RESEARCH CONNECTION

Research on rationalism, reconstructionism and

pragmatism. Your research problem is what should be
taught and how should these be taught? State your
findings, conclusions recommendations. Use the
matrix below.

TITLE

Student Centered Theory of Education: Social Reconstructionism

INTRODUCTION

Social reconstructionism is a philosophy that emphasizes the addressing of

social questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the aim
of education. (Curtis, 2010) Moreover, one of the founders, George S. Counts,
proposed that schools and educators have a responsibility for helping to build a new
social order.

PROBLEM

Historical Background In the 1920s, John Dewey suggested the name

reconstructionism in the title of his book, Reconstruction in Philosophy. In the early
1930's, a group known as the "Frontier Thinkers" called on the school to lead the way
toward the creation of a more equitable society by inculcating a loyalty to a new social
order. Their leading spokesmen were George Counts and Harold Rugg. Counts wrote The
American Road to Culture (1930) and Dare the Schools Build a New Social Order? (1932),
and Rugg wrote Culture and Education in America (1931). At this time, progressives such
as Kilpatrick and Childs also were urging educators to become more aware of their
social responsibilities. But they disagreed with Counts and Rugg regarding school should
commit itself to specific social ends; they preferred to stress the general end of
growth through democratic cooperation. Without the progressive backing, the Frontier
Thinkers declined in importance. (Kneller, 1964, p. 119-120) Two decades later, as the
progressive movement declined, further attempts were made to use Deweyan philosophy in
support of socially committed educational theories. Isaac B. Berkson (1958), in his major
work, The Ideal and the Community, sought a rapprochment of progressivism and
essentialism. Suggesting that although the school itself should not take the lead in
social reform, it should cooperate with movements already active in society that
advocated a more thorough realization of American cultural values. However, it was
Theodore Brameld, in 1950, who laid the foundations of social reconstructionism through
education with the publication of Patterns of Educational Philosophy, followed by
Philosophies of Education in Cultural Perspective (1955), Toward a Reconstructed
Philosophy of Education (1956), and Cultural Foundations of Education -- An
Interdisciplinary Approach (1957). (Kneller, 1964, p. 120).

RESEARCH METHODOLOGY

What is Social Reconstructionism? Social Reconstructionism focused on the

discrepancies between wealth and poverty in society, the social and economic reforms
needed, and the possibilities of schools who, with the help of other cultural agencies,
could become agents of reconstruction and reform in society.

The Basic Priniciples of Reconstructionism There are six basic principles of

reconstructionism and these are confined to the main themes put forward by Brameld.

1. The main purpose of education is to promote a clearly thought-out program of

social reform. Brameld stressed that education must become the chief means for enacting a
program of clear and precise social action. He rejected the progressive conception of a
planning society with its emphasis on how the planning is to be done, in favor of that of a
planned society with its main stress on the ends to be achieved. He criticized
progressivism as "dilatory" and "inefficient." Moreover, progressivism has exaggerated the
value of flexibility to the point where it has become a positive hindrance to effective
social action. Instead of continually scrapping and refashioning their plans in
accordance with relative and limited goals, educators should now hammer out a
definite program of social and political action, whose realization will become the chief
end of our educational system.

2. Educators must undertake this task without delay. Claiming to be the philosophy
of an "age in crisis," reconstructionism sounds a note of urgency not heard in other
educational theories. It declared that civilization faced the possibility of self-
annihilation. Thus, education must lead to a profound change in the minds of men, so that
enormous powers at their disposal, may be used to create rather than to destroy. At
the same time, the advances made in behavioral sciences offered a source of
knowledge by which they may discover both the nature of the society that best meets
man's real aspirations and the means for firing youth with the enthusiasm to build it.
In Brameld's words, "Education must commit itself here and now to the creation of a
new social order which will fulfill the basic values of our culture and at the same
time harmonize with the underlying social and economic forces of the modern world."
Furthermore, he wrote, "Reconstructionism commits itself, first of all, to the building of
a new culture. It is infused with a profound conviction that we are in the midst of
a revolutionary period out of which should emerge nothing less than control of the
industrial system, of public services, and of cultural and natural resources by and for the
common people who, throughout the ages, have struggled for a life of security, decency,
and peace for them and their children."

