The Teacher and the Community,

School Culture and Organizational Leadership

READING MATERIALS:

WEEK 1.1: Basic Concepts About the Subject

Time Duration: 1 hr.

Definitions and Examples: International & Philippine Educational System

1. Society:

International Definition: Society refers to a large population of people who live

together in a shared culture and engage in social interaction. It's characterized by
shared beliefs, values, institutions, and a sense of identity.

Philippine Educational System: Society is depicted as a dynamic and complex

system with diverse groups, cultures, and perspectives. Education aims to prepare
individuals to effectively participate in and contribute to this society.

Examples: United Nations, global communities, indigenous groups within a nation.

2. Community:

International Definition: A community is a smaller group of people within a society

who share common interests, goals, experiences, or geographical location. It's
characterized by social cohesion, collaboration, and support networks.

Philippine Educational System: Community is emphasized as a learning environment

where individuals interact, collaborate, and develop understanding through shared
experiences. Schools are encouraged to integrate community engagement and service-
learning.

Examples: Neighborhoods, school communities, online communities focused on

shared interests.

3. Education:

International Definition: Education is the process of acquiring knowledge, skills,

values, attitudes, and behaviors. It encompasses formal learning in institutions, informal
learning through life experiences, and self-directed learning.

Philippine Educational System: Education is viewed as a lifelong process aiming for

holistic development of individuals with competence, character, and responsible
citizenship. The K-12 curriculum emphasizes critical thinking, collaboration, and
adaptability to prepare learners for global challenges.

Examples: Formal schooling, vocational training, online learning platforms, informal

learning through hobbies and experiences.

4. Social Interaction:

International Definition: Social interaction is the process of communication and

exchange of information between individuals or groups. It's crucial for building
relationships, developing social skills, and shaping social identity.

Philippine Educational System: Social interaction is considered essential for

cognitive, emotional, and social development. The curriculum promotes collaborative
learning, teamwork, and intercultural understanding through various activities and
projects.
The Teacher and the Community,
School Culture and Organizational Leadership

Examples: Conversations, group discussions, role-playing, social media interactions,

cultural exchange programs.

5. School Culture:

International Definition: School culture is the shared beliefs, values, practices, and
attitudes that characterize a school community. It shapes the learning environment,
student behavior, and teacher-student relationships.

Philippine Educational System: School culture is emphasized as a positive and

inclusive environment that fosters mutual respect, collaboration, and a sense of
belonging. Schools are encouraged to promote positive values, cultural diversity, and
responsible citizenship.

Examples: Positive school climate, collaborative learning environments, emphasis on

respect and inclusion, strong teacher-student relationships, student leadership
opportunities.

REFERENCES

1. Society:

 International Definition:
o Dictionary.com: https://www.dictionary.com/browse/society
o Oxford English Dictionary: https://www.oed.com/
 Philippine Educational System:
o K to 12 Curriculum Guide: https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
o DepEd Order No. 7, s. 2017: https://www.jdpower.com/cars/ratings/quality/2017

2. Community:

 International Definition: Same as Society references above.

 Philippine Educational System:
o DepEd Order No. 34, s. 2012: https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
o Learning Framework for 21st Century Skills: https://www.studocu.com/ph/document/pamantasan-ng-
lungsod-ng-valenzuela/bachelor-of-secondary-education/dep-ed-21st-century-skills-framework/25912181

3. Education:

 International Definition: Same as Society references above.

 Philippine Educational System:
o Philippine Constitution: https://www.officialgazette.gov.ph/constitutions/1987-constitution/
o K to 12 Curriculum Guide: https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

4. Social Interaction:

 International Definition:
o American Psychological Association: https://dictionary.apa.org/Interaction
o Stanford Encyclopedia of Philosophy: https://plato.stanford.edu/entries/plato/
 Philippine Educational System:
o K to 12 Learning Competencies: https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/
o DepEd Order No. 74, s. 2017: https://www.scribd.com/document/366960615/BEEd-CMO-No-74-s-2017-pdf

5. School Culture:

 International Definition:
o National School Climate Center: https://schoolclimate.org/
o Edutopia: https://www.edutopia.org/
 Philippine Educational System:
o DepEd Order No. 49, s. 2012: https://www.deped.gov.ph/wp-content/uploads/2012/05/DO_s2012_40.pdf
o Philippine Standards for School Leaders: https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-
s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/
The Teacher and the Community,
School Culture and Organizational Leadership

PERFORMANCE 1: ASSIGNED TERM INTO ACTION

Directions: The class will be divided into five groups, each focusing on a different term to
understand within this subject. Each group will be given 10 minutes of preparation for a creative
presentation showcasing their understanding of their assigned term.

