Module 1 - The Teacher & The Com. SCHL Culture & Orgl. Leadership

MODULE I
INTRODUCTION TO SOCIETY,
COMMUNITY AND EDUCATION
Lesson 1 Philosophical and

Sociological
Perspectives in
Education
Lesson 2 Historical Foundations
of Education
Lesson 3 Social Science Theories
and their Implications to
Education
Lesson 4 The Teacher and the
Community
The Teacher and the Community, School Culture and Organizational Leadership - BALITON, C. Module I
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MODULE I
INTRODUCTION TO COMMUNITY, CULTURE AND EDUCATION
 INTRODUCTION
This module introduces the basic concepts of community, culture and

education. It also discusses the perspectives and educational reforms in
response to the needs of the community and the society. It also explains the
importance of different philosophies and theories to education on how they
affect the educational landscape.
OBJECTIVES
After studying the module, you are expected to:
1. define basic concepts necessary to comprehend the course

2. describe the manifestations of various educational philosophies
and applications to sociological theories in practical classroom
situations in response to community contexts; and
3. explain the importance of different philosophies and
sociological theories to education and how they change the
education landscape to the needs of society and the
community
4. do preliminary readings and researches on philosophical and
sociological perspectives on education in the context of the
community
 DIRECTIONS/ MODULE ORGANIZER
This module has four lessons. Each lesson has four benchmarks to
complete in order to continue to the next parts. These include the 4A’s:
Activity (engagement of various learning experiences), Analysis,
Abstraction (affirmation from the student’s analysis leading to further
explanation) and Application (varied activities to practice learned
concepts). Additional resources from various sources are also provided for
further readings.
The official online platforms to be used will be the Google classroom,

Google Meet, Group Chats and Facebook private group where pre-recorded
presentations, lecture notes, worksheets, requirements and softcopies of
reports will be posted.
Teleconferencing via Google Hang-outs/Zoom/Gmail will also be
scheduled every first Wednesday of the month from 11:00 – 12:00 P.M.
(depending on the schedule as approved by higher authorities and when
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need arises) to answer questions and give clarifications on presented topics.

Outputs are highly-encouraged to be submitted on or before the set
deadline (with the consensus from the class) but maximum consideration
will be applied.
The course also requires students to engage in discursive recitation

and provide sample videos in language teaching and learning as initial
activities and as bases for ICT-integrated learning plans. It is viewed that
they are prepared to learn in every meeting as guideposts and course
outlines are provided on the first meeting.
Students are encouraged to provide their complete details with their

official DMMMSU account to be counted as ‘officially enrolled.’
Confidentiality, truthfulness and discipline should be practiced. Academic
queries should be directed to the instructor at cbaliton@dmmmsu.edu.ph.
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Lesson 1
 PHILOSOPHICAL AND
SOCIOLOGICAL PERSPECTIVES
IN EDUCATION
The academe is a vital part of the society as learning is a social
production. It also emphasizes the role of society as a major contributor in
the development of networks and linkages – among people, within the
community, from the bounds of cultures and politics and in family as the
basic unit of the society. Therefore, educational institutions are bound with
the various norms, values and contexts of the society.
Society is a web of relationship and its existence is important in

the understanding of human relationships and behaviors in its different
institutions. Such understanding of social relations is a core issue of a
society while education is an indicator of its social context and role.
Major terms defined
Society is rooted in the word “societas” which means friend and ally.
There are two perspectives of definition of society – as a social action and
as interaction. It is a social action shared by groups of people following a
way of life. It is an interaction explaining human behavior. According to
MacIver & Page (n. d.), society is a system of usage and procedures, of
authority and mutual aid, of many groupings and divisions, of controls of
human behavior and liberties. Thus, society is a generalized concept.
Community refers to all people living in one place or area who share
common interests. In the community, social order is necessary. It is salient
therefore to emphasize the role of social interaction as the basis of a whole
social order.
Role is a set of functions of an individual. Every individual is a
member of the society which has a ‘feeling of belongingness’ and ‘cultural
similarity.’ These factors are constituents of a community which has social
systems involving interaction among multiplicity of people (Parsons, n. d.).
A teacher in a society has multiple roles. In the community, he is

a role model of good conduct and highest integrity. In the classroom,
he is a facilitator of instruction and an administrator of academic
tasks. In the family, he is a son/daughter to his parents, a
sister/brother to his siblings, a parent to his children, a wife/husband
to his partner, a relative among others, etc. This example manifests
that a role is changing depending on its social context and the role
attached to a certain individual called social status.
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According to Merrill (2010), social interaction is the general process

whereby two or more persons are in a meaningful contact, resulting to a
slight modification of their behavior. Its elements include two or more than
two persons, reciprocal relationship and influence on the event, behavior
and mind of people. There are two types of social interaction. The first one
is physical or direct interaction which involves physical contact among the
members of a group. The other one is symbolic interaction which involves
the use of language and symbols as a method of human societies.
Education is associated in every society. Education is defined as the
process of acquiring the necessary characteristics, skills, aptitude and
attitude in order to survive the increasing demand of a future workplace. In
the K to 12 sphere, education is geared towards production of graduates
equipped with the 21st century skills and who are products of lifelong
learning. As forms of education differ from societies, major units include
family, community, peer group and formal education institutions.
There are two functions of education (aside from social mobility and
intergenerational change). The first universal function is to socialize the members
of the society and transmit the culture to the next generation. The second function
is to fulfill society’s needs on human resources.
School culture is defined as the norms, traditions and policies within

a school which can be shaped and maintained through the school’s
administrators and faculty members (Short and Greer, 1997). This means
that in order to create a culture of change, educational leaders should be
innovatively ready for organizational transformation.
Culture is a set of characteristics categorized by beliefs, customs,
norms and context. Society and culture determines systems of socialization
and the nature of education to be imparted to the members. The
interconnectedness of society and education is that (a) education carries
many social institutions to transmit culture and knowledge and that (b)
society is contributory to the process of education.
Family is the basic unit of the society being the first educational
community of children, Parents are the first teachers of their children and
the giver of their initial tasks of learning. Most of the formed traits and
values among students are in reference with how they are taught in their
respective families. It contributes to the holistic formation of an individual.
It acts as a joint network between individuals and the society – a
fundamental social institution which carries a set of culture with other
associated agencies.
.
In the Philippines, religion and language are two features of
diversity. These ‘cultures’ are clearly responded in schools like
showing respect to various religions during Eucharistic celebrations
and the usage of the national language Filipino for instruction,
communication and understanding.
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Education delineates the forms of society. It plays a clear role in

the establishment of a society as a whole from all forms of education –
whether formal, non-formal and informal. As education dictates its social
functions in the society, it remains as a component of development in the
society.
Philosophies of Education
Philosophy of education resonates the love and wisdom of education

