Sociology of Social

Change in the School

System
Mikael Sandino T. Andrey, PhD
Aileen Marie P. Sararana
Mary Joy Terciano
PhD EDM - I
 Outline
• Societies in the School System
• Past Movements for Social Change
in the School System
• Process of Social Change in the
School System
Societies in the School System

• Different kinds of societies could

also exist in the school system.
These kinds of societies that may
exist in the school system, as
explained in the previous topic, are
Static Society, Revolutionary
Society, and Dynamic Society.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Children are passive Students demand The administration
receptables of equal representation formulates a basic
irrelevant information in the policy-making philosophy of
poured unto them by body of the school education and opens
authoritarian system as the channels of
teachers. administration and communication to the
the faculty. faculty and student
body regarding the
implementation of this
philosophy.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Children are Students denounce The school system is
considered too conservatism and characterized by
impersonal. imagine themselves democratization
Individual differences to be progressive. wherein no one is
are not respected. barred from universal
access to education
due to social status or
class.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Students are put into Students interrupt The three sectors of the
a strait jacket of school rituals through school system are
learning which has campus strike, boycott aware of their own
no relation to the of classes, non-violent objectives (students are
students’ real campus marches and to learn, faculty is to
purpose in life. rallies. guide learning, and the
administration is to
establish and maintain
the situation and
conditions for learning).
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Administrators and Students protest The administrators and
teachers do not against the “loco teachers continue to be
update their parentis” attitude of students and to grow
knowledge and their teachers. professionally.
professional
competencies.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Teachers stick to the Faculty members The students are
use pf perennial demand that they encouraged to
lesson plans and do select the department participate actively in
not inject new things heads and deans their own education.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Faculty members are Faculty members The school system
“yes men” to their ignore directives from remains open to
superiors and superiors in defiance of innovation in
students accept authority. educational practice
without question and keeps in touch with
what the teachers say. the signs of the time.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Administrators Faculty members use The school system
invoke their authority strikes as means of tolerates a creative
to exact obedience collective bargaining. outlook, displays a
and conformity from scientific attitude, and
subordinates. encourages the
evaluation of ideas on
their merits rather than
according to the status
of the person
originating them.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
The method of There is widespread The school system
teaching is distrust among the allows for a blending of
memorization, and subsystems in the campus and field
the teaching-learning school system such as experience to bridge the
process is a highly among students, gap between theory and
teacher-dominated faculty, and practice.
activity. administration.
 Characteristics of Societies in a School
System
Static Revolutionary Dynamic
Changes and Members of the school The school system does
innovations in the system stop caring not adhere to narrow
educational field are about each other or concept of nationalism
not accepted on the their institution. They but accepts cultural
pretext that these become unclear about influences from all
disrupt the stability institutional goals so countries provided they
of the school system. that one academic enrich the culture of the
community ceases to country.
be, and chaos results.
•Social change affects education.
ØChanges in society provides equals changes in
the education and school systems.
ØDifferent educators and educationists pioneer
and move towards renewal of the education
system.
ØAt the end of the day, the education system
changes based on the needs of the society.
 Past Movements for Social Change in the
School System
• People Behind the Renewal of Education in the Past
Centuries:

ØJohann Amos Commenius ØFriedrich Froebel

ØMarquis de Condorcet ØJohn Dewey
ØJean Jacques Rousseau ØOnide Decroly
ØJohn Pestalozzi ØMaria Montessori
Johann Amos Comenius
• Developed the pansophic scheme which is the
view that education should take the whole of
human knowledge as the universe.
• Pansophia was to make the learner capable of
wisdom.
• His famous works are:
• “Didactica Magna” (The Great Didactic)
• “Janua Linguarum Reserata” (The Gateway of
Language Unlocked)
• “Orbis Pictus” (The World of Sensible Things
Pictured)
• “Schola Ludus” (School as Play)
Marquis de Condorcet
• Advocated that the aims of education
were to cultivate in each generation the
physical, intellectual, and moral faculties,
and thereby, contribute to the general
and gradual improvement of the human
race.
• Envisage a national system of public
education designed to develop the natural
talents of all making real equality
possible.
Jean Jacques Rousseau
• The first great writer to insist that
education should be based upon
the nature of the child.
• Wrote “Emile” that has been
referred to as the gospel of
“educational freedom” for the child.
• Mentioned that there are Two
Natural attributes cooperating in
the youth’s development.
John Pestalozzi
• Emphasized the importance of the
nature of the child.
• Sought to understand the nature of
the child and to build his teaching
around the natural, progressive,
and harmonious development of all
the powers and capacities.
• Advocated each man’s right to
education and of society’s duty to
implement that right and pave the
way to universal national
education.
Friedrich Froebel
• Linked with the success of the
kindergarten as an institution for
education of young children.
• Believed that all education is
basically a process of self-activity in
which the native endowments of the
individual unfold naturally in
accordance with all-pervasive law of
organic development.
• The first educator to introduce play
as an essential part of schoolwork.
John Dewey
• Educational philosophy which maintains
that education is life, education is growth
and education is a continuous
reconstruction of human experiences.
• Spokesman of progressive education.
• Aims are to be viewed as anticipated
outcomes of transactions.
• Believed that education has two sides: the
psychological and the social on the same
plane.
• The needs of a new society are to be taken
into consideration in modifying methods
and curriculum.
Onide Decroly
• Influenced instruction in the
kindergarten, the aim of which was
to guide the child’s desire for
activity and to give him a sense of
discipline and norms for his social
behavior.
Maria Montessori
• Teach young children which emphasized the
training of the senses, and which aims at self-
education through guiding, rather than
controlling the child’s activity.
• Education consists of helping the child’s normal
expansion, especially during the critically
important years by enhancing the child’s physical,
emotional, intellectual, social, and spiritual
development.
• Recognizes the importance of allowing the young
child to utilize his formative periods, his sensitive
periods, his absorbent mind, and other unique
characteristics in the learning process.
Provided with the idea that nothing
is constant in this world but,
CHANGE, new educators and
educationists pursue to adapt and
adopt changes posed by the society.
 Process of Social Change in the
School System

