Lecture-Guide Module 2

Republic of the Philippines
Laguna State Polytechnic University

Province of Laguna
ISO 9001:2015 Certified
Level I Institutionally Accredited
LSPU Self-Paced Learning Module (SLM)

Course Prof. Ed. 2- The Teacher and the Community; School Culture and Organizational
Leadership
Sem/AY First Semester/2022-2023
Module No. 2
Lesson Title Foundation of Education
• Philosophical Foundation of Education
• Social Science Theories
• Historical Foundation of Education
• Global Issues in Education
• Socio-Cultural Issues in Education
Week
6-9
Duration
Date October 3-28, 2022
The focus of the lesson will be on the philosophical and historical foundations of
Description education, as well as social science theories that are crucial to comprehending the
of the country's educational system. It will teach students about the importance of
Lesson understanding pertinent socio-cultural and global concerns in education, as well as how
these can be incorporated into the actual teaching and learning process.
Learning Outcomes
Intended Students should be able to meet the following intended learning outcomes:
Learning • articulate the rootedness of education in the philosophical, socio-cultural,
Outcomes historical, legal and political context; and
• promote professional and harmonious relationship with internal and external
stakeholders.
Targets/ At the end of the lesson, students should be able to:
Objectives • discuss the philosophical and historical thoughts on education;
• explain the social science theories and state its implication to education;
• discuss the nature and impact of socio-cultural and global issues to education;
• construct propositions to these issues and how it can be used in the teaching-
learning process.
LSPU SELF-PACED LEARNING MODULE:

Prof. Ed. 2- The Teacher and the Community; School Culture and Organizational Leadership
Province of Laguna
Student Learning Strategies

Online Activities A. ONLINE DISCUSSION
The online discussion will be during the class schedule (refer to CS posted in
(Synchronous/ FB Grp.) via Google Meet or Zoom. Link will be posted a day before the scheduled
Asynchronous) class.
B. Learning Guide Questions:
1. What are the philosophical and historical thoughts that govern the modern
educational practices?
2. Who are some of the influential educational philosophers and their thoughts
and beliefs?
3. What are the social science theories? What are the influences of these to
education?
4. What makes a Filipino unique? What is the role of schools in promoting
the desirable traits of the Filipino?
5. What are the world issues that affect the educational system?
6. Which among the world issues have direct impact to the present
Philippine education?
C. LESSON GUIDE/LECTURE
The lecture guide will be uploaded in the Google Classroom
(LSPUSPCC-CTE_ -Prof. Ed.2_2021) in either pdf.format or .jpeg format.
PART 1. PHILOSOPHICAL FOUNDATION OF EDUCATION

The lesson will dwell on philosophical foundation of education and
social science theories that are relevant in understanding the educational
system in the country. As learners, you will be exposed to the nature of what and
how these concepts can be considered in the actual teaching and learning
process.
SOCIAL SCIENCE THEORIES

Social theories are paradigms or analytical frameworks that are used to analyze
and interpret social phenomena. Social theories are a tool that social scientists use to
discuss historical conflicts over the validity and reliability of various approaches, the
primacy of structure or agency, and the link between contingency and necessity. Social
crit is a term that refers to informal social theory or authorship that is not founded on
academic social and political science.
Social constructions are another term for them. The role of sociological theories in
education is primarily as a source of how teaching-learning systems and strategies are
designed.
Structural Functionalism - the view of society as a system made up of
interrelated parts, all interacting on the basis of a common value system or consensus
about basic values and common goals. Every social custom and institution are seen as
having a function in ensuring that society works efficiently. Deviance and crime are seen
as forms of social sickness.

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Symbolic Interactionism, which studies the behavior of individuals and small

groups through observation and description., symbolic interactionism takes a
perspective of society from within, as created by people themselves.
Conflict Theory .The central theme of conflict had arisen in a person’s conscious
mind when one set of beliefs impacts adversely on another area of belief, T his holds
that human beings have a tendency to seek pleasure and avoid pain. The principle is
said to dominate in early life, bringing the developing individual into conflict with the
external world.
Educational Concepts ***Themes and Beliefs
Philosophers
*John Locke The • Simple ideas become complex through
1632-1704 Empiricist comparison, reflection and generalization.
English Education • Political order should be based upon a contract
philosopher and between the people and the government.
physician, • Opposition on the “divine right of kings” theory.
known as the
Learning
through • People are to establish their own government
"Father of
and select their own political leaders.
Liberalism." Experience
• Civic education is necessary.
**Comment: Education is not acquisition of

knowledge contained in the Great books, but it is the
interaction of the learners with concrete experience
and an active agent of own learning.
Link: John Locke Philosophy
https://www.bing.com/videos/search?q=john+locke+philosophy&docid=608030999770762261&mid=08FFE5
Offline Activities 5E9D5DE94EB42708FFE55E9D5DE94EB427&view=detail&FORM=VIRE
(e-Learning/Self-
Educational Concept Themes and Beliefs
Paced) Philosopher
Herbert Utilitarian • Social development had taken place according •
Spencer Education to an evolutionary process by which
1820-1903 homogenous societies had evolved.
English Survival of • Individual competitions lead to social progress.
philosopher, the Fittest • Industrialized society require vocational and
biologist, whereby professional education based on scientific and
anthropologist, superior practical-utilitarian objectives.
and sociologist physical force • Learning must be related to life and to the
famous for his shapes activities needed to earn a living.
theory of social history.
Darwinism
*Comment: Spencer favors specialized education over
general education. However, there is a need of social
engineers who can combine harmoniously these areas.
Link: The Philosophy of Herbert Spencer
https://www.youtube.com/watch?time_continue=264&v=p8nHwEF436s&feature=emb_logo

