Republic of the Philippines

ZAMBOANGA CITY STATE POLYTECHNIC COLLEGE

Region IX, Zamboanga Peninsula
R.T. Lim Blvd., Zamboanga City

LEARNING MODULE
Course Code: PED 3
Course Description :
The Teacher and the Community, School Culture and Organizational
Leadership
Date Developed: February 26, 2021 Date Revised:
Document No: ZCSPC-LM2020 Issued by: ZCSPC- CTE
Prepared by:
CINDY MAY L. PAJARITO, MAED
Visiting Lecturer
Reviewed by:

Recommending Approval: Dr. JUDITH M. MAGHANOY

Approved by: Dr. ELIZABETH JANE P. SEBASTIAN
 VISION MISSION INSTITUTIONAL OUTCOMES CORE VALUES
ZCSPC Provide effective and Globally competitive graduates who Love of God;
as the leading efficient services can perform advanced technological Social Responsibility;
provider of globally through technological competencies in their field of Commitment’
competitive human studies and researches specialization. Dedication to the
resources. for the empowerment of Service; and
the nation’s resources. Accountability

Dear Student,

I am Ms. Cindy May Pajarito-Tacbobo, MAED from ZCSPC-

College of Teacher Education. I will be your instructor for this
course, The Teacher and the Community, School Culture and
Organizational Leadership (PED 3). You are entitled to use this
module as we go thoroughly with this course during the Second
Semester, S.Y. 2020-2021. For your queries and other related
concerns, you can reach me through the following: 1) mobile
number 09174127957 (Globe), 2) group chat, 3) email
(cindymaytacbobo28@gmail.com), and 4) Zoom or Google
meetings (as scheduled).

Name of Student:
______________________________________
1x1
Year and Section:
Photo
_________________________________

My Personal Information Parents/

Home Address: Guardians’
_______________________________ Information
Contact Number:
_______________________________ Parent/Guardian:
Email Address:
_______________________
_______________________________
Facebook Account:
_______________________________
Contact Number:
 INTRODUCTION
Welcome to Zamboanga City State Polytechnic College, the premier higher education institution
in Zamboanga Peninsula, one of the Centers of Development in Teacher Education Institutions in the
country and an ISO accredited institution as recognized by the Commission on Higher Education. It is
our pride and honor, that you choose ZCSPC as your school of choice.

With the current situation under a NEW NORMAL condition due to COVID-19 Pandemic, our school is
now trying to find ways and means to provide accessible and quality tertiary education. It is for this
reason that the administration has decided to offer flexible leaning education using two modalities:
Blended and Distance Learning education. In as much as we limit that actual and physical face-to-face
mode of delivery, each college has decided to come up with printed module to cater those students who
cannot avail online learning modalities.

This module has been prepared to guide you in your learning journey with the use of the Guided and
Self-directed learning activities prescribed to finish your course. Each module includes reading
materials that have been chosen to help you understand the ideas and concepts introduced by the
module.

For this semester, your class in PED 9 focuses on THE TEACHER AND THE SCHOOL CURRICULUM
Welcome to Zamboanga City State Polytechnic Exercises and assessment of learning activities are
provided to test your comprehension and apply the concepts that you have learned from this
module .After accomplishing all modules, you are expected to do the following ;

1. Demonstrate knowledge of the concepts, theories and principles in curriculum and

curriculum development within and/or across curriculum teaching areas.

2. Demonstrate skills in designing and developing constructively- aligned and

developmentally- sequenced learning programs, experiences and instructional processes
consistent with curricular needs.
3. Demonstrate knowledge on curriculum designs, the dimensions and some principles that go
with each and some curricular approaches
4. Demonstrate knowledge on the criteria for determining the purposes, for implementing the
curriculum, for assessing curriculum output and for the overall impact of the curriculum

5. Demonstrate knowledge on the issues and concerns in curriculum.

HOW TO USE THIS MODULE?

This is a self-study module particularly designed to help you study with little or no intervention from
your teacher. Please follow very carefully the instructions on how to use this module so you can fully
benefit from it.

• The lessons on this module are logically organized. Every lesson is connected to the next and
necessary for a better understanding of the next topic. Hence, please do not skip a page. Read
every page of this module and do every task that is asked of you.

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• Read the Table of Contents so that you will have a good grasp of the entire course. Having an
overview of what you are about to study will help you see the interrelationships of the concepts
or knowledge that you are about to learn.

• Every lesson or unit begins with the learning objectives. The objectives are the target skills or
knowledge that you must be able to gain or perform after studying the entire lesson/unit.

• Take the post test, activity or practice exercise given at the end of the lesson or unit. Do this
only when you have thoroughly read the entire lesson or unit. When answering every activity,
test or exercise, please answer them honestly without looking at the answer key. They answer
key is given to you for you to check your own progress and monitor your own understanding of
the lesson. The knowledge you will gain depends on how much effort and honesty you put into
your work.

• Please pay attention to the Study Schedule on page iii. This will guide you and make sure that
you don‘t lag behind. Lagging behind will result to cramming and eventually affects your
understanding of the lesson.

• Know what it takes to pass the course. Please refer to the Evaluation and Grading System on
page v.

• If you encounter difficult words which are not found in the Glossary page of this module, take
some time to locate the meaning of these words in a dictionary. You will fully understand your
lesson if you exert extra effort in understanding it. There is no room for laziness and
complacency. College students are expected to be independent learners.

• If there is anything in the lesson which you need clarifications on, do not hesitate to contact your
instructor or professor at the appropriate time.

• You will be evaluated by your instructor or professor to check how much knowledge and skills
you have gained. The result of this evaluation will form a big chunk of your grade. So please do
well and do not waste time.