where it focuses on teaching as the system of sharing knowledge and
learning as the process of transforming the shared knowledge into meanings
and connections in one’s life. These thoughts from education philosophers
are the bases of what should be taught and how learners should be taught.
The Classical Philosophies
Idealism
Proposed by the Father of Idealism – Plato’s philosophical approach
believed that ideas are central tenets of true reality and conscious
reasoning in the mind. In his book The Republic, he stressed the presence of
two worlds or the duality of the mind and the body. In idealism, the aims of
education include the development of individual’s abilities and moral
excellence to better serve the society. The curriculum’s emphasis should be
on the subject matter and teaching methods like discussion, lecture and the
Socratic Method (an art of questioning for clarification of an idea) should be
aligned with academic domains. Character development was reinforced
through imitation of heroes and examples.
Realism
Proposed by the Father of Realism and Scientific Method – Aristotle’s
views on physical objects as ultimate reality and the exercise of rational
thought were the ultimate purpose of the humankind. As Plato’s student, he
deviated from his mentor’s ideas and was the first one to teach logic as a
formal discipline. In realism, education is systematized with a curriculum
focused on mathematics and sciences. Teaching methods like
demonstrations and recitations are geared on the mastery of facts, basic
skills and character development through rules of conduct.
Existentialism
There are various orientations within this philosophy including large
groups in European countries (universe is meaningless as there is no
certainty of existence) and American countries (it is focused on quest for
personal meaning and human potential). The founder, Danish minister Soren
Kierkegaard adhered to the central roles of individual choices and individual
standards in the existence of man. His philosophy emphasized that man’s
existence is defined by his choices. In existentialism, learning experiences
are created for self-direction and self-actualization. Learning starts from
within the individual – as teachers see learners as an entity within a society
where learning takes place through confrontation of others’ views for
clarification, individual responsibility and authentic thinking.
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Pragmatism/Experientialism
Derived from the teachings of Charles Sanders Peirce (1839-1914)
reinforcing action over thoughts, pragmatism philosophy believed in the
reality of experiences. John Dewey applied pragmatist philosophy in his
progressive approaches – focusing on the subject matter of social
experiences. Schools should create a learning environment where learners
adapt to each other to create a new social order. In pragmatism, learning by
doing is more important than simply passing a set of knowledge. Teaching
methods include hands-on problem solving, experimental inquiry and group
works in an interdisciplinary way.
Modern Philosophies
Perennialism
As a philosophy from Western ideas, its focus was on the teaching and
comprehending of unchanging ideals and constant truths to solve problems
from any era. The cultivation of the mind is the highest principle from a
demanding curriculum adhered on attaining cultural literacy, learner’s
growth in enduring disciplines and emphasis on mankind’s great works in
arts, literature, laws, sciences.
Progressivism
Proposed by John Dewey (mid 1920-mid 1950), progressivists gave
credence to schools as a place where freedom and democracy are
experienced should aim to improve the lives of learners. Learning is rooted
from queries to be responded based from their experiences in the world.
Education then is focused on the learner as a whole – and not on the teacher
or the subject matter.
Humanism
Erasmus’ way of thinking that man has free will, conscience,
aesthetic ability, religious instinct and that children have essential goodness
in them advocated the ideals of humanism. It was developed by Rosseau
(1712-1778) and Pestalozzi as an educational philosophy which explained the
natural goodness of man who understands things around him through his
senses. It is focused on the social, emotional and cognitive well-being of
learners. In humanism, education is a gradual process in which the
development of human character follows the unfolding of its nature.
Motivation to learn is intrinsic because learning is a self-motivated phase.
Other important concepts were presented from the theories of Abraham
Maslow, Carl Rogers and Alfred Adler.
Post Modern Philosophies

These are combined philosophies of worldviews and educational
perspectives.
Information processing
This theory was derived from the analogy between how the mind
works and computer processing. Its focus is on the processes of the mind to
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relatively explain how learning occurs. Accordingly, knowledge is

procedural, declarative and conditional which are taken and represented in
the system called as encoding. Hence, it is the role of the teacher to
develop remembering and thinking strategies among learners.
Behaviorism
Based from realist and positivist ideals, behaviorism includes proper
training coupled with sensory interaction leading to a knowledge of reality.
Morality and values are things that can only be conditioned to a person. In
education, teachers are more concerned with the trial and error method to
program their students’ learning in the desired ways. Hence, learners are
taught like animals who respond and react based on signals and rewards
known as behavior modification.
Reconstructionism
Inspired by the Communism principles, reconstructionism philosophy
adheres with social changes. Reality is equated to experience and that
man’s innate goodness is aimed to achieve Utopian society. In education,
learners are referred as agents of social change and should be given the
proper education and opportunities align with it. Thus, teachers act as
facilitators of students’ decision making and educational goals to bring
societal betterment (Smith, 2011 cited by Brown, 2015).
Critical pedagogy
Based on Marxist ideology, critical pedagogy includes truth and reality
as ‘empirical evidence.’ It stressed the effects of results from truths rather
than the presented truths. In education, learners are directed to understand
and accept their position in the society through the reward of merit,
systematic arrangement and grading and preparation courses (Burbules &
Berk, 1999 cited by Brown, 2015). The roles of the teacher requires making
their learners comprehend the meaning of oppression and the state of being
oppressed in order to develop in them the skills of recognition and criticism
on foundation beliefs. Thus, the curriculum is framed on literacy, social
awareness and critical thinking skills.
Sociological Perspectives
These are the key ideas based from social dimensions of education,
educational theories, educational reforms and school and social institutions.
Key Ideas about Education Supporting Evidence
Functionalism  Education performs positive  School performs positive

functions for the individual and functions for most pupils –
society. exclusion and truancy
rates are very low.
 It creating social solidarity (value
consensus) through teaching the Role Allocation – Those
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same subjects. with degrees earn 85%

more than those without
degrees.
 Teaching skills necessary for work –
necessary for a complex division of
labour.  Schools do try to foster
‘solidarity’ – Extended
Tutorials – (‘cringing
 Acting as a bridge between home together’?)
and soceiety – from paricularistic
to universalistic values.
 Education is more ‘work
focused’ today –
 Role Allocation and meritocracy increasing amounts of
vocational courses.
 Schooling is more
meritocratic than in the
19th century (fairer).
Marxism  Traditional Marxists see the  To support the

education system as working in the reproduction of inequality
interests of ruling class elites. The – Who gets the best Jobs.
education system performs three And there is no
functions for these elites: statistically significant
evidence against the FACT
that, on aggregate, the
 Reproduces class inequality. richer your parents, the
better you do in
 Legitimates class inequality. education.
 The Correspondence Principle –  To support the