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Philosopher
John Dewey • Education is a social process and learners are
1859-1952 Pragmatic social individuals who want to explore their
American Education environment.
philosopher, • The purpose of education is to contribute to the
psychologist, Learning by personal and social growth of the individuals.
and educational • Schools are social, scientific, and democratic, in
reformer whose
doing.
which learners are free to test ideas, beliefs and
ideas have been
influential in values.
education and • Values are relative but sharing, cooperation
social reform. and democracy are significant human values.
*Comment: Dewey values accumulated wisdom of the
fast but also recognized the value of reconstructed
experiences. This means that an ideal learner is some
one who can learn by doing and who can connect the
accumulated wisdom of the past to the present.
Link: John Dewey’s Theories on Education

https://www.bing.com/videos/search?q=John+Dewey+Education+Theory&&view=detail&mid=49819D339180
180EB6356CF&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DJohn%2BDewey%2BEducation%2BThe

Philosopher
George Counts • Society can be reconstructed through
1889-1974 Social education. School as instrument for social
American Reconstructionism improvement rather than agency promoting
educator and status quo.
activist who, as a
leading proponent Building a • Teachers are called to make important choices
of social new social in controversial areas in the society. Teachers
reconstructionism, order should lead society and should be agents of
believed that change.
schools should
bring about social • Educational institution is ought to provide
change. equal learning opportunities to all.
*Comment: Counts asserts that there is a cultural lag

Between material progress and social institution and
ethical values. With science and technology men became
powerful but yet powerless. Men conquered a number
of diseases or postponed death but have not conquered
himself.
Link: Who is George Counts
https://www.youtube.com/watch?v=WO33_MQyS54

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Philosopher
Theodore • Critically examine present culture and must
Brameld Supported resolve inconsistencies, controversies and
1904-1987 Social conflicts to build a new social order.
A philosopher and Reconstructionism • Schools should reflect the dominant social
visionary educator values that transmit social order.
who developed the
reconstructionist • Amidst technological advancement, cultural
philosophy of Personal and adaptation must catch up with these changes.
education, Cultural • Education has a major role in reducing the gap
Theodore Brameld
spent a lifetime
Transformation between values of the culture and that of
working for technology.
personal and • Education must be international in scope to
cultural develop global citizenship and promote
transformation
through interdependent world.
education.
*Comment: Brameld supported the idea of active
Problem-solving as the method of teaching and
Learning. Believing that education is not a privilege
of a few but a right to be enjoyed by all. It is a right
that all citizens regardless of race and social status
must enjoy.
Link: Thodore Brameld
https://www.bing.com/videos/search?q=theodore+brameld+education+philosophy&&view=detail&mid=A7D22CA5F17F1
138B0210&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3Dtheodore%2Bbrameld%2Beducation%2Bphilosophy%26

Philosopher
Paulo Freire Critical • Systems must be changed to overcome
1921-1997 Pedagogy oppression and improve human conditions.
Brazilian educator • Education and literacy are the vehicle for social
and philosopher
Popular and change. Schools must teach learners to resist
who was a leading
advocate of informal oppression.
critical pedagogy. education • Teachers must not see themselves as the sole
He is best known possessors of knowledge. Allowing learners to
for his influential
work Pedagogy of Problem explore and use the process of inquiry.
the Oppressed. Posing • Allow the child to invent and reinvent the
Education world. Practice democratic relationship
between the teacher and the learner.
*Comment: There is need to create a community of
Inquiry- a group of people involved in investigating
Problems and developing better understanding of the
World. This community of inquiry will engage the learners
In active problem solving.
Link: Paulo Freire: Revolutionary Educator

https://www.bing.com/videos/search?q=Paulo+Freire+Documentary&&view=detail&mid=663C5501C1675BBC4709663C5501C1675BBC4709&&FORM=VRDGAR&ru=%2Fvideos%2Fsearch%3Fq%3DPaulo%2BFreire%2BDo

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PART 2. HISTORICAL FOUNDATION OF EDUCATION

For several thousand years after the advent of agriculture, the education of children was
primarily focus on survival-life skills and meant to make them good laborers. A good child
was an obedient child, who suppressed his or her urge to play and explore and responsibly
carried out the orders of elders or masters. Such education, has still remnants in today
society but throughout the century was noted too never fully successful. The human
instincts to play and explore are so powerful that they can never be fully beaten out of a
child. Curiosity and desire to discover and learn new things drive individuals to search for
knowledge even it is beyond what their teachers taught them. The philosophy of education
throughout that period, was the opposite of the philosophy that hunter-gatherers had held
for hundreds of thousands of years earlier. The school, curriculum, teaching methods and
learning environment evolved drastically, giving way to new ideas and paradigm fitted to the
emerging societies.
*PRIMITIVE SOCIETIES (7000 B.C.-5000 B.C.)

Primitive culture, in the lexicon of early anthropologists, any of numerous societies characterized by features that
may include lack of a written language, relative isolation, small population, relatively simple social institutions and
technology, and a generally slow rate of sociocultural change. discipline that is concerned with methods of teaching
and learning in schools or school-like environments as opposed to various nonformal and informal means of
socialization (e.g., rural development projects and education through parent-child relationships).
Survival-Life skills
• To survive, primitive people needed food, shelter,
warmth and clothing. To do these they need to develop
life skills: making tools, moral & behavioral code and
language- that are based on cultural patters.
• Informal Education-children learn by observing the
elders or deliberately taught by their siblings and
parents. The process of socialization is to learn norms
and culture acceptable to early societies.
https://www.google.com/search?q=primitive+society&sx
• Practical skills such as hunting fishing, and food
srf=ALeKk01aDXUQdNFPuP_RCTho9ScRcLf16g:160024 gathering; and storytelling, myths, song, poems and
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dances were part of the learning curriculum.
* ANCIENT CIVILIZATION Civic Responsibility

Ancient civilizations, such as the Greeks and Romans, waged war against their neighbors in an effort to gain access
to resources, territory, power, and glory. These conflicts were often spearheaded by some of the fiercest leaders in
history, like Alexander the Great, Julius Caesar, and Genghis Kahn. Though each warrior had different motives for
their actions, they were each effective leader who held or contributed to the growth of vast empires.