• Lastly, you are the learner; hence, you do the module on your own. Your family members and
friends at home will support you but the activities must be done by you. As ZCSPians you must
always be guided by our core values, Love of God; Social Responsibility; Commitment/
Dedication to the Service; and Accountability.

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SUGGESTED STUDY SCHEDULE
Week Topic Activities
Preliminary Activities
1. Reading of General Read and understand
Guidelines and Instructions Follow directions
Week 1 2. Pre - Assessment Raise questions for
3. Self - Assessment clarification
Answer assessment
4. Reflective Assessment
Submit assessment
MODULE 1 FOUNDATIONS OF EDUCATION

A. Articulate the rootedness of 4As

Education in the Philosophical
Activity
Aspect
Analysis
Week 2-3
B. Present the impact of History of
Abstraction
education to current Educational
System Application
Reflection
C. List the Foundations of education Assessment
and its far-reaching implication to
the tenet of Teaching

MODULE 2 HISTORICAL FOUNDATIONS OF EDUCATION

A.
B. 4As
A. State relationship of society and
school Activity
Weeks 4-6
Analysis

B. Prove that schools transmit Abstraction

cultural values by stating facts Application
from education history in the
world and in the Philippines Reflection
Assessment

C. Explain the meaning of

socialization as a function of
school.

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 MODULE 3 SOCIAL SCIENCE THEORIES AND THEIR IMPLICATIONS TO EDUCATION

4As
A. Explain the different social Activity
science theories Analysis
Weeks 7-10 Abstraction
B. State the implications of the Application
different social science theories to Reflection
education Assessment

MODULE 4 THE STRENGTH AND WEAKNESSES OF THE FILIPINO CHARACTER:

A SOCIO-CULTURAL ISSUE
A. Discuss the Strengths and 4As
Weaknesses of a Filipino Activity
Character Analysis
Weeks 11-13 Abstraction
B. Cite Ways by which schools
can counteract the Application
weaknesses of Filipino Reflection
Character Assessment

C. Articulate Culture and

Embrace Student Diversity

MODULE 5 GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

4As
A. Discuss at least two global Activity
Weeks 14-16 issues in society Analysis
Abstraction
B. Explain proposed solutions Application
to the social problems Reflection
Assessment

MODULE 6 THE WHY AND HOW OF SCHOOL COMMUNITY PARTNERSHIP

A. Explain what school and 4As
community partnership Activity
means Analysis
Weeks 17-18 Abstraction
B. Explain the legal and Application
sociological bases of school Reflection
and partnership Assessment

C. Cite examples of community

partnerships.

Final Examination Complete all necessary

Week 19-20 Final Project requirements
Post-Assessment (as required)

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EVALUATION
To pass the course, you must:
1. Read all course readings and answer pre-assessment quizzes, self-assessment
quizzes, self-assessment activities and reflection questions.
2. Answer the print-based discussion activities.
3. Submit assignments and graded quizzes for midterm and finals.
4. Submit the final output (Video Recording).
5. Take the Midterm and Finals.

Evaluative Assessment Activities

A. Quizzes and Exercises
Instruction: The graded quizzes and exercises embedded in this module must be
answered. Please call or text me should you need any help or assistance for purposes
of further validation and verification.

B. Video Recording
Instruction: You will be submitting a video recording at the end of the semester as your
major output. In a group of five, portray the relationship and responsibilities of the
teacher to the state and the community as specified in the Code of Ethics for
Professional Teachers and other laws and regulations through a video recording.

GRADING SYSTEM

N CRITERIA PERCENTAGE
o
1 Submission of Major Output 50%
2 Quizzes and other written output 20%
3 Midterm and Final 30%

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TABLE OF CONTENTS
Introduction ………………………………………………………………………….… .. i

Study Guide ……………………………………………………………………….…... .. ii

Study Schedule ……………………………………………………....... ………………. iii

Evaluation …………………………………………………………….. ……………….... iv

Grading System ……………………………………………………….………………. .. v

Module 1
FOUNDATIONS OF EDUCATION …………………………… 1

Module 2
HISTORICAL FOUNDATIONS OF EDUCATION …………………………… 7
Module 3
SOCIAL SCIENCE THEORIES AND THEIR
IMPLICATIONS TO EDUCATION …………………………… 12

Module 4
THE STRENGTH AND WEAKNESSES OF THE FILIPINO CHARACTER:
A SOCIO-CULTURAL ISSUE …………………………… 16

Module 5
GLOBAL ISSUES THAT CONCERN SCHOOLS
AND SOCIETY …………………………… 21

Module 6
THE WHY AND HOW OF SCHOOL COMMUNITY
PARTNERSHIP …………………………… 25

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MODULE 1: FOUNDATIONS OF EDUCATION

INTENDED LEARNING
At the end of the module, the students can:

A. Articulate the rootedness of Education in the Philosophical Aspect

B. Present the impact of History of education to current Educational
System
C. List the Foundations of education and its far-reaching implication to the
tenet of Teaching

“The Philosophy of School room in one generation will be the philosophy of the government in the next.”
–Abraham Lincoln

1. ACTIVITY
Identify the Philosophers behind each idea. Write your answer on the blank
provided before each number.
____________________1. “The whole is more concrete than the part.”
____________________2. He is the author of the book “Emile”. He believed in
natural
education without coercion.
____________________3. He quoted, “Pragmatism offers us a theory of meaning, a
theory of truth of knowledge and a theory of reality”.
____________________4. The person behind the philosophy of Idealism.
____________________5. The student of Plato and the fore runner of Realism.

