ED3 REVIEWER MIDTERM
conflicting values and agendas, causing them to compete
CHAPTER 3: SOCIAL SCIENCE THEORIES AND THEIR
IMPLICATIONS TO EDUCATION
THREE SOCIAL THEORIES
1. Structural-functional theory
Herbert Spencer, the proponent of structural
functional views society as a system of
interconnected parts each with a unique function.
The parts have to work together for stability and
balance of society. Society is compared through the
human body with different but interrelated parts
performing different functions.
society has different parts like human body but
interrelated components such as:
family, state, school, church, mass media, economics
These must coordinate and collaborate for society
to function well. when one component of the
society does not do its part, the society will not
function well.
The Cybercrime Act of 2012 came about
to address legal issues concerning online interactions
and the internet in the Philippines.
The functionalist theory of education focuses on
how education serves the need of society through
the development of skills encouraging social
cohesion. The role of schools is to prepare students
for participation in the institutions of society.
The functionalist theory is focused on social stability
and solidarity. Functionalists see education as a
beneficial contribution to an ordered society.
Purposes of Schooling according to Functionalists
1. Intellectual purposes
2. political purposes
3. economic purposes
4. social purposes
2. Conflict Theory
According to this theory, there are always two opposing
sides in a conflict situation. People take sides between
maintaining the status quo and introducing change then
arrive at an agreement.
Conflict theorists note that unequal groups usually have
against one another.
According to the conflict theory, education is not truly a
social benefit or opportunity as seen by the
functionalists. Rather , education is a powerful means of
maintaining power structures and creating a docile work
force for capitalism .
3. The Symbolic Interactionist Theory Perspective
1) An individual's action depends on meaning. We act
based on the meaning we give to symbols.
2) Different people may give different meanings to the
same thing. When teachers are strict, some students see
it as an expression of care.
3) Meanings change as individuals interact with one
another. A negative meaning that you used to associate
with hospital when you went to a hospital which looked
more as a hotel than the usual hospital you know is
changed.
The symbolic interactionist perspective, also known as
symbolic interactionism, directs sociologists to consider
the symbols and details of everyday life, what these
symbols mean, and how people interact with each other.
Language is a predominant symbol among people.
Verbal conversations, in which spoken words serve as the
predominant symbols, make this subjective
interpretation especially evident.
Conversation is an interaction of symbols between
individuals who constantly interpret the world around
them.
Weakness of Symbolic Interaction Theory
Critics claim that symbolic interactionism neglects the
macro level of social interpretation-the "big picture."
Symbolic interactionism traces its origins to Max Weber's
assertion that individuals act according to their
interpretation of the meaning of their world.
American philosopher George H. Mead ( 1863- 1931)
introduced this perspective to American sociology in the
1920s .
CHAPTER 4: THE STRENGTHS AND WEAKNESSES OF THE The Filipino Character: Strengths
FILIPINO CHARACTER: A SOCIO-CULTURAL ISSUE
In 1998 Senator Leticia Shahani submitted to the Senate this
The Weakness of the Filipino Character Report titled "A Moral Recovery Program: Building a People,
Building a Nation" .This report cites the strengths and
Extreme Family Centeredness. Excessive concern for family
weaknesses of the Filipino Character.
means using one's office and power to promote family
interests and thus factionalism patronage, political The strengths of the Filipino character
dynasties and the protection of erring family members.
Pakikipagkapwa- tao hardwork and industry
Extreme Personalism. Takes things personally, cannot family orientation Faith and religiosity
separate objective task from emotional involvement. joy and humor ability to survive
Flexibility, adaptability,
Lack of Discipline. A casual attitude toward time and space, and creativity
manifested in lack of precision and compulsiveness, in poor
time management and procrastination.
Value Education in Schools
Passivity and lack of initiative. Waiting to be told what to
do, reliance on others (leaders and government), The Department of Education has as its vision to help
develop. "Filipinos who passionately love their country and
complacence, lack of a sense of urgency.
whose values and competencies enable them to realize
Colonial Mentality. Lack of patriotism, or of an active their full potential and contribute meaningfully to building
awareness, appreciation and love of the Philippines and an the nation." It has as its core values Maka-Diyos , Maka-
actual preference for things foreign. Tao,Makakalikasan, and Makabansa