Rubrics for the creative presentation:

Exceeds Meets Approaching Needs Improvement

Expectations (4 Expectations (3 Expectations (2 (1 point)
Criteria points) points) points)
Demonstrates deep
understanding of the
assigned term, Shows good Understands the Shows limited
accurately explaining understanding of basic meaning of understanding of the
its definition, key the term, providing the term, but lacks term, with inaccurate or
characteristics, and key points and depth or clarity in incomplete information.
Content connections to other connections with explanation or
Understanding: terms. some clarity. connections.
Presentation is highly
engaging and Presentation is
creative, using creative and Presentation lacks
unique and diverse engaging, using Presentation is creativity, relying heavily
methods to showcase different methods somewhat creative, on text or recitation with
their understanding to effectively using basic methods minimal engagement.
Presentation (e.g., props, convey to present their
Creativity: storytelling, visuals). information. understanding.

All group members One or more group

demonstrate active Most group Some group members dominate the
participation, members members participate presentation or
contributing equally participate actively, with others collaboration is lacking,
and working actively, with some contributing hindering the
effectively together to unevenness in minimally or effectiveness of the
create the contribution or disrupting presentation.
Collaboration: presentation. collaboration. collaboration.
Presentation is
Presentation is unclear,
Presentation is clear, mostly clear and Presentation is
disorganized, or difficult
concise, and well- organized, with somewhat clear and
to understand due to
organized, using occasional lapses organized, with
language or delivery
appropriate language in clarity or use of some confusion or
issues.
Communication: and terminology. language. misuse of language.
Visual aids (if used)
are highly effective, Visual aids (if used)
Visual aids are absent or
engaging, and Visual aids (if are somewhat
not effectively used to
directly enhance the used) are helpful helpful, but could be
support the presentation.
understanding of the and relevant to the improved in
Visual Aids: term. presentation. relevance or clarity.
The Teacher and the Community,
School Culture and Organizational Leadership

READING MATERIALS

WEEK 1.2: Unit 1 – Society and Education

Time Duration: 2 hrs.

Classical Philosophies in Education: Implications for Secondary Mathematics in

the Philippines

Understanding different philosophical perspectives can significantly impact your

approach to teaching secondary Mathematics in the Philippines. Here's an exploration
of four key philosophies:

1. Idealism:

 Belief: Knowledge exists independently of the mind, based on universal truths

and forms. Education aims to develop the mind and character by studying these
enduring ideas.

History and Philosophers: Idealism: A Journey Through History and Philosophy

Idealism, with its belief in the primacy of mind and ideas over the material world,
boasts a rich history spanning continents and centuries. Let's embark on a
journey through its key figures and developments:

Ancient Beginnings:

 Plato (428-348 BCE): The godfather of idealism, Plato believed in a world of

perfect Forms, the true reality behind our fleeting shadows of perception. His
"Republic" envisions education as a journey towards contemplating these
Forms, fostering wisdom and justice.
 Aristotle (384-322 BCE): While accepting a Platonic realm of Forms, Aristotle
argued for individual minds actively engaging with the material world to attain
knowledge. This laid the foundation for later forms of idealism that acknowledged
experience.

Medieval Transformations:

 Augustine (354-430 CE): He merged Platonic idealism with Christian

theology, positing God as the ultimate mind and source of true reality. His
influential writings shaped education towards spiritual development and
knowledge of God's creation.

Early Modern Revival:

 René Descartes (1596-1650): In his famous "Cogito, ergo sum" ("I

think, therefore I am"), Descartes established the self and its thinking processes
as the starting point for understanding the world. This paved the way for modern
explorations of consciousness and subjectivity.
 Gottfried Wilhelm Leibniz (1646-1716): He proposed a universe of
individual, interconnected monads, with God as the ultimate Monad harmonizing
everything. This laid the foundation for idealistic monism, where mind and reality
are ultimately one.

German Idealism's Flourishing:

The Teacher and the Community,
School Culture and Organizational Leadership

 Immanuel Kant (1724-1804): In his revolutionary "Critique of Pure Reason,"

Kant argued that our minds actively shape our experience through categories
and concepts. This transcendental idealism transformed philosophical thinking
and influenced diverse educational movements.
 Georg Wilhelm Friedrich Hegel (1770-1831): Hegel saw history as the
unfolding of a "World Spirit" or Absolute Idea, progressing towards self-
realization. His thought influenced philosophies of education aiming to foster
critical thinking and awareness of historical processes.