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GREEK (1600-300 B.C.)

• Greeks are an ethnic group native to Greece, Cyprus,
Albania, Italy, Turkey, Egypt and, to a lesser extent, other
countries surrounding the Mediterranean Sea.
• Athenian Education: Develop well rounded person.
➢ Reading, writing arithmetic, drama, music,
literature, poetry & physical education.
• Spartan Education: Develop soldiers & military leaders
➢ Military drill, songs and tactics.
• There were two forms of education in ancient Greece:
formal and informal. Formal education was attained
through attendance to a public school or was provided
https://www.bing.com/search?q=ancient+greek+education&qs=n&form
=QBRE&sp=-1&pq=ancient+greek+education&sc=7- by a hired tutor. Informal education was provided by an
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unpaid teacher, and occurred in a non-public setting.
ROMAN (700 B.C.-A. D 450)
• Roman Empire was the post-Republican period of
ancient Rome. As a polity it included large territorial
holdings around the Mediterranean Sea in Europe,
Northern Africa, and Western Asia ruled by emperors.
• Education was largely based on the Ancient Greek
system, which the Romans admired. Greek language
and grammar were important and knowledge of Greek
meant sophistication. Children aged 11 and 12 went to
school, although the classroom was often just a room
in a house or shop.
https://www.google.com/search?q=ancient+civilization&sxsrf=AL
eKk00nu_EP8H_bVO920dUqQGJDoZ2Y8A:1600314469650&sourc
• Military Skills, reading, writing, arithmetic, laws of the
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_rAhWMBogKHVNNCfsQ_AUoAXoECBkQAw&biw=1920&bih=969
12 tables, law & philosophy were part of the
#imgrc=g2-ZabkyRoLktM curriculum.
*ARABIC (A.D.700-A.D.1350)
Cultivate Religious Commitment
• The Arabian culture developed in Arabia, a peninsula
situated between the Red Sea and the Persian Gulf,
in southwestern Asia. Due to its arid climate, Arabia is
a desert where agriculture is only possible in some
coastal locations and inner oases.
• Teaching Islamic beliefs, developing expertise in
mathematics, medicine and science.
• Education involves the understanding of existence,
knowledge, and value of the Islamic civilization and
https://www.google.com/search?q=ancient+arabic+civilization&sxsrf=ALeKk03
the experiences of the Islamic societies.
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JGruCTBVhQ:1600401588935&source=lnms&tbm=isch&sa=X&ved=2ahUKEwj
Ah9PB6PHrAhWXE4gKHcqvAYMQ_AUoAXoECA4QAw&biw=1920&bih=969

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*MEDIEVAL (A.DE. 500-A.D.1400)

Religious Commitment to knowledge & ritual
• The Medieval period runs from the end of Late
Antiquity in the fourth century to the English
Renaissance of the late fifteenth century. The early
portion of the Medieval period in England is dominated
by Anglo-Saxons, whose language is
incomprehensible to today's speakers of English.
• Subjects includes a wide range of areas: grammar-
language- Latin, rhetoric, Greek and basic sciences
and arithmetic were taught.
• Apprenticeship in knighthood, military tactics and
https://www.google.com/search?q=medieval+education&sxsrf=ALeKk0 chivalry were also included to prepare men for battle.
3ePTFgkQZJO3KNbnRINVFIOtv_mA:1600404114184&source=lnms&
tbm=isch&sa=X&ved=2ahUKEwjfu-
*RENAISSANCE (A.D. 1350-A.D.1500)

Cultivate Humanist individuals
• The Renaissance is a period from the 14th to the 17th
century, considered the bridge between the Middle Ages
and Modern history. It started as a cultural movement
in Italy in the Late Medieval period and later spread to
the rest of Europe.
• Focus on learning Greek & Latin, classical literature,
poetry and art.
• Education during the Renaissance was mainly composed
of ancient literature and history, as it was thought that
https://sites.google.com/site/renaissancelanisedelisa4 the classics provided moral instruction and an intensive
/intro-to-humanism-education understanding of human behavior.
*REPORMATION (A.D.1500-A.D.1600)
Sense OF Commitment to a Religious denomination
• The Reformation was a 16th-century religious and
political challenge to papal authority in Catholic Europe.
• The educational methods of the Reformers reflected
their theology. The goal of general literacy manifested
the Reformation principle of t the priesthood of all
believers—all Christians have the spiritual privilege to
read and to study the Scriptures for themselves.
• The general literacy includes reading, writing, arithmetic,
catechism, ritual and theology.
• Reformation’s educational emphasis results from
https://coffeeshopthinking.wordpress.com/20 biblical obedience to our Lord’s Great Commission:
12/07/28/catholic-counter-reformation-
reacting-or-reforming/
“Make disciples [that is, learners], teaching them
everything I’ve commanded you” (Matt. 28:19–20).