Kanya-kanya syndrome, talangka mentality. Done by
tsismis, intriga, unconstructive criticism. It is evident in the
personal ambition that is completely insensitive to the
common good.
Lack of self-analysis and self-reflection. The tendecy to be
superficial and some what flighty.
Emphasis on porma rather than substance. This lack of
analysis and emphasis on form is reinforced by an
educational system that is more from than substance.
These weaknesses are rooted in many factors: home, social
and economic environment; culture and language; history:
religion; educational system; mass media; leadership and
role models.
Values Education now Edukasyon sa Pagpapakatao in K to
12 Curriculum, was introduced as a separate subject in the
basic education curriculum under the Values Education
Framework program of Dr. Lourdes Quisumbing, then
Department of Education, Culture, and Sports Secretary in
1988-1990. The Values Education Framework was
conceptualized in 1987.
In 2002, the Basic Education Curriculum (Grade 1-6, and
First-Fourth Year High School) integrated values in the major
learning areas or subjects. Beginning with the K to 12
Curriculum in 2013, Values Education was renamed
Edukasyon sa Pagpapakatao (ESP) for Grades 1-10.

Change is possible, however, and the following goals are

proposed to develop in the Filipino:
(1) a sense of patriotism and national pride;

(2) a sense of the common good;

(3) a sense of intregrity and accountability,

(4) the values and habits of discipline and hard work;

