PROFESSIONAL EDUCATION

PrEd 141n:  Demands of Social Change in Educational System

The Teacher and the Community, School Culture and Organization
THE COMPONENTS PART OF SOCIAL STRUCTURE/INSTITUTIONS
FAMILY
 Basic institution of society
 The family is the smallest social institution with the unique function of
producing and rearing the young.
 The family is also the basic agent of socialization because it is here where the
individual develops values, behaviors, and ways of life through interaction with
members of the family.
 Characteristics of the Filipino Family:
1. The family is closely knit and has strong family ties.
2. The Filipino family is usually an extended one and therefore, big.
3. The Filipino family kinship ties are extended to include the “compadre”
or sponsors
4. In the Asian family, a great difference exists in the roles of man and
woman.
 Functions of the Family:
1. Reproduction of the race and rearing of the of the young - This is the
unique function which cannot be done by any other institution.
2. Cultural transmission or enculturation - The culture of the family is
acquired from the father and the mother.
3. Socialization of the child - It is in the family where the child learns his
role and status.
4. Providing affection and sense of security - Genuine affection they think
the world is safe and dependable.
5. Providing the environment for personality development and growth
of self-concept
6. Providing social status - Since every individual is born into a family,
each individual inherits both material goods and social recognition.
 Kinds of Family Patterns According to Structure/ Membership:
1. Conjugal/ Nuclear Family - This is the primary family consisting of
husband, wife and children.
2. Consanguine/ Extended Family - It consists of married couple, their
parents, siblings, grandparents, uncles, aunts, and cousins.
 According to the place of residence:
1. Patrilocal – when the newly married couple lives with the parents of the
husband;
2. Matrilocal – when the newly married couple lives with the parents of the
wife;
3. Neolocal – when newly married pair maintains a separate household and
live by themselves.
 According to Authority:
1. Patriarchal - when the father is considered the head and plays a
dominant role;
2. Matriarchal – when the mother or female is the head and makes the
major decisions;
3. Equalitarian – when both father and mother share in making decisions
and are equal in authority
 According to Descent:
1. Patrilineal – when descent is recognized through the father’s line.
2. Matrilineal – when descent is recognized through the mother’s line.
3. Bilineal – when descent is recognized through both father’s and mother’s
line.
SCHOOL
 The basic purpose of education is the transmission of knowledge.
 Schools became necessary when cultural complexity created a need for
specialized knowledge or skills which could not be easily acquired in the family,
church and community.
 Manifest functions/ roles of School:
1. Social Control - Molding the children early socialization to prepare them
with their roles in the society.
2. Socialization - Students are taught from Kindergarten to College their
role, academic subjects, and political socialization
3. Social Placement - Schools are responsible for identifying the most
qualified people to fill available positions in the society.
4. Transmitting Culture - Through schooling, each generation of young
people is exposed to different cultural practices
5. Promoting Social and Political Integration - Education serves the latent
function of promoting political and social integration.
6. Agent of Change - Education can stimulate or bring about desired social
change
7. Civic Training - Students are taught how to respond to the social
environment. Respect, love, justice and mutual respect are some of the
emotions that must be reflected
8. Promoting of Democratic Values - Schools give chances for students in
schools to express themselves freely or be in a democratic environment.
9. Development of Abilities - Schools provide not only the cognitive
development, but also skills and affective factors.
10. Fulfillment of National Aims - Students are trained to be productive
citizens to help the growth and development of a nation.
11. Character Building - Students are able to build their characters and
personalities towards national ideology.
 School as a Social Organization
 Structure – rational, natural, and open system. Has hierarchies of
authorities, goals and role expectations similar to bureaucratic
organizations.
 Culture and Climate – has values, beliefs, and norms. It includes
physical, social, and structural factors of the school.
 Social Change and It’s Effect in the Educational System
Sociologist define social change as changes in the human interactions and
relationships that transform cultural and social transformation.
 Six Megatrends that Influences Society
 Digitalization ad technological advances
 Demographic and behavioral changes
 Global talent and skill race
 Business operating Model Pressures
 Regulatory changes and complexity
 Changes in investment, capital sources and returns
 New ways of teaching and learning
 Instruction must focus holistic development
 Technology must be utilized in teaching and learning
 Curriculum must be progressive and innovative
 Alternative learning must be harnessed
 New literacies and skills must be developed
 Teachers must be equipped with high level of technological, pedagogical,
content knowledge (TPCK)
 Classrooms must be equipped with technology
 New subjects and courses must be developed to respond the needs of the
society
 Critical thinking, creativity, innovation must be developed
 Industry-school partnership must be developed
COMMUNITY
The Strength and the Weaknesses of the Filipino Character: A Socio-Cultural
Extreme Family centeredness
 intolerable concern for family means using one’s office and power to raise
family interest and thus factionalism patronage, political dynasties, and the
prevention for the goof family members. It results in a deficiency of concern for
the common good and acts as a block to national awareness.
Extreme personalism
 it leads to the graft and corruption apparent in Philippine society. Many people
use their connection and give partiality to family and friends in hiring services
and even voting.
Lack of discipline
 a casual attitude toward time and space, indicated in lack of accuracy and
besetting, in poor time management and procrastination. Impatience results in
short cuts, palusot, the ningas cogon attitude of the Filipino. Lack of discipline
often results in inefficient work systems, the violation of rules, and a casual work
ethic lacking followthrough.
Passivity and lack of initiative
 one of the Filipino attitudes are to wait when to be told and willing to experience
long-suffer, depend on other's shoulder, vanity, lack of a sense of urgency. There
is a high tolerance for inefficiency, settle for less, and even violins of one’s basic
rights. Too patient and attitude of being a matiisin, too easily resigned to his fate,
the Filipino is easily oppressed and exploited.
Colonial mentality
 Lack of patriotism, preferred foreign products or item especially if it's trendy,
apprehension and love of the Philippines and concrete preference for things
foreign.
Kanya-kanya syndrome, talangka mentality
 Done by tsismis, intriga, unconstructive criticism. A barefaced in the personal
desire that is completely compassionless to the common good. Insensitive of a
sense of service among people in the government bureaucracy. This results in the
dampening of cooperative and community spirit, and in the trampling upon
other’s rights.
Lack of self-analysis and self-reflection
 the tendency to be superficial and somewhat flighty. In the dace of devoted
personal and social problems, there is a lack of analysis or reflection, and instead
satisfaction with superficial explanations and solutions.
Emphasis on porma rather than substance
 This lack of analysis and emphasis on form is reinforced by an educational
system that is more from the substance.
What Community Can Do For Schools
Brigada Eskwela or The National Maintenance Week
 Nationwide intentional efforts for maintenance, conservation, preservation, and
contributions to public schools
 Involvement of all stakeholders in education
 Preparation for forthcoming academic school year opening
 Takes place approximately 2 weeks before classes begin
 Institutionalized since 2009 with DepEd Memorandum Order #100
Curriculum Development:
 Systematic planning of what is taught and learned in schools, reflected in courses
of study and school programs.
 Embodied in official documents like curriculum guides, mandated by provincial
and territorial education departments.
 Utilization of community resources for learning, such as museums or local elders
as key informants.
Work Experience Programs:
 Business establishments and offices serve as training grounds.
 Example: Senior High School work immersion, where students develop skills
and capabilities relevant to their chosen track.
 Objectives include familiarizing students with the workplace, simulating
employment, and applying competencies in authentic environments.
 School-community partnership benefits curriculum fulfillment, hands-on
experience for students, and graduate readiness for the workforce.