• Major changes have occurred in the Philippines

which either affect the social structures of the
school, or the methodology or content of education.
Changes affect the subsystems of administration,
faculty, or students.
The recent changes in the educational
system of the Philippines:
• Adoption of the work-oriented curriculum in order to
develop the greater consciousness of the demands of
national economic development and desirable attitudes
towards work.
• Restructuring of courses to allow for the development of
thinking citizens who can participate significantly in
national civic activities.
• Implementation of national and international large-scale
assessments such as National Achievement Test, Basic
Education Exit Assessment, SEA-PLM, TIMSS, PISA.
The recent changes in the educational
system of the Philippines:
• Use of out-of-school learning situations to enrich youth
activities.
• Filipinization of school administration.
• Continuous progressive scheme in the public sector.
• Tri-focalization of the education from the Ministry of
Education to Department of Education (then Department
of Education, Culture, and Sports), Commission on
Higher Education, and TESDA.
The recent changes in the educational
system of the Philippines:
• Emphasis on the development of moral values, not just
on acquisition of knowledge and skills, or mastery of
facts.
• Participatory collegiality and subsidiarity in school
administration.
• Implementation of educational planning in which
foresight is exercised in determining policies, priorities,
and cost of education system.
 Prerequisites in Planned Changes in
the School System

• Situational Analysis
• Process of Change
 ØThis is a survey of the situation
in order to know the promoting
and restraining factors of the
Situational change to be introduced in the
Analysis school system, and to know the
structural approach to be
followed.
 Ø Analysis of a concrete situation could be made
by answering the following questions:
Ø To whom does the governance of the school
belong?
Ø What mentality do the members of the
board of governance have toward change?
Ø To whom does this administration of the
school belong and what is the mentality
Situational toward change?
Analysis Ø Who are the teachers in the school system
and what is their mentality toward
change?
Ø Who are the end-users of education and
how do parents and students stand toward
change?
Ø What are the material and economic
possibilities to introduce change in the
school system?
 Restraining Factors in the School
System
• Tradition which comes normally in life at a certain
age;
• Unrest which certain unknown elements of the
change may introduce;
• Anxiety for responsibility in case of failure;
• Fear of loss of authority or prestige when renewal
is achieved; and
• Generation gaps which may give emotional
opposition to any change.
 Other Factors Inherent to any Educational
System and may Constraint Factors to Change
• Resistance coming from the fact that education works according
to traditional patterns in the transmission of culture heritage;
• Resistance that renewal and change often forces people to learn
to unlearn;
• Informal pressure by parents who do not like to see the school as
an agent of change in deviating from their traditional concepts;
• Resistance due to high cost of introduction of change;
• Conservative administrative structures;
• Preference of some faculty members for routine work rather than
to adjust to change.
 Promoting Factors of Change in the School
System
1.Social change occurs outside the educational world which
sometimes forces social change to take place within the
school system.
2.Demographic factors may necessitate changes in the
school system.
3.A new technological invention as computers will
necessitate computer science in the curriculum of
schools.
4.There are always progressive administrators and faculty
members who are open to change.
 ØGives dynamics of planned
change.
Process of ØThree steps on the process of
Change in the change:
School System Ø Unfreezing;
Ø Moving, and
Ø Refreezing
 Unfreezing Process

ØMotivation for change in the school system

ØAwareness of the problem-situation, together with a
search for solution to solve the problem.
ØChange-agent can work in a very stimulating way.
ØAccurately define the problem and providing solutions.
 Moving Process

Ø A more scientific character.

Ø Planning stage that includes concrete aims and objective
goals, together with means of steps to be taken.
Ø Experimental design to review action plan and
comparative research will be gathered.
Ø Execution of the plan with experiment on a small-scale
basis e.g. pilot implementation or micro-application there
is the evaluation of the results and if necessary the
revision of original plans.
 Refreezing Process

ØAfter successful revision, the change is diffused in the

entire school system (diffusion) and becomes
institutionalized in the school system (a macro-
application or institutionalization of change).
Changes in Society is the driving force
for changes in the school communities
- DTA

“We cannot criticize the Emperor for

having no clothes if we ourselves
are naked.”
- Raul Roco