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PART 3. GLOBAL ISSUES IN EDUCATION

The world is becoming a more global place, and being a digital learner means learning to be
a multicultural person. Globalization causes citizens to become more conscious of global issues and
the problems and challenges that humanity faces. The COVID-19 pandemic caused people all around the
world to reconsider how they view life in a global context. Leadership, legislation, the political system,
and education are all being pressed to come up with new ways to carry out their missions.
In the Philippines, the educational system bravely accepted the challenge by embracing
alternate learning modes that were specifically designed for distant learning. However, the epidemic
is only a small portion of a larger global problem.
__________________________________________________________________________________
GLOBAL
ISSUES
Source: https://www.un.org/en/sections/issues-depth/global-issues-overview/index.html
AGEING POPULATION - is an increasing median age in a
population due to declining fertility rates and rising life expectancy.
➢ The world’s population is ageing and every country in the
world is experiencing growth. However, in the number and
proportion in the population, the number of older persons, those
aged 60 years or over, has increased substantially in recent years
in most countries and regions, and that growth is projected to
accelerate in the coming decades.
• The Squeezed Middle: With more people claiming pension
benefits but less people paying income taxes, the shrinking workforce
may be forced to pay higher taxes.
• Rising Healthcare Costs: Longer lives do not necessarily
mean healthier lives, with those over 65 more likely to have at least one
chronic disease and require expensive, long-term care.
https://www.inquirer.com/philly/health/heal • Economic Slowdown: Changing workforces may lead capital to
th-news/if-its-rude-to-call-old-people-old- flow away from rapidly aging countries to younger countries, shifting the
whats-the-right-word-20170723.html global distribution of economic power.
Source: The Problem of Aging Global https://www.visualcapitalist.com/aging-global-
population, 2020 by Katie Jones population-problem/

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OVER POPULATION - result from an increase in births
(fertility rate), a decline in the mortality rate, an increase in immigration,
or a depletion of resources.
➢ In 1950, five years after the founding of the United
Nations, world population was estimated at around
2.6 billion people. It reached 5 billion in 1987 and 6 in
1999. This year 2021, the global population was
estimated to be 7.8 billion
Overpopulation causes a lot of problems.
-poverty, increased birth rate, immigration, child labor,
fertility treatments, and better medical facilities reduce
death rates, and lack of resources.
The population is increasing rapidly all over the
world and especially in India. At the increasing rate of
https://www.environmentalistonline.com/201 1.07% per year, the global world population is
9/02/01/what-is-overpopulation/ expected to be more than 8 billion till 2030.
Source: https://www.worldometers.info/world-population/
FOOD & WATER (HUNGER & POVERTY) Water

scarcity may limit food production and supply, putting pressure on food
prices. Water scarcity may limit food production and supply, putting
pressure on food prices.
About 795 million people in the world were undernourished in
2014–16. That means one in nine people do not get enough food
to be healthy and lead an active life. Hunger and malnutrition are
in fact the number one risk to health worldwide — greater than
AIDS, malaria and tuberculosis combined.
https://www.rappler.com/business/mwss-says-
water-shortage-their-fault The global food problem consists of the lack of food provision for
the Earth's population. The total number of people suffering from a
lack of food is over one billion people worldwide. The fact is that
population growth outpaces agricultural production and the
development of agricultural technologies.
Fresh water sustains human life and is vital for human health.
There is enough fresh water for everyone on Earth. However, due
to bad economics or poor infrastructure, millions of people (most of
https://www.planetcustodian.com/hunger them children) die from diseases associated with inadequate water
-and-starvation-across-the-globe/14700/ supply, sanitation and hygiene.

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Source: https://www.youtube.com/watch?app=desktop&v=6q4M1O /l https://www.globalhungerindex.org/pdf/en/2021.pdf
tXjc
https://youmatter.world/en/definition/climate-change-
meaning-definition-causes-and-consequences/ CLIMATE CHANGE-NATURE DESTRUCTION Climate
variability includes all the variations in the climate that last longer than individual weather
events, whereas the term climate change only refers to those variations that persist for a
longer period of time, this leaders to weather related disasters.
➢ Climate change is one of the major challenges of our time. From
shifting weather patterns that threaten food production, to rising sea
levels that increase the risk of catastrophic flooding, the impacts of
climate change are global in scope and unprecedented in scale.
➢ With increasing global surface temperatures, the possibility of more
droughts and increased intensity of storms will likely occur. As more
water vapor is evaporated into the atmosphere it becomes fuel for
more powerful storms to develop. More heat in the atmosphere and
warmer ocean surface temperatures can lead to increased wind speeds
in tropical storms. Rising sea levels expose higher locations not usually
subjected to the power of the sea and to the erosive forces of waves
and currents.

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This graph illustrates the change in
global surface temperature relative
to 1951-1980 average temperatures.
Nineteen of the warmest years have
occurred since 2000, with the
exception of 1998. The year 2020
tied with 2016 for the warmest year
on record since record-keeping
began in 1880
Source:
NASA/GISS) Climatic Research Unit:
Link https://climate.nasa.gov/vital-signs/global-
temperature/
https://www.mei.edu/publications/politics- HEALTH AND WELLNESS Climate variability includes all the variations
combating-infectious-diseases-southeast- in the climate that last longer than individual weather events, whereas the term climate
asia-and-middle-east change only refers to those variations that persist for a longer period of time, this leaders
to weather related disasters.
➢ PANDEMICS. Simply put, pandemics are global disease outbreaks. Examples
of pandemics include COVId-19 variants, HIV, influenza, severe acute
respiratory syndrome (SARS), Ebola, and other viral threats that reflect our
vulnerability to widespread diseases – many of which originate in animals.
➢ DISEASES. Heart disease, stroke, cancer, diabetes – these and other
noncommunicable diseases (NCDs) account for 70 percent of all deaths
worldwide. They can be attributed to genetic, physiological, environmental,
and behavioral factors.
➢ ENVIRONMENTAL FACTORS. Growing concerns about the
environment center on climate change and air pollution. But how will these
challenges directly affect the health of the human population? In most cases,
the answer lies in water sources and sanitation.
➢ ACCESS TO HEALTH CARE. Despite relentless progress in the field of
medicine, communities across the world still lack access to basic health
education and health care. As a result, they face harsh realities in sexually
transmitted diseases (STDs), high child mortality rates, and basic nutrition.
These are all issues that could be alleviated by reducing the disparities that
isolate these populations.
HUMAN RIGHTS-EDUCATION. All human beings are born

free and equal in dignity and rights. They are endowed with reason and
conscience and should act towards one another in a spirit of
brotherhood.
➢ Human rights are rights inherent to all human beings, regardless
of race, sex, nationality, ethnicity, language, religion, or any other
status. Human rights include the right to life and liberty, freedom
from slavery and torture, freedom of opinion and expression, the
https://www.unicef.org/thailand/what-we-do/education right to work and EDUCATION. Everyone is entitled to these
rights, without discrimination.
Education is not a privilege. It is a human right.