(5) the value and habits of self-reflection and analysis; the

internalization of spiritual values and the emphasis on
essence rather than on form.
CHAPTER 5: GLOBALS ISSUES THAT CONCERN SCHOOLS The Top Ten Global Abuses and How They Can be
AND SOCIETY Addressed.
LIST #1 TOP 10 LIST #2 TOP 10 1. CLIMATE CHANGE The global temperatures are rising,
WORLD ISSUES WORLD ISSUES and are estimated to increase from 2.6 degrees Celsius to
1. Climate 1. Climate 4.8 degrees Celsius by 2100. This would cause more
change change severe weather, crises with food, and resources and the
2. large scale 2. Pollution spread of diseases.
conflict 2. POLLUTION includes ocean litter, pesticides and
3. inequality 3. violence
fertilizers, air, light and noise pollution.
4. Poverty 4. security and
3. VIOLENCE can be found in the social, cultural, and
well-being
5. religious 5. lack of economic aspects of the world.
conflicts education VARIOUS FORM OF VIOLENCE
6. Government 6. - Physical violence occurs when someone uses a
Accountability unemployment part of their body or an object to control a
7. food and 7. government person's actions.
water security corruption - Sexual violence occurs when a person is forced
8. lack of 8. to unwillingly take a part in sexual activity.
education malnourishment - Emotional Violence occurs when someone says
and hunger something make a person feel stupid of
9. safety/ 9. substance worthless.
security/ well abuse
- Psychological Violence-occurs when someone
being
used threads and causes fear in an individual to
10. Lack of 10. terrorism
gain control.
economic
opportunity and - Spiritual Violence - Spiritual (or religious)
employment violence occurs when someone uses an
individual's spiritual beliefs to manipulate,
17 SDGs 2015 - 2030 dominate or control that person.
1.No Poverty 4. SECURITY AND WELL BEING The U.Nis a perfect
2. Zero Hunger example of what should be done to prevent the lack of
3. Good Health and Well-being. security and well-being to serious global issue,
4. Quality education 5. LACK OF EDUCATION More the 72 million children
5. Gender equality throughout the globe that are of the age to be in primary
6. Clean Water and Sanitation. education are not enrolled in school. This can be
7. Affordable and Clean Energy attributed to inequality and the marginalization as well as
8. Decent Work and Economic
poverty,
Growth
6. UNEMPLOYMENT Without the necessary education
9. Industry, Innovation, and
Infrastructure and skills for employment, many people, particularly 15-
10. Reduce inequality 24 years old ,struggle to find jobs and create a proper
11.Make cities and human living for themselves and their families.
settlements inclusive, safe, 7. GOVERNMENT CORRUPTION Means of corruption
resilient and sustainable include graft, bribery, embezzlement, backdoor deals,
12. Ensure sustainable nepotism, and patronage -a major cause of poverty
consumption and production considering how it affects the poor the most, eroding
patterns political and economic development, democracy and
13. Climate Action more.
14. Life Below Water 8. MALNOURISHMENT AND HUNGER
15. Life on Land Currently 795million people do not have enough to eat.
16. Peace, Justice and Strong
Long-term success to ending world hunger starts with
Institutions
ending poverty.
17.Partnership for the goals
9. SUBSTANCE ABUSE substance abuse is the harmful or
hazardous use of psychoactive substances, including
alcohol and illicit drugs" (World Health Organization) UN
reports that, by the beginning of the 21 century, an
estimated 185 million people over the age of 15 were
consuming drugs globally.
10. Terrorism is an issue throughout the world that
causes fear and insecurity, violence and death.
THE 17 SDGs
Un secretary general, Ban Ki-moon, said "the seventeen
sustainable development goals are our shared visions of
humanity and a social contract between the world's
leaders and the people. They are a to do list for people
and planet and a blueprint for success."
CHAPTER 6: THE WHY AND HOW SCHOOL AND GOAL1: EXPAND EARLY CHILDHOOD CARE AND
COMMUNITY PARTNERSHIP EDUCATION.
OPPORTUNITIES FOR SCHOOL-COMMUNITY GOAL 2: PROVIDE FREE AND COMPULSORY PRIMARY
PARTNERSHIP EDUCATION FOR ALL.
•PARTNERSHIP IMPLIES TWO PARTIES HELPING EACH GOAL 3: PROMOTE LEARNING AND LIFE SKILLS FOR
OTHER YOUNG PEOPLE AND ADULTS.
•BOTH PARTIES BENEFIT. THIS MEANS IF A SCHOOL- GOAL 4: INCREASE ADULT LITERACY BY 50 PER CENT.
COMMUNITY PARTNERSHIP EXISTS, BOTH PARTIES GOAL 5: ACHIEVE GENDERPARITY BY 2005, GENDER
BENEFIT FROM THERELATIONSHIP. EQUALITY BY 2015.
GOAL 6: IMPROVE THE QUALITY OF EDUCATION.
WHAT A COMMUNITY CAN DO FOR SCHOOLS
1. Brigada Eskwela
•THIS PROGRAM ENGAGES ALL EDUCATION
STAKEHOLDERS TO CONTRIBUTE THEIRTIME EFFORT AND
RESOURCES IN ENSURING THAT PUBLIC SCHOOL
FACILITES ARE SET IN TIME FOR THE FORTHCOMING
SCHOOL OPENING.
2. Curriculum Development
•THIS CAN MEAN USE OF COMMUNITY RESOURCE FOR
LEARNING
3. Work Experience Program
•BUSINESS ESTABLISHMENTS AND OFFICES IN THE
COMMUNITY CAN SERVE AS A TRAINING GROUND FORL
EARNERS.
4. Remediation And Enrichment Classes PARENTS AND
RETIRED TEACHERS MAY BE INVOLVED IN SCHOOL
READING REMEDIATION AND LEARNING ENRICHMENT
PROGRAMS.
5. Youth Development Programs THE YOUNG MAY
INVOLVE THEMSELVES AND DEVELOP THEIR SKILLS AND
TALENTS, LEARN HOW TO DEAL POSITIVELY WITH PEERS
AND ADULTS AND SERVES AS A RESOURCE IN THEIR
COMMUNITIES.
6. Community Services STUDENTS PARTICIPATING IN
TUTORIAL PROGRAMS, COMMUNITY REFORESTATION
PROGRAMS, CLEAN UP DRIVE FOR A RIVER,ASSISTING IN
MEDICAL MISSION ,SCHOOL HEAD INVOLVED IN
PLANNING LOCAL CELEBRATIONS,TEACHING

LEGAL BASES FORPARENTS AND COMMUNITY

INVOLVEMENT
- RA 9155. (Governance of Basic Education Act)
-Education Act of 1982.
-RA 8525"Adopt a school program act, to provides for
school partnership.

