PAMANTASAN NG LUNGSOD NG MAYNILA

THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND

ORGANIZATIONAL LEADERSHIP
WRITTEN REPORT

EDUCATION AND SOCIETY

&
EDUCATION AND CULTURE

Submitted by:
Bachelor of Secondary Education
Major in Social Studies

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 TABLE OF CONTENT

I. Objectives……………………………………………………………………………..3

II. References……………………………………………………………………………..3

III. Definition of Terms……………………………………………………………………4

IV. Lesson Proper

i. Education and Society…………………………………………………..…..…5

a. Open System Perspective in Education……………………………………

b. Moral Education by Emile Durkheim

……………………………………..7

c. The School Class as a Social System by Talcott

Parsons………………….8

ii. Education and Culture………………………………………………………..10

a. Schooling in Capitalist Societies by Samuel Bowles and Herbert Gintis…

12

b. Conflict Theory of Educational Stratification by RanDall

Collins……….15

c. Deschooling Society by Ivan

Illich……………………………………….16

d. Pedagogy of the Oppressed by Paulo

Freire……………………………...17

V. Generalization………………………………………………………………………..18

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I. OBJECTIVES

At the end of discussion, the learners are expected to:

1. Understand the relationship between education and society, as well as the influence of
education to culture and vice versa.
2. Identify the essence of the textbooks, concepts, idea, and perspectives that are proposed
and presented by various philosophers and sociologist who are relevant to this lesson.
3. Demonstrate knowledge about the kinds of school systems with relation to situation in
every class set-up and according to different types of society.

II. REFERENCES

 Open-system perspective. (n.d.). Encyclopedia Britannica.

https://www.britannica.com/topic/open-system-perspective
 Schools as open systems - national forum. (n.d.). Retrieved March 6, 2023, from
http://www.nationalforum.com/Electronic%20Journal%20Volumes/Lununburg,
%20Fred%20C.%20Schools%20as%20Open%20Systems%20Schooling
%20V1%20N1%202010.pdf
 Bagayo, C. (2014, June 8). Open System Theory.
https://www.academia.edu/6827848/Open_System_Theory
 Ashley Crossman. (2019, August 2). Dotdash Meredith,
https://www.thoughtco.com/emile-durkheim-3026488
 J Mark Halstead. (2015, January 1). Education in morality,
https://link.springer.com/referenceworkentry/10.1007/978-0-387-71799-
9_260#:~:text=Moral%20education%20may%20be%20defined,towards
%20others%20and%20their%20environment.

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  Eli Kean. (, 2013, March 27). France Emphasized empirical data. Moral
Education, https://www.slideserve.com/edna/moral-education-by-emile-durkheim
 https://revisesociology.com/2017/09/05/taclott-parsons-perspective-on-education/
 https://www.thestudentroom.co.uk/showthread.php?t=3003621
 http://www.youtube.com/watch?v=zFxE-fgS8c
 http://www.youtube.com/watch?v=zFxE-fgS8c
 Delgado, P. (2022, June 17). What is Deschooling? Observatory - Institute for the
Future of Education. https://observatory.tec.mx/edu-news/what-is-deschooling/
 infed.org. (2012, December 28). Ivan Illich: deschooling, conviviality and lifelong
learning – infed.org: https://infed.org/mobi/ivan-illich-deschooling-conviviality-
and-lifelong-learning/
 Ivan Illich on ‘Deschooling’ - New Learning Online. (n.d.).
https://newlearningonline.com/new-learning/chapter-2/supporting-material-2/
ivan-illich-on-deschooling

III. DEFINITION OF TERMS

Achieved Status - determined by an individual's performance or effort.

Ascribed Status - assigned to an individual without reference to their innate differences or

abilities.

Culture - the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that
shape and influence every aspect of how a school functions.

Deschooling - an educational method and philosophy that promotes the freedom of children to
choose what they want to learn.

Education - helps individuals to learn how to live, how to behave, how to organize, everything
in their lives so it is an agent which brings change in society, or we can say in one line education
is a social change agent.

Moral Education - helping children and young people to acquire a set of beliefs and values
regarding what is right and wrong.

Open System Perspective - there is no clear distinction between an organization's environment

and its internal workings.

Oppression - the exercise of authority or power in a burdensome, cruel, or unjust manner.