2. ANALYSIS
What do you think are the contributions of these philosophers to the foundations
of education?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________

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In this module, you are going to learn about the foundations of education.
3. ABSTRACTION

 Philosophy gives direction to curriculum in terms of its goals and objectives;

the schools’ underlying beliefs and values have impact on curriculum content
and choice of appropriate instructional strategies and learning activities and
implementing the curriculum.
Educational Policies must be build upon concrete foundations. Philosophical,
Physchological, Historical, Legal and Political are the main facets of Education by
Educational System was formed. According to Guay (2020), the philosophical
foundation of curriculum helps determine the driving purpose of education, as well as
the roles of the various participants. He added that one’s philosophy defines the role
of a teacher, ranging from all-knowing authoritarian to that of a mentor, and the role of
the student, ranging from the obedient vacant vessel to an individual worthy of actively
engaging in one’s educational process.
The word Philosophy was born out of the words “philos” meaning love and
“sophi” meaning wisdom. For Aristotle, Philosophy is the ability to feel at ease while
Immanuel Kant defined philosophy as a science of criticism and cognition.

Basic Philosophical
Fundamental Idea/s Curricular Implications
Systems
study of what is beyond the Curriculum must go beyond its
Metaphysics natural(what is real is true) content; must consider what the
students can become.
truth about the nature of Curriculum should revolve around
Epistemology knowledge the issues on teaching-learning
process.
focus on logical and accurate The goal of the all curricula must
Logic thought patterns be the development of the ability
of students to think logically.
values and ethics Development of a sense of right
Axiology and wrong.
* Importance of mind and spirit Subject matter- or content
and of the developing them in the focused, believing that this is
learner. essential to mental and oral
Idealism (Plato)
* Reality is in the ideas development.
independent of sense and
experience.
*Truth can be tested/proven. Curriculum is subject-centered,
*Knowledge is derived from sense organized from simple to complex,
experience. and stressing mastery of facts and
Realism (Aristotle) development of process and
objective skills, critical analysis
and attention to Science and
Math.

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 The world is a world of change, *Provisions for direct experiences.
Pragmatism (W. man can know anything within his *Activity/learner-centered.
James, Dewey, experience; belief in "learning by *Basis: problems of democratic
Rousseau) doing". society focus on problem solving
inquiry.

Human beings are rational and Subject matter consists of

their existence remains the same perennial basic education of
Perennialism throughout differing environments;rational men, history language,
(Hutchins, Adler) includes knowledge that has math, logic, classical literature,
endured through the years. science, fine arts, and cultural
heritage.
Reality is a matter of individual Curriculum stress activity;
existence. The meaning of life is recognition of individual
what each individual makes; focus differences, opportunities for
Existentialism
on conscious awareness of making choices and awareness of
(Kierkegard,
choice. consequence, of introspection and
Marcel,Sartre)
self analysis through individualized
learning experiences.

There are certain ideas that men Curriculum focused on

should know for social stability. assimilation of prescribed basic
Essentialism (Bagley) subject matter, 3Rs, history,
science, math, language.
Reconstructionism Societal reform needed towards Curriculum should include
(Plato, Augustine, experiencing the good life now subjects that deal with social and
Dewey, Counts, and in the future, schools are the cultural crises to prepare students
Rugg) chief means for building new to make become analyzer and
social order (NSTP). ensure that democratic principle
are followed.

ISOLATED FACTS AND THE BANKING METHOD

Most lessons in a traditional classroom are devoted to asking low level

questions and students answering with what they memorized a night before. The
teacher deposited these facts a day before and withdraws the next day. Paulo Friere
is against with this banking system in education as it does not make the learner reflect
and connect what they have learned in real life.
Below are summaries of thoughts of educational philosophers on what should be
taught and how learners should be taught
A. John Locke (1632-1704) The Empiricist Educator
 Proponent of tabula rasa
 Acquire knowledge about the world through senses – learning by doing
and interacting with the environment
 Simple ideas become more complex through comparison, reflection and
generalization (inductive method)
 Questioned the view that knowledge came exclusively from literary
sources, particularly the Greek and Latin
 Opposed the “divine right of kings” theory

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  Aristocrats are not destined by birth to be rulers
 Education is not acquisition of knowledge contained in the Great Books.
It is learners interacting with concrete experiences.
 The learner is an active not a passive agent of his/her own learning

B. Herbert Spencer – Utilitarian Educator

 “Survival of the fittest”
 Social development is through an evolutionary process
 Industrialized society require vocational and professional education
based on scientific and practical objectives
 Was not inclined to rote learning
 Individual competition leads to social progress
 To survive is a complex society, Spencer favors specialized education
over that of general education.

C. John Dewey(1859-1952)
 Learning through experiences (learning by doing)
 Education is a social process and so school is intimately related to the
society it serves
 Children are socially active human beings who want to explore their
environment and gain control over it
 The steps of the scientific or reflective method which are extremely
important in Dewey’s educational theory are as follows:
a. The learner has a “genuine situation of experience”
b. Within the experience, the learner has “genuine problem”
c. The learners possesses the information or does research to
acquire the information needed to solve the problem
d. The learner develops tentative solution to the problem
e. The learner tests the solution by applying them to the problem
 Prior knowledge was to be used as the material for dealing with the
problem
 The school is social, scientific and democratic
 The authoritarian or coercive style of administration and teaching is out
of place
 Values are relative but sharing, cooperation and democracy are
significant human values that should be encouraged by school

D. George Counts (1889-1974)

 Building new social order
 Schools and teachers should be agents of changed
 He asserts that there is a cultural lag between material progress and
social institution and ethical values
 Schools are considered instruments for social improvement and not just
change for the sake of change

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  Problem solving should be the dominant method for instruction
 Schools should cope with social change that arises from technology
 Students are encouraged to work on problems that have social
significance
 Teachers are called on to make important choices in the controversial
areas of economics, politics and morality

