-operation- Society makes the child social. In other words, the
co-operation in the society plays an important part of a child
socialization. As the child receives co-operation he also extend his
hearty co-operation towards other members of the society.
 4. Suggestion- It is a natural fact that a child acts according to the
suggestion received from the well wisher, begins to act according to
their ideals, language, and standard of living.
 5. Identification- Sympathy, love and suggestion of parents relations
and well wishers develop in the child feeling of identification with
others.
 6. Imitation- The basic factor in socialization is the process of
imitation. This is the most potent way of learning by a child. He
imitates the behavior, impulses and feelings of his family members, In
this way, learning by imitation is the most powerful means of
socializing a child.
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 7. Social Teaching- Social teaching takes place in the family, among

friends and relations who guide the child in one way or the other.
 8. Reward and punishment- When a child behaves according to
ideals and beliefs of society, people and appreciate and approve his
behavior. On the contrary, when he does some anti-social act, he is
critized and condemned by society. This type of punishment weans the
child away from unsocial activities leading towards proper
socialization.
Factors Leading to the socialization of a Child.
At the of birth a human child is no more than a mere animal. As he
gradually comes into contact with other children and participates more and
more in joint social activities and experiences, he imbibes social ideas, social
attitudes, and social habits. This process of socialization of a child is a
continuing process and goes throughout life
 FAMILY
 NEIGBORHOOD
 SCHOOL
 GAMES AND SPORTS
 SCOUTING AND GIRL GUIDING’
 CASTE
 COMMUNITY OR SOCIETY
 RELIGION
FACTORS RESISTING SOCIALIZATION OF THE CHILD.
. Childhood situation
 Cultural conditions
 Current situations
 Other circumstances
ROLE OF TEACHER IN THE PROCESS OF SOCIALIZATION
 Parent-teacher co-operation
 Transmission of culture
 Social ideas
 Traditions of school
 Encouragement of group work
 Development of inter-cultural feeling
 Feeling of healthy competition
 Healthy Human relations
Reporter: Kym Sharmaine Grace C. Cabuga
50

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Republic of the Philippines

SURIGAO DEL SUR STATE UNIVERSITY

MAED 201 Masterands

NARRATIVE REPORT ………………………….. 29

EDUCATION AND SOCIAL CHANGE ………….. 42

THE PHILOSOPHY OF EDUCATION

What is Philosophy of Education?

Understanding two important notions

 Who they are or intend to be

 Why they do or propose to do what they do

 Eric Berne’s three important questions:

The Meaning of Philosophical Inquiry

“Whatever people choose to embrace, if their choices are made in a

Particular Philosophies of Education

Idealism, the first systematic philosophy in Western thought…Socrates

Plato believed education helped move individuals collectively toward

Goal of Education: interested in the search for truth through ideas…with

Role of the Teacher:

Lecture from time to time, but primary method of teaching is the

Reporter: Aiza P. Tuscano

In the field of educations, teachers firmly believe that naturalism

"proponent of naturalism" . Furthermore he was also a novelist and a French

Naturalism and Aims of Education

Naturalism and Discipline

Naturalists have no faith in discipline based on external force. They

Reporter: Annielou T. Cayumo

PRAGMATISM AND ITS IMPLICATIONS ON TEACHING AND LEARNING

©Joseph Olusola Adeleye

Etymologically the word pragmatism is derived from the Greek word

of results, principles or ideas are derived. Pragmatism is also known as

It is therefore obvious that pragmatism is very intimately connected

The following according to Singh (2007) are the principles of pragmatism.

The changing nature of truth: Pragmatists do not believe in

Truth is formed by its results: Pragmatists uphold that truth is not a

Democratic social value: Pragmatism holds that man is a social being.

Placing high premium on activity: The pragmatists also attached

Influence of Pragmatism on Teaching and Learning

Pragmatists generally believe that experience is the source of all

John Dewey, a pragmatist prefaced his own recommendations on

Pragmatists attacked also the contents of curriculum that are

After this thorough criticism of the traditional and discipline – centred

The school must essentially be an extension of the home so that the

The school is primarily a social institution. Education being a social

The school, therefore, cannot be isolated from the community, nor

First on the issue of changing nature of truth. It is established by the

knowledge of computer since that is the present need or expectation of the

On the principle of democratic social value, the teacher should

On the principle which attaches importance to activity, this entails that

With the teaching described in these ways, the curriculum is nothing

In specific terms, the contents of the curriculum will be those that

In teaching of any subject, one of the important things to be

Group method or co-operative learning should also be encouraged.

and the custodian of knowledge. Rousseau, Pestallozzi and Froebel had

The pragmatists strike a middle path between these two conceptions

Reporter: Reynilo P. Legaspo

The world experiences a rapid change because of the application of

1. Under Developed Countries

2. Developing Countries and

Moore – “Modernisation is a revolutionary change leading to the

A movement from traditional or quasi-traditional order to certain desired

The process of transforming a backward thinking society towards forward

• Attitude of explaining and predicting events, processes and

• Inspire through teaching