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Parson’s Meritocracy - study of the role of schools and education developed the work of
Durkheim in relation to socialization, and also investigated the way in which the education
system helped allocate people to their roles in society.

Pedagogy - most commonly understood as the approach to teaching, is the theory and practice of
learning, and how this process influences, and is influenced by, the social, political and
psychological development of learners.

Society - plays a crucial role in education, as it is responsible for providing the resources and
support that are necessary for students to receive an education.

IV. LESSON PROPER

i. EDUCATION AND SOCIETY
Education or school is an institution created by society. Education is a function of
society and as such arises from the nature and character of society itself.

What is the relationship between Education and Society?

Education and society both are inter-related or inter-dependent because both
mutually influence each other complimentary. Without education, how we can
build an ideal society and without society how we can organize education system
systematically that means both are needed to understand. Education helps
individuals to learn how to live, how to behave, how to organize, everything in
their lives so it is an agent which brings change in society, or we can say in one
line education is a social change agent. Let’s see the influence of society on
education.

If society is well structured and have ideals, then it automatically effects the
education. Social structure is generally built-in religion, the way of living life,
philosophy of members of society, politics, economy and it has some good ideals
which help every individual and contribute to society after all educationalist,

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 experts and psychologist are coming from society who mold the education system
and make it more practical full-fledged with technologies.

Society influences political conditions. The one who is political leader coming
from society and he/she always followed the set ideals including democracy,
equality and he has also some political ideas such as responsibilities,
accountability, unity, integration of human being with values ideals etc. And with
those ideals he governs particular area or state and as we know education is
related to government. Being a part of it, an individual affects the education
system.

a. OPEN SYSTEM PERSPECTIVE IN EDUCATION

WHAT IS AN OPEN SYSTEM PERSPECTIVE?

An organization cannot be viewed in isolation, according to the open-system concept.
According to this theory, there is no clear distinction between an organization's environment and
its internal workings.

WHEN IT COMES TO EDUCATION…

Open-systems theories assert that schools continually engage with their surroundings. In
fact, they need to organize themselves to deal with external influences.

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 An open system is made up of a connected group of components that work together as a
single operating unit. These five fundamental components include inputs, a transformation
process, outputs, feedback, and the environment.
1. INPUTS - Every organization import from or takes input from its surrounds. Systems
like educational institutions rely on four different environmental inputs or resources:
human resources, financial resources, physical resources, and information resources.
2. TRANSFORMATION PROCESS - To achieve the objectives or aims of the
organization, the input that is imported from the environment must be turned into desired
products or services. As a result, throughput is a transformation process in an
organization.
3. OUTPUTS - Outputs are produced from inputs that have undergone a transformation
process. To be sustainable in the future, good outputs must match the organizational
goals and environmental requirements.
4. FEEDBACK - The success of the school operation depends on feedback. The future
outputs of the school will be impacted by using it to fix flaws in the transformation
process, the inputs, or both.
5. ENVIRONMENT - Environment is vital for a system since systems take inputs and give
outputs to the environment. As a result, with an open system, the environment has the
power to influence a system's lifespan.

b. MORAL EDUCATION BY EMILE DURKHEIM

Who was Émile Durkheim?

He was a famous French philosopher and sociologist known as the father of the French
school of sociology for his methodology combining empirical research with sociological
theory. The following outlines his life and career and his published works.

What is Moral Education?

Moral education may be defined as helping children and young people to acquire a set of
beliefs and values regarding what is right and wrong. This set of beliefs guides their
intentions, attitudes and behaviors towards others and their environment. Moral education
also helps children develop the disposition to act in accordance with such beliefs and values.

Emile Durkheim was a big believer in education and possibility of moral education as a
means for social reform. In "Moral Education" Durkheim builds on his elsewhere established
theory of society as a source of morality. Emile Durkheim sees the state of being associated
with social structures as the source of ontological perception, moral judgment, and rules of
behavior.

In "Moral Education" Durkheim describes morality as comprised of three elements on which

morality is constructed:
 Discipline (constraining egoistic impulses)

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  Attachment (the voluntary willingness to be committed to groups)
 Autonomy (individual responsibility)

Education provides children with these three moral tools needed to function in society.