3. The new social order must be "genuinely democratic." Brameld's also

considered the major institutions and resources to be controlled by the people
themselves in order to become genuinely democratic. Anything that sufficiently affects
the public interest, whether pensions, health, or industry, should become the responsibility
of elected popular representatives. He believed that to be able to reconstruct society, they
must reeducate the members. He also treated it as a "revolution" that takes place in
the minds of men, more profound and lasting than any change carried through by
politicians alone or imposed by force of arms.

4. The teacher should persuade his pupils democratically of the validity and urgency
of the reconstructionist point of view. Brameld pointed out that the people must be
persuaded to reconstruct the society in which they live, and this persuasion should begin in
school. The teacher must allow open examination of the evidence both for and against his
views; alternative solutions must be presented; and permit the students to defend their
own solutions. (Brameld, 1956, p. 338 in Kneller, 1964, p. 123) The school should be
future-centered, paving the way for a new order by educating the minds and
characters of its pupil so that they are ready for it. This may not be forced on them
but should be embraced willingly on its own merits. The teacher may indoctrinate the
students if they were willing to do so.

5. The means and ends of education must be refashioned to meet the demands of
the present cultural crisis and in accordance with the findings of the behavioral
sciences. Brameld also believed in the importance of the behavioral sciences, that they
enabled them to discover what were the exact values in which men most strongly
believed and whether or not these values were universal. With this information, they
can plan a fitting social and international order. "We must look with a fresh eye," according
to Brameld, at the way in which the curricula were drawn up, the subjects that they
contain, the educational methods used, the structure of administration, and the
methods by which teachers were trained. These must be reconstructed in accordance
with the scientific view of human nature so that they contribute directly to the creation
of the new order. "We must therefore construct a curriculum whose subjects and
subdivisions are related integrally within a unified whole rather than treated as a
mere sequence of knowledge components," said Brameld.

6. The means and ends of education must be refashioned to meet the demands of
the present cultural crisis and in accordance with the findings of the behavioral
sciences. Brameld also believed in the importance of the behavioral sciences, that they
enabled them to discover what were the exact values in which men most strongly
believed and whether or not these values were universal. With this information, they
can plan a fitting social and international order. "We must look with a fresh eye," according
to Brameld, at the way in which the curricula were drawn up, the subjects that they
contain, the educational methods used, the structure of administration, and the
methods by which teachers were trained. These must be reconstructed in accordance
with the scientific view of human nature so that they contribute directly to the creation
of the new order. "We must therefore construct a curriculum whose subjects and
subdivisions are related integrally within a unified whole rather than treated as a
mere sequence of knowledge components," said Brameld.

To differentiate Reconstructivists from Progressivists, the latter believed that

education should focus on the whole child, rather than on the content or the
teacher. This educational philosophy stressed that students should test ideas by active
experimentation. Learning is rooted in the questions of learners that arise through
experiencing the world. It is active, not passive. The learner is a problem solver
and thinker who makes meaning through his or her individual experience in the physical and
cultural context. Effective teachers provide experiences so that students can learn by
doing. Curriculum content is derived from student interests and questions. The scientific
method is used by progressivist educators so that students can study matter and events
systematically and first hand.

FINDINGS

Implications to Curriculum and the Teacher’s Role Social issues or social problems
should be tackled by the teacher and the students. The students must be able to solve
problems and provide solutions. On the other hand, the teacher must be an active agent in
channeling the students towards the understanding of a social issue or problem and how it
can be solved. The curriculum of Social Reconstructionists focuses on the student
experience. It is also student-centered, and attempts to take on real problems of
the world such as hunger, violence, oppression, and inequality. To accomplish this,
and to handle controversial issues, there is a focus on inquiry, dialogue, and perspectives.
(Beaudrie, J. et al., 2015) Other writers would point out that in Social
Reconstructionism, the students critically analyze world events, explore controversial
issues, develop vision for a new and better world, and promote programs of cultural renewal.
The curriculum must be able to unite theory and practice and provide the students with
critical thinking tools. Public education should also be the direct instrument of world
reformation. Thus, attention should direct towards social and world reform. (Mondelo, 2015)
The teacher then becomes a social activist, sees education as a tool for solving the
problems of society. The teacher can also inform others about the nature and extent of the
problem. In addition, the teacher can also suggest what one can do about these
problems. Rather than being passive dispensers of knowledge, a Social Reconstructivist
teacher would also become facilitators for social analysis and social change. (Mondelo,
2015).

