THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE,
AND ORGANIZATIONAL LEADERSHIP REVIEWER conscientization process to take place.
1ST QUARTER
CHAPTER 1: EDUCATIONAL PHILOSOPHIES
John Locke (1632-1704): The Empiricist Educator- Acquire
knowledge about the world through the senses- learning by
doing and interacting with the environment. Political order
should be based upon a contract between the people and the
government. People should be educated to govern
themselves intelligently
Herbert Spencer (1820-1903): Utilitarian Educator- Spencer’s
concept of “Survival of the Fittest” means that the human
development had gone through and evolutionary series of
stages from the simple to the complex and from the uniform
to the more specialized kind of activity. Based on Herbert
Spencer perception, He believe that person learn through
“survival fittest” or “Utilitarian”. In Utilitarian view, a person
develops his/her consciousness and knowledge through
certain series of stage or “evolution”. Many examples of
these are the rise of machine, advance technology, internet,
computer era, industry, gadgets, and power of science,
media. Spencer also believes that all of school, universities
teaching should be focusing in utilitarian method and science
to master life and earn for living.
John Dewey (1859-1952): Learning Through Experience-
Children are socially active human beings who want to
explore their environment and gain control over it. Education
is a social process by which the immature members of the
group, especially the children are brought to participate in
the society. The school is a special environment established
by members of society, for the purpose of simplifying,
purifying, and integrating the social experience of the group
so that it can be understood, examined and used by its
children.
George Counts (1889-1974): Building a New Social Order-
Education is not based on eternal truths but is relative to a
particular society living at a given time and place. By allying
themselves with groups that want to change society, schools
should cope with social change that arise from technology.
Teachers should lead society rather than follow it. Teacher
are agents of change.
Theodore Brameld (1904-1987): Social Reconstructionism-
For the social reconstructions, education is designed to
awaken students’ consciousness about social problem sand to
engage them actively in problem solving. Social
reconstructionist are firmly committed to equality or equity in
both society and education. Barriers of socio– economic class
and racial discrimination should be eradicated.
Paulo Freire (1921-1997): Critical Pedagogy- Paulo Freire, a
critical theorist, like social reconstructionist, believed that
systems must be changed to overcome oppression and
improve human conditions. Rather than “teaching as
banking” in which the educator deposits information into
student’s heads, Freire saw teaching and learning as a
process of inquiry in which the child must invent and re-
invent the world. A democratic relationship between the
teacher and her students is necessary in order for the
CHAPTER 2: HISTORICAL FOUNDATION OF EDUCATION
“When a school introduces and train each child of society into
membership within the such a little community, saturating
him with the spirit of service, and providing him with the
instruments of effective self- direction… we shall have the
deepest and best guaranteed of larger society which is
worthy, lovely and harmonious.” – JOHN DEWEY
EDUCATION/ SCHOOL - institution created by society
function of society and as such arises from the nature and
character of society itself.
Society seeks to preserve itself and to do this, it maintains its
function and institutions, one of which is EDUCATION.
Socialization- Process by which individuals internalize and the
norms values of society and so social and cultural continuity
are attained.
Anticipatory Socialization- Being prepared for future roles.
FAMILY is most important agent of socialization.
SCHOOL is also an important agent of socialization. It is an
institution in charged by society to impart specific knowledge
and skills necessary for functioning in society.
EDUCATION IN PRIMITIVE SOCIETY
 Preliterate persons faced the problem of survival in
an environment that pitted them against natural
forces (disasters)and wild animal.
 To survive transform a hostile environment into one
that is sustaining, humankind developed life skills
that eventually became CULTURAL PATTERNS (tool
or instrument making, adherence to the moral
behavior code of group life and language).
 For the education system, human group was
educational as children observed and learned from
the elders and as they were deliberately taught by
their parents and elders.
EDUCATION OF GREEK
 Cultivate civic responsibility and identity with city-
state.
