Diane L. Ramento Prof. Sharwin C.

Nonato
BSED Filipino 2A Educ 204: Values Education

Assignment no.4: Academic Freedom

1.What is academic freedom

Academic freedom refers to teachers, students, and school administration

teaching, studying and pursuing knowledge and research without undue
interference or limitation from legislation, institutional regulations, or public
pressure.

2.Three view points on Academic Freedom

• Standpoint of the School Administration

The school administration has the privilege to decide “who may teach” and “who
may be admitted to study”. The institution also has a right to authorize academic
excellence standards and refuses student readmission with academic inadequacy
and committed violations against disciplinary regulations. Thereupon, the school
administration has the right to decline a student with these kinds of records.

• Standpoint of the Teachers and Researchers

Teachers and Researchers have the right to select teaching methods and
materials for the learning process as long it does not violate basic norms of conduct
and morality. Additionally, the teachers and researchers can emancipate discourse
related to their disciplines and sciences to students through publications or
journals.

• Standpoint of the Students

The students have the privilege to express personal views and sentimentality
within or outside of school premises. The students have the liberty to write down
to school publications and communicate or argue constructively with teachers or
school authorities.
3. Factors that determine or influence Personality

• Hereditary or Genetic (Nature Principle)

Hereditary or Genetic is one of the factors that shape human-being. It includes

physical traits such as color or race and body-built; mental traits such as
intelligence and temperament. Additionally, the DNA process is also firm evidence
of the hereditary theory. Anthropologists could trace a person's genetic link with
his ancestors, relatives, and other people through DNA.

• Environmental (Nurture Principle)

The social structures consist of various groups such as family, peer group, school,
community, religious membership, and others. It has contributed to a child's
development, whether values or attitudes. Also, escorting a child into a path of
socially and morally norms of behavior.

• Cultural Influences

Cultural upbringing influences a child's character traits. Its tradition, belief, and
standard significantly influence an individual personality. Even so, it depends on
where culture a child belongs.

4.Theories on the self and socialization

• George Herbert Mead (1863-1931)

The self is primarily a social structure and surface in social experience. It is also
the complex blending of individual motivations and socially desirable responses.
According to Med, an infant begins with no self. The self appears as a child starts
to learn languages and symbols. The self also emerges along socializing, such as
playing that involves the roles of significant others. A child progressively moves
from simpler games to more complex ones involving others' cultural norms, beliefs,
and values used as a reference in evaluating others.

• Charles Cooley (1864-1929)

Concerning his looking glass self-theory, an individual sees himself depending on
how others see him. According to his observation, the smaller social units, such as
family, friends, and peer groups, helped in forming the person's beliefs, ideas,
values, and social behaviors.
• Erving Goffman (1922-1982)
Ervin's book entitled "Presentation of the Self in Every Days' Life," compared an
individual's behavior in society to consciously stage-acting and playing the role.
According to him, the self-presentation change based on acting and impression
management.

• Alfred Adler (1870-1973)

Based on Adler, consciousness is the basis of the personality. He believed the
social environment is a factor that shapes an individual personality and
interactions. Along with that, they actively manage it. Adler also stated three
categories of complications within the lifetime, and the individuals must solve them:
(1) problems involving behavior toward others, (2) problems of occupation, and (3)
problems of love. He proposed four ways to solve these all: a) avoiding b)
expecting to get everything from others c) dominating others, and d) cooperating
with others.

• Harry Sullivan (1940)

Sullivan's self-system called personification involved persona or self-concept. It
contains three mutual interacting aspects, such as the "good me" (approval and
acceptance of a significant other), "bad me" (disapproval from significant others),
and "not me" (elicit little or no approval from significant other). These aspects of
personality are accordingly to social experiences. Sullivan also stated that each
experience causes anxiety. Nevertheless, it is modified by interacting with others.

• Erick Erickson (Stages of Development)

Erick Erickson believes that throughout our life, social experiences take place.
According to him, it has a significant role for us. Therefore, he proposes eight
stages of ego development wherein we encounter our psychological needs and
the surrounding social environment.
1. Trust vs Mistrust /birth to 1 year old (Trust is developed by feeling that the world
is a safe place to be. It is manifested in the relationship with the mother. Mistrust
is developed by feeling neglected by parents.)

2. Autonomy vs Shame/Doubt/1 to 3 years old (Autonomy developed as a toddler

has permission to explore. Shame/Doubt developed as a toddler is restricted
to exploring and being independent.)
3. Initiative vs Guilt/3 to 6 years old (Initiative is developed as a child allows to
explore and master tasks. Guilt developed as a child feels pointless and
nuisance in doing tasks.)

4. Industry vs Inferiority/6 to 12 years old (Industrious develops as a child feels

encouraged by rewards or praises. Inferiority develops as a child is ignored and
rebuffed by others.)

5. Identity vs Role Confusion/12 to 20 years old (Identity is developed as a person

experiences continuity in their perception of self. Confusion is developed as a
child's identity feels rejected in the world)

6. Intimacy vs Isolation/20 to 40 years old (Intimacy is developed as a person

feels love and care from others. Isolation developed as a child fails to establish
a close and intimate relationship.

7. Generativity vs Stagnation/40 to 60 years old (Generativity is developed as a

person engages in meaningful and productive work which contributes positively
to society. Stagnation is developed as a person feels they are not leaving a
mark on the world in a meaningful way; they may have little connection with
others and little interest in productivity and self-improvement.)

8. Integrity vs Despair/ 60 years old and above (Integrity is developed as a person

feels proud of their accomplishments, feels a sense of integrity, and can look
back on their lives with few regrets. Despair is developed as a person faces the
end of their lives with feelings of bitterness, depression, and despair.)