Analysis of the DepEd K-12 Curriculum According to Datu, a teacher from DepEd
in San Vicente Pilot School for Philippine Craftsmen, San Fernando, Pampanga, social
reconstructionism is a philosophy that emphasizes the addressing of social questions
and a quest to create a better society. The goals of K-12 highlight social reform, from a 10-
year basic education to a 12-year plan. With the advent of the K-12 curriculum, the
traditional understanding that a 10-years basic education is sufficient, has been
changed to improve human conditions. K-12 curriculum allows the student to
experience and take social action on real problems. Community-based learning and
bringing the world into the classroom are the strategies used. (Datu, 2016) Even in the late
1950s, social reconstructionism has already been in practice in Philippine education
through the creation of the community schools. According to Isidro (1957), the community
schools were initially used during the American Period to train the people in self-
government. After the war, Filipino educators evolved the community school program. The
program utilized the schools as a vital instrument for social and educational
development of the community. The schools and the community were integrated.
Under the community school program, the people in the rural areas were organized
into small groups called "purok," which consist of twenty or more families. In the purok
organization, the people under the leadership of the school principals and teachers,
worked to improve their own community. (Isidro, 1957) Going back to the present K-12
curriculum, there is evidence of social constructivism where the needs of national and
global community are being addressed in the curriculum framework. These are (1)
Poverty reduction and human development (2) Strengthening the moral fiber of the
Filipino people (3) Development of a strong sense of nationalism (4) Development of
productive citizens who contribute to the building of a progressive, just and human society
(5) Ensuring environmental sustainability and (6) Global partnership for development.
(Andaya, 2014) How can these be addressed? It is actually a complex process of educating
the learners through the different support systems and not limited to the schools or the
teachers. It is a cooperation between the schools, teachers, family, curriculum
developers, instructional materials board, stakeholders, media, government and non-
government organizations, public and private organizations or partners, and
administration. Nowadays, lessons can be delivered not only inside the classroom but
also through varied media such as print, radio, television, or online through the Internet.
Weltman (2002) also mentioned that social reconstructionists addressed different
problems or called the attention of the people to look into the different social problems, and
these are not limited to politics or government. As the years went by, the themes began
to vary. For example, in the 1930s, they were concerned about domestic problems
(in USA) and the consequences of economic dislocation. America then was also under
the Great Depression at that time. Then came the war. After the war, they were more
concerned about global issues arising out of the cold war and there were fears of
nuclear holocaust. So the reconstructionists urged educators to focus on international
peace and cooperation and on social democratic reconstruction on a global scale. By the
1970s, many reconstructionists have turned to ecological issues arising out of
concerns about pollution, shortages of natural resources, and global warming. Fearing
for environmental disaster, they now urge educators to teach peaceful coexistence
between human beings and other living creatures, and the creation of a social
democratic ecology. (Weltman, 2002). Aside from the K-12 curriculum, DepEd schools also
follow their mission-vision. As part of the vision statement, are the core values: (1)
Maka-Diyos (2) Maka-tao (3) Makakalikasan and (4) Makabansa. The core value
Makakalikasan pertains to the environment and is also answering the call for
environmental conservation and sustainability and in a way, promotes social
democratic ecology of the social reconstructionists. How is it manifested in school?
Through the clean and green programs in school such as Gulayan sa Paaralan or the
National Search for Sustainable and Eco-friendly Schools.
CONCLUSIONS