The Spirit of Discipline

 Discipline functions to develop habits and “determine conduct, to fix it, [and] to
eliminate…individual arbitrariness."
 Discipline teaches children to suppress their impulses and be consistent in their
conduct.
 Children need to “obey a moral precept out of respect” to its superior power over
them.

Attachment to Social Groups

 “Moral life only begins where the collective life beings.”
 Through attachment to groups, individuals reach a moral consciousness in which they
develop an interest in seeking justice and preventing suffering.
 The school must function to link children to social groups such that they can learn
moral values.

Autonomy (Self-Determination)
 Children should have an awareness or “consciousness” of the reasons for moral
conduct.
 This consciousness provides the autonomy to understand and explain morality and
moral behavior.
 Teachers should foster autonomy among their students by not preaching or
indoctrinating but explaining morality.

c. THE SCHOOL CLASS AS A SOCIAL SYSTEM BY TALCOTT

PARSONS

Who is Talcott Parsons?

Talcott Parsons (December 13, 1902 – May 8, 1979) was an American sociologist of the
classical tradition, best known for his social action theory and structural functionalism.
Parsons is considered one of the most influential figures in sociology in the 20th century.
After earning a PhD in economics, he served on the faculty at Harvard University from 1927
to 1973. In 1930, he was among the first professors in its new sociology department. Later,
he was instrumental in the establishment of the Department of Social Relations at Harvard.

Ascribed vs. Achieved Status

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  Ascribed status is assigned to an individual without reference to their innate
differences or abilities. (Ex. Race, Gender, Ethnicity)
 Achieved status is determined by an individual's performance or effort. (Ex.
Becoming a lawyer, doctor, teacher, etc.)

Particularistic vs. Universalistic Standard

 Universalism searches for what is systematic and tries to impose the rules, laws, and
norms on all of its members so that things can run more efficiently.
 Particularism searches for what is different, unique, or exceptional in order to create
something that is incomparable or of special quality.

Parsons' Meritocracy
 This functionalist study of the role of schools and education developed the work of
Durkheim in relation to socialization, and also investigated the way in which the
education system helped allocate people to their roles in society. Parsons argues that
this is done in a meritocratic way.

To understand Parsons' study of school we need to understand a number of key terms:

Socialization
 The process through which we learn the norms and values of society

Primary Socialization
 The first part of the socialization process, that happens primarily at home and through
the family, where people learn their own family or local community's norms and
values.

Secondary Socialization
 The next phase of the socialization process, where people learn the universalistic
values of the whole of society. (Ex. Education system, the media, religious
institutions, etc.)
 Parsons argues that school acts as an agent of secondary socialization. It is in school
that children learn not the just the particularistic values of their own family, but also
the universalistic values of the whole of society.

Meritocracy
 A meritocratic system is one which rewards people for their efforts and/or ability (on
merit). That is, a system where people achieve their status through their own efforts,
rather than having their status ascribed to them as a result of their family background.
 One of the important values of contemporary society, according to Parsons, is
meritocracy. He argues that in our society, there is equality of opportunity, and people
reach their position in life through hard work, rather than through privilege.

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  In school, hard work and natural ability are rewarded, rather than titles or rich
parents. And this continues in society as a whole, with children who achieve well at
school going on to get the highest paid and most responsible jobs.
 It establishes universalistic standards, in terms of which all pupils achieve their status.
Their conduct is assessed against the yardstick of the school rules; their achievement
is measured by performance in examinations. The same standards are applied to all
pupils regardless of ascribed characteristics such as sex, race, family background or
class of origin.

A lot of people question whether if this is really true.

 First of all, there are lots of evidence to show that coming from a wealthy background
is a huge advantage in school.
 Second, lots of people get good qualifications and go on to carry out jobs that are not
among the highest paid, and some of the most responsible jobs have low pay (e.g.
childcare and teachers).
 For Marxists, Bowles & Gintis, for instance, schools manage to teach the ideology of
meritocracy but it is really a myth. It makes inequality seem fair, because there is a
myth that everyone had the same opportunities.

ii. EDUCATION AND CULTURE

Education and culture are intimately and integrally connected. Hence, the cultural
pattern of a society conditions its educational pattern. For example, if a society
has a spiritual pattern of culture, then its educational procedures will emphasize
and achievement of moral and eternal values of life.