 Athenians in ancient Greece, mattered most in
education was the rounded development of every
individual
 Spartan, development of soldiers and military
leaders.
EDUCATION IN ROMAN
Develop a sense if civic responsibility and to develop
administrative and military skills as citizens of the Roman
Empire.
EDUCATION IN ARABIC
Islam rose the most important concern of education was to
cultivate religious commitment of Islamic beliefs.
EDUCATION IN MEDIEVAL SOCIETY
Schools were concerned with the development of religious
commitment, knowledge and ritual to establish order.
EDUCATION IN RENAISSANCE PERIOD
 Fervent period of European cultural, artistic, political
and economic “rebirth” following the Middle Ages.
 Education was focused on the rediscovery of
classical philosophy, literature and art.
 EDUCATION IN REFORMATION SOCIETY
Its educational goals the cultivation of a sense of
commitment to particular religious denomination and general
literacy.
THE HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM
Education is informal and unstructured, decentralized.
Basically, the education prepared their children to become
good husbands and wives.
 Education was formal and organized.
 Tribal tutors replaced by the Spanish missionaries.
 Religion-oriented.
The Educational Decree 1863- Complete system of education
from elementary to collegiate level. Religion was the core in
the curriculum, but also include reading, writing, arithmetic,
and etc.
AMERICAN REGIME-
 The American promoted democratic ideals and the
democratic way of life.
 Free and compulsory elementary education eas
establish by Malolos Constitution.
 The Department of Public Instruction set up a three-
level school system. (four-year primary and three-
year intermediate/ four-year junior college)
COMMONWEALTH PERIOD- Free education in public schools
was provided all over the country, in accordance with the
1935 Constitution. Education also emphasized nationalism.
Pres. Manuel L. Quezon designating Tagalog as our National
Language (Executive Order No. 134)
JAPANESE OCCUPATION- Elevating the moral of the people
giving up over emphasis on materialism. Fostering a new
Filipino culture based on the consciousness of the people as
Orientals. Striving for the diffusion of the Japanese language
in the Philippines and the termination of the use of English in
Schools.
POST-COLONIAL PHILIPPINES-
 Education aimed at the full of realization of the
democratic ideals and way of life.
 Curricular includes the life, works and writings of
Jose Rizal especially the Noli Me Tange and El
Filibusterismo.
 Daily flag ceremony was made permanent (R.A 1079)
 Elementary education was nationalized and
matriculation fees were abolished.
OTHER DEVELOPMENT-
 Emphasis on mastery learning.
 Replacement of PBET by LET.
 CHED is responsible for higher education (R.A 7722)
 K to 12 Program
THE IMPORTANCE OF STUDYING HISTORY OF EDUCATION
*Education issues and problems are often rooted in the past,
the study of educational history can help us to understand
and solve today`s problems.
*Realistic effort to reform education begins with present
conditions which are a product of our product of our past; by
using past, we can shape the future.
*The study of education`s past provides a
perspective that explains and illuminates our present
activities as teachers.
CHAPTER 3: Social Science Theories and Their Implications to
Education
3 SOCIAL THEORIES
1. Structural-Functional Theory
2. Conflict Theory
3. The Symbolic Interactionist Theory
STRUCTURAL FUNCTIONAL THEORY
Herbert spencer- He was an English philosopher, biologist,
anthropologist, sociologist, and prominent classical liberal
political theorist of the Victorian Era.
“A SYSTEM OF INTERCONNECTED PARTS EACH WITH A
UNIQUE FUNCTION. THE PARTS HAVETO WORK TOGETHER
FOR STABILITY AND BALANCE OF THE SOCIETY.”
SOCIETY- Society is compared to a human body with different
but interrelated parts performing different functions. If one
part of the human body does not function well, the whole
body is affected. The overall health of the organism(society)
depends] upon the health of the structure.
CYBER CRIME ACT OF 2012- came about to address legal
issues concerning online Interactions and the internet in
the Philippines.