Remediation and Enrichment Classes:
 Measures adopted by schools to enhance student performance, especially those
needing extra attention.
 Available for students with learning difficulties, involving retired teachers,
parents, and guardians.
Youth Development Programs:
 Opportunities for youth to develop skills, talents, and positive interactions with
peers and adults.
Community Service:
 Examples include participation in tutorial or extension programs, community
reforestation, clean-up drives, medical missions, and involvement in local
celebrations and projects.
Legal Basis of Parents & Community Involvement
 RA 9155 – establishing school & community networks with active participations
of teacher and parents association. Partnership of School and Community
involves education programs and projects, learning centers, and local initiatives.
 Batasang Pambansa Blg. 232- members of educational community may discuss
relevant issues to the community.
 RA 8525 “Adopt-A-School Program Act” – it allows private entities to assist a
public school.
 Education For All (EFA) 2015 plan – Schools shall continue to harness local
resources and involve every sector of the community.
 WHAT CAN SCHOOL DO FOR COMMUNITIES IN RETURN? 4. The Atharva-Veda, in verse and prose, comprising
 Schools may allow the community to use school resources. Here are the charms, prayers, curses, spell, and some theosophic and
concrete examples enumerated by the DepEd Primer on School-Community cosmogonic hymns.
Partnership.  SHINTO
 The classroom was used by the community organizations for the meeting.  Shinto is the proper name of the religion and not Shintoism
 School is used as a polling place and venue for a medical mission which it because the Japanese “to” is equivalent to our “ism”.
may co-sponsor with the Rural Health Unit.   It was believed that the first Mikado (emperor) had direct
 The school was used by the Rural Health Unit for mother’s class child care. lineal descent from the Sun Goddess, Amaterasu. This brought
 The school was used as an evacuation center during calamities. worship into Shinto. Shinto became the state religion of Japan.
 School facilities are used for community assemblies.  The Sacred books of Shinto are the following:
 The School basketball court is used for local celebrations and barangay 1. The Ko-ji-ki, these are records of the traditional myths of
sports leagues. creation and history of Japanese Imperial line.
 Schools conduct livelihood skill-training programs for parents and out- 2. Nihon-gi or the chronicles of Japan.
ofschool youths by using school resources.  TAOISM
 Livelihood skills-training for parents and out-of-school- youths by teachers  It is one of the three officially recognized religions in China.
themselves.  Taoism was founded by Lao-tse about 6 centuries B.C. The
 School is also used as a quarantine area for those who are LSI in time of the religion was not named after him.
 Tao means “way” originally to the way of heavens.
CoViD-19 pandemic
 The book of Taoism:
Tao-Teh-King, meaning the canon of Reason and Virtue. This
CHURCH was written by Lao-Tse. It consist of wise sayings and
 Is a relationship between a human being and a Supreme being. generalizations
 Some Religious Belief:  BUDDHISM
1. Belief in Supreme Being, all powerful, creator, or essence of the  Founded by Prince Siddhartha, in 560 B.C. While meditating
universe. under the Bo tree, he received enlightenment. So he was also called
2. Belief in the power of the Supreme being who pour out blessings, Buddha (enlightened one). Hence generally, he is called Gautama
upon those who obey His laws and commandments. Buddha.
3. Belief that the performance of ceremonies, consisting of rituals such  Sacred scripture of Buddhism:
as prayers, singing sacred songs, fasting, penance, etc., would befit 1. Tripitaka or Three baskets of Teachings
reverence and worship accorded to the Supreme being. a. Vinaya Pitaka or Discipline Basket
4. Belief in spiritual and moral codes. b. Sutta Pitaka or Teaching Basket
 Instruments of Religion: c. Abhidhamma Pitaka or Metaphysical Basket
1. Ritual is a single definite religious acts. Ex. Prayers, singing sacred 2. Dhammapada, a collection of the sayings of Buddha.
songs, making sacrifices, etc.  CONFUCIANISM
2. Ceremony is a complete religious performance consisting of related  It is a Yu Kiao in Chinese, meaning “the system of the learned.”
 Confucianism was founded by Confucius.
and interconnected rituals. Ex. Sunday Mass, religious services,
 The Four Books:
wedding ceremonies, baptism, house blessing, etc.
1. Ta Hsiao (great learning)
3. Taboos are prohibition to do certain acts which if violated may bring 2. Chung Yung (doctrines of the mean)
punishment or misfortune. Ex. Muslims not to eat pork, Christian not 3. Lun Yu (Analects), a brief records of Confucius
to eat meat during Good Friday and Hindus prohibited to eat cows. 4. Meng-Tse (Book of Mencius)
 Classification of religions according to the number of Gods  CHRISTIANITY
worshipped:  Was founded by the apostles of Jesus Christ after his death.
1. Monotheistic – worshipped only one God  The followers or converts were called Christians after the name of
2. Polytheistic – worshipped more than one God Christ.
3. Animistic – worshipped inanimate object  Under the reign of Emperor Constantine, Christianity became the
 Functions, Uses and Roles of Religion: official religion in Rome. Later, became the Roman Catholic
1. Religion serves as a means of social control church.
2. Religion exerts a great influence upon personality development  Sacred Book:
3. Religion allays fear of the unknown Holy Bible, consisting of the Old Testaments of 39 books and
4. Religion supplies the explanation to events or situations which are New Testaments of 27 books.
beyond the comprehension of man.  ISLAM
5. Religion gives man comfort, strength, and hope in times of crisis and  was founded by Mohammed
 Mohammed in Arabic means “praiseworthy or highly praised”.
despair.
 Islam is the infinitive of the word “aslam” which means to submit.
6. Religion preserves and transmits knowledge, skills, spiritual, and  Muslim meaning “a submitting one or one who resigned.”
cultural values and practices.  Sacred book:
7. Religion serves as an instrument of change. Koran or Qur’an, meaning a single revelation or a collection of
8. Religion promotes closeness, love, cooperation, friendliness, and revelations.
helpfulness.  Five duties of Islam:
9. Religion alleviates sufferings from major calamities. 1. repetition of the creed
10. Religion provides hope for blissful life after death. 2. prayer
 Disadvantages of Religion: 3. almsgiving
1. Religion promotes divisiveness - Religion divides people 4. fasting
2. Religion promotes the concept of predestination or fatalism - 5. pilgrimage to Mecca
Some poor people believe that it is the will of God that they become
poor and remain poor throughout their lives. ECONOMY
 The World’s Religions  We cannot isolate ourselves from economics because our physical existence
 JUDAISM depends on it. We cannot live without production and consumption.
 The word “Judaism” comes from the Latin word “Judaismus”  Our mode of living centers on the acquisition of wealth in order to satisfy our
wants and this aspects of man’s activity constitutes the field of economics.
which in turn came fro the Greek word “Iousdaismos”
 Example of economic activities: earning money, buying goods and
meaning the “Jews Religion.”
services, putting up a business, or saving money in the bank.
 Judaism is probably the oldest religion in the world having
 Branches of Economic:
emerged about 2000 B.C.
1. Microeconomics
 Sacred Books:
 is concerned with the specific economic units of parts that
1. Torah She Bi-Khetab the written law, containing the
makes an economic system and relationship between those
39 books of old testaments.
parts.
2. Torah She Be-al Peh the oral law, written between 220
 It emphasizes understanding the behavior of individual firms,
and 500 A.D, and became known as the Talmud.
industries, households, and ways in which entities interact.
 HINDUISM
2. Macroeconomics
 The word “Hindu” comes from the word “Hind” which
 is concerned with the economy as a whole, or large segments
represented the native religion and social system in India. -
of it.