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➢Declaration of the Rights of the Child, which defines
children’s rights to protection, education, health care,
shelter, and good nutrition.
➢Democracy and Human Rights. The values of freedom, respect
for human rights and the principle of holding universal suffrage
are essential elements of democracy. In turn, democracy
provides an environment for the protection and effective
realization of human rights.
https://dod.defense.gov/News/Special- ➢ Peace and Order. General principles of cooperation for
Reports/0118_National-Slavery-Human-
War-Terrorism
maintaining international peace and security, including
disarmament, and for the peaceful settlement of any
situation that might impair friendly relations among
nations.
PART 4. SOCIO-CULTURAL ISSUES

Filipinos dominantly are hospitable, friendly, outgoing, hardworking,
sensitive, easily offended, nosy, garrulous, direct, hospitable, feisty, irreverent,
good natured, clever, witty, gregarious, happy, generous, easy to laugh,
gracious, easy to befriend, casual, fun loving, sensitive and hospitable. We
value personal and family honor- dignity and pride are very important for us.
Offline Activities Education is highly valued and families make great sacrifices to educate
(e-Learning/Self- their children. Hiya (shame) is instilled in Filipinos at an early age. To be
Paced) shamed is the greatest form of disgrace. Filipino culture developed over
centuries in tandem with and in response to Western culture introduced by
the Spanish and Americans.
Most of these traits make Filipinos unique and loved by other nations.
However, they are also source of socio-cultural issues that weakness our
nature. Schools, as an agent of change, is task to help in redirecting these
weaknesses to more valuable traits.

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FILIPINO VALUES and VALUE-ORIENTATION

The main traits that describe the Filipino values and value-orientation include
personalism, familialism, and particularism or popularism. These in general influence the
Filipino attitude and decision making. These are considered and are the basis of personal
beliefs, and cultural traditions and practices. They are the bass for acceptable behavior in
the society.
PERSONALISM
• value in personhood, emphasizes the significance,
uniqueness and inviolability of the person, as well as the
person's essentially relationship with others and values
social dimension of life.
• It is the emphasis of Filipinos to interpersonal relations
or face-to-face encounters.
• Leaders are considered excellent when they put a
personal touch in managing work, and problem-solving
https://diversifyoss.com/newsroom/underst is effective if handled through good personal relations.
anding-filipino-work-culture/
FAMILIALISM
• defined as a social structure where the needs of the
family are more important that individual needs.
Emphasizes the welfare and interest of the family over
those of the community.
• The family, and not the individual, decides on
important matters, and these are decided on the basis
of family, not individual interest.
• The family honor, and not that of the individual, is at
https://steemit.com/history/@juvyjabian/simple-
stake when a family member makes a mistake. When
explanation-of-the-filipino-family-system-in-the-
philippines
a family's values are held in higher esteem than the
values of the individual members of the family.
PARTICULARISM (POPULARISM)
• Exclusive attachment to one's own group,
party, or nation. It is a result from the strong family
influence on individual and group behavior.
• Individuals strive to promote their own and their
family’s interests over community interests.
• Being popular among peer groups is highly desirable,
hence Filipinos make special efforts to entertain friends
and relatives.
https://www.klook.com/en- • Conformity to proper codes of conduct reaps the
PH/blog/raise-your- rewards of cooperation and assistance; non-conformity
flag/proud is punished by withdrawal of support.
CORE: Filipino value orientation

➢ relational (pakikipagkapwa),
➢ emotional (damdamin), and
➢ moral (karangalan).
Relational obligations are interpersonal or face-to-face relationships and
their resulting obligations. This is relative to the personalism value in Filipino
cultural orientation.
Province of Laguna
The nature of interpersonal relationships is determined by:
• Pakikiramay- going out of the way to help, without being asked, i.e.,
unsolicited help
• Pakikisama- smooth interpersonal relations means going along with
someone’s views, whether agreeing or not. This enhances camaraderie,
trust, confidence, and loyalty
• Bayanihan- reciprocal labor and giving help without compensation. In
turn, one can request help in time of need from those to whom you extended
help.
• Galang- respect is part of most social encounters. It indicates deference
to the opinions of elders, peers, or those in authority, during important
deliberations. Any verbal clash with older people in public, or any sign of
extreme familiarity with members of higher official status in public
meetings, are signs of disrespect.
Influence and Multi-Cultural Orientation
Filipino culture is derived from all the cultures that have resided on the islands. The
bayanihan or spirit of kinship and camaraderie is thought to have taken from their Malay
ancestors. Close family ties are said to have been inherited from the Chinese and their
hardworking spirit was influenced by the Americans. It is believed that Filipino's are
racially similar to Malays but culturally they are more likely a mixture of culture.
Influence of History Spain and America on Filipino

