6.

Paulo Freire (1920-1997): Critical Pedagogy

 PF, a critical theorist, like SR’s believed that systems must be changed to overcome oppression
and improve human conditions
 Education and literacy are the vehicle for social change. Humans must learn to resist oppression
and not become its victims, nor oppress other. To do so requires dialogue and critical
consciousness, the development of awareness to overcome domination and oppression.
 Rather than “banking system, in which the educator deposits information into the student’s
head, Freire, saw teaching and learning as a process of inquiry in which the child must invent
and re-invent the world.
 Teachers must not see themselves as the sole possessors of knowledge and their students as
empty receptacles, He calls this pedagogical approach the “banking method” of education.
 A democratic relationship between the teacher and her students is necessary in order for the
conscientization process to take place.
 Freire’s critical pedagogy is problem-posing education
 A central element of Freire’s pedagogy is dialogue. It is love and respect that allows us to
engage people in dialogue and to discover ourselves in the process and learn from one another.
By its nature, dialogue is not something that can be imposed.
 Instead, genuine dialogue is characterized by respect of the parties involved toward one
another. People develop a tolerant sensibility during the dialogue process, and it is only when
we come to tolerate the points of view and ways of being of others that we might be able to
learn from them and about ourselves in the process.
 Dialogue means the presence of equality, mutual recognition, affirmation of people, a sense of
solidarity with people, and being open to questions.
 Dialogue is the basis for critical and problem0posing pedagogy, as opposed to banking
education, where there is no discussion, only the imposition of the teacher’s ideas on the
students. (Ornstein, 1984).

Comments:

 All these education philosophers, point to the need of interacting with others and of creating
“community of inquiry” as Charles Sander’s Pierce put it.
 The community of inquiry is a group of persons involved in inquiry, investigating more or less
the same question or problem, and developing through their exchanges a better
understanding of both of the question as well as the probable solutions. (Lee, 2010)
 A community of inquiry will engage learners in active problem solving.
CHAPTER 2

“When a school introduces and trains each child of society into membership within such little
community, saturating him with the spirit of service, and providing him with the instruments of
effective self0direction, we have the deepest and best guaranty of a larger society which is worthy,
lovely, and harmonious” (John Dewey)

 Education or school is an institution created by society

 Education is a function of society-arises from the nature and character of society itself
 Society seeks to preserve itself, to do this, it maintains its functions and institutions, one of
which is education, to assure its survival, stability, and convenience.
 It is the school that “introduces and trains each child of society into membership within such
little community, saturating him w shall ith the spirit of service, and providing him with the
instruments of effective self-direction”.
 When schools succeed to do this, “we shall have the deepest and best guaranty of a larger
society which is worthy, harmonious, and lovely”
 This is called socialization process, Socialization is the “process of learning the roles, statuses,
and values necessary for participation in social institution”
 Socialization is a lifelong process. It occurs primarily during early childhood but as we progress
from infancy to old age we shed old roles and adopt new ones. This role learning that prepares
us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989)
 Anticipatory socialization prepares us for future roles such as spouse, parents, professional
teacher, etc.
 Family is the most important agent of socialization.
 Self-concept formed during childhood has lasting consequences
 “the parent’s religion, social class, ethnicity influence the child’s social roles and self-
concept which in turn influence the expectations that others have for the child, and they
determine the groups with which the child will interact outside the family”
 The school is also an important agent of socialization. It is an institution charged by the society
to impart specific knowledge and skills necessary for functioning in a society.
 Schools are also charged with the task of transmitting society’s cultural values.
Education in Primitive Society

 Preliterate are persons faced problem of survival in an environment that pitted them against
natural forces and wild animals.
 To survive, human beings needed food, shelter, warmth, and clothing. To transform a hostile
environment into one that is life-sustaining, humankind developed life skills that eventually
became cultural patterns.
 As abstract thinkers, human beings could create, use and manipulate symbol. They could
communicate with one another through gestures, sounds, and words. These symbols, were
expressed in signs, pictographs, letters. The creation and introduction of oral and written
language made a great leap on literacy which in turn had tremendous educational
consequences which citizens of civilized society like netizens of the 21 st century now enjoy.