 The heart of Hinduism is its caste system that preserves their
 It focuses on problems of unemployment, the changing level
racial purity.
of prices, the nation’s total output of goods and services, and
 From Highest to Lowest Castes:
the ways in which government raises and spends money.
1. The Brahmans, the priest and the intellectual
 Supply and Demand
2. The Kahatriyans, the government and the military
 Supply is the flow of goods and services which the firms are willing
3. The Vaisyas, the merchantile and the agricultural
or can make available in the market at a given price structure.
4. The Sudras, the artisans and the laborers
 Demand is the relationship between market price and quantity
5. The Untouchables, the servants
demanded, expressing how much of the same commodity or services
 The Sacred Books of Hinduism:
one consumer or all consumers would buy at a given real price
1. The Rig-Veda, oldest and most important, comprising
schedule.
more than a thousand hymns.
 The law of supply and demand:
2. The Yajur-Veda, comprising the liturgical and ritualistic
 It states that when the supply is greater than demand, the price
formulae in verse and prose.
of goods or services decreases; whereas, if demand is greater
3. The Sama-Veda, hymns with musical notation, many of
than the supply, the price increases, and if the supply is equal
which occur in the Reg-Veda.
to the demand, the price remains constant.
 Basic Economic Problems:
1. What goods and services to produce and how much.
 2. How to produce goods and services
3. For Whom are the goods and services
GOVERNMENT
 an institution which resolves conflicts that are public in nature and involve more
than a few people.
 It is an instrumentality through which the will of state is formulated, expressed
and realized. It is then one of the elements of a state.
 Branches of Government:
1. Executive Branch – proposes and enforces rules and laws
2. Legislative Branch – makes rules and laws
3. Judicial Branch – adjudicate rules and laws
 Forms of Government:
1. Monarchy –one in which the supreme and final authority is in the hands
of a single person without regard to the source of his election or the nature
or duration of his tenure
2. Aristocracy – one in which political power is exercised by a few
privileged class which is known oligarchy.
3. Democracy – one in which political power is exercised by a majority of
the people.
 Functions of Government:
1. The Constituents Functions
Contributes to the very bonds of society and therefore compulsory
a. The keeping of order and providing for the protection of the people
and property from violence and robbery.
b. The fixing of the legal relations between husband and wife, and
between parents and children.
c. The determination of contractual rights between individuals.
d. The definition and punishment for crimes.
e. The administration of justice in civil cases.
f. The administration of political duties, privileges, and relations of
citizens.
g. The dealings of the state with foreign growers, the preservation of
the state from external danger or encroachment and the
advancement of its international affairs and interest.
2. The Ministrant Functions
 Those undertaken to advance the general interest of society, such
as public works, public charity, and regulation of trade industry.
These functions are merely optional.
THE SOCIAL SCIENCE THEORIES OF EDUCATION
Consensus and Conflict Theories
 Ralf Dahrendorf is the major proponent that society has two faces --- conflict
and consensus. He recognizes that society cannot exist without both conflict and
consensus, which are prerequisites for each other.
 Consensus Theory
 It is a concept of society in which the absence of conflict is seen as the
equilibrium state society based on general or widespread agreement
among all members of a particular society.
 From the consensus perspective, mutual commitment, trust, and
conversation are important to build fruitful relationships.
 Conflict Theory
 It focuses on the struggle of social classes to maintain dominance and
power in social system. It is a theory or theories which places emphasis
on conflict in human society.
 According to Karl Marx and Weber Marx, conflict theory focuses on
issues of contention, power, and inequality highlighting the competition
for scarce resources.
 From the conflict perspective, tensions, conflicts, dominance and power
games are considered unavoidable aspects of social interaction, which
create change and renewal.
 Implications:
 Conflict Theory can develop the students’ ability to focus and achieve
mastery of certain skills and concepts if the teacher is seen as dominant or
“ruler” over the learners. This can exact order and cut down
misbehaviour, but if Conflict Theory is applied all throughout the learning
process, order may be present but freedom is curtailed. Later on,
rebellion/conflict will rise.
 There are privileged to have better to have better resources for learning, while
those who are nor capable ones limit their abilities to what they are only
provided with
 For conflict theorists purpose of education is to preserve the power of those who
dominate society and teach those in the working class to accept their position as
a lower class worker of the society. They call this “hidden curriculum.” In which
functionalist strongly disagree.
 In consensus theory the teacher creates a teachinglearning atmosphere that is
inspiring and fulfilling. He is not somebody to be wary of, but someone to
approach. Make the learner feel involved.
Structural Functionalism
 According to Herbert Spencer, society is made up of various institutions that
work together in cooperation to achieve their orderly relationship and to maintain
social order and social stability.
 According to Talcott Parson, structural functionalism focuses on the positive
functions performed by the members of the society.
 Education is an institution that facilitates the stability of society which
emphasizes interconnectedness by focusing on how each part is influenced by
the other.
Parson’s Structural Functionalism
 Adaptation, or the capacity of society to interact with the environment. This
includes, among other things, gathering resources and producing commodities to
social redistribution.
 Goal Attainment, or the capability to set goals for the future and make
decisions accordingly. Political resolutions and societal objectives are part of this
necessity.
 Integration, or the harmonization of the entire society is a demand that the
values and norms of society are solid. This requires, to be fairly consistent, and
even in a more basic level, a common language.
 Latency, or latent pattern maintenance, challenges society to maintain the
integrative elements. This means institutions like family and school, which
mediate belief systems and values between an older generation and its successor.
 Key Principles of the Functionalist Perspective:
1. Interdependency. Every part of society is dependent to some extent on
other parts of society, so that what happens at one place in society agrees
upon.
2. Functions of social structure and culture. Each part of the social system
exists because it serves some function.
3. Consensus and cooperation. Societies have a tendency toward
consensus; that is to have certain basic values that nearly everyone in the
society agrees upon.
4. Equilibrium. This view holds that, once a society has achieved the form
that is best adapted to its situation.
 Implications:
 Education needs to be systematic as a whole to avoid being non-
operational.
 School’s main function is to prepare students to acquire basic knowledge,
skills and values for future employment.
 Teaching students to become member of society, to be productive,
training individuals for positions in the society, promote change and
innovation.
 Purposes of Schooling according to Functionalists
1. Intellectual purposes – Acquisition of cognitive skills and inquiry skills.
2. Political purposes – educate future citezens, promote patriotism, ensure
public civility, and conformity to laws.
3. Economic purposes – prepare students for later work roles, select and
train the labor force needed by society.
4. Social purposes – promote a sense of social and moral responsibility.
Interactionist Theories
 Interested not simply in socialization but in interactions between students and
students and students and teachers. All types of interactions refine our ability to
think.
 Basic Forms of Interactionism
 Non Symbolic
 interaction which does not involve thinking.
 Symbolic
 interaction which requires mental processes. Also, focuses on how
people share symbols and construct society as a result of their
everyday interactions.
 An individual’s action depends on meaning.
 Different people may give different meaning to the same thing.
 Meanings change as individuals interact with one another.
 Implications:
 Students learn through interaction how they are different from others
based on individual experiences, social class and status.
Contemporary Theories
Cultural Capital --- Pierre Bourdieu
 refers to cultural practices.
Social Capital --- James Coleman
 refers to the social resources that may be useful in the future or in the
community.
Code Theory --- Basil Bernstein
 refers to organizing used by members of a social group.
Feminist Theory --- Harriet Martineau & Jane Addams
 refers to examination of polices that affect women opportunities.