Influence of Culture on Education

1. Influence of Culture on Aims of Education: The meaning and aims of
education are determined by the cultural ideals, values and patterns of a
society. In other words, as is the culture of a society so shall be its aims of
education.
2. Influence of Culture on Curriculum: The aims of education are achieved
through curriculum. As the aims of education are determined according to the
culture of society, so the curriculum is conditioned according to the culture of
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 society. In other words, as are the ideas, ideas and values of a society, the
educational curriculum of that society is conditioned according to the ideals
and needs of that society to realize its cultural values.
3. Influence of Culture on Methods of Teaching: Culture and methods of
teaching are intimately connected. It is why, the changing cultural patterns of
a society exert powerful influence upon the methods of teaching also. In
ancient times education was teacher-centred and tried to force into the minds
of children specific dozes of knowledge-in quite disregard of their natural
interests and needs. The result of thus artificial progress of education was
mechanical cramming and rote memorization. In modern times, education has
become child-centered.
4. Influence of Culture on Discipline: Cultural values also influence the
concept of discipline. The present cultural patterns of thinking and living are
directly linked to our concept of discipline. Int ancient and middle ages
societies where-authoritarianism ruled, the concept of discipline was
repressionistic. But in modern times when democratic values of life are being
accepted all over the world, the concept of discipline has come to mean
impressionistic or emancipatory or self-discipline.
5. Influence of Culture on Textbooks: Curriculum is contained in textbooks.
We have discussed above the powerful impact of cultural values upon the
curriculum. These textbooks are written according to the formulated or
determined curriculum. It may be borne in mind that only those textbooks are
welcomed if they foster and promote cultural ideals and values.
6. Influence of Culture on Teacher: Each individual teacher is imbued with the
cultural ideals and values of the society of which he happens to be an integral
member. Only such a teacher achieves his mission successfully. It is only such
a teacher who is able to infuse higher ideals and moral values in children. The
idealism and higher ideals of teacher are imbibed by children imperceptibly
but definitely. It may be noted here that the idealism and higher ideals of
teacher are comprised of the cultural ideals and values of his society of nation.

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7. Influence of Culture on School: According to the ideology of Pragmatism, a
school is a miniature of society. The total activities and programmes of the
school are organized according to the cultural ideals and values of the society
which establishes and organizes the school.

Influence of Education on Culture

1. Preservation of Culture: Each country believes and flaunts the superiority of
its own culture over the rest. Hence, it tries to preserve its culture in its
original form. Education is the only means to complete his task. In other
words, education preserves the culture of society.
2. Transmission of Culture: The process of preservation includes the process of
transmission as well because through transmission of culture from one
generation to another is the best guarantee of its preservation.
3. Development of Culture: The function of education is not only to preserve
and transmit the culture of society, but it also brings about the needed
desirable changes in the cultural ideals and values for the progress and
continued development of society, without which social progress will stratify
and come to naught.
4. Maintaining The Continuity of Culture: Culture is the lifeblood of a
society. Without culture a society is bound to decay and die sooner or later.
Education upholds the continuity of culture through its diverse activities and
programs. It may be noted that a society establishes schools to preserve and
transmit its culture from generation to generation. But some schools try to
develop cultural chauvinism and superiority complexes among its children.
5. Helping The Development of Personality: Education aims to develop the
personality of the child. For this, it employs diverse cultural patterns of
thinking, behavior and items of cultural values so that children are physically,
mentally, socially and emotionally developed to the maximum extent.
6. Removing Cultural Lag: When material culture develops at a fast pace due
to scientific research and inventions, non- material culture consisting of ideals,
values and norms lag behind creating a gulf between the two. Education is the

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 only means to bridge this cultural lag by its activities and programs of
development.

a. SCHOOLING IN CAPITALIST SOCIETIES BY SAMUEL BOWLES

AND HERBERT GINTIS

According to a traditional Marxist perspective of education, workers are trained in schools to

be exploited for the rest of their lives. Bowles & Gintis reject the notion that the educational
system is meritocratic, in contrast to functionalists like Parsons, and instead describe a
system that reinforces social class inequalities.