Filipinos are a freedom-loving people, having waged Culture
two peaceful, bloodless revolutions against what
were perceived as corrupt regimes.
Filipinos love celebration: “sosyalan”-
socializing
Music and Dance: It is evident in many activities
in the country:
• culminate in the province-wide street party and
town talent show – the fiesta (festival);
• celebration of the earth’s bounty, be ready to
dance in the streets to tribal drum rhythms;
http://yourshot.nationalgeographic.com/photos/
• elaborate floats blooming with the season’s
Three centuries under Spanish rule harvest and the town folk’s crafty work;
and 50 years of American influence • masquerades to mud fests, pilgrim processions
has made the Philippines an Asian
to pageant parties, and island-style parties.
Filipinos are very creative: Naturally artistic

Art: This is seen in many arts pieces
• penchant for color and craftsmanship
even outside museums and galleries;
• handicraft, design, and fashion;
country unlike any other. • churches or parks.
https://www.tagaloglang.com/spoli
arium-painting-by-juan-luna/
• jeepneys; embroidery, or weaving.

Province of Laguna
Filipinos are warm people: Filipinos of family,
home, and simple joys.
Food: a buffet or fun and festivity.
• distinct cuisine came from the comfort food
• many-layered flavors are expressed differently
from kitchen to kitchen-adobo (pork stewed in
garlic, soy sauce and vinegar).
https://www.scmp.com/magazines/post-
• mixture of Asian herbs and western additives.
magazine/food-drink/article/3064992/also-
filipino-food-writers-delicious-voyage
Asian societies as shame-based societies

Asian Influence on • focuses on building smooth interpersonal relations and minimize
Filipinos interpersonal conflict.
• Values strong family ties. Gives importance to the needs and
happiness of the family before self.
• Pakikisama—the art of smooth interpersonal relations is of
utmost importance to Filipinos. Social control is exerted through
customs similar to adat found elsewhere in Southeast Asia.
• “Face” is important in the Philippines as it is elsewhere in Asia.
that "face is more important than truth or justice"
• ”Face” is equated with honor and “losing face” is equated with
https://asiapacificyouth.net/my-world-2030- shame, disrespect and humiliation
asia-pacific-advocacy-programme-for-
young-leaders/
Latin Influence on Mix of Hispanic-Tradition & Latin American Culture
Filipinos • There is a manana attitude about time.
• Machismo culture teaches that men are to be
strong-lie both in Spanish colonial and traditional
familial hierarchal structures.
• hospitable and generous -guests are honored with
special dishes and treats.
• Cleanliness is a virtue. The condition of a house is a
reflection on the family and especially the mother.
• People believe in miracles and the power of divine
https://news.yale.edu/2019/10/09/peabody-host-17th- intervention
annual-fiesta-latina-latin-american-culture-festival
STRENGHTS AND WEAKNESSES OF THE FILIPINO CHARACTER

Source: A Moral Recovery Program: Building a People--Building a Nation by Patricia Licuanan
Link: https://ourhappyschool.com/esp-values-education/moral-recovery-program-building-people-building-nation-patricia-licuanan
a. STRENGTHS
PAKIKIPAGKAPWA-TAO (regard for others). is manifested in a basic sense of justice and fairness, and in
concern for others. It is demonstrated in the Filipino's ability to empathize with others, in helpfulness and generosity
in times of need (pakikiramay), in the practice of bayanihan or mutual assistance, and in the famous Filipino hospitality.
Filipinos possess a sensitivity to people's feelings or pakikiramdam, pagtitiwala or trust, and a sense of gratitude or
utang-na-loob. Because of pakikipagkapwa-tao
FAMILY ORIENTATION. Filipinos possess a genuine and deep love for the family,
Concern for family is manifested in the honor and respect given to parents and elders, in the care given to
children, the generosity towards kin in need, and in the great sacrifices one endures for the welfare of the family. This
sense of family results in a feeling of belonging or rootedness and in a basic sense of security.

Province of Laguna
JOY AND HUMOR. Filipinos have a cheerful and fun-loving approach to life and its ups and downs. The result
is a certain emotional balance and optimism, a healthy disrespect for power and office, and a capacity to survive.
FLEXIBILITY, ADAPTABILITY AND CREATIVITY. Filipinos have a great capacity to adjust, and to adapt to
circumstances and to the surrounding environment, We are creative, resourceful, adept at learning, and able to
improvise and make use of whatever is at hand in order to create and produce.
HARD WORK AND INDUSTRY. Filipinos have the capacity for hard work, given proper conditions. The desire
to raise one's standard of living and to possess the essentials of a decent life for one's family, combined with the right
opportunities and incentives, stimulate the Filipino to work very hard. This is manifested most noticeably in a
willingness to take risks with jobs abroad, and to work there at two or three jobs. The result is productivity and
entrepreneurship for some, and survival despite poverty for others.
FAITH AND RELIGIOSITY. Filipinos have a deep faith in God. Innate religiosity enables us to comprehend and
genuinely accept reality in the context of God's will and plan. Thus, tragedy and bad fortune are accepted and some
optimism characterizes even the poorest lives.
ABILITY TO SURVIVE. Filipinos have an ability to survive which is manifested in our capacity for endurance
despite difficult times, and in our ability to get by on so little. This survival instinct is related to the Filipinos who bravely
carry on through the harshest economic and social circumstances.
b. WEAKNESSES OF THE FILIPINO CHARACTER