School works in the interests of Legitimation of class
capitalist employers. inequality – pupils are
generally not taught
about how unfair the
 Neo- Marxism – Paul Willis – A education system is – they
Classic piece of Participant are taught that if they do
Observation of 12 lads who formed badly, it is down to them
a counter school cultur. Willis and their lack of effort.
argued they rejected authority and
school and just turned up to ‘have
a laff’ (rejecting the  To support the Ideological
correspondence theory). However, State Apparatus –
they ended up failing and still Surveillance has increased
ended up in working class jobs (so schools’ ability to control
supports the reproduction of class students.
inequality).
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Key Ideas about Education Supporting Evidence
Neoliberalism  Created an ‘education market’ –  Their policies seem to

and The New Schools were run like businesses – have raised standards.
Right competing with each other for
pupils and parents were given the
choice over which school = league  Their policies have been
tables. applied internationally
(PISA league tables).
 The state provides a framework in

order to ensure that schools were  Asian Countries with very
all teaching the same thing – competitive education
National Curriculum. systems tend to top the
league tables (e.g.
China).
 Schools should teach subjects that
prepare pupils for work: New
Vocationalism!
Late Modernism Government needs to spend more  See Evaluation of New

and New Labour on education to respond to the Labour Policies
rapid pace of change brought
about by Globalisation.
 All developed economies
have governments who
 People need to reskill more often spend large amounts of
as – government should play a role money on education,
in managing this. suggesting more (not less
like Neoliberals suggest)
state education is good.
 Schools are also necessary to keep
under surveillance students ‘at
risk’ of future deviance.  It is difficult to see what
other institution could
teach about diversity
 New Labour Policies – the purpose other than schools.
of school should be to raise
standards, improve equality of
opportunty, and promote diversity There did seem to be
and equality. more equality of
opportunity under New
Labour rather than under
the 2015 Neoliberal/ New
Right government.
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Postmodernism Stand against universalising  Many people agree that

education systems. schools do kill creativity
(Ted Robinson, and Suli-
Breaks)
 See Modernist education as
oppressive to many students –
especially minority groups  Sue Palmer – Teaching the
test has resulted in school
being miserable and
 Believe the ‘factory production- stressful for many pupils.
line mentality of education kills
creativity
 Do we really want an
education system more
 Ideas of education which fit with a like the Chinese one?
postmodern agenda include – Home
Education, Liberal forms of
education, Adult Education and  The National Curriculum
Life Long Learning and Education has been criticized as
outside of formal education being ethnocentric
(leisure) (potentially oppressive to
minority groups).
Source: Thompson, K. (2016). Sociological Perspectives of Education
TAKEAWAYS
John Locke – The Empiricist
The empiricist philosophy views education as learner’s interaction with

concrete experiences. The learner is an active agent of his own learning. From the
social dimension, education is seeing citizens participate intelligently in the
establishment of a government and in the choice of who will govern them from
among themselves.
Herbert Spencer – The Utilitarianism
The utilitarian education highlights specialized education over that of

general education, as individual competition leads to social progress and he who’s
fittest survives. Also, the whole child approach is a powerful tool for socio-
emotional learning (SEL) as each student learns in an environment that is physically
and emotionally safe for students and adults and each student has access to
personalized learning and is supported by qualified and caring adults ( Frey, 2019).
John Dewey – Learning through experiences
The ideal learner is someone who not just learn by doing but one who can
connects accumulated wisdom of the past to the present. Schools then are for the
people and by the people – where democratic process of decision making is
practiced.
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George Counts – Building a new social order
Schools are venues of learning and instruments for social improvement.

Teachers and students should be agents of change and that problem solving should
be a dominant method of instruction.
Theodore Brameld – Social Reconstructionism
Education must be international in scope and must be interdependent with

the era of technology. Hence, critical examination of inconsistencies, controversies
and conflicts is a process to build a new society.
Paulo Freire – Critical pedagogy vs. Banking Method
The ‘banking method’ involves how teachers deposit information into

students’ heads. Ideas are imposed to students and discussion is not present.
According to Freire, teaching and learning is a process of inquiry in which the child
must invent and reinvent the world. The ‘critical pedagogy’ is problem-posing
education is based on dialogue – an opportunity to engage to people and to
discover something among themselves and learn from each other.
From the specialist and generalist points of view:

A specialist knows more and more about less and less.
An expert knows more and more about less and less until he or she knows
everything about nothing.
A generalist knows less and less about more and more
Until he or she knows nothing about everything
 LEARNING ACTIVITY 1
KWL Chart (What they know, what they want to know and what
they learned) is a type of graphic organizer which aims to organize their
ideas for a participative class discussion.
Write definitions of major concepts based from readings and researches using the KWL
Chart.
Supplementary readings
Additional readings
Brown, S. (2015). Philosophies of Education: Comparison. Philosophies
of Education Comparison – Sarah E. Brown (sarahellenbrown.com)
Burbules, N. C. & Berk, R. (1999). Critical thinking and critical
pedagogy: Relations, differences, and limits. Critical Theories in Education.
Retrieved
from http://faculty.education.illinois.edu/burbules/papers/critical.html.
Defining a Culture. Retrieved from
www.sagepu.com/sites/default/files/upm-binaries/FM-Ward.qxd.pdf
Education in Sociology: Crash Course. Retrieved from
https://www.education/in/sociology.com
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Smith, S. (2011). Educational learning theories and their impact on

exceptionalism. Retrieved from Blackboard: www.learn.liberty.edu
Society and Education Retrieved from
https://www.nios.ac.in/media/documents/dled/Block1_507.pdf.
Lecture notes on Social Interaction. Retrieved from
https://www.youtube.com/watch?v=S294zRodS_4.Social interaction,
Definition, Elements, Types & Forms | Study Lecture Notes
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Lesson 2

HISTORICAL FOUNDATIONS OF
EDUCATION
Education is a function of society from where nature and character
of society itself arises. It is preserved by society to assure its survival,
convenience and stability. If a school trains a child to be in accordance with
the community, fostering a sense of service and self-direction, then a larger
harmonious society is established (Dewey, 1952). The outcome is called the
socialization process.
Socialization is the process of learning the roles, statuses and values
essential for participation in the society (Brinkerhoff, 1989 cited by Corpuz,
et al., 2019). In addition, role learning prepares individuals for future roles
termed as anticipatory socialization which progresses as one deviates to an
old role and adopt new ones.
The family and the school are the most important agents of
socialization. It is within the family that an individual forms his self-concept
and social roles which influence the expectations that others have and from
this determines the groups which the individual may belong and interact
with outside the family. On the other hand, the school is an institution
appointed by the society to impart specific knowledge and skills necessary
for functioning in a society as they are charged with the huge tasks of
transmitting society’s cultural values.
Education in Primitive Society
Survival in the earliest societies brought man to develop life-

sustaining skills which became as cultural patterns. These life skills include
(1) tool or instrument making, (2) adherence to the moral behavior code of
group life and (3) language. These life skills were continued and were
transmitted from elders to their children through socialization to strengthen
the norms and values of the society in informal education.
Further, the introduction and creation of oral and written language
made an advancement towards literacy which members of a civilized society
called netizens of the 21st century are fully appreciating.
Key Periods in Educational History
The key periods from 7000 B.C. to AD 1600 show the association of
education as a function of a society and school as a reflection of the nature
and character of a society.
Key Periods in Educational History, 1000 BC to AD 1600