FIVE PILLARS OF EDUCATION
UNESCO’S FIVE PILLARS OF EDUCATION
 UNESCO’S Education for Sustainable Development Initiative (2012) presented
a conceptual framework for ongoing, lifelong learning .
 This model organizes learning into the following five pillars:
Learning to know (Head)
 The development of skills and knowledge needed to function in this world
e.g. formal acquisition of literacy, numeracy, critical thinking and general
knowledge.
 Students need to develop learn-to-learn skills:
 learning to read with comprehension
 listening
 observing
 asking questions
 data gathering
 note taking
 Learning to know is the concept of basic and general education with the
addition of opportunities to work on specific areas that continue to
develop with regards to the rapid change in science, technology and
socio-economic activities.
 The roles of the teacher are:
 Facilitator
 Monitor
 Catalyst
 Evaluator
Learning to do (Hands)
 the acquisition of applied skills linked to professional success.
 This pillar of learning implies application of what learners have learned or
known into practices;
 It is closely linked to vocational-technical education and work skills training.
 Learning to do is a concept where technical skills paired with personal
competence equips man the ability to perform well in his particular work.
 It calls for new types of skills which is more behavioral than intellectual.
Learning to live together (Values/Attitudes)
 the development of social skills and values such as respect and concern
for others, and the appreciation of cultural diversity.
 It implies that the teacher should help the students to develop an
understanding of other people and appreciation of interdependence since
we live in a closely connected world.
 Recognition of the rights of other people which will bring about the
concept of respect.
  Learning to live together is a concept of interdependence and completion. Practices considered immoral or taboo to a certain group of
This view is expected to overcome various conflicts within society of people but are accepted by other groups with different cultural
differing culture, geography, ethnicity and so forth. orientation.
Learning to be (Heart)
 The learning that contributes to a person’s mind, body, and spirit. Skills MULTICULTURALISM
include creativity and personal discovery, acquired through reading, the  Multiculturalism is the phenomenon of multiple groups of cultures
Internet, and activities such as sports and arts. existing within one society, largely due to the arrival of immigrant
 Education has its goal of changing a man to become better in every aspect
communities, or the acceptance and advocate of this phenomenon.
of his life. In this regard the aim of development is to make an individual
fulfilled and accomplished as an entity and as a member of his society.
 The Philippines ranks 8th among 240 countries in terms of ethnic diversity.
 According to Leo Buscaglia (1984), “Education should be the process of  Multicultural Education enables teachers and educators to give value to
helping everyone to discover his uniqueness, to teach him how to develop the differences in prior knowledge, experiences of learners from diverse
that uniqueness, and then to show him how to share it because that is the background and familiarity with students’ histories of diverse cultures.
only reason for having anything.”  According to James Banks (1975), a leading researcher in the area of
Learning to Transform Oneself and Society students.
 When individuals and groups gain knowledge, develop skills, and acquire  “the major goal of multicultural education is to transform the school so that
new values as a result of learning, they are equipped with tools and male and female students, exceptional learners, as well as students coming
mindsets for creating lasting change in organizations, communities, and from diverse culture, socio-class, racial and ethnic groups will experience
societies. an equal opportunity to learn in school.”
 To integrate the values inherent in sustainable development into all  The issue of cultural majority-minority in the classroom has posed a
aspects of learning. challenge to teachers.
 To empower people to assume responsibility for creating and enjoying a  Students may differ in:
sustainable future a. Race (indicated by color of the skin)
 Work toward a gender neutral, non-discriminatory society.
b. Ethnic groups
 Develop the ability and will to integrate sustainable lifestyles for
c. Religion
ourselves and others.
 Promote behaviors and practices that minimize our ecological footprint on d. Language
the world around us. e. Socio Economic Status
 Be respectful of the Earth and life in all its diversity.
 Act to achieve social solidarity.
 Promote democracy in a society where peace prevails. INTERCULTURAL COMMUNICATION
 It means that Culture is passed on via communication and communication
reflects one′s culture! “Culture is Communication and communication is culture”
4TH INDUSTRIAL REVOLUTION  Intercultural communication refers to the effective communication between
people, workers, clients of different cultural background. It also includes
managing thought patterns and nonverbal communication.
 According to Davis (2016), the concept of fourth industrial revolution
builds on the Digital Revolution providing new mechanisms and allowing
technology to be embedded within societies and even human body.
COMMUNICATION
 Social Transformation brought by 4th Industrial Revolution
 Communication is the exchange of information so that the recipient
 Wider employment opportunities
understands what the sender intends.
 Demand for quality, competitive and flexible workers
 Communication is defined as a two-way process, that involves giving and
 Globalization
receiving ideas, feelings, and attitudes between two or more persons
 Millennial Workforce
resulting in response.
 Mobility
 A transfer or delivery of thoughts, ideas, knowledge, feelings or emotions
 Technological Advancement
from a sender to a receiver.
 New Behaviors
 Why is it necessary to communicate?
 Expected graduates in the 4th Industrial Revolution
 Man communicates because he lives with other people.
1. Data Literation – the ability to read, analyze, and to use information
 He is not self-sufficient being.
in the digital world.
 Man cannot live alone.
2. Technology Literation – The ability to understand mechanical
 What is man’s purpose for Communicating?
(system) work and application of technology.
 To affect others.
3. Human Literation – This calls for leadership skills, social
 To affect his environment and other people.
competence, collaboration and teamwork, professionalism, and new
 Components of Communication:
set of values.
 Sender
 Essential skills according to Economic Forum in 2016 for 4th Industrial
 Message
Revolution
 Channel
 Complex Problem Solving
 Noise
 Innovation Skills
 Receiver
 Critical Thinking
 Feedback
 Creativity
 TYPES OF COMMUNICATION
 People Management
A. Verbal Communication – the process of transmitting a message
 Collaboration
from a sender to a receiver with the use of words orally.
 Emotional Quotient
B. Non-verbal Communication – the process of sending a message
 Decision Making
from a sender to a receiver with the use of signs or symbols, gestures,
 Negotiation Skills
facial expressions and other body movements.
 Entrepreneurship
 Levels of Verbal Communication
 Cognitive Fluency
1. Intrapersonal Communication
 the first and smallest level of communication.
 Communication within oneself.
THE SCHOOL AS A CULTURAL INSTITUTION
 A personal, individual interaction of man with himself.
2. Interpersonal Communication
Defining Culture
 a communication between two persons or among a small
Set of learned behavior, beliefs, attitudes, values and ideals
number of persons.
that are characteristics of a particular social group (Ember).
 Dyadic- only two persons participate in a communication
Characteristics of Culture
activity.
1. Culture is learned - Man is born with the capacity to learn the
 Small Group Communication – when more than two but only
culture of his group.
a small number of persons involved.
2. Culture is diverse - Every society has its cultural values that are
3. Public Communication
entirely different from others.
 the communicator transmits a planned and prepared message
3. Culture is shared by a group of people - Culture is shared by some
to a large audience.
population or group of individuals.
 the communication activity is formally structured. It takes
4. Culture is cumulative - Knowledge is stored and passed on from
place at a specific time and place.
one generation to the next, and new knowledge is being added to
4. Mass Communication
what is existing.
 is a communication with the general public. Speakers use
5. Culture change - New cultural traits are added and some are lost.
electronic or printed media of communication.
6. Culture is ideational - Culture is an ideal pattern of behavior which
member are expected to follow.
7. Culture is dynamic - Culture is alive, active and full of life
SOCIAL CULTURE
8. Culture gives us a range of permissible behavior patterns -
Culture tells us how different activities should be conducted.