MARXISM ON EDUCATION:
 Marxism is a critical perspective of society, so they view the role of education in
society in a negative way. They see education as a form of social control that creates
obedient and passive workers for the capitalist economy. Marxists also argue that
education reproduces the class inequalities by ensuring that working-class students
are less likely to achieve good qualifications and therefore go into the lower paid
jobs. Unlike functionalists, Marxist do not see education as meritocratic.
Functionalists believe that the role of schools is for the preparation of students to
participate in societal activities and institutions

Functionalists believe that the role of schools is for the preparation of students to participate
in societal activities and institutions

Marxists insist everyone does not have an equal chance to succeed. They argue that the
education system is rigged in favor of the ruling elite. They claim that this must be hidden
from parents and pupils, otherwise they might become resentful and rebellious. So, the
school puts forward what Marxist call giant myths

Samuel Bowles and Herbert Gintis

 Samuel Bowles and Herbert Gintis Samuel Bowles is an American economist and
acquired the title Professor Emeritus at the University of Massachusetts Amherst.
Even today, he continues to teach institutional theory and microeconomics. An
American economist, behavioral scientist, and educator by the name of Herbert Gintis
is best known for his theoretical contributions to sociobiology, particularly in the
areas of altruism, cooperation, epistemic game theory, gene-culture coevolution,
efficiency wages, strong reciprocity, and human capital theory.
 Bowles and Gintis on Education In the 1970s, Bowles and Gintis proposed one of the
Marxist theories that the education system serves a purpose for the ruling classes.

THE LONG SHADOW OF WORK, REPRODUCTION OF WORKFORCE, HIDDEN

CURRICULUM

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  Bowles and Gintis suggested that there is a long shadow of work that was cast over
the education system. And the primary function of education was to reproduce the
workforce by preparing the next generation of workers for the roles in capitalist
society. Hence, education is used by the bourgeoisie to control the workforce.
Schools replicate existing inequities and reject the premise that everyone has equal
opportunity. In this way they argue that education justifies and explains social
inequality

HOW DO SCHOOLS DO THIS?

According to Bowles and Gintis, school closely corresponds with the workplace with many
functions of employment being mirrored in the school setting through what Bowles and
Gintis referred to as the correspondence principle.

Correspondence Principle - school mirrors the world of work. The correspondence theory
is the idea that the norms and values pupils learn in school correspond to the norms and
values which will make it easy for future capitalist employers to exploit them at work.
Bowles and Gintis say that work casts a long shadow over school.

Punctuality
 For example, both schools and workplaces have set policies on punctuality with
consequences for those that do not conform

Rewards/Sanctions
 Furthermore, schools and workplaces offer rewards and sanctions for desirable and
undesirable behavior. Rewards in schools such as being given extra responsibilities
they have been prefect mirror promotion in the workplace. Likewise disruptive
behavior results in detentions in school or disciplinary action in the workplace.

Division of Students
 Students and workers are both divided from their colleagues by classes in schools and
departments in work. The presence of hierarchies is another commonality. Student -
teacher headteacher mimics the hierarchy of worker - supervisor manager.

Education Legitimizes Inequality

Bowles and Gintis also suggested that the school legitimizes inequality. This is how:

 Opportunity and meritocracy are myths.

- Marxist sociologists Bowles and Gintis argue that capitalist societies are not
meritocratic. Marxists argue that it is not about the amount of effort and ability that
an individual exerts in their education that determines their performance or how
well they do, but their class background.

 System gives advantages to those of middle-class backgrounds.

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 - The education system favors the middle and upper classes through its construction.
It is the students of those belonging to the middle and upper middle classes who
are most likely to fit in and excel thus ending up in higher status positions in
society. Davis and Moore's functionalist approach of role allocation is mirrored
here. They think that education identifies and assigns brilliant people to the most
important tasks in society. Meanwhile, Bowles and Gintis argue that it is unfair
because the suggestion of Davis and Moore is down to greater natural ability of the
middle classes.

 Contemporary Applications
- We need to apply these ideas to contemporary education to show a deeper
understanding of Bowles and Gintis work.

 Role of academy closer links with work.

- Development of academies and their closer links to specialists’ areas of work and
study.

 Apprenticeships and Vocational Education

- The growth of vocational education through university and technical colleges all
demonstrates the way in which education is becoming closer to resembling the
workplace.