EXTREME PERSONALISM. Filipinos view the world in terms of personal relationships and the extent to which
one is able personally to relate to things and people determines our recognition of their existence and the value. There
is no separation between an objective task and emotional involvement.
LACK OF DISCIPLINE. We have a casual and relaxed attitude towards time and space which manifests itself
in lack of precision and compulsiveness, in poor time management and in procrastination. We are impatient and unable
to delay gratification or reward, resulting in the use of short cuts, skirting the rules (the palusot syndrome) and in
foolhardiness. We are guilty of ningas cogon, starting out projects with full vigor and interest which abruptly die down,
leaving things unfinished.
PASSIVITY AND LACK OF INITIATIVE. There is a strong reliance on others, e.g., leaders and government,
to do things for us. One is generally submissive to those in authority, and is not likely to raise issues or to question
decisions. Filipino is too patient and long-suffering (matiisin), too easily resigned to one's fate. Filipinos are thus easily
oppressed and exploited.
COLONIAL MENTALITY. a lack of patriotism or an active awareness, appreciation, and love of the Philippines;
the second is an actual preference for things foreign. Filipinos extraordinarily susceptible to the wholesome
acceptance of modern mass culture which is often Western. Thus, there is preference for foreign fashion,
entertainment, lifestyles, technology, consumer items, etc.
KANYA-KANYA SYNDROME. Filipinos have a selfish, self-serving attitude that generates a feeling of envy
and competitiveness towards others, particularly one's peers, who seem to have gained some status or prestige.
Towards them, the Filipino demonstrated the so-called "crab mentality", using the levelling instruments of tsismis,
intriga and unconstructive criticism to bring others down. There seems to be a basic assumption that another's gain
is our loss.
LACK OF SELF-ANALYSIS AND SELF-REFLECTION. There is a tendency in the Filipino to be superficial and
even somewhat flighty. In the face of serious problems both personal and social, there is lack of analysis or reflection.
Joking about the most serious matters prevents us from looking deeply into the problem. There is no felt need to
validate our hypotheses or explanations of things. Thus, we are satisfied with superficial explanations for, and
superficial solutions to, problems.

Province of Laguna
THE CHALLENGE FOR CHANGE
Educational System problems inherent in the use of a foreign language
& influences of the formal curriculum
• Filipinization of the entire • lack of suitable local textbooks and dependence
educational system on foreign textbooks.
• Value formation in the • use school materials that are irrelevant to the
school curriculum Philippine setting.
• Teach pride in being a • the values taught informally by the Philippine
Filipino school system
• Literature should be used • Schools are highly authoritarian, with the teacher
as the central focus.
to instill national pride.
• The Filipino student learns passivity and conformity.
Critical thinking is not learned in the school.
Thus, there is a need for:
➢ communization of our schools should be developed to give a
common experience to students and to foster greater equality in
society.
➢ social orientation courses in our schools should be not only for
socialization activities, but also for socially-oriented and socially-
relevant activities.
IN RESPONSE TO THE CHALLENGE

Educational Goals based on the strengths and weaknesses of the Filipino. The
following goals for change are enclosed in the revised K-12 Curriculum. Aiming to develop
Filipinos who:
1. have a sense of patriotism and national pride--a genuine love, appreciation,
and commitment to the Philippines and things Filipino;
2. have a sense of the common good--the ability to look beyond selfish
interests, a sense of justice and a sense of outrage at its violation;
3. have a sense of integrity and accountability--an aversion toward graft and
corruption in society and an avoidance of the practice in one's daily life;
4. value the habits of discipline and hard work; and
5. value the habits of self-reflection and analysis, the internalization of
spiritual values, and an emphasis upon essence rather than on form.

Province of Laguna
C. ENGAGING ACTIVITIES
Read the lecture guide and write a reflection journal using the learning question guide.
How I understand the Topic. (I have learned…)

What are the philosophical and historical thoughts that governs the modern educational practices?
Who are some of the influential educational philosophers and their thoughts and beliefs?
My reflection on this topic. (What I think…)
What is the relevance of social science theories in understanding the changing educational
landscape?
What are the global and socio-cultural issues that affect the educational system at present?
How it is relevant? (Its impact to education…)
What is the role of schools in promoting the desirable traits of the Filipino?
How I relate my own experiences? (As a learner …)
What makes a Filipino unique? What makes me a proud Filipino?
As a future educator, what can you do to contribute to the promotion of moral values and positive?
character among your learners?
Understanding Directed Assess

The submitted reflection paper and activity sheet will be the expected output of this lesson. The
following will be the rating to be used in grading the said outputs.
A. Rubrics for Discussion Postings
Answer to Guide Question (10) Score Reaction/Comments (5) Score
The answer shows a deep The reactions/comments
understanding of the ideas in the reflect understanding and analysis
course materials. of the postings concerned.
They reflect an incisive analysis They are reasonable and well
of theory, practice and personal supported by theory/practice/
experience. personal experience/ logical
examples/illustrations.
They are well supported by They are appropriate and
valid arguments, appropriate relevant to the discussed issues and
examples/illustrations/details and concerns during the class
relevant personal experiences. interpolation.
Timeliness Score Organization and Mechanics Score
The postings are timely/up to The postings are organized,
date (i.e., contributed within the clear, concise, and grammatically
assigned schedule/time frame). correct.
Source: Lecture Notes of Professor Niño D. Naldoza, the Director of the Institute of Knowledge Management of the
Philippine Normal University (PNU) during the webinar Development of Self-Paced Learning Module (SLM).