 School Climate – refers to the school’s effects on students, including
How culture is transmitted?
teaching practices, diversity and the relationship of school administrators,
1. Enculturation – learning culture of one’s own group
teacher, parents and students.
2. Acculturation – learning some new traits from another culture
 School Culture – refers to the way teachers and other staff members work
3. Assimilation – process in which individual entirely losses way of
together and the set of beliefs, values and assumptions they share.
awareness of his/her previous group identity and takes on the culture
 Four Teaching Cultures in School
and attitudes of another group.
1. Individualism – refers to classrooms as “egg-crates.”
Cultural Relativism
2. Collaboration – refers to teachers who work together without
external control.
 3. Contrived collegiality – refers to teachers collaborative working 4. Natural resources conservation
relationships which are compulsorily imposed. 5. Just and peaceful societies
4. Balkanization – Smaller collaborative groups. Ex. Departments/unit 6. Gender parity and
in school. 7. Poverty reduction
 Education for Sustainable Development aims to:
 Typology of School Cultures 1. Promote and improve the quality of education to focus lifelong education
on the acquisition of knowledge skills and values needed by citizens to
improve the quality of their lives;
2. Re-orient, re-think and reform the curriculum to be a vehicle of
knowledge, thought patterns and values needed to build a sustainable
world;
3. Raises awareness, develop enlightened, responsible and committed
citizens;
4. Create synergies with initiatives of other sectors to adopt sustainable and
responsible modes of production and consumption, to work together
towards a common vision: a Peaceful and sustainable future for
generations to come (UNESCO, 2004a).
 One of the original descriptions of sustainable development is credited to the
Brundtland Commission: "Sustainable development is development that meets
the needs of the present without compromising the ability of future generations
to meet their own needs"

GENDER DEVELOPMENT

SEX VS. GENDER

Sex
 actual biological differences between males and females; a distinction between
the physical and biological characteristics of males and females.
 The sexual differences between females and males include different
chromosomes (genetic material), the sex glands, hormones and sex organ.
 Example:
 Women can give birth to children.
 Men have generally more massive bones.
Gender
 the different roles, responsibilities and expectations of women and men in
societies and cultures; the socially assigned label and personal definitions as
male or female including the corresponding socially defined rights and
responsibility.
 Gender is a matter of cultural/social definition as to what is considered masculine
and feminine.
 Gender relations describe the social meaning of female and male thus what is
considered appropriate and inappropriate behavior or activity for men and
women.
 Gender roles which are learned , may change over time and vary widely within
and between cultures.
 The social meaning of being female or male is the result of the history of that
society, influenced by the nature of economy that evolved over time, religious
beliefs and political system
 Example:
 How are culture and structure related?  Men & Women can take care of children.
Culture and structure are interdependent. Most school improvement efforts
 Men & Women can be responsible in bringing income for the household/
focus on changes to structures:
family.
1. time—e.g., rearranging the school year into four or five periods with
shorter breaks between;
2. space—e.g., moving the science and mathematics departments of GENDER ROLES VS. SEX ROLES
secondary school on to the same corridor to promote collaboration; Gender Stereotyping
3. roles and responsibilities—e.g., creating a school improvement  it is the belief humans hold about the characteristics associated with males and
coordinator post. females.
 Elements of Positive Culture Gender Equality
1. Collegiality - The school atmosphere is friendly.  gives woman and men the same entitlements to all aspects of human
2. Experimentation – The atmosphere encourages experimentation and so development, including economic, social, cultural, civil and political rights, the
will mistakes as part of learning process. same opportunities to make choices.
3. High Expectations – Set high expectations for high achievements. Patriarchy
4. Trust and Confidence – Work well when relationships are solidly built  is a set of beliefs and values which lay down the supposedly “proper relations”
on trust and confidence. between men and women, between women and women, between men and men.
5. Tangible Support – Support comes in not just words but in action. It is a deeply entrenched and integrated system of male dominance and that it has
6. Reaching Out to the Knowledge Base – Teachers update themselves on built itself into the structures of society and the consciousness of men and
content knowledge and pedagogy. women.
7. Appreciation and Recognition – Appreciation and Recognition make  It is integrated in the value system, world view and socialization process,
classroom climate highly favorable. reproduced in the family, school and church as well as in media and political
8. Caring, Celebration, Humor – Student don’t listen to teachers when exercises.
teacher do not care.
9. Involvement in Decision Making – Involvement in decision making Theories of Gender Development:
enhances sense of ownership/ important. 1. Social Learning Theory
10. Protection of what is important – What school consider important must  proponents believe that parents reinforce appropriate gender role
form part of their tradition and so must be protected by all means. behavior.
11. Traditions – A school must have an intentional culturebased program on 2. Cognitive Development Theory
shared values, beliefs, and behaviors.  Piaget believes that children engage in symbolic thinking by about 2
12. Honest and open communication – No one gets ostracized for speaking years age. By then children acquire their gender identity and begin
up his mind. the process of gender-appropriate behavior
 Types and Categories of School Culture
1. Professional Orientation - refers to activities that faculty members are
both individually and collectively involved in professional growth and ORGANIZATION
development centered on student learning.
2. Organizational Structure – This is about the leadership that exists at the
 Organization is simply people working together for a common goal. It is a
school.
3. Quality of the Learning Environment – To determine whether students
group of people assembling or congregating at one place and contributes
are engaged on task in their classes. their efforts to achieve a common goal.
4. Student-Centered – refers to collective efforts of the school staff to  Characteristics of an Organization
focus on students as individual learners, with unique characteristics.  Organizations are fundamentally about people
 Organization by nature is structural
EDUCATION FOR SUSTAINABLE DEVELOPMENT  All organizations, even informal ones, must have purpose
 Sustainability, as noted is a type of BALANCE, or maintaining an equilibrium  Organization is all about team work
among economic, social and environmental dimensions of development  Organization must be provided with conditions
throughout the process of change... Which now brings us to the concept of  Types of Organizations
“sustainable development”. 1. Formal Organization
 ESD means education that enables people to foresee, face up to and solve the  Refers to the organization structure deliberately created by
problems that threaten life on the planet. management for achieving the organizations goals.
 Bases of sustainable development such as:  It is an official and rational structure.
1. Intergenerational equity 2. Informal Organization
2. Tolerance of difference
3. Environmental protection and restoration
  It refers to the pattern of activity interactions and human
relationship which emerge spontaneously due to social and
psychological forces operation at the workplace.
 It arises naturally on the basis of friendship or some common
interest which may or may not be related with work.
LEADERSHIP VS. MANAGEMENT
Leadership
 Doing the right things
 in managing an organization mainly deals with setting the right direction for the
organization.
 Types of Skills Demanded of Leaders
1. Technical Skills - refers to abilities or knowledge used to perform
practical tasks.
2. Human Skill – Ability to work effectively with people and to build
teamwork.
3. Conceptual Skill – Ability to think, identify, conceptualize, and solve
intricate problems.
 Leadership Styles in Education
 Instructional Leadership
 involves the practice of planning, evaluation, coordination and
improvement of teaching and learning.
 define the school’s mission, manage the instructional program,
promote high expectations and provide incentives for teachers and
students.
 Transformational leadership
 instill trust, admiration, loyalty and respect – which inspires
teacher motivation, morale and performance.
 The influence exerted by transformational leaders has been
described as “the generating of feelings.”
 Servant Leadership -
 For Robert K. Greenleaf, servant Leadership identified the ten
characteristics of servant leaders as: listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardship,
commitment to the growth of people, and building community.
 Servant leaders are able to cultivate high-performance teachers by
removing barriers, providing resources and opening
communication channels with the whole school community.