Historical Educational Curriculum Agents Influences on
Group or Goals Western
Period Education
Primitive To teach Practical skills Parents, tribal Emphasis on the
societies survival skills; of hunting, elders and role of informal
7000 BC- to cultivate fishing, food priests education in
5000BC group gathering, transmission of
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cohesiveness stories, myths, skills and values

songs, poems,
dances
Greek To cultivate Athenian: Athens: private Athens: The
1600 BC civic reading, teachers and concept of well-
300 BC responsibility writing, schools; rounded, liberally
and identity arithmetic, Sophists; educated person
with city state; drama, music, philosophers
Athenian: to physical Sparta: The
develop well- education, Sparta: military concept of the
rounded person literature, teachers, drill military state
Spartan: to poetry sergeants
develop Spartan: drill,
soldiers and military songs
military leaders and tactics
Roman To develop Reading, Private schools Emphasis on
750 BC sense of civic writing, and teachers; ability to use
AD 450 responsibility arithmetic, schools of education for
for republic and Laws of Twelve rhetoric practical
then empire; to Tables, law, administrative
develop philosophy skills; relating
administrative education to civic
and military responsibilities
skills
Arabic To cultivate Reading, Mosques, court Arabic numerals
AD 700 religious writing, schools and computation;
AD 1350 commitment to mathematics, re –entry of
Islamic beliefs; religious classical materials
to develop literature, on science and
expertise in scientific medicine
mathematics, studies
medicine and
science
Medieval To develop Reading, Parish, chantry Establishing the
AD 500 religious Writing, and cathedral structure, content
AD 1400 commitment, Arithmetic, schools; and organization
knowledge and liberal arts, universities; of the university
ritual; to re- philosophy, apprenticeship; as a major
establish social theology, knighthood institution of
order; to crafts, military higher education;
prepare persons tactics and the
for appropriate chivalry institutionalization
roles and preservation
of knowledge
Renaissance To cultivate a Latin, Greek, Classical An emphasis on
AD 1350 humanist who classical humanist literary
AD 1500 was expert in literature, educators and knowledge,
the classics – poetry, art schools such as excellence and
Greek and lycee, style as expressed
Latin; to gymnasium, in classical
prepare Latin grammar literature; a two-
courtiers for school track system of
service to schools
dynastic
leaders
Reformation To cultivate a Reading, Vernacular A commitment to
AD 1500 sense of writing, elementary universal
AD 1600 commitment to arithmetic, schools for the education to
a particular catechism, masses; provide literacy to
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religious religious classical schools the masses; the

denomination; concepts and for the upper origins of school
to cultivate ritual; Latin classes systems with
general literacy and Greek; supervision to
theology ensure doctrinal
conformity
The History of the Philippine Education System
Education is a function and as such what are taught in school arise

from the nature and character of society itself. Hence, what society considers
important is what schools teach.
The development of Philippine Educational system is based on five

periods: (a) Pre-colonial, (b) Spanish Period, (c) American regime, (d)
Japanese Occupation and (e) Post-Colonial Period.
Education during the Pre-colonial Period. Education was informal

and unstructured which focuses on the preparation of children to being good
husbands and wives. Vocational training was practiced and teachers acted as
tribal tutors.
Education during the Spanish Period. Education was influenced by
Christianity – doctrines, sacred songs, secular music and prayers were taught
because they were required for confession and communion. Tribal tutors
were replaced by Spanish missionaries as education became formal and
organized. Separate schools for boys and girls were also established. The
ilustrados or wealthy Filipinos were accommodated in elite schools.
The Educational Decree of 1863 provided a law for the establishment

of elementary schools in all municipalities in the country and gave a
complete system of education from elementary to the collegiate level.
Although religion was the core of the curriculum, it includes subjects of
reading, writing, and history, agriculture for boys and needlework for girls.
Attendance in school is compulsory between the ages of seven and twelve.
Education during the American Regime (1898-1946). Schools

maintained by Spaniards for three centuries were closed but were reopened
on August 29, 1898 initiated by the Americans who promoted democratic
ideals, and a system of free and compulsory elementary education
established by the Malolos Constitution. The first American school was built
in Corregidor in May 1898 and was followed by seven schools after the
capture of Manila in 1899. Chaplains and Military officers of the US Army
initiated trainings for both public and secular schools. Thomasites arrived in
the Philippines on August 23, 1901. In 1908, the University of the Philippines
was founded being the first state school of university status. The
Department of Instruction set up a three level school system.
Commonwealth Period (1935-1942). In accordance with the 1935

Constitution, free education in public schools all over the country was
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provided. It also stressed the teaching of the life of Filipino heroes to instill
nationalism, vocational education and formal adult education. The institute
of private education as established in order to observe private schools.
 Executive Order No. 134 of 1936 was signed by Pres. Manuel L.

Quezon designating Tagalog as our National Language.
 Executive Order No. 217 known as the Quezon Code of Ethics was
taught in schools.
 Executive Order No 263 of 1940 required the teaching of Filipino
being the national language in the Senior Year of all High Schools
and in all years in the normal schools.
 Education Act of 1940 ( CA 586) was approved by the Philippine
Assembly on August 7, 1940 which includes the following:
- reduction of the seven ear elementary course to six years
- fixing the school entrance age of seven
- national support for elementary education
- compulsory attendance of primary children enrolled in
Grade 1
- adoption of double-single sessions with one teacher-one
class assignment
Japanese Occupation. The aims of education include the

eradication of the idea of reliance upon Western States
particularly the US and Great Britain, understanding the position
of the Philippines as a member of the East Asia Co-Prosperity
Sphere, diffusion of elementary education and promotion of
vocation education, fostering a new Filipino culture based on the
consciousness of the people as Orientals, elevation of people’s
moral against materialism , development people’s love for labor
and termination of the use of English in schools to be replaced by
the Japanese language in the Philippines.
Post-Colonial Philippines. Education aimed at the full

realization of the democratic ideals and way of life. Among the
major developments include the permanent establishment of
Civil Service Eligibility of teachers pursuant to RA 1079 in June
15, 1954, RA 1265 known as compulsory singing of the national
anthem in daily flag ceremony in schools approved on June 11,
1955, the inclusion of Jose Rizal’s novels as a curricular offering
in all levels, nationalized elementary education, abolishment of
matriculation fees and the Magna Carta for Teachers was passed
into law by virtue of RA 4670.
The fundamental aim of education in the 1973 Constitution are foster

love of country, teach the duties of citizenship, and develop moral character,
self-discipline, scientific, technological and vocational efficiency.
18
Other developments
 Integration of values in all learning areas