20th Century Diversification:

 British Idealism: In the late 19th and early 20th centuries, philosophers like
F.H. Bradley and T.H. Green explored absolute idealism, emphasizing the unity
and coherence of reality, with implications for education focusing on developing
the whole person and understanding our place in the world.
 American Pragmatist Idealism: Influenced by Peirce and Dewey, this strand
viewed the ideal as an ever-evolving ideal guiding practical action and
progress. It informed educational movements like progressive
education, emphasizing student exploration and active learning.

Example: Immersing students in classic mathematical proofs and theorems, exposing

them to the elegance and structure of mathematics as timeless concepts.

In Education: Emphasizing theoretical understanding, logic, and abstract

thinking. Encouraging critical thinking and analysis of mathematical principles.

Philippine Context: Aligns with emphasis on critical thinking and values in the K-12
curriculum. Can promote analytical skills crucial for college entrance exams.

2. Realism:

 Belief: Knowledge comes from experiencing the world through our senses and
reason. Education focuses on acquiring facts and mastering practical skills.

Realism: A Journey Through History and Philosophers

The concept of realism has a rich and complex history spanning millennia,
encompassing various interpretations and applications. Here's a glimpse into its
journey:

Ancient Greeks:

 Plato: While not a true "realist" in the modern sense, Plato's theory of Forms laid
the foundation for later realist thought. He posited an eternal realm of Forms
representing perfect, unchanging realities of which physical objects are imperfect
copies.
 Aristotle: Considered a key early realist, Aristotle rejected Plato's separate
realm of Forms. He believed universals (e.g., justice, redness) exist within
particulars (e.g., just actions, red apples). Knowledge for him came from
observing and understanding these universals through the senses.

Medieval Period:

 Realism vs. Nominalism: A major debate unfolded between realists who

believed universals had independent existence and nominalists who viewed them
as mere mental constructs or labels for groups of similar particulars. Key figures
included:
o Realists: Anselm of Canterbury, Duns Scotus, William of Ockham (later
became a nominalist)
The Teacher and the Community,
School Culture and Organizational Leadership

o Nominalists: Peter Abelard, William of Ockham (later)

Modern era and beyond:

 Scottish Common-Sense Realism: A 18th-century movement rejecting

skepticism and emphasizing the reliability of sense perception and common-
sense beliefs about the external world. Key figures included Thomas Reid and
G.E. Moore.
 Critical Realism: Emphasizes the limitations of human perception and the role
of interpretation in shaping our understanding of reality. Key figures included Roy
Bhaskar and Margaret Archer.
 Scientific Realism: Views scientific theories as accurate representations of an
independent reality, even if imperfectly understood. Key figures included Hilary
Putnam and Richard Boyd.

Realism in Education:

Realism finds expression in educational philosophies that stress:

 Emphasis on objective knowledge: Facts, data, and scientific understanding

based on empirical observation.
 Importance of practical application: Learning should equip students with skills
and knowledge useful in the real world.
 Focus on problem-solving: Developing critical thinking and analytical skills to
address real-world challenges.

Example: Implementing hands-on activities, real-world problem-solving using data, and

connecting math to everyday Filipino contexts like budgeting or engineering.

In Education: Emphasizing concrete applications, problem-solving strategies, and

developing technical skills. Encouraging active learning and experimentation.

Philippine Context: Supports the "Science, Technology, Engineering, and

Mathematics" (STEM) focus in education. Helps students see the value of math in daily
life.

3. Existentialism:

 Belief: Individuals create their own meaning and purpose in life through
individual choices and experiences. Education fosters critical self-reflection and
independent learning.

The History and Philosophers of Existentialism

Existentialism isn't a single, unified philosophy but rather a broad movement with
diverse thinkers and approaches. Its history spans the 19th and 20th centuries,
addressing themes like individual freedom, authenticity, and meaning in an indifferent
universe. Here's a glimpse into its background and key figures:

Early Influences:

 Søren Kierkegaard (1813-1855): Often considered the "father" of

existentialism, Kierkegaard emphasized individual subjectivity, anxiety in the face
of freedom, and religious faith as a personal choice.
The Teacher and the Community,
School Culture and Organizational Leadership

 Friedrich Nietzsche (1844-1900): Though not strictly an

existentialist, Nietzsche's critiques of traditional morality and his idea of
"Übermensch" (superior individual) resonated with existential themes.
 Fyodor Dostoevsky (1821-1881): His novels explored themes of existential
struggle, free will, and moral responsibility, anticipating later existentialist
thought.