E. Theodore Brameld (1904-1987)- “Social Reconstructionism”

 Social reconstructionism is a philosophy that emphasizes the
reformation of society.
 Social reconstructionist asserts that schools should ciritically examine
present culture and resolve inconsistencies, controversies and conflicts
to build a new society not just change society (Ornstein, A. 1984)
 Technological Era is an era of interdependence
 Education is designed to awaken students’ consciousness about social
problems and to engage them in problem solving (Ornstein, A. 1984)
 Education is a right that all citizens must enjoy

F. Paulo Freire (1921-1997)

 Critical Pedagogy and Dialogue
 Believed that systems must be changed to overcome oppression and
improve human situations
 Education and literacy are the vehicle for social change
 Teaching and learning as a process of inquiry rather than “teaching as
banking”
 Teachers must not see themselves as the sole possessors of knowledge
and their students as empty receptacles. This pedagogical approach is
known as “banking method
 His pedagogy is problem-posing education
 Dialogue is the central element of his pedagogy. It means the presence
of equality, mutual recognition, affirmation of people, a sense of
solidarity with people and remaining open to questions.

3. APPLICATION
Choose the best answer. Write your answer on the space provided before each
number.

______1. Which educational philosophy focuses on the role of curriculum as a

means in remaking society and rebuilding culture?
a. Perennialism c. Existentialism
b. Progressivism d. Reconstructionism
______2. The use of experiments in school can be attributed to which
philosophy?
a. Naturalism c. Pragmatism
b. Behaviorism d. Progressivism

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 ______3. Which of the following describes a progressivism’s method of
teaching?
a. Dictation c. reading of books
b. Lecture d. Student activities
______4. The use of experiments in school can be attributed to which
philosophy?
a. Naturalism c. Pragmatism
b. Behaviorism d. Progressivism

4. REFLECTION
Suppose that in developing a curriculum, your intention is to put a lot of
importance in developing the mind and spirit of the learners. What philosophical
belief will help you on this?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

5. ASSESSMENT
Make a table summary of the philosophies of education.

Philosopher Aim/s and Method/s of education School Application

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MODULE 2: HISTORICAL FOUNDATIONS OF
EDUCATION
INTENDED LEARNING

At the end of the module, the students can:

A. State relationship of society and school
B. Prove that schools transmit cultural values by stating facts from
education history in the world and in the Philippines
C. Explain the meaning of socialization as a function of school.

1. ACTIVITY
State the similarities and differences of society and schools by filling in the Venn
Diagram below.

DIFFERENCES DIFFERENCES

SIMILARITIES

SOCIETY SCHOOLS

2. ANALYSIS
Do you think society and schools are interrelated? Why or Why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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 ________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

Our society is composed of different institutions such the family, school, church,
government, etc. Along with the family, the school is also an important agent of
socialization. (Socialization is the process of learning the roles, statuses and values
necessary for participation in social institution. Socialization is a lifelong process. It
occurs during early childhood but as we progress from infancy to old age, we shed
roles and adopt new ones. Role learning that prepares us for future roles is termed as
anticipatory socialization. )It is an institution charged by society to impart specific
knowledge and skills necessary for functioning in a society. They are also charged
with the task of transmitting society’s cultural values. This chapters focuses on how
school (formal and informal) did their task as agents of socialization in different periods
of history.

KEY PERIODS IN EDUCATIONAL HISTORY 1000 BC TO A.D.1600

HISTORICAL EDUCATIONAL CURRICULUM AGENTS INFLUENCES IN
GROUP OR GOALS WESTERN
PERIOD EDUCATION
Primitive To teach group Practical skills of Parents, tribal, Emphasis on the
Societies survival skills; to hunting, fishing, elders and role of informal
7000 BC to cultivate group food gathering, priests education in
5000BC cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances
Greek To cultivate civic Athenian: Athens: private Athens: The
1600 BC – 300 responsibility reading, writing, teachers and concept of the
BC and identity with arithmetic, schools; well-rounded,
city-state; drama, music, Sophists; liberally educated
physical philosophers person
Athenian: to education,
develop well- literature, poetry Sparta: military Spartan: The
rounded person teachers, drill concept of the
Spartan: drill, sergeants military state
Spartan: to military songs
develop soldiers and tactics
and military
leaders
Roman To develop Reading, writing, Private schools Emphasis on
750 BC – AD sense of civic arithmetic, Laws and teachers; ability to use
450 responsibility for of Twelve Tables schools of education for
republic and then law, philosophy rhetoric practical
empire; to administrative
develop skills; relating
administrative education to civic
and military skills responsibility
Arabic AD 700 – To cultivate Reading, writing, Mosques, court Arabic numerals
AD1350 religious mathematics, schools and computation;
commitment to religious reentry of

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 Islamic beliefs, to literature, classical
develop scientific studies materials on
expertise in science and
Mathematics, medicine
medicine and
Science
Medieval AD500- To develop Reading, writing, Parish, chantry Establishing the
AD 1400 religious arithmetic, liberal and cathedral structure, content
commitment, arts, philosophy; schools; and organization
knowledge and theology; crafts; universities; of the university
ritual; to military tactics apprenticeship; as a major
reestablish social and chivalry knighthood institution of
order; to prepare higher education;
persons for the
appropriate roles institutionalization
and preservation
of knowledge.
Renaissance To cultivate Latin, Greek, Classical An emphasis on
AD 1350-1500 humanist who classical humanist literary
was expert in the literature, poetry, educators and knowledge,
classics – Greek art schools such as excellence and
and Latin; to lycee, style as
prepare courtiers gymnasium, expressed in
for service to Latin grammar classical
dynastic leaders school literature, a two-
tract system of
school
Reformation AD To cultivate Reading, writing, Vernacular A commitment to
1500-AD1600 sense of arithmetic, elementary universal
commitment to a cathechism, schools for the education to
particular religious masses; provide literacy to
religious concepts and classical schools the masses; the
denomination; to ritual, Latin and for the upper origins of school
cultivate general Green; theology classes systems with
literacy supervision to
ensure doctrinal
conformity

THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM

 The historical foundation of education reflects the educational focus prevalent
during a particular period or even in Philippine history.

