The Teacher and The Community, School Culture and Organizational Leadership

Chapter 1 – PHILOSOPHICAL THOUGHTS ON EDUCATION

John Locke (1632-1704)

– The empiricist educator and father liberalism.
– Empiricist (all knowledge comes from experience)
– Learning by doing and by interacting with the environment.
– “Two Treatises of Government” 0n 1689.
– Anti-Political Dynasty Bill

Herbert Spencer (1820-1903)

– One of the proponents of utilitarian education,
– Utilitarianist – someone who promotes the greatest amount of good for the greatest number of
people.
– In his work entitled Revolutionary Theory, he coined the term Survival of the fittest – individual
competition leads to social progress.
– He believed that curriculum must be arranged according to their contribution to the human survival
and progress.
– He also believed that science, TLE, and other subjects that sustained human life should have more
priority.
– Specialized Education vs. General Education – he believed that in order to survive in a complex
society, he favors specialized education over general education.

John Dewey (1859-1952)

– He championed learning through experience or experiential learning.
– Education is a social process and a democratic institution. Schools are for the people and by the
people.

George Sylvester Counts (1889-1974)

– Building a new social order
– He is one of the proponents of progressive education.
– Schools and teachers should be agents of change. Schools are considered instruments for
social improvement rather than as agencies for preserving the status quo. Status quo is the current
state of social structure and values.
– Teachers are called to make decisions on controversial issues not to make a decision is to
actually making a decision.
– Problem solving should be the dominant method for instruction.

Theodore Brameld (1904-1987)

– A philosopher and educator who supported the educational philosophy of social reconstructionism
(racism, sexism, and classicism).
– Social reconstructionism is a philosophy that emphasizes the reformation of society.
– Social reconstructionists also believe that education is not a privilege of the few but a right to be
enjoyed by all.

Paulo Freire (1921-1997)

– The pioneer of critical pedagogy (it is a belief that teaching should challenge learners to examine
the patterns of inequality within the status quo.
– A critical theorist who believed that systems must be changed to overcome oppression and improve
human conditions.
– He calls this pedagogical approach the "banking method", of education.
– A central element of Freire's pedagogy is DIALOGUE (is the basis for critical and problem-posing
pedagogy, where there is no discussion, only the imposition of the teacher’s ideas on the students).
– Dialogue is also the presence of equality, a sense of solidarity but remaining open to questions.

Chapter 2 – Historical Foundation of Education

 Education or school is an institution created by society and the function of society.

 Socialization is the process of learning the roles, statuses, and values necessary for participation
in social institutions. It is also a lifelong process.
 Anticipatory socialization is the role learning that prepares us for future roles.
Key Periods in Educational History

Primitive societies – faced the problem of survival in an environment. (Cultural patterns)

– Life skills (1. tool or instrument making, 2. adherence to the moral behavior code of group life, 3.
language)
– Teachers (“Babaylan or Katalonan”), Barangay (“Balangay”)

Greek – athenian (moral education), spartan (military education)

Roman – civic education (engage the children to participate in civic education)

Arabic – Islamic beliefs, mosques, Muslims, Arabic numerals

Medieval – religious commitment, knowledge, and ritual

Renaissance – “rebirth”, period of Greek (books, paintings, arts)

Reformation – vernacular school (masses), classical school (upper class)

The History of the Philippine Educational System

Pre-colonial
– life and survival skills
– decentralized and unstructured
– Babaylan or Katalonan (teachers/tribal tutors)

Spanish
– religion-oriented
– formal and organized
– Educational Decree of 1863
– Illustrados

American
– democratic
– Thomasites
– PNC – PNS – PNU (1901)
– UP (1903)

Commonwealth Period
– nationalism (1943-1945)

Japanese Occupation
– love of labor
– vocational education

Post-colonial Period
– R.A. 1079 – 06/15/1954 – Civil Service Commission (CSC)
– R.A. 1265 – 06/11/1965 – Flag Ceremony (F.A.) – National Anthem (N.A.)
– R.A. 1425 – Rizal Law
– R.A. 4670 – Magna Carta for Public School Teachers (MCFPST)
– Education Act of 1982 – Ministry of Education, Culture and Sports
– Department of Education, Culture and Sports (DECS, 1987) – Executive Order (E.O. 117) –
President Corazon C. Aquino
– Trifocalization (R.A. 7796 – TESDA), (R.A. 7722 – CHED), (R.A. 9155 – DepEd)
– R.A. 10157 – Kindergarten Act
– R.A. 10533 – K to 12 (May 15, 2013)
– PBET – Professional Board Examination for Teachers
– LET – Licensure Examination for Teachers
– NCEE – National College Entrance Examination
– NSEC – New Secondary Education Curriculum
– R.A. 9155 – Governance of Basic Education Act
– R.A. 7796 – Technical Education and Skills Development Act of 1994
CHAPTER 3
Social Science Theories and Their Implications to Education
Sociologists today employ three primary theoretical perspectives:
 the functionalist perspective
 the conflict perspective
 the symbolic interactionist perspective

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 to the human body with different but interrelated parts performing different functions.
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 ACC. TO FUNCTIONALIST

1. Intellectual purposes – acquisition of cognitive skills, inquiry skills
2. Political purposes – educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order, public civility and conformity to laws
3. Economic purposes – prepare students for later work roles; select and train the labor force
needed by society
4. Social purposes – promote a sense of social and moral responsibility; serve as a site for
the solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church
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 theory welcomes conflict for that is the way to the establishment of a new
society. Conflict theorists find potential conflict between any groups where inequality exists:
racial, gender, religious, political, economic, and so on.
Conflict theorists note that unequal groups usually have conflicting values and agendas,
causing them to compete against one another. This constant competition between
groups forms the basis for the ever-changing nature of society.

3. THE SYMBOLIC ACTERACTIONIST THEORY PERSECTIVE

Three tenets of symbolic interactionist theory are:

1. An individual’s action depends on meaning.
2. Different people may give different meanings to the same thing.
3. Meanings change as individuals interact with one another.
positive symbols – in the form of gestures, words, actions, and appearances – to express our
trust, belief in our students’ abilities, an affirmation of their being. 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.
Critics claim that symbolic interactionism neglects the macro level of social interpretation-the
“big picture”. Symbolic interactionism traces its origin to Max Weber’s assertion that individuals
act according to their interpretation of the meaning of their world. However, it was the
American philosopher George H. Mead (1863- 1931) who introduced this perspective to
American sociology in the 1920s