 Situational Leadership
 A Situational Leader employs one of four leadership styles that
provide him or her with the highest probability of success in every
situation they encounter. Those situations are a function of the task
that needs to be performed, in conjunction with the task-related
ability and willingness of the follower identified to perform it.
Management
 Doing things right
 mainly deals with the carrying out of all organizational activities and ensuring
that the end results or goals are achieved with minimum wastage of
organizational resources.
Managers Leaders
Administer Innovate
Transactional process, meet objectives and Transformational process, develop a vision
delegate tasks and find a way forward
Work Focused People Focused
The goal is to Get things done. They are The goals include both people and results.
skilled at allocating work. They care about you and wat you to succeed.
Have Subordinates Have Followers
They create circles of power and lead by They create circles of influence and lead by
authority. inspiring.
Do Things Right Do the Right Thing
Managers enact the exiting culture and Leaders shape the culture and drive integrity.
maintain status quo.
SCHOOL BASED MANAGEMENT (SBM)
 School-based management (SBM) is a strategy to improve education by
transferring significant decision-making authority from state and district offices
to individual schools.
 SBM provides principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decisions about the budget,
personnel, and the curriculum.
 Through the involvement of teachers, parents, and other community members in
these key decisions, SBM can create more effective learning environments for
children.
 Advantages of SBM The following are the strengths of SBM 
 Allow competent individuals in the school to make decisions that will
improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of
the school’s financial status, spending limitations, and the cost of its
program; and,
 Improve morale of teachers and nurture new leadership at all levels.
 Disadvantages of SBM The following are the strengths of SBM 
 Participatory decision-making needs time and may slow down process.
 Legal Basis of SBM
 Philippine Constitution (Article 10, Sec. 3), states that the Congress
shall enact a local government code that will institutionalize a system of
decentralization.
 DepEd legally introduced decentralization in school through SBM in 2001
through the enactment of RA 9155.
PEACE EDUCATION
 The greatest resources for building a culture of peace are the people
themselves.
 Educating people toward becoming peace agents is central to the task of
peace building.
 A culture of peace must replace the current culture of violence.
 Peace Education is both significant peace building strategy and an effective
way of preventing violent conflict.
 Holistic Definition of Peace
 Negative Peace – Absence of direct/physical violence
 Positive Peace – Presence of conditions of wellbeing and just
relationships with social, economic, political and economical.
 Levels of Peace
1. Personal Peace – self respect and harmony with self.
2. Interpersonal Peace – respect of other person’s justice, tolerance and
cooperation. Harmony with others.
3. Intergroup/ Social Peace – respect of other groups within the nation’s
justice, tolerance and cooperation. Harmony with others.
4. Global Peace – respect of other nations justice, tolerance and
cooperation. Harmony with others.
5. Peace between Human and Earth – respect for the environment for
sustainable living and simple lifestyles. Harmony with nature.
 Holistic Definition of Violence
1. Direct/ Physical Violence
 Ex. War, torture, murder, child and woman abuse
2. Structural Violence
 Ex. Poverty and Hunger
a. Socio-cultural Violence
 Ex. Racism, sexism, religious intolerance
b. Ecological Violence
 Pollution, over consumption, forest degradation
 Peace Education as Transformative Education
 Peace Education or an education that promotes a culture of peace is
essentially transformative.
 It seeks this transformation by building awareness and
understanding, developing concern, and challenging personal and
social action that will enable students to create conditions and
systems that actualize nonviolence, justice, environmental care and
other peace values.
 Education for Peace: Knowledge Areas, Skills, Attitude/Values
GLOBALIZATION
 Globalization is a process of change which underpin a transformation in the
organization of human affairs by linking together and expanding human activity
across regions and continents.
 Globalization is a broadening, deepening and speeding up of world-wide
interconnectedness in all aspects of life, from the cultural to the criminal, the
financial to the environmental.
 Globalization Involves
 First, a stretching of social, political and economic activities across
political frontiers, regions and continents.
 Second, the intensification, or the growing magnitude, of
interconnectedness, and flows of trade, investment, finance, migration,
culture.
 Implications of globalization to the practice and experience of education:
 Commodification and the corporate takeover of education
 The threat to the autonomy of national educational systems by
globalization.
 De-localization and changing technologies and orientations in education.
 Branding, globalization and learning to be consumers
 Movement of higher education toward supporting the nations’ wealth
growth as opposed to focusing on the liberal education of undergraduates
 More protection and regulation of intellectual property rights
 Increase and close partnership of higher education with industry and
government-sponsored techno science initiatives
 Reduction of state and government support and subsidy for education
TOP CURRENT GLOBAL ISSUES
Climate Change
 Earth is warming due to increased greenhouse gas emissions caused by
humans, leading to health, ecological, and humanitarian crises.
 Despite challenges, combating climate change presents opportunities for a
low-carbon society, creative jobs, innovation, and social justice globally.
 Climate change encompasses global warming and significant shifts in
weather patterns, accelerated since the mid-20th century.
 Global temperatures are rising, projected to increase by 2.3 to 4.9 degrees
Celsius by 2102, with noticeable effects already occurring.
 Rising temperatures result in severe weather, food and resource crises,
and the spread of diseases.
 Decreasing greenhouse gas emissions and promoting environmental
education are crucial for making a difference.
 Initiatives such as tree planting, encouraged globally and mandated in
places like the Philippines, aim to address deforestation and habitat loss
caused by human activity
Pollution
 Pollution is a significant contemporary problem with severe
consequences.
 Responsibility for addressing pollution is a pressing question.
 Visible effects of pollution include deforestation and degradation of
natural landscapes.
 Humans are the primary contributors to pollution, often dubbed as the
biggest enemies of nature.
 Pollution encompasses various forms such as ocean litter, pesticides, air,
light, and noise pollution.
 Access to clean water is compromised for over one billion people due to
pollution from toxic substances, sewage, and industrial waste.
 Preserving the environment requires collective efforts, even in small
actions, to ensure future generations inherit a beautiful world.
Violence
 Violence is prevalent across social media, cultural, and economic spheres.
 Manifestations include outbreaks in cities, targeted hatred towards groups,
and instances of sexual harassment.
 Global initiatives like the Global Burden of Disease study, World Report
on Violence and Health, and Global Campaign on Violence Prevention
have emphasized violence's impact on public health.
  There are various types of violence:
 Physical Violence:
 Sexual Violence:
 Emotional Violence:
 Psychological Violence:
 Spiritual Violence:
 Cultural Violence:
Lack of Education
 Importance of education likened to a foundation for a building
 Acknowledgment of individuals unable to afford education due to
poverty
 Global issue of over 70 million children not enrolled in primary
education, attributed to inequality, marginalization, and poverty
 Efforts by organizations to provide tools and resources for education
 The Philippines' focus on functional literacy rate, including reading,
writing, and numeracy skills
 Despite high functional literacy rate, many fail to complete their
studies
 Risks of making wrong decisions due to lack of education and
literacy
 Emphasis on seizing the opportunity for education while young
Unemployment
 The Philippines faces various issues like poverty, hunger, unsolved
crimes, and environmental problems.
 Unemployment is a significant problem stemming from these issues.
 Unemployment occurs when individuals actively seek work but cannot
find employment or are available and willing to work but are currently
without a job.
 Lack of education and skills exacerbates unemployment, particularly
affecting young teenagers.
 Unemployment leads to a shortage of essential resources for daily living,
such as food, clothing, transportation, and proper living conditions.
Government Corruption
 Corruption is identified as a significant contributor to poverty due to its
disproportionate impact on the poor.