Period Characteristics Curricular Focus

Pre-Spanish Focused on Practical  Broad; not defined nor written
Training to satisfy basic  Prescriptive
needs for survival and to  Reading and writing in relation
transmit social ideas, to the study of Koran for the
customs, beliefs and Maguindanao Moslems.
traditions.
Training done in the
homes.
Spanish Focused on the learning of the  Parochial schools study of

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 Christian Doctrine. Doctrina Cristiana, arithmetic,
music, arts, and trades;
vernacular was the medium of
instruction.
American Focused on establishing the  Reading, writing, arithmetic,
public school systems, highly good manners and right
influence by the philosophy of conduct, civics, hygiene and
John Dewey. sanitation, domestic science,
American history, Philippine
History; English as medium of
instruction.
Commonwealth Focused on the development of  Tagalong and later on Filipino,
moral character, personal as another medium of
discipline, civic consciousness, instruction.
and vocational efficiency as  Provided for a 6-year
provided for in the 1935 elementary schools; school
Constitution. entrance at age 7; compulsory
attendance in Grade 1;
introduction of double-single
sessions.
 Teaching of Filipino as subject.
Japanese Focused on promoting the East  Diffusion of elementary
Asia co-prosperity sphere education with the promotion
educational objective. of vocational education.
 Fostering of new Filipino
culture based on the
awareness that Filipinos are
Orientals.
 Termination of use English as
medium of instruction.
Third Republic Patterned after the Provisions of the 1935 Constitution
New Society Focused on national  Promotion of Bilingual
development goals; manpower Education Policy.
training; high level professions,  Development of moral
self-actualization. character, self-discipline;
scientific, technological and
vocational efficiency; love of
country and good citizenship.
Fourth Republic Focused on promotion of the  Strengthening of the teaching
rights of all citizens to qualify of values; return to the basics
education. in the new elementary and
secondary schools
curriculum.

The Importance of Studying History of Education

1. Educational issues and problems are often rooted in the past; the study of
educational history of our past; the study of educational history can help us to
understand to solve today’s problems.
2. Realistic effort to reform education begins with present conditions which are a
product of our past; by using our past; we can shape the future.
3. The study of education’s past provides a perspective that explains illuminates
our present activities as teachers.

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4. APPLICATION
In your own words, state the relationship of society and schools.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________.

5. REFLECTION
Is Education in the Philippines a right or a privilege?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

6. ASSESSMENT
Choose the best answer. Write your answer on the space provided before each number.

______1. As provided for in R.A. 4670, teachers should render at least how many hours of
actual teaching a day?
a. 8 hours c. 6 hours
b. 5 hours d. 10 hours
______2. The government agency in charge of conducting professional examinations and
certifying graduates of different tertiary degrees as professionals is
a. Philippine Medical Association c. Professional Regulations Commission
b. DepEd d. Commission on Higher Education
______3. Which of the following is the aim of Educational system during the Pre-Spanish
period?
a. Propagate Christianity c. To conform and to survive
b. Teach democracy d. Love for work
______4. Which of the following is the aim of Education during the Commonwealth period?
a. Propagate Christianity c. To conform and to survive
b. Teach democracy d. Love for work
______5. Which of the following embodies the operation, “return to the basics”?
a. New Elementary School Curriculum
b. National Secondary Achievement Test
c. New Secondary Education Curriculum

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 d. National Elementary Achievement Test

MODULE 3: SOCIAL SCIENCE THEORIES AND

THEIR IMPLICATIONS
TO EDUCATION
INTENDED LEARNING
At the end of the module, the students can:
A. Explain the different social science theories
B. State the implications of the different social science theories to
education

1. ACTIVITY
Create a simple poster reflecting “Education on the time of Pandemic”.

2. ANALYSIS
What are the implications in education brought about by the pandemic?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

12
3. ABSTRACTION
1. Consensus Theory
 Emphasizes on social order based on tacit agreements, and view social change as
occurring in slow and orderly fashion.

2. Conflict Theory
 Grew out from the work of Karl Marx
 Focuses on the struggle of social classes to maintain dominance and power in social
system.
 Focuses on the heterogeneous nature of society and the differential distribution of
political and social power.
 Conflict theories ask how schools contribute to the unequal distribution of people into
jobs in society so that more powerful members of society maintain the best positions
and the less powerful groups (often women, racial, and ethnic groups) often minority
groups, are allocated to lower ranks in the society.

3.Structural Functional Theory

 Proposed by Herbert Spencer
 States that society is made of various institutions that work together in cooperation.
 Is concerned with the functions of schooling in the maintenance of social order
 Focuses on how education serves the need of society through the development of skills
encouraging social cohesion.
 The role of the schools is to prepare students for participation in the in institutions of
society
 Sees active social change as undesirable because the various parts of society will
compensate naturally for any problems that may arise

Purposes of Schooling According to Functionalist

Intellectual Purposes – acquisition of cognitive skills, inquiry skills

Political Purposes – educate future citizens; promote patriotism, promote assimilation of
immigrants, ensure order, public civility and conformity to laws
Economic purposes – prepare students for later work roles; select and train the labor
force needed by society
Social purposes – promote a sense of social and moral responsibility; serve as a site for
the solution or resolution of social problems; supplement the efforts of other institutions
of socialization such as the family and the church.