EVEN THE PHILIPPINE EDUCATION FOR ALL. -(EFA) 2015

"6 New Educational Goal/Targets "
CHAPTER 7: THE TEACHER AND THE COMMUNITY:
TEACHER’S ETHICAL AND PROFESSIONAL BEHAVIOR
CODE OF ETHICS FOR PROFESSIONAL TEACHERS
WHAT IS COMMUNITY REFERRED TO HERE? THE
COMMUNITY WITHIN THE SCHOOL AND THE COMMUNITY
OUTSIDE THE SCHOOL.
The 8 Sections of Article III
Section 1. A teacher is a facilitator of learning and of the
development of the youth.
Section 2. Every teacher shall provide leadership and
initiative to actively participate in community movements.
Section 3. Every teacher shall merit reasonable social
recognition.
Section 4. Every teacher shall live for and with the
community.
Section 5. Every teacher shall help the school keep the
people in the community informed.
Section 6. Every teacher is intellectual leader in the
community.
Section 7. Every teacher shall maintain harmonious and
pleasant personal and official relations with other.
Section 8. A teacher possess freedom to attend church and
worships as appropriate.
TEACHER AS FACILITATOR OF LEARNING
Facilitator comes from the word "facilitate" which means to
make something easy or easier.
is a difficult task and is made easier when you make dry
lesson interesting, exciting and enjoyable.
TEACHER LEADERSHIP AND INITIATIVE FOR COMMUNITY
PARTICIPATION
Section 2 refers to the leadership and initiative of the
professional teacher to participate in community
movements for moral, social, economic and civic
betterment of the community.
Schools are at the heart of communities and you as
professional teachers are expected to be be-in-the-world
and to be-in-the-world- with-others and for others.
(borrowing the words of Heidegger).
Section 6 further explicates that. "Every teacher is an
intellectual leader in the community, especially in the
barangay, and shall welcome the opportunity to provide
such leadership when needed, to extend counseling
services, as appropriate, and to be actively involved in
matters affecting the welfare of people. "You do not just
welcome the opportunity to lead.
PROFESSIONAL TEACHER WITH HONOR AND DIGNITY
Section 3 states: "Every teacher shall merit reasonable
social recognition for which purpose we Shall behave with
honor and dignity at all times and refrain from such
activities as gambling, Smoking, drunkenness, and other
excesses much less illicit relations.
TEACHER’S ATTITUDE TOWARD LOCAL CUSTOMS AND
TRADITIONS
Section 4 expects every teacher to live for and with the
community and shall therefore study and understand local
customs and traditions in order to have a sympathetic
attitude, therefore, refrain from disparaging the
community.
THE PROFESSIONAL TEACHER AND INFORMATION UPDATE
In Section 5 states that the teacher shall help the school
inform the community about the school works
accomplishments needs and problems. Community here
refers to internal as well as external stakeholders.
Internal stakeholders include the students the parent of the
students and the teachers.
External stakeholders are the other parents in the
community without children enrolled in school barangay
officials and other government officials, non-government
organizations, government organizations, alumni and
retirees.
THE PARENTS-TEACHERS ASSOCIATION
Every elementary and secondary school shall organize a
Parents-Teachers Association (PTA) to provide a forum for
the discussion of issues and their solutions related to the
total school program and to ensure the full cooperation of
parents in the efficient implementation of such program.
THE SCHOOL GOVERNING COUNCIL
The purpose of the School Governance Council is to provide
parents, school staff, and community members with a
leadership role in the management of the school. The
School Governance Council is a governing body that is
representative of the community and the school, but
operates under the control and management of the Board
of Education. The Council is responsible for making
decisions regarding the strategic direction of the school.

THE PROFESSIONAL TEACHER AND GOVERNMENT

OFFICIALS AND OTHER PROFESSIONALS

Section 7. Every teacher shall maintain harmonious and

pleasant personal and official relations with other
professionals, with government officials, and with the
people, individually or collectively.

THE PROFESSIONAL TEACHER DOES NOT USE POSITION TO

PROSELYTE

Section 8. A teacher posses freedom to attend church and

worships as appropriate, but shall not use his positions and
influence to proselyte others.