Key 20th Century Figures:

 Martin Heidegger (1889-1976): Focused on the concept of "being" and

questioned traditional notions of truth and knowledge. His work influenced other
existentialists.
 Jean-Paul Sartre (1905-1980): Advocated for radical freedom and individual
responsibility in a meaningless universe. His work explored themes of "being-in-
itself" and "being-for-itself."
 Simone de Beauvoir (1908-1986): Partner and collaborator of Sartre, she
explored feminist themes within existentialism and emphasized the "Other" in
human relationships.
 Albert Camus (1913-1960): Focused on the "absurd" nature of existence and
the quest for meaning in a meaningless world. He explored these themes in
novels like "The Stranger" and essays like "The Myth of Sisyphus."

Example: Encouraging students to discover their own mathematical interests, pose

their own questions, and explore different solution paths. Creating a classroom
environment that prioritizes student agency and open-ended exploration.

In Education: Emphasizing individual exploration, self-reflection, and personal

growth. Encouraging student-centered learning and collaboration.

Philippine Context: Aligns with emphasis on "holistic development" in the K-12

curriculum. Can foster intrinsic motivation and critical thinking skills.

4. Pragmatism:

 Belief: Knowledge is valuable if it proves useful in solving real-world

problems. Education prepares students for practical application of knowledge in
society.

History and Philosophers of Pragmatism: A Deeper Dive

Origins:

 Pragmatism emerged in the 1870s in the United States. The "Metaphysical Club"
at Harvard, featuring Charles Sanders Peirce (considered the "father of
Pragmatism"), William James, and John Dewey, played a key role in its
development.

Key Philosophers:

1. Charles Sanders Peirce (1839-1914):

o Developed the "Pragmatic Maxim": "Consider the practical effects of the
objects of your conception. Then, your conception of those effects is the
whole of your conception of the object."
o Emphasized logic, scientific inquiry, and the dynamic nature of meaning.
o His views laid the foundation for pragmatism, but differed from other
pragmatists later.
2. William James (1842-1910):
The Teacher and the Community,
School Culture and Organizational Leadership

o Popularized pragmatism, making it more accessible and applicable to

various fields.
o Introduced the "will to believe" concept, highlighting the active role of
individuals in shaping their beliefs and reality.
oEmphasized "pragmatic truth": ideas are true if they work well in achieving our
goals.
3. John Dewey (1859-1952):
o Advocated for "instrumentalism," where ideas are tools for problem-solving and
adapting to a changing world.
o Focused on education and social reform, emphasizing learning-by-doing and
developing democratic values.
o Believed education should foster critical thinking, adaptability, and active
participation in society.

Other Notable Figures:

 George Herbert Mead (social psychology)

 C.I. Lewis (logic and epistemology)
 Richard Rorty (ethics and philosophy of language)

Core Ideas:

 Meaningful ideas have practical consequences. Truth or value is judged by its

usefulness in solving problems and improving experience.
 Knowledge is dynamic and evolving. Reality and our understanding of it are
constantly changing due to new experiences and observations.
 Focus on action and experience. Knowledge is gained through actively engaging with
the world, reflecting on consequences, and revising beliefs.
 Emphasis on individual and social progress. Pragmatism aims to improve both
individual lives and society through practical solutions and critical thinking.

Example: Integrating project-based learning where students apply mathematics to solve

community issues, conduct surveys, or analyze data for local businesses.

In Education: Emphasizing practical applications, communication skills, and

collaboration. Encouraging students to see the relevance of math in solving real-world
problems.

Philippine Context: Aligns with the "Tech-Voc" track and skills-based learning
initiatives. Prepares students for practical applications in various careers.

ACTIVITY 1: THE CLASSICAL PHILOPHIES OF EDUCATIONIN THE LENSE OF CRITICAL

THINKING

Directions: Read and understand the information in Week 1.2, then answer the
following questions briefly. Please use extra sheets of paper for your answer.