 It undermines political and economic development, hindering progress
towards democracy and prosperity.
 Corruption poses threats to security and well-being within affected
communities.
 Lack of regulation in government exacerbates corruption, leading to
heightened levels of violence and physical threats.
Malnourishment & Hunger
 Millions face food insecurity presently.
 Ending world hunger hinges on ending poverty.
 Combatting poverty requires:
 Proper employment training
 Accessible education
 Teaching cooking and gardening skills
 Poverty-stricken individuals:
 Seek job opportunities
 Strive for sufficient income to afford food
 Learn to make their own food to save money.
Terrorism
 Global issue causing fear, insecurity, violence, and death
 Violent attacks on innocent people occur worldwide without warning
 Civilians feel defenseless in their everyday lives
 Philippine Senate pushes Anti-Terrorism Act 2020 to prevent, prohibit,
and penalize terrorism
 Signed by President Rodrigo Roa Duterte
 Emphasizes national security as a priority in combating terrorism
 Promotes justice through enforcement of the law and serious punishments
for terror crimes
EDUCATIONAL PHILOSOPHERS
John Locke (1632-1704)
 The Empiricist Educator
 First philosopher of education
 The founder of school of thought generally recognized as British
Empiricism, and made principles contributed to modern theories of
limited, liberal government.
 This philosophy is the theory that all knowledge is derived from sense-
experience. Aroused by the rise of experimental science, it was being
developed in the 17th and 18th centuries, by John Locke, George
Berkeley, and David Hume. Below are the lists of ideas that explain what
is an empiricism philosophy.
 Acquire knowledge about the world through the senses- learning
by doing and by interacting with the environment. 
 Simple ideas become complex through comparison, reflection, and
generalization- the inductive method. 
 Questioned the view that knowledge came exclusively from
literary devices. 
 Opposed the “divine right of kings” theory 
 John Locke’s philosophy in education stated that the student or the learner
can learn on her/his own experience. It is about learner’s interacting with
concrete experience, which comparing and reflecting on the same
concrete experience, comparing. The learner in Locke’s is an active one
and not a passive agent of his/her own learning.
 From the social dimension, education is seeing citizens participate
actively and intelligently in establishing their government and in choosing
who will govern them from among themselves. They are of the thinking
that no one person is destined to be ruler forever. This is in keeping with
the Anti-Political Dynasty Bill.
Herbert Spencer (1820-1903)
 Utilitarian Education
 Second philosopher of education
 This philosophy emphasizes the called survival of the fittest which means that
human development had gone through evolutionary series of stages from the
simple to the complex and from the uniform to the more specialized kind of
activity.
 Social development had taking place according to an evolutionary process by
which simple homogeneous societies had evolved to more complex societal
systems characterized by the humanistic and classical education. This philosophy
also called as Social Darwinism.
 With stand in a complicated society, Spencer favors specialized education over
that of general education. We are in need of social engineers who can combine
congruous the findings of specialize knowledge. This is particular true in the
field of medicine. 
John Dewey (1859-1952)
 Learning through Experience
 Third philosopher of education
 Education is relative to a particular society living at a given time and
place. The teachers or the mentor should lead society rather than follow it.
Teachers are called to make important choices and the children are socially
active human beings who want to explore their environment and gain
control over it while the schools are ought to provide an education that
affords equal learning opportunities to all students.
 The school is a special place accepted and recognized by members of
society for the attainment of clarifying, purifying, integrating the social
experience of the group members so that it can be understood, examined
and used by its children. The school should be used by all, it being a
democratic institution. No barrier of custom, or detriment people. People
ought to work together to solve common problem.
 Dewey does not disregard the collected wisdom of the past. These past
ideas discoveries and inventions, our cultural heritage will be used as the
material for dealing with problems and so will be tested. If they are of help,
they become part of a re-created experience. If they are not totally accurate
they will still be part of a reconstructed experience. This means that the
ideal learner for Dewey is not just one who can learn by doing, doing an
experiment but one who can connect accumulated wisdom of the past to the
present.
George Counts (1889-1974)
 Building a New Social Order
 Fourth philosopher of education
 For George Counts, schools and teachers should be agents of change.
School are considered instruments for social improvement rather than as
agencies for preserving the status quo. Whatever change we work for
should always be change for the better not just change for the sake of
change. Teacher are called to make decisions on controversial issues not to
make a decision is to actually making a decision. Like Dewey, problem
solving should be the dominant method for instruction.
 George Counts asserts that there is a critical lag between material progress
and social institutions and ethical values. The material progress of
humankind is very evident but moral and ethical development seems to
have lagged. A friend once wrote: The Egyptians had their horses. Modern
man has his jet but today is still the same moral problem that plague
humankind. Indeed, with science and technology, we have become very
powerful and yet powerless. We have conquered several diseases and even
a postponed death for many, we have conquered aging, the planets, the seas
but we have not conquered ourselves.
Theodore Brameld (1904-1987)
 Social Reconstructionism
 Fifth philosopher of education
 As the name implies, social reconstruction is a philosophy that emphasizes
the reformation the society.
 Like John Dewey and George Counts, social recontructionists, Brameld
believe in active problem-solving as the method of teaching and learning.
 Social reconstructists are convinced that education is not privilege of the
few but a right to be enjoyed by all because education is a right that all
citizens regardless of race and social status must enjoy. That education is
designed to awaken students’ consciousness about social problems and to
engage them actively in problem-solving.
Paulo Freire (1921-1997)
 Critical Pedagogy
 Sixth philosopher of education
 A critical pedagogy of Paulo Freire, this theory believed that system must
be involved to beat desolation and improve human conditions.
Education and learning are the vehicles of social change. Freire’s view of
this philosophy, the human must learn to resist desolation and not become
its victims, nor a burden to others. To achieve this, it requires critical
consciousness, the development of literacy to overcome dominations and
desolation.
 Rather than teaching as banking, in which education deposits information
into students’ heads, the philosopher saw the teaching and learning process
of inquiry in which the child must invent and reinvent the world.
 Therefore, critical teachers must admit that they are in a position of
authority and they are the one who demonstrate that authority through their
actions in supports of students. The teachers should release the authority of
truth providers, they assume the mature authority of facilitators of student
inquiry and problem-solving. In relation to such teacher authority, students
gain their freedom--they gain the ability to become self-directed human
beings capable of producing their own knowledge.
KEY PERIODS IN EDUCATIONAL HISTORY
 In the primitive society, survival against nature forces was the need and so what
were taught were survival skills and values to cultivate group cohesiveness.
 For the Athenian in Ancient Greece, what mattered most in their education is
rounded development of each individual while for the Spartan was the
development of soldiers and military leaders.
 In early Romans, school needed to develop a sense of civic responsibility and to
develop administrative and military skills as citizens of the Roman Empire.
 For Ancient Arabic world was Islam rose the most important concern of
education was to cultivate religious commitment to Islamic beliefs.
 During the Medieval Period, schools were concerned with the development of
religious commitment, knowledge and ritual to establish order.
 Renaissance period was a fervent period of European cultural, artistic, political  Curricular offerings in all schools, the life, the works and writings
and economic rebirth following the Middle Ages. They focused on the recovery of Dr. Jose Rizal especially the Noli Me Tangere and El
of classical philosophy literature and art. Filibusterismo shall be included in all levels.
 The Reformation period had as for its educational goals the cultivation of sense  Elementary education was nationalized and matriculation fees was
of commitment to particular religious’ denomination and general literacy. abolished.