Province of Laguna
B. Rubrics for the Reflection Journal and Performance Tasks
Indicators Above Expectations Meets Expectations Approaching Expectations Below Expectations
10 7 5 3
Reflective The reflection explains the The reflection explains the The reflection attempts to The reflection does not
Thinking student’s own thinking and student’s thinking Demonstrate thinking about address the student’s
learning processes, as well as about his/her own learning but is vague and/or thinking and/or
implications for future learning. learning processes. unclear about the personal learning learning.
process.
Analysis The reflection is an in-depth The reflection is an The reflection attempts to The reflection does not
analysis of the learning analysis of the learning analyze the learning move beyond a
experience, the value of the experience and the experience but the value of the description of the
derived learning to self or value of the derived learning to the student or others is Learning experience.
others, and the enhancement learning to self or others. vague and/or unclear.
of the student’s appreciation for
the discipline.
Making The reflection articulates The reflection articulates The reflection attempts to articulate The reflection does not
Connections Multiple connections between Connections between this connections between this learning articulate any
this learning experience and learning experience and experience and content from other connection to other
content from other courses, past content from other courses, past learning experiences, learning or
learning, life experiences and/or courses, past learning or personal goals, but the connection experiences.
future goals. experiences, and/or is vague and/or
future goals. unclear.
Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

http://earlycollegeconference.org/wp-content/uploads/2014/12/Portfolio-Rubric-for-Reflection.PRINT_.pdf
Learning Resources
Certo, S. C. (2000). Modern management diversity, quality, ethics and the global environment. New Jersey: Prentice
Hall Inc.
Licuanan, P. (2016, August 2) A Moral Recovery Program: Building a People--Building a Nation. Retrieved from
OurHappySchool:https://ourhappyschool.com/esp-values-education/moral-recovery-program-building-
people-building-nation-patricia-licuanan
Prieto, N.L, Arcangel, C.N. and Corpuz, B.B. (2019). The teacher and the community, school culture and
organizational leadership. Quezon City: Lorimar Publishing Inc.
Ravano, T.F. (2016). Media and information literacy. Manila: National Bookstore.
Biography of Famous People. (2022, August 29). Retrieved from Biography .com https://www.biography.com/scholar
Society and Education. (2022, August 31). Retrieved from https://www.britannica.com/topic/education
The Filipino Traits.( 2020, October 4) Retrieved from Philippines Department of Tourism:
http://www.tourism.gov.ph/
Society and Education. (2020, August 31). Retrieved from https://www.britannica.com/topic/education
K-12 Gabay Pangkurikulum-Edukasyon sa Pagpapakatao. (2020, September 4). Retrieved from
https://www.deped.gov.ph/wp-content/uploads/2019/01/ESP-CG.pdf

Province of Laguna
CONTACT INFORMATION
I am your Faculty-in-Charge. There is more information about me in our course website.

You may reach me at:
ARIENE MAY R. URRETE

arienemay.urrete@lspu.edu.ph
09684968161
INTELLECTUAL PROPERTY
This module is for educational purpose only. Under section Sec. 185 of RA 8293, which states, “The fair use of a copyrighted
work for criticism, comment, news reporting, teaching including multiple copies for classroom use, scholarship, research, and similar
purposes is not an infringement of copyright.”
The unauthorized reproduction, use, and dissemination of this module without joint consent of the authors is strictly prohibited
and shall be prosecuted to the full extent of the law, including appropriate administrative sanctions, civil, and criminal.


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Republic of the Philippines

Laguna State Polytechnic University

LSPU Self-Paced Learning Module (SLM)

LSPU SELF-PACED LEARNING MODULE:

Student Learning Strategies

PART 1. PHILOSOPHICAL FOUNDATION OF EDUCATION

SOCIAL SCIENCE THEORIES

LSPU SELF-PACED LEARNING MODULE:

Symbolic Interactionism, which studies the behavior of individuals and small

**Comment: Education is not acquisition of

LSPU SELF-PACED LEARNING MODULE:

Link: John Dewey’s Theories on Education

Educational Concept Themes and Beliefs

*Comment: Counts asserts that there is a cultural lag

LSPU SELF-PACED LEARNING MODULE:

Educational Concept Themes and Beliefs

Link: Paulo Freire: Revolutionary Educator

LSPU SELF-PACED LEARNING MODULE:

PART 2. HISTORICAL FOUNDATION OF EDUCATION

*PRIMITIVE SOCIETIES (7000 B.C.-5000 B.C.)

* ANCIENT CIVILIZATION Civic Responsibility

LSPU SELF-PACED LEARNING MODULE:

GREEK (1600-300 B.C.)

LSPU SELF-PACED LEARNING MODULE:

*MEDIEVAL (A.DE. 500-A.D.1400)

*RENAISSANCE (A.D. 1350-A.D.1500)

LSPU SELF-PACED LEARNING MODULE:

PART 3. GLOBAL ISSUES IN EDUCATION

LSPU SELF-PACED LEARNING MODULE:

FOOD & WATER (HUNGER & POVERTY) Water

LSPU SELF-PACED LEARNING MODULE:

LSPU SELF-PACED LEARNING MODULE:

HUMAN RIGHTS-EDUCATION. All human beings are born

LSPU SELF-PACED LEARNING MODULE:

PART 4. SOCIO-CULTURAL ISSUES

LSPU SELF-PACED LEARNING MODULE:

FILIPINO VALUES and VALUE-ORIENTATION

CORE: Filipino value orientation

Influence of History Spain and America on Filipino

Filipinos are very creative: Naturally artistic

LSPU SELF-PACED LEARNING MODULE:

Asian societies as shame-based societies

STRENGHTS AND WEAKNESSES OF THE FILIPINO CHARACTER

LSPU SELF-PACED LEARNING MODULE:

b. WEAKNESSES OF THE FILIPINO CHARACTER

LSPU SELF-PACED LEARNING MODULE:

IN RESPONSE TO THE CHALLENGE

LSPU SELF-PACED LEARNING MODULE:

How I understand the Topic. (I have learned…)

Understanding Directed Assess

LSPU SELF-PACED LEARNING MODULE:

Source: Reflective Paper Rubrics. Retrieved September 1, 2020 from:

LSPU SELF-PACED LEARNING MODULE:

I am your Faculty-in-Charge. There is more information about me in our course website.

ARIENE MAY R. URRETE

LSPU SELF-PACED LEARNING MODULE:

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