Criticisms on Bowles & Gintis

Of course, Marxist ideas are inevitably criticized by functionalists:

Functionalists agree with skills for employment, but it suggests this is for the benefit of
society.
 Bowles and Gintis suggest that education serves to create a new workforce. However,
functionalists will argue the benefits of having more weight and wide ranging for
society

Do all students become passive and unthinking puppets?

 Businesses these days do not want passive and unthinking workers, they want
creative and independent workers capable of taking on responsibility and developing
innovative ideas as part of a team.
 Bowles and Gintis ' view is too deterministic it assumes all working -class children
will accept the values being taught by the hidden curriculum. But many students
reject the values and rebel.

b. CONFLICT THEORY OF EDUCATIONAL STRATIFICATION BY

RANDALL COLLINS

The Importance of Education

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 - Educational requirements for employment have become increasingly widespread,
not only in elite occupations but also at the bottom of the occupational hierarchy.

A Conflict Theory of Stratification

 Status groups
- Subjectively, status groups distinguish themselves from others in terms of
categories of moral evaluation such as honor, taste, breeding, respectability,
propriety, cultivation, good fellows, plain folks, etc. Thus, the exclusion of persons
who lack the ingroup culture is felt to be normatively legitimated.
 Struggle for Advantage
- There is a continual struggle in society for various goods - wealth, power, or
prestige.
 Education As Status Culture
- Educational requirements or employment can serve both to select new members
for elite positions who share the elite culture and, at a lower level of education, to
hire lower and middle employees who have acquired a general respect for these
elite values and styles.

Tests of the Conflict Theory of Educational Stratification

 The conflict theory in its general form is supported by evidence.
(1) that there are distinctions among status group cultures-based both on class and
on ethnicity in modern societies;
(2) that status groups tend to occupy different occupational positions within
organization; and
(3) that occupants of different organizational positions struggle over power.

 Education As a Mechanism of Occupational Placement

- The mechanism proposed is that employers use education to selectpersons who
have been socialized into the dominant status culture: for entrants to their own
managerial ranks, into elite culture; for lower-level employees, into an at-attitude
of respect for the dominant culture and the elite which carries it.
- This requires evidence that:
(a) Schools provide either training for the elite culture, or respect for it; and
(b) employers use education as a means of selection for cultural attributes.
 Variations in Linkage between Education and Occupation
- Education should be most important where two conditions hold simultaneously:
(1) the type of education most closely reflects membership in a particular status
group, and
(2) that group controls employment in particular organizational contexts.

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c. DESCHOOLING SOCIETY BY IVAN ILLICH

WHO IS IVAN ILLICH?

Ivan Illich (1926–2002) was born in Vienna, became a Roman Catholic priest and spent most
of his life working in Latin America. By the end of the 1960s, however, he was forced to
leave the priesthood after criticizing the Catholic hierarchy. He rose to international
prominence in the 1970s when he wrote a series of books critically analyzing the institutions
of modern society: work, transport, medicine, and perhaps most famously, schooling. As
early as the 1970s, Ivan Illich was beginning to imagine an educational future in which the
proprietary knowledge relations of the conventional classroom were transformed.

WHAT IS DESCHOOLING?
- “Deschooling” is an educational method and philosophy that promotes the freedom of
children to choose what they want to learn. More specifically, it refers to the process
in which the student leaves traditional education to adapt to learning at home, and the
time it takes to get used to this.
- De-schooling movement is a tendency of making the children withdraw from
traditional school education, stating that schools are not providing opportunities for
developing the innate potential and they make the learners unworldly.

ILLICH PROPOSED WAY OF EDUCATION

1. Reference Services to Educational Objects – which facilitate access to things or
processes used for formal learning. Some of these things can be reserved for this
purpose, stored in libraries, rental agencies, laboratories and showrooms like museums
and theatres; others can be in daily use in factories, airports or on farms, but made
available to students as apprentices or on off-hours.
2. Skill exchanges – which permit persons to list their skills, the conditions under which
they are willing to serve as models for others who want to learn these skills, and the
addresses at which they can be reached.
3. Peer-matching – a communications network which permits persons to describe the
learning activity in which they wish to engage, in the hope of finding a partner for the
inquiry.
4. Reference Services to Educators-at-Large – who can be listed in a directory giving the
addresses and self-descriptions of professionals, paraprofessionals, and freelancers,
along with the conditions of access to their services. Such educators … could be chosen
by polling or consulting their former clients.

d. PEDAGOGY OF THE OPPRESSED BY PAULO FREIRE

What is Pedagogy?
- Includes how teaching occurs, the approach to teaching and learning, the way the
content is delivered and what the students learn as a result of the process.
- Method and practice of teaching: specifically, teacher actions that promote student
learning.