 For most people today, school and education are considered synonymously. This  Magna Carta for Teachers was passed into law by the virtue of
is not surprising given that the experience most of us will have in schools is what R.A. 4670.
is arguably the most important part of formal education. For example, it is within  The fundamental aims of education in this period are: 
the school setting that most of us learn to read, develop our skills in social  foster love of country, 
interaction and encounter authority that does not come from a parent  teach duties of citizenship, 
HISTORY OF THE PHILIPPINE EDUCATIONAL SYSTEM  develop moral character, self-discipline; and 
 scientific technology and vocational efficiency
If we study the history of education in the Philippines. we can trace the SOCIOLOGICAL BASIS OF SCHOOL-COMMUNITY PARTNERSHIP
various ways of foreigners occupying the country many years ago just to teach then. Functionalism:
And if we go back to the time when we were occupied by foreigners, it is not directly Institutions must fulfill specific functions for community stability
possible to say that the Filipinos had a good experience in those days. However, even so Interconnectedness of institutions:
they have legacies for Filipinos and these are ways to spread education in the If one fails, others should step in for societal well-being
Philippines. The education system of the Philippines has been highly influenced by the Role of schools:
country’s colonial history. That history has included periods of Spanish, American and Cannot fulfill all responsibilities; requires support from various institutions
Japanese rule and occupation Importance of parental role:
Philippine Education During the Pre-colonial period Primary obligation in rearing and educating children
 Informal education were employed for a child where parents are the Collaborative effort:
primary teachers of their children both inside and outside of their home. Schools, churches, communities, and other institutions assist parents in
 The parents will educate their children by teaching the basic fulfilling obligations
techniques on how to live and survive. Impact of marital breakdown:
 The father will teach the son how to find food, hunt and how to Affects children's performance in school
raise a family as a pillar of the home while the mother will teach Challenges faced:
the daughter what are the basic tasks inside their home and how to Increasing number of single-parent families, perpetuating cycle of difficulties
become a good mother. Technology's influence:
 If we observe the education during the period, the young people those Uncontrolled usage negatively affects youth development
days are being taught more on vocational trainings rather than academics Collective responsibility:
for them to become a good mother and a father. Families, schools, churches, and social institutions must collaborate to
 One of their teacher also were tribal tutors (Babaylan/ Katalonan). safeguard youth
Philippine Education During the Spanish Era
 Education in the Philippines during the late 19th century was still in its
early stages, with many Filipinos being literate only in their native CHILD-FRIENDLY SCHOOL
dialects.  Child-Friendly School (CFS) is a joint project of UNICEF and AIJC.
 Spanish language remained unknown to the majority of Filipinos.  131 public elementary schools in 20 provinces and five cities documented as
 Formal education during the Spanish Era was authoritarian in nature, CFS.
replacing tribal tutors with Spanish priests and missionaries.  Expansion to 1500 public elementary schools and 32 public secondary schools in
 Parochial schools encouraged attendance, teaching Christian doctrines and all DepEd regions.
using Spanish as the medium of instruction.  CFS aims to create a positive school culture.
 Education during this era was segregated by gender, with separate schools  Defined by DepEd Order 40 s. 2012 and DepEd Order 55 s. 2013 as schools
for boys and girls. that are:
 Wealthy Filipinos had greater access to education compared to the less 1. Inclusive
fortunate. 2. Gender-sensitive
 Education under Spanish rule was primarily for Spanish students and 3. Non-discriminating
wealthy Filipinos, serving to maintain colonial dominance. 4. Child-centered
 Educated Filipinos, known as ilustrados, emerged as a significant effect of 5. Caring and protective of children
education during this period. 6. Engaging with children’s families and the community.
Education in the Philippines During the American Regime
 Americans emphasizes the importance of education to all Filipino people,
thus it stated the free education in public schools in accordance with 1935 ELEMENTS OF A POSITIVE CULTURE
constitution. During this era, the Filipino soldiers was served as teachers  Importance of positive climate for both faculty/staff and students
until US teachers came in the year 1901 which was also an American  Positive environment enhances student performance
soldier during that time and known as the Thomasites.  Characteristics of positive school climate:
 The education served for love of the country, spread of democracy,  Collegiality
formation of good citizen, learn English language and taught the Filipinos  Friendly atmosphere
about household housekeeping, vocational, good manners and discipline,  Shared responsibility and authority
rights and responsibilities while the religion is not part of the curriculum  Authenticity encouraged
as Spaniards practice.  Absence of authoritarian leadership
The Educational Decree of 1863  ELEMENTS:
 The 1863 educational decree provided a free public education system in 1. Experimentation:
the Philippines managed by the government. The primary education was  Culture encourages experimentation and welcomes mistakes as
also declared free and available to every Filipino people regardless the part of learning.
race or social class came from, that every Filipino has the right to educate.  Errors are valued for the lessons they provide.
Education in Philippines during Japanese Regime  Reference to Edison's quote about finding ways that don't work.
 On June 1942, military order no.2 mandated the teaching of Tagalog, 2. High expectations:
Philippine History and Character education to Filipino students with  Setting high expectations leads to high achievement.
emphasis on love for work and dignity of labor.  Challenges in changing expectations due to subtlety and biases.
 The Japanese occupation taught the Filipino people in using Japanese  Teacher behavior communicates expectations to students.
language. This language was being popularized to terminate the use 3. Trust and confidence:
English Language.  Building trust and confidence among students, teachers, school
 Like other foreign who occupied the Philippines, the Japanese was very heads, and parents.
strict if we talk about censorship of textbooks, and other learning material  Honest and open communication fosters trust.
and the teachers were condescending mouthpieces of Japanese 4. Tangible support:
Propaganda.  Providing concrete support for all members of the school
 The six basic principles of Japanese Education: community.
1. Actualization of new order and promote friendly relations between  School head ensures facilities are functioning and supports faculty.
Japan and the Philippines to the farthest extent. 5. Reaching out to the knowledge base:
2. Nurturing a new Filipino culture based.  Teachers seek professional growth through seminars, workshops,
3. Strive to elevate the morals of the people, giving up over emphasis etc.
to materialism.  Aim to become global teachers by updating knowledge and
4. The diffusion of Japanese language in the country. pedagogy.
5. To promotion the vocational education in the country. 6. Appreciation and recognition:
6. To inspire with the spirit to love neighbor.  Words of appreciation and recognition create a favorable
Education in the Philippines classroom climate.
 During the Post- colonial Thing became taught but the Filipinos won’t  Praising others magnifies oneself; encourage sincere praise.
surrender. There are many things happened during the occupation of 7. Caring, celebration, humor:
foreigners in the Philippine country. But if we talk about education, the  Students need to know teachers care before they'll listen.
government looked for a way so that our education will have a good  Provide positive feedback and show interest in students' concerns.
outcome and continues to be promoted. 8. Involvement in decision making:
 Education aimed at the full of realization of the democratic ideals and way  Involving stakeholders enhances ownership and sense of
of life. And the following are the successful indicator that Philippine belonging.
education have during the post-colonialization.  Invite students and parents to meetings to gather input.
 The Service of eligibility for the teachers was made permanent 9. Protection of what is important:
pursuant to R.A 1079 in June 15, 1954.  Schools must protect their values and traditions.
 A daily flag ceremony was made compulsory in all schools 10. Traditions:
including the singing of National Anthem pursuant to R.A. 1265  Intentional culture-based programs reinforce shared values and
approved on June 11, 1955. beliefs.
 Positive school culture focuses on important norms and values.
11. Honest and open communications:
 Encourage speaking up without fear of criticism.
 "Agree and disagree" agreement fosters open discussions.