4. Symbolic Interactionist Theory Perspective

 Proposed by George H. Mean
 Interaction does not only mean dealing with people but also includes reading, listening
and viewing
 Positive symbols include gestures, words, actions and appearances
 Directs sociologists to consider the symbols and details of everyday life, what these
symbols mean and how people interact with each other.

13
  Language is the predominant symbol among people
 Critics claim that symbolic interactions neglect the macro level of social interpretation –
the big picture because it focuses closely on the trees and restricting themselves to
small or individual interactions.

Three Tenets:

 An individual action depends on meaning

 Different people may give different meanings to the same thing
 Meanings change as individuals interact with one another

4. APPLICATION
Based on the Symbolic Interactionist Theory Perspective, cite some examples of symbols which
can give different meanings. You may just draw it or write it and explain its meaning.

5. REFLECTION
“Words are a source of misunderstanding”.
– The Little Prince

What is your understanding on this message?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

6. ASSESSMENT
Which social science theory is referred to?
___________________ 1. The overall health of society depends upon the
healthy functioning of its institutions.
___________________ 2. Meanings that individuals give to symbols change
over time.
14
___________________ 3. Faulty communication can result from differences in
the perception of the same events and symbols.
___________________4. Schools teach humanitarian attitude, altruism,
democracy, civil rights and other positive aspects of society to preserve society
and social order.
__________________ 5. When one institution fails to function, another institution
out to come in to perform the function for the stability of society.
__________________ 6. A new society comes as a result of the resolution of
clash between powers that be and the workers.
__________________ 7. Two opposing sides are welcomed. This paves the
way to change.
__________________ 8. When one institution fails to perform its function, the
other institutions should come in for the preservation of society.
__________________ 9. One weakness of this theory is this is focused on small
interaction.
__________________ 10. Differences in meaning of symbols for both sender
receiver result to misunderstanding.

15
MODULE 4: THE STRENGTH AND WEAKNESSES
OF THE FILIPINO CHARACTER: A SOCIO-
CULTURAL ISSUE
INTENDED LEARNING
At the end of the module, the students can:
A. Discuss the Strengths and Weaknesses of a Filipino Character
B. Cite Ways by which schools can counteract the weaknesses of
Filipino Character
C. Articulate Culture and Embrace Student Diversity

1. ACTIVITY
Write your five 5 waterloo (negative Filipino traits) that is common to Filipinos.

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

2. ANALYSIS
How can you improve your personality or lessen the chances of doing these negative Filipino traits?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

4. ABSTRACTION

WHAT IS CULTURE?

16
 As community builders, understanding culture is our business. No matter where
you live, you are working with and establishing relationships with people--people who
all have cultures.
What is culture? Here is one viewpoint.

"Culture" refers to a group or community which shares common experiences

that shape the way its members understand the world. It includes groups that we are
born into, such as race, national origin, gender, class, or religion. It can also include a
group we join or become part of. For example, it is possible to acquire a new culture by
moving to a new country or region, by a change in our economic status, or by
becoming disabled. When we think of culture this broadly we realize we all belong to
many cultures at once
.
WHY IS CULTURE IMPORTANT?

Culture is a strong part of people's lives. It influences their views, their values,
their humor, their hopes, their loyalties, and their worries and fears. So when you are
working with people and building relationships with them, it helps to have some
perspective and understanding of their cultures.
But as we explore culture, it's also important to remember how much we have in
common. People see the world very differently, but they know what it is like to wake up
in the morning and look forward to the adventures that of the day. We are all human
beings. We all love deeply, want to learn, have hopes and dreams, and have
experienced pain and fear.
At the same time, we can't pretend our cultures and differences don't matter. We
can't gloss over differences and pretend they don't exist, wishing we could all be alike,
and we can't pretend that discrimination doesn't exist.
This lesson will give you practical information about how to understand culture,
establish relationships with people from cultures different from your own, act as an ally
against racism and other forms of discrimination, create organizations in which diverse
groups can work together, overcome internalized oppression, and build strong and
diverse communities.
It is important to remember that everyone has an important viewpoint and role to
play when is comes to culture. You don't have to be an expert to build relationships
with people different from yourself; you don't have to have a degree to learn to become
sensitive to cultural issues; and you don't have to be a social worker to know how
culture has affected your life.

WHY IS UNDERSTANDING CULTURE IMPORTANT IF WE ARE COMMUNITY

BUILDERS?

The world is becoming increasingly diverse and includes people of many

religions, languages, economic groups, and other cultural groups. It is becoming clear
that in order to build communities that are successful at improving conditions and
resolving problems, we need to understand and appreciate many cultures, establish
relationships with people from cultures other than our own, and build strong alliances
with different cultural groups. Additionally, we need to bring non-mainstream groups
into the center of civic activity. Why?
In order to build communities that are powerful enough to attain significant
change, we need large numbers of people working together. If cultural groups join

17
forces, they will be more effective in reaching common goals, than if each group
operates in isolation. Each cultural group has unique strengths and perspectives
that the larger community can benefit from. We need a wide range of ideas,
customs, and wisdom to solve problems and enrich community life. Bringing non-
mainstream groups into the center of civic activity can provide fresh perspectives and
shed new light on tough problems. Understanding cultures will help us overcome and
prevent racial and ethnic divisions. Racial and ethnic divisions result in
misunderstandings, loss of opportunities, and sometimes violence. Racial and ethnic
conflicts drain communities of financial and human resources; they distract cultural
groups from resolving the key issues they have in common. People from different
cultures must be included in decision-making processes in order for programs
or policies to be effective. The people affected by a decision have to be involved in
formulating solutions--it's a basic democratic principle. Without the input and support of
all the groups involved, decision-making, implementation, and follow through are much
less likely to occur. An appreciation of cultural diversity goes hand-in-hand with a
just and equitable society. For example, research has shown that when students'
cultures are understood and appreciated by teachers, the students do better in school.
Students feel more accepted, they feel part of the school community, they work harder
to achieve, and they are more successful in school. If we do not learn about the
influences that cultural groups have had on our mainstream history and culture, we are
all missing out on an accurate view of our society and our communities. As you think
about diversity, it may be helpful to envision the kind of cultural community you want to
build. In order to set some goals related to building relationships between cultures,
resolving differences, or building a diverse coalition, it helps to have a vision of the kind
of cultural community you hope for.