Key Periods in Educational History: (7000BC – AD 1600)

 Historical Group/Period: Primitive Societies (7000BC- 5000BC)

 Educ’l Goals: To teach group survival skills; to cultivate group cohesiveness
 Curriculum: Practical Skills of hunting, fishing, food gathering, stories, myths, songs, poems,
dances
 Agents: Parents, tribal elders, and priests
 Influences on Western Education: Emphasis on the role of informal education in transmission
of skills and values.

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 Historical Group/Period: Greek (1600BC – 300BC)

 Educ’l Goals: To cultivate civic responsibility and indentity with city-state
Athenian: to develop well-rounded person
Spartan: to develop soldiers and military leaders
 Curriculum: Athenian: reading, writing, arithmetic, drama, music, physical education,
literature, poetry.
Spartan: drills, military songs, tactics
 Agents: Athenian: private teachers and schools; Sophists, philosophers
Spartan: military teachers, drill seargeants
 Influences on Western Education: Athens: the concept of well-eounded, liberally educated
person.
Spartan: the concept of military state.

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 Historical Group/Period: Roman 750 BC- AD 450
 Educ’l Goals: to develop sense of civic responsibility for republic and then empire; to develop
administrative and military skills
 Curriculum: Reading, Writing, arithmetic, Laws of Twelve Tables, Law, philosophy
 Agents: private schools and teachers, schools of rhetoric
 Influences on Western Education: emphasis on ability to use education for practical
administrative skills, reading education to civic responsibility.

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 Historical Group/Period: Arabic AD 700-1350

 Educ’l Goals: to cultivate religious commitment to Islamic beliefs, to develop expertise in
mathematics, medicine, and science
 Curriculum: Reading, Writing, mathematics, religious literature, scientific studies
 Agents: Mosques, court schools
 Influences on Western Education: Arabic numerals and computation, re-entry material on
science and medicine

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 Historical Group/Period: Medieval AD 500- 1400

 Educ’l Goals: to develop religious commitment, knowledge, and ritual; to re-establish social
order; to prepare persons for appropriate roles
 Curriculum: Reading, Writing, arithmetic, liberal arts, philosophy, theology, crafts, military
tactics and chivalry
 Agents: parish, chantry, and cathedral schools, universities, apprenticeship, knighthood
 Influences on Western Education: establishing the structure, content, and organization of the
university as a major institution of higher education; the institutionalization and preservation of
knowledge.

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 Historical Group/Period: Reformation AD 1500- 1600

 Educ’l Goals: to cultivate a sense of commitment to particular religious’ denomination; to
cultivate general literacy
 Curriculum: Reading, Writing, arithmetic, catechism, religious concepts, and ritual; Latin and
Greek; theology
 Agents: vernacular elementary schools for the masses; classical schools for the upper class
 Influences on Western Education: a commitment to universal education to provide literacy to
the masses; the origins of school systems with supervision to ensure doctrinal conformity

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IN THE PHILIPINES

 Spanish Regime
 Main Goal in education: to influence Filipino students to their religion
 Aims: Friars and missionaries educate using their religion to:
1. Convert natives to Christianity
2. Make native Filipinos obedient and God-fearing Christians
3. Spread their religion
 Curriculum: Boys were taught in the areas of reading, writing, Christian doctrine,
grammar, arithmetic, geography, history, literature, and manners Girls received
instruction in the objects of reading, writing, Christian doctrine, sewing, and
embroidery.
 Methodology: formal education system, separate schools for boys and girls, education
was mostly run by the Church, mediums of instruction were Tagalog and Spanish,
education is through dictation, memorization, moro-moro, and cenaculo

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 American Regime
o Education became a very important issue for the United States colonial government, since it
allowed it to spread their cultural values, particularly the English language, to the Filipino
people. Instruction in English language, and America history, lead to forming of a national
identity and Filipino nationalism.
 Education Goals: to promote democratic ideas and way of life; formation of good
citizens, including the rights and responsibilities of people.
 Aims: training for self-governance; provision of English as Common Language
 Curriculum: reading, writing, arithmetic, language, good manners and right conduct,
civics, hygiene and sanitation, gardening, domestic science, and American History and
Philippine History.
 Methodology: English as a medium of instruction, gives free school materials, uses
storytelling, and other American Literary texts, Basic Education is implemented.