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 What is being oppressed?
- The exercise of authority or power in a burdensome, cruel, or unjust manner.
- Governed in an unfair and cruel way and prevented from having opportunities and
freedom.

To the oppressed,
And to those who suffer with them
And fight at their side.

The paper titled “Pedagogy by the Oppressed” was authored by Paulo Freire and published
by Citizens International, Malaysia.

The paper focused on how the advanced or big nations are oppressing the less developed
countries around the Globe. This paper is more or less recapturing what happened in the
SLAVE TRADE (recent research suggests that without the slave trades, 72% of Africa’s
income gap with the rest of the world would not exist today) (Africa had been colonized by
mainly seven powerful and influential countries and these are;
BRI,FRA,GER,POR,SPA,TA), COLONIAL ERA (some of the negative impacts that
associated with colonization include; degradation of natural resources, capitalist,
urbanization/modernization, introduction of foreign diseases, and change of the social
systems of living), INDEPENDENCE (after world war II a number of developing countries
attained independence from their former colonial rulers), which are also related to what we
are currently experienced under the globalization.

The unsatisfied agonies and injustice had led to the establishment of several struggles and
movement towards liberating and emancipation of the oppressed. He stressed that those that
will champion these struggles should come from the oppressed or those who have solidarity
for them (no body wish you joy if you don’t wish yourselves one). Individuals and groups
concerns need to fight for the restoration of their humanity which will eventually bring the
true generosity.

In conclusion, it is safe to say that Paulo, teaches the world in how to live a better and equal
life, how people can come together to solve problems facing humanity, how to break the
class barriers, let people have freedom to express themselves without being oppressed or
intimidation, freedom to seek knowledge, mutual cooperation on various issues sound and
threaten.

V. GENERALIZATION

Topic IV focuses on the relationship of education and society. Education has a significant
role in society; children learn societal and cultural norms, values, and are taught how to be
successful, active, and productive members of a society. A society's role in education is just as
important as the role of education in a society. Under this topic is Open System Perspective

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which is made up of a connected group of components that work together as a single operating
unit. These five fundamental components include inputs, a transformation process, outputs,
feedback, and the environment. Next is “Moral Education” by Émile Durkheim wherein he
describes morality as comprised of three elements on which morality is constructed: discipline,
attachment, and autonomy. According to Durkheim discipline restraints egoistic tendencies and
impulses, functioning to mediate aggressive self-centered behavior. In “The School Class as a
Social System,” Parsons argues that school acts as an agent of secondary socialization. It is in
school that children learn not the just the particularistic values of their own family, but also the
universalistic values of the whole of society.

In Topic V, we learned the influence of education to culture and culture to education.

Education and culture are intimately and integrally connected. Hence, the cultural pattern of a
society conditions its educational pattern. For example, if a society has a spiritual pattern of
culture, then its educational procedures will emphasize and achievement of moral and eternal
values of life. Under this topic is Schooling in Capitalist America which argues that such reform
efforts over the past century have failed to make education significantly more equal or less
brutal. Despite the heroic attempts of progressive pedagogues, “schools, by and large, remain
hostile to the individual’s need for personal development,” and notwithstanding the well-
intentioned schemes of liberal social policy, the schools have also not succeeded in equalizing
“economic status or opportunity.” Also, Randall Collins' multidimensional analysis of conflict
and social stratification – In Collins' perspective, conflict and competition permeate all areas of
social life as a result of people's ongoing struggles to improve their position in terms of material
resources, status, and power. Another is Deschooling – mainly credited to Ivan Illich, who felt
that the traditional schooling children received needed to be reconstructed. He believed that
schools contained a "hidden curriculum" that caused learning to align with grades and
accreditation rather than important skills. And lastly, Paulo Freire's Pedagogy of the Oppressed
which is a combination of philosophical, political, and educational theories. Freire outlines a
theory of oppression and the source of liberation. In Freire's view, the key to liberation is the
awakening of critical awareness and the thinking process in the individual.

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