 YDT and CAT introduced as new courses
 Media of Instruction-Bilingual Education Policy: mandates
the use of English and Filipino separately as media of
instruction in schools
 Education Act of 1982 – creation of the Ministry of
Education, Culture and Sports
 Creation of the Board of Professional Teachers composed of
five under Professional Regulations Commission
 Replacement of PBET ( Professional Board Examination for
Teachers) by LET ( Licensure Examination of Teachers)
 Trifocalization of Education System refocusing DECS’
mandate to basic education covering elementary,
secondary, non-formal education including culture and
sports.
 TESDA administration of the post-secondary, middle level
manpower training and development under RA 7796 or the
Technical Education and Skills Development Act of 1994.
 CHED administration for higher education under RA 7722 or
the Higher Education Act of 1994.
 RA 9155 called the Governance of Basic Education Act was
passed on August 2001 providing the over-all framework
leadership roles and school management. It also renamed
DECS to Dep-Ed.
 Values Education was offered as a separate subject in NSEC
and integrated in all subject areas in both curricula –
Implementation of New Secondary Education Curriculum
(NSEC)
 RA 10157 or the Kindergarten Act institutionalizing the
kindergarten education into the basic education system
 RA 10533 or the K to 12 Program implemented on May 15,
2013 covers Kindergarten, and 12 years of basic education
with the inclusion of Senior High School (SHS). Its aim is to
provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for
tertiary education, middle-level skills development,
employment and entrepreneurship.
19
What was considered important in each historical period of the country was also
the focus of the education of the Filipino
According to Dewey, the history of education is valuable from the following
premises:
 Educational issues and problems are often rooted in the past; the study of
educational history can help us to understand and solve today’s
problems,
 Realistic effort to reform education begin with present conditions which
are a product of our past; by using our past, we can shape the future
 The study of education’s past provides a perspective that explains and
illuminates our present activities as teachers.
Essay too Easy requires students to write their thoughts

comprehensively on a relevant topic. Extensive research is recommended.
Considering Dep-Ed’s mission statement “to protect and

promote the right of every Filipino to quality, equitable, culture-
based and complete basic education,” is there a sense of equitability
in the Philippine educational system? What recent legislations are
proofs that equal access to quality education are given to every
citizen?
*Write a three-paragraph essay on the role of education in the
society. Cite salient features of education in the country from past
researches and articles. Connect researched ideas from the
educational objectives and outcomes of the Education system today.
20
Lesson 3
 SOCIAL SCIENCE THEORIES AND

THEIR IMPLICATIONS TO EDUCATION
There are three theoretical perspectives which explains how society
influences people and how people influence society based on the concepts
of social forces and human behavior.
1. Structural-Functional Theory
Herbert Spencer, the proponent of structural-functional views society

as “a system of interconnectedness parts with each having a unique
function.” There must be proper coordination and collaboration in order to
function well – depending on each structure’s input and performance. In
the same manner, the failure of one social institution to do its part means
disruption of stability in society. The functionalist theory of education
focuses on how education serves the need through the development of skills
encouraging social cohesion (Corpuz et al., 2019). Schools prepare students
for participation and education creates opportunities for transmission of
core values for social control. Education therefore is a beneficial
contribution to an ordered society.
The functionalist theory is focused on stability and solidarity.

Functionalism sees active social change as disagreeable because various
parts of society will compensate naturally for any problem which may
arise. (e. g. schools to compensate lack of parental guidance from
home)
Purposes of Schooling according to Functionalists
1. Intellectual purposes – acquisition of cognitive skills, inquiry skills.

2. Political purposes –promotion of patriotism and education for future
citizens, assimilation of immigrants, conformity to laws to ensure order and
public civility.
3. Economic purposes – preparation of students in the workplace, selection
and training of labor force needed by the society.
4. Social purposes - promotion of a sense of moral and social responsibility,
site for the solution and resolution of social problems in support of the
efforts of other institution of socialization.
2. Conflict Theory
The conflict theory views that there are always two opposing sides in
a conflict situation and that, taking sides between maintaining the status
quo and introducing change will come up with an agreement. Sources of
potential conflicts include inequality usually with hierarchy and competition
with conflicting values and agenda. This theory embraces conflict to the
establishment of a new society. An example from the work sector includes a
21
change for better working conditions which factory owners may oppose but
may lead to a compromise to solve the conflict.
In contrast to the functionalist view of education, the conflict

theory regard education as a ‘hidden curriculum’ which socializes
people into obedience and conformity for them to be developed as
docile workers. Accordingly, the purpose of education is to maintain
social inequality while preserving the power of domination among
lower class worker of society.
In response, functionalists refute that schools teach obedience
and adherence to policies in order to maintain a democratic way of
life and not to regard the working class as submissive to people who
remain in power.
3. The Symbolic Interactionist Theory perspective
There are three tenets of the symbolic interactionist theory
A. An individual’s action depends on the meaning. Actions are based on

meanings from symbols (whether objects or words). In the classroom,
learners behave based on how teachers gauge their abilities and skills.
B. Different people may give different meanings to the same thing.
Individuals have diverse perspectives. In the classroom, learners may rebel
or may support teachers’ policies and guidelines. In like manner, teachers
see their learners differently like tech savvy, book worms or dance masters.
C. Meanings change as individuals interact with each other. This views the
association between words and their meanings which may affect how
individuals perceive symbols. In the classroom, learners regard their
teachers as ‘the authority, strict and unforgiving.’ In the 21st century
teaching-learning, teachers are referred to as ‘the innovative and skilled.’
facilitator.’
Interaction deals with conveying meanings, interpreting symbols

based on people’s views and using a common language as a predominant
symbol for communication. In order to foster effective communication,
conversations require an interaction between individuals, a clear intention
and a comprehensive interpretation. This means that the sender and the
receiver must be in ‘one page’ to communicate ‘one message’ to avoid
misunderstanding.
Based from Max Weber’s argument of how individuals act according to

their interpretation of the meaning of their world, American philosopher George
H. Mead (1863-1931) proposed the perspective to American Sociology in the
1920s. The symbolic interactionist perspective or the symbolic interactionism
directs sociologists to consider the symbols and details of everyday life, what
these symbols mean and how people interact with each other.
22
However, critics claim that symbolic interactionism neglects the

macro level of social interpretation – the larger issues of society by focusing
merely on ‘symbols’ or restricting themselves to diverse interactions.
Four Learning Perspectives
These learning perspectives support the theoretical theories which

are essential to the technical core which is teaching and learning.
Behavioral Cognitive Individual Social