It seems ideal that a society can provide solutions to all its problems though its
citizens. Social and global problems may indeed be lessened if the members of the
society would cooperate and provide the solutions. One nation was cited as a social
reconstructionist by Vázquez et al. (2019) is Israel and its kibbutzim (collective farms). The
people collectively agreed on how to govern themselves and how to live cooperatively
in order to survive in a harsh environment. Their schools became instrumental in
successfully educating the learners on how to study, work, and contribute to the
country. According to Vázquez et al. (2019), the most striking feature of the kibbutz
education was that the parents forgo rearing and educating their offspring themselves and
instead hand the children over to professional educators, sometimes immediately after
birth. The kibbutzim type of education developed for both practical and economic reasons,
but gradually four educational considerations gained prominence: (1) that the kibbutz way of
life makes for complete equality of the sexes, (2) that the education of children in
special children’s houses is the best way of perpetuating the kibbutz way of life, (3) that
collective education is more “scientific” than education within the family, inasmuch as
children are reared and trained by experts (example, qualified nurses, kindergarten
teachers, and other educators) in an atmosphere free of the tensions engendered by
family relationships, and (4) that collective education is more democratic than traditional
education and more in keeping with the spirit of cooperative living. However, there are also
critics and pessimists about social reconstructionism due to its weaknesses. For example,
Sutinen (2014, p. 28), in his paper, presented some of the weaknesses of social
reconstructionism such as: (1) It is weak in social analysis (2) Believe that education
can unambiguously and causally change communal activity in a better direction (3)
Emotional appeal of people for radical activity to accomplish an “ideal social order” (4)
They wish for happiness and social equality both politically and economically. Critics pointed
out that the social reconstructionists failed to present concrete ways or plans to
attain their objectives or provide specific solutions to problems. Bowers in Sutinen
(2014) presented his four ideas that the social reconstructionist philosophy of education
has not been able to achieve despite the goals it has set. First, the advocates of social
reconstructionist philosophy of education have not resented any systematic social analysis
that would provide the outline for new communal activity. Second, they have not presented
how the educator should act, if a social analysis was presented and if it was found to be
realistic to put into effect. Third, which is the true operational forum for decision-making
by the teachers? Fourth, the teachers' analysis of social problems and their solution, which
are transferred to teaching activity, is too slow a method to solve current social problems.
(Sutinen, 2014, p. 28) The advocates of the social reconstructionist philosophy of
education only presented their hopes for a utopia (which is difficult to attain) in which the
values of the capitalist economic system are changed to give rise to a “new social order.”
(Sutinen, 2014, p. 28) The boast of reconstructionism that it is based on reliable
scientific knowledge of human behavior cannot be sustained. It is due to the many
disagreements among behavioral scientists as there are among educators. Besides, the
findings permit a variety of interpretations such as that of Brameld's. (Kneller, 1964) It is
also difficult to attain the goal of reconstructing a society as pluralist as the United States
because of so many competing interests. Voting yes or no for a political candidate to
practice democracy is already difficult. So there is the question, how is it possible to find a
national educational system that could please them all? Reconstructionism as a doctrine
demands commitment; a reconstructionist teacher cannot teach the doctrine without
being committee to it himself and without hoping to commit his students also. However
hard he may try to attain detachment in the classroom, he cannot, in the nature of
things, be both scientifically detached and ideologically involved. Inasmuch as our society
is deeply divided over social values, nothing less than capitulation to a totalitarian
movement is ever likely to unite it. The entire political structure would have to
change, and individual enterprise would be severely affected. Reconstructionism seems to
lead to a collectivist society (such as the kibbuzim in Israel), in which men would believe
anything to be true provided it was attained by scientific methods and achieved
through informed social consensus. The social reconstructionist philosophy of education
is based on collective democracy. (Sutinen, 2014, p. 28) Dewey also did not approve of
the dogmatic basis of the social reconstructionist philosophy of education of a
predetermined political ideology that would be final in the social activity of the community.
He was not agreeable to the unchanged political principles related to the activity of
the community in his conception of democracy. He also thought that they cannot
exist in the educator's educational activity. The Marxist social philosophy, in which the
advocates of the social reconstructionist philosophy of education, ended. It was not a
sensible goal for educational activity for Dewey, because an effort would be made to
transfer a certain political social philosophy into the student's thinking in educational
activity. In accordance with Dewey's educational philosophical principles, this cannot
respond to the problems that were manifested in the community's activity in the future. At
the same time Dewey disapproved of educational activity in the social
reconstructionist philosophy of education, which was indoctrination. Dewey's answer,
instead of indoctrination, on the nature of the educator's educational activity, in the
context of changing society, was to develop the student's thinking and problem solving skills
by means of education. (Sutinen, 2014, p. 30) Thus, to be able to reconstruct a nation or
society, it would take not only efforts of the few citizens but committment of all people
to make whatever their agreed national program a success. It would also take a lot of
discipline, courage, will power among its citizens to be able to make this kind of
committment. There is also tremendous amount of responsibility that each member should
carry out in order to make a collective society a successful and self-sustaining such as
the kibbutzim in Israel. Reconstructing the society is possible as long as the people are
also willing to change it.

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SUBMITTED BY: MONICA A. LAGRIMAS

SUBMITTED TO: NELIA BRITANICO, MAEd