1. Idealism:

 Analyze: Imagine you're teaching a geometry class based on an idealist

philosophy. How would your approach to teaching the Pythagorean theorem
differ from someone adopting a realist perspective? What are the strengths and
weaknesses of each approach for student learning?
 Evaluate: Consider Plato's "Allegory of the Cave." How can this allegory be used
to support or challenge the role of technology in education from an idealist
viewpoint? Explain your reasoning.
 Create: Design a lesson plan that incorporates the idealist belief in developing
"the mind and character" through mathematics
 education. What specific mathematical concepts and activities would you
include?
The Teacher and the Community,
School Culture and Organizational Leadership

2. Realism:

 Compare and Contrast: How does a realist approach to teaching statistics differ
from one based on existentialism? Which approach do you think would be more
beneficial for preparing students for careers in data analysis? Why?
 Apply: You discover a student struggling to grasp a mathematical
concept. Based on realist principles, what steps would you take to help them
overcome this challenge? Explain the reasoning behind your chosen approach.
 Critique: The statement "Mathematics is a universal language, independent of
culture and individual interpretation" aligns with a realist perspective. Do you
agree or disagree? Justify your position using relevant arguments and examples.

3. Existentialism:

 Analyze: In an existentialist classroom, students have significant freedom to

explore mathematical concepts. What potential benefits and challenges might
arise from this approach? How would you address these issues as a teacher?
 Evaluate: Some argue that teaching mathematics from an existentialist
perspective can be demotivating for students who prefer clear instructions and
structured learning. Do you agree? Why or why not? Provide examples to
support your claim.
 Design: Develop a learning activity that encourages students to discover their
own mathematical interests and make connections between math and their
personal experiences, aligning with an existentialist philosophy.

4. Pragmatism:

 Compare and Contrast: How does a pragmatist approach to teaching algebra

differ from one based on idealism? Which approach do you think would be more
effective in preparing students for solving real-world problems? Explain your
reasoning.
 Apply: Imagine you're tasked with integrating a project-based learning activity
into your math curriculum. How would you design this project to align with the
core ideas of pragmatism?
 Critique: The statement "The value of learning mathematics lies solely in its
practical applications" reflects a core pragmatist belief. Do you agree or
disagree? Justify your position by considering the broader benefits of studying
mathematics beyond immediate utility.
The Teacher and the Community,
School Culture and Organizational Leadership

Task 1: Crafting Lesson Connecting to Classical Philosophies in Education

Directions: Following the 7Es parts of the lesson plan, craft a lesson plan based on Grade 7
Mathematics learning competencies (MELCs) that will demonstrate the five classical
philosophies in education. Provide activities in different parts of the lesson plan that will
integrate these different classical philosophies.

Mechanics

1. The lesson plan must be handwritten using yellow paper.

2. After completing the lesson plan, provide an explanation of how different
classical philosophies were used.
3. The submission of the lesson plan must be made on March 9, 2024.

Rubrics:

Criteria Excellent (5) Good (3) Needs Improvement (1)

Activity is highly
engaging and
Activity is not engaging
relevant to real-
and lacks real-world
Engagement world experiences. Activity is somewhat
connections. Students
(Empiricism) Students engaging and connects
show minimal
demonstrate to real-world
participation.
curiosity and experiences. Students
excitement. participate moderately.
Activity promotes
active exploration Activity allows for some Activity lacks opportunity
and discovery. exploration and for exploration and
Exploration
Students work discovery. Students discovery. Students
(Constructivism)
collaboratively and engage in discussions passively receive
make meaningful but may not fully explore information.
connections. concepts.
Explanation is
clear, concise, and
accurate. Key Explanation is unclear or
terms and inaccurate. Key terms and
Explanation definitions are Explanation is mostly definitions are missing or
(Essentialism) well-defined. clear and accurate. Key confusing. Students
Students terms and definitions are demonstrate limited
demonstrate somewhat defined. understanding.
strong Students demonstrate
understanding. moderate understanding.
Students
successfully apply
Students show limited
their knowledge to Students attempt to
Elaboration ability to apply their
various situations apply their knowledge to
(Perennialism) knowledge or make
and make different situations but
connections.
connections to may struggle with
other disciplines. connections.
The Teacher and the Community,
School Culture and Organizational Leadership

Assessment
methods are
varied and Assessment methods are
effectively limited and do not
Evaluation
measure student Assessment methods effectively gauge student
(Progressivism)
learning and are somewhat varied learning or the integration
understanding of and assess basic of the classical philosophy.
the classical understanding of the
philosophy. classical philosophy.