Skinner Anderson Constructivist Constructivist
Piaget Vygotsky
Knowledge A fixed Fixed body of Changing body Socially
body of knowledge to of knowledge, constructed
knowledge acquire individually knowledge;
to acquire constructed in knowledge
the social reflects the
world-but outside world as
some filtered through
understanding and influenced
s clearly by culture,
superior to language,
others beliefs and
interactions
with others
Learning Acquisition Acquisition of Active Collaborative
of facts, facts, skills, construction construction of
skills, concepts and and socially defined
concepts strategies reconstruction knowledge and
Occurs of prior values
through the knowledge Occurs through
effective Occurs socially
Occurs application of through constructed
through strategies multiple opportunities
explanation opportunities
, to connect
demonstrati with what is
on and already known
guided
practice
Teaching Transmissio Transmission – Challenging Teacher and
n - telling guiding and guiding student co-
toward more students constructing
accurate and toward a more knowledge
complete complete
information understanding
Role of Supervisor – Guide – model Guide and Guide,
Teacher correct effective facilitator- facilitator and
wrong strategies and listen to partner – listen
answers correct students’ to socially
23
misconceptio ideas and constructed

n thinking and knowledge and
guide help co-
construct
knowledge
Role of Not Not essential, Not essential, Part of the
classmates essential but can but can process of
facilitate stimulate knowledge
information questions and construction
processing raise questions
Role of Receiver of Processor of Active Active co-
student information information; constructor of constructor of
; active in strategy user knowledge; knowledge ;
practice active thinker active social
and participant
interpreter
Example of Learning Visual tools – Conceptual Cognitive
Teaching objectives; graphs and change apprenticeship;
Approaches direct charts; teaching; pure reciprocal
instruction mnemonic discovery teaching
strategies learning
Source: Hoy, W.K. & Miskel, C.G. (2008). Educational Administration. Theory, Research and Practice. Page 82.
Class presentations enable students to share their ideas and

arguments on a debatable issue. Visual materials are highly recommended.
Prepare a 20 minute presentation about different theories of

teaching and learning. Comprehensively discuss the strengths and
weaknesses of each of the learning perspectives from recent
researches, present situations where each perspective are applicable
and propose a framework of balanced approach to teaching.
A ten minute open forum for listeners’ inputs and takeaways
will also be scheduled to further the discussions of the presentations.
24
Lesson 4

THE TEACHER and the
COMMUNITY
Education means shaping the development of character with a view

to the improvement of man. Teaching represents the world, conveys new
knowledge, develops existing aptitudes and impart useful skills (Brooks &
Normore, 2018). Hence, a teacher presents both the concepts of education
and teaching who is the specially equipped with appropriate teaching
methods and pedagogies to deliver instruction.
Teaching is not just a technique. It is framed from the following
components: (a) the art of teaching (responsive, creative and intuitive part,
(b) the craft of teaching (skills and practice) and (c) the science of teaching
(research-informed decision making and the theoretical underpinning).
Palmer (1998) cited by Brooks & Normore (2018) argues that good teaching
cannot be reduced to technique; good teaching comes from the identity
and integrity of the teacher. This explains the integral role of teacher as
an instructional leader instrumental to the accomplishment of curriculum
goals and standards, to establish good communities and to influence
individual progress among members of the society.
The Triad of Teaching
The three elements of teaching – student, subject matter and the

teacher depends on the significant interaction that occurs between and
among them. This interdependence emphasizes the crucial nature of the
triad.
The Student
Teaching happens for the learners. Their needs, interests and
abilities are primary considerations in the preparation of learning
experiences in the classroom. The concept of student-centeredness in
education defines the extent of teacher’s influence despite individual
differences among learners which may affect the quality of instruction.
The Content
The alignment between content standards and literacy domains
indicates the success of a particular strategy. This means that the subject
matter with comprehensive objectives should be presented in multiple
strategies to the advantage of the learners. Considering the K to 12
framework, spiral progression remains a directive method in response to the
inculcation of 21st century skills and higher order of thinking skills.
The Teacher
Salandan (2012) identifies the teacher as the third important
element in a school triad. Considered as the builders of the nation, teachers
go through a professional preparation to equip them with essential
competencies to teach. It starts with a four year formal training in teacher
education institution capped with pre-service training/practice teaching as
25
a major requirement before graduation. The entire pre-service training

program includes instruction that builds up their knowledge of a subject
matter and develop their skills in a variety of teaching methodologies.
“Learning how to learn continuously,” a teacher deposits meaningful
associations with professional trainers to be prepared for a more tedious yet
rewarding profession. In order to be fully qualified for the profession, a
license to teach from the Professional Regulations Commission (PRC) should
be earned after passing the Licensure Examination for Teachers (LET).
The process of mentoring – the giving of assistance by an

experienced/seasoned teacher who works directly with the new teacher.
It includes modeling of appropriate techniques and reminders on how to
cope with misbehaviors or constructing aids. Additional inputs on proper
grooming, job application, how to pass an interview or demonstration of
a strategy are also included.
Qualities of a Total Teacher
Based from the K to 12 Framework, a total teacher or the 21st

century teacher is someone who possesses the 21st century skills and
literacies aligned with the 21st teaching and learning.
As a person, a teacher must possess the following:
(1) Innate qualities of aptitude (inborn characteristic of strong inclination

for some tasks together with corresponding skills like the love for
children/teaching)
(2) High mental ability (cognitive skills equal to the task of a mentor),
personal qualities (pleasing personal appearance and general health
conditions etc.
(3) Personality (totality of one’s outward character’ and charm as it is the
sum of feelings and reactions evoked by a person). Personality is often an
important criterion for teachers as it exudes the teacher’s individuality.
(4) Social and emotional qualities (someone who is socially and emotionally
stable, perceived as highly ‘ cultured’ in interest and behavior and imbued
with the spirit of professionalism and loyalty to the profession).
As a professional, a teacher must have the following:
(1)Professionalization of Teachers. Both elementary and secondary

teachers have to pass a licensure examination given by the Professional
Regulation Commission. It is based on RA 7836 known as the Philippine
Teachers Professionalization Act of 1994. The Licensure Examination for
Teachers or LET (formerly PBET) covers guidelines of earning an average
rating of at least 75% and must not get a grade lower than 50% in any of the
test in order to pass. For elementary education, it covers General Education
(40%) and Professional Education (60%). For secondary education, it covers
General Education (20%), Professional Education (40%) and field of
26
specialization (40%). Upon passing, a Certificate of Registration and a

Professional License are issued.
(2)Teaching Competence
(a) Knowledge
(a.1) Knowledge of the subject matter
Prescribed by the Department of Education for Grades 1-6, an
elementary teacher must have gained mastery of content in the elementary
education curriculum. For secondary teachers, a background knowledge in a
particular field of specialization as well as major subjects are required. In
the K to 12 Enhance Basic Education Curriculum, literacy and language
domains are also included.
(a.2) Knowledge of Teaching Methodologies
The 12 unit field experiences capped with a full-time
practicum under the supervision of a cooperating teacher provides them a
wide variety of teaching strategies, employing techniques and evaluating
the entire learning activities.
b) Teaching Skills
(b.1)Employing strategies
The teacher’s abilities to implement a particular methodology
in presenting a lesson, the formulation of intended instructional objectives,
the choice of strategies, the application of evaluation techniques, activities
and reinforcement and the preparation of complete lesson plan are highly
considered.
(b.2)Developing Higher-Order Thinking Skills
A teacher must consistently manifests critical thinking skills
and applies approaches such as asking questions to instill reasoning skill,
discussion format to reveal cognitive level and problem solving strategy
among learners. Hence, he must model higher order of thinking skills which
learners can emulate.
(b.3)Questioning Technique
A teacher elicits high level questions based from diverse
questions. He encourages further questions to welcome additional
information for maximum participation among learners.
(b.4)Use of Technology
A teacher uses appropriate technology like computers, audio-
visual devices/applications and multi-media equipment to enhance the
teaching-learning environment. The usage of technology also ushers an
interactive learning situation geared to the development of global skills.
(3). Values and Attitudes