FILIPINO STRENGTHS

1. Pakikipagkapwa-tao : Opening yourself to others and feel one with others with
dignity and Respect life as fellow human beings, Sense of fairness and justice,
Concern for others, Ability to empathize with others, Helpfulness and generosity,
Practice of hospitality and Sensitive to other feelings and trust.

2. Family Orientation: A genuine and deep love for family. Filipino families are
characterized by Commitment and responsibility, Honor and Respect, Generosity
and Sacrifice and Sense of trust and Security.

3. Joy and Humor: Filipinos have a cheerful and fun-loving approach to life and its up
and down, Pleasant Disposition, a Sense of Humor and Propensity for happiness
that contribute not only to the Filipino charm but also to the Filipino Spirit.

 Laughing or smiling at those we love and hate.

 Tend to make joke about our good and even bad fortune
 Smiling and heads up even in the most trying of times
 Emotional balance and optimism
 Healthy disrespect for power and office.

4. Flexibility, Adaptability and Creativity: Easy to adapt, blend to other culture,

practice other tradition, speak and study other languages and even different
environment or climate.
18
5. Hard Work and Industry: Capacity for hard work given to raise one's standard
living of a decent life for one's family.

6. Faith and Religiosity: Faith in God - accepting reality to comprehend as a human

created by God.

7. Ability to Survive

FILIPINO WEAKNESSES
(Based on the excerpt of the report “A Moral Recovery Program: Building a People,
Building a Nation”- 1988)

1. Extreme family centeredness – excessive concern for family means using one’s
office and power to promote family interests and thus factionalism patronage,
political dynasties and the protection of erring family members. It results in lack of
concern for the common good, and acts as a block to national consciousness.

2. Extreme personalism – takes things personally, cannot separate objective task

from emotional involvement. Because of this, the Filipino is uncomfortable with
bureaucracy, with rules and regulations and with standard procedures. He uses
personal contacts and gives preference to family and friends in hiring, services and
even voting. Extreme personalism leads to the graft and corruption evident in
Philippine society.

3. Lack of discipline – A casual attitude toward time and space, manifested in lack of
precision and compulsiveness, in poor time management and procrastination.
Aversion to following procedures strictly results in lack of standardization and
equality control. Impatience results in shortcuts, palusot, ningas cogon. Lack of
discipline often results to inefficient work systems, the violation of rules and a
casual work ethic lacking follow through.

4. Passivity and lack of initiative – waiting to be told what to do, reliance on others,
complacence, lack of a sense of urgency. There is high tolerance of inefficiency,
poor service and even violations of one’s basic right. Too patient and matiisin, too
easily resigned to his fate, the Filipino is easily oppressed and exploited.

5. Colonial mentality – Lack of patriotism, or of an active awareness, appreciation

and love of the Philippines and an actual preference for things foreign.

6. Kanya-kanya syndrome, talangka mentality – done by tsismis, unconstructive

criticism. It is evident in the personal ambition that is completely insensitive to the
common good. This results in the dampening of cooperative and community spirit
and in the trampling upon other’s right.

7. Lack of self-analysis and self – reflection. The tendency to be superficial and

somewhat flighty. In the dace of serious personal and social problems, there is lack

19
 of analysis or reflection and instead satisfaction with superficial explanations and
solutions.

8. Emphasis on porma rather than substance - This lack of analysis and emphasis
on form is reinforced by an educational system that is more form than substance.

4. APPLICATION
Search for Multicultural Activities which promotes culture sensitivity. List at least three (3)
activities and elaborate as to how it is done.
____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

5. REFLECTION
What should be done in the Philippine Education System so that it is more
substance than form?

____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. ASSESSMENT
List the strength of the Filipino then in a phrase, explain when that strength becomes a
weakness.
Strength It becomes a weakness when

1.

2.

20
 3.

4.

5.

MODULE 5: GLOBAL ISSUES THAT CONCERN

SCHOOLS AND SOCIETY
INTENDED LEARNING
At the end of the module, the students can:
A. Discuss at least two global issues in society
B. Explain proposed solutions to the social problems

1. ACTIVITY
Make a research and list the top 5 world issues in this time of pandemic.

1. ______________________________
2. ______________________________
3. ______________________________
4. ______________________________
5. ______________________________

2. ANALYSIS
How do these issues concern school and society?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. ABSTRACTION

21
Top 10 Global Issues
1. Climate change
The global temperature are rising and are estimated to increase from 2.6 degrees
Celsius to 4.8 degrees by 2100. This would cause more severe weather, crises with
food and resources and the spread of diseases. The reduction of greenhouse
emissions and the spreading of education on the importance of going green can help
make a big difference. Lobbying governments and discussing policies to reduce
carbon emissions and encouraging reforestation is an effective way to making progress
with climate change.

2. Pollution
Pollution includes ocean litter, pesticides and fertilizers, air, light and noise
pollution. Clean water is essential for human and animals, but more than one billion
people don’t have access to clean water due to pollution from toxic substances,
sewages or industrial waste.