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 Japan Regime
 Educational Goals: Promote of the New Asia Order, Emphasize love for work and
dignity of labor
 Aims: Promote friendly relations between Japan and PH to the farthest extent, foster a
new Filipino culture based on the Japanese principle, elevate the morals of the people,
giving up over emphasis to materialism, eradicate the old idea of reliance on western
nations, diffuse the Japanese language in the PH, promote vocational education, inspire
the people with the spirit to love their neighbor
 Curriculum: Tagalog, Philippines History, and character education were the focus, love
for work and dignity for labor was emphasized, there was the spread of elementary and
vocational education, NIPPONGO was used and the Japanese tried to stop the Filipino
from using the English language
  Methodology: rote memorization; use of threat and punishment, emphasis on
vocational education

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 Post-Colonial Period
 Goals: Full realization of the democratic ideals and a way of life. (After gaining
independence from the US in 1946, the goals of education in the PH expanded to
include nation-building, economic development, and social progress
 Aims: the 1973 Constitution set out the three fundamental aims of education in the PH
1. To foster love of country
2. To tech the duties of citizenship; and
3. To develop moral character, self-discipline, and scientific, technological and
vocational efficiency.
 Curriculum:
A. Post-World War II era (1946-1960’s)
1. Filipino Cultural Integration
2. Bilingual Education
B. 1960’s- 1970’s
1. Bilingual and Multilingual education
2. Nationalist Content
C. 1980’s- present
1. Filipino as the National Language
2. K-10 Curriculum
3. K-12 education reform
4. Core-learning areas
5. MATATAG K-10 Curriculum
 Methods
1. Incorporation of Filipino Culture
2. Bilingual and Multilingual education
3. Progressive education
4. Student-centered learning
5. Technology integration
6. Cultural and indigenous education
7. Experiential learning
8. Inclusive education
9. Vocational training
TEACHER & COMMUNITY

SPANISH

•Educational decree of 1863

-gave Filipinos a complete system of education from elementary to collegiate level.

- responsible for establishment for elementary for all municipalities around Philippines.

-made compulsory attendance in school between ages 7-12

AMERICAN 1898-1946

•a system of free and compulsory elementary education was established by the Malolos Constitution

-May 1898 first American school established in Corregidor and in 1899 shortly after the capture of
Manila, seven schools were opened in the City.

- AGENTS: chaplains (military priests) and military officer of army (serve as trainers in school)

-Aug 23, 1901 Thamasites arrived in Philippines

-UP founded, first state University of Philippines

COMMONWEALTH PERIOD 1935-1942

-free education in public schools were founded all over the country and is in accordance of public
schools

-Vocational education was given importance and household activities like sewing, cooking, farming.

-Nationalism was also emphasized so that students are taught about the life of Filipino heroes.

-Good manners and discipline were also taught to students.

-Institute of private education was established (supervised private schools)

-Formal adult education also started.

-EXECUTIVE ORDER NO.134 in 1936 was signed by Pres Manuel L. Quezon designating Tagalog as our
national language

- EXECUTIVE ORDER NO. 217 also known as "The Quezon code of ethics" was taught in schools.

-EXECUTIVE ORDER NO. 263 in 1940 required the teaching of Filipino, national language in the senior
year of all high schools, and in all years in the normal schools.
-THE EDUCATION ACT OF 1940 was approved on August 7, 1940 which provided for the following:

1. Reduction of 7-year elementary course to 6 years

2. fixing the school entrance age at 7

2. National support for Elementary education

3. compulsory attendance of primary children enrolled in grade 1.

4. Adaption of double single session in the primary grade with one teacher, one class assignment of
intermediate teachers.