A definitive teacher consistently reflects the characteristics of:
(a)Compassion and Concern (empathy and understanding for students)
(b)Critical Mindedness (systematic manner of instruction and management
to develop self-regulated learning)
(c)Creativity and Flexibility (the generation of new and original ideas in
order to provide creative learning activities)
(d)Patience and Tolerance (composure amidst difficult times and the fair
treatment of learners)
27
(e)Perseverance and Persistence (determination to work hard despite

constraints and personal inconvenience)
(f) Objectivity (fair evaluation of children’s progress to ensure credibility)
(g)Commitment and Loyalty (manifestation of the highest sense of
responsibility, morality and professionalism in adherence to the professional
teachers’ code of ethics)
(h)Humility (willingness to learn from suggestions, criticisms and limitations)
(i) Honesty, Truth, Sincerity (these qualities spell integrity)
Professionalism
Professionalism refers to the extent to which teachers approach their

work as professionals (Salandan, 2012). Teachers as influencers must project
goals one upholds, the choice of appropriate strategies to reach the
projected goals and the ways on how they relate to their learners – a
beneficial relationship derived from how they see themselves in the
classroom. Therefore, an effective screening for the best teacher
personality type should focus on one’s personal strength and weaknesses
and the ability to cope with students’ limitations under his supervision.
A professional teacher is defined as someone who practices his
profession with the highest sense of knowledge, skills and ethics. The
Professional Regulation Commission together with the Board of Professional
Teachers drafted a Code of Ethics, series of 1997 (refer to Teaching and The
Teacher, Salandan (2012), pp. 132-135).
Selected provisions (cited from the Teaching and the Teacher, pages 55-56)
(a)The Teacher and the State. Schools are the nurseries of the citizens of
the state. Each teacher is a trustee of the cultural and educational heritage
of the nation and is under obligation to transmit to learners such heritage
(b) The Teacher and the Community. Every teacher shall provide
leadership and initiative to actively participate in community movements
for moral, social, educational, economic and civic betterment.
(c)The Teacher and the Profession. Every teacher shall actively help insure
that teaching is the noblest profession, and shall manifest genuine
enthusiasm and pride in teaching as a noble calling.
(d) The Teacher and the Teaching Community. Teachers shall, at all
times, be imbued with the spirit of professional loyalty, mutual confidence,
faith in one another, self-sacrifice for the common good, and full
cooperation with colleagues.
(e) The Teacher and Higher Authorities. A teacher shall make it a duty to
make an honest effort to understand and support the legitimate policies of
the school and the administration regardless of professional feeling or
private opinion and shall faithfully carry them out.
(f) School Officials, Teachers and other Personnel. School officials shall at
all times show professional courtesy, helpfulness and sympathy toward
teachers and other personnel, such practice being standards of effective
school supervision, dignified administration, responsible leadership and
enlightened direction.
28
(g) The Teacher and the Learners. A teacher has the right and duty to
determine the academic marks and the promotion of learners in the subject
she handles.
(h) The Teacher and Parents. A teacher shall establish and maintain cordial
relations with parents, and shall conduct herself to merit their confidence
and respect.
(i)The Teacher and Business. A teacher has the right to engage, directly or
indirectly, in legitimate income generation, provided it does not relate to or
adversely affect his work
(j)The Teacher as a Person. A teacher shall live with dignity in all places at
all times.
The Role of the Teacher as a leadership educator/instructional leader
According to Mangolda & King (2004), the true success of effective

leadership programs is measured, not by the relationship students have with
their instructor, but by student’s ability to apply their learning to the
challenges they will face after program completion. Teachers should
practice transparent teaching and embrace their own learning within the
process.
Educators should attend to learning more than teaching. Being a
leadership educator, a teacher should qualify himself to create learning
opportunities for better engagements among learners. The program and
training should also be consistent with what is being taught to further
supplement the learning situation.
Educators should exude competence in their own curricula to
incorporate aspects of each four levels, attending to student’s individual
competencies, their ability to connect and collaborate with other students
and organizations, and their desire and skill in providing positive large-scale
impact. Being an instructional leader, a teacher should have the mastery of
his subject matter and a good command of the language for instruction.
Educators present themselves as leaders – one who directs learners
as a group, develop a healthy culture in the classroom, communicate
empathically and clearly, organizes clear goals and achieve them through
innovative learning opportunities and most especially, translate learning
outcomes as building blocks of self-actualization.
Effective teachers possess the knowledge on how learners learn to

adapt teaching styles which can create better learning experiences.
They should be equipped with a repertoire of best teaching practices
like strategies, procedures and approaches in instruction and evaluation.
They foster positive values, attitudes and dispositions as well as
reflective abilities to professionally grow and hone teaching skills. They
assess students’ needs and provide solutions to meet these needs. They
continuously update content and employ new teaching technologies.
They motivate learners in a conducive environment where lifelong
learning process is achieved.
29
Additional readings
Brooks, J. & A.H. Normore (2018). Foundations of Educational

Leadership: Developing Excellent and Equitable Schools. Routledge Taylor &
Francis Group. New York.
Corpuz, B., C. Arcangel & N. Prieto (2019). The Teacher and the
Community, School Culture and Organizational Leadership. Lorimar
Publishing Inc. Quezon City, Manila.
Salandan, G. (2012). Teaching and the Teacher. Revised Edition.
Lorimar Publishing Inc. Quezon City, Manila.
Facilitated discussion consolidates insights from researches on
educational development, reforms and theories.
Discuss the following statements comprehensively

 The personal and professional qualifications of teachers as
social agent of change
 The quality of school’s status defines its graduates
 College education should be for all.
 Free tertiary education affects state universities and colleges’
income generating funds.
 Entrance Examinations are simply ‘admission requirement.’
30
 MODULE SUMMARY
Hail high future leaders and managers!
Lesson 1 enumerates definitions of the basic concepts on society,

community and education. It also highlights the philosophical thoughts on
education.
Lesson 2 explains the historical foundation of education. It also traces

the development of education in the Philippines to help learners understand
its major changes throughout the years. It also delineates what should be
taught for the holistic development of an individual and how these should
be taught.
Lesson 3 deals with three social theories – functionalist, conflict,

symbolic interactionist theories and their implications to education. It also
identifies the four learning perspectives and their implication to school’s
curriculum.
Lesson 4 defines what is a teacher and its distinction among all

professions. It also discusses the various roles of a teacher in the
community, in the society and in the world.
Well done! I hope you are prepared to check how well you understood
presented concepts from Module 1 by answering the summative test. Best of
luck! 😊😊😊
31
 SUMMATIVE TEST
I.KNOWLEDGE TRANSFER
Instructions: Choose the best letter for an answer. (Please refer to

the Google Form made for this test part.)(15 points)
_____1. The following statements about the definitions of socialization in

education are incorrect EXCEPT
a. Learning the roles and values essential for participation
in the society
b. Developing citizens to become socialite
c. Developing productive and creative skills
d. Learning the establishment of relationships
____2. The following statements about education during the Japanese