FUNCTIONALIST THEORY- Is a theory of society that focuses
on the structures that create the society on the structure and
how the society is able to remain stable.
Functionalist theory of education- Focuses on how education
serves the need of society through the development of skills
encouraging social cohesion. The role of school is to prepare
students for participation in the institutions of the society.
Education is concerned…- With socializing people by bringing
together people from different backgrounds. With
transmission of core values for social control.
Functionalist sees Education as a beneficial contribution to an
ordered society.
Functionalism does not encourage people to take an active
role in changing their social environment. Instead, it sees
active social change as undesirable.
Purposes of schooling according to functionalist
INTELLECTUAL PURPOSES – acquisition of cognitive skills,
inquiry skills.
POLITICAL PURPOSES – educate future citizens; promotes
patriotism; promote assimilation of immigrants; ensure order,
public civility and conformity to laws.
ECONOMIC PURPOSES – prepare students for later work
roles; select and train the labor force needed by society.
SOCIAL PURPOSES – promote a sense of social and moral
responsibility; serve as a site for the solution or resolution of
social problems; supplement the efforts of the other
institutions of socialization such as the family and the church.
CONFLICT THEORY
There are always two opposing sides in a conflict
situation. Conflict theorists find potential conflict between
any groups where inequality exist. Racial, gender, religious,
political economic, and so on. Conflict theorist note that
unequal groups usually have conflicting values and agendas,
causing them to compete against one another.
Marx's Conflict Theory- Conflict theory originated in the
work of Karl Marx, who focused on the causes and
consequences of class conflict between the bourgeoisie (the
owners of the means of production and the capitalists) and
the proletariat (the working class and the poor).
Durkheim- Durkheim (the founder of functionalist theory)
identified the latent role of education as one of socializing
people into society's mainstream. This “moral education,” as
he called it, helped form a more‐cohesive social structure by
bringing together people from diverse backgrounds, which
echoes the historical concern of “Americanizing” immigrants
HOW PROPONENTS OF CONFLICT THEORY RERGARD
EDUCATION
*According to this conflict theory, education is not truly a
social benefit or opportunity as seen by the functionalists.
Rather, education is a powerful means of maintaining power
structures and creating a docile work force for capitalism.
*The purpose of education is to maintain social inequality and
to preserve the power of those who dominate the society and
teach those in the working class to accept their position as a
Lower class of society.
Symbolic Interactionist Theory
Is focused on individual who act based on meaning
which is based on individual’s experience. These meaning are
not permanent. They change over time as the individual
continues to interact with others with symbols.
Three tenets of Symbolic Interactionist Theory
1. An individual’s action depends on the meaning.
2. Different people may give different meaning to the
same thing.
3. Meaning changes as individual interact with one
another.
Symbolic Interactionist Perspective
- also known as “Symbolic Interactionism”.
-According to the Symbolic Interactionist Perspective, people
attain meanings to symbols, and then they act according to
their subject interpretation of these symbol.
Weakness of Symbolic Interaction Theory
Critics claim that symbolic interactionism neglects the macro
level of social interpretation the ‘’big picture’’. Symbolic
interactionists may miss the larger issues of society by
focusing too closely on the ‘’trees’’ or by restricting
themselves to small or individual interactions.
CHAPTER 4: The Strengths and Weaknesses of the Filipino
Character: A Socio-Cultural Issue
WEAKNESSES OF THE FILIPINOCHARACTER
- an excerpt of the Report "A Moral Recovery Program:
Building a People, Building a Nation"
EXTREME FAMILY CENTERDNESS – Excessive concern for
family means using one's office and power.
EXTREME PERSONALISM - Takes things personally,
cannot separate objective task from emotional involvement.
LACK OF DISCIPLINE - A casual attitude toward time and
space, manifested in lack of precision and compulsiveness, in
poor time management and procrastination.
PASSIVITY AND LACK OF INITIATIVE – Waiting to be told
what to do, reliance on others, complacence, lack of sense of
urgency.
LACK OF DISCIPLINE - A casual attitude toward time and
space, manifested in lack of precision and compulsiveness, in
poor time management and procrastination.
PASSIVITY AND LACK OF INITIATIVE – Waiting to be told
what to do, reliance on others, complacence, lack of sense of
urgency.
LACK OF SELF-ANALYSIS AND SELF-REFLECTION- The
tendency to be superficial and somewhat flighty.
EMPHASIS ON PORMA RATHER THANSUBSTANCE - This lack
of analysis and emphasis on form is rei forced by an
educational system that is more from than substance.
Weaknesses are rooted in many factors:
 Home
 Social and Economic Environment
 Culture and Language
 History
 Religion Educational System
 Mass Media
 Leadership
 Role Models
Following goals are proposed to develop in the Filipino:
 A sense of patriotism and national pride
 A sense of the common good
 A sense of integrity and accountability
 The values and habits of discipline and hard work
 The value and habits of self-reflection and analysis;
the internalization of spiritual values and the
emphasis on essence rather than on form.
STRENGTHS OF THE FILIPINO CHARACTER
 Pakikipagkapwa-tao
 Family Orientation
 Joy and Humor
 Flexibility, Adaptability and Creativity
 Hard work and Industry
 Faith and Religiosity
 Ability to survive
Value Education in Schools
The Department of Education has as its vision to help
develop... "Filipinos who passionately love their country and
whose values and competencies enable them to realize their
full potential and contribute meaningfully to building the
nation." It has as its core values - maka-Diyos,
maka-tao, makakalikasan and makabansa.
CHAPTER 5: Global Issues that Concern Schools and Society
TOP 10 WORLD ISSUES according to millennials based on
World Economic Forum’s Global Shapers Survey in (2017)
1. Climate change/ destruction of nature (48.8%)
2. Large scale conflict/ wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/ corruption
(22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/ security/ wellbeing (14.1%)
10. Lack of economic opportunity and employment (12.1%)
 TOP 10 Current Global Issues according to Chloe Turner
1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment and Hunger
9. Substance Abuse
10. Terrorism
The Top 10 Global Issues and How They Can be Addressed
Climate Change- The global temperatures are rising and are
estimated to increase from 2.6ᵒC to 4.8ᵒC by 2100.
Solution- The reduction of greenhouse emissions and the
spreading of education on the importance of going green can
help make a big difference.
Pollution-includes Ocean litter, pesticides and fertilizers, air,
light and noise pollution.
Solution- Reduce the number of trips you take in your car.
Reduce or eliminate fireplace and wood stove use. Avoid
burning leaves, trash, and other materials. Avoid using gas
powered lawn and garden equipment.
Violence- Can be found in the social, cultural and economic
aspects of the world.
Various Forms of Violence
Physical Violence- Occurs when someone uses a part of their
body or an object to control a person’s actions.
Sexual Violence- Occurs when a person is forced to
unwillingly take part in Sexual activity.
Emotional Violence- Occurs when someone says or does
something make a person feel stupid or worthless.
Psychological Violence- Occurs when someone uses threats
and causes fear in an individual to gain control.
Spiritual Violence- occurs when someone uses an individual’s
spiritual beliefs to manipulate, dominate or control that
person.
Cultural Violence- Occurs when an individual is harmed as a
result of practices that are part of her or his culture, religion
or tradition.
Solution- Set up a Neighborhood Watch or a community
patrol, working with police. Make sure your streets and
homes are well-lighted.
Security and Well-being

The U.N is a perfect example of what should be done to

prevent the lack of security and well being a serious global
issue. Through its efforts with regional organizations and
representatives that are skilled in security, the U.N is
working toward increasing the well being of people
throughout the world.

netnaija.com

CHAPTER 8: ORGANIZATIONAL LEADERSHIP