POST-COL PHILIPPINES

-the fundamental aims of Education in the 1973 constitutions are:

1. Foster love of country

2. Teach the duties of citizenship

3. develop moral character, self-discipline and scientific technological and vocational efficiency.
Three Social Theories

1. Structural-functional theory
 Proposed by Herbert Spencer, views society as “a system of interconnected parts each
with a unique function. The parts have to work together for stability and balance
society.
 Society has different but interrelated components such as the family, the state, the
school, the church, mass media, and economics
 The overall health of the organism (society) depends upon the health of each structure.
This is exactly the message of the song, Dem Bones. The bones are interconnected.
Each has a unique function.
 There is peace, stability, equilibrium and harmony in society
 If families do their part in bringing forth children, nurturing and socializing
them;
 If education/schools effectively transmit knowledge, skills, and values;
 If politics govern citizens well;
 If economics takes care of food production, distribution of goods, and services;
 If religion strengthens the moral fiber of the members of society.
 Failure of one social institution to do its part means disruption of stability in society
 The rise of a single parent and dual earner families means families have less
time or sometimes no more time left for the supervision of children in their
homework which may result to an increase of non-performing students in
school.
 In a high tech world, educational institutions must teach adults the new skills to relate
to the tech-savvy young and the world and to be more effective in the workplace
 With more women in the workplace, policies against sexual harassment and
discrimination were formulated. The Cybercrime Act of 2012 came about to address
legal issues concerning online interactions and the internet in the Philippines.
 The functionalist theory of education focuses on how education serves the need of
society through the development of skills encouraging social cohesion.
 The role of schools is to prepare students for participation in the institutions of society.
Education is concerned with the transmission of core values for social control.
Education is concerned with socializing people by bringing together people from
different backgrounds.
 The functionalist theory is focused on social stability and solidarity
 Functionalist see education as a beneficial contribution to an ordered society.
 Functionalism does not encourage people to take an active role in changing their social
environment, even when such change may benefit them
 Instead, functionalism, sees active social change as undesirable because the various
parts of society will compensate naturally for any problems that may arise. For
example, schools can compensate for the lack of time and the lack of parental advice
from home.
2. Conflict 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
 It welcomes conflict for that is the way to the establishment of a new society
 Potential conflict may arise between any groups where inequality exist; racial, gender,
religious, political, economic, and etc. Unequal groups usually have conflicting values
and agendas, causing them to compete against one another.
 Constant competition between groups from the basis for the ever changing nature of
society
 Ex. The factory workers want change-better working conditions, higher
salaries. The factory owners naturally opposed to such. The resolution of the
conflict, however, leads to a compromise, a change in the way the factory is
managed where both workers and owners are happy.
o Conflict Theory and Education
 education is not truly a social benefit or opportunity as seen by the functionalist.
Rather, it is a powerful means of maintaining power structures and creating a docile
workforce for capitalism
 the purpose of education is to maintain social inequality and to preserve the power of
those who dominate society and teach those in the working class accept their position
as a lower class worker of the society. This is why the call the “hidden curriculum”
 the “hidden curriculum” socializes young people into obedience and conformity for
them to be developed as docile workers.
 Functionalists disagree strongly. They assert if schools teach adherence to policies,
obedience to rules, respect for persons including authorities, punctuality and honesty,
civil right, it is because they are the very principles dear to a democratic way of life.
 It is not because they want to make the workers remain docile, unquestioning and
subservient forever while those in power remain in power.

3. The Symbolic interactionist theory perspective: 3 tenets;

1. An individual’ action depends on meaning. We act based on the meaning we give to
symbols. Symbols can be actions, objects, or words.
 If a student understands that teacher believes in her/his ability, she/he tries her/his
best to prove that indeed he/she is able. If a teacher does otherwise, a student
tends to behave in accordance with teacher’s poor perception.
2. Different people may give different meanings to the same thing.
 When teachers are strict, some students see it as an expression of care. Others may
rebel because they perceive teacher’s behavior as limiting their moves and desires.
 A business man may look at a tree and starts estimating how much money he can
get if he has the tree cut down for lumber. A philosopher or a poet may look at it
with the thought, “they also serve who only attend and wait” like John Milton’s
from his poem “on his blindness”
3. Meaning change as an individual interact with one another.
 A negative meaning that you used to associate with hospital when you went to a
hospital that looked more of a hotel that the usual hospital you know is changed.
 After you have taught well, your first impression of teaching as boring is changed to
teaching is exciting.