Period are incorrect EXCEPT
a. Provision of religious formation
b. Provision of nationalism
c. Provision of dignity of work
d. Provision of citizenship
___3. The following statements about the functions of education in the

society are incorrect EXCEPT
a. Education has to be complete
b. Education has to be relevant
c. Education has to be free
d. Education has to be all
____4. The following statements about the application of the functionalist

theory are incorrect EXCEPT
a. Schools must make learners comprehend that there are
people who are powerless and are in power
b. Schools must do its part for learners’ socialization to avoid
delinquent citizens
c. Schools must teach learners acceptance of their status for
there is nothing to resolve it.
d. Schools must teach learners to speak in clear symbols
____5. The following statements about an ideal interaction are incorrect

EXCEPT
a. The usage of contemporary symbols
b. The usage of symbols for meaning
c. The involvement of symbol’s meanings
d. The involvement of clear symbol
____6. The following statements about Conflict Theory are correct EXCEPT
a. Conflicts in the society are prevalent and compulsory
b. Conflicts supports the establishment of a better society
32
c. Conflicts regard the working class as subordinate

d. Conflicts make powerful people as superior
____7. The following statements about functionalist theory among

institutions are correct EXCEPT
a. Institutions take over responsibilities and functions
b. Institutions which are non-performing may be eliminated
c. Institutions which are non-performing may be penalized
d. Institutions suffer from paralysis
____8. The following statements about social reconstructionist are correct

EXCEPT
a. The usage of problem-solving
b. The study of the Great Books
c. The school as an agent of change
d. The introduction of a new society
____9. The following statements about Herbert Spencer’s educational

thought of Utilitarian are correct EXCEPT
a. The elimination of vocational and professional education
component of the curriculum
b. The emphasis on vocational and professional based
education based on scientific and practical perspectives
c. The stress on general educational goals associated with
classical and humanistic education
d. The provision in balance of specialized and general
education in the curriculum
_____10. The following statements about John Dewey’s educational practice
are correct EXCEPT
a. The implementation of banking method
b. The provision of problem-solving
c. The emphasis on Humanities
d. The teaching of the Classics
_____11. What is the implication of education as a function of society?

I. Citizens are taught what society considered most important
II.Society determines curriculum to be taught
III.Those in education taught what they believed should be taught
regardless of society’s needs.
a. I only c. II and III

b. I and II d. III only
___12. What is the holistic definition of a teacher?

I. Teachers possess the highest sense of knowledge, responsibility and
morality
II. Teachers create learning opportunities for lifelong learning
III. Teachers produce successful graduates
33

____13. What is the emphasis of the four learning perspectives?
I. Principles that govern learning and teaching
II.Principles that govern the curriculum
III.Principles that govern the society

____14. What makes a 21st century teacher?

I.The teacher who is licensed and academically qualified.
II. The teacher who is an expert in his discipline
III.The teacher who is equipped with the skills of communication,
collaboration, creativity and critical thinking

____15. What makes schools and teachers as agents of change?

I. Educational gaps are resolved and responded for a better society.
II.Educational gaps are identified and solved for a better society
III. Educational gaps are assessed and complied for a better society

II.PERFORMANCE TASK
Instructions: Search for five research articles about school

practices based on the historical foundations and theories of learning.
Present your findings using the table (refer to the Google classroom for
rubrics) (25 points)
Title of the Author and date of Historical School Insights

Research publication foundation/Educational practice/goals
theory applied and
objectives
Note: Prepare a short presentation for your insights. Please be open for
suggestions, comments and additional information for better learning.
*** Learning is like you and me; different yet the same – Baliton, 2021

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MODULE I

Lesson 1 Philosophical and

INTRODUCTION TO COMMUNITY, CULTURE AND EDUCATION

This module introduces the basic concepts of community, culture and

After studying the module, you are expected to:

1. define basic concepts necessary to comprehend the course

 DIRECTIONS/ MODULE ORGANIZER

The official online platforms to be used will be the Google classroom,

need arises) to answer questions and give clarifications on presented topics.

The course also requires students to engage in discursive recitation

Students are encouraged to provide their complete details with their

Society is a web of relationship and its existence is important in

Major terms defined

A teacher in a society has multiple roles. In the community, he is

According to Merrill (2010), social interaction is the general process

School culture is defined as the norms, traditions and policies within

Education delineates the forms of society. It plays a clear role in

Philosophy of education resonates the love and wisdom of education

The Classical Philosophies

Post Modern Philosophies

relatively explain how learning occurs. Accordingly, knowledge is

Key Ideas about Education Supporting Evidence

Functionalism  Education performs positive  School performs positive

same subjects. with degrees earn 85%

Marxism  Traditional Marxists see the  To support the

 The Correspondence Principle –  To support the

Key Ideas about Education Supporting Evidence

Neoliberalism  Created an ‘education market’ –  Their policies seem to

 The state provides a framework in

Late Modernism Government needs to spend more  See Evaluation of New

Postmodernism Stand against universalising  Many people agree that

Source: Thompson, K. (2016). Sociological Perspectives of Education

John Locke – The Empiricist

The empiricist philosophy views education as learner’s interaction with

Herbert Spencer – The Utilitarianism

The utilitarian education highlights specialized education over that of

John Dewey – Learning through experiences

George Counts – Building a new social order

Schools are venues of learning and instruments for social improvement.

Theodore Brameld – Social Reconstructionism

Education must be international in scope and must be interdependent with

Paulo Freire – Critical pedagogy vs. Banking Method

The ‘banking method’ involves how teachers deposit information into

From the specialist and generalist points of view:

Smith, S. (2011). Educational learning theories and their impact on

Education in Primitive Society

Survival in the earliest societies brought man to develop life-

Key Periods in Educational History

Key Periods in Educational History, 1000 BC to AD 1600

cohesiveness stories, myths, skills and values

religious religious classical schools the masses; the

The History of the Philippine Education System

Education is a function and as such what are taught in school arise

The development of Philippine Educational system is based on five

Education during the Pre-colonial Period. Education was informal

The Educational Decree of 1863 provided a law for the establishment

Education during the American Regime (1898-1946). Schools

Commonwealth Period (1935-1942). In accordance with the 1935

 Executive Order No. 134 of 1936 was signed by Pres. Manuel L.

Japanese Occupation. The aims of education include the

Post-Colonial Philippines. Education aimed at the full

The fundamental aim of education in the 1973 Constitution are foster