3. Violence
Violence can be found in the social, cultural and economic aspects of the world.
Whether it is conflict that has broken out in a city, hatred targeted at a certain group of
people or sexual harassment occurring on the street, violence is a preventable problem
that has been an issue for longer than necessary.

a. Physical Violence – occurs when someone uses a part of their body or an object to
control a person’s action
b. Sexual Violence – occurs when a person is forced to unwillingly take part in sexual
activity
c. Emotional Violence – occurs when someone says or does something which make a
person feel stupid or worthless
d. Psychological violence- occurs when someone uses threats and causes fear in an
individual to gain control
e. Spiritual violence – occurs when someone uses an individual’s spiritual beliefs to
manipulate, dominate or control that person.
f. Cultural violence – occurs when an individual is harmed as a result of practices that
parts of his or her culture, religion or tradition.

4. Security and well-being

The UN is a perfect example of what should be done to prevent the lack of
security and well being. Though its efforts with regional organizations and
representatives that are skilled in security, the UN is working toward increasing the
well-being of people throughout the world.

5. Lack of education
More than 72 million children throughout the globe that are of the age to be in
primary school are not enrolled in school. This can be attributed to inequality and
marginalization as well as poverty. Fortunately, there are many organizations that
work directly with the issue of education in providing the proper tools and resources to
aid schools.

6. Unemployment

22
 Without the necessary education and skills for employment, many people
struggle to find jobs and create a proper living for themselves and their families. This
leads to a lack of necessary resources such as food, clothing, transportation and
proper living conditions.

7. Government Corruption
Means of corruption include graft, bribery, embezzlement, backdoor deals,
nepotism and patronage. Corruption is a major cause of poverty considering how it
affects the poor.

8. Malnourishment and hunger

Long term success to ending world hunger starts with ending poverty. By fighting
poverty through proper training for employment, people who are suffering will be more
likely to get jobs, earn money to buy food and even learn how to make their own food.

9. Substance abuse
It is the harmful or hazardous use of psychoactive substances, including alcohol
and illicit drugs (WHO).

10. Terrorism
It is an issue throughout the world that causes fear and insecurity, violence and
death. Across the glove, terrorists attack innocent people, often without warning.

4. APPLICATION
Choose one global issue and explain its implication/effect to education.
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. REFLECTION
How do you think will these global issues affect the Philippine Education?

____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

23
 _________________________________________________________________
_________________________________________________________________

6. ASSESSMENT
List down at least 5 global issues applicable to the Philippines. Research on Philippine
laws meant to address the problem.

Philippine law meant to Specific provision of the

Problem/Issue
address the problem law

24
MODULE 6: THE WHY AND HOW OF SCHOOL
COMMUNITY PARTNERSHIP
INTENDED LEARNING
At the end of the module, the students can:
A. Explain what school and community partnership means
B. Explain the legal and sociological bases of school and partnership
C. Cite examples of community partnerships.

1. ACTIVITY
Illustrate with a cartoon or a diagram the partnership between school and community .

2. ANALYSIS
Is the partnership between the school and community important? Why or why not?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

25
 ________________________________________________________________

3. ABSTRACTION
Opportunities for School-Community Partnership
Partnership implies two parties helping each other. Both parties’ benefit. This means
that if a school –community partnership exists, both parties benefit from the relationship.
What can the community do for schools?

1. Brigada-Eskwela

This program engages all education stakeholders to contribute their time, effort
and resources in ensuring that public school facilities are set in tie for the forthcoming
school opening. This is a school maintenance program that has been institutionalized
since 2009 when DepEd issued DepEd Order # 100.

2. Curriculum development

This can use of community resources for learning e.g. museum, elders of the
community as key informants in research or resources persons in the study of local
history.

3. Work Experience Programs

Business establishments and offices in the community can serve as training

ground for learners. A concrete example is the Work Immersion required of Senior High
School students. In this work immersion, students are given the opportunity to work in
relevant establishments or offices in the community to help develop in them “the
competencies, work ethics, and values relevant to pursuing further education and/ or
joining the world of work …. Partner offices for immersion provide Senior High School
students with opportunities.
a. To become familiar with the work place
b. For employment simulation; and
c. To apply their competencies in areas of specialization / applied subjects in authentic
work environment

4. Remediation and Enrichment class

5. Youth Development Program

6. Community service – examples are students participating in tutorial programs,

community reforestation programs, clean up drive for a river, assisting in medical
mission; school band playing in fiesta.

What can schools do for communities in return?

Schools may allow the community to use school resources. Below are examples:
a. Classroom used by community organizations for meetings
b. School used as a polling place and venue for medical mission which it may co-
sponsor with RHU

26
 c. School used by the Rural Health Unit for mothers’ class on childcare
d. School used as an evacuation center
e. School facilities used for community assemblies
f. School basketball court used for local celebrations and barangay sports league
g. Schools conduct livelihood skills-training programs for parents and out-of-
school
youths
h. Livelihood skills training for parents and out-of-school-youths by using school
resources

Sociological Bases of School Community Partnership

The functionalist theory states that institutions must perform their respective functions
for the stability of society. Other institutions must come in if one institution fails to do its parts
for the sake of the society.
The school cannot do it all. “It takes a village to educate a child”, so goes the
African proverb. It must work in a partnership with other institutions in the community. With
the breakdown of families, schools face greater challenge in educating the youth.

Legal Bases for Parents and Community Involvement

a. RA 9155- Governance of Basic Education Act, Section E (10)

b. Education Act of 1982, Section 7
c. RA 8525 – Adopt a School Program Act
d. Philippine Education for All (EFA) 2015 Plan
e. RA 915

4. APPLICATION
In what way are you involved in school and community partnership in
this time of pandemic?

________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

5. REFLECTION
Can schools take the place of families in the rearing of children?

27
 ____________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

6. ASSESSMENT
Cite at least 2 examples of school-community partnership that will